2007 AIMS Education Foundation

Transcription

1 TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright 2007 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means except as noted below. A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. Sharing the materials or making copies for additional classrooms or schools or for other individuals is a violation of AIMS copyright. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only for use within the classroom for which the pages were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. Digital distribution rights may be purchased for users who wish to place AIMS materials on secure servers for school- or district-wide use. Contact us or visit the AIMS website for complete details. ISBN AIMS Education Foundation 1595 S. Chestnut Ave., Fresno, CA aimsedu.org Printed in the United States of America Core Curriculum/Georgia 2007 AIMS Education Foundation

2 Standards Alignment... 2 Safe Science... 5 Scientific Inquiry... 6 Assembling Rubber Band Books Science Journal Earth s Treasures Rocks and Minerals Crystal Clear Patterns Just Between the Two of Them All Sorts of Rocks Rocks and More Rocks Accounting for Colors Rock Types Some are Sedimentary Is it Igneous? Many Are Metamorphic Our Earth Changes Weathering Causes Changes Weathering Ways Weathering Away Radishes Rock Sandpile Evidence for Erosion Wash and Wear Caves Imprints of the Past Paleo-Play Family Albums Coordinating a Record of the Past Mary Anning, Fossil Hunter Sue Hendrickson and T-rex All Sorts of Soils Soil What Makes Soil? Earth Tones The Amazing Geosphere Meter Tape Parent Letter Materials List Earth Science Assessment Earth Science Assessment Key The AIMS Program Model of Learning Chinese Proverb You are entitled to unlimited copyright privileges of the student pages that are included. This copyright privilege extends only to one classroom/one teacher. Thank you! Core Curriculum/Georgia AIMS Education Foundation

3 Georgia Core Curriculum Third Grade Performance Standards Characteristics of Science Habits of Mind S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. S3CS2. b. Offer reasons for findings and consider reasons suggested by others. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. b. Use commonly encountered fractions halves, thirds, and fourths (but not sixths, sevenths, and so on) in scientific calculations. Accounting for Colors S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. b. Use computers, cameras and recording devices for capturing information. Evidence for Erosion c. Identify and practice accepted safety procedures in manipulating science materials and equipment. Weathering Ways Paleo-Play S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Crystal Clear Patterns Is it Igneous? All Sorts of Soil Earth Tones c. Identify ways in which the representations do not match their original counterparts. Some are Sedimentary Is it Igneous? Many are Metamorphic Radishes Rock Wash n Wear Caves S3CS5. Students will communicate scientific ideas and activities clearly. c. Use numerical data in describing and comparing objects and events. Accounting for Colors What Makes Soil? Earth Tones d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. Evidence for Erosion Mary Anning, Fossil Hunter Core Curriculum/Georgia AIMS Education Foundation

4 The Nature of Science S3CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. Just Between the Two of Them All Sorts of Rocks Rocks and More Rocks Accounting for Colors Some are Sedimentary Is it Igneous? Many are Metamorphic Weathering Ways Weathering Away Radishes Rock Sandpile Evidence for Erosion Wash n Wear Caves Paleo-Play Family Albums Coordinating a Record of the Past All Sorts of Soils What Makes Soil? Earth Tones d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. Sue Hendrickson and T-rex Mary Anning, Fossil Hunter b. Some scientific knowledge is very old and yet is still applicable today. Mary Anning, Fossil Hunter S3CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. Crystal Clear Patterns Just Between the Two of Them All Sorts of Rocks Rocks and More Rocks Accounting for Colors Some are Sedimentary Is it Igneous? Many are Metamorphic Weathering Away Sandpile All Sorts of Soil What Makes Soil? Core Curriculum/Georgia AIMS Education Foundation

5 Content Earth Science S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. Rocks and Minerals Just Between the Two of Them b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). Crystal Clear Patterns Just Between the Two of Them All Sorts of Rocks Rocks and More Rocks Accounting for Colors Some are Sedimentary Is it Igneous? Many are Metamorphic c. Use observation to compare the similarities and differences of texture, particles size, and color in topsoils (such as clay, loam or potting soil, and sand). Some are Sedimentary All Sorts of Soils Soil What Makes Soil? Earth Tones d. Determine how water and wind can change rocks and soil over time using observation and research. Weathering Causes Changes Weathering Ways Weathering Away Evidence for Erosion Wash n Wear Caves S3E2. Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. Imprints of the Past Paleo-Play Family Albums Coordinating a Record of the Past b. Describe how a fossil is formed. Some are Sedimentary Imprints of the Past Paleo-Play Core Curriculum/Georgia AIMS Education Foundation

6 Rock and Mineral Kits Hand lenses Ring magnets Eyedroppers Pattern blocks Equipment Grouping Circles Balances Metric masses Centicubes Microscopes Microscope slides Safety goggles Digital camera Measuring cups and spoons Scissors Colored pencils Crayons, 64 colors Tape Rubber bands, #19 Chart paper Black construction paper Construction paper, 12" x 18" Chart paper Butcher paper Chalk Glue sticks White glue Index cards, 4" x 6" Sticky dots, quarter-inch Box, cardboard or wooden Plastic drink bottles with lids, empty and clean Plastic jar with lid, empty and clean Plastic bottles, 2 L, empty and clean Soil Water Consumables and Non-consumables Rocks Sand Pebbles Funnel Steel fingernail file 10-penny nail Unglazed white tiles Vinegar Table salt Plastic zipper-type bag, snack size Plastic zipper-type bag, pint size Plastic zipper-type bag, quart size Plastic cups, 9 oz Plastic bowls Paper cups, 5 oz Toothpicks Baby food jars Chenille stems Epsom salts Aluminum foil Wax paper Cardboard Butter or margarine Crispy rice cereal Miniature marshmallows Raisins Toffee chips Candy-coated chocolate candies Plastic eggs Paper towels Paper plate Tub for water Sandpaper Plaster of Paris Radish seeds Potting soil Vermiculite Empty milk cartons, half-pint Potted plant Disposable aluminum trays Clay Sugar cubes Newspapers Craft sticks Strainer Tweezers Core Curriculum/Georgia AIMS Education Foundation

7 Topic Colors of soils Key Question What are the colors of soils? Learning Goals Students will: explore soils to identify their colors, match soil colors to the colors of crayons, and place their soil samples on a class graph to identify the most common color. Guiding Documents Project 2061 Benchmarks Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc. and their physical properties (color, size, shape, weight texture, flexibility, etc.). One way to describe something is to say how it is like something else. NRC Standard Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. NCTM Standards 2000* Pose questions and gather data about themselves and their surroundings Represent data using concrete objects, pictures, and graphs Math Data collection Sorting Graphing Science Earth science geology properties of soil Integrated Processes Observing Communicating Comparing and contrasting Categorizing Organizing data Representing data Materials For each group of students: samples of different soils box of 64 color crayons paper plates white glue newspaper spoon resealable plastic bags paint chips, optional For each student: student pages index cards (see Management 4) Background information Although it has little known direct influence on the functioning of the soil, color is one of the most easily determined soil properties. Other, more important soil characteristics can be inferred from soil color by soil scientists. They use the color of soil to relate the chemical and physical properties such as water table depth, drainage, chemical constituents, formation, and horizons of the soil. Soil scientists use the Munsell Soil Color chart to determine the hue, value, and chroma of damp soil color. Soil forms from bedrock that over the years has been broken down by weathering from water, wind, chemical changes, and the action of plants and animals. Soil is a mixture of minerals, rock particles, decayed organic matter, air, and water. Environmental factors of climate, minerals of the parent rock, surface features of the land, plants and animals, and time affect the type of soil that is formed. Climate is a major factor in soil formation as it determines temperature, precipitation, vegetation, and kind and amount of soil organisms. Soil can be many different shades of brown, gray, black, red, tan, beige, or yellow. The color of the soil is related to the amount of air, water, and organic and inorganic material in soils. For example, red or yellowish-brown soils usually indicate the presence of iron compounds; black and brown soils usually contain large amounts of carbon in the organic material (humus). A light gray or white color in dry climates can mean a high level of salt, and in wetter climates can mean the soil is low in iron. Cultures across the world have used Earth materials such as soil to color their pottery, cosmetics, and paints. Core Curriculum/Georgia AIMS Education Foundation

8 Management 1. Before teaching this lesson, walk your school grounds and identify the areas where differentcolored soils can be found. If your schoolyard and surrounding area do not have a variety of soils, go to a garden center store and get potting soil. If you are in a farming region, get some soil from a farm or collect soil from a local park. 2. Collect samples of different-colored soils and place them in resealable plastic bags. Label the bags to identify the collection sites. Students can make their own collections if the schoolyard has enough variety of soils. 3. Prepare a sample of the soils as an example for students to view ahead of time. Divide a paper plate into the same number of sections as there are soil samples, and put a spoonful of each soil sample into each section. 4. Each student will need the same number of index cards as there are soil samples. 5. Cover the desks with newspaper. Procedure 1. Display several bags of different-colored soil for students to study. Explain that they are going to investigate the soils to determine their colors. Tell them where the soils were collected and show them how to place their samples on a paper plate. 2. Give each group of students a paper plate and a spoon. Show them how to divide the plate into the same number of sections as there are samples of soil. Have them place one spoonful of each sample into a section of the paper plate. 3. Give students a copy of the recording sheet Earth Tones and a set of 64 color crayons. Instruct them to observe each color of soil carefully and match a crayon shade to the color of each soil. (Some students may want to mix the crayon colors to get a better match.) 4. Have students use the chosen crayons to make a record on the Earth Tones sheet by coloring the paper plate outline to match the real plate of soil. Have them also complete the chart of observations by listing where each soil sample was collected and the name of the crayon(s) they chose to match. 5. After students have recorded their observations, have them make an index card for each sample of soil. To do this, have them take a small sample of each soil, glue it onto the index card, and label the location where the sample was gathered and the name of the color of crayon they chose to match. Instruct students to compare their cards with others in the group and to discuss the differences in labeling. 6. When students have finished with their index card samples, have them make a graph of the results of color choices. Use the color names of the crayons as the headings and have the students place their cards in the matching columns. 7. Use the page labeled Part Two as a home science link. Have students take the sheet home and find a soil sample from their yards or neighborhoods, glue it to the page, analyze it, and find a crayon to match. (This may have to be done back in class). Have them identify as many things in their own environments (yard, house, neighborhood) that are the same colors as their samples. Finally, have students write a question they have about this soil and describe a plan to find the answer. Connecting Learning 1. How many different colors of soil did you find? 2. How did your group s findings compare to those of other groups? 3. After graphing, what was the most common color observed in the soil samples? 4. What colors do you expect to find in soils in your neighborhood? 5. Which sample was the hardest to find a color to match? 6. If you were to make a package of eight crayons for soils, which eight would you choose? 7. Why do you think soils are different colors? 8. What are you wondering now? Curriculum Correlation Art 1. Use paint chips to compare with the colors of soils. Proceed the same way as with crayons. Have students try to duplicate the colors of soil by mixing watercolors. 2. Have students make an outline drawing on white construction paper and add color to the drawing by gluing or rubbing the soils onto the paper. If this is too dirty a project, have students use the crayons they chose to match soils. Core Curriculum/Georgia AIMS Education Foundation

9 Language Arts 1. Suggest that students create new names for a set of crayons that are based on the earthy colors of soil. Tell them to make the names rhythmic such as the following examples: dark chocolate dirt, milky chocolate brown, pure obsidian black, humus dark, decomposition brown, leaf litter gray, buttery beige, rusty reddish brown, squirmy wormy red, ruddy muddy red, sandy tawny tan. 2. Challenge students to find words that are some form of the word color. By digging into a dictionary, they can come up with a considerable amount of words. Examples: color, colors, colored, coloring colorability, colorable, coloration, colorer, colorfast, colorful, colorific, colorist, colorize, colorless, color-blind color-coded, colorimeter. How does the suffix change the word? * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Core Curriculum/Georgia AIMS Education Foundation

10 Key Question What are the colors of soils? Learning Goals explore soils to identify their colors, match soil colors to the colors of crayons, and place their soil samples on a class graph to identify the most common color. Core Curriculum/Georgia AIMS Education Foundation

11 1. Observe the bags of soil. Divide your paper plate into the same number of sections as there are bags. 2. Put a spoonful of soil into each section of your paper plate. 3. Match each soil to a crayon. Make a record by coloring this paper plate to match your real plate. 4. Complete the chart to communicate your observations of soil colors. Soil sample Where soil was collected Name of crayon color that matched Core Curriculum/Georgia AIMS Education Foundation

12 This soil sample was collected (where) on by. (when) (whom) I glued a sample of the soil here. I think it is this color because: I found a crayon to match the color of this sample of soil and I colored it here. The name of this crayon is: I think the shade of this color is: Way too dark After thinking and observing, I found these things in my environment that are the same color as my soil sample: Too dark Perfect! Too light Way too light Not even close! Here is a question that I have about this soil: Here is my plan to answer this question: Core Curriculum/Georgia AIMS Education Foundation

13 Connecting Learning 1. How many different colors of soil did you find? 2. How did your group s findings compare to those of other groups? 3. After graphing, what was the most common color observed in the soil samples? 4. What colors do you expect to find in soils in your neighborhood? 5. Which sample was the hardest to find a color to match? 6. If you were to make a package of eight crayons for soils, which eight would you choose? 7. Why do you think soils are different? 8. What are you wondering now? Core Curriculum/Georgia AIMS Education Foundation