ko} oO Science for the Next GenerationNext Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6. Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books. The Next Generation Science activity books include the follow features: SCO Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook. a Engineer It! Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems. BEI Topical questions at the end of each chapter for formative assessment.te Lf Contents Unit 8 - Changes to Matter 90 UAT Atal tol Role ma rea chs g (0) ae =.Activity 5.1 Ea Landforms 1. Use the words in the box to label the landforms. — canyon hill plain mountain plateau valley2. Name and describe the landforms. (a) Name of landform: Description: 1D) eT come Name of landform: eS Description: (c) Name of landform: Description:0 ae = Name of landform: Description: 0 Name of landform: Description: Name of landform: Description:3. Fillin the blanks. Draw the shape of each landform. (a) A mountain is a very (b (c area of land that ___________ above the surrounding land. A hill is an area of land that is________ than the surrounding land. Hills are usually not as as mountains. A valley is a area that lies between hills or mountains. Valleys are often formed from the weathering and erosion of(d) A plain is a large area of (e (f) mostly ——__________ land. A canyon is a and often narrow with steep rocky sides. Canyons are usually formed by the mountains by streams and rivers A plateau is a large piece of land that is raised above the surrounding land. Plateaus can be found between mountains or at the top ofActivity 5.2 me Modeling Land and Water + modeling clay + sticks and stones Se a Ms e + large container Use the materials to make a model of a mountain, river and lake. 2. Slowly pour water on the mountain. Describe how the water moves. 6Draw and label your model. Describe how water moved on your model.= Earth’s Water Use the words in the box to label the bodies of water. iceberg glacier pond lake river stream ocean2. Name and describe the bodies of water. Body of water: Description: (b) Body of water: Description: (c) Body of water: Description:(d) Body of water: Description: Body of water: Description: 4 Body of water: Description:3. Use the words in the box to fill in the blanks. You may use the words more than once. Draw the shape of each body of water. ocean fresh water salt water lake land mountain Earth ice glacier (a) The ocean is a large body of _____. It covers almost three-fourths of the surface of the —-___ bee Le (6 A glacier is a large body of thick ____ that forms from the build-up of ! ! snow over many years. Glaciers | formon_—________. | They move very slowly to the(c) A river is a body of flowing . Rivers flow downstream into a or the ocean. (d) A lake is a large body of that is surrounded by (e) A lagoon is a shallow body of that is separated from the by sand, rock or other natural barrier.(f) A pond is much like a small (9 (h .Itis a closed body of A stream is a flowing body of __________.. A stream usually starts at a high point such as a or hill. An iceberg is a large body of frozen floating in the Most icebergs form when chucks of ice break off a or ice shelf.Activity 5.4 me Comparing Bodies of Water 1. Use the Venn diagram to compare a lake and an ocean. 2. Use the Venn diagram to compare a river and a pond. <<3. Use the Venn diagram to compare a glacier and sea ice. << 4. Explain how the water in the stream changesActivity 5.5 me Mapping an Island Draw a map of the island. Complete the key to show what is on the map. sand treesme Reading a Map Use the map to find the location of things in Springfield Nature Reserve. Springfield Nature Reserve see A B c D E F G mountains canyon plain lake valley plateau glacier hills1. Complete the table. Feature | Location(s) _| Glacier Lake Canyon Mountains Hills Valley Plateau Plain 2. Draw a waterfall in position B4. 3. Draw a cave in position D4. 4. Draw a pond in position E5. 21reins , me Mapping Your Home 1. Inthe space below, draw a map of the outside of your home. Include a title and a key.2. In the space below, draw a map of a room in your house. Include a title and a key.@ 1. Observe the landforms, water and objects in the picture below. On the next page, draw a map of the area. Include a key. 24I Key:2. Asaclass, visit a natural area close to your school. Draw a map of the area. Include a title and.a key. 26I Key:UTA Be) Earth's Land and Water 1 How is a mountain different from a hill? How is a plateau different from a plain? List four types of bodies of water. How is a lake different from the ocean? List two examples of where water on Earth exists in solid form.6. Provide two examples of where maps are used. 7. Describe how maps are useful to people. 8. (a) What does the map show? (b) List four things shown on the map. a) —@ 1. Describe the position of six objects in the room.(a) The (b) The (c) The (d) The (e) The (f) The2. Draw each object in the correct position in the park. (a) Ee under Pp (b) or} on r=. (c) nr to the left of = (d) wwe above a (e) ca to the right of = ian aa$3@ 1. Draw arrows and write a few words to predict and describe the motion of the people and objects. (a) (b) 34i § 352. Use the words in the box to describe how the ball will move. round and round back and forth zigzag straight line curved (a) (b)Activity 6. me What Forces Can Do Complete the sentences. A force can an object moving. 2. or A force can —_______________ a moving object. — 38A force can change the an object is moving. 4. A force can a moving object. up or in which down 39me Set It in Motion! In small groups, plan and conduct an investigation to demonstrate how forces can: + Start an object moving. + Change the direction of a moving object. + Speed up a moving object. + Slow down a moving object. + Stop a moving object. + ball + tape + art and craft supplies @ 82 Au @ a \Draw a picture to show how you used forces to affect the motion of an object. TA force can start an object moving. 1 | | | | | | | | | l | l | ! | ! | l re 4 | lenient nani eee iemtimniean imine aA force can speed up a moving object. A force can slow down a moving object:Provide two examples where forces affect the motion of objects in everyday life. Example 1: Example 2: 43Activity 6.5 me Identifying Pushes and Pulls Identify each action as a push or a pull. Draw arrows to show the direction of motion. 145Activity 6.6 me Big and Small Forces Check what you think will happen when you increase the amount of force used to move an object. The object will move slower. The object will move faster. The object will move a shorter distance. The object will move a greater distance. Ma : 8 books + cardboard + toy car tennis ball + measuring tape - masking tape @a ses1. Use the cardboard and four books to make a ramp on the floor. Use the masking tape to hold the cardboard in place. 2. Place the toy car at the base of the ramp. Hold the tennis ball on the top of the ramp. 3. Release the tennis ball so that it moves down the ramp and collides with the toy car. Observe the motion of the toy car. Use the measuring tape or a ruler to measure the distance the toy car moved. Record your measurement in the table on the next page. 4. Repeat Steps 2 and 3 two more times. 5. Increase the height of the ramp by adding four more books and repeat the activity.Record your measurements in the table below. Distance Toy Car Moved (cm) Ramp Height Trial 1 Trial 2 Trial 3 Four Books Eight books 1. Was your prediction correct? How did increasing the amount of force affect the motion of the toy car? 2. How would increasing the height of the ramp to 10 books affect the motion of the toy car? 48Activity 6.7 a Magnetic Force Use the words in the box to complete the sentences. repel attract north pole south pole poles distance non-contact (a) Magnetic force is a___ force - it can act ata (b) Magnets have two -q ec arnda (c) When the like poles are of two magnets are brought together, the magnets will each other. (d) When the opposite poles of two magnets are brought together, the magnets will each other. 2. Draw arrows to show the interaction of forces. 493. Check (VW) the objects that are attracted to a magnet. Cross (x) the objects that are not attracted to a magnet.4. Check (V) if you think the paper clips will be attracted to the magnet. Cross (X) if you think the paper clips will not be attracted to the magnet. (a) (b) bE 51 —Engineer It! ot Design and Build a Magnet Car You have learned that magnetic force can push and pull magnetic objects at a distance. Now it's your turn to design and build a toy car that can move up and down a ramp using magnetic force. + assorted magnets + art and craft supplies = f) - tape + string oe, ~\SDraw a model and label your toy car. Write the steps you will take to move the toy car up the ramp. 53Draw a picture and explain how you used magnetic force to move the toy car up the ramp. How could you change your design to make the car move further, faster or up a steeper ramp? 54Activity 6.8 a Gravity Draw arrows to predict the motion of the a 2. What force is acting on the objects that allowed you to predict their motion? 55OTTO Be) Forces and Motion 1. Describe the position of the basketball. es» 8) 2. List four ways that forces can change the motion of a moving object. 3. Write ‘push’ or ‘pull’. (a) \g ) o & Vag4. True (v=) or false ( i VY 7 + 3clear containers of different sizes UAD = Label the containers A, B and C. 2. Put 3-4 drops of food coloring in the jug of water. 3. Pour the water between the containers. Observe the shape of the water. 4. Pour some water from Container A into Container B, then back into Container A. Observe the level of the water. 63Draw the water in each of the containers. 1. - Container A: | Container C:2. Describe how the water moved when it was poured from one container to another. 3. Describe the shape of the water in the containers. 4. What did you observe about the amount of water in Container A at the end of Step 4? If Halle pours milk from one cup to another, will the amount of space taken up by the milk change? Explain your answer. 65Nel ti A aol BBB st: Solid or a Liquid? - different types of solid and liquid matter alot oeie 1. Use your senses of sight and touch to observe the different objects. 2. Use the table on the next page to sort the objects as solids or liquids.Complete the table. 1. How could you tell which things were solids? 2. How could you tell which things were liquids?Xe Aa § How Does Matter Feel? Choose two words from the box to describe each object. hard soft smooth rough ahd aadd, cushions plastic chairmodeling clay wooden log 69OX A ae 8 Comparing Weight + assorted classroom objects + balance 1. Predict the weight of each object from the heaviest (1) to the lightest (5). 2. Use the balance to compare the weights of the objects. Order the objects from the heaviest (1) to the lightest (5).Object Prediction Measurement Describe the mass of the objects on the balance. i Chelsea placed five marbles on the right side of a balance and a stapler on the left of a balance. Describe the weight of the stapler.xo 8 Is It Magnetic or Non-magnetic? + magnets + assorted objects no 1. List the objects in the table on the next page. Predict whether the objects are magnetic or non-magnetic. 2. Move a magnet over each object. 3. Record your observations in the table. 4. Sort the objects into two groups.Object Prediction Test Show how you sorted the objects by drawing a picture or listing the objects in each group.1 74 What do you notice about the material of the magnetic objects? Wyatt moved a magnet over a pile of metal coins. The coins were not attracted to 7~ We the magnet. e® & (a) What can you infer about the coins? (b) What can you infer about metal objects?xo me Does It Float or Sink? - container of water —- assorted objects = wa 1. List the objects in the table on the next page. Predict whether the objects will float or sink in water. 2. Place the objects in the container of water. Observe if the objects float or sink. 3. Record your observations in the table. 4. Sort the objects into two groups. 75Object Prediction Test Show how you sorted the objects by drawing a picture or listing the objects in each group.In what ways are the objects that float in water similar? 2. Sophie placed a golf ball and a table tennis ball in a container of water. (a) Predict what Sophie will observe. (b) Explain your answer. 77Activity 7.10 8 Testing the Properties of Materials In this investigation, you will plan and conduct an investigation to describe and classify different kinds of materials by their properties. List the objects or materials you will test and the things you will need to test the properties. List the properties you will test. Write the steps you will take to test each property.Draw a model and label your investigation. 79 —Record your observations. oy 1 802. Draw a diagram to classify the materials into groups based on their properties.List the materials you tested and their properties. -Activity 7.11 8 Suitable Properties Complete the charts. Use the words in the box to help you tell the properties that make the material suitable. strong hard _ flexible absorbent transparent smooth rough opaque waterproof Object Nome: Use: Material: Suitable/safe properties: Object Name: Use: Material: Suitable/safe properties: 83/ Object Narne: Use: Material: Suitable/safe properties: Object Name: Use: Material: Suitable/safe properties: Object Name: Use: Material: Suitable/safe properties:Object Name: Material: Suitable/safe properties: Object Name: Material: Suitable/safe properties: Object Name: Use: Material: Suitable/safe properties: 85Engineer It! BBD esign and Build a Suitable Object When we make objects, we need to make sure the materials we use have properties that are suitable and safe for how the object will be used. Now it's your turn to design an object. What will your object do? What materials will you choose to build your object? 1. What will you build? What is its function? 2. What materials will be used to make your object? List the things you will need to build your object.Write the steps you will take to build your object. 871 88 List the materials you used to make the object. Tell why you chose each material. Did your object work as you intended? How could you improve the design?UTA ie) Properties of Matter 1. List the three states of matter. 2. Find an object in your home. Observe the object with your senses of sight and touch. Draw the object and use three words to describe its properties. 3. Use the words in the box to complete the sentences. flexibility strength magnetic opaque (a) ___ sd materials do not allow light to pass through them. (b) is how much a material can be bent without breaking. (c) _____ objects are pulled by a magnet. (d) — SS is how much a material can be pulled apart or pushed together without breaking. CO inavel 1A me Changing Solid Matter 1. Take a sheet of paper and change it in two different ways. Draw a picture and describe how you changed it. roo fo ee ee HH HH HH eH Hee 4 | Change |: | I | I | I | I | | | | Describe how you changed the paper. ! I | | | I | a a roo co eo ee eH eH eH eH eH eee 4 1 Change 2 1 I | I | | | I | I I | Describe how you changed the paper: ! I | I | I | a 42. Find two objects in your classroom and change them to make something new. Draw a picture and describe how you changed each object. 1 Object | \ I | | | I | I | | | | Describe how you changed the object. | | I | ee a ~ eee ee ee ee eee 4 1 Object 2: | I | I | I | | | I | | Describe how you changed the object { | | I | I | _——————— 4Activity 8.2 me How Does Solid Matter Change? + modeling clay + balance 1. Use the balance to make two balls of modeling clay that have the same mass. 2. Change one of the balls into a new shape. Describe how you changed it. 3. Use the balance to check the mass of the clay. What do you notice?Draw a model to show how you changed the clay. Describe what you observed at Step 3. Blake cuts a loaf of bread into slices. What can you infer about the mass of the loaf of bread?Nel tA eed me Taking Apart and Putting Together + building blocks or multi-link cubes Ges Ms 1. Put some blocks together to build an object. Name and draw what you made.2. Pull apart the object. Put the blocks together to make something new. Name and draw what you made. 3. Pull apart the object. Put the blocks together again to make an animal. Name and draw the animal. | Aninnat: 95xo 8 Properties and Temperature + crayons - chocolate mold + heat source : freezer aS ee - jars a = fee the paper from the crayons. Describe the properties of the crayons. Break the crayons into small pieces and place them into the jars. Keep the colors separate. Put the jars in the pan and add some water. Place the pan on the heat source. Observe what happens to the crayons. eae4. Pour the melted crayons into the chocolate mold and place EE the mold in the freezer. Once frozen, remove the crayons from the mold and observe their properties again. 1 Record your observations in the table. Crayon Properties Before Heating After Heating After Cooling 972. Draw a labeled diagram with arrows to show how the state of matter changed when the crayons were heated and cooled. Do you think the crayons were still crayons once they cooled? Explain your answer. 98Activity 8.5 8 Reversible and Irreversible Change Plan and conduct an investigation to show that some changes to matter caused by heating or cooling can be reversed and some cannot. + heat source + freezer = iT 99 —Write the steps you will take. —— 1001. Describe the changes you observed when the matter was heated. 101 —2. Describe the changes you observed when the matter was cooled.1. List the changes you observed. Label each change as reversible or irreversible. 2. Chelsea has a block of chocolate and a candy mold in the shape of a shell. Explain how she can make chocolates in the shape of a shell. 103 ——Activity 8.6 me Identifying Changes Draw ——\ if the change is irreversible. Draw Ye if the change is reversible. — 104OTTO ie) Changes to Matter 1. Ethan made a sheet of paper into a paper airplane. True ( v“ =) or false ( <=). (a) The shape of the matter changed. (b) The mass of the matter changed. 2. Use the words in the box to fill in the blanks. freezing melting —— (a) ——______ ~~. \". 1 EPS . “—~() 3. Halle heated a raw egg in a pan. Can she change it back into a raw egg? Explain your answer.Sources of Heat ane the sources of heat in this picture and answer ui questions on the opposite page. Y1. List the sources of heat you can see. 2. Which is our most important source of heat ?Activity 9.2 me Using Heat Describe how heat is being used. — 108109Xela ee) me Measuring Temperature 1. Your teacher will give you a thermometer. (a) What is the lowest temperature shown on the thermometer? (pb) What is the highest temperature shown on the thermometer? 2. Write the temperature (°C). (2) * (b) *¥ e (Cc) ee — 110Nel tA ees me Using a Thermometer 1. Your teacher will fill four cups with water. Use a thermometer to measure the temperature of the water in each cup. a 2 » oe Cup A Cup B o ss @q@ = Cup C Cup D 2. Arrange the temperatures from the hottest to the coldest. hottest coldest MWActivity 9.5 me Heat - Energy on the Move! + paper clips - metal rod » burner + stand + candle + stopwatch é L HF OB [Make « Prediction) Look at the investigation set-up below. Which paper clip will fall off the metal rod first? — 121. Your teacher will help you to set up the investigation as shown on the previous page. 2. When your teacher lights the burner, use the stopwatch to time how long it takes for each paper clip to fall off. Record your observations in the table below. A B Cc D E Time (s) Draw and label a diagram to show how heat moved during the investigation. Ns —me Using Electricity 1. Check (W) the things that use electricity. Cross (x) the things that do not use electricity. — 142. Where do these devices and appliances get electricity from? Write ‘P’ for power station. Write ‘B’ for batteries. (e) (f) 1s —3. On the next page, list eight different ways Riley and her family are using electricity.How Riley's family uses electricity at home. 1 2a S. 4. 5. 6. 7. 8.me Saving Electricity Create a ‘Save Electricity’ poster you could stick to your refrigerator at home. a Let’s Save Electricity! @ eCme Electrical Safety Look at the children in the pictures. Write a sentence to describe how each person is not using electricity safely. 9 —Activity 9.9 BBB suiting simple circuits + wires + light bulb - battery (dry cell) a y — fe } ee + switch + tape 1. In small groups, use the circuit components to build a simple circuit with a switch. 2. Open and close the switch and observe what happens to the light bulb. — 120Draw the electric circuit you built. Label the different parts. 1. What happened to the light bulb when the switch was open? Why did this occur? 2. What happened to the light bulb when the switch was closed? Why did this occur? 121 —Activity 9.10 me Open and Closed Circuits 1. Observe each circuit. If the circuit is closed, color the light bulb yellow. If the circuit is open, circle the break in the circuit. (a) (b)(c) (d) 2. What is the function of the battery (dry cell) in a circuit? 3. What is the function of the switch in a circuit? 123 —UTA Be) Heat and Electricity 1 2. List four sources of heat. True (v<=") or false ( x), (a) Temperature is a measure of how fast something moves. (b) We can measure temperature with a thermometer. (c) Heat can only travel through solids. (d) Heat flows from hot objects to cool objects. Draw and label a device that uses electricity produced in power stations and a device that uses electricity from batteries.4. Color the thermometers to the show the temperature. (a) (b) (c) 40°C 22°C 36°C 5. Draw an electrical circuit. Include wires, a battery, a switch and a light bulb.© Blue Ring Media Pty Ltd ACN 161 $90 496 2013 - 2021 ‘This publication would not have been possible without the tireless effort of our production team, Special thanks to: Matthew Cole, Daniel Cole, Wang Hui Guan Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur ‘Natchanuch Nakapat, Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Ilustrations:Natchanuch Nakapat, GraphiesRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock