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 Astronomy Lining up the Planets Planets of Our Solar System Can You Planet? The Earth, Moon, and Sun Physical Features of the Earth and Moon They Came from Outer Space The Star of Our Solar System A Forced Attraction The Sun and Earth The Reason for the Seasons Pasta Parallels Dizzy Spells It s Apparent Spin Cycle Time Zones Me and My Shadow Make a Sundial Shadow Tracker Facing Up to the Moon Phase Facts: The Moon Tide Height Tide Time History of Telescopes Weather The Mini-Water Cycle Wondering About the Water Cycle Going, Going, Gone! Water Cycle Song A Cloud is Born Sky Watch Classifying Clouds Weather Changes Heat Bands Decimal Downpour Severe Weather Hurricane! Weather Measures Focus on Forecasting Fronting the Weather Meter Tape Parent Letter Materials List Assessment Assessment Key Core Curriculum/South Carolina 2006 AIMS Education Foundation

3 South Carolina Science Content Standards Earth Science Fourth Grade Astronomy Standard 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. Indicators Recall that Earth is one of many planets in the solar system that orbit the Sun. Planets of Our Solar System Lining up the Planets Can You Planet? Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. The Earth, Moon, and Sun Physical Features of the Earth and Moon They Came from Outer Space The Star of Our Solar System Explain how the Sun affects the Earth. A Forced Attraction The Sun and Earth Explain how the tilt of Earth s axis and the revolution around the Sun results in the seasons of the year. Pasta Parallels The Reason for the Seasons Explain how the rotation of Earth results in day and night. Dizzy Spells It s Apparent Spin Cycle Time Zones Illustrate the phases of the Moon and the Moon s effect on ocean tides. Facing Up to the Moon Phase Facts: The Moon Tide Height Tide Time Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. Me and My Shadow Make a Sundial Shadow Tracker Recognize the purpose of telescopes. History of Telescopes Weather Standard 4-4 The student will demonstrate an understanding of weather patterns and phenomena. Indicators Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). The Mini-Water Cycle Wondering About the Water Cycle Going, Going, Gone! Water Cycle Song Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. A Cloud is Born Sky Watch Classifying Clouds Core Curriculum/South Carolina AIMS Education Foundation

4 4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. Weather Changes Heat Bands Decimal Downpour Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns. Severe Weather Hurricane! Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. Weather Measures Heat Bands Wind Ways Decimal Downpour Predict weather from data collected through observation and measurements. Focus on Forecasting Fronting the Weather Inquiry Standard 4-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple investigation. Indicators Classify observations as either quantitative or qualitative. all activities Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately during simple investigations Distinguish among observations, predictions, and inferences. Tide Height Recognize the correct placement of variables on a line graph. Tide Heights Hurricane Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. Tide Heights Heat Bands Decimal Downpour Hurricane! Core Curriculum/South Carolina AIMS Education Foundation

5 Calculators Metric rulers and tapes Trundle wheel Meter stick Balance Metric masses Eyedroppers Thermometers Equipment Clock or watch with second hand Hand lenses Bubble level Globe Consumables and Non-consumables Crayons or colored pencils Pencils Chalk Masking tape Transparent tape Glue sticks Scissors 1" grid chart paper Black permanent markers Paper fasteners Pushpins String Adhesive labels Small envelopes Paper towels Brown paper towels Construction paper, 12" x 18" Seeds and nuts, optional Flour Disposable 9-inch round aluminum pan (2" depth) Paper plates Plastic spoons Newspaper Liquid dish soap Cooking oil Angel hair pasta Soil Modeling clay Corrugated cardboard Quart-size zipper-type plastic bags Clear plastic cups, 3.5 oz Plastic cups, 9 oz Drinking straws Fruit punch Shiny tin cans, labels removed Straws Soapy water Salt 2" white paper squares 10 colors of paper ½" x 2" Newspaper weather section, five consecutive days Ribbon, ½" wide Thread Balls, marbles, and other spherical objects Golf balls Empty two-pound coffee can with plastic lid Pennies Shallow pans Two light-colored buckets of tubs Stick, 1 to 1.5 meters long Swivel chair or stool Tennis balls Flashlights Table tennis balls Black or gray film canister lids Waterproof saucers Transparent jars Large United States map Containers with straight sides Fluorescent tube cover, optional Plastic washers, large and small Core Curriculum/South Carolina AIMS Education Foundation

6 The precipitation that falls collects (accumulates) in different places. Snow collects in the mountains. In the spring or summer, it melts and the runoff goes into lakes and rivers. Rain falls into rivers, oceans, and lakes or is absorbed into the ground. These accumulations of water are now ready to evaporate into the air and begin the cycle again. All the water on Earth is part of the water cycle. This cycle has four parts: evaporation, condensation, precipitation, and accumulation Do you ever think about the water that comes out of the tap or the hose? Where does it come from? Where has it been? Where does it go? 1 Core Curriculum/South Carolina AIMS Education Foundation

7 The water vapor that s in the air gets cooler as it rises away from the Earth. When this happens, it condenses and forms clouds. Evaporation is one reason not to water your lawn in the hottest part of the day. Instead of going into the ground, some of the water will evaporate into the air. This won t happen as much if you water in the evening or early morning. 4 5 Eventually, clouds get so much water vapor that they can t hold any more. The water then falls back to the Earth as rain, snow, sleet, hail, etc. This is precipitation. Evaporation occurs when the sun heats water found on the Earth s surface. As the water gets hot, it changes to water vapor. This vapor becomes part of the atmosphere. 6 Core Curriculum/South Carolina AIMS Education Foundation 3