Core Curriculum/Texas 3 © 2011 AIMS Education Foundation
Standards Alignment ................................ 5Safe Science ........................................... 11Scientifi c Inquiry ..................................... 13Assembling Rubber Band Books ............. 17Outfi tted for Safety ................................. 19
Matter and EnergySurprise Packages ............................. 25What Do You Sink Will Float? ............ 33Soup-er Floaters and Sinkers............. 41Time and Temperature ...................... 47Solid State ......................................... 55Learning About Liquids...................... 67Pouring Over Matter........................... 79Getting Into Gases ............................. 85Stuff and States ................................. 95Can It Matter? .................................... 97From State to State ......................... 103Ice Show .......................................... 105Chilly Changes ................................ 111A Mixed Bag .................................... 121
Force, Motion, and EnergyMusical Bottles ................................ 127Musical Instruments ......................... 137Light Games .................................... 145Make a Kaleidoscope....................... 149Solar Mitts ....................................... 155Heat and Color ................................ 161Mechanical Energy .......................... 167Down Play ....................................... 169Hi Ho, Hi Ho, It’s Off to Work I Go .... 175Swing Play ....................................... 177Modifying Motion ............................. 183Give the Car a Push ......................... 189Football Forces ............................... 197Tug-a-Door ...................................... 203Force It Up ...................................... 2093-2-1 Blast-Off Balloons .................. 217What Will a Magnet Attract? ............ 227Fish and Clips.................................. 235Face to Face ................................... 241
Magnetic Shuffl eboard ..................... 249If It’s Up, It Must Come Down .......... 257Reader’s Theater: The Law of Gravity ...................................... 263What’s Up? ...................................... 271Gravity-Defying Olympics ............... 275Floating Magnets ............................. 287
Assessment .......................................... 295Meter Tape ........................................... 301Family Letter ........................................ 303Materials List ........................................ 305The AIMS Program ............................... 307Model of Learning ................................. 308Chinese Proverb ................................... 311
TM
§112.14. Science, Grade 3.(b) Knowledge and skills (1) Scientifi c investigation and reasoning. The
student conducts classroom and outdoor investigations, following school and home safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat
Safe Science Outfi tted for Safety
(2) Scientifi c investigation and reasoning. The student uses scientifi c inquiry methods during laboratory and outdoor investiga-tions. The student is expected to:
(B) Collect data by observing and measuring using the metric system and recognize differences between observed and measured data
Time and Temperature Solid State Learning About Liquids Getting Into Gases Solar Mitts Heat and Color Down Play Give the Car a Push 3-2-1 Blast-Off Balloons
(C) Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data
Time and Temperature Heat and Color Down Play Give the Car a Push 3-2-1 Blast-Off Balloons Fish and Clips
(D) Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations
Heat and Color Down Play Give the Car a Push Tug-a-Door Force It Up 3-2-1 Blast-Off Balloons Fish and Clips
(E) Demonstrate that repeated investigations may increase the reliability of results
Down Play Give the Car a Push 3-2-1 Blast-Off Balloons Fish and Clips Gravity-Defying Olympics
(F) Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion
Time and Temperature Getting Into Gases Heat and Color Down Play Give the Car a Push Tug-a-Door Force It Up 3-2-1 Blast-Off Balloons Fish and Clips
Texas Essential Knowledge and Skills
Physical ScienceThird Grade
Core Curriculum/Texas 5 © 2011 AIMS Education Foundation
(3) Scientifi c investigation and reasoning. The student knows that information, critical thinking, scientifi c problem solving, and the contributions of scientists are used in mak-ing decisions. The student is expected to:
(A) In all fi elds of science, analyze, evaluate, and critique scientifi c explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientifi c evidence of those scientifi c explanations, so as to encourage critical thinking by the students
Time and Temperature Getting Into Gases Tug-a-Door Force It Up
(D) Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists
3-2-1 Blast-Off Balloons
(4) Scientifi c investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats or organisms such as terrariums and aquariums
Surprise Packages Time and Temperature Solid State Learning About Liquids Getting Into Gases Ice Show Chilly Changes Down Play Give the Car a Push Fish and Clips Gravity-Defying Olympics
(B) Use safety equipment as appropriate, including safety goggles and gloves
Safe Science Outiftted for Safety
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how mat-teris is classifi ed, changed, and used. The student is expected to:
(A) Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or fl oat
Surprise Packages What Do You Sink Will Float? Soup-er Floaters and Sinkers Time and Temperature Chilly Changes Give the Car a Push What Will a Magnet Attract? Fish and Clips Face to Face Magnetic Shuffl eboard Floating Magnets
(B) Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a defi nite shape and that liquids and gases take the shape of their container
Solid State Learning About Liquids Pouring Over Matter Getting Into Gases Stuff and States Can It Matter?
(C) Predict, observe, and record changes in the state of matter caused by heating or cooling
From State to State Ice Show Chilly Changes
(D) Explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips
A Mixed Bag
Core Curriculum/Texas 6 © 2011 AIMS Education Foundation
(6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:
(A) Explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life
Musical Bottles Musical Instruments Light Games Make a Kaleidoscope Solar Mitts Heat and Color Mechanical Energy Down Play Swing Play
(B) Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons
Hi Ho, Hi Ho, It’s Off to Work I Go Swing Play Modifying Motion Give the Car a Push Football Forces Tug-a-Door Force It Up 3-2-1 Blast-Off Balloons
(C) Observe forces such as magnetism and gravity acting on objects
Down Play What Will a Magnet Attract? Fish and Clips Face to Face Magnetic Shuffl eboard If It’s Up, It Must Come Down Reader’s Theater: The Law of
Gravity What’s Up? Gravity-Defying Olympics Floating Magnets
Core Curriculum/Texas 7 © 2011 AIMS Education Foundation
Core Curriculum/Texas 8 © 2011 AIMS Education Foundation
At a Glance: TEKS AlignmentAt a Glance: TEKS AlignmentAt a Glance: TEKS AlignmentAt a Glance: TEKS Alignment
Texas Essential Knowledge and Skills for Science, Grade 3
A B C D A D A B A B C D A B CE FAIMS Activity
Outfitted for Safety
Surprise Packages
What Do You Sink Will Float?
Time and Temperature
Solid State
Learning About Liquids
Pouring Over Matter
Getting Into Gases
Stuff and States
Can It Matter?
From State to State
Ice Show
Chilly Changes
A Mixed Bag
Musical Bottles
Musical Instruments
Light Games
Make a Kaleidoscope
Solar Mitts
Heat and Color
Mechanical Energy
Down Play
Hi Ho, Hi Ho, It’s Off to Work I Go
Soup-er Floaters and Sinkers
Safe Science • •
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Core Curriculum/Texas 9 © 2011 AIMS Education Foundation
At a Glance: TEKS AlignmentAt a Glance: TEKS AlignmentAt a Glance: TEKS AlignmentAt a Glance: TEKS Alignment
Texas Essential Knowledge and Skills for Science, Grade 3
A B C D A D A B A B C D A B CE FAIMS Activity
Force It Up
3-2-1 Blast-Off Balloons
What Will a Magnet Attract?
Face to Face
Magnetic Shuffleboard
If It’s Up, It Must Come Down
Reader’s Theater: The Law of Gravity
What’s Up?
Gravity-Defying Olympics
Floating Magnets
Fish and Clips
Tug-a-Door •• • •
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Swing Play
Modifying Motion
Give the Car a Push
Football Forces
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Core Curriculum/Texas 203 © 2011 AIMS Education Foundation
TopicForce and motion
Key QuestionHow does where you pull a door affect how hard you have to pull?
Learning GoalsStudents will:• pull on a door from different places, and• compare the amount of force needed to open a
door at those places.
Texas Essential Knowledge and Skills for Science3.6B Demonstrate and observe how position and
motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons
3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations
3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion
3.3A In all fi elds of science, analyze, evaluate, and critique scientifi c explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientifi c evidence of those scientifi c explanations, so as to encourage critical thinking by the student
SciencePhysical science force and motion
Integrated ProcessesObservingComparing and contrasting Drawing conclusions
MaterialsFor each group: 1 large binder clip 2 rubber bands (see Management 2) cupboard door
For each student: student page
Background Information A door that opens on hinges is an example of a lever. It has a fulcrum (the hinges) and a lever arm (the door itself). The advantage of a lever is that the farther the point that you apply force is from the fulcrum, the less force it takes to move the lever. The disadvantage of a lever is the farther the point that you apply force is from the fulcrum, the greater distance you have to apply to the lever arm. In physics, work is a scientifi c term. The formula for determining work is force times distance. Notice that when a door is opened or closed, those two factors are considered. Work is accomplished when the door is opened or closed—force applied, distance moved. In this activity, students will change the position from which they open a cupboard door to see if the amount of force needed is the same. The device they use has a rubber band attached for pulling on the door. The stretch of the rubber band will indicate the amount of force required. More force is indicated by a greater stretch of the rubber band.
Management1. The number of appropriate cupboard doors will
determine how the activity is managed. If only one or two are available, the students will need to rotate in small groups. If a larger number is available, each group can have its own door.
2. Loop one rubber band through each arm of the binder clip for each group. The rubber bands should all be the same size.
Procedure1. Ask the Key Question and state the Learning Goals.2. Show the students the binder clip device they
will be using to perform the test. Demonstrate how to attach it to the bottom or top edge of a cupboard door.
3. Ask students if they think position will make a difference in how much force is needed when they pull on the rubber bands. Allow time for some discussion.
Core Curriculum/Texas 204 © 2011 AIMS Education Foundation
4. Make certain that students realize that the amount of rubber band stretch will indicate the amount of force required. Tell them that they may need to make multiple observations in order to accurately compare and contrast the amount of stretch.
5. Distribute the student page to each student. Have students go in groups to their assigned cupboard door and have each student feel how hard they have to pull to move the door with the binder clip apparatus in each position. Have them also observe how much the rubber band stretches in each position. With a rubber band on each side of the clip, the students can pull the door back and forth.
6. Direct students to record their observations at each position on the record page and generalize their observations by answering the questions.
7. End with a discussion of the Connecting Learning questions.
Connecting Learning1. In what position was it easiest to move the door?
[furthest from the hinges] How did you observe this with the rubber band? [It didn’t stretch much.]
2. In what position was it hardest to move the door? [closest to the hinge] How did you observe this with the rubber band? [It stretched further than with the other two positions.]
3. Why do you think doorknobs are placed far from the hinges of a door? [It takes less force to open the door than if the doorknob is closer to the hinge.]
4. Have you ever tried pushing on a door bar close to the door’s hinges? Explain what happened. [You have to push very hard to open the door, or you can move your hands further away from the hinge when you push.]
5. Scientists say that two things must occur in order for work to happen, there must be a force and there must be a distance something moves. Did work happen in this activity? Explain. [Yes, work happened because we had to apply a force (a push or a pull) to the cupboard door. When we applied enough force, the door moved a distance.]
6. How did the position of the door change? [It either opened or closed.]
7. What other things open or close when you apply a force?
8. What are you wondering now?
Core Curriculum/Texas 205 © 2011 AIMS Education Foundation
Key Question
Learning Goals
Students will:Students will:
• pull on a door from different places, and
• compare the amount of force needed to open a door at those places.
How does where you pull a door affect how hard you have to pull?
Core Curriculum/Texas 206 © 2011 AIMS Education Foundation
How does where you push or pull a door affect how hard you have to push or pull?
Observations:Near the hinge
Observations:In the middle
Observations:At the edge
Why are doorknobs on the outside edges of doors?
Core Curriculum/Texas 207 © 2011 AIMS Education Foundation
LEARNING
LEARNING
CONNECTING
CONNECTING
Connecting Learning
1. In what position was it easiest to move the door? How did you observe this with the rubber band?
2. In what position was it hardest to move the door? How did you observe this with the rubber band?
3. Why do you think doorknobs are placed far from the hinges of a door?
4. Have you ever tried pushing on a door bar close to the door’s hinges? Explain what happened.
Core Curriculum/Texas 208 © 2011 AIMS Education Foundation
LEARNING
LEARNING
CONNECTING
CONNECTING
Connecting Learning
5. Scientists say that two things must occur in order for work to happen, there must be a force and there must be a distance something moves. Did work happen in this activity? Explain.
6. How did the position of the door change?
7. What other things open or close when you apply a force?
8. What are you wondering now?