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/South Carolina 2007 AIMS Education Foundation

2 Standards Alignment...2 Hands-on Safe Science...6 Scientific Inquiry...7 Assembling Rubber Band Books...11 Science Journal...12 Life Science Plants Plant Parts (Information Page)...13 Little Brown Seeds (Student Book)...14 Inside A Seed...19 A Seed Grows...23 Eggheads and Wheat Watchers...29 A Seed Grows (song)...34 Show It Grow...35 Root Study...40 Stem Study...43 Searching for Stems...48 Super Tuber...52 Observe a Leaf...56 Leaf Safari...58 Evergreen Branch...62 Don t Leaf Out the Vegetables...69 This is My Flower...72 The Seed Within...75 Seeds Travel...80 Plant Parts (song)...85 Plant Part Mark Up...86 Plants and Space...92 A Plant Patch...94 Plants and Sunlight Plants and Water What Do Plants Need? What Do Plants Need to Grow? We Have Needs (song) Patchwork Planting Just a Little Sprout Reaching Up Toward the Sun Odd Plant Out Designer Plants Where Do We Belong? Concentrating on Environments Assessment Earth Science Sun and Moon Sky Watchers The Sun and Moon Book Up in the Sky (song) You are My Sunshine Sun Sensors Where is the Sun? (song) Look at the Moon Lunar Looking When the Moon is in the Sky (song) Earth Materials Earth s Treasures This is the House That I Built Where is Our Water? Water Ways Find and Sort A Stone s Throw Accounting for Colors Dirt Baggers Two Soils Dirt Drawings Which Soil Works Best? Soil Search Resource Detectives Assessment Physical Science Motion Clowning Around: Positional Words Shapes on Location Shape Town The McGregors Garden Big Dog Charades Pushed Around Push n Pull Antics Flying Lion, Gliding Lamb Finding Forces Lid Skid Shapes on the Move Puffer Paths Move, Move, Move (song) Vibration Vibration Stations The Beat of the Drum Nailing the Pitch Tune Thumpers What Makes Sound? (song) Assessment Meter Tape Parent Letter Materials List Assessment Key The AIMS Program Chinese Proverb Core Curriculum/South Carolina AIMS Education Foundation

3 South Carolina Science Standards First Grade Scientific Inquiry Standard 1-1 of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. Inside a Seed A Seed Grows Show it Grow Root Study Super Tuber Observe a Leaf Leaf Safari Evergreen Branch Don t Leaf Out the Vegetables This is My Flower The Seed Within A Plant Patch What do Plants Need to Grow? Patchwork Planting Just a Little Sprout Sky Watchers Look at the Moon Lunar Looking Dirt Baggers Find and Sort A Stone s Throw Accounting for Colors Which Soil Works Best? Soil Search Dirt Drawing Two Soils Shapes on Location Shapes on the Move Nailing the Pitch Tune Thumpers Use tools (including rulers) safely, accurately, and appropriately when gathering specific data. Inside a Seed A Seed Grows Show it Grow Root Study Super Tuber Observe a Leaf Leaf Safari A Plant Patch What do Plants Need to Grow? Just a Little Sprout A Stone s Throw Flying Lion, Gliding Lamb Carry out simple scientific investigations when given clear directions. Plants and Space Plants and Sunlight Plants and Water What do Plants Need to Grow? Patchwork Planting Dirt Baggers Find and Sort A Stone s Throw Which Soil Works Best? Shapes on the Move Vibration Stations The Beat of the Drum Use appropriate safety procedures when conducting investigations. A Seed Grows Show it Grow Flying Lion, Gliding Lamb Core Curriculum/South Carolina AIMS Education Foundation

4 Plants Standard 1-2 of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science) Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. Plants and Space A Plant Patch Plants and Sunlight Plants and Water What Do Plants Need? What Do Plants Need to Grow? Patchwork Planting Reaching Up Toward the Sun Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds). Inside a Seed A Seed Grows Root Study Stem Study Seaching for Stems Super Tuber Observe a Leaf Leaf Safari Evergreen Branch This is My Flower The Seed Within Plant Parts Reaching Up Toward the Sun Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). A Seed Grows (song) Eggheads and Wheat Watchers Show It Grow Just a Little Sprout Reaching Up Toward the Sun Explain how distinct environments throughout the world support the life of different types of plants. Where Do We Belong? Concentrating on Environments Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments. Searching for Stems Seeds Travel Plant Part Mark Up Designer Plants Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). Don t Leaf Out the Vegetables Odd Plant Out Concentrating on Environments Core Curriculum/South Carolina AIMS Education Foundation

5 Sun and Moon Standard 1-3 of the features of the sky and the patterns of the Sun and the Moon. (Earth Science) Compare the features of the day and night sky. Sky Watchers The Sun and Moon Book Up in the Sky (song) Recall that the Sun is a source of heat and light for Earth. You are My Sunshine Sun Sensors Recognize that the Sun and the Moon appear to rise and set. Where is the Sun? The Sun and Moon Book You are My Sunshine Oh, Look at the Sky Up in the Sky (song) Illustrate changes in the Moon s appearance (including patterns over time). Look at the Moon Lunar Looking When the Moon is in the Sky (song) Earth Materials Standard 1-4 of the properties of Earth materials. (Earth Science) Recognize the composition of Earth (including rocks, sand, soil, and water). Dirt Baggers Earth s Treasures Classify rocks and sand by the physical appearance. Earth s Treasures Find and Sort A Stone s Throw Accounting for Colors Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants). Which Soil Works Best? Soil Search Dirt Drawings Two Soils Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet). Earth s Treasures Illustrate the locations of water on Earth by using drawings, maps, or models. Where is Our Water? Exemplify Earth materials that are used for building structures or for growing plants. This is the House That I Built Resource Detectives Core Curriculum/South Carolina AIMS Education Foundation

6 Exploring Motion Standard 1-5 of the positions and motions of objects. (Physical Science) Identify the location of an object relative to another object. Clowning Around: Positional Words Shapes on Location Shape Town The McGregors Garden Explain the importance of pushing and pulling to the motion of an object. Big Dog Charades Pushed Around Push n Pull Antics Flying Lion, Gliding Lamb Find Forces Lid Skid Shapes on the Move Puffer Paths Move, Move, Move (song) Illustrate the fact that sound is produced by vibrating objects. Vibrations Vibration Stations The Beat of the Drum Nailing the Pitch Tune Thumpers What Makes Sound? (song) Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). Shapes on the Move Puffer Paths Move, Move, Move (song) Core Curriculum/South Carolina AIMS Education Foundation

7 Eyedroppers Grouping circles Rulers Hand lenses Floor map (AIMS, Item no. 1520S) Equipment AIMS Geo-Solids (Item no. 4610) Pattern blocks Uni x cubes Tuning forks Meter sticks Stopwatches Balances Teddy Bear Counters Crayons Scissors Pencils Tape Glue Glue sticks Sticky notes Paper clips Large paper clips Rubber bands, #19 Masking tape String Chart paper Paintbrushes Adding machine tape Blue paper Gray paper Black construction paper White construction paper, 12 x 18 Brown construction paper, 12 x 18 Construction paper, 12 x 18 Copy paper box lids Paper, various sizes, colors and types Clay Hole punch Wheat seeds Radish seeds Sun ower seeds Lima been seeds Pumpkin seeds Bulbs, daffodil, paper white, amaryllis, etc. Celery White daisy or carnation Food coloring Potatoes Consumables and Non-consumables Oatmeal boxes Milk cartons, half pint Aluminum foil Plastic wrap Paper towels Paper plates Wire coat hangers Hot dogs Plastic serrated knives Plastic spoons Plastic cups, 16 oz Plastic cups, 9 oz Paper cups, 5 oz Zipper-type plastic bags, snack size Zipper-type plastic bags, pint size Plastic bag, gallon size Plastic gloves Plastic or Styrofoam bowls Potting soil Clothespins Index cards, 3 x 5 Box, wooden or cardboard Plastic bottles with lids Soil Rocks Sand Water Craft sticks 2-L bottles, empty Salt Measuring spoons Measuring cups Cookie sheets Pitcher Newspaper Strainer Tweezers Toothpicks Paper plates Brown paper lunch bags Balloons Chenille stems Heavy-duty rubber bands Small toy vehicles Kite string Cotton balls Berry baskets Plastic drinking straws Pennies Table tennis balls Yarn Cucumber Jar lids Metal washers, different sizes 10-penny nails Rice Plastic eggs Wax paper Cardboard tubes Drum Fluorescent bulb covers Permanent marker Edibles leaves (lettuce, cabbage, etc.) Knife Eggshell halves Egg cartons Evergreen branches Yarn Bamboo skewers Turkey baster Small plastic wading pool Charcoal briquettes Core Curriculum/South Carolina AIMS Education Foundation

8 Topic Force and motion Key Question How does the distance a jar lid travels change with the amount of force you use to push it? Learning Goals Students will: use a meter stick to push a jar lid distances of one, two, and four meters; compare the force used in each experience; and make a connection between the force used and the resulting motion. Guiding Documents Project 2061 Benchmarks Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow. The way to change how something is moving is to give it a push or a pull. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. NRC Standards The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. The position of an object can be described by locating it relative to another object or the background. Science Physical science force and motion Background Information The strength of a force applied to an object determines the resulting motion of that object. If the strength of the force is great enough, the object will move. The greater the force, the greater the resulting motion. This experience gives students the opportunity to compare the force needed to move the same object different distances. They will experience that the harder they push the jar lid, the farther it will travel. Management 1. Collect a variety of metal jar lids that are about three inches in diameter the kind that come from glass pickle or spaghetti sauce jars. If possible, collect enough so that each student can have one. Otherwise, pairs of students can share. 2. Collect as many meter sticks as possible. Students will use these to push their jar lids. 3. Find a location with a long, wide area of smooth concrete, tile, wood, or low pile carpet. This may be in a hallway, in a gymnasium or cafeteria, or in your classroom. 4. Use the masking tape to make four lines on the ground. One line will serve as the starting mark. The second line should be one meter from the starting line. The third line should be two meters from the starting line. The final line should be four meters from the starting line. If possible, make the lines long enough so that at least half of the class can participate at the same time. Integrated Processes Observing Comparing and contrasting Analyzing Generalizing Materials Jar lids (see Management 1) Meter sticks Masking tape 1 meter 2 meters 4 meters Core Curriculum/South Carolina AIMS Education Foundation

9 Procedure 1. Ask the Key Question. Have students share their ideas about how the motion of a lid would change based on the force used to push it. 2. Tell students that they will have a chance to test their ideas. Distribute the jar lids and meter sticks to students. Allow them to experiment with pushing the lids using the meter sticks on the floor to see how the force (push) results in a motion. (The lids should be upside down with the solid portion on the ground.) 3. Explain that they will be having a competition to see who can push the lid with just the right amount of force. 4. Take students to the area you have selected for the activity (see Management 3). Identify the starting line and explain that the closest tape line is the goal for this round. The challenge is to put your lid behind the starting line, give it one push with the meter stick, and get it to stop as close to the first line as possible. 5. Divide students into groups. Put the maximum number of students in each group that can participate at one time. Have these groups take turns pushing their lids from behind the starting line. Give each student two practice shots, with the third shot being the one that counts. Declare the student whose third shot is closest to the first line the winner for that group. Be sure that the students who go first in each group do not remove their lids from the course. The likelihood that at least one lid will collide with another provides the opportunity for more discussion about the motion of the lids and what things can influence that. 6. If desired, when all groups have had a chance to compete, allow the winners from each group to face off to determine a class champion. 7. Repeat this process two more times with the remaining tape lines being the goals. Have students compare and contrast the experiences and the amount of force needed in each case. Connecting Learning 1. What happens when you push the jar lid with the meter stick? [It moves.] 2. Does it matter how hard you push it? 3. How does the lid move with a small push? a big push? 4. Is this what you thought would happen? Why or why not? 5. Were you able to get your lid close to the first goal line? What did you have to do to get your lid close? 6. How did this compare to what you had to do to get your lid close to the second goal line? the third goal line? 7. Which one required more force? [the third one] Why? [It s farther away.] How did you apply more force? [You push harder with the meter stick.] 8. Was it easier for you to get the jar lid close to the first line, the second line, or the third line? Why? 9. Did we have any collisions of jar lids? What happened when two lids collided? Why might this be? 10. What if we had used golf balls instead of jar lids? Do you think the force needed would have been more or less? Why? 11. What if we had used phone books instead of jar lids? Do you think the force needed would have been more or less? Why? 12. What can you say about how the strength of the force (push) relates to the motion of the jar lid? [the harder the push, the greater the distance traveled] 13. What are you wondering now? Extensions 1. Experiment with other items and compare the amount of force needed to move them the same distance. 2. Set up a maze or obstacle course and challenge students to push their lids through the course in the fewest number of pushes without going out of bounds. Core Curriculum/South Carolina AIMS Education Foundation