Friday, January 15, 2021

Materials, Properties and Uses (Lesson 4 )

 FOCUS QUESTION

What changes are reversible and irreversible?

SPECIFIC OBJS.

1.       Conduct an investigation to illustrate that some changes result in the formation of new materials and others do not.

2.       Work cooperatively in groups

3.       Predict the effects of heat on selected materials

4.       Make careful observations of reversible change and record and explain this using scientific language.


CONTENT SUMMARY

Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in every day life.

Substances can change their state by heating and cooling.

Melting, freezing, evaporation and condensation can cause materials to change state.


ENGAGE
Read the scenario below.

The students in 6 B received a box of ice-cream from the past principal of their school. By the time it reached their class, it was very soft, however, the teacher starting sharing. This was a very difficult task for her, so she sent it back to the tuck shop to be placed in the refrigerator.

Students will  discuss why the ice-cream  was harder to share and why it was sent back to be placed in the refrigerator. 

They will tell if all materials are like that. (can go back to their original state) They will discuss the changes that the ice cream had undergone. (this will lead to the concept reversible)

EXPLORE

Students I need you to observe and record what happens when the following are done. 

a.       Heat a square of butter in hot water then allows it to cool

b.      Inflate and then deflate a balloon

c.       Cut a sheet of paper in four pieces then fit it back together

d.      Boil water and place a mirror directly above the steam.

(They will make predictions of what will happen before the experiment is done}.

They will also watch Youtube video clip on reversible changes to glean additional information for reporting


Now can you provide other examples of the types of changes.

EXPLAIN

Students will explain the changes that occurred in each case and state whether any new materials have been formed.

EXTEND/ELABORATE

Students will write a simple description of the meaning of the term “reversible change” and share their discussions with class.

Individually, students will create a table to record frequent reversible changes they experience at home or seen at school daily. Eg.

 

Action  (Before)

Description of the change (After)

Reversible

Yes ¡   / No ¡

Placing water in freezer

Water turned ice

                Yes ¡  /   No ¡

EVALUATE 

Answer questions of the types listed below.

1.       Which of the following activities depicts a reversible change?

(a)    Boiling an egg until hard       (c) melting a cube of ice

(b)   Burning an old rag                 (d) combining ingredients to make muffins for the family

2.       Define the term “reversible”

3.       Helen and Jane were both asked to provide examples of reversible changes. Helen’s response was “the burning of a piece of paper.” Jane’s answer was “melting of an ice cube”. Whose response was correct?

Justify your answer.

4.       Provide two examples of a reversible change.

(a)                                                                           (b)

5.       For each of the following, indicate by shading under the column whether you agree or disagree with the statements about reversible changes.

 

Statement                                                                           Agree                 Disagree

 

When a material is changed in a reversible way, a  

               new material is not made.                                          ¡                          ¡

 

               Burning a piece of paper can be reversible.               ¡                          ¡

 








































Thursday, January 14, 2021

Materials, Properties and Uses (Lesson 3)

 FOCUS QUESTION

What are some properties of common materials and their everyday uses?

SPECIFIC OBJS.
 1.  Examine a selection of materials/objects to determine the transparency, absorbency, strength, magnetic property and heat conductivity of materials in everyday use.
2. Work cooperatively in groups

CONTENT SUMMARY

Materials exist as solids, liquid or gases. Materials/objects have different properties, such as transparency absorbency, strength, magnetic property, and heat conductivity, which determine their everyday use.

Improper disposal of some materials can affect the environment.

Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in everyday life.

Substances can change their state by heating and cooling.  Melting, freezing, evaporation and condensation can cause materials to change state.


ENGAGE

Students will review past lesson on hazardous materials and why they have to be so stored in their various containers. Tell if all the materials are the same then.

EXPLORE

Students will watch a youtube video clips on materials to glean information on the different types of materials and their properties.

Video: Materials 1

Video: Properties of materials

Teacher will highlight terms like transparency, absorbency, strength, magnetic property and heat conductivity and have students providing their meanings based on video clips.

In groups students will be given sets of identical materials to investigate an assigned property:  transparency, absorbency, strength, magnetic property, and heat conductivity. They will record observation in a table.(Each group will examine one property) Eg.

 

MATERIALS

 

                                  PROPERTY :  ( E.g.. Absorbency)

 

 

Weak

 

Fair

 

Strong

Plastic slippers

 

 

 

 

Paper

 

 

 

 

 

Plastic

 

 

 

 

Spoon

 

 

 

 

Piece of glass

 

 

 

 

Plastic ruler

 

 

 

A T-Shirt

 

 

 


EXPLAIN

Students will discuss their findings in the different groups, explaining how they carried out the investigation.

EXTEND/ELABORATE

In groups, students will create a worksheet on Properties and uses of Materials. They will use materials found in their home/school and complete a table showing name of material, what it is used for/made from, why the material is a good choice and the property of the material (eg. Transparent, absorbent, conductor etc.)

Material

Made From

Property of material

Justification for its use

Enamel pot

 

 

 

Plastic garbage bin

 

 

 

Clothes iron

 

 

 

Spoon

 

 

 

Windscreen

 

 

 

 

 

 

 

 Video clip: Properties of materials 2

EVALUATE 

1.       Which item below represents a  good conductor of heat?

(a)    Steel     (b) paper     (c) plastic     (d)  rubber

Give reasons to support your answer. ____________________________________________

.   J June will be going a field trip in the summer to Dunn’s River Falls. She was told that it is forbidden to climb the falls without a foot wear. She is undecided as to type foot wear to buy. Which property of materials should she take into considerations when choosing her footwear? Is it ABSORBENCY or TRANSPARENCY?

Justify your answer. ______________________________________________________________

3.       Use the words on the left to match the corresponding statements they refer to on the right.

 

COLUMN 1

                                                   COLUMN 2

Transparency

Some materials are waterproof and other materials let water through. This speaks of _______ of material.

Absorbency

Some materials are flexible and others are rigid.

Strength

Some materials let heat travel along them. They are good ____.

Heat conductivity

Some materials are see-through

Malleability

Some materials are strong while some are weak

 

 



4. Read through the statements below ((a -j). Match each property word below to the statement that best describes or explains it then complete the table with an example of an object that you know of, or have used, which has this property.

     

                                                  PROPERTIES OF MATERIALS

absorbent  conductive  elastic   flexible  magnetic  metallic strong  translucent   transparent  waterproof 




 Statement

Property word 

Example of object 

a) Is shiny, strong, malleable, a conductor 

 

 

b) Is attracted to magnets 

 

 

c)Takes in or soaks up liquids easily

 

 

d) Allows some light to pass through

 

 

e)Allows heat and electricity to pass through 

 

 

f) Thing you see through clearly 

 

 

g) Bends easily without breaking 

 

 

h)Repels or resist water so it does not get wet 

 

 

i) Can be stretch and returned to original length

j) Will not break easily

 

 


5. Granny B went into the kitchen when she saw her granddaughter just about to stir a boiling hot soup with a spoon. Read what Granny B said as she handed Suzette a different spoon.

Use the cartoon to answer the questions below.
(a) Based on Granny B's comment, what type of material do you think Suzette's spoon was made of?
(b) Why would her grandmother give her that warning about that spoon?
(c) What material do you think Granny B's spoon was made of?
(d) Explain how Granny B's spoon might behave differently in the hot soup than Suzette's spoon.

6. Shade the letter beside the correct responses.

The frying pan has two different materials because _____________.
a) the metal part and wooden handle look nice together.
b) the handle can protect your hand from heat
c) the metal part will insulate food when the pan is on the fire
d) wood does not conduct heat easily.











Wednesday, January 13, 2021

Mountain environments and human activities (Lesson 4)

 FOCUS QUESTION

How are mountains important to people’s lives and how do human activities affect mountain environments?

SPECIFIC OBJS.
 1.   Use data to make comparisons and draw conclusions about how mountains affect weather and climate.
2. Critique the work/ideas of group members
3. Gather information from multiple sources and use it to describe the activities, goods produced and services that are carried out/offered in mountain/hill environments then draw conclusion about the importance of mountain/hill environments 

CONTENT SUMMARY






































ENGAGE

Students will review what the elements of weather are and tell if they believe mountains influence the elements  of weather. They will tell in what ways. 

EXPLORE

Watch the Youtube video clip below to glean information about the effects of mountains on climate.

Video Clip: Mountain effects 1

Video Clip: Mountain effects

Turn to page 73-82 of your text. Let us read the excerpt from the text to garner more information.


EXPLAIN
Tell how highlands influence elements of weather

EXTEND/ELABORATE

In groups, students will research materials to find out other uses of forests, and complete a given table.

IMPORTANCE OF HIGHLANDS

ACTIVITIES

   GOODS PRODUCED

 SERVICES CARRIED OUT

 

 

 

EVALUATE 

Use the diagram below to answer the questions that follow.












1. (a) Which months have the most rainfall in Kingston and Port Antonia?

    (b) How much rain does Kingston have in the rainiest month?

    (b) How much rain does Kingston have in the driest month?

    (c) What difference do you notice between the rainfall of the two places?

   (d) Explain why there is a difference between the two places.

2. (a) If a place called Fetcher is situated on the Windward side, and another place called Roses is       situated      on the Leeward side, which of the two places would most likely receive more rainfall? You    may use the picture below to help you.

    










2(b) What type of rainfall is the picture above depicting? ___________

3. The side of the mountain that faces the wind is called the _______ side.

4. Which of the parishes listed below are in the rain shadow areas of our country?

   (a) Kingston and St. Andrew

   (b) St. Elizabeth and St. Ann

   (c) St. Thomas and St. Mary

5. Fill in the circles that have statements that are true. 

 0   (a) The higher up the windward side of the mountain you go, the more rain is experienced.   

 0   (b) The higher you go, the cooler it gets. 

 0   (c) Rain shadow areas receive more rainfall than places in the windward areas. 

 0   (d) As hot air rises, it cools. 


(6). Which recreational activity would most likely take place in the Blue Mountains?

(a)    Fishing    (b) swimming    (c) Boating    (d) hiking

Justify your answer. __________________________________________________________


(7).   Why are the Blue Mountains cooler than the Bull Head Mountains?

a.       The Blue Mountains are on the cooler side of the country.

b.      The Blue Mountains receive snow regularly

c.       The Blue Mountains are higher than the Bull Head Mountains

d.      The Bull Head Mountains are higher than the Blue Mountains


(8). Define the term watershed. ___________________________________

(9). Which would NOT be a reason for growing coffee in the Blue Mountain?

¡ Coffee grows best in highland areas

¡The area has lower temperatures

¡The area experiences plenty rainfall and the area is well drained

¡The area has higher temperatures

(10).  By what process do trees contribute to the water cycle?

a.       Deforestation   b. photosynthesis   c. transpiration    d. reforestation

(11)  David was asked to provide Shawn with information about the benefits of highlands. Which of the following would David not provide to Shawn?

 

Natural habitats                       ¡

Powers the water cycle           ¡

Promotes tourism                   ¡

Blocks rainfall                        ¡

 

(12).  Which type of rainfall is associated with highlands?

(a)    Relief rainfall     (b) Convectional Rainfall     (c) Icy rainfall   (d) Hurricane


13. Use the diagram below to answer the questions that follow.












(a) Which place will receive the most rainfall?
(b) Which place will receive the least rainfall?
(c) Give reasons for your answers.