Year 6 Elementary Science Revised 2022 PDF

MINISTRY OF EDUCATION, HERITAGE AND ARTS MINISTRY OF EDUCATION| YEAR 6 ELEMENTARY SCIENCE 1  ACKNOWLEDGEMENT The Year 6 Elementary Science Text Book has been produced to be used by the students in this level and used as a reference in Year 6 Elementary Science Curriculum Unit...

MINISTRY OF EDUCATION, HERITAGE AND ARTS MINISTRY OF EDUCATION| YEAR 6 ELEMENTARY SCIENCE 1  ACKNOWLEDGEMENT The Year 6 Elementary Science Text Book has been produced to be used by the students in this level and used as a reference in Year 6 Elementary Science Curriculum Unit of the Ministry of Education, Heritage and Arts. The following teachers and officers are to be acknowledged for their contribution and time on the development of this textbook Year 6 Elementary Science: Mrs. Kaushila Lal, Ms. Belinda Reuben, Mrs. Roela Koroimarama and Mrs. Luisa Sigawale. Mrs Finau Nanovo, Mr Johnson Rura and Mrs Sisilia Bale for editing and layout of the book. Ms Melaia Ratu, for the graphic designing. Furthermore, the Curriculum Committee is also acknowledged at this time for their unwavering support in scrutinizing and editing the materials likewise the CDU Primary as well as Secondary Officers for their support and collaboration. Finally to the following Heads of School and to their teachers who took their time to make amendments in 2020 and 2021. NAME TPF SCHOOL Ms Talica Magitivosa 54056 St Annes Primary School Mr Abdul Rahim 87224 Rahmatullah Khan Memorial school Mr Shaneel Sharma 69028 Nukuloa Sanatan Dharm School Gulnaaz Nisha/Rozeena 86658/83987/88882 Nasinu Muslim Primary School Ali/Naituku Mr Umar 68378 Ba Muslim Primary School Mrs Priya Kumar 83853 Jasper Williams Primary school Mr Viliama Draiva 86608 Bhawani Dayal Memorial Primary School Mr Arveesh Singh 66647 Cautata District School Mrs Rehka Kumar 81780 CAS Primary/SEO Basic Science (Former) Mrs Sereana Mere Davui 55823 CAS Primary/SCS Primary Science & Healthy Living Year 2021 Schools: Suva Muslim Primary School Navesi Primary School Vatuwaqa Primary School Tavua Primary School Mahatma Gandhi Memorial School Bhawani Dayal Memorial School Votua Catholic School Tagore Memorial School Rishikul Nadera Primary School Saint Teresa’s School Veisaru Sanatan Dharam School Saint Annes School Arya Kanya Pathshala Primary Rishikul Primary School Rarawai FSC Primary School School Copyright © Ministry of Education, Heritage and Arts, Fiji All Rights reserved No part of this document may be reproduced, stored in a retrieval system or is transmitted in any form or means, electronic, mechanical photocopying, recording or Otherwise without the permission of the Curriculum Development Unit of the Ministry of Education, Heritage and Arts. MEHA| YEAR 6 ELEMENTARY SCIENCE 2 CONTENT PAGE 2.0 STRAND 1 - Living things and the Environment 04 S1.1 Structure and Life Processes 04 S1.2 Living Together 33 S1.3 Biodiversity, Relationships and Sustainability 41 3.0 STRAND 2 - MATTER 42 S2.1 Investigating Matter 42 S2.2 Materials 49 S2.3 Reactions 50 4.0 STRAND 3 - ENERGY 53 S3.1 Energy Sources and Transfers 54 S3.2 Energy Transformation, Use and Conservation 63 S3.3 Forces 70 5.0 STRAND 4 - EARTH AND BEYOND 77 S4.1 Our Solar System 78 S4.2 Our Changing Earth 86 6.0 Glossary 91 7.0 References 103 MEHA| YEAR 6 ELEMENTARY SCIENCE 3 2.0 STRAND 1: LIVING THINGS AND THE ENVIRONMENT S1.1 STRUCTURE AND LIFE PROCESSES CLO 6.1.1.1 Compare the life cycles of common land and water animals and recognise their similarities and differences. There are many different types of animals. For example, some are land animals while some are water animals and some are cold blooded while others are warm blooded. However, we can put them into groups based on the common characteristics or features that they share. Animals can be grouped as: 1. MAMMALS Common characteristics Warm blooded, mammary glands, hair/fur, give birth to live young. Bat Pig Dolphin Dogs (source: https://www.google.com/search) 2. REPTILES Common characteristics: Cold blooded, scales, lay eggs and have padded feet. Fiji Banded Iguana Fiji Crested Iguana Lizard Gecko (Source: https://www.google.com/search) MEHA| YEAR 6 ELEMENTARY SCIENCE 4 3. BIRDS Common characteristics: Warm blooded, feathers, beak, 2 legged, and have scales, feathers and lay eggs. (Source: https://www.google.com/search 4. AMPHIBIANS Common characteristics: Cold blooded, live in water then land, have gills that develop lungs, lay eggs, smooth skin, webbed feet e.g. frog/toad. Fiji Tree Frog Salamander Cane toad (Source: https://www.google.com/search) 5. INSECTS Common characteristics: Have three body parts (namely the head, thorax and the abdomen as shown below), three pairs of legs e.g. mosquitoes, bees, butterflies. OTHER INSECTS Bee Grasshopper Cockroach Butterfly MEHA| YEAR 6 ELEMENTARY SCIENCE 5  6. FISH Common characteristics: Cold blooded, live in water, have gills, scales, fins and lay eggs in water slowly develop into an adult. (Source: www.endlessocean.com.au) Cold-blooded animals, like reptiles, amphibians, and fish, become hotter and colder, depending on the temperature outside. For example, when the sun sets at night, the bodies of cold blooded animals are cooler because it is less warm outside. When the sun is out, however, their bodies soak up the heat and become warmer. Mammals and birds are warm-blooded, which means that they can make their own body heat even when it is cold outside. Whether it is sunny and hot outside or there is a snowstorm and it is very cold, warm blooded animals have body temperatures that usually stay the same or remain constant. Similarities Differences Examples Cold Blooded -Both animals live in the Cannot maintain their Lizards,crocodiles,turtles, environment. body temperature at a tortoise,snakes,frogs,toad constant level. salamanders,newts,fish Warm Blooded -Both have the Can maintain their body Mammals and Birds mechanism and the temperature at a metabolism to maintain constant level. and regulate the temperatures. Activity 1. Find out the common characteristics that each group of animals share. Life cycle is the different stages of development that an animal goes through from birth to death. Most animals including fish, mammals, reptiles and birds have a simple life cycle which is made up of three stages; (i) before birth (ii) young (iii) adult. The young ones are similar to the parent, but are smaller in size. MEHA| YEAR 6 ELEMENTARY SCIENCE 6 Amphibians: Amphibians, like frogs and newts, have a slightly more complicated life cycle. (i) they are born (either alive from their mother or hatched from eggs). (ii) they spend their childhood under water (breathing through gills). (iii) they grow into adults and move to the land (breathing with lungs). LIFE CYCLE OF A FROG (Source: http://wikybrew.com/life-cycle-frog) Insects Some insects have four stages in their life cycle/complete life cycle (metamorphosis): Metamorphosis is a process some animals go through to become adults. It is a series of physical changes. Metamorphosis is especially common in insects. (i) Egg: unborn stage. (ii) Larva: young stage - this is when most of the feeding is done. (they usually look like worms) (iii) Pupa: inactive (no feeding) stage between larva and adult stages. (usually well camouflaged) (iv) Adult: final, breeding stage. (they usually grow wings) MEHA| YEAR 6 ELEMENTARY SCIENCE 7  Complete Life Cycle (Metamorphosis) Task 1: Label the diagram below and put in the arrows that show the life cycle. Task 2: Fill in the grids explaining what happens at each stage. Stage 1. ……………………………………………………… ……………………………………………………… ………………………….. ……………………………………………………… ……………………………………………………… MEHA| YEAR 6 ELEMENTARY SCIENCE 8 Stage 2. ……………………………………………………… ……………………………………………………… ………………………………. ……………………………………………………… ……………………………………………………… Stage 3. ……………………………………………………… ……………………………………………………… ……………………………………………………… …………………………………… ……………………………………………………… Stage 4. ………………………………………………… …… ………………………………………………… …… ……………………………………… … ……………………………………………… MEHA| YEAR 6 ELEMENTARY SCIENCE 9 Animals that Undergo an Incomplete Metamorphosis: About 10% of insects go through an incomplete metamorphosis. They do not have a pupa form. These include dragonflies, grasshoppers and cockroaches. These insects have three stages in their life cycle: (i) Egg: unborn stage. (ii) Nymph: young stage (this is when most of the feeding is done) (iii) Adult: final, breeding stage (including wings) Incomplete Life Cycle (Metamorphosis) ACTIVITY 1. Create a T-table listing “Young animals that look like their parents” and “Young animals that don’t look like their parents.” Use examples of animals from all six classification groups (mammals, insects, reptiles, amphibians, birds, and fish). 2. Construct life cycle models of 2 land and 2 water animals from the list made in question 1. Label the different stages and provide a brief description of each stage. MEHA| YEAR 6 ELEMENTARY SCIENCE 10 CAREERS: Marine Scientist Entomologist-Study of insects (Source: https://www.google.com) Vetinary scientist Botanist [Source: https://www.google.com/search] Zoologist Agriculture [Source: https://www.google.com/search] [Source: Fiji Times, 7th June] MEHA| YEAR 6 ELEMENTARY SCIENCE 11  CLO 6.1.1.2 Investigate and account for the life processes that enable plants to grow and reproduce. All living things such as plants and animals have certain life processes in common that enable them to survive and continue their population. There are seven things that they need to do to count as being alive. The phrase MRS GREN is a way to remember them: M Movement All living things move, even plants. R Respiration Getting energy from food. S Sensitivity Detecting changes in the surroundings. G Growth All living things grow. R Reproduction Making more living things of the same type. E Excretion Getting rid of waste. N Nutrition Taking in and using food. Activity For each Life Process give an example of how a plant carries it out. E.g. Movement – leaves turn towards the light to make its food and roots grow down into the soil to obtain water and minerals for support and food production. Answer Key for Teachers Life process What it means Movement Going from one place to another. Animals search for their food, shelter and mate. Reproduction Producing new plants or animals. New plants grow from seeds. Sensitivity How things react and respond to what is happening around them, for example, plants’ leaves turning and moving towards the light. Growth Cells multiplying and growing. Seedlings grow into bigger plants. Respiration Making energy to keep you active. Plants and animals use oxygen from the air to help turn food into energy. Excretion Getting rid of waste substances. Plants and animals excrete (get rid of) carbon dioxide. Nutrition Taking in food. Food is needed to supply energy Green plants can make their own food using sunlight, carbon dioxide and water. MEHA| YEAR 6 ELEMENTARY SCIENCE 12 Flower Structure, Pollination and Fertilisation Flowers are the organs of natural reproduction in plants. They have the following important structures: Table of flower parts Structure Function Sepals protect the unopened flower bud. Petals may be brightly coloured to attract insects. Stamens the male parts of the flower consisting of the anther held up on the filament. Anthers produce male sex cells (pollen grains). Stigma the top of the female part of the flower which collects pollen grains. Ovary produces the female sex cells (ovules). Nectar produce sugary nectar which attracts insects. Pistil the female reproductive part of the plant. Filament Holds the anther. MEHA| YEAR 6 ELEMENTARY SCIENCE 13 Once you are sure that you can name the parts of the flower, the process of fertilisation is easy to understand. Study the following diagrams. Fertilisation Process Pollen is transferred from one flower to another is called Cross Pollination. Pollen grain lands on stigma and a pollen tube grows down to the ovary. A male cell travels down the pollen tube to join with an ovule. This is called fertilisation. MEHA| YEAR 6 ELEMENTARY SCIENCE 14 After fertilisation, the ovary develops into a fruit and the ovules into seeds. http://www.bbc.co.uk/bitesize/standard/biology/world_of_plants/growing_p lants/revision/3/ When pollen grains land on the stigma of a flower of the same species they germinate. A pollen tube grows down stamen of the flower until it reaches an ovary. Then a pollen grain (the male gamete) travels down the pollen tube and joins with an ovule (the female gamete). This process is called fertilisation. After fertilisation the female parts of the flower develop into a fruit. The ovules become seeds and the ovary becomes the fruit. A flowering plant life cycle includes the following stages such as, germination; plant development; fertilization; and seed production. MEHA| YEAR 6 ELEMENTARY SCIENCE 15 Insect pollinated flowers and wind pollinated flowers Wind pollinated flowers are different in structure from insect pollinated ones. The table helps explain the main differences. Insect Pollinated Wind Pollinated large, brightly coloured petals - to attract small petals, often brown or dull green - insects. no need to attract insects. often sweetly scented - to attract no scent - no need to attract insects. insects. usually contain nectar - to attract no nectar - no need to attract insects. insects. pollen produced in great quantities - moderate quantity of pollen - less because most do not reach another wastage than with wind pollination. flower. pollen often sticky or spiky - to stick to pollen very light and smooth - so it can insects. be blown in the wind and stops it from clumping together. anthers are firm and inside flower - to anthers loosely attached and dangle out brush against insects. - to release pollen into the wind. stigma inside the stigma hangs outside the flower - to flower - so that catch the drifting pollen. the insect brushes against it. stigma has sticky coating - pollen sticks to it. stigma feathery or net like - to catch the Insect pollinated flowers - rose sweet drifting pollen. pea. Wind pollinated flowers – ragweed. MEHA| YEAR 6 ELEMENTARY SCIENCE 16 Diagram of Life Processes of a Flowering Plant (Source: http://www.clipartsheep.com/tomato-plant) Seed Production - The fertilized ovule develops into a seed. Seed : Contain the plant embryo, the beginning of plant leaves, stems and roots, and stored food, called cotyledons. Seeds are surrounded by a seed coat. (Source: http://easyscienceforkids.com/all-about-germination) MEHA| YEAR 6 ELEMENTARY SCIENCE 17  Seed Coat : Helps protect the embryo from injury and also from drying out. Seed Coat (Source: www.slideplayer.com) Fruit : Develops from the ovary to protect the seeds. Can be fleshy, a pod, or a shell. (Source: http://easyscienceforkids.com/all-about- germination) Seed Dispersal : Seeds have special structures that allow them to be dispersed by wind, water, or animals. (Source: http://agrisnetodisha.ori.nic.in/stock/) Seeds are dispersed away from each other and from the parent plant so that there is less competition. The commonest methods of seed dispersal are: MEHA| YEAR 6 ELEMENTARY SCIENCE 18  wind e.g. dandelion, are light and have extensions which act as parachutes or wings to catch the wind. animal internal e.g. tomato have brightly coloured and succulent fruits which contain seeds with indigestible coats which allow the seeds to pass through the animal undamaged. animal external e.g. goose grass, burdock, the fruits have hooks which attach them to the fur of passing animals. explosive/ self- propelled e.g. pea pod. The pod burst open when ripe projecting the seeds away from the plant. Dormant : Inactive - waiting for the right conditions to grow. The stem dorm means sleep or resting. (Source: http://agrisnetodisha.ori.nic.in/stock/) MEHA| YEAR 6 ELEMENTARY SCIENCE 19 Germination : Early stage of seed growth. The roots begin to grow down, while the stem and leaves grow up. (Source: http://easyscienceforkids.com/all-aboutgermination) Conditions for Seeds to Germinate Water and the right temperature. Plant Development : Over time the seed grows into a mature plant with the structures necessary to produce more plants. Flower Fruit Seed Leaf Stem Root MEHA| YEAR 6 ELEMENTARY SCIENCE 20 What Plants Need to Grow and Develop? They need Water, the right temperature, light, carbon dioxide for photosynthesis, oxygen for respiration and production of energy for growth and transfer of minerals, nutrients from the soil, room to grow and time. [Pictures from http://quizlet.com/] Which Gases do the Plants Need? The plants require Carbon dioxide for photosynthesis and release Oxygen as a by-product. Oxygen is used by plants, humans and animals to produce self-sustaining energy for work and active transport. Asexual reproduction Asexual reproduction needs only one parent, unlike sexual reproduction, which needs two parents. Since there is only one parent, there is no fusion of gametes and no mixing of genetic information. As a result, the offspring are genetically identical to the parent and to each other. They are called clones. Asexual reproduction in plants Asexual reproduction in plants can take a number of forms. Many plants develop underground food storage organs that later develop into the following year's plants. It is possible for plants to reproduce asexually (i.e. without flowers or fertilisation). Two of the most important methods of asexual reproduction are: Natural vegetative Propagation and Artificial Vegetative reproduction. Examples of Natural Vegetative Reproduction are: runners - e.g. strawberry, spider plant tubers - e.g. potatoes ( an underground stem), dahlias, Rhizomes- e.g. Ginger (an underground Stem) Bulbs – e.g. Onions (are also underground Potato tuber stems) (Source: https://www.google.com/search?q)  Ferns, Mosses and Fungi – (use spores)  Suckers- Banana plants and leaf cuttings MEHA| YEAR 6 ELEMENTARY SCIENCE 21  Rhizome Ferns Mosses Fungi Suckers Rhizome (Source: https://www.google.com/search?q) Natural Vegetative Propagation takes place without the help of humans and they occur naturally. Humans are able to propagate plants by Artificial Vegetative Propagation. Taking cuttings and grafting are the methods of Artificial Vegetative propagation which you need to know. They are a quick way of propagating large numbers of identical plants. Cuttings -Roses Cuttings - Sugarcane Leaf cuttings [URLhttps://www.rhs.org.uk] [URLhttp://www.yourarticle [URL:https://www.google.com / library.com/biologyrce] search?] [Source: http://www.bbc.co.uk/ ] Plants which are produced in these ways are genetically identical to each other and to the parent; a group like this is called a clone. MEHA| YEAR 6 ELEMENTARY SCIENCE 22  Bulbs- Daffodil Daffodils [URL: https://www.google.com] [URL:http://www.telegraph.co.uk] A daffodil bulb at the beginning and end of the growing season, with a lateral bud where the new plant will grow. ONION - BULB Roots Stem The parts of the onion show that onions grow from the bulb which is an underground stem. It grows by Natural Vegetative reproduction and is also similar to the growth of Daffodils, Lilies and tulips. Some plants produce side branches with plantlets on them. The spider plant, Chlorophytum, does this. Other plants, such as strawberries, produce runners with plantlets on them. Other examples are mint plants, sensitive grass. Strawberry plant with runners - stems growing sideways. Cloning methods in plants are Artificial Vegetative Propagation People may want to clone a plant deliberately. Cloning of plants has many important commercial implications. It allows a successful variety of a plant to be produced commercially and cheaply, on a massive scale in a short space of time. MEHA| YEAR 6 ELEMENTARY SCIENCE 23 Cuttings- by stems e.g. Cassava, sugarcane, Hibiscus plant, rose stems. The simplest way to clone a plant involves taking a cutting. A branch from the parent plant that is cut off, its lower leaves are removed, and the stem is planted in damp compost. Plant hormones are often used to encourage new roots to develop. The cutting is usually covered in a clear plastic bag at this stage to keep it moist and warm. After a few weeks, new roots develop and a new plant is produced. The method is easy enough for most gardeners to do it successfully. Activity 1: AIM: To grow plants from cuttings and spores. PART A: Planting a Stem Materials: Tin or old carton of milk. Cuttings of rose plant, cassava, croton. Method: 1. Fill the tin/packet of milk with soil. 2. Plant the stem of cassava or croton in the soil. 3. Water the soil frequently and keep checking the plant. 4. Write down the observation and notes. PART B: Observing A Mushroom plant and leave it to grow. Materials: Mushroom, tin, soil. Method: 1. Pack the tin with soil. 2. Cut the talk of the mushroom. 3. Leave in the shaded area. 4. Keep the soil moist. 5. Observe the changes and note down the result. MEHA| YEAR 6 ELEMENTARY SCIENCE 24  VEGETATIVE REPRODUCTION Natural Vegetative Propagation Artificial Vegetative Propagation Stems Spores Suckers S 1. Potato 1. Banana 1. Mushroom 2. Ginger 3. Onion 2. Sugarcane 2. Fern 3. Mold 4. Mosses Stem cutting Leaf Cutting 1. Cassava 1. Begonia 2. Roses 2. Cactus 3. Crotons 3. African 4. Hibiscus violets Artificial Reproduction in Plants It is possible to reproduce plants artificially (i.e. without flowers or fertilisation). Two of the most important methods are: a) Runners - e.g. strawberry, spider plant. b) Tubers - e.g. potatoes, dahlias. Humans are also able to propagate plants by artificial propagation. Two such methods are: (i) Taking cuttings e.g. Roses, cassava. (ii)Grafting e.g. Hibiscus or frangipani plants with two different colours. They are a quick way of propagating large numbers of identical plants. Plants which are produced in these ways are genetically identical to each other and to the parent; a group like this is called a clone. Advantages for the plant of artificial reproduction types: only one parent plant is required, young plants are identical to the parent, so that good features will always be passed on. Advantages for the plant of natural reproduction: Characteristics are inherited from two parents - this produces variation or differences in the offspring. This gives a good chance of at least a few surviving diseases, changes in climate, etc. MEHA| YEAR 6 ELEMENTARY SCIENCE 25 Questions - Look at the picture of a grass flower (a) Is this flower insect or wind pollinated? (b) Name a structure which is absent or not labeled on this flower which would be significant in flowers which use the other method of pollination. (c) Choose one feature of the stamen, and one feature of the stigma which are shown on the diagram and explain how each feature helps with the plant's method of pollination. (d) Name a plant which reproduces artificially by means of runners and give a brief description of how this is achieved. (e) (i) Draw and label an Insect pollinated flower. (ii) List 5 characteristics of insect Pollinated flowers. Activity 2. : Treasure Hunt Instructions: Students to successfully answer all questions in their answer sheet to win treasure. 1. 2. 3. What is the name given Which 3 conditions are Which part of the flower when seeds produce tiny needed for seeds to start produces pollen? shoots and roots? growing? 4. 5. 6. What pollinates a yellow Name the male part of a Name the female part of a dandelion? flower. flower. MEHA| YEAR 6 ELEMENTARY SCIENCE 26  7. 8. 9. Which part of the flower How are the seeds of How are these seeds attracts insects? strawberries dispersed? dispersed? 10. 11. 12. How is this barley What do we call the How is this coconut pollinated? spreading out of seeds dispersed? from the parent plant? 13. 14. 15. How are these seeds What do we call the What comes between dispersed? joining of a pollen grain child and adult in the with an ovule? human life cycle? 16. 17. 18. What do we call any How long does a human How long does a mouse animal that has died out baby take to develop baby take to develop altogether? before it is born? before it is born? 19. 20. 21. What do we mean by the What is the Scientific What do we call the sticky gestation period of an name for the place where or hairy part of the flower animal? a baby develops? where pollen lands? MEHA| YEAR 6 ELEMENTARY SCIENCE 27  22. 23. 24. How long does an What do we call the Why are lots of flowers elephant baby take to transfer of pollen from one brightly coloured? develop before it is born? flower to another? 25. 26. 27. What does the ovary of a Describe flowers Name the 2 things which flower contain? pollinated by the wind. join to make a seed. 28. 29. 30. How is this dandelion How are tomato seeds Which needs caring for seed dispersed? dispersed? the longest, calf, puppy or human baby? MEHA| YEAR 6 ELEMENTARY SCIENCE 28 CAREER Geneticist Florist- arranges flowers [Source: https://www.google.com/search Environmentalist Fisheries [Source: Source: https://www.google.com/search MEHA| YEAR 6 ELEMENTARY SCIENCE 29  S1.2 LIVING TOGETHER CLO 6.1.2.1 Investigate and research how human activities affect plants and animals. Human activities such as building roads and houses and the use of chemical based sprays for farming is a great concern due to the harmful effects on plants and animals. This is because organisms can survive only in environments that meet their needs. Environmental conditions, which include temperature, rainfall, soil quality, salinity, pH, and predators, present challenges to the living things born into that environment. Organisms have special adaptive features that make them well adapted to tackle the challenges of the environment they live in. Changes in an organism's environment may result in death, migration, or survival of a few well- adapted individuals in the population. Some ways in which man has affected plants and animals is shown below. Activity 1. Can you list down their effects on plants and animals? If you are having difficulties, do a research on their effects from your school library and the internet to help you. Chemicals in the Environment [Source: http://www.inchem.org/documents/hsg/hsg/hsgguide.htm] Source:http://www.wmo.int/pages/publications/meteoworld07/_archive/en/apr2007/wmoac tivities.html MEHA| YEAR 6 ELEMENTARY SCIENCE 30  CLO 6.1.2.2 Investigate and discuss impact of human activities on the environment. Humans have been changing the environment as they build new houses and roads and by farming. While these developments are beneficial to us they often have a negative effect on the environment. One major area of concern is environmental problems. Class Discussion Using the pictures, to discuss the cause of pollution and its effect on the environment and what can be done to solve the problem. For Example: Picture 1 http://www.tropica l-rainfores t-animals.co m Problem Water Pollution and Soil Erosion Cause Improper Rubbish disposal and Deforestation Effect Food poisoning/Skin Diseases/Death of Aquatic life like fish, crabs..etc. Solution -Proper Rubbish Disposal both solid and liquid waste, - Control the cutting down of trees or deforestation, - More of replanting or Afforestation, - More Awareness Campaign or Community outreach on the impact of any type of rubbish disposal and deforestation MEHA| YEAR 6 ELEMENTARY SCIENCE 31  Picture 2 Problem Deforestation or excessive cutting down of trees Cause Effect Solution Picture 3 www.ecology.com Problem Air Pollution/Industrial Smoke release Cause Effect Solution MEHA| YEAR 6 ELEMENTARY SCIENCE 32  Picture 4a 4b www.earthtimes.org www.worldwildlife.org Problem 4a – Burning of Fossil Fuel/Combustion 4b - Desertification Cause Effect Solution Picture 5 Deeyman.wordpress.com Problem Water Pollution or Improper Waste Disposal Cause Effect Solution Class Project a) Make a web of environmental problems caused by human activities. b) Carry out a research on ‘The Impact of Human Activities on the Environment” and do a presentation on your findings. MEHA| YEAR 6 ELEMENTARY SCIENCE 33  S1.3 BIODIVERSITY, RELATIONSHIPS AND SUSTAINABILITY CLO 6.1.3.1 Conduct research about introduced species of plants and animals and consider how these have changed the environment Not all the organisms living in Fiji are endemic or native to Fiji. Over the years many species of plants and animals have been introduced to Fiji either as pets or to get rid of pests.  One example of introduced species is the mynah bird. Did you know that the Indentured Laborers brought them from India as a pet?  Another example of an introduced species is the mongoose. These animals were brought to Fiji to get rid of snakes. While the introduction of species has many benefits it can also have some negative effects as well. Some negative effects of introduced species include competition for food, water and shelter. As a result, introduced species often are a threat to the native species of Fiji. This is a concern as it can cause the native species to become endangered or even extinct.  Some plants introduced to our lands and have displaced indigenous plants; these are the Pine trees, Eucalyptus, Mahogany, African tulips and water Hyacinth.  Some indigenous plants such as Vesi, Kauvula, and Damanu are examples of indigenous plants that have become endangered due to the introduction of exotic species of plants that have competed for space and food. Overharvesting of the indigenous trees and plants are also contributing to their loss.  Furthermore, introduced American iguana has done more harm and damage to the crops and vegetation on Taveuni Island.  Likewise Mynah birds have harvested many seeds of plants and reduced the yield in vegetation of crops such as beans, corns and other forms of vegetables that are sown by seeds. This affects the sales of produce and yields by farmers.  The Mongooses were introduced to control snakes and at present they are also predating on the native birds which have also become or endangered.  The Tilapia and carp were also introduced to control species of weeds and have become out of control and harming other good aquatic organisms. These are to be controlled too. They have been harvested for consumption due to their sources of protein. Additional Reading: Examples of Introduced Species. MEHA| YEAR 6 ELEMENTARY SCIENCE 34  Birds in Fiji 1. Turkeys are similar to large pheasants but have a distinctive fleshy wattle that hangs from the beak, called a snood. There are two species, both native to the Americas, and one species which occurs in Fiji. 2. The rock dove (Columba livia) or rock pigeon is a member of the bird family Columbidae (doves and pigeons). In common usage, this bird is often simply referred to as the "pigeon". 3. The Spotted Dove (Spilopelia chinensis) is a small and somewhat long-tailed pigeon which is a common resident breeding bird across its native range on the Indian Subcontinent and Southeast Asia. 4. The crimson shining parrot (Prosopeia splendens) is a parrot from Fiji. The species is endemic to the islands of Kadavu and Ono in the Kadavu Group. The species was once considered conspecific with the red shining parrot of Vanua Levu and Taveuni, but is now considered its own species. The species is sometimes known as the Kadavu musk parrot. MEHA| YEAR 6 ELEMENTARY SCIENCE 35 5. The red-vented bulbul (Pycnonotus cafer) is a member of the bulbul family of passerines. It is resident breeder across the Indian subcontinent, including Sri Lanka extending east to Burma and parts of Tibet. 6. The jungle mynah (Acridotheres fuscus) is a mynah, a member of the starling family. 7. The common myna (Acridotheres tristis), sometimes spelled mynah, also sometimes known as "Indian mynah”,is a member of the family Sturnidae (starlings and mynahs) native to Asia. 8 The red avadavat, red munia or strawberry finch (Amandava amandava) is a sparrow-sized bird of the Estrildidae family. 9. The Java sparrow (Lonchura oryzivora), also known as Java finch, Java rice Sparrow or Java rice bird, is a small passarine bird. MEHA| YEAR 6 ELEMENTARY SCIENCE 36 10. The house sparrow (Passer domesticus) is a bird of the sparrow family Passeridae, found in most parts of the world. Pictures from: http://en.wikipedia.org/ Activity 1 Identify some plants and animals introduced to Fiji. Make a chart on the different species and also try to state why they were bought to Fiji. Discuss your findings with your class. Activity 2 Research Investigate in your groups how these introduced species have affected the environment and also the native population. Write a brief report on your findings and present it to the class. Mangroves Reef systems [Source: https://www.google.com/search] MEHA| YEAR 6 ELEMENTARY SCIENCE 37  Rainforests [Source: https://www.google.com/search] MEHA| YEAR 6 ELEMENTARY SCIENCE 38  CLO 6.1.3.2 Use plants respectfully and conserve plant life. Plants are very useful resources because they are needed by man, animals and the environment for survival. Some ways that plants benefit us are they provide shelter, food, and oxygen. You can see that plants are a source of life and it is important that we use plants wisely and treat them with respect. To ensure that we do not run short of trees we need to develop good conservation methods which will safe guard this valuable resource for us and the future generations. Coconut trees Trees are helpful because: - trees absorb pollution from the air. - trees make oxygen, which we need to breathe. - trees stop soil erosion, prevent floods and filter water. - trees create food and provide protection from the wind. - trees furnish home, shelter and food for birds and other wild life. - fallen tree leaves eventually turn into soil for other plants to grow in. - trees supply shade to keep our houses, schools and cities cooler: shaded buildings need less energy for air conditioning. - trees reduce noise pollution. Trees Provide: - nuts, fruit, wood, paper, syrup, cork, soap, paint, film, polish, lotions, medicine, dyes, pencils, crayons, toothpaste, perfume and many other products. MEHA| YEAR 6 ELEMENTARY SCIENCE 39  Class activity Game Group Work: Make a list of all things made from trees. Group with highest objects wins. Planting Trees 1. Get groups to think of one tree that they would like to plant in their school. 2. Get groups to research and find out the different uses of the tree that they have planted. 3. Ask groups to write a brief report on their findings and to present it to the class. Additional Reading : Trees are Tremendous Renewable Resource Trees are our breathing partners. You may not live in a forest, but you need trees in order to live. People and animals depend on trees and plants for oxygen. As you breathe in, your body uses oxygen. As you breathe out, it gives off carbon dioxide. Trees do just the opposite. They take in carbon-dioxide and then release oxygen (which also helps clean the air). Trees also help cool the Earth. Trees give off moisture. More moisture in the air means more rain and all living things need water. Trees cool the air by shading and through water evaporation. They act like huge pumps to cycle water up from the soil back into the air. The 200,000 leaves on a healthy 100 foot tree can take 11,000 gallons of water from the soil and breathe it into the air in a single growing season. Trees are also very important for us as a renewable resource. Trees are a natural resource that can be renewed - by the planting of trees - replacing the trees that are harvested for use by people. We depend on forest products for things like the wood we burn for heat and the wood we use to make houses and furniture. We use trees for the paper to make books and letters we write. Actually, there are more than 5,000 things made from trees. Trees give us baseball bats, shoe polish, and even tooth paste that comes from tree extracts. Today, the people and companies that manage our nation's forests recognize that trees are a valuable resource and that it is in the best interest of each of us to conserve them. The idea of sustainable forestry means trying to keep things in balance - when trees are cut down to make paper and other products, new trees are planted or regrow naturally. Forests helps wildlife by providing them food and a home. Trees and forests help us by cleaning our air, soil, and water and provide a place for you to camp and hike! So you can help the world by planting a tree. MEHA| YEAR 6 ELEMENTARY SCIENCE 40  CAREERS Foresters Pharmacologist [Source: http://aesstudio.org/news/] MEHA| YEAR 6 ELEMENTARY SCIENCE 41 3.0 STRAND 2 MATTER S2.1 Investigating Matter CLO 6.2.1.1 Investigate safety practices in the Laboratory Safety during a science class A science classroom is a place where sensible and careful behavior is needed at all times. During science classes, you will be exploring things that are new to you. The materials you will use can cause fires, burns and other injuries. Pay attention to the following questions as you learn about safety in the science classroom QUESTION 1. What must you do to prevent accidents and injuries in a science room? A. Here are some safety rules during a science class. Read them carefully and be sure to follow them when you are in the science room. Safety Rules 1. Do not taste anything during science classes. 2. Handle all science equipment with care 3. Wear safety goggles and hand gloves if instructed. 4. Follow all written and verbal instructions carefully. 5. Smell substances by fanning smell towards you. Do not put nose close to substance. 6. Never pour liquids into containers held in your hand. 7. Report all spills and accidents to the teacher and then clean them up immediately following the teacher’s instructions. 8. Never look into the test tubes or containers from the top- always look through the sides. 9. Do not use cracked or broken glassware. 10. Make sure you understand all safety symbols of any chemicals you use. Harmful for Flammable Toxic Corrosive Explosive Environment MEHA| YEAR 6 ELEMENTARY SCIENCE 42 Activity 1. 1. Write a reason why you should follow each of the safety rules? 2. State three safety rules while conducting an experiment? 3. Explain what you would do if the science classroom catches fire. Activity 2: State the names of the equipment in the table and their use and storage. Science Equipment Equipment Name Uses Storage. All science equipment should be properly stored after use. Chemicals should be stored in a closed cupboard and other apparatus must be cleaned properly before putting them safely in the right place. MEHA| YEAR 6 ELEMENTARY SCIENCE 43 Activity 3: 1. Why do we need to use measuring instruments during experiments? 2. Copy three things you must remember when using science equipment. Measuring temperature: The use of thermometer is very important to determine how hot or cold an object or material is. It is an important instrument that is used in the Science activities. The temperature of the air, water, ice can also be measured by a thermometer. The thermometer has an outer casing of glass and a column of mercury or alcohol contained at the base shaped like a bulb. The markings on the glass show the division of 100 equal parts. Each part is equal to 1°C or 1 degree Celsius. However in some thermometers the readings is equal to 2°C or 2 degree centigrade. When the air or water is hot the thermometer used will have the mercury rise because the metal expands when it is hot or warm. Likewise when one measure cold water or air what would one expect? Will the mercury rise or fall and how would you explain that? Find these out by doing the following activities. Activity 4: Measurement of Temperature Using a Thermometer. Aim: To determine the coldness, lukewarm and hotness of the three liquids in the beaker using the Thermometer. To explain why the colored liquid rises or falls in the bulb. Materials: Beakers 3 jugs liquid of different intensities of heat-cold, lukewarm and hot. Thermometers Method: 1. Fill the three beakers with the different intensities of water – cold, lukewarm and hot. 2. Measure the temperatures of the water and describe what happens to the colored liquid in the bulb. 3. Does the liquid rise or fall. 4. Explain in your own words what happens in the different thermometers. 5. Fill in your results by filling in the Table below. MEHA| YEAR 6 ELEMENTARY SCIENCE 44  No: Beaker Temperature Explanation on the rise and (°C) fall of the mercury/colored liquid. 1 Cold 2 Luke-warm 3 Hot CONCLUSION: Draw your inference on the activity done in relation to the aim. NB: 1. Boiling water has the temperature of 100°C 2. Melting point of ice or freezing point is 0°C 3. Body temperature (Normal)-37°C 4. Anyone having fever may have temperature>37°C MEASUREMENTS OF VOLUME AND OF OBJECTS The objects that are placed in known volumes of water displace the amount of water that determines the volume of the object. The unit can be written in litres, milliliters and cubic centimeters. Scientist Archimedes’ rule states that “any object that is completely or partially immersed in a fluid (liquid) is the upward force equal to the weight or volume of the fluid displaced by the object”. Example: Two equaled sized marbles were dropped in to a volume of 30 millilitres of water in a cylinder. The reading was taken and the final reading taken was 40 millilitres. What would be volume of each marble? What would be its measure in cm3? MEHA| YEAR 6 ELEMENTARY SCIENCE 45  ANSWER The two marbles had displaced the amount of water as shown in the working: Volume of Marbles = Final water mark – Initial water mark = 40 ml -30 ml = 10 ml or 10 cm3 Therefore for each marble 2 marbles = 10 ml; 1 marble =x x = 10 ml÷2 marbles X 1 marble = 5 ml or 5 cm3 (Answer) ACTIVITY 5: 1. Determine the volume (in ml) of the object in the diagram shown below and show your working. 2. What would be the volume in cubic centimeters (cm3)? Write down the answer and the unit. Show your working in your book. Get it checked by your teacher. ACTIVITY 6 - PART 1 Aim: To determine the volume of three different objects in ml and cm 3. Materials 3 different objects form your surroundings e.g. rubber, a piece of stone and a small roll of plasticine Measuring cylinder and water. Method Use 30 ml of water in a cylinder Drop each of the different objects accordingly and note down the final volume. Calculate the displaced volume of water and note the results in the table in ml and in cubic centimeters. Objects Volume in ml volume in cm3 Rubber stone Plasticine MEHA| YEAR 6 ELEMENTARY SCIENCE 46  2 cm PART 2: (i) Determine the volume of the cuboid. (ii) What is its volume in cm3? 2 cm (iii) Write the volume in ml. 2 cm (iv) When the cube is immersed in the measuring cylinder what would be its volume in ml? CLO 6.2.1.2: Explore means of changing the three states of matter Changes of State Substances can change from solid to liquid to gases as they get more energy. For example, ice (solid) can change to water (liquid), then to steam or vapour (gas). Similarly, we can change gases into liquid and then to solids by taking energy away that is by cooling them down. For example, water vapour (gas) on cooling changes into water (liquid) which on further cooling changes into ice (solid). In most substances this processes are reversible. They can happen either way because it is a physical change. ACTIVITY 1: Write the definitions of the following words and examples. Melting, Freezing, Vapourisation, Condensation, Sublimation, Reverse sublimation MEHA| YEAR 6 ELEMENTARY SCIENCE 47 Activity 2 Materials Ice/Butter Bunsen burner Gauze mat Tin lid Tripod stand Procedures 1. Light the burner and place the tin lid over the tripod stand. 2. Place the ice/butter onto the tin lid. 3. Heat it for some time and wait until all the ice/butter has melted.(solid to liquid). 4. Place a cold surface on top of the lid to trap the vapour (liquid to gas). 5. Collect the liquid in a beaker when it cools down (gas to liquid). 6. Freeze the liquid in a refrigerator/butter put in a cool place. (liquid to solid). Questions 1. What did you observe when the ice/butter was heated? 2. After heating for some time, what did you observe on the tin lid? 3. Why was a cold surface placed on top of the tin lid? 4. Name the process of changing gas to liquid. 5. What is needed to change solid to liquid to gas? 6. If the process is to be reversed, what should not be present? MEHA| YEAR 6 ELEMENTARY SCIENCE 48  S2.2 Materials CLO 6.2.2.1 Gather information about the properties of natural and synthetic materials that enables them to be recycled or reused. Natural Materials Materials obtained or made from living things are sometimes called natural materials whereas synthetic materials are made from chemicals. Materials can be obtained or made from living things. Examples: cotton, paper, silk and wool are natural materials. Synthetic Materials Materials can also be made from chemicals Common synthetic materials are nylon, acrylic, polyester, carbon fiber, rayon and spandex. Synthetic materials are made from chemicals and are usually based on polymers. They are stronger than natural and regenerated materials. Activity 1. Identify some natural synthetic materials found in your environment and fill in the table below. Synthetic Material Properties Uses Natural Material Properties Uses Activity 2 List the materials that can be reused or recycled. Reuse Recycle MEHA| YEAR 6 ELEMENTARY SCIENCE 49  S2.3 Reactions CLO 6.2.3.1 Investigate changes that occur during reactions between solids and liquids and their effects Reactants and Products. When matter components are combined, they may form a new product. The reactants are the substances that are present before the chemical change takes place. They are the things that are present at the starting point. The products are the substances that are formed during the chemical change. They are the things that are present at the end. Salt Water Salt +water + vapour REACTANT 1 + REACTANT 2 PRODUCT HEAT Copper Sulphate Water Copper sulphate crystal+ Water vapour The examples shown above are reversible reactions. One can reverse the reaction to obtain the original substance. Activity Aim: To investigate changes that occurs during reactions between solids and liquids and their effects. Try this out with your teacher. Part A.-Baking Powder and water Reaction. Materials Baking powder 100ml water Measuring cylinder Tea spoon MEHA| YEAR 6 ELEMENTARY SCIENCE 50 Method Take note of the reaction rate, for the two reactions in this exercise. Take a half teaspoon of Baking soda and mix with 50 ml of water. Mix one teaspoon of baking soda with 50ml water and observe the reaction. Take note of the reaction rate of the two mixtures. Part B. Coral with hydrochloric acid. Materials Coral 100ml dilute hydrochloric acid Measuring cylinder Method Pour 50 ml of diluted acid to a small piece of coral and observe the reaction. Take note of the reaction rate. Pour 50 ml of diluted acid to a small piece of coral and observe the reaction. Take note of the reaction rate QUESTIONS 1. Describe what you observed during the experiment. 2. Did you get your reactants back or a new product was formed? 3. If you increase your solid quantity, does it affect the reaction time? 4. Is the reaction reversible or irreversible? Why? 5. Did the reaction produce air bubbles? What does this infer? 6. Name the gases produced for the different reactions. 7. Write a conclusion. MEHA| YEAR 6 ELEMENTARY SCIENCE 51 CAREER HERBALIST [Source: https://www.google.com/search INDUSTRIAL CHEMIST [URL: https://www.google.com/search] MEHA| YEAR 6 ELEMENTARY SCIENCE 52  STRAND 3 ENERGY SOLAR ENERGY HYDRO POWER LEVERS AND FORCES MEHA| YEAR 6 ELEMENTARY SCIENCE 53  SUB STRAND 3.1: ENERGY SOURCES AND TRANSFER CLO 6.3 1.1 Investigate simple electrical devices to demonstrate how electrical energy is transferred and transformed such as light circuit, buzzer, electromagnet and a motor LIGHT ENERGY  Light travels in a straight line and bends when it reaches a different medium. It is very important to understand this as we study about mirrors and lenses which are mediums that reflect and refract light and form different images. MEHA| YEAR 6 ELEMENTARY SCIENCE 54 A Periscope Is an optical instrument used in land and sea warfare, submarine navigation, and elsewhere to enable an observer to see his/her surroundings while remaining under cover, behind armour, or submerged. It is used in submarines to detect ships from under water and helps the Captain in avoiding collisions with other ships. ACTIVITY 1: MAKING A PERISCOPE AIM: To make a periscope to use to look at objects above opaque areas and around corners MATERIALS: Triangular card, 2 small mirrors, 1 pair of scissors, Tall empty carton METHOD MEHA| YEAR 6 ELEMENTARY SCIENCE 55  Make the hole at the bottom, level with the mirror. 7. Look into the hole to see around the corners. Light rays enter via the The bottom mirror square reflects the light rays reflecting so it can enter the light from the eye. An image should top mirror to be seen. the bottom A PERISCOPE [Source: Neil A,1998 QUESTION 1. How does a periscope work? Explain clearly. 2. List some uses of Periscopes in real life. MEHA| YEAR 6 ELEMENTARY SCIENCE 56 ACTIVITY 2 AIM: To study the images produced by the convex and concave lenses MATERIALS: Candle, candle stand, lens stand, screen, ruler METHOD: 1. Set up the experiment as shown in the picture below (Source: https://www.google.com/search?q=concave+and+convex+lenses) 2. Light the candle and allow it to stand in its holder or a porcelain saucer. 3. Move the candle to 5 cm, 20 cm and 25 cm. At these three different locations, take note of the images on the screen. Are the images Upright (virtual) or inverted (real), small or big in size. Note the results for the three distances and draw the diagram. 4. Repeat the experiment and note the results as answered in part (2) Note the results in your book. MEHA| YEAR 6 ELEMENTARY SCIENCE 57 CIRCUITS Simple circuit: A simple electric circuit contains a power source (battery), wires, and a resistor (light bulb). Despite being considered simple, they are useful and quite common. They exist as torches, doorbells, and many kitchen appliances. Battery Wire bulb Source:https://www.google.co m Parallel Circuit: A parallel circuit is a closed circuit in which the current divides into two or more paths before recombining to complete the circuit. One way is to connect the bulbs side by side, so that each bulb has its own circuit with the battery. The bulbs connected in this way are connected ‘in parallel’. MEHA| YEAR 6 ELEMENTARY SCIENCE 58 Activity 3: Making a parallel circuit Aim: To construct a parallel circuit. Materials: two flashlight bulbs with sockets switch drycell scissors half a meter copper wire electrical tape Method: 1. Cut the wire into five parts. 2. Remove half a centimeter of insulation from both ends of the wires. 3. Attach a wire to the positive side of the dry cell and wound the other end to the left side of a light bulb. 4. Attach another wire to the negative side of the dry cell and connect it to the switch. 5. Get another wire and connect the switch to the right side of the light bulb. 6. Add one more bulb to the setup by wounding another wire to the left side of the first light bulb and connecting the other end to the left side of the second light bulb. 7. Wind another wire to the right side of the first light bulb and connect it to the right side of the second light bulb. Observation Does adding a bulb in the setup affect the brightness of the bulb? What happened when you remove one of the light bulbs? Why does turning off one light bulb not break the circuit? Why is parallel circuit better than series circuit? Result When you added one more light bulb to the circuit, it did not affect the brightness of the first light bulb. The connection was not broken even when you removed one of the light bulbs in the circuit. The circuit did not break because a parallel circuit has more than one pathway for the electricity. This way, it is better than series circuit since the devices can be switched on and off separately without breaking any circuits. Series Circuit: In a series connection, components are connected end to end, so that current flows first through one, then through the other. In the series connection, the current goes through one lamp and then the other. The lamps are strung together end to end. One drawback of series connections is that if one component fails in a way that results in an open circuit, the entire circuit is broken and none of the components will work. If either one of the lamps in the series circuit burns out, neither lamp will work. That's because current must flow through both lamps for the circuit to be complete. MEHA| YEAR 6 ELEMENTARY SCIENCE 59 Activity 2: How does a series circuit work? Aim: To find out how a series circuit works by constructing a circuit. Materials: Each group will need Four pieces of plastic coated wire, about 15 cm long with bare ends Two 4.5 volts bulbs in bulb holders Two 2.5 volt bulbs A 4.5 volt battery A simple switch Method: 1. Connect a piece of wire to each side of the bulb holder. Connect one free end to one terminal of the battery and the other free end to the switch. Using the third wire connect the switch to the battery. 2. Now connect a second bulb holder between the switch and the first bulb. Disconnect the `switch from the first bulb holder. Use this wire to connect the second bulb holder to the switch. 3. With a fourth piece of wire, connect the second bulb holder to the first bulb holder. When you turn on the switch both bulbs will light up. 4. Unscrew one bulb from the holder both bulbs will stop shining. The circuit breaks. ACTIVITY 3: Use the circuit symbols to draw the series connection of the diagram shown above. The circuit diagram can be drawn by joining the wires and the necessary components using the symbols. MEHA| YEAR 6 ELEMENTARY SCIENCE 60  (Source :www.blendspace.com) Electricity Flow How can we find out whether electricity is flowing in a circuit? We can use a torch bulb as a circuit tester. A lit bulb shows that electricity if flowing and that the circuit is closed. An unlit bulb shows that no electricity is flowing thus the circuit must be open as shown in the diagram below; Source: https://www.google.com A closed circuit – there is a complete An open circuit – there is break in the pathway. Pathway. Electricity cannot flow through. MEHA| YEAR 6 ELEMENTARY SCIENCE 61 CLO: 6.3 1.2 Detect and describe different materials that produce different sound Examples of Sound Energy and How it is Produced What is sound energy?  Sound energy is defined as the movement of vibrations through matter.  Sound energy is produced when an object vibrates, which results in noise.  The sound vibrations cause waves of pressure that travel through a medium, such as air, water, wood, or metal.  Discover some of the many sound energy examples, most of which you've probably experienced. (Source : www.yourdictionary.com) Sound energy is a form of kinetic mechanical energy. People experience many examples of sound energy in everyday life.  an air conditioning fan  an open fire crackling  an airplane taking off  fireworks popping or exploding  a ballerina dancing in toe shoes  a flag flapping in a strong  a balloon popping breeze  the bell dinging on a microwave  jingle bells  a boombox blaring  meat sizzling on the grill  a broom swishing  paper crumpling  a buzzing bee  paper tearing  a copier machine  pouring milk into Rice Krispies™  doorbell chiming cereal MEHA| YEAR 6 ELEMENTARY SCIENCE 62  S3.2 Energy transformation use and conservation CLO 6.3 2 1. Gather information about alternative forms of energy used in Fiji. Lesson 1: Sources of Energy There are two sources of energy: i) Renewable source: hydro power, solar energy, wind power, wave power and bio-fuel. ii) Non-renewable source: fossil fuel (oil, coal and gas) Coal Oil Gas Renewable Sources of Energy Solar energy The Sun is a direct source of energy. Using renewable energy technologies, we can convert that solar energy into electricity. All solar lights are “wireless”. They are not “hooked up” to external sources of power. Solar lights are pollution free. Solar light does not harm the environment. It is cheap and easy to use. MEHA| YEAR 6 ELEMENTARY SCIENCE 63 Wind Power Wind power is generated by wind turbines and converts wind energy into electricity. Wind power is a clean energy source that can be relied on for the long-term future. A wind turbine creates reliable, cost-effective, pollution free energy. It is affordable and sustainable. One wind turbine can be sufficient to generate energy for a household. Does not produce greenhouse gases and toxic waste. Wave Power Wave power comes from the energy created by waves in the ocean, and can be used for electricity and pumping purposes. Waves move constantly throughout the day, which provides a consistent stream of electricity generation capacity. Wave power creates no greenhouse gas emissions or water pollutants. By capturing the kinetic energy of the tide there will be less power crashing into the shore, which should help prevent damage to the shoreline. MEHA| YEAR 6 ELEMENTARY SCIENCE 64 Hydroelectric Power Hydroelectric power is sourced from water driving a water turbine and generator. Hydropower is fueled by water, so it's a clean fuel source. It does not pollute the air like power plants that burn fossil fuels, such as coal or natural gas. Hydropower relies on the water cycle, which is driven by the sun, thus it's a renewable power source. (Source: fbcnews.com) Bio-fuel Biofuels are designed to replace gasoline, diesel fuel and coal, which are called “fossil fuels” because they are made from animals and plants that died millions of years ago. Biofuels are made mostly from plants that have just been harvested. There are three main types of biofuel. Ethanol, biodiesel, and bio jet fuel. Ethanol is used in engines that burn gasoline, like most cars. Biodiesel is used in engines that burn diesel fuel, like large trucks and tractors. Bio jet fuel is used in planes. MEHA| YEAR 6 ELEMENTARY SCIENCE 65 Lesson 2 Use of renewable fuel in Fiji Solar energy  Many homes in Fiji are using solar energy for hot water shower and to provide lights in homes. Hydro (water) power  The Fiji Electricity Authority has two dams: its Nadarivatu Hydro Dam and Monasavu Hydro Power Dam.  This is the major electricity provider to most households and industries on Viti Levu. Wind power  There are few wind mills in Fiji at Sigatoka.  Wind power at present, is not commonly used in Fiji. Bio-fuel  The Koro bio-diesel plant would produce 1000 litres of fuel using 1.5 tonnes of dried copra and this fuel could be used in any machine that used diesel. Coconut palm Processing coconut Collecting Copra MEHA| YEAR 6 ELEMENTARY SCIENCE 66 Non-renewable energy source Non-renewable energy are energy for which there is a limited supply. The supply comes from the Earth itself and, as it typically takes millions of years to develop, is finite. Crude Oil/Petroleum Crude oil is a non-renewable resource that builds up in liquid form between the layers of the Earth’s crust. It is retrieved by drilling deep into the ground and pumping the liquid out. The liquid is then refined and used to create many different products. Crude oil is used to produce things like plastics, artificial food flavorings, heating oil, petrol, diesel, jet fuel, and propane. Gas Natural gasses gather below the Earth’s crust and, like crude oil, must be drilled for and pumped out. Methane and ethane are the most common types of gasses obtained through this process. These gasses are most commonly used in home heating as well as gas ovens and grills. Coal Coal is the last of the major fossil fuels. Created by compressed organic matter, it is solid like rock and is obtained by mining.  Out of all countries, China produces the most coal by far. Coal is most typically used in home heating and the running of power plants. Other local materials that could be used from the environment are: 1. Vegetable oils are the most commonly used biodiesel raw materials. The reason is that compared to animal fats they are easy to use and do not have a bad odor. 2. Virgin Oils are much easier to use when making biodiesel, but they are just too expensive for making homemade biodiesel. Big commercial plants prefer to use virgin oil as it makes the design of the plant much easier. In Fiji, virgin coconut oil is an alternative for bio-fuel production. 3. Other sources would include bio natural gas (pig waste), sewer gas, gas from biomass gasification and wood dust. 4. Methanol can be produced from wood. Fiji has abundance of forest trees which can be well utilised for methanol production Fiji’s need for its future generation to adopt renewable energy has even been boosted by several academic institutions who have taken the initiative of offering diploma and degrees courses on renewable energy. Such is Fiji’s move to embrace renewable energy as its efficient, most reliable, environmentally safe and secure source of energy. MEHA| YEAR 6 ELEMENTARY SCIENCE 67  Lesson 3 Hydro turbines Inside the power stations, there are huge rotating wheels called turbines made of curved blades which work when a large pipe carries steam produced in power station boilers. Fossil fuels or nuclear energy heat the water in the boilers. The steam flows over the rows of turbine blades. The pressure of the steam makes the blades spin round at very fast speeds. The generator is attached to one end of the turbine shaft. As the blades spin round, the shaft turns and the generator produces electrical energy. The steam is then cooled in a condenser, where it turns back into water. This water then returns to the boiler and is heated again, ready to start the whole cycle once more. CLO: 6.3.2.2 Recognise the importance of alternative forms of energy used in Fiji. Advantages of using alternate energy forms It is renewable, sustainable and will never run out. Require less maintenance than traditional generators. Their fuel being derived from natural and available resources reduces the costs of operation. Renewable energy produces little or no waste products such as carbon dioxide or other chemical pollutants, so has minimal impact on the environment. Renewable energy projects can also bring economic benefits to many regional areas, as most projects are located away from large urban centres and suburbs of the capital cities MEHA| YEAR 6 ELEMENTARY SCIENCE 68  QUESTIONS 1. Explain the difference between Renewable and Non-renewable energy. 2. List some sources of renewable and non-renewable energy in Fiji. 3. Is solar energy widely used in Fiji? Name some places that can produce solar energy. 4. What is Bio fuel? 5. Is Bio fuel used in Fiji? How is it used in Fiji? Explain this very briefly. 6. List some advantages and disadvantages of using renewable and non-renewable sources of energy. CAREERS Electrical engineering technician Automotive Engineer [Source: https://www.google.com/search] [Source: https://www.google.com/search] MEHA| YEAR 6 ELEMENTARY SCIENCE 69  Sub Strand 3.3: Forces CLO 6.3.3.1 Investigate how machines such as levers, pulleys and wheels function and their application in everyday life. Lesson 1 Pulleys and levers are simple machines, and they make our lives easier. A lever is a stiff bar that rests on a support called a fulcrum which lifts or moves loads. They make it easier to lift, move and build things. Using wheels to make work easier A wheel combined with an axle is classified as machinery. The main advantage of the wheel is that it offers little friction. Most of the effort applied to a wheel is used in turning the wheel. Most of the effort applied to a sledge is used in overcoming friction with the ground. It is easier to pull a truck with wheels than to remove its wheels and to pull its body. A sledge works better on snow. An Axle  An axle is a central shaft for a rotating wheel or gear. On wheeled vehicles, the axle may be fixed to the wheels, rotating with them, or fixed to the vehicle, with the wheels rotating around the axle. MEHA| YEAR 6 ELEMENTARY SCIENCE 70 There are many different devices which work on wheels, from trolleys to heavy tractors and other machinery. Wheels are used in pulleys and winches. Gears: Gears are wheels with teeth or cogs.  Gears come in many different sizes, which help them do work.  If you connect one big gear with a small one, you can turn the big gear slowly and it will make the little gear turn quickly.  Since it takes less energy to turn the big gear slowly than it would to turn the little one quickly, you are saving energy and making work easier by using gears.  One gear can make another one turn faster, but it can also make it turn in a different direction.  When you turn a big gear to the right, the little one will move to the left. This is good for many machines where the direction needs to change in order for the machine to work. Pulleys A pulley is a kind of machine. It is a grooved wheel or a combination of grooved wheels. A pulley used together with a rope or chain can be used to lift heavy masses. MEHA| YEAR 6 ELEMENTARY SCIENCE 71 The simplest type of pulley is a single fixed pulley, commonly used on flag poles, clothes lines and wells. Using of two pulleys make work even easier. ACTIVITY 1: Questions: 1. What is a Pulley? 2. Where would you find a pulley? How is it used in those machines or places? 3. How would you hoist a flag up a flagpole? Explain briefly. MEHA| YEAR 6 ELEMENTARY SCIENCE 72 ACTIVITY 2: USING A SIMPLE PULLEY – FIXED AND MOVEABLE Aim: To weigh a bottle of water using the force meter (Note the reading e.g. 100 g) and the pulley. Materials: Bottle of water with 100 ml Force meter Two chairs Single pulley Cord or string. PART A Method 1. Weigh the bottle of water using the Force meter (note the reading of the 100 ml of water) 2. Using one single pulley, lift the bottle of water and feel the weight. Note your experience. PART B Method: 1. Put the stick between two chairs which has a gap between them 2. Hang a single pulley over the stick and hang the cord or string over the pulley wheel 3. Attach one end of the cord to the bottle and pull the other end. QUESTION: Was it easier to lift the bottle? 4. Attach the end to the Force meter and pull. Note the reading. QUESTION: Is it easier to pull the bottle upwards or downwards? Explain in your own words. Water bottle Force meter. [Source: https://www.google.com/search?tbm=isch&tbs] MEHA| YEAR 6 ELEMENTARY SCIENCE 73  CLO 6.3.3.2 Explore the importance of care and safety when working with machines. All persons using workshops and stores should apply good housekeeping practices, wear appropriate clothing, and use the workshop or store only for its intended purpose. A tidy workplace makes it easier to spot and avoid hazards, and does not interfere with normal work operations. 1. Always listen carefully to the teacher and follow instructions. 2. Do not run in the workshop, you could ‘bump’ into another pupil and cause an accident. 3. Know where the emergency stop buttons are positioned in the workshop. If you see an accident at the other side of the workshop you can use the emergency stop button to turn off all electrical power to machines. 4. Always wear an apron as it will protect your clothes and hold loose clothing such as ties in place. 5. Wear good strong shoes. Training shoes are not suitable. 6. When attempting practical work all stools should be put away. 7. Bags should not be brought into a workshop as people can trip over them. 8. When learning how to use a machine, listen very carefully to all the instructions given by the teacher. Ask questions, especially if you do not fully understand. 9. Do not use a machine if you have not been shown how to operate it safely by the teacher. 10. Always be patient, never rush in the workshop. 11. Always use a guard when working on a machine. 12. Keep hands away from moving/rotating machinery. 13. Use hand tools carefully, keeping both hands behind the cutting edge. 14. Report any damage to machines/equipment as this could cause an accident. There are some important things to know about safety gear: 1. Safety gear must be used reliably. 2. Safety gear must be easily accessible and available. 3. Safety gear must be a pleasure to use. 4. Safety gear must be in good condition. MEHA| YEAR 6 ELEMENTARY SCIENCE 74 Personal Safety Gear Safety Glasses: Vision is important. Bad things happen by accident. Wear them. Safety glasses also protect your eyes from chemical injury. Hearing Protectors: Many of the power tools in the shop, both small and large, output damaging intensity and frequency of sound. Using hearing protectors for longer exposure to quieter tools can be a benefit. Anti-Fatigue & Anti-skid mats: A concrete shop floor can make your legs and back tired sooner. It may not have the greatest footing. These mats keep you safe, and also protect edged tools that you may drop. Shop clothes: Proper shop clothes won't get tangled in your machines. Long sleeves and pants provide armor which help protect your skin from splinters and from flying debris (shattered knots anyone) from power tools. They protect your skin from chemical splashes. Good boots protect your feet from the dropped razor-sharp chisel, a falling piece of wood, or random sharp trash on the floor. Dust Mask: Cutting wood produces dust, which floats in the air. This dust is collected by our lungs and nasal passages. Some of the wood-dust can be really bad. Fume Mask: Some solvents and finishes are irritating. A sealed fume mask with the proper canisters for the solvents or materials you are using keeps these away from your lungs and bloodstream. ACTIVITY 1. List 4 important safety precautions while working with machines. 2. List 3 types of clothing one must wear for personal safety. MEHA| YEAR 6 ELEMENTARY SCIENCE 75 CAREER Crane drivers [Source: https://www.google.com/search] Mechanical Engineer [URL: https://www.google.com/search] Avionics engineer [URL:https://www.google.com/search] MEHA| YEAR 6 ELEMENTARY SCIENCE 76 STRAND 4: EARTH AND BEYOND MEHA| YEAR 6 ELEMENTARY SCIENCE 77  SUBSTRAND 4.1 Our Solar System CLO 6.4.1.1 Collect and analyse data about the daily weather patterns and its effects on human life Introduction The Moon is the Earth’s only natural satellite. A satellite is any object that moves in an orbit around a planet. The Moon is covered with rocks, boulders and layer of charcoal-coloured soil. The changes in the appearance of the Moon’s shape is called the phases of the Moon. The Moon is always round and does not change its shape. What changes is the amount of sunlit part of the Moon that we can see from the Earth and this depends on the position of the Earth, Moon and Sun. PHASES OF THE MOON Moon Phase Description Image- Illustration using Oreo cookies New Moon (Start of Month) Occurs when the Moon is between the Earth and the Sun. The 3 are aligned to each other. Crescent Moon ( Waxing) Sunlit portion increasing, but is less than a half. First Quarter (Half Moon) Occurs when the Moon is at a 900 angle with respect to the Earth and Sun. We see exactly half of the Moon illuminated and half in shadow Gibbous Moon ( waxing) Sunlit portion still increasing, but now more than a half. MEHA| YEAR 6 ELEMENTARY SCIENCE 78  Full Moon The three, the Moon, Earth and the Sun are in alignment. The Moon is on the opposite side of the Earth So entire sunlit portion is facing us and the shadowed portion hidden from view. Gibbous (Waning) Light continually decreases. Last Quarter (Half Moon) Light continually decreases and as for first quarter we see exactly half of the moon illuminated and half in shadow Crescent Moon (Waning Wanes until light Moon) completely goes. Source: http://moonblink.info/Eclipse/why/solsys Seasonal Position of the Sun and how it affects activities of people in your community To those of us who live on earth, the most important astronomical object by far is the sun. It provides light and warmth. Its motions through our sky cause day and night, the passage of the seasons, and earth's varied climates Dry and Wet seasons Fiji has a south-sea tropical climate with two major seasons. A dry season which is experienced from June through to October and a wet season from November to April. Fiji is punctuated by dry and wet season. In Fiji the cyclone and hurricane season fall during the wet season from November to April. Flooding also occurs which have caused damage to buildings, farming, livestock and also loss of lives. MEHA| YEAR 6 ELEMENTARY SCIENCE 79 DRY SEASON: This occurs between May and October and the average temperature in Suva are 20°C - 26° Celsius or Centigrade and in August 23°C -30°C in February. Leeward sides of the major islands (e.g. Lautoka and Labasa) are usually drier with clear skies, a limited temperature range and abundance of sunshine. Most resorts and sugarcane farms are found in these regions. During the dry seasons, the plant life and animal life suffers as there are likely to be droughts, but as the rainy season begins, life flourishes in the area. This climate is caused by changing winds and ocean currents. WET SEASON: This occurs between November and April, these months are also hurricane seasons. The Windward sides have average rainfalls of 165 to 185 cm. These areas are subject to cloudy skies and frequent rains with even temperatures and moderate sunshine. Suva is an example of these areas that have wet season and likewise Savusavu. SEA BREEZE (DAY BREEZE) During a hot day, the land is warmer than the sea (cooler). Air above the land is heated and rises up; it is then replaced by the cooler air from the sea. In the diagram below, the land heats up and the warm air rise to form clouds and the cooler air sinks to the surface of the sea or ocean which moves on to the land as breeze. Sea breezes are caused by the differences in temperatures between the land mass and the sea surfaces or oceans. MEHA| YEAR 6 ELEMENTARY SCIENCE 80 In certain occasion, this sea breeze can travel several miles inland, acting as a small cold front. On unstable days, the breeze can even generate showers and thunderstorms. ACTIVITY 1: Study the diagram given below and write a summary on the cause of Sea breeze or Day Breeze in steps as shown. Each student has to submit this work to the teacher for marking. LAND BREEZE (NIGHT BREEZE) During the night, the sea is warmer (higher temperature, low pressure) than the land because the land loses its heat (low temperature, higher pressure) much faster than the sea. Air above the sea or ocean is warmer (higher temperature, low pressure) than that above the land so it rises up to be replaced by that air above the land. MEHA| YEAR 6 ELEMENTARY SCIENCE 81  [Source: https://www.google.com/search?tbm=isch&tbs] ACTIVITY 2: Study the diagram and briefly summarise what is involved in the flow diagram. [Source: https://www.google.com/search?q=Sea+breeze+images&tbm] TIDES They are alternate rising and falling of the sea. These are caused by the moon and sun. This is clearly shown by the Spring and Neap tides. The moon causes tides. SPRING AND NEAP TIDES These forms of tides depend on the position of the moon. MEHA| YEAR 6 ELEMENTARY SCIENCE 82 SPRING TIDES These tides occur when the sun, moon and earth are in a straight line. They have a tidal range which is larger than the Neap tides. These also occur when the gravitational pull of both moon and the sun is in the same direction, making high tides higher and low tides lower. Spring tides occur only during the appearance of the Full moon and New moon. EFFECTS OF SPRING TIDES: If Spring tide coincides with hurricanes, then it can cause havoc and flood. These may also mean loss of coastal shores, lives, roads and communication networks. Spring tides also known as King tides have also been a cause of sea level rise in the Kiribati islands, Yasawa Islands, Vanua Levu, Viti Levu and the South Pacific regions. Problems Water sources and the crops are grossly affected; food security will be a major issue if there is not any climate mitigation or solution to the problem. Solutions Planting of mangroves and trees Building sea walls are some solutions to the impact of Spring tides and sea- level rise. In Kiuva, Bau, Tailevu, the same sentiments are echoed by WisikiTabua , chairman of the Kiuva Development Committee, where in normal High tides the water gushes through to the village, while in Spring tides the water also fills into the Village Hall. However with much work done on the storm water drains and wall there has not been any experience of the water moving into the village. (Source: fijione.tv/Kiuva- becomes-model-for-climate-change-impacts) MEHA| YEAR 6 ELEMENTARY SCIENCE 83 The Moon and how it affects tide The phases of the Moon and the Earth’s tides are determined by the positions of three bodies: Earth Moon Sun. The ocean tides are caused by the gravitational pull of both the Sun and the Moon. However, because it is closer to Earth, the Moon’s gravitational influence is greater than the Sun’s. Tides are the oceans rising up and falling back twice everyday due to the moon’s gravitational pull. As Earth rotates on its axis, it experiences two cycles of high and low tides, roughly thirteen hours apart. When the Moon pulls on the ocean, the result is a bulge in the water level directly beneath the Moon. There is also a second bulge in the water level on the side of Earth opposite the Moon. As Earth rotates once upon its axis, the two bulges in the water level move, following the Moon. This creates two high and two low tides. (Source: 2006 Encyclopedia Britannica, Inc.) The highest tides will occur when the Moon, Earth, and Sun are lined up and where the pull on the oceans is stronger. This occurs when the Moon is in positions A and C in the figure given. MEHA| YEAR 6 ELEMENTARY SCIENCE 84 These highest tides are called spring tides. When the Sun and the Moon are pulling at right angles to each other, as when the Moon is in positions B and D, the high tides will be lower. These moderate tides are known as neap tides. This is where the Sun and Moon’s gravity cancel each other out so the pull on the oceans is weaker. Picture: The Moon and Earth’s Tide DIFFERENCES BETWEEN SPRING (KING) TIDES AND NEAP TIDES SPRING TIDE NEAP TIDE 1. Sun, earth and moon are in a 1.Sun, Earth and moon form a right straight line. angle 2.