Page 12 - 新思维科学教师用书1 试读样张

SCIENCE 1 TEACHER’S RESOURCE

Resources: Workbook 2.3.
To stay safe when we do a science investigation.
Description: Learners can complete Workbook 2.3.
The Focus activity asks learners to choose and colour
in only the pictures that show learners keeping their
ears safe. In the Practice section, learners match
Learners may suggest that closing their eyes makes it
words to complete sentences. The Challenge section
is a word search. Learners find some of the words
easier to hear quiet sounds. Ask all learners to try this
words when they find the words.
for this Unit in the puzzle and draw a ring round the
move. now to observe any very quiet sounds. 2 Sound
animation (10 minutes)
2 Digital Classroom ‘Sounds move’
Differentiation ideas: Some learners will progress
and Challenge sections.
4 The earTh Plenary ideas Bolt, the science robot, demonstrates waves in
through these exercises more quickly than others.
Some learners may need support with the Practice
Resources: Digital Classroom animation – Sounds
Description: Show learners the animation in which
BACKGROUND KNOWLEDGE 1 Keep your ears safe (10 minutes) animation.
water and the differences in sounds that are near or
far away. The i button will explain how to use the
You should understand that the Sun and Earth are rocks remind learners about the need to keep away from Thought questions and ask learners to say what
Description: Ask learners this question: ‘Is it safe
separate objects moving in space, that they are The Earth is made of rock. Some of the rock deep loud sounds as loud sounds can damage your ears. questions.
to shout in someone’s ear?’ If learners are not sure,
Assessment ideas: Pause the video at the Pause for
both approximately spherical, and know a little below the surface is very hot and liquid (molten) Ask learners to talk in pairs about why it is not safe video assess learners’ answers to the final three
about the Sun and Earth as set out below. During but near the surface the rock is mostly solid. This to shout in someone’s ear, but it is safe to shout to
learners think the answers are. At the end of the
this topic have a globe available in the room, so solid rock is dug from the surface (in quarries) or someone across a playground. Choose learners to
that it can be used at any point to help learners. It deep holes (mines) by humans and quarried when tell the class what their partner said. Explain that CROSS-CURRICULAR LINKS
will create interest. it is close to the surface. Because of the action of likely it is to damage your ears. Main teaching idea 1 uses comparative
frost, water and wind (weathering), and the action
The Sun of living things, for example, plant roots and Support section.
you should keep away from loud sounds because the
closer you are, the louder the sound is, and the more
The Sun is a large spinning ball of burning gas animals breaking rocks and making holes, rock Assessment ideas: Show the picture of the girl
which is around one million times the size of Earth is broken into smaller particles. These particles listening to music using earphone in the Check your
vocabulary such as loud and louder which links
to both English and Maths. See Language
and gives off powerful and dangerous radiation. often collect together on parts of the Earth’s this question: ‘Why do we need to be careful with It also links with Maths as it includes measuring
This radiation provides heat and light to Earth. surface to form soils, stones, gravel and sand. An earphones?’ Learners may need a prompting question in non-standard units. Most learners could
The Sun is at the centre of the Solar System of example where this happens is in deserts. Large ears or far away?’ challenged to measure in metres.
progress section of the Learner’s Book. Ask learners
eight planets (plus Pluto, which is not classed as a parts of the Earth’s surface are covered by either
use non-standard units but some could be
planet). These eight planets travel around the Sun fresh or salt water, in oceans, seas, lakes, ponds, Assess learners by listening to their responses, then Homework ideas
like this: ‘Is the sound from headphones near to your
in different roughly circular paths (orbits). rivers and streams. make sure that all learners are clear that, because
SCIENCE 1 TEACHER’S RESOURCE
The earth You do not need to know the names of all rocks, your ears. Ask learners to listen to distant sounds at home. With
Earth’s orbit around the Sun takes 365.25 days, or but it would be helpful if you are able to identify hear. adult help to stay safe, learners could open a window and
earphones are so close to your ears, you should
one year. Earth is the third planet from the Sun. common ones like marble, limestone, slate, Reflection ideas: Ask learners to say whether listen to sounds that are coming from near or far away.
not have the sound too loud or you could damage
LANGUAGE SUPPORT
It spins on its axis in an anti-clockwise direction. quartz, chalk and diamond. Be aware that rocks they found it easy or difficult to say when a sound Ask learners to draw a picture of some of the sounds they
Several planets are surrounded by layers of gas vary in many ways, including colour, particle size, was loud or quiet. Ask them this question: ‘How Topic Worksheets
(their atmospheres) but Earth’s atmosphere is the absorbency and texture. do very loud sounds make you feel?’ Ask learners
This topic uses comparative vocabulary such
only breathable atmosphere. The atmosphere is comparative words as you say them and then these questions: ‘Is it sometimes hard to hear very
as small and smaller. Ask learners to listen to
one of the features which protects life on Earth Soil ask learners to repeat the words. Learners could quiet sounds?’ ‘What can you do to make it easier?’ Worksheets 2.3A, 2.3B and 2.3C
move: change place or position
from harmful radiation from the Sun. Heat and Soil is a valuable surface material because it compare: look at two or more things to find out
quieter, etc.
light from the Sun reaches the surface of the is home to many animals and plant life. Soil is how they are similar or different louder or quieter group.
use actions to show loud and louder, quiet and
Earth in just the right amounts to make much of essential for all the food you eat. You either eat change: become different
Worksheet 2.3A asks learners to cut out the pictures
the Earth’s surface suitable for supporting life. the plants or you eat animals that have eaten Worksheets 2.3B and 2.3C have the same exercise as
plants. Soil is made up of three parts, including near: a short distance away (not far away)
provided on the separate sheet and stick them into the
The Moon rock particles (stones, gravel, sand, clay), living far away: a long distance away (not near) these worksheets to develop learners’ language skills.
The Earth is itself orbited by the Moon. At times things (animals and plants) and decaying plant
Common misconceptions
the Moon cannot be seen from Earth because its and animal parts. Soil provides plants with
Misconception
Worksheet 2.3A, but there are also extension activities on
unlit side is facing Earth. The Moon is not visible essential nutrients and an anchor so that they
How to identify
close to, or around, midday because the Sun is so don’t blow away. Soil absorbs and stores water
it is made.
The sound is loud or soft when
bright. However, there are times when the Moon Ask learners to listen to a sound How to overcome
can be seen in the daytime, usually close to dawn which is also essential for plants. and to say whether they think it
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and dusk. same if they stand closer or further encouraged to listen to the same
These learners should be
would be louder, quieter or the
away from the source.
sound from different distances.
59
Ask learners to talk about the
TEACHING SKILLS FOCUS Starter ideas differences they hear.
When you teach aspects of science related by terms like planet and star. Make sure that you
demonstrate these terms correctly.
to space, you face a challenge because there 1 What do you know already?
(10 minutes)
are limits to the hands-on experience that as possible across the space, then read the poem
you can offer in a classroom. This means that active learning again at the same volume. Question learners about 2023/6/30 上午 09:17:19
Learner’s Book.
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you must make maximum use of everyday Use learner talk to lead to thinking what learners can hear. Is the sound still reaching
Resources: Picture of man on a sinking boat from
You can use active learning approaches such as
experience of the sky, of posters, simulations and Description: Talk with learners about the picture of that the learners cannot hear the poem at all when
their ears? Try to use a space that is large enough
using a demonstration, talking to an imaginary
demonstrations. Some learners may be confused learners this question: ‘Why can’t the people on the back towards the learners, repeating the poem while
the second adult is the maximum distance away
the man on a sinking boat from Learner’s Book. Ask
from the learners. Next, ask the other adult to walk
ship (or on the beach) hear the man shout?’ Ask the
learners to explain why the woman listening to music
moving. Ask learners to put up their hands when
with headphones cannot hear the man.
83 Ask learners this question: ‘Why could you not
learners can hear the sound. Talk with learners about
how the sound changed as it got closer. Learners
Ask learners this question: ‘What can the man do to
should be able to recognise that it got louder.
make the people hear him?’ If learners cannot say
that the man should shout louder, then learners may
have the misconception that sound does not travel.
hear the poem?’ If learners say that the other adult
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was reading too quietly, ask learners to explain
The following practical activities will give learners
SJ00090078 新思�科学教�用�1-（P1-148）-3校-D.indd 83 2 Can you hear this? (15 minutes) does get quieter as it travels.
SJ00090078 新思�科学教�用�1-（P1-148）-3校-D.indd 83
experiences that demonstrate that sound does travel.
why learners could hear when the other adult was
close to learners. If learners say that the adult was
reading more loudly when learners were close, then
learners do not understand that sound gets quieter
Resources: A poem or rhyme to read, a second adult.
as it travels. The following practical activities will
Description: Take learners outside, or into a large
give learners experiences that demonstrate that sound
room, and ask another adult to read out loud a very
short poem or rhyme while standing near to the
56 learners. Then ask the other adult to walk as far away 2023/6/30 上午 09:17:07
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4+ ྍනົ॓࿐࢝ഽႨ඀ č1 Ď ཮QS मਪ JOEE
4+ ྍනົ॓࿐࢝ഽႨ඀ č1 Ď ཮QS मਪ JOEE