WESTERN CAPE PRIMARY SCIENCE PROGRAMME An example of a short learning programme in the Natural Sciences and Technology
AND ENERGY AND CHANGE GRADE 5
ACTIVITIES
1: Maki Making ng a clas classs post poster er to to show show the different forms of energy 2: Electr Electrica icall energy energy travels travels throug through h different materials 3: Making Making elec electri trical cal circ circuit uitss in order to get heat, light, sound and movement energy
4: The mains mains elec electri tricit cityy also also supplies heat, light, sound and movement energy 5: How much much elect electric rical al energ energyy do appliances use from the main supply? 6: Where Where does does the the main main electri electricit cityy come from? 7: How do do we use use electri electricit cityy safely safely??
We welcome the wide use of these materials. Please acknowledge the PSP.
©PSP 2002
DEVELOPED BY WESTERN CAPE CAPE PSP TEAM AND TEACHERS TEACHERS This learning programme will work towards the following learning outcomes in the Natural Sciences LO1: Scientific Investigations
The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships relationships and solve problems in scientific, technological and environmental contexts LO2: Constructing Science Knowledge The learner will know and be able to interpret and apply scientific, technological and environmental knowledge LO3: Science, Society and the Environment The learner will be able to demonstrate an understanding understanding of the interrelationships between science and technology, society and the environment.
Course presented by Rose Thomas, Shane Nzwane and Sandra Mahote Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns Western Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road Philippi 7785 PO Box 529 Howard Place 7450 Tel: 021 021 691 691-9039 -90 39 Fax: 02 021 691 691-6350 -63 50 e-mail:
[email protected] website: www.psp.org.za www.psp.org.za
Contents • • •
This booklet illustrates an example of a short learning programme for Grade 5. It develops concepts, skills, skills, attitudes and language language in a step-wise fashion. fashion. It includes activities activities and tasks for learners, learners, teacher tasks, tasks, support materials and assessment suggestions.
2 . . . . . . . . . .Activity 1
Making a class po poster to to sh show th the di different forms of energy
4 . . . . . . . . . .Acti Activvity ity 2
Elec Electr tric ical al energ nergy y trav travel els s thro throug ugh h diffe iffere rent nt mate aterial rialss
8 . . . . . . . . . .Acti Activvity ity 3
Mak Making ing elec electr tric ic circ circui uits ts in order rder to get heat heat,, lig light, ht, sound ound and movement energy
12 . . . . . . . . .Activity 4
We al also ge get he heat, lilight, sso ound an and mo movement en energy from the main supply
14 . . . . . . . . .Acti Activvity ity .5
How How much uch ele elect ctri ric cal ener energy gy do app applilian ance ces s us use fro from m the main supply?
17 . . . . . . . . .Activity 6
Where does the main electricity come from?
18 . . . . . . . . .Activity 7
How do we use electricity safely?
22 . . . . . . . . .Suggested wo workscheme 23–26 . . . . . .Assessment sheets 27 . . . . . . . . .Codes for assessment Task cards to photocopy 28 . . . . . . . . .Activity 2
Which ma materials ca can el electricity fl flow th through?
30 . . . . . . . . .Activity 3
Making el electric ci circuits to to ge get he heat, lilight, sso ound and movement energy
31 . . . . . . . . .Activity 4
Light , sound , movement an and he heat en energy
32 . . . . . . . . .Activity 5
How much electrical energy do appliances use from the main supply?
33 . . . . . . . . .Fac .Factt she sheet et:: How How much much elec electr tric icit ity y is used used by our our app applilian ance ces? s? 34 . . . . . . . . .Activity 7
A The 3-pin plug
35
B Using electricity safely in the home
Suppor Supportt materia materials ls 37 . . . . . . . . . . . . .Safety in the home 38 . . . . . . . . . . . . .How light bulbs work 38 . . . . . . . . . . . . .Background in information ab about ba batteries 39 . . . . . . . . . . . . .Batteries and cells 40 . . . . . . . . . . . . .Bac .Backg kgro roun und d in infor formati matio on ab about Eart Earth hing ing and and elec electr tric ica al sh shock ocks Back page . . . . . .Min .Mindm dmap ap abou aboutt ene energ rgy y and and chan change ge
A ctivity 1
Key concepts
Teacher task
NO TE: lear so g e t nuc le We a l s t ored energ y and s s no t t i s y, bu t i t energ y, t we e x pec t ed t ha s s a t t h i s t h t h i s dea l w i t s t s t ag e.
mo v eme n t
Making a class poster to show the different forms of energy • Energy Energy exists exists in diff differ erent ent forms (there are different types of energy – heat, light, sound, movement, electricity). There is also nuclear (atomic) energy and stored energy but we do not expect to cover these in this activity. Assist learners to find pictures from newspapers and magazines to make a poster. Assist them to identify the different forms of energy in the pictures.
Fo r m s o f Ener gy light energ y
heat
e ne r r g gy y
y
ener g
sound
electric
energ y
heat
2
e nerg y
e n ne r e rg y
Learner task
Work in groups 1. Collect Collect picture pictures s from magazine magazines s & newspapers newspapers to show show the differen differentt types of energy. 2. Make a poster poster on the wall wall of of the classroom classroom.. 3. Write sentences about the different types of energy, energy, e.g waves waves have have movement & sound energy.
Making a class poster to show the different forms of energy What we want to assess
What we expect from learners
Making a poster to show different forms of energy
The poster must have: a heading e.g. ‘Different Forms of Energy’ pictures that illustrate different forms of energy such as sound, heat, light, movement, electricity labels that name the form of energy
next to each picture Writing sentences about the different forms of energy
The sentences must: explain what form of energy is shown in the picture, for example: – waves in the sea have movement energy – the motor car has movement energy – the iron uses electrical energy – the fire has heat energy the sentences must make sense
3
A ctivity 2
Key concepts
Teacher task
Electrical energy travels through different materials • Some materials materials conduct conduct electricity electricity – they are called conductors • Some materia materials ls do not conduct conduct electric electricity ity – they are called called insulators • Electricity will only flow in a circuit made of materials that conduct electricity 1. Give each each group group of learners learners a torch torch battery battery (electric (electrical al cell), cell), a torch light bulb, and two pieces of insulated electrical wire. 2. Ask learners learners to make make the bulb bulb light up using using that that apparatus. apparatus. Check Check to see that the learners can make a circuit that will light the bulb.
wire
cell ligh lightt bulb bulb electri electrici city ty flow flow
3. Introduce Introduce the the word ‘circuit ‘circuit’’ and show the learn learners ers how the the electrici electricity ty travels around the circuit from one end of the battery along the wires, through the light bulb and back to the other side of the battery. Ask learners to show you with their fingers on their circuit. See support materials about light bulbs (page 38). 4 After After learners learners have made made the the circuit circuit with with a light light bulb bulb they they test diffe different rent materials to see if they conduct electricity. They do this by making a circuit as shown below:
nail
wire
cell ligh lightt bulb bulb electri electrici city ty flow flow
5. Introduce Introduce and and explain explain the words words ‘conducto ‘conductor’ r’ and ‘insulat ‘insulator’. or’. Learners connect the material they want to test into the circuit with the light bulb. If the light bulb shines, the material is a conductor (it lets electricity flow through it). If the light does not shine then the material is an insulator (it does not let electricity flow through it). 6. Give the the learners learners the materi materials als to test test as shown on the the task card. card. 4
Learner task
NOTE: Let the learners complete A before you hand out B.
Task card
Which materials can electricity flow through?
T a as s k k c a ar r d d t o o p ho t to o c co o p py y , p a a g e e 2 8 8 .
A. 1. Use the the apparat apparatus us to make make the the light light bulb light light up. up. 2. Draw a diagram diagram to to show how how you made made the light light bulb bulb light light up.
wire
cell ligh lightt bulb bulb electri electrici city ty flow flow
3. Why did the bulb bulb ligh lightt up? up?
Because electricity went through the light bulb.
B. 1. Now, Now, make make a circu circuit it like like this. this.
nail
wire
cell ligh lightt bulb bulb electri electrici city ty flow flow
2. Does Does the the light light bulb bulb light light up?
Yes 3. Did elect electrici ricity ty flow flow through through the circuit? circuit?
Yes 4. Does Does the nail nail conduc conductt electr electrici icity? ty?
Yes
5
Learner task
(continued)
5. Now test test some more more things things to see see if they they let the electric electricity ity flow flow through. Then record your results on the table:
Materials for testing
Does the bulb light up? Yes/no
Did the material let Is the material the electricity through? an insulator Yes/no or a conductor?
nail
yes
yes
conductor
paper clip (metal)
yes
yes
conductor
metal coin
yes
yes
conductor
wooden clothes peg
no
no
insulator
plastic bottle top
no
no
insulator
metal wire
yes
yes
conductor
metal spoon
yes
yes
conductor
plastic spoon
no
no
insulator
a piece of glass
no
no
insulator
a plastic button
no
no
insulator
Teacher task
Discuss with learners what happened when they tested different materials. They should find that only metals are conductors while plastics, wood, stone and other non-metals are insulators.
Learner task
Write a short report on what you did:
Today we tested materials to find out if they are conductors or insulators.
We found out that nails, wires, metal cans, paper clips and metal spoons conduct electricity. They are all made from metal. They are all conductors. . We also found out that clothes pegs, plastic bottle tops, plastic spoons, plastic and glass do not conduct electricty. They are insulators. 6
2
Asse As ses ssment Activity
Electrical energy travels through different materials
What we want to assess
What we expect from learners
A Using apparatus to make a circuit in which a bulb lights up
The learners must: successfully connect a light bulb into the circuit so that it lights up draw a diagram of the circuit showing the following: wire
cell
ligh lightt bulb bulb
flow flow of elec electr tric icit ity y explain that the light bulb lights up because
it is connected into an unbroken circuit that allows electricity to flow through the bulb
B Testing different materials to find out if they conduct electricity and writing a report
The learners must: test the different objects made of different materials by connecting them in a circuit with a light bulb correctly record their observations on the table as they are doing the test write a short report which correctly identifies those objects and materials that are insulators and those that are conductors of electricity, electricity, i.e. all metals conduct electricity, whilst wood, glass, paper, paper, plastic and rubber are insulators
oh, i see. only metal things conduct electricity.
7
A ctivity 3
Key concepts
Teacher task
Making electric circuits to get light, sound, heat and movement energy • We can can get heat energy, energy, light energy, energy, sound energy energy and movement energy from electricity • To get this energy from electricity we need to make make an electrical circuit • A switch switch is used used to make make and and break break a circuit circuit • We can can get electricit electricity y from a battery battery (an electric electrical al cell)
1. Provide Provide learners learners with with the following following equipm equipment ent to make make electric electrical al circuits: – torc torch h batt batter erie ies s – torc torch h lig light ht bulb bulbs s – piece pieces s of insula insulated ted copp copper er wire wire – wire wire wool wool (steel (steel wool) wool) – small small electric electric motors motors from old old tape recorder recorders s and turntable turntables s – sucker sucker stic sticks ks or wood wooden en block blocks s – draw drawin ing g pins pins – prestik – pape paperr cl clips ips 2. Show learne learners rs how to make make a switch switch using using paper paper clips clips and and wire attached to thick cardboard, a wooden stick or block. They will include a switch in each of the circuits that they make.
wire
wire
paper clip
paper clip
drawing pins
drawing pins
wire
wire Switch in open position
8
Switch in closed position
Learner task
Task card
Making electric circuits to get heat, light, sound and movement energy 1. Make three three different different electri electric c circuits. circuits. Explain Explain what happens happens when when you close the switch.
CIRCUIT 1 When I closed the switch
the light bulb lights up
CIRCUIT 2 When I closed the switch
the motor starts and the fan turns.
CIRCUIT 3 When I closed the switch
the steelwool gets hot and melts.
Task card to photocopy – page 30. 9
Teacher task
1. Write Write a conclusion conclusion on the the chalkboar chalkboard d with the help help of the learners learners..
CONCLUSION
1. When I closed closed the swi switch, tch, the elect electrical rical energy flowed from the battery to the light bulb and back to the battery. This is called an electrical circuit. 2. I can get get heat, light, sound and movement movement energy from electricity. The electricity comes from the battery.
2.
Help learners to understand that energy is stored in batteries and is released by a chemical reaction when the battery is connected into a circuit. Use the background information to help you – page 38–39. 3. The chemica chemicals ls inside inside the battery battery store the energy energy.. When we connect connect the battery into a circuit the stored energy changes to electrical energy in the wires. 4. Assist Assist learners learners to to complete complete the the following following sente sentences nces..
Learner task
Writing task Look at the circuits you made. Complete these summaries (energy sequences) about your circuits. 1. When When you you make make a bulb bulb light light up stored energy in the battery changes to electrical energy in the wires. This energy then changes to light energy in the light bulb. 2. When you start the motor and make make the fan turn, stored energy in the battery changes to electrical energy in the wires. This electrical energy then changes to movemen movementt and sound sound energy in the motor and fan. 3. When you heat heat up some steelwool steelwool stored energy in the battery changes to electrical energy in the wires. This electrical energy then changes to heat energy in the steelwool.
10
electric circuits in order to get heat, 3 Making light, sound and movement energy
Assessment As sessment Activity
What we want to assess
What we expect from learners
Making electric circuits in order to get heat, light, sound and movement energy. energy.
The learners must use the apparatus to make a circuit which lights up a bulb a circuit which turns a fan and motor (the fan and motor will also make a sound) a circuit which heats a piece of steel wool The learners must be able to manipulate the equipment with confidence
Drawing Drawing circu circuits its and and writin writing g an explanat explanation ion to say what happens when the switch is closed
The drawings drawings must must show clearly: clearly: how all the components in the circuits are connected to each other what happens when the circuit is connected, e.g. radiating lines around the light bulb that show it is shining The sentences must say: that the light bulb lights up that the motor turns and rotates the fan that the steelwool gets hot
Completing ssu ummaries ab about th the sequence of energy flow
These ar are th the co completed ssu ummaries (s (sequences): Stored energy in the battery changes to electrical energy in the wires. The electrical energy then changes to light energy in the light bulb Stored energy in the battery changes to electrical energy in the wires. The electrical energy then changes to movement energy in the motor and fan Stored energy in the battery changes to electrical energy in the wires. The electrical energy then changes to heat energy in the steelwool
11
A ctivity 4
Key concepts
Teacher task
We also get heat, light, sound, and movement energy from the main electricity supply • We get electricity from a main electricity supply which comes to our homes from a power station • The main electri electricity city flows flows in a circuit circuit from the power power station station to our house and into the appliances and back to the power station • The electricit electricity y from the main main supply supply is very powerf powerful ul and can be dangerous. So it must be used correctly and carefully 1. Bring Bring a radio which which can use use the energy energy of batterie batteries s but which which can also also run off the main electricity supply. Also bring some electrical appliances which use energy from the main supply only. 2. Discuss Discuss with with learners learners what what they know know about batteri batteries es and about about the main supply. supply. See background information on the batteries and the main supply on page 38–40.
Learner task
Writing task
12
Name of appliances
What happens when I switch it on?
What types of energy do we get from it?
Kettle
the water gets hot and boils
heat, sound and movement energy
Hair dryer (or heater)
it makes a noise and gives out hot air
heat, sound and . movement energy
Food mixer or fan
the beaters or blades go round and it makes a sound
movement and sound energy
Radio
we can hear a sound
sound energy
Lamp
the light bulb lights up
light and heat energy
Learner task
Complete these sentences: 1. When When I switc switch h on the the kett kettle le I get get heat heat,,
move moveme ment nt and sound energy.
2. When I switch switch on a hairdry hairdryer/ er/ heate heaterr I get get heat heat,, energy.
soun soundd
and movement
3. When I switch switch on a food mixer mixer/fan /fan I get movement and sound energy. 4. When When I swit switch ch on on a radi radio o I get get sound energy. 5. When When I swit switch ch on on a lamp lamp I get get light and heat energy.
Assessment Asses sment Activity
also get heat, light, sound, and movement 4 We energy from the main supply What hat we we wan wantt to to ass asses ess s
What hat we we ex expect pect from from lea learner rners s
Completing sentences about the energy we get when we switch on appliances
The sentences should be completed as follows: when I switch on a kettle I get heat, sound and movement energy when I switch on a hair dryer I get heat, sou sound and movement energy. From heat, movement movement and a heater I get heat, sound energy if it is a fan heater when I switch on a food mixer or fan I get sound and movement energy. when I switch on a radio I get sound energy when I switch on a lamp I get light energy and heat energy
13
A ctivity 5
Key concepts
Teacher task
How much electrical energy do appliances use from the main supply? • We can get almost unlimited amounts of energy from the main supply • Different appliances appliances require require different different amounts amounts of electrical energy energy to make them work • We can can tell how much much energy an applian appliance ce needs by looking looking at the amount of electrical power it requires. The power is measured in Watts • A Watt Watt is how much electrical energy energy an appliance uses every second
1. Collect pictures of electrical appliances. You will find these these in the newspapers especially towards the end of the month. Cut these out. 2. Hand out out pictures pictures to the learner learners s and with the the help of the learne learnerr task card, they must decide: – what is the main form of energy energy we get get from each each applia appliance? nce? – how much much energy energy (in Watts) Watts) does does each each appliance appliance use? 3. Make a big chart chart on the the chalk chalkboard board like this:
ELECTRICAL ELECTRICAL APPLIANCES APPLIANCES Amount of energy used every second 10 Watt 100 Watt 250 Watt 500 Watt 750 Watt 1 000 Wat Wattt 2 000 Wat Wattt 3 00 000 0 Watt Watt
14
Light
Sound
Movement
Heat
4. Ask learners learners to place place their their pictures pictures of applian appliances ces on the chalk chalkboard board to show the type of energy we get from it, and the amount of electricity it uses (in Watts).
it takes a lot of energy to make things hot!
yes, but we don’t need much electrical energy to get sound and light.
i wonder how much energy cell phones use?
Learner task
Task card How much electrical energy do appliances use from the mains supply? 1. Place Place your picture picture on on the class class chart chart to show show what energ energy y you get from your appliance and how much electricity it uses. Use the table below to help you. 2. Look at the the completed completed class class chart chart and then then answer answer these questi questions: ons: Which appliance uses the most energy? Which appliance uses the least energy?
T u r
n
16 t o o p a g e
15
