Curriculum Map: Elementary Science Grade 3 Course: Gr 3 Science Course Description: Science & Technology & Engineering Education: Science & Technology & Engineering Education is taught through the inquiry based, hands on, minds on approach of the FOSS Science Program. Throughout the elementary program, the students are learning in, the life science, earth science and physical science strands. The third grade curriculum includes a Scientific Reasoning and Technology module FOSS Measurement, an Earth Science module FOSS Water, and a Physical Science module FOSS Magnetism and Electricity. Through involvement in scientific investigations the students engage in: the use of process skills, problem solving, higher level thinking, real world learning experiences, and questioning. The application of literacy and math skills are integrated into the science curriculum. Environment & Ecology: Environment & Ecology is taught through the hands on, minds on approach of the FOSS Science Program and through an Ecology Mini Unit developed by district teachers. The mini unit for grade three is Reduce, Reuse, Recycle. At all grade levels the focus is on engaging the students in: problem solving, higher level thinking, and real world learning experiences. This curriculum meets the criteria for a strong science program as outlined by: Science Matters, National Science Foundation, the National Science Teachers Association, and the National Science Resources Center. Competencies: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allow scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Use mathematics in all aspects of scientific inquiry. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. Big Ideas: Measurement Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Water Matter has observable and measurable physical properties. (SAS) The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) Water exists in several forms and can be changed from one form to another (transformed) as it moves through a cycle. (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Magnetism & Electricity Magnets and electricity produce related forces. (SAS) A force is required to change an object s speed or direction. (SAS) Energy exists in many forms and can be changed from one form to another (transformed) as it moves through a system. (SAS) During a scientific investigation, students understand how to ask different kinds of questions and determine how they could be answered or studied. (NHSD) Ecology Unit: Reduce, Reuse, Recycle Sustainable use of natural resources is essential to provide for the needs and wants of all living things now and in the future (SAS) Environmental laws and regulations impact humans, the environment, and the economy in both positive and negative ways (SAS) Measurement What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) Water How can physical properties be used to describe matter? (SAS) What is the evidence that the earth s systems change? (SAS) What predictable patterns of change can be observed on and from earth? (SAS) How are cycles evident in the world around us? (NHSD) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD) Magnetism & Electricity What is the evidence that magnets and electricity produce forces? (SAS) How could you demonstrate that a force can change an object's motion (speed or direction)? (SAS) How does energy change from one form to another as it moves through a system? (SAS) How will asking different types of questions help to guide further learning? (NHSD) Ecology Unit: Reduce, Reuse, Recycle How are natural resources used to provide for the needs and wants of living things? (SAS) What actions can humans take to ensure continued use of our natural resources? (SAS) How do environmental laws impact humans and the environment? [NHSD] Page 1 of 22 pages
The following materials can be used throughout all units to provide enrichment opportunities to students as needed: Math Extension Activities found in the Science Modules Measurement 1.) The First Straw Students investigate the concepts of standard and non standard units for the measurement of length and recognize the importance of the development of the standard measurement system. To further explore, the customary or non standard units of measurements, students can produce their personal set of measurement tools using their body. Challenge students to develop their own measurement lengths and name them. 2.) Weight Watching Within the investigation, students determine how much water a sponge can absorb. Extend the lesson to allow students to determine if changing the liquid changes the overall amount the sponge is able to absorb. 3.) Take Me to Your Liter Through the investigation, students determine the overall capacity of several containers. Provide the students with another variable within the experiment to determine if the overall capacity of the container changes when temperature (the variable) changes. 4.) The Third Degree Students explore the concept of temperature through the module investigation. Students can continue exploring the concept of temperature by gathering data over a period of a time in given locations. Students could identify variables that cause the temperature to change in and throughout these locations over time. Water 1.) Water Observations Based upon their observations in the investigation, students should deduce that water runs downhill. Students can design and construct a maze with various features to test this belief. 2.) Hot Water, Cold Water Students can investigate if modifying the content of water by increasing its salinity impacts positively or negatively the ability of the water to freeze and if the density of salt water and freshwater are different. 3.) Water Vapor Students can research the concept of humidity and what the humidity level changes. 4.) Waterworks Recognizing that different materials absorb different amounts of water, students can investigate the environmental impact of making changes to a defined piece of land in regards to storm water management. Consider the modifications made around the school building in this investigation. Magnetism & Electricity 1.) The Force Throughout the investigation, students explore the concepts of magnets. Students can design and/or produce a product for everyday use that utilizes magnets. Students can investigate the polarity of the earth as well, and how a compass work. 2.) Making Connections After students have identified, in the investigation, what electricity is, students can identify sources of electricity and compare the environmental impacts of various sources. 3.) Advanced Connections Students can choose an individual researcher or inventor that contributed to our use of electricity today, conduct research and share their findings. 4.) Current Attractions Students can investigate everyday uses of electromagnets. 5.) Click It Through the investigation, students build a telegraph. To extend the lesson, students can investigate the development of communication devices in the United States throughout history, with a focus on the telegraph and Morse code and how it enabled information to travel at much greater speeds. Ecology Mini Unit: Reduce, Reuse, Recycle Unit Project: As an extension of the culminating project within the unit, students can develop an action plan to develop or increase a recycling plan within a part of the classroom, school or community. Students can develop a proposal to share with leaders and construct a plan to fulfill the goal of their recycling program. Re Teaching Content Outline: Content Outline Time I. Measurement 12 Weeks A. The First Straw The meter is the standard metric unit of linear measurement B. Weight Watching The gram is the standard metric unit of mass C. Take Me To Your Liter The liter is the standard metric unit of fluid measurement D. The Third Degree The degree Celsius is the standard metric unit of temperature II. Water 12 Weeks A. Water Observations Water has several observable properties B. Hot Water, Cold Water Water expands when heated and contracts when heat is taken away. Density changes with temperature change C. Water Vapor Evaporation and condensation contribute to the movement of water through the water cycle D. Waterworks Flowing water can be used to do work Water contains different materials that affect its quality III. Magnetism and Electricity 12 Weeks A. The Force Magnets stick to metal objects made of iron Magnetic interactions are caused by the magnetic force B. Making Connections Electricity flows through pathways called circuits C. Advanced Connections A circuit with only one pathway for current flow is a series circuit; a circuit with two or more pathways is a parallel circuit D. Current Attractions A core of iron or steel becomes an electromagnet when electricity flows through a coil of insulated wire surrounding it E. Click It Technology is the application of science Page 2 of 22 pages
IV. Reduce, Reuse, Recycle 5 Days A. Constructing a definition for the term, recycle B. Creating three ways to either reduce, reuse, or recycle C. Categorizing resources as renewable or nonrenewable D. Developing two ways to conserve energy during the student day E. Establishing the relationships between actions that harm the environment and possible resulting consequences F. Students will produce a TV commercial V. Information Literacy and Technology Each student will conduct a research investigation, using print and/or non print resources found in the library media center. This investigation will be collaboratively planned, implemented, and assessed by the classroom teacher and the library media specialist. A minimum of one research investigation is required for the course. Options are outlined below. A. Water 1. Water Cycle research a. Students will use USGS website (http://ga.water.usgs.gov/edu/watercyclehi.html), to investigate different aspects of the water cycle b. Students will work in partners to find facts on one of the Water Cycle Topics (A P) c. Students will write the main idea with 4 5 supporting details on their topic d. Using the projected USGS graphic of the water cycle, students will share the information they investigated on the component they researched 2. Water Science research a. The teacher will use the USGS water science topics (http://ga.water.usgs.gov/edu/index.html) to select category for student research b. Students will use print/non print sources of information to organize information in a standard note taking format c. Students will synthesize their information into a presentation format 3. Library Database (Athena) investigation a. Students will investigate components of the library database to find resources on the topic of water b. Students will differentiate between fiction and nonfiction sources and the purposes of each c. Students will be able to locate effective sources within the database pertaining to the topic of water B. Measurement Almanac investigation (Can be integrated with math units) 1. Students will use the almanac to investigate measurements of temperature, length, mass, or capacity 2. Students will select one form of measurement and a corresponding category that uses this measurement form. Examples: Mountains Height, Lakes capacity, River length, Buildings Height, Planets Mass, Cities temperatures (highest, average, coldest), Animals mass or length. After obtaining information on at least 5 examples, students will graph their data. Summative Assessments: FOSS I Check for investigations FOSS Summary Test for each module Formative Assessments: FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio) in the Teacher's Manual FOSS I Check for investigations Notebook rubrics for ABCDs of Drawing, Data Collection, Claims and Evidence, Prediction Process Skills Self Assessment Questioning for understanding Major Topics: Measurement Water Magnetism & Electricity Ecology Mini Unit: Reduce, Reuse, Recycle Objectives: Measurement Given a variety of measureable objects, the students will measure the length, mass, capacity, or temperature within 2 units of targeted measurement. (2.3.3.A; M3.B.1; M3.B.1.2) Given familiar objects, the students will estimate measurements with a 70% accuracy level. (2.3.3.F; M3.B.2; M3.B.2.1; M3.B.2.2) Given a variety of objects, the students will choose the correct tool to calculate various measurements each time. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) Given a variety of non standard units, the students will develop the understanding of the necessity for standard units of measurement 3 out of 4 times. (2.3.3.B; M3.B.2; M3.B.2.1; M3.B.2.2) During and after a scientific investigation, the students will demonstrate at least two ways to communicate their knowledge gained. (3.3.3.A7) Water After conducting a series of investigations, the students will formulate a list of the properties of water, including at least four characteristics specific to water. (3.2.3.A4; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) After conducting a series of investigations, the students will compare and discuss the changes that occur over a period of time, mentioning at least two factors contributing to the outcome. (3.2.4.A5; S4.D.1.3; S4.D.1.3.2) After conducting a series of investigations, the students will identify the stages of the water cycle and at least one factor contributing to each change. (3.3.4.A4; S4.D.1.3; S4.D.1.3.2; S4.D.1.3.4) During and after a scientific investigation, the students will use all five senses to identify at least two similarities and differences between objects and materials used during the unit. (3.3.3.A7; S4.A.1.1; S4.A.1.1.1) Magnetism & Electricity Page 3 of 22 pages
Given a variety of objects, the students will identify and classify at least five objects that are magnetic and nonmagnetic and at least five that are conductors and insulators. (3.2.3.B4; S4.C.3.1; S4.C.3.1.1) After conducting a series of investigations, the students will demonstrate the force of magnetism by attracting and repelling sets of magnets and the force of electricity by building a complete circuit. (3.2.4.B4; S4.C.2.1; S4.C.2.1.1; S4.C.2.1.2) Given the appropriate materials, the students will construct complete series and parallel circuits and illustrate schematic diagrams with 95% accuracy. (3.2.4.B4; S4.C.2.1; S4.C.2.1.3) Throughout a series of scientific investigations, the students will develop at least three different kinds of questions and determine how they could be answered or studied. (3.3.3.A7; S4.A.2.1; S4.A.2.1.1) Ecology Unit: Reduce, Reuse, Recycle Lesson 1: Using information from the story, The Great Trash Bash, students will construct a definition of the word recycle which includes at least three facts from the book. (4.3; S4.D.1.2; S4.D.1.2.2) Lesson 2: After reading the Rrready, Set books, students will create three ways to either reduce, reuse, or recycle. (4.3; S4.D.1.2; S4.D.1.2.2) Lesson 3: Following a group discussion of natural resources, student will categorize renewable and nonrenewable resources with 90% accuracy. (4.3; S4.D.1.2; S4.D.1.2.2; S4.A.1.3; S4.A.1.3.5) Lesson 4: Using the Think Pair Share activity questions, students will develop two ways to conserve energy throughout their day. (4.3; S4.A.1.3; S4.A.1.3.5) Lesson 5: Working collaboratively, students will explore the interrelationship between actions that harm the environment and possible resulting consequences. (4.5; S4.B.3.2; S4.B.3.2.2; S4.B.3.3; S4.B.3.3.5) Culminating Project: Based on knowledge acquired throughout the mini unit, students will produce a TV commercial including each of the project requirements that will be uploaded and shared. (4.3; S4.D.1.2; S4.D.1.2.2; S4.A.1.3; S4.A.1.3.5) IDEA Compliance: IDEA Compliance (Individuals With Disabilities Education Act) In compliance with 22pa code 14, 38 (2) (3) (5), there will be no separate curriculum for special education and gifted education students. Using the general curriculum, teachers will use the goals and objectives for special education students and gifted education students as addressed in the individual education program (IEPs) (including any adaptations, accommodations and modifications outlined in the IEPs of special education and enrichment and/or acceleration in gifted students' IEPs). RESOURCES Process Skills Rubrics Science Notebook Scope and Sequence 2011 2012 Units of Instruction Grading Guidelines Unit: Measurement Unit: Measurement, the process of quantifying observations, is one of the cornerstones of science. Unit Objectives: Given a variety of measureable objects, the students will measure the length, mass, capacity, or temperature within 2 units of targeted measurement. (2.3.3.A; M3.B.1; M3.B.1.2) Given familiar objects, the students will estimate measurements with a 70% accuracy level. (2.3.3.F; M3.B.2; M3.B.2.1; M3.B.2.2) Given a variety of objects, the students will choose the correct tool to calculate various measurements each time. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) Given a variety of non standard units, the students will develop the understanding of the necessity for standard units of measurement 3 out of 4 times. (2.3.3.B; M3.B.2; M3.B.2.1; M3.B.2.2) During and after a scientific investigation, the students will demonstrate at least two ways to communicate their knowledge gained. (3.3.3.A7) Big Ideas: Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Summative Assessments: Formative Assessments: Vocabulary: What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) FOSS I Check for investigations FOSS Summary Test for each module FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio) in the Teacher's Manual FOSS I Check for investigations Notebook rubrics for ABCDs of Drawing, Data Collection, Claims and Evidence, Prediction Process Skills Self Assessment Questioning for understanding Investigation 1: measurement standard, length, width, meter, centimeter, kilometer, distance, estimate, arm span, height, comparison Investigation 2: balance, fulcrum, gram, mass, kilogram Investigation 3: volume, capacity, liter, milliliter, graduated cylinder, syringe STANDARDS STATE: Pennsylvania State Standards 2.3.3.A (Advanced) Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter) M3.B.1.2 2.3.3.B (Advanced) Pennsylvania Math Anchors to Standards Alignment Use the attributes of length, area, volume and weight of objects. Determine the measurement of objects with non standard and standard units (e.g., US customary and metric). Page 4 of 22 pages
M3.B.2.1 Pennsylvania Math Anchors to Standards Alignment 2.3.3.F (Advanced) Use concrete objects to determine area and perimeter. M3.B.2.1 Pennsylvania Math Anchors to Standards Alignment STATE: Pennsylvania State Anchors M3.B.1.2 (Advanced) Use the attributes of length, area, volume and weight of objects. 2.3.3.A 2.3.3.E Pennsylvania Standards to Anchors Alignment Pennsylvania Standards to Anchors Alignment M3.B.2.1 (Advanced) Determine the measurement of objects with non standard and standard units. 2.3.3.B 2.3.3.F Pennsylvania Standards to Anchors Alignment Pennsylvania Standards to Anchors Alignment M3.B.2.2 (Advanced) Estimate measurements of familiar objects. 2.3.3.G Pennsylvania Standards to Anchors Alignment Determine the measurement of objects with non standard and standard units. Determine the measurement of objects with non standard and standard units. Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter) Determine the appropriate unit of measure. Determine the measurement of objects with non standard and standard units (e.g., US customary and metric). Use concrete objects to determine area and perimeter. Estimate and verify measurements. Demonstrate that a single object has different attributes that can be measured in different ways (e.g., length, mass, weight, time, area, temperature, capacity, perimeter). S4.C.1.1.1 (Advanced) Use physical properties (e.g., mass, shape, size, volume, color, texture, magnetic property, state (i.e., solid, liquid, gas), conductivity (i.e., electrical, heat) to describe matter. S4.C.1.1.2 (Advanced) Categorize/group objects using physical characteristics. STATE: Pennsylvania SAS Keystone Standards 3.3.3.A7 (Advanced) Science as Inquiry The First Straw Minutes for 130 Students learn the need for standard units of linear measurement. They measure objects with nonstandard units, straws, and then use a meter tape to measure objects in meters and centimeters. Students measure and compare body dimensions in the metric system. Lesson Objectives: The students will be able to identify the meter as the standard metric unit of linear measurement. The students will be able to determine that length is how far it is from one point to another. What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) Big Ideas: Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 1 Part 1 pp. 11 15 Part 2 pp. 18 19 Part 3 pp. 22 24 Math Extension Activities found in the Science Modules The First Straw Students investigate the concepts of standard and non standard units for the measurement of length and recognize the importance of the development of the standard measurement system. To further explore, the customary or non standard units of measurements, students can produce their personal set of measurement tools using their body. Challenge students to develop their own measurement lengths and name them. Materials: Part 1: Investigation 1 folio p. 8 Part 2: Investigation 1 folio p. 16 Part 3: Investigation 1 folio p. 20 Focus Part 1: How do you measure so that everyone gets the same information? What tools and techniques work best to measure length? Page 5 of 22 pages
Part 2: What do I need to know and do to improve my estimates? Part 3: Can you find different parts of your body that have similar measurements? Page 6 of 22 pages
Weight Watching Minutes for 135 Students learn the need for standard units for measuring mass and use the FOSS balance and mass pieces to weigh objects. Students prepare 100 gram bags of gravel and cooperate to make a kilogram mass piece. They discover that a sponge can soak up many times its own mass in water. Lesson Objectives: The students will be able to identify the gram as the standard metric unit of mass; the kilogram is 1000 grams. The students will be able to determine that mass is the amount of matter in an object. What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) Big Ideas: Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 2 Part 1 pp. 10 13 Part 2 pp. 16 17 Part 3 pp. 20 22 Math Extension Activities found in the Science Module Weight Watching Within the investigation, students determine how much water a sponge can absorb. Extend the lesson to allow students to determine if changing the liquid changes the overall amount the sponge is able to absorb. Materials: Part 1: Investigation 2 folio p. 8 Part 2: Investigation 2 folio p. 14 Part 3: Investigation 2 folio p. 18 Focus Part 1: What unit is used to describe the mass of an object? Part 2: Can you build a set of personal references to make estimations easier and more accurate? How can you make a 100 g mass with gram pieces that total only 85 grams? Part 3: How much water can a dry sponge soak up? Page 7 of 22 pages
Take me to Your Liter Minutes for 135 Students learn the need for standard units of volume. They use syringes and graduated cylinders calibrated in milliliters to measure fluids accurately. After learning how to use the FOSS volume measuring tools, students measure the capacity of several common containers. Lesson Objectives: The students will be able to identify the liter as the standard metric unit of fluid measurement. The students will be able to determine that volume is the three dimensional space occupied by something. The students will be able to determine that capacity is the maximum amount of fluid a container can hold. What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) Big Ideas: Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 3 Part 1 pp. 11 13 Part 2 pp. 16 17 Part 3 pp. 20 21 Math Extension Activities found in the Science Modules Take Me to Your Liter Through the investigation, students determine the overall capacity of several containers. Provide the students with another variable within the experiment to determine if the overall capacity of the container changes when temperature (the variable) changes. Materials: Part 1: Investigation 3 folio p. 8 Part 2: Investigation 3 folio p. 14 Part 3: Investigation 3 folio p. 18 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Part 1: What unit is used to describe the volume of liquid in a container? Part 2: Can you build a set of personal references to make estimations easier and more accurate? Part 3: Does the label on a soda can tell the volume of liquid in the can or the capacity of the can? Page 8 of 22 pages
The Third Degree Minutes for 125 Students compare the temperatures of three cups of water using their fingers, which leads to the need for a measuring tool in a standard unit. Students use alcohol thermometers and measure in degrees Celsius. They measure the temperatures of warm and cold water and find out how cold a mixture of ice and water gets in ten minutes. The module ends with a metric field day as students compete and officiate in events designed by the class. Lesson Objectives: The students will be able to identify the degree Celsius as the standard metric unit of temperature. The students will be able to determine that temperature is a measure of how hot or cold something is. What are some ways to measure the various attributes of objects? (SAS) How can you estimate the measurements of objects? (SAS) How can physical properties be used to describe matter? (SAS) Why is there a need for a standard unit of measurement? (NHSD) How can you communicate during a scientific investigation? (NHSD) Big Ideas: Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Measures can be estimated by using known referents. (SAS) Matter has observable and measurable physical properties. (SAS) A measurement standard is a unit agreed upon and used by a large number of people. (NHSD) During a scientific investigation, students communicate by talking, listening, using drawings, writing, and modeling. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 4 Part 1 pp. 11 13 Part 2 pp. 16 17 Part 3 pp. 20 21 Math Extension Activities found in the Science Modules The Third Degree Students explore the concept of temperature through the module investigation. Students can continue exploring the concept of temperature by gathering data over a period of a time in given locations. Students could identify variables that cause the temperature to change in and throughout these locations over time. Materials: Part 1: Investigation 4 folio p. 8 Part 2: Investigation 4 folio p. 14 Part 3: Investigation 4 folio p. 18 Focus Part 1: What unit is used to describe the temperature of air or a liquid? What happens to the temperature when you mix equal amounts of hot and cold water? Part 2: How cold does the temperature of water get when you add ice to a room temperature water? Part 3: How accurately can you measure? Page 9 of 22 pages
Unit: Water Unit: Water is the most important substance on Earth. Water dominates the surface of our planet, changes the face of land and defines life. These powerful, pervasive ideas are introduced here. The Water Module consists of four investigations in which students explore properties of water, changes in water, interactions between water and other earth materials, and how humans use water. Unit Objectives: After conducting a series of investigations, the students will formulate a list of the properties of water, including at least four characteristics specific to water. (3.2.3.A4; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) After conducting a series of investigations, the students will compare and discuss the changes that occur over a period of time, mentioning at least two factors contributing to the outcome. (3.2.4.A5; S4.D.1.3; S4.D.1.3.2) After conducting a series of investigations, the students will identify the stages of the water cycle and at least one factor contributing to each change. (3.3.4.A4; S4.D.1.3; S4.D.1.3.2; S4.D.1.3.4) During and after a scientific investigation, the students will use all five senses to identify at least two similarities and differences between objects and materials used during the unit. (3.3.3.A7; S4.A.1.1; S4.A.1.1.1) Big Ideas: Matter has observable and measurable physical properties. (SAS) The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) Water exists in several forms and can be changed from one form to another (transformed) as it moves through a cycle. (NHSD) Students can gather information about an object or event, using the five senses to observe. (NHSD) How can physical properties be used to describe matter? (SAS) What is the evidence that the earth s systems change? (SAS) What predictable patterns of change can be observed on and from earth? (SAS) How are cycles evident in the world around us? (NHSD) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD) Summative Assessments: FOSS I Check for investigations FOSS Summary Test for each module Formative Assessments: Vocabulary: Investigation 1: water, property, absorb, bead, surface tension, dome, slope, flow Investigation 2: expand, contract, sink, denser, float, less dense Investigation 3: evaporate, water vapor, seriate, thermometer, surface area, condense, water cycle Investigation 4: soak, drain, earth materials, blade, shaft, water quality, dissolve Water Observations Minutes for 130 Students investigate properties of water. They compare the way water interacts with four different surfaces, observe the property of surface tension, and investigate how to change this property. They compare the rates of different amounts of water flowing downhill. Lesson Objectives: The students will be able to identify that water has several observable properties (e.g. transparency, shapelessness, beads, is absorbed, flows downhill). The students will be able to demonstrate that surface tension is a skin like surface of water that pulls it together into the smallest possible volume. How can physical properties be used to describe matter? (SAS) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD) Big Ideas: Matter has observable and measurable physical properties. (SAS) Students can gather information about an object or event, using the five senses to observe. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 1 Part 1 pp. 11 13 Part 2 pp. 16 18 Part 3 pp. 21 23 Math Extension Activities found in the Science Modules Water Observations Based upon their observations in the investigation, students should deduce that water runs downhill. Students can design and construct a maze with various features to test this belief. Page 10 of 22 pages
Materials: Part 1: Investigation 1 folio p. 8 Part 2: Investigation 1 folio p. 14 Part 3: Investigation 1 folio p. 19 Focus Part 1: What happens when water gets spilled, splashed, or dropped on something? Does water do the same thing on all surfaces? Part 2: What shape does water make on a flat surface? Why does water form a dome on a flat surface? How can you change the surface tension of plain water? Part 3: Does water always flow downhill? How does changing the slope or quantity of water change the speed at which it flows downhill? Page 11 of 22 pages
Hot Water, Cold Water Minutes for 135 Students observe the properties of water as it is heated, cooled, and frozen. They make a water thermometer and find that water expands as it is heated. Students compare the density of water at different temperatures and find that warm water is less dense than cool water, and ice is less dense than liquid water. Lesson Objectives: The students will be able to explain what happens when heat is added to water (expands) and what happens to water when heat is taken away (contracts). The students will be able to differentiate the density of hot water, cold water, and ice. The students will be able to identify that a solid has volume and shape, and a liquid only has volume. How can physical properties be used to describe matter? (SAS) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD) Big Ideas: Matter has observable and measurable physical properties. (SAS) Students can gather information about an object or event, using the five senses to observe. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 2 Part 1 pp. 11 13 Part 2 pp. 16 18 Part 3 pp. 21 24 Math Extension Activities found in the Science Module Hot Water, Cold Water Students can investigate if modified the content of water by increasing its salinity impacts positively or negatively the ability of the water to freeze and if the density of salt water and freshwater are different. Materials: Part 1: Investigation 2 folio p. 8 Part 2: Investigation 2 folio p. 14 Part 3: Investigation 2 folio p. 19 Focus Part 1: What happens to water when it is heated? What happens to water when it is cooled? Part 2: Is hot water denser or less dense than room temperature water? Is cold water denser or less dense than room temperature water? Part 3: What happens to water when it freezes? What happens to ice when it is heated? How do the masses of equal volumes of ice and water compare? Page 12 of 22 pages
Water Vapor Minutes for 250 Students are introduced to water vapor and evaporation. They explore the effects of environmental conditions and surface area on rates of evaporation. They set up condensation chambers and consider how evaporation and condensation contribute to the water cycle. Lesson Objectives: The students will be able to explain that evaporation is a process by which liquid water changes into water vapor, a gas. The students will be able to observe that temperature and surface area affect the rate of evaporation. The students will be able to explain that condensation occurs when water vapor touches a cool surface and changes into liquid. The students will be able to create a model of the water cycle. What is the evidence that the earth s systems change? (SAS) What predictable patterns of change can be observed on and from earth? (SAS) How are cycles evident in the world around us? (NHSD) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD) Big Ideas: The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) Water exists in several forms and can be changed from one form to another (transformed) as it moves through a cycle. (NHSD) Students can gather information about an object or event, using the five senses to observe. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 1 Part 1 pp. 10 11 Part 2 pp. 14 16 Part 3 pp. 19 20 Part 4 pp. 23 26 Math Extension Activities found in the Science Modules Water Vapor Students can research the concept of humidity and what the humidity level changes. Materials: Part 1: Investigation 3 folio p. 8 Part 2: Investigation 3 folio p. 12 Part 3: Investigation 3 folio p. 17 Part 4: Investigation 3 folio p. 23 Focus Part 1: What happens when two paper towels are allowed to dry, one in a cup with a lid and the other in an open cup? Part 2: What effect does air temperature have on evaporation? Part 3: What effect does surface area have on the rate of evaporation? Part 4: What happens when the surface of an object or material is cooler than the air surrounding it? Page 13 of 22 pages
Waterworks Minutes for 155 Students compare what happens when water is poured through two different earth materials, soil and gravel. Students construct a waterwheel and use it to lift objects, learning about the power of water. They collect water from local sources, examine its properties, and are introduced to the concept of water quality. Lesson Objectives: The students will be able to observe and compare movement of water through different materials. The students will be able to construct a waterwheel and observe the power of water. The students will be able to create a table and organize the observations of water samples. How can physical properties be used to describe matter? (SAS) What is the evidence that the earth s systems change? (SAS) How can you use the five senses to observe and gather information during a scientific investigation? (NHSD)How can you communicate during a scientific investigation? (NHSD) Big Ideas: Matter has observable and measurable physical properties. (SAS) The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) Students can gather information about an object or event, using the five senses to observe. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 4 Part 1 pp. 10 13 Part 2 pp. 16 18 Part 3 pp. 21 23 Part 4 pp. 27 28 Math Extension Activities found in the Science Modules Waterworks Recognizing that different materials absorb different amounts of water, students can investigate the environmental impact of making changes to a defined piece of land in regards to storm water management. Consider the modifications made around the school building in this investigation. Materials: Part 1: Investigation 4 folio p. 8 Part 2: Investigation 4 folio p. 14 Part 3: Investigation 4 folio p. 19 Part 4: Investigation 4 folio p. 24 Focus Part 1: What happens when you pour water through different earth materials? Part 2: How does a waterwheel work? What is the best design for a waterwheel that will efficiently lift objects? Part 3: What are some of the properties of water that affect its quality? What types of water can be used for different purposes? Part 4: Students ask their own questions and plan investigations or research to answer them. Page 14 of 22 pages
Unit: Magnetism and Electricity Unit: The Magnetism and Electricity Module consists of five sequential investigations, each designed to introduce or reinforce concepts of physical science. The investigations provide opportunities for students to explore the natural and human made worlds by observing and manipulating materials in focused settings using simple tools. Unit Objectives: Given a variety of objects, the students will identify and classify at least five objects that are magnetic and nonmagnetic and at least five that are conductors and insulators. (3.2.3.B4; S4.C.3.1; S4.C.3.1.1) After conducting a series of investigations, the students will demonstrate the force of magnetism by attracting and repelling sets of magnets and the force of electricity by building a complete circuit. (3.2.4.B4; S4.C.2.1; S4.C.2.1.1; S4.C.2.1.2) Given the appropriate materials, the students will construct complete series and parallel circuits and illustrate schematic diagrams with 95% accuracy. (3.2.4.B4; S4.C.2.1; S4.C.2.1.3) Throughout a series of scientific investigations, the students will develop at least three different kinds of questions and determine how they could be answered or studied. (3.3.3.A7; S4.A.2.1; S4.A.2.1.1) Big Ideas: Magnets and electricity produce related forces. (SAS) A force is required to change an object s speed or direction. (SAS) Energy exists in many forms and can be changed from one form to another (transformed) as it moves through a system. (SAS) During a scientific investigation, students will understand how to ask different kinds of questions and determine how they could be answered or studied. (NHSD) What is the evidence that magnets and electricity produce forces? (SAS) How could you demonstrate that a force can change an object's motion (speed or direction)? (SAS) How does energy change from one form to another as it moves through a system? (SAS) How will asking different types of questions help to guide further learning? (NHSD) Summative Assessments: FOSS I Check for investigations FOSS Summary Test for each module Formative Assessments: Vocabulary: Investigation 1: force, magnet, magnetism, attract, repel, temporary magnet, induced magnetism, graph, prediction, intersection, detector Investigation 2: D cell, battery, electricity source, electricity receiver, circuit, filament, component, circuit base, Fahnstock clip, switch, open circuit, closed circuit, schematic diagram, conductor, insulator Investigation 3: series circuit, component, parallel circuit Investigation 4: electromagnet, core, coil, prediction, graph Investigation 5: technology, telegraph, key, gap, code, long distance The Force Minutes for 180 Students work with permanent magnets to discover that iron is the only everyday material that sticks to magnets. They investigate variables that influence the force of attraction between two magnets and look for ways to detect the presence of a magnet. Lesson Objectives: The students will be able to observe magnetic interactions and sort objects based on whether they are affected by a magnet. The students will be able to measure the force of attraction between magnets. The students will be able to record and organize results of investigations. What is the evidence that magnets and electricity produce forces? (SAS) How could you demonstrate that a force can change an object's motion (speed or direction)? (SAS) How will asking different types of questions help to guide further learning? (NHSD) Big Ideas: Magnets and electricity produce related forces. (SAS) A force is required to change an object s speed or direction. (SAS) During a scientific investigation, students will understand how to ask different kinds of questions and determine how they could be answered or studied. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 1 Part 1 pp. 11 16 Part 2 pp. 20 22 Part 3 pp. 25 29 Part 4 pp. 32 34 Page 15 of 22 pages
Math Extension Activities found in the Science Modules The Force Throughout the investigation, students explore the concepts of magnets. Students can design and/or produce a product for everyday use that utilizes magnets. Students can investigate the polarity of the earth as well, and how a compass work. Materials: Part 1: Investigation 1 folio p. 8 Part 2: Investigation 1 folio p. 18 Part 3: Investigation 1 folio p. 23 Part 4: Investigation 1 folio p. 30 Focus Part 1: What kind of materials do magnets stick to? What happens when you bring two or more magnets together? Part 2: How do magnets interact with other objects? Does an iron object have to touch a magnet to become a temporary magnet? Does magnetic force go through all materials? Part 3: How can we measure the force of attraction between two magnets? Part 4: Can you figure out where two magnets are taped in a box without looking? Page 16 of 22 pages
Making Connections Minutes for 160 Students investigate current electricity and circuits, the pathways through which electricity flows. They find that some materials permit the flow of electricity (conductors), and some don t (insulators). Lesson Objectives: The students will be able to build a test circuit and test objects for conductivity. The students will be able to predict conductivity of materials. The students will be able to sort materials based on whether they conduct electricity. What is the evidence that magnets and electricity produce forces? (SAS) How does energy change from one form to another as it moves through a system? (SAS) How will asking different types of questions help to guide further learning? (NHSD) Big Ideas: Magnets and electricity produce related forces. (SAS) Energy exists in many forms and can be changed from one form to another (transformed) as it moves through a system. (SAS) During a scientific investigation, students will understand how to ask different kinds of questions and determine how they could be answered or studied. (NHSD) Refer to the Guiding the Investigations sections in the folio for Investigation 2 Part 1 pp. 10 13 Part 2 pp. 16 19 Part 3 pp. 22 25 Part 4 pp. 29 31 Math Extension Activities found in the Science Modules Making Connections After students have identified in the investigation what electricity is, students can identify sources of electricity and compare the environmental impacts of various sources. Materials: Part 1: Investigation 2 folio p. 8 Part 2: Investigation 2 folio p. 14 Part 3: Investigation 2 folio p. 20 Part 4: Investigation 2 folio p. 26 Focus Part 1: How can you get electricity from a source to a receiver? Where do connections need to be made? How does electricity flow through a circuit? Part 2: How can you get electricity from a source to a receiver? How is the motor circuit like the lightbulb circuit? How is it different? What does a switch do in a circuit? Part 3: Can any of the test objects complete the circuit? How much of the classroom environment is made of conductors? Part 4: Can you create a mystery circuit that will allow the flow of electricity? Page 17 of 22 pages