Texas Essential Knowledge - AIMS Education...

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


(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


(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



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

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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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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.


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?


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?


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?


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.


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?

Texas Essential Knowledge - AIMS Education...

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