2006 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 2006 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/South Carolina 2006 AIMS Education Foundation

2 Standards Alignment... 1 Safe Science... 3 Scientific Inquiry... 4 Assembling Rubber Band Books... 8 Science Journal... 9 The Amazing Geosphere All Sorts of Rocks Sedimentary Rock Sources Metamorphic Morsels Creating Crystals All Sorts of Soils Getting the Dirt on Soil Earth Tones Soil Safari Does This Hold Water? Soil Shakes Crystal Clear Patterns Mineral Management Imprints of the Past Can You Dig It? Leaf a Lasting Impression Leafing a Record of the Past Coordinating a Record of the Past Fossils Are My Bag Rock Recordings Where is Water? Making Sense of Water Our Wet and Wild Hydrosphere The Earth s Features Wash and Wear Caves The Earth Has What We Need! Sandpaper Tops and Bottoms Count Rocks and Minerals as Resources Weathering Weathering Away Boulder to Bits Radishes Rock Ice Breakers Erosion Agent Erosion Sandpile Hand of Sand Shakes and Quakes Volcanoes Meter Tape Parent Letter Materials List Assessment Assessment Key The AIMS Program Chinese Proverb Core Curriculum/South Carolina 2006 AIMS Education Foundation

3 South Carolina Science Content Standards Earth Science Third Grade Earth s Materials and Changes Standard 3-3 The student will demonstrate an understanding of Earth s composition and the changes that occur to the features of the Earth s surface. Indicators Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. The Amazing Geosphere All Sorts of Rocks Sedimentary Rock Sources Metamorphic Morsels Creating Crystals All Sorts of Soils Getting the Dirt on Soil Earth Tones Soil Safari Soil Shakes Identify common minerals on the basis of their properties by using a mineral identification key. Crystal Clear Patterns Mineral Management Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Can You Dig It? Leaf a Lasting Impression Leafing a Record of the Past Infer ideas about Earth s early environments from fossils of plants and animals that lived long ago. Coordinating a Record of the Past Fossils Are My Bag Rock Recordings Illustrate Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). Where is Water? Making Sense of Water Our Wet and Wild Hydrosphere Illustrate Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. The Earth s Features Wash and Wear Caves Shakes and Quakes Volcanoes Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. The Earth Has What We Need! Sandpaper Tops and Bottoms Count Rocks and Minerals as Resources Illustrate changes in Earth s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Weathering Away Weathering Boulder to Bits Radishes Rock Ice Breakers Erosion Agent Erosion Sandpile Hand of Sand Shakes and Quakes Volcanoes Core Curriculum/South Carolina AIMS Education Foundation

4 Inquiry Standard 3-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. Indicators Classify objects by two of their properties (attributes). Mineral Management Classify objects or events in sequential order. Sedimentary Rock Sources Generate questions such as what if? or how? about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. Does This Hold Water? Tops and Bottoms Count Radishes Rock Ice Breakers Soil Safari Predict the outcome of a simple investigation and compare the result with the prediction. Ice Breakers Use tools (including beakers, meter tapes and sticks forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Mineral Management Does This Hold Water? Making Sense of Water Sandpile Infer meaning from data communicated in graphs, tables, and diagrams. Sedimentary Rock Sources Metamorphic Morsels Creating Crystals Rock Recordings Explain why similar investigations might produce different results. Leaf a Lasting Impression Sandpaper Tops and Bottoms Count Ice Breakers Use appropriate safety procedures when conducting investigations. Can You Dig It? Metamorphic Morsels Core Curriculum/South Carolina AIMS Education Foundation

5 caves Topic Cave formation Key Question How are rock caves formed? Learning Goal Students will experience a simulation of the formation of a rock cave by the erosive force of water. Guiding Documents Project 2061 Benchmarks Waves, wind, water, and ice shape and reshape the earth s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. Seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. NRC Standard The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. Science Earth science erosion cave formation Integrated Processes Observing Comparing and contrasting Recording Applying Materials Empty 2-liter plastic bottle Sand Rocks and pebbles Bucket of water Paper cup Construction paper Glue Background Information Many rock caves are formed through erosion. Water and changes in temperature act on the softer materials in the rock, wearing them away. Gradually the harder rocks are exposed and caves are formed. Management 1. This activity works well as a class demonstration. 2. A hose connected to a hydrant can be used instead of the bucket and paper cup. 3. Prepare the plastic bottle prior to doing the activity. To prepare the bottle, a. cut the top from the 2-liter bottle b. make four or five large holes (about 2 cm in diameter) in the bottom of the bottle. Procedure 1. Ask the Key Question. Record students responses on a large sheet of chart paper. 2. Tell students that they will be building a cave in a plastic bottle. 3. Ask for a student volunteer to place a layer of sand in the bottom of the bottle. 4. Have another volunteer imbed rocks and pebbles in the sand, building them one on top of the others until the bottle is about one-half full. (Reserve at least one rock that will be large enough to become a ceiling for the cave.) 5. Invite another student to add sand until it almost covers all the rocks. 6. Place the ceiling rock on top and cover with more sand. 7. Ask students to predict what will happen when water is poured into the bottle. 8. Move outside with the bottle, the bucket of water, and the cup. 9. Have a student volunteer pour water, a cup at a time, into the bottle. Continue to pour water into the bottle until the water is clear as it runs out the bottom of the bottle. 10. Have students observe the rock formations that are left in the bottle. 11. Distribute the activity sheet. Instruct the students that they will be illustrating the cave before and after water was added. Tell them they can glue sand on their picture and use torn construction paper pieces to represent the rocks. To complete the sheet, ask students to write their observations. Core Curriculum/South Carolina AIMS Education Foundation

6 Connecting Learning 1. What happened to the sand that was in the bottle? 2. What caused the erosion of the cave? 3. Why didn t the rocks wash away? 4. How do you think this cave in a bottle is like caves in the real world? How is it different? 5. What are you wondering now? Extensions 1. Use other mixtures of soil and repeat the activity. Add humus to soil and see if the water can move the soil as easily as it did the sand. 2. Have students illustrate and write about the activity in their science journals. Core Curriculum/South Carolina AIMS Education Foundation

7 caves Key Questions How are rock caves formed? Learning Goal experience a simulation of the formation of a rock cave by the erosive force of water. Core Curriculum/South Carolina AIMS Education Foundation

8 115 Here is the formation before erosion. Here is how the formation looks after erosion. Core Curriculum/South Carolina AIMS Education Foundation

9 caves Connecting Learning 1. What happened to the sand that was in the bottle? 2. What caused the erosion of the cave? 3. Why didn t the rocks wash away? 4. How do you think this cave in a bottle is like caves in the real world? How is it different? 5. What are you wondering now? Core Curriculum/South Carolina AIMS Education Foundation

10 Hand lenses Eyedroppers Clothes iron Sorting tools (strainer, tweezers, toothpicks) Equipment Trowels Rocks and minerals kit Tablespoon measure One-cup measure Small hammer Safety glasses Graduated cylinder, 100 ml Microscope, optional Microscope slides, optional Magnets, optional Consumables and Non-consumables Glue sticks White glue Scissors Crayons, box with 64 colors Colored pencils Transparent tape Masking tape Rulers Rubber bands, #19 Chalk Index cards, 4" x 6" Sticky notes Chart paper Construction paper (black and other colors) Cardboard Tag board Clay Black tempera paint Craft sticks Soil Fine grained colored sand Fine sand or dirt Sand (samples with different grain sizes) Dirt Topsoil Potting soil Rocks and pebbles Aluminum roasting pan (18" x 12") Heavy-duty aluminum foil Clear plastic wrap Plastic bags, quart size Zipper seal plastic bags, snack size Paper plates Spoons Styrofoam cups, 6-oz Clear plastic cups, 10-oz Clear plastic cups, 9-oz Paper cups Aluminum can Tin can Plastic bottle Empty 2-liter plastic bottle Plastic salad plates Brown lunch bag Clean half-pint milk cartons Drinking straws Styrofoam trays Rectangular pans (9" x 12") Shoebox lids Newspapers Clean jar with lid Food coloring Cardboard tube Baby powder Cotton balls Large nail Nails Sandpaper, two grades Paintbrushes Wood scraps Plaster of Paris Collection of plant parts Seeds (radish or rye grass) Globe Large map of the U.S. Pictures of the Earth s physical features Unglazed brick Small water balloon Marbles Thread Pins Small blocks, Unifix cubes, or sugar cubes Half-empty tube of toothpaste Dishwashing soap Small bits of Styrofoam Bucket of water Gravel, optional Ice chunks, optional Paint chips, optional Gelatin dessert Table salt White vinegar Baking soda Butter or margarine Crispy rice cereal Miniature marshmallows Raisins Toffee chips Candy-coated chocolate candies Core Curriculum/South Carolina AIMS Education Foundation