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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 © [email protected] 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 [email protected] 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 [email protected] Homework