Following the three R's (reducing material usage, reusing materials and recycling used materials) helps us protect the environment. Students identify which of the three R's is the best way to deal with each item pictured.
Our natural resources produce things that we use for our daily needs.Recycling can help us preserve the environment. Students identify which collection bin is used for each material.
Our natural resources produce things that we use for our daily needs. In this worksheet, Students identify the natural sources of common goods.
In first question, Students indicate the direction they have to push to stop a moving ball. Forces can start or stop movement, and the changes in movement will be in the same direction as the force applied. Children understand this intuitively in real life; this exercise helps them conceptualize it on paper.In second question, Students compare different scenarios and decide "which ball will move faster". Students answer intuitively, based on their real life experiences with forces, masses and motion.
Students identify pushes and pulls based on the images shown. This reinforces the concept that forces are directional. Students indicate the direction they have to push to stop a moving ball. Forces can start or stop movement, and the changes in movement will be in the same direction as the force applied. Children understand this intuitively in real life; this exercise helps them conceptualize it on paper.
Identify whether objects are moved by people or by fuel. In this worksheet Students identify pushes and pulls based on the images shown. This reinforces the concept that forces are directional.
Students will identify whether objects are being moved by fuel or people (e.g. a car vs shopping cart). The worksheet reinforce that there are many sources of energy in our daily lives and that there is a direct relationship between energy and movement.
Objects can give off heat (e.g. a lit match), light (a light bulb) or sound (a guitar). In this worksheet, students identify objects which are giving off heat & sound. Students will later learn that heat, light and sound are all forms of energy.
Heat and temperature are the energy concepts most familiar to children. In this worksheet, the students identify cold and hot objects. These observations will lead to thinking about temperature (measuring "hot" and "cold") and heat transfer (how things get "hot" or "cold").
Students are asked to identify the objects that will melt under a hot sun. The principal intent of the worksheet is to convey that the sun transfers heat (energy) to objects. A secondary intent is to show that different objects have different melting properties.Some objects can provide shade and protect us from the heat of the sun. In this UKG science worksheet, students examine the impact of shade structures (e.g. objects melt more slowly, don't get as hot).