Page 12 - 新思维科学教师用书4 试读样张

SCIENCE 4 TEACHER’S RESOURCE

How well did I:
model? SCIENCE 4 TEACHER’S RESOURCE
Very well
Me
plan how to use the different
materials to make the
Teacher
Me Quite well
work with my partner to
make the model?
Teacher
the model?
Me I needed help
label the different parts of
Teacher
model better?
think of ways to make our
explain how the model is the
same as a real skeleton?
2 EnErgy Plenary ideas
explain how the model is
different to a real skeleton?
Across unit resources 1 Tell your partner what you have learnt
(5 minutes)
Learner’s Book: Teacher’s resource: Digital Classroom:
Project: Find out how electricity is Language worksheets 1 and 2 End-of-unit quiz Description: Learners work in pairs to tell
made End of unit test the topic.
Check your progress quiz Diagnostic check CROSS-CURRICULAR LINKS
Mid-point test
each other three things they have learnt from
End -of-year test learn about skeletons and models. symmetry in the environment and in art in Maths.
Main teaching idea 1 links with shapes and
Reflection ideas: Ask learners to think about how
the different activities in the topic have helped them
BACKGROUND KNOWLEDGE 2 Flash cards (5 minutes) different bones.
Energy is everywhere and in everything. Every time and electricity. There is also energy in light and and the meanings on the other side skills in Maths if learners count the numbers of the
Main teaching idea 2 can be used to develop new
vocabulary in English and to practise counting
something gets warm, cools down, moves, grows, sound. Energy can be stored, such as in food, Main teaching idea 3 can be linked with making
Resources: Sets of flash cards for learners with a
makes a sound or changes in any way, it uses batteries, or in substances like oil and coal that we Description: Use this activity as a vocabulary check collages in Arts and Crafts, and shapes and
new term learnt in this topic on one side of the card
energy. use for fuel. for learners. Learners should use the flash cards to symmetry in the environment and in art in Maths.
Energy is a concept that we are all familiar with. Energy can be transferred from place to place, test one another. They should read out the meaning Homework ideas
We often use the term energy in everyday life. For or object to object. For example, heat and light of a term to a partner who must say the term.
example, when we feel tired and don’t want to energy from the Sun are transferred to the Earth. Learners in the pair can take turns in reading and
do anything actively, we may say that we have no Energy also changes from one form to another. naming the term. If you only have one set of cards, 1 Learners could do the Workbook Focus, Practice
energy. In Science, energy has a different meaning. For example, movement energy when we rub you can use them for a whole class plenary activity and Challenge sections for Topic 1.1. Discuss the
SCIENCE 4 TEACHER’S RESOURCE
Scientists define energy as the ability to do work. We our hands together changes to heat energy. But in which you read out the meanings of the terms and own work and correct any errors.
energy cannot be created or destroyed. This
can think of this as meaning that we need energy principle is known as conservation of energy. ask learners to say the term. Or you can say the term
to make things happen or change. For example, to Common misconceptions Assessment ideas: Learners can note how 2 Learners can complete Worksheet 1.1.
answers in class and allow the learners to check their
make a stationery object such as a ball move, we Living things obtain the energy they need for many of the new words they know. They Topic worksheets
Misconception
need to give it energy. The concept of energy is very their life processes from their food. The primary glossary.
and get learners to explain the meaning of the term.
closely linked to forces which were covered in Stages source of energy on Earth is the Sun. Plants How to identify
1–3. If we apply a force (push or pull) to an object, make their own food using energy from the Sun. Worksheet 1.1: Label the skeleton
The only function of the skeleton
can look up the words they didn’t know in the
we give the object more energy. So in the example Animals eat plants and other animals to obtain Ask learners why we need a How to overcome This worksheet is intended to give more practice in
system is to support the body.
skeleton.
of a ball, we apply a force when we kick the ball. The the energy they need. We can show the direction identifying and naming the different bones of the skeleton
force gives the ball energy to move. of energy transfer from one living thing to Ask learners questions such as: What is
another by means of food chains. A food chain is
who need assistance.
All moving things have energy. Learners will a drawing representing feeding relationships and inside our skull? What would happen to
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probably be able to associate energy with heat energy transfers between living things. our brain if had no skull? Then you can
for learners who need it. There is a Help sheet for learners
Starter ideas introduce the idea that the bones of the
body.
skeleton protect the inside parts of the
More confident learners can complete the Stretch sheet, in
which they colour code bones of different skeletons.
TEACHING SKILLS FOCUS 1 Getting started (5 minutes) clay
Resources: Learner’s Book
that, although learners use scientific terms in
Resources: Drawing paper and pencils or modelling
Language awareness speech and writing, this does not mean that they
Many learners these days are learning Science in a understand them. Description: Learners can work in pairs to talk about
the Learner’s Book.
Description: Ask learners to read the questions in
language that is not their mother tongue. Learners It is not only new scientific terms that are challenging for how we would look if we didn’t have a skeleton and
often experience challenges when they learn a Use the ‘Think-pair-share’ method to allow learners why. Ask them to make a drawing or a model of their
subject in an additional language. A teacher who learners. Some everyday words are used in a different other pairs.
is ‘language aware’ understands that learners face way in Science, for example matter, energy and force.
to think about their answers for a minute or two, then
ideas and then explain their drawings or models to
these difficulties and provides language support to This can lead to further difficulties for learners.
discuss their answer with a partner before sharing
their answers with the class.
learners. When you choose the activities and materials for Answers: Drawing or model should show a ‘blob’
Because we use language to communicate a lesson, it is important to think about whether with no shape or form.
in teaching Science, every Science lesson is a learners will have sufficient language skills to make
This activity will help identify the misconception
language lesson. Learning Science is like learning sense of the material and understand what they
that skeletons are only needed for body support.
a new language as there are many terms that are are required to do. You can support learners in the
2 Why do cyclists wear helmets?
(5 minutes)
used only in Science. Teachers need to be aware following ways: 2 Functions of the skeleton (15 minutes)
of the skeleton.
wearing helmets Resources: Learner’s Book ‘Questions’ section;
Learning intentions: To describe the main functions
Resources: Picture of cyclists and motorcyclists
Description: Show pictures of cyclists and
Digital Classroom song: Some body (optional)
motorcyclists wearing helmets. Ask learners if
helmets. 45 that the skeleton protects.
they have seen cyclists and motorcyclists wearing
Description: Read through the information about the
different functions of the skeleton in the Learner’s
Book with the class. Tell learners to also look at the
Ask them to talk in pairs about why cyclists and
motorcyclists need to wear a helmet.
picture which shows the different parts of the body
Ask for two or three volunteers from the class to
share their ideas with the class.
Learners should then answer questions 1–4 in the
to check their own work.
Learner’s Book. Discuss answers and allow learners
You can also ask learners which sense organs
protected? recap on the bones of the skeleton and its functions.
are found in the head. How are these organs
Digital Classroom: If you have the Digital
Classroom component, use the song ‘Some body’ to
This activity will help identify the misconception
that skeletons are only needed for body support.
The i button will explain how to use the song.
Main teaching ideas
Assessment ideas: Discuss answers and allow
learners to check their own work.
(10 minutes)
1 What if we didn’t have a skeleton?
lengths (40–50 minutes)
of the skeleton. 3 Think like a scientist: Measuring bone
Learning intentions: To describe the main functions
Learning intentions: To measure the length of
bones, record data in a table, make a prediction about
the result of an investigation.
28 Resources: Learner’s Book; tape measures or rulers
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