Category Archives: Chemical Sciences Sub-strand

This book relates to concepts covered in the chemical sciences sub-strand of the Australian National Curriculum

Review: Journey of the Sea Turtle by Mark Wilson

Mark Wilson is an artist/illustrator/author and passionate conservationist. He has written and illustrated a number of books for children with strong environmental themes. In ‘Journey ofthe Sea Turtle,’ he tells the story of a loggerhead turtle, from birth to migration and back to the beach where she was born. When she returns, she finds that there is nowhere to lay her eggs. She becomes tangled in netting and struggles to survive. Finally the sight of shadow birds in the sky lead her to a new beach.

The story deals with loss and degradation of habitat and the threats posed to turtles from human activities. In his teacher’s notes, Wilson is keen to point out the significance of turtles as a keystone species and their  importance in the marine food chain. You can contact Mark for copies of his teacher’s notes.

The book also delves into the life cycles of the turtles and the predator/prey relationship with the ‘shadow birds,’ sea birds which prey upon the young turtle hatchlings as they emerge from their nests and head for the ocean. The turtle knows that it is time to lay her eggs by the temperature of the sea. At the end of his book, Wilson highlights the point that ‘it is estimated that only one in a thousand baby loggerhead turtles form one nesting beach near Bundaberg in Queensland will survive life at sea, to return in thirty years as a nesting adult.’

I love the structure and colour of the illustrations in this book. On some pages, the texture of the canvas for the paintings clearly shows through.  On others there is a mixture of pencil sketches and colour. I like the way Wilson has shown the passage of time with the pages illustrating the hatchlings development from eggs. The blues, yellows and greens blend to make the ocean seem as if it will spill out of the page.

Although the text is simple and able to be understood by the very young, there are also more complex issues here which could lead to further work on habitat, lifecycles, food chains and the requirements of living things.

Interested in finding out more about sea turtles?

Turtle Care : Sunshine Coast

turtle foundation

For some art ideas about the book, check out what this school has done.

 

NATIONAL CURRICULUM LINKS (as from ACARA)

Biological sciences (Foundation)

Living things have basic needs, including food and water

  • recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland

Biological sciences (Year 1)

Living things have a variety of external features

  • recognising common features of animals such as head, legs and wings
  • describing the use of animal body parts for particular purposes such as moving and feeding

Living things live in different places where their needs are met

  • exploring different habitats in the local environment such as the beach, bush and backyard
  • recognising that different living things live in different places such as land and water

Biological sciences (Year 2)

Living things grow, change and have offspring similar to themselves

  • representing personal growth and changes from birth
  • recognising that living things have predictable characteristics at different stages of development
  • exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
  • observing that all animals have offspring, usually with two parents

Biological sciences (Year 4)

Living things have life cycles

  • making and recording observations of living things as they develop through their life cycles
  • describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants

Living things, including plants and animals, depend on each other and the environment to survive.

  • investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
  • observing and describing predator-prey relationships
  • predicting the effects when living things in feeding relationships are removed or die out in an area
  • recognising that interactions between living things may be competitive or mutually beneficial.

Biological sciences (Year 5)

Living things have structural features and adaptations that help them to survive in their environment. 

  • describing and listing adaptations of living things suited for the Australian environment
  • exploring general adaptations for particular environments such as water conservation in deserts
  • explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants
  • comparing types of adaptations such as behavioural and structural

Earth and Space Sciences (Foundation)

Daily and seasonal changes in our environment, including the weather, affect everyday life.

  • investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

Earth and Space Sciences (Year 1)

Observable changes occur in the sky and the landscape.

  • exploring the local environment to identify and describe natural, managed and constructed features
  • recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons

Earth and Space Sciences (Year 4)

Earth’s surface changes over time as a result of natural processes and human activity .

  • collecting evidence of change from local landforms, rocks or fossils
  • considering how different human activities cause erosion of the Earth’s surface
  • considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region

Author/Illustrator:     Mark Wilson

Lothian Books, 2009

ISBN 9780734410597

Journey of a Sea Turtle is availabe through educational suppliers Lamont and all book stores. Lamont may have copies of teacher’s notes available.

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Filed under Biological Sciences Sub-strand, Chemical Sciences Sub-strand, Foundation, Foundation, Level 1, Level 2, Level 2, Level 3, Level 4, Level 4, Level 5

Review: The Glasshouse by Paul Collins and Jo Thompson

The Glasshouse is quite a dark tale, incorporating themes of mental illnes, perfection and paranoia. With pumpkin-coloured hair and freckles, Clara lives in a glasshouse, growing perfect pumpkins. Each of her pumpkins is identical and blemish free, a little like the fruits and vegetables which we find in our supermarkets. Clara has little contact with the outside world until she notices that other greenhouses,which aren’t so perfect, are encroaching on hers. Clara’s paranoia about her perfect pumpkins grows, until she speaks to a boy who shows her that pumpkins don’t need to be perfect to taste good and that the outside world isn’t as scary as it appears.  The moral of this story appears to be that people who live in glasshouses SHOULD throw stones, as Clara picks  up a stone to smash the windows of her own glasshouse. On it’s simplest level, it’s a story about making friends and taking risks but there is a complicated sub-text beneath the pumpkins.

Thompson’s beatiful illustrations of pumpkins adorn each page, from the early pages with seed germinating, to the final page with pumpkin flowers and curling tendrils. There are lots of opportunities to link to seed growing experiments the requirements of living things. Clara’s pumpkins need light, warmth and fertiliser and we can see the lifecycles of plants with flowers and fruits. I could also see discussion opportunites for what greenhouses do and why they are used, which in turn leads to discussion of the green house effect. It might also be interesting to compare the appearance/taste of fruits and vegetables purchased from supermarkets compared with those from a local farmers’ market or home grown.

There are comprehension questions on the publisher’s website here and a number of activities which touch on other KLA areas, not just science. There are facts such as pumpkins are monoecious, which means they produce both male and female flowers on the same plant.There are also references to different types of gardens/gardening such as hydroponics and vertical gardens.

National Curriculum Links

Biological sciences (Foundation)

Living things have basic needs, including food and water

  • recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland

Biological sciences (Year 1)

Living things have a variety of external features

  • recognising common features of animals such as head, legs and wings
  • describing the use of animal body parts for particular purposes such as moving and feeding

Living things live in different places where their needs are met

  • exploring different habitats in the local environment such as the beach, bush and backyard
  • recognising that different living things live in different places such as land and water

Biological sciences (Year 2)

Living things grow, change and have offspring similar to themselves

  • representing personal growth and changes from birth
  • recognising that living things have predictable characteristics at different stages of development
  • exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly

Biological sciences (Year 4)

Living things have life cycles

  • making and recording observations of living things as they develop through their life cycles
  • describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants

Science Inquiry Skills (all levels)

  • Questioning and Predicting
  • Planning and Conducting
  • Pocessing and Analysing
  • Communicating

Author: Paul Collins

Illustrator: Jo Thompson

Ford Street Publishing, 20110

ISBN 9781921665042

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Filed under Biological Sciences Sub-strand, Foundation, Foundation, Level 1, Level 2, Level 3, Level 4, Science Inquiry Skills

Review: The Box Boy by Mal Webster

The Box Boy is the whole package as a picture book…literally. Author/illustrator Mal Webster has cleverly designed his book to resemble the cardboard boxes of his subject. The back of the book  has ripped packing tape and cardboard corrugations, while the end papers contain address labels and packaging symbols. An interesting exercise for a child to work out how a book is like a box…

The Box Boy loves to collect things, especially boxes. He’s a true recycler and a model for sustainability as he builds structures out of cardboard boxes which are simply too good to throw away. He becomes famous after he conststructs a model of the Eiffel Tower but soon tires of fame and returns home to come up with new ideas.

Webster admits that the box boy is really a younger version of himself. A teacher/author/illustrator and graphic designer, Webster created The Box Collecting Boy for his Master’s degree in Visual Arts and Design at Latrobe Uni. Prior to publication, his work was on display so if you’d like to see a picture of his real Eiffel tower, you can do so here. The Box Boy is published as a Helen Chamberlin book by Windy Hollow Books. Formerly at Lothian, Chamberlin is a multi- award winning doyen of Australian childrens publishing.

I see this book as leading to all sorts of exciting activities centred around materials testing and construction. Measuring (maths) and art can also be incorporated. Cardboard is used widely for a variety of purposes because it’s lightweight, strong, cheap…Students could come up with lists of where and why cardboard is used.

You can find some information on the properties of cardboard here, or through any simple google search. The Box Boy isn’t the only one who would like to live in a cardboard box. There is a lot of research into using it as a sustainable building material and again, a simple search on the net will lead you to lots of articles and pictures. Try here as a starting point.

Cardboard is also used as a furniture material. I found some great pictures here but I’m sure children will enjoy collecting their own pictures.

Students could come up with their own experiments, to develop science inquiry skills, such as insulating properties of cardboard or biodegradability. They could look at why corrugated cardboard is stronger than plain cardboard.

Overall, I loved the simplicity of this book, with it’s cheeky little boy and his fantastic creations. There’s also a nice little message about fame not being all it’s cracked up to be and that life should be about creating things that are worthwhile.

National Curriculum applications: ( from /www.australiancurriculum.edu.au)

Chemical sciences (Foundation)

Objects are made of materials that have observable properties.

  • sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility
  • thinking about how the materials used in buildings and shelters are suited to the local environment

Chemical sciences (Year 1)

Everydaymaterials can be physically changed in a variety of ways

Chemical sciences (Year 2)

Different materials can be combined, including by mixing, for a particular purpose

  • exploring the local environment to observe a variety of materials, and describing ways in which materials are usedr
  • suggesting why different parts of everyday objects such as toys and clothes are made from different materials
  • identifying materials such as paper that can be changed and remade or recycled into new products

Chemical sciences (Year 4)

Natural and processed materials have a range of physical properties; These properties can influence their use

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for uses based on their properties
  • considering how the properties of materials affect the management of waste or can lead to pollution

Science Inquiry Skills (all levels)

  • Questioning and Predicting
  • Planning and Conducting
  • Pocessing and Analysing
  • Communicating

Author: Mal Webster

Illustrator: Mal Webster

Windy Hollow Books, 2011

ISBN 9781921136504

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Filed under Foundation, Level 1, Level 4, Science Inquiry Skills

Review: Three Little Pigs (Traditional)

This isn’t strictly a review a such…It’s some thoughts about using a traditional text in the primary science classroom.

Earlier this year I asked a group of primary school teachers what books they used to introduce science ideas in the classroom and a couple of teachers said that they had used ‘The Three Little Pigs.’  Later, passing a charity shop in Williamstown, I spotted a lovely pop up copy of this classic tale and snapped it up for use in my workshop. I began thinking of all the fun things I could do with the three little pigs…if only I was a primary school teacher!

Three Little Pigs allows teachers to cover properties of materials and materials testing, particularly some of those early ideas in the chemistry strand.  Also, students can make a hypothesis, design, test and evaluate, so it’s perfect for developing science inquiry skills .

Dress up, act it out…link literacy and science.

At Acle St-Edmunds school in the UK, students built houses out of various materials and tested them using a big bad wolf fan. They’ve uploaded photos to show how they tested the strength of their houses.  I found a website dealing with supplementary materials such as posters and design sheets. Closer to home, some instructions for building houses with e-how family. I’m sure you’ll be able to find lots of ideas with only a few minutes trawling on the internet.

Look at different building materials, traditional and new. If you can find an old copy of  Pearson’s Comet Magazine, isuue 1, 2006 contains an article on Earth houses; looking at unusual types of building materials such as straw-bale houses or mud-brick houses.  There are teaching notes here.

National Curriculum applications: ( from /www.australiancurriculum.edu.au)

Chemical sciences (Foundation)

Objects are made of materials that have observable properties.

  • sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility
  • thinking about how the materials used in buildings and shelters are suited to the local environment

Chemical sciences (Year 1)

Everydaymaterials can be physically changed in a variety of ways

Chemical sciences (Year 2)

Different materials can be combined, including by mixing, for a particular purpose

  • exploring the local environment to observe a variety of materials, and describing ways in which materials are used
  • investigating the effects of mixing materials together
  • suggesting why different parts of everyday objects such as toys and clothes are made from different materials
  • identifying materials such as paper that can be changed and remade or recycled into new products

Chemical sciences (Year 4)

Natural and processed materials have a range of physical properties; These properties can influence their use

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for uses based on their properties
  • considering how the properties of materials affect the management of waste or can lead to pollution

Science Inquiry Skills (all levels)

  • Questioning and Predicting
  • Planning and Conducting
  • Pocessing and Analysing
  • Communicating

4 Comments

Filed under Foundation, Foundation, Foundation, Level 1, Level 1/2, Level 1/2, Level 2, Level 3/4, Level 4, Level 5/6