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What about water?

Year 2 Science

5 Day Print Course

First published 2015

Updated 2018

© Department of Education WA Revised 2020

Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]

Department of Education

This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

https://creativecommons.org/licenses/by-nc/4.0/

The following science unit has been designed as a five day Science course. Students will learn about water as an important resource. Students will participate in science activities which will introduce them to the water cycle.

© Department of Education WA Revised 2020 1

Contents Day 1 Wayne’s World

Day 2 Cloudy Day

Day 3 Rainy Day

Day 4 Underground

Day 5 Transpiration

Reflection Sheets

Home Tutors Please remove the Home Tutor Notes from the back of this book as it contains information and solutions. It is important to read the Home Tutor Notes before your student starts each day.


Materials

• 1 paintbrush• 2 sheets of plain paper• a watch• a large metal or plastic bowl• a pitcher or bucket• a sheet of clear plastic wrap• a dry ceramic mug (like a coffee mug)• a long piece of string• masking tape• a small rock or stone (5cm+ diameter)• a freshly cut celery stalk (get your home tutor to help)• red or blue food colouring• 1 clear plastic sandwich bag• plastic drink bottle (500ml)• elastic band• absorbent cloth or similar material• paper towel• small stones (1cm diameter) or blind baking weights• scissors• 1 cup of sand• a handful of soil or dirt• 2 clear drinking glasses


Day 1.1 Wayne’s World

This is Wayne the water droplet.

Read Chapter 1 Wayne’s World


Chapter 1 Wayne’s World

One day, Wayne the water droplet was swimming in a river with a whole bunch of other water droplets. He was having a lot of fun splashing and playing, and moving along downstream. The river was moving fast, tumbling over rocks and boulders. It was almost like being on a roller-coaster.

“I could do this every day,” he said.

Soon Wayne and the other droplets started to slow down. This was no good! This was no fun.

“What was going on?” asked Wayne.


Wayne and his friends were floating in one place. Why? Where were they? What was stopping them from going down stream?

Something very big was standing in their way! It was made of cement and stretched all the way across the river, blocking all of the water and holding it in one place.

“How curious,” said Wayne. “This must be a dam to hold all of the fresh water for the people in the city to use.”


“Don’t get too close, Wayne!” shouted one of his worried friends. Just as Wayne was checking out the dam wall, he felt himself being sucked downward toward the opening of a large pipe. “Oh no!” cried Wayne. “Where am I going?”

It was very dark and Wayne could feel himself being pulled along. After what seemed like a very long time, Wayne felt himself come to a stop. Now trapped, Wayne felt a little bit scared. What was going to happen next?


All of a sudden, Wayne heard a noise. The light was turned on and he was on the move again. Thank goodness, he thought.

This time, he landed in a sink with some other water droplets. The sink was full of suds and dirty dishes. Wayne realised he had an important job to do.

Wayne worked hard with the other water droplets and the soap suds to wash the dishes so that they were sparkling clean. Even though he was a little dirty now, he felt very useful.

Blurp! Blurp! Wayne heard a strange noise coming from the bottom of the sink. Blllluuuurrrppp!


“Oh, oh! Here we go again,” said Wayne.

Wayne felt the pull of the drain. Before he knew it, he was being sucked down into the darkness of another pipe.

I must be in a drain pipe, he thought.

After travelling in the dark for a while, and through a few more pipes, Wayne felt himself being pushed through some tiny, tiny holes. A group of other dirty water droplets followed him.

He fell into a large cylinder and travelled through some gravel, pebbles, sand and charcoal.

Funny thing thought Wayne, the dirt was left behind. He felt all scrubbed up and new again!


One more time, Wayne was sucked down another pipe. This time it wasn’t long before he saw daylight. Overjoyed, Wayne splashed out of the pipe and into the ocean.

“Yay! I am free to splash and play with the other water droplets again!” cried Wayne.

End of Chapter 1


Day 1.2 In the sink

The water cycle is one of the most important things which help us to live on this planet.

In Chapter 1, we followed Wayne as he travelled along a river and into a sink. How did he get there? Do the following activity to find out.

Who is Wayne?

Where did he come from and where is he going?

Why did it become dark?

What important job did Wayne do?


Draw a picture of Wayne’s important job.

Explain how Wayne became clean again.


Day 1.3

Have you ever seen the planet Earth from outer space? The Earth looks blue.

That is because most of the planet is covered with water. Most of the water is in the ocean and is saltwater. We cannot drink saltwater.

Humans, other animals and plants need to drink freshwater to stay alive. We can only live a couple of days without it.

Water is important to us. We use water for many different things.

Can you think of all of the different ways we use water? Some ways we use water are more important than others.

Which ways are the most important? Let’s find out by completing the activity on the next page.


Day 1.3: Water in Our Homes Draw pictures or write words to show where water is used in your home.


Day 1.4: Water Ways! 1. Match the pictures to the words by drawing a line.2. `Number the words from most important toleast important way of using water.

cooking

washing clothes

drinking

washing hands

brushing teeth

showering

having a bath

swimming

watering plants


ay 2.1

Cloudy Day

Read Chapter 2 Cloudy day


Chapter 2 Cloudy day Wayne was swimming in the ocean seeing all sorts of sights. He travelled up and down the coastline, into shore on the waves and back out again. He had fun with the butterfly-fish, played with the dolphins and stayed away from the sharks.

Wayne was having so much fun and seeing so many new things that he thought he could do this forever.

Little did he know; things were going to change.

The sun was shining and it was a beautiful day. As Wayne swam north, he felt the water droplets around him getting warmer. He felt a lot warmer too.


Soon Wayne was feeling a bit strange. He was feeling a little light headed.

“Ohhh! What is happening to me?”

The heat was turning Wayne into water vapour. He began to rise into the air. This must be what they call evaporation.

He not only felt strange, he looked strange too.

“Wow! Cool! I am invisible!” said Wayne.

Soon Wayne was high in the sky. It was really exciting. He rose higher and higher. The higher he went, the colder it became. Wayne was beginning to feel a little like his old self again. He was no longer completely invisible.


Wayne joined the other water droplets and together they formed a big cloud. They told Wayne he is now a member of the Condensation Club.

End of Chapter 2


After reading Chapter 2, we know that Wayne has gone through a change.

He became invisible.

Today, you will work like a scientist to discover what happens to water when it turns to vapour.

The science word for this is evaporation.

Do the following activity to learn more about evaporation.


Day 2.2: Mystery of the Disappearing Name

Evaporation Investigation

What happens when you write your name with water?

Prediction: What do you think is going to happen?

I think that

because

Equipment

• a warm, sunny day water in a cup• paintbrush• sheets of plain paper a watch

Procedure: 1. Use the paint brush and water to write your name

on one piece of the paper.2. Leave the paper in a sunny place until your name

disappears.3. Use a watch to record the time it takes.

Time in sun:


Observations: What happens to your name? What happens to the water? (try to use science words)

I saw

I think this happened because

Draw what happened


Repeat the investigation. Use a new sheet of paper. Place the wet paper in the shade for the same amount of time as the paper was in the sun.

Time in sun Time in shade

What happened? Why do you think you got this result?

I saw



Repeat the investigation. Use a new sheet of paper. Place two drops of food colouring in the water. Place the wet paper in the sun for the same amount of time.

Time in sun Time in shade

What happened? Why do you think you got this result?

I saw


Take a photograph of this experiment and attach it here.


Day 3.1 Rainy Day

Read Chapter 3 Skyfall


Chapter 3 – Skyfall

Wayne was happy to be with the other water droplets up in the new cloud. They all chatted about their recent adventures. It was fun to learn about all of the places they had been.

Wayne’s trip to the kitchen sink wasn’t as interesting as some of the places the other water droplets had been.


Winton the water droplet had been to the Antarctic. He had been frozen in the ice for many, many years. He was still trying to warm up.

Walter the water droplet had been to Niagara Falls.

He said that was the best roller-coaster ride he had

ever been on.

Wendy, the water droplet, was so happy she was absolutely bubbling. She had been used to make creaming soda. Coloured pink and tasting like strawberries, she said it was the best fun she has ever had.

Wayne looked down and he could see mountains below. He couldn’t wait to see what was coming next. How exciting!


More and more water droplets appeared in the cloud. It was getting a little bit busy! Water droplets kept coming and coming.

As the cloud became more and more crowded, it got darker and darker! Soon it was sooo crowded the water droplets decided to jump.

Wayne jumped.

The water droplets jumped from the cloud and fell as rains drops onto the Earth.

Wayne fell like a Wayne-drop too.

End of Chapter 3


After reading Chapter 3, we followed Wayne as he met his friends in a cloud and then fell from the sky.

Water falls from the sky onto the land, and into the ocean, lakes and rivers. It can fall as rain, snow, sleet and hail.

Today, you will work like a scientist to discover what happens to water when it turns to vapour.

The science word for this is precipitation.

Complete the following activity to make it rain.


Day 3.2: Make it Rain Precipitation Investigation

First, you will build a solar still. Collect your equipment and check your procedure with your home tutor.

Equipment: • a large metal or plastic

bowl• a pitcher or bucket• a sheet of clear plastic wrap• a dry ceramic mug (coffee mug)• a long piece of string or masking• tape a small rock or stone• a watch

Procedure: 1. Place your bowl in a sunny place outside.2. Using the pitcher or bucket, fill the bowl ¼ full of water.3. Carefully place the mug in the middle of the bowl sothat no water gets inside the mug.4. Carefully seal the top of the bowl with plastic wrap (youmay need your home tutor to help you with this)5. Tape or tie the plastic wrap into place.6. Place a small rock in the middle of the plastic wrap.7. After ½ an hour, observe what happens inside your still.


What do you think will happen inside the solar still?

Prediction: What do you think is going to happen?

I think that

because

Draw your solar still and what happened inside.


Observations: (Describe what happened and try to use science words)

I saw

Conclusion: How do the water droplets get up into the air?



Day 4.1

Groundwater

Read Chapter 4 Journey to the Centre of the Earth


Chapter 4 – Journey to the Centre of the Earth

Wayne fell from the sky through the trees of a forest and onto the ground. As he soaked into the soil, he continued moving downward. Down, down he went. He passed by more soil, pebbles and rock, down to the roots of the trees.

“Wow, it is dark down here.” Wayne exclaimed. “but I’m not that scared this time.”

“I remember going through something like this before, he thought. It was like a factory that cleaned water. It was called a filtration plant.

It had the same types of layers that I can see now but this time it is not a factory made by man. The layers below the earth are made by nature.


There were mice in their burrows, snakes and lizards, earthworms and insects and some with hundreds of legs!

Wayne saw the many, many roots of the plants and trees too.

The roots from the trees hung down like great straws, ready to drink.

Wayne was slowly starting to realise how important he was and why he needed to keep moving.

End of Chapter 4


In Chapter 4, we followed Wayne through the soil and underground.

As he travelled downwards, he went through several different layers. He went through soil, sand, pebbles, and rock. Wayne was able to fit through some very small spaces!

Today, you will do another scientific investigation. This time, like a scientist, you will gather and make a list of the equipment you will need. You will also write down the steps you will take.

Check today’s activity with your home tutor and then complete the investigation into how to make dirty water clean.


Day 4- Activity 1 Groundwater Investigation

4.2: How can we make water clean?

Prediction What do you think is going to happen to dirty water when it travels through sand and small stones?

I think that

because


You will make and test a water filter in this investigation. Check how to make the water filter with your home tutor. (found in the Day 4 home tutor notes).

Equipment (make a list):

With the help from your home tutor, read and record the steps of making and testing a water filter (found in the Day 4 home tutor notes). Write these steps in the space on the next page.


Procedure:

The steps I will take to test my water filter:

1.

2.

3.

4.

5.

6.

7.


Observations: What does the water you are testing look like before you pour it in the filter?

What did the water look like after you poured it into the filter?


A drawing or photo of my investigation and what happened.

Why do you think this happened?



Day 4.3: Groundwater Maze

Remember Wayne went on a journey underground. Water trickles down into the ground and disappears. Where does it go? There are lots of pathways through soil, sand and gravel where a water droplet can travel deep into the ground. It is like a maze.

Use a pencil to draw the pathways that Wayne the water droplet could find to reach the other water in the underground bore. There will be more than one! How many did you find?


Day 5.1 Transpiration

Read Chapter 5 Gone with the Wind


Chapter 5 Gone with the Wind

Wayne decided to help the trees. Slurp, sluuuurrrrp.

He let himself be absorbed by their roots. Up, up he went into the trunk of a tree.

The tree stood a little taller; happy to have a drink.

As Wayne moved up through the tree, he moved into the branches and then on-ward into the leaves. The tree was very happy now. The leaves were green and healthy. Wayne was happy he could help make the leaves feel good too.

Once again, Wayne felt the warmth of the day. The sun was shining on the leaves of the tree. Wayne hung out in a leaf for a while and worked hard to help it make its food.


The day became warmer and warmer. Soon the leaves of the tree began to sweat. Wayne knew his work was done. He popped out through the holes in the underside of the leaf. He realised what had transpired.

“Transpiration!” he yelled. “That’s what it’s called” The warmth of the sun began to make Wayne feel a bit light headed once more. Not long after, he was swept away and gone with the wind.

Wayne knew there was nothing to be scared of this time. He was on his way back up into the sky to join the other water droplets. He was part of the water cycle and he would go on and on this way forever. The best thing was he would have a new adventure each time. “How exciting.” End of Chapter 5


In Chapter 5, Wayne’s journey took him through the inside of a tree. He went up through the roots, up through the trunk, then through the branches and then into the leaves. Wayne helped the tree to grow and make its own food.

Later, when the day became warm, the leaves began to sweat.

The science word for this is

transpiration.

Wayne came out through tiny holes in the leaves called stoma.

Did you know that leaves can sweat? Complete the following investigation to discover how.


Day 5.2: Sweaty Leaf Transpiration Investigation

How does water get into the leaves of a plant?

Prediction:

I think that

because

Equipment

• a freshly cut celery stalk withleaves (get home tutor help)

• a glass jar• a glass of water• red or blue food colouring• 1 plastic sandwich bag• tape


Procedure:

1. Put top half of freshly cut celery stalk with leaves in the jar

2. Fill the jar halfway with clear water 3. Mark water level on side of jar 4. Draw this on the table below to begin your

observations.

Observations

Draw or add photos to show the experiment.

Before (draw the jar and celery stalk)

Before (draw a close up of the leaves)

Describe what you see. What does the celery look like? Look closely at the surface of the leaves. Describe what you see.

I saw


Procedure: 5. Add a few drops of red food colouring.6. Cover the leaves with a plastic sandwich bag and

seal the end with tape7. Leave for 24 hours.8. Draw or take a photo to record what happened.

Observations

Draw or add photos to show the experiment 24 hours after adding food colouring.

After (draw the jar and celery stalk)

After (draw a close up of the leaves)


What happened after 24 hours? What did the water do? What happens inside the bag? (Try to use science words)

I saw


How does transpiration help the plant?


Day 5.3: Wayne Goes Up; Wayne Goes Down Wayne the water droplet has been very busy. Where did he come from and where does he go?

Water falls onto the land, into the ocean, lakes and rivers and soaks into the ground. Remember Day 3 when we learned the science word for this is precipitation.

Precipitation is rain, snow, sleet and hail. Draw and label the different types of precipitation.


Animals and plants use the water to live. Make a list of how plants and animals use water.

Animal or plant How

birds

trees

fish

insects

vegetables

humans


Humans are animals and need water too. Humans need to collect fresh water from lakes, rivers or from underground bores to use in their homes and to drink. We use water to grow our food too. Water is so important. Sometimes in Australia and other countries, there isn’t enough water. How can we save it from being wasted? What types of things can you do in your home to save water?

Water is heated by the sun and goes up into the sky again. We can’t see it. Remember the science word for this is evaporation? Wayne spends his life going up and coming down. This is called the water cycle. Use the pictures, arrows and words to make a diagram of the water cycle on the next page.


Year 2 Earth Science – What about Water? Student Reflection Tick the box you feel best describes your work in this set. ☺ = I had a lot of help. ☺☺ = I had some help. ☺☺☺ = I did it by myself.

☺ ☺☺ ☺☺☺

Science Understandings

I understand water is important for humans, animals and plants to live.

I understand that water should not be wasted.

I can describe how water comes from the sky and gets to my tap.

I can describe the water cycle.

Science as A Human Endeavour

I understand that it is important to ask questions and make observations when working in science.

I understand people use science to make decisions to look after the environment.

Science Inquiry Skills

I was able to make a prediction in most of my investigations.

I followed the steps to a procedure in my investigation.

I recorded my observations (what I saw) in my investigations.

I presented my research as drawings, photos and words.


Year 2 Earth Science – What about Water? Home Tutor Reflection Tick the box you feel best describes your student’s work in this set. ☺ = With a lot of help ☺☺ = With some help ☺☺☺ = On their own ☺ ☺☺ ☺☺☺ Science Understandings My student understands that water moves as a cycle from the sky to the Earth and back again.

My student understands that water is important to life.

My student understands that water should not be wasted.

Science as A Human Endeavour My student understands that it is important to ask questions and make observations when working in science.

My student understands people use science to make decisions to look after the environment.

Science Inquiry Skills My student was able to make a prediction about what would happen in their investigation.

My student understood what observations to record when doing their investigations.

My student discussed their predictions and observations of their investigation with me.

Other Comments:


Well done.

You have learned about the water cycle, about how important water is and thought about how you can save it.

Now that you have finished, send all activity sheets to your teacher. Do forget to include any photos you have taken too.

Check this list to make sure all of your work is complete:

Activity sheet Checklist: o Water in Our Homes o Water Ways o Mystery of the Disappearing Name Investigation o Make it Rain Investigation o Groundwater Investigation o Groundwater Maze o Sweaty Leaf Investigation o Wayne Goes Up, Wayne Comes Down o The Water Cycle o Student Reflection Sheet o HT Reflection Sheet


Home Tutor Notes Day 1.1 & 1.2 - Wayne’s World Students may need help from their home tutors, reading and understanding the text in Chapters 1- 5 of The Adventure of Wayne the Water Droplet. Activity 2 is a reading comprehension activity. Chapter 1 may need to be read more than once.

Day 1.3: Water in Our Homes Students may need assistance brainstorming where water is used in and around their homes. Home tutors may want to take students on a tour of their homes and make a list of places where they can see water is used before students start the activity sheet.

Day 1.4: Water Ways Home tutors may need to discuss the images on this activity sheet. It is recommended that home tutors discuss with their students the difference between water used as a necessity to survive, water used for convenience and water wasted.


Home Tutor Notes Day 2.2: Mystery of the Disappearing Name Evaporation Investigation

Background Information In this activity, your student will investigate evaporation. Guide your student through the investigation by discussing the investigation question, gathering the equipment and stepping through the procedure.

The investigation question will help students make a prediction. Students should use their prior experience and knowledge to make their prediction: What happens when you write your name with water on paper and leave it in the sun?

Remind your student to think about and use some of the science words they have already heard in their own answers. When making observations, student’s will be asked to answer the following questions:

What happens to your name? What happens to the water? (Try to use science words) Possible answers– the water evaporates; the water turns into water vapour; the water is heated by the sun and disappears into the air.

Do the investigation again but this time put the paper for the same amount of time in the shade. What happened? Why do you think you got this result? Possible answers – the water takes longer to evaporate; this is because it needs heat to change it to water vapour

Do the investigations one more time but this time put food colouring in the water. What happened? Why do you think you got this result? Possible answers – the liquid evaporated and the colour stayed behind.


Home Tutor Notes Day 3.2: Make it Rain Precipitation Investigation Background Information: In this activity, your student will investigate condensation by creating and observing a solar still.

The sun's heat causes water to evaporate from streams, lakes, rivers, and oceans. The water vapour rises. When it reaches cooler air, it condenses to form clouds. When the clouds are full of water, or saturated, they release some of the water as rain.

Equipment: a large metal or plastic bowl a pitcher or bucket a sheet of clear plastic wrap a dry ceramic mug (like a coffee mug) a long piece of string or masking tape a small rock or stone a watch

Procedure: 1. place your bowl in a sunny place outside. 2. using the pitcher or bucket, fill the bowl ¼ full of water. 3. carefully place the mug in the middle of the bowl so that no water gets inside the mug. 4. carefully seal the top of the bowl with plastic wrap (you may need your home tutor to help you with this) 5. tape or tie the plastic wrap into place. 6. place a small rock in the middle of the plastic wrap. 7. after ½ an hour, observe what happens inside your still.

After building the solar still ask students, ‘What do you think will happen inside?’ Answer - The condensation that forms on the underside of the plastic wrap will change into larger drops of water it will begin to drip. (you can speed up the dripping by carefully moving the bowl into the shade). Continue watching for a few minutes and then carefully peel back the plastic.

Is the coffee mug still empty? Have students imagine that the water in the bowl is the ocean. It evaporates and condenses to form misty "clouds" on the plastic wrap. When the clouds become too full, it "rained" into the mug.


Home Tutor Notes

Day 4.2: How can we make water clean? Groundwater Investigation

Background information: Explain that a filter is something that we use to separate solid from liquids. This activity is meant to teach students about how water moves through the ground or through a filtration system. Water is cleaned naturally through groundwater and by man through a similar system.

Assist your student with reading and following the instructions. Guide them with their observations and results.

Gather the equipment with your student before you start the investigation. Have your student record the equipment they have collected on their activity sheet. Have your student record the steps they will take.

Equipment: plastic drink bottle (500ml) elastic band absorbent cloth small stones or blind baking weights paper towel scissors 1 cup of sand handful of soil and dirt 2 cups of water 2 clean clear drinking glasses

Procedure to make the filter for home tutors: 1. cut the bottom off of a drink bottle.

Procedure to make the filter for students: 2. cut a square of absorbent cloth and use the elastic band to fasten it to the mouth of the bottle. 3. pour the small stones into the plastic bottle. (see diagram) 4. cut a piece of paper towel to line the inside of the bottle and place it on top of the pebbles. 5. pour the sand on top of this. This is your filter. 6. place the filter in a clear drinking glass. See diagram.


Procedure to test the filter for students: 1. place two cups of water in a container and add 1 handful of soil and one handful of sand. Mix well. 2. pour half of this water into a clear drinking glass. 3. observe what the water looks like. 4. pour the other half of the dirty water carefully through the filter making sure it does not leak over the edges. 5. compare the two drinking glasses and record observations. 6. how has the filter changed the way the water looks? 7. try filtering this water a second time.


Home Tutor Notes Day 5.2: Sweaty Leaf Transpiration Investigation Background Information: This activity is meant to teach young children how water moves in plants. It teaches the concepts of capillary action and transpiration. Assist your student with reading and following the instructions. Guide them with their observations and results.

Gather the following equipment with your student before you start the investigation.

Equipment: a freshly cut celery stalk with leaves (home tutor should do the cutting) a glass jar a glass of water red or blue food colouring 1 clear plastic sandwich bag tape

Procedure Home tutor: Cut the bottom off of a celery stalk for your student.

Student: 1. put top half of freshly cut celery stalk with leaves in a cup first 2. fill cup halfway with clear water 3. mark water level on side of cup 4. draw this to begin your observations. 5. add a few drops of red food colouring to the water. 6. cover the leaves with a clear plastic sandwich bag and seal the end with tape 7. leave for 24 hours. 8. draw or take photos again.

Results: The water (food coloured) moves slowly through the stem and into the leaves. Students should be able to see colour at the tops of the stems and in the leaves. They may see dots of colour on the leaves. Discuss this with them.


An explanation for Home Tutors as to what has happened:

The leaf is part of a vascular plant. All vascular plants have vascular tubes called xylem tubes. Xylem tubes transport sap containing water and minerals upward from the roots through the plant. The xylem tubes also provide support for the plant because their walls are thick. In this activity, you saw the results of coloured water moving through xylem tubes.

Transpiration (a process by which water vapour is lost through leaves) is responsible for the upward movement of water through xylem tubes against the pull of gravity (the force that pulls things toward the centre of the earth). Some of the water in xylem tubes escapes through small holes in the leaves called stoma. It evaporates (changes from a liquid to a gas due to an addition of heat energy from the sun) during transpiration. As water is lost from the xylem tubes, the column of sap in the tube is pulled upward. This is because water molecules (the smallest particles of a substance that retain the properties of the substance) hold tightly to each other. As the water molecules in the xylem tubes move upward, water from the soil is pulled into the roots.

Other activities to do with your student: Break the celery stalk open to see the food coloured xylem tubes.

Have students do the investigation and take their own photos or draw their observations.

Demonstrate transpiration by placing a clear plastic bag over a group of leaves at the end of a stem of a tree or bush. (Do not cut or break the stem off the plant.) Secure the bag to the stem by wrapping tape around the open end of the bag. Observe the contents of the bag as often as possible for 2 to 3 days. Does the inside of the bag look different than it did yesterday?

Other discussion to have with your student: How did that water get there? (It came out of pores in the leaves of the plant in a process called transpiration.) How does transpiration help the plant? (It helps move water and nutrients up from the roots, and helps cool the plant.) How can transpiration hurt the plant? (In dry conditions it can dry out the plant trying to keep it cool.)


Overview Year 2: What about Water?

Western Australian Curriculum

Year 2 Science

Content strands

Science Understanding

Science as a Human Endeavour


Content Descriptions

Science Understanding

Biological Sciences

Living things grow, change and have offspring similar to themselves (ACSSU030)

Chemical Sciences

Different materials can be combined for a particular purpose (ACSSU031)

Earth and Space Sciences

Earth’s resources are used in a variety of ways (ACSSU032)

Physical Sciences

A push or a pull affects how an object moves or changes shape (ACSSU033)

Science as a Human Endeavour

Nature and Development of Science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Use and Influence of Science People use science in their daily lives, including when caring for their environment and living things (ACSHE035)


https://k10outline.scsa.wa.edu.au/home/teaching/codes/science/year-2/acssu030




https://k10outline.scsa.wa.edu.au/home/teaching/codes/science/year-2/acshe034

https://k10outline.scsa.wa.edu.au/home/teaching/codes/science/year-2/acshe035


Questioning and Predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)

Planning and Conducting

Participate in guided investigations to explore and answer questions (ACSIS038)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Processing and Analysing Data and Information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)

Evaluating

Compare observations with those of others (ACSIS041)

Communicating Represent and communicate observations and ideas in a variety of ways (ACSIS042)

General Capabilities and Cross Curriculum Priorities

General capabilities

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding


https://k10outline.scsa.wa.edu.au/home/teaching/codes/science/year-2/acsis037






Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/

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