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... 6 Scientific Inquiry... 7 Assembling Rubber Band Books Science Journal Water Cycle Water on Earth Wondering About the Water Cycle Checking on the Water Cycle The Mini Water Cycle Going, Going, Gone! Little Shavers Concentrating on Condensation A Cloud is Born Dream On! Sky Watch Scaling Up Temperature Fascinating Facts: Snow Water Cycle Song Moving Raindrops Weather Weather and Climate Weather Changes Weather Measures Station Model Sky Cover Temperature Tally Highs and Lows Aneroid Barometer It s a Breeze! Just a Gust? Wind Ways Rain Check Weather Words (Assessment) Focus on Forecasting Heat Bands Nationwide Highs Out Front Fronting the Weather Charting Current Conditions Stars and Solar System The History of Telescopes Tech Track-Down Star Search Star Samples Sizing Up Stars Constellation Coordinates Spinning Stars Star Tracks Star Shades Wandering Wonders Planets in Our Solar System Planetary Arrangements The Spaces in Our System Dizzy Spells It s Apparent Spin Cycle Time Zones Night and Day Pasta Parallels The Reasons for the Seasons Facing Up to the Moon Phase Facts: The Moon Meter Tape Parent Letter Materials List Earth Science Assessment Earth Science Assessment Key The AIMS Program 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 Fourth Grade Performance Standards Characteristics of Science Habits of Mind S4CS1. 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. Station Model Little Shavers Temperature Tally Aneroid Barometer It s a Breeze! Just a Gust? Rain Check Tech Track-Down Star Samples Sizing Up Stars Planetary Arrangement The Spaces in Our System Pasta Parallels b. Carefully distinguish observations from ideas and speculation about those observations. Nationwide Highs Fronting the Weather Charting Current Conditions c. Offer reasons for findings and consider reasons suggested by others. Nationwide Highs Fronting the Weather Charting Current Conditons b. Use fractions and decimals, and translate between decimals and commonly encountered fractions halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) in scientific calculations. Sky Cover Facing Up to the Moon c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. Star Samples Sizing Up Stars S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. Spinning Stars c. Use computers, cameras and recording devices for capturing information. Charting Current Conditions Tech Track-Down Wandering Wonders S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. Little Shavers Nationwide Highs Star Samples S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. Pasta Parallels Facing Up to the Moon Core Curriculum/Georgia AIMS Education Foundation

4 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. Identify ways in which the representations do not match their original counterparts. Scaling Up Temperature Station Model Temperature Tally Aneroid Barometer Rain Check Heat Bands Out Front Fronting the Weather Charting Current Conditions Constellation Coordinates Planetary Arrangement The Spaces in Our System c. Identify patterns of change in things such as steady, repetitive, or irregular change using records, tables, or graphs of measurements where appropriate. Spinning Stars Dizzy Spells Spin Cycle Night and Day Pasta Parallels Facing Up to the Moon S4CS5. Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific procedures or ideas. Checking on the Water Cycle The Mini Water Cycle c. Use numerical data in describing and comparing objects and events. Little Shavers Station Model Temperature Tally Highs and Lows Aneroid Barometer Just a Gust? Rain Check Heat Bands Nationwide Highs Sizing Up Stars Star Shades Planetary Arrangements The Spaces in Our System Night and Day Pasta Parallels d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. Charting Current Conditions Tech Track-Down The Nature of Science S4CS7. 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. Star Samples S4CS8. b. Some scientific knowledge is very old and yet is still applicable today. Scaling Up Temperature The History of Telescopes Tech Track-Down Wandering Wonders 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. Scaling Up Temperature Temperature Tally Aneroid Barometer Just a Gust? Wind Ways Rain Check The History of Telescopes Tech Track-Down d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. Scaling Up Temperature The History of Telescopes Core Curriculum/Georgia AIMS Education Foundation

5 Content Earth Science S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns. Star Search Star Samples Sizing Up Stars Constellation Coordinates Spinning Stars Star Tracks Star Shades b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. Star Search Wandering Wonders c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. Constellation Coordinates Spinning Stars Star Tracks Wandering Wonders d. Identify how technology is used to observe distant objects in the sky. The History of Telescopes Tech Track-Down S4E3. c. Demonstrate the revolution of the earth around the sun and the earth s tilt to explain the seasonal changes. Pasta Parallels The Reasons for the Seasons d. Demonstrate the relative size and order from the sun of the planets in the solar system. Planets in Our Solar System Planetary Arrangements The Spaces in Our System Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. Checking on the Water Cycle The Mini Water Cycle Going, Going, Gone! Little Shavers Concentrating on Condensation b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. Scaling Up Temperatures c. Investigate how clouds are formed. A Cloud is Born S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. Dizzy Spells It s Apparent Spin Cycle Time Zones Night and Day b. Explain the sequence of the phases of the moon. Facing Up to the Moon Phase Facts: The Moon d. Explain the water cycle (evaporation, condensation, and precipitation). Checking on the Water Cycle The Mini Water Cycle Going, Going, Gone! Little Shavers Concentrating on Condensation A Cloud is Born Dream On! Sky Watch Water Cycle Song Moving Raindrops Core Curriculum/Georgia AIMS Education Foundation

6 e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog). Dream On! Sky Watch Fascinating Facts: Snow Moving Raindrops Weather Words S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes. a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). Weather Measures Station Model Temperature Tally Highs and Lows Aneroid Barometer It s a Breeze! Just a Gust? Wind Ways Rain Check Weather Words b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. Focus on Forecasting Heat Bands Nationwide Highs Out Front Fronting the Weather Charting Current Conditions c. Use observations and records of weather conditions to predict weather patterns throughout the year. Station Model Focus on Forecasting Nationwide Highs Out Front Fronting the Weather Charting Current Conditions d. Differentiate between weather and climate. Weather and Climate Core Curriculum/Georgia AIMS Education Foundation

7 Clock Hand lenses Thermometers Barometer Scissors Colored pencils Crayons Markers, washable Glue sticks White glue Rubber bands, #19 Chart paper Bulletin board paper Tape Sticky notes, small Masking tape Permanent markers Paper clips, regular Paper clips, jumbo Paper fasteners Pushpins Transparency film Construction paper, 12" x 18" Construction paper, 9" x 12" Clay Foam core board Craft knife Black poster board Small envelopes 2-L soda bottle Empty, clean cans Plastic cups, 9 oz Plastic cup, 3.5 oz Equipment Rain gauge Ruler Magnetic compass Consumables and Non-consumables Styrofoam cups, 5 oz Plastic plates, 6-inch Paper plates, 10-inch Table tennis balls Tennis balls Pint jar Round balloon, 9-inch Drinking straws Zipper-type plastic bag, quart size Zipper-type plastic bag, pint size Paper towels Food coloring Salt Angel hair pasta Ribbon, ½ inch wide Globe Liter boxes Calculators Thread Bubble level Dowel, 12-inches long, 1-inch diameter Hammer Fluorescent tube cover Film canister lids Jumbo craft sticks Nail, ten penny Wooden bead, ¾ 1-inch Washers Core Curriculum/Georgia AIMS Education Foundation

8 Topic Water cycle Key Question What are the processes of the water cycle? Learning Goals Students will: build and observe a closed water cycle system, and identify the processes of the water cycle. Guiding Documents Project 2061 Benchmark When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water. NRC Standards Water, which covers the majority of the earth s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water evaporates from the earth s surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. Materials can exist in different states solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Science Earth science meteorology water cycle Integrated Processes Observing Recording data Comparing and contrasting Relating Inferring Materials For each group of four: 2-L soda bottle, empty and clean clear plastic cup, 9 oz hot water in 5-oz Styrofoam cup ice scissors permanent markers, optional food coloring, optional Background Information A soda bottle containing water models the water cycle. Warmth causes the motion of water molecules to quicken; some escape their bonds, evaporating into the air and becoming invisible vapor. As the water vapor cools when it hits the cup of ice, the molecules slow down and condense again into a visible liquid. Water droplets may form at the top and sides and slowly drip or slide (precipitate), accumulating at the bottom of the bottle. Management 1. Students can work in groups of four. 2. Hot tap water can be used. Adding food coloring to the water helps students see the accumulated water. It is also a teachable moment to let them discover that the water that condenses on the bottom of the ice-filled cup is clear, not colored. 3. If hot water is not available, coffee from the cafeteria or teacher s lounge can be used. Caution students to use care when working with the hot liquids. Procedure 1. Hold a class discussion about where the rain comes from, how it gets in the clouds, etc. Lead students to thinking about the natural water cycle. Talk about the processes of evaporation, condensation, precipitation, and accumulation. 2. Tell students they will create a very simple water cycle in a soda bottle and look for evidence of the four processes. 3. Distribute a bottle and cup to each student or group. Have students cut approximately 5 centimeters (2 inches) off the top of the bottle. The resulting hole should be large enough that the 9-oz cup will sit in the top of the bottle, but not large enough that it will fall through. Core Curriculum/Georgia AIMS Education Foundation

9 4. Have students get the hot liquid in the 5-oz Styrofoam cup and pour it into the bottom of the soda bottle. 5. Direct them to fill the 9-oz plastic cup about half full of ice and set it in the top of the soda bottle. 6. Invite students to record the time at which their water cycle system was set up. Have them observe the system and record when they see moisture condense on the cup of ice. (This will happen very quickly.) 7. Have students continue to watch as the condensation drips off the cup (precipitates) and accumulates back in the bottom of the bottle. 8. Discuss how this model is like the natural water cycle and how it is different. 9. If desired, have students draw a scene on the outside of the bottle that represents the actual water cycle. They will need to use permanent pens. 5. How does the mini water cycle demonstrate these processes? [evaporation less water in the bottom of the bottle, condensation water droplets on the cup, precipitation water trickling down the sides, accumulation water collecting at the bottom of the bottle] 6. What would happen if you left your mini water cycle in a warm place for one month? [The water will repeatedly cycle through the processes, but at a slower rate. Some of the water that evaporates may escape from the system if the cup isn t tightly fitted in the bottle.] 7. What are you wondering now? Curriculum Correlation Literature Cole, Joanna. The Magic School Bus Wet All Over: A Book About the Water Cycle. Scholastic, Inc. New York (Ms. Frizzle s class turns into raindrops. Join them as they evaporate, condense, rain, and make their way back to the ocean only to evaporate all over again!) Locker, Thomas. Water Dance. Harcourt Brace & Co. Orlando (Water speaks of its existence in such forms as storm clouds, mist, rainbows, and rivers. Includes factual information on the water cycle.) McKinney, Barbara Shaw. A Drop Around the World. Dawn Publications. Nevada City (A raindrop cycles through liquid, solid, and vapor forms as it travels around the world.) Waldman, Neil. The Snowflake: A Water Cycle Story. The Millbrook Press. Brookfield, Connecticut (Follow a snowflake through the changing phases of the water cycle frozen pond, underground stream, irrigation system, cloud, ocean, etc.) Connecting Learning 1. What do you think will happen to the water in the bottle? 2. How could you tell that water had evaporated? [The condensed water droplets must have come from invisible water vapor in the air.] 3. Can you see evaporation? Explain. [No, water vapor is an invisible gas.] 4. What are the processes involved in the water cycle? [evaporation, condensation, precipitation, accumulation] Core Curriculum/Georgia AIMS Education Foundation

10 Key Question What are the processes of the water cycle? Learning Goals build and observe a closed water cycle system, and identify the processes of the water cycle. Core Curriculum/Georgia AIMS Education Foundation

11 1. Use your scissors to cut 5 centimeters off the top of your bottle. 2. Check to see that a 9-oz cup will sit in the hole. If it doesn t, you may need to cut some more from the top of your bottle. Be careful, you don t want the cup to fall into the bottle. 3. Add hot liquid to the bottom of your bottle. 4. Fill your 9-ounce cup half full of ice and set it in the hole at the top of the bottle. 5. Write down the time at which your water cycle bottle was set up. 6. Watch carefully. Write down the time when you see moisture collect on the bottom of the cup. How long did this take? 7. When did you see drops of water fall back to the bottom of the bottle? 8. Illustrate what happened on the picture. Label the processes of evaporation, condensation, precipitation, and accumulation. Core Curriculum/Georgia AIMS Education Foundation

12 Connecting Learning 1. What do you think will happen to the water in the bottle? 2. How could you tell that water had evaporated? 3. Can you see evaporation? Explain. 4. What are the processes involved in the water cycle? 5. How does the mini water cycle demonstrate these processes? 6. What would happen if you left your mini water cycle in a warm place for one month? 7. What are you wondering now? Core Curriculum/Georgia AIMS Education Foundation