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LEARNING TO MEASURE - Information transfer
Scientists measure things with different instruments. Each of these instruments has a scale
with marks on it. You should always measure accurately to the nearest mark. You should
also give both a number and a unit.
A stopwatch or clock is used for measuring time. The units of time are
minutes [m] and seconds[s].
Rulers, metre sticks and tape measures are used for measuring length.
Metres [m], centimetres [cm], and millimetres [mm] are units of length.
A measuring cylinder is used to measure the volume of a liquid. The unit of
volume used is the cubic centimetre [cm3 ]. Other units of volume are litres [l] and
millilitres [ml].
To know how hot something is you need to measure the
temperature. The units of temperature are degrees Celsius [°C].
A thermometer is the instrument used for measuring heat.
Balances and scales are used to measure mass.
The units of mass are grams [g] and kilograms [kg].
COPY and COMPLETE this chart in your book.
Thing to be measured
Time
Instruments Used
Length
Volume of Liquid
Temperature
Mass
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Units of Measurement
The Heart and Circulation
Fill in the missing prepositions.
The structures, which blood flows through as it goes __________ the body,
make up the circulatory system. The main organ in the circulatory system is the
heart which is situated __________ the lungs __________ the chest. The
heart’s job is to pump blood __________ the body. The rest of the circulatory
system consists of tubes called blood vessels. These are of two types: arteries
carry blood _________ _________ the heart to the various organs and veins
carry blood back from the organs __________ the heart. W__________ each
organ the arteries and veins are connected by numerous very narrow blood
vessels called capillaries. As blood flows ___________ the capillaries, oxygen
and other useful substances diffuse __________ to the surrounding cells and
unwanted substances diffuse __________ the other direction.
Extension: Underline the verbs in one colour and the nouns in another
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Cohesion in Science Texts - Food for the body

Identify the nouns or noun phrases referred to by each highlighted
pronoun.
Food is a mixture of useful substances: carbohydrates, fats, proteins, minerals,
vitamins, fibre and water. A balanced diet gives you the right amounts of all of
these.
When you swallow food, it moves down a long tube called the gut. This runs
from the mouth to the anus. Two important things happen to food as it passes
along the gut:
Food is digested. This means that it is changed into simpler, liquid form. The
chemicals that do this are called enzymes.
Digestion mainly takes place in the stomach and small intestine. But it begins in
the mouth. As you chew an enzyme called amylase in your saliva starts to break
down any starch into liquid glucose.
Digested food is absorbed into the blood. Once the food is liquid, it can pass into
the blood. This mainly happens in the small intestine. Its walls are lined with tiny
blood vessels, which carry the food away.
Undigested matter passes into the large intestine. Here most of its water is
reabsorbed by the body. This leaves a semi-solid waste [faeces], which comes
out of the anus when you go to the toilet.
EAL Lesson Planning Sheet
Science
Teacher:
Subject:
Class:
Date / Period:
No. on roll:
No: of EAL
Groupings
Female:
Male:
All EAL - Most
NC Level 3-4
Learning Objectives (concepts/skills/ knowledge)
Language Objectives (text sentence/word)
Revise subject vocabulary and definitions of species
extinction.
Produce a paragraph of continuous prose using key
words.
Develop listening skills
Extend skills of collaborative working
Practice nominalisation (extinct-extinction, compete competition) and writing a paragraph.
Key Vocabulary:
extinct, extinction, adapt adaptation, species, compete, competition, environment, individual,
Phase and
Time
Setting the
Context
Student Activity
Teacher Activity
Starter:
Setting the context – PowerPoint slides
Pictures of dinosaurs. Teacher elicits key
vocabulary – extinct, species, compete,
environment, individual, adapt.
Matching words and definitions
10 mins
Teacher
Model
Listen to text /view images
Teacher reads dictogloss test and pupils listen
with no note taking
Pupils write notes individually ( 2nd time )
Teacher reads text again-
10 mins
Student try
in pairs or
groups
10 mins
Using notes and key words, pupils work in pairs
to reconstruct text.
Teacher reads text final time
Then pairs join to make a four to produce a
final version.
Students
apply on
own
10 mins
Each group reads out their finished text to class. Teacher displays final version for pupils to
compare.
Plenary
Identify which words were least well
understood.
Give small prize/reward for group that
produced the best version.
5 mins
Resources
PowerPoint, Dictogloss text
Words and definitions cards
Assessment
Peer assessment of final text-compare with original
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Homework