Learning Goal: I can experiment with sound waves.

First, before we get into today’s science activities, watch the presentation below and learn a bit about how sound works.

Microsoft Stream

If you have trouble viewing the presentation click here to see the PowerPoint: What is Sound

Next, select one or more of the experiments below.:

• Amplify Sound – Balloon Experiment
• Amplify Sound – Homemade Stethoscope
• See the Sound – Make a Model Eardrum
• The Classic Paper Cup and String Phone
• Xylophone Water Jars

Then, check you have the materials needed. Some things you may need to ask an adult to help you find.

Finally, conduct your experiment, or experiments.

Don’t forget to check with an adult sourcing materials if you need help, and always ask permission if you are going to grab materials from the kitchen, pantry or toolbox.

Challenge: Can you come up with your own sound based experiments?

Work sample to upload to OneNote: any images or reflections off your experiments.

Learning Goal: I can build a bird’s nest. 

Different types of birds lay their eggs in different places. Some build tiny nests in bushes, some build enormous nests in tall trees. Some lay their eggs directly on the ground or on rocky ledges. All birds use many different types of materials for their nests. In this project you will try to build your own bird nest using only natural materials that you can find outside. Can you do better than a bird?

Step 1: Think about what materials you will use to build your nest. They can only be natural materials (sticks, grass, leaves).

Step 2: Go outside and gather your materials.

Step 3: Create your birds nest.
Step 4: Test your nest (gently at first!). Can you blow on it, pick it up, or place an egg inside it? Does the nest fall apart or stay together? If it falls apart, what can you change to make it sturdier?

Learning Goal: I can explore what makes different planets unique.

First, watch this video about the planets in our solar system.

https://video.link/w/uZy7c

Next, you are going to design your own planet.

It could have people on it like earth, have mountains and volcanoes like Venus, or lots of different moons like Pluto.

Draw or print this template and start filling it out.

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Then, colour in the picture of your planet.

Finally, write down one thing about your planet that is similar to earth, and one thing that is different.

Challenge: create a whole solar system of planets.

Please upload your work to OneNote

Learning Goal:  I can explore balance when stacking objects

First, think about objects that can stack on top of each other easily. What kind of shapes are these objects? What kind of materials are they made of? What about objects that are really difficult to balance on top of each other? Would it be easier to stack books on top of each other, or balls?

List 3 characteristics or properties of objects that you think can stack and balance easily on top of each other. For example: are they hard, soft, round, pointy, flat, shiny, etc.

Next, did you know that there is an official world record for how many M&Ms have been balanced on top of each other in a stack? Think about their shape and the type of surface they have, and predict what you think the world record might be, then click on the document below to read about the record that was set earlier this year.

Tallest stack of MMs world record

Then, choose an item at your house for a balance stacking challenge at home. Think of something that will be a real challenge, like M&Ms, rather than something easy like books.

Some suggestions are:

• Cushions
• M&Ms/Smarties
• Pencils
• Leaves
• Sultanas

Finally, record your predictions, test and observe your balancing experiment, and write up what you discovered!

Here is an example:

Predict – I will be able to balance a stack of 6 cushions

Observe – The cushions kept sliding off each other at first. When I changed the order it helped. I swapped some cushions as well to make it easier. The most I got was 5 cushions.

Explain – It worked best when I used large cushions at the bottom and smaller ones on top. One cushion had a shiny slippery material, so I removed this one and used one that wasn’t as slippery. The flattest cushions were easiest to balance.

Share your experiment in OneNote with a photo if you can.

Learning Goal: I understand that animals have life cycles.

First, what do you know of the life cycle of an animal? Can you name and describe the different stages? In your work book draw a diagram showing the key stages in the life cycle of an animal of your choice. Draw what you currently believe are the key stages.

Next, watch this presentation to learn about the key stages in the life cycle of an animal:

Microsoft Stream 

If you have trouble viewing the presentation open up this PowerPoint: The life cycle of animals

Now, go back to the diagram you drew in your workbook showing the key stages in the life cycle of an animal. How does this  compare with what you learnt in the presentation? The picture below may help you.

Then, complete the following sentence:

‘I understand the key stages in the life cycle of an animal are …‘

Finally don’t forget to share what you have learnt in this lesson with your family. Do they know the key stages in the life cycle of an animal ? 

Challenges: Test your knowledge with these interactives:

• Life Cycle Sort (1)
• Life Cycle Sort (2)
• Dog Life Cycle
• Frog Life Cycle
• Butterfly Life Cycle
• Human Life Cycle

Design and make your own creative presentation of the key stages in the life cycle of an animal  of  your choice.

Work sample to upload to OneNote:

• Your completed sentence: ‘I understand the key stages in the life cycle of an animal are …’
• Your creative presentation

Learning Goal: I understand that plants have life cycles.

First, what do you know of the life cycle of a plant? Can you name and describe the different stages? In your work book draw a diagram showing the key stages in the life cycle of a flowering plant as you currently believe them to be. 

Next, watch this presentation to learn about the key stages in the life cycle of a flowering plant:

Microsoft Stream 

If you have trouble viewing the presentation open up this PowerPoint: The life cycle of a flowering plant

Now, go back to the diagram you drew in your workbook showing the key stages in the life cycle of a flowering plant. How does this  compare with what you learnt in the presentation? The picture below may help you.

Then, complete the following sentence:

‘I understand the key stages in the life cycle of a flowering plant are …‘

Finally don’t forget to share what you have learnt in this lesson with your family. Do they know the key stages in the life cycle of a flowering plant? 

Challenges: Test your knowledge with these interactives:

• Plant Life Cycle (1)
• Plant Life Cycle (2)
• Life cycle of a bean plant
• Plant Life Cycle Matching Pairs Game (1)
• Plant Life Cycle Matching Pairs Game (2)

Design and make your own creative presentation of the key stages in the life cycle of a particular plant.

Work sample to upload to OneNote:

• Your completed sentence: ‘I understand the key stages in the life cycle of a flowering plant are …’
• Your creative presentation

Learning Goal: I can classify animals.

First, did you know there are nearly 6 900 000 different types of animals in the world. Yet scientists can group them into 4 main groups (the technical word scientists use for grouping is classifying). They then split these 4 main groups into 9 different groups.

Look at images below, can you group them into 4 main groups, and if so what would those groups be?

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• Did you find a way to group them?
• Are there any other ways you might group them?

Next, watch this presentation to learn about the categories scientists group animals in to:

Microsoft Stream

If you have trouble viewing the presentation open up the PowerPoint: Animal Classification

Now, go back to your original pictures and regroup them with this new understanding. The picture below may help you. How does this  compare with your original groupings?

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Then, complete the following sentence:

I understand the key features to look for when classifying an animal are …

Finally don’t forget to share what you have learnt in this lesson with your family. Do they know how you classify animals?

Challenges:

Design and make your own creative animal classification chart.

If you want know more about animal classification watch this clip: Animal Classification for Kids

Also you may want to try these two interactives:

• Characteristics of animals
• Vertebrates or invertebrates?
• Animal Classification Group Sort
• Classifying Animals

Finally you might want to download and keep these animal classification posters:

Animal-Classification-Posters

Work sample to upload to OneNote:

• Your response to the statement- ‘I understand the key features to look for when classifying an animal are …’
• Your own creative animal classification chart.

Learning Goal: I can classify plants by the different ways they grow, feed, reproduce and look.

First, did you know there are nearly 400 000 different types of plants in the world. Yet scientists can group them into 5 main groups (the technical word scientists use for grouping is classifying).

Look at images below, can you group them into 5 main groups, and if so what would those groups be?

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• Did you find a way to group them?
• Are there any other ways you might group them?

Next, watch this presentation to learn about the categories scientists group plants in to:

Microsoft Stream

If you have trouble viewing the presentation open up the PowerPoint:  Plant Classification

Now, go back to the original pictures of plants and regroup them with this new understanding. The picture below may help you. How does this  compare with your original groupings?

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Then, complete the following sentence:

I understand the key features to look for when classifying a plant are …

Finally don’t forget to share what you have learnt in this lesson with your family. Do they know how you classify plants?

Challenges:

• Test your knowledge with this interactive: Plant Classification
• Design and make your own creative plant classification chart
• Go and explore your garden, how different plant types can you find and identify? If you don’t have a garden maybe you can do it next time you go for a walk around your neighbourhood.
• If you want know more about plant classification watch this clip (there is some extra information about photosynthesis, but that bit doesn’t run long): The Plant Kingdom: Characteristics and Classification | Educational Videos for Kids

Work sample to upload to OneNote:

• Your response to the statement- ‘I understand the key features to look for when classifying a plant are …’
• Your own creative plant classification chart

Learning Goal: I can draw a scientific diagram.

First, look at the objects in the pictures below. Think about whether the object in each image is either living or non-living thing. You did learn this in Monday’s science lesson, Lets see what your remember. If you get stuck go back to Monday’s lesson.

living nonliving things once alive

Next, watch the presentation below. You might want to take some notes. 

If you have  trouble viewing the presentation click here to download the PowerPoint: Science 18_08_21 Scientific Diagram

Then,  search around your house, both inside and outside, and find a living or non-living thing that you can draw a scientific diagram of.

Now, draw your scientific diagram of your chosen specimen.

Don’t forget, to go back over the check list in the video to ensure you have the appropriate features and elements.

Challenge: can you do a two scientific diagrams, one for something living and another for a non-living object.

Learning Goal: I understand the difference between living and non-living things.

First, write down what you think makes a thing living or non-living.

Next, go through the pictures below and list which ones you think are living things and which are non-living things.

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Then, watch the presentation below. As you do record the seven characteristics that identify living things. 

if you have  trouble viewing the presentation click here to download the PowerPoint: 7 characteristics of a living thing

Next, draw up a table similar to the one below.

Now, go on a scavenger hunt around your house, both inside and outside, and list all the living or non-living things you can find.

Finally, complete this sentence:

I understand the differences between living and non-living things are …

Challenge: good scientists are always asking questions. 

Think about these questions:

• Is a computer which is turned on alive?
• Is a hibernating bear alive?
• Is a leaf you find on the ground alive?

There is a third category, as well as living and non-living things there are once living things.

Can you go through the pictures below and group them into either of these three categories? Then complete this sentence:

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I understand the differences between living, non-living and once living things are …