Standards Alignment...5 Safe Science...9 Scienti c n ir...11 Assem ling er and s...15 Scientists at r...17 at s t e idence...19 Properties of Matter r erties...21 r ert li... 23 ar l r ens s... 29 l rat r S rger... 39 ggs l ring Attri tes... 49 A ed ange...61 erif ing l mes... 69 leased as nc... 75 s n St ff...81 ater in A les... 87 As l as a c m er... 97 ening t em erat res... 103 Changes in Matter r m State t State... 113 r st rms... 115 ittle S a ers... 127 l s... 135 ill anges... 141 Forms of Energy nerg atc... 151 S nds... 159 Salt Dances... 161 ler am s... 167 ig t ssentials... 175 las lig t indings... 177 st assing r g... 183 e ecting n ig t... 191 argeted e ecti ns... 197 ig t a s Sl D n...205 ain nds... 211 rism er... 217 Energy Transfer and Transformation ig t t...223 See t e ig t eel t e eat...227 Heat...233 Heat and l r...235 rl e... 241 e Art f ange...249 Heat r m ricti n...257 H t St ff... 261 rmati eassessment esti ns... 271 Assessment...273 eter a e...279 amil etter... 281 aterials ist...283 e A S r gram...285 del f earning...286 inese r er...288 Core Curriculum/Florida 3 2009 AIMS Education Foundation
Florida Third Grade Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. Water in Apples As Cool as a Cucumber? Reflecting on Light Light Rays Slow Down Light Hot Curly Cue SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. As Cool as a Cucumber? Evening Out Temperatures Ruler Ramps SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Car Color Census Eggsploring Attributes Verifying Volumes Pleased as Punch Cups n Stuff Water in Apples As Cool as a Cucumber? Evening Out Temperatures Frosty Forms Little Shavers Chilly Changes Ruler Ramps Light Rays Slow Down Rainbow Rounds Heat and Color SC.3.N.1.4 Recognize the importance of communication among scientists. Scientists at Work What s the Evidence? SC.3.N.1.5 Recognize that scientists question, discuss, and check each others evidence and explanations. Scientists at Work What s the Evidence? SC.3.N.1.6 Infer based on observation. Water in Apples Rainbow Rounds Core Curriculum/Florida 5 2009 AIMS Education Foundation
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. What s the Evidence? BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; theory, law, hypothesis, and model have very specific meanings and functions within science. SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence. What s the Evidence? Energy Match Up Heat Physical Science BIG IDEA 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or stuff ) in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of weight is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids. As Cool as a Cucumber? Evening Out Temperatures Heat and Color SC.3.P.8.2 SC.3.P.8.3 Measure and compare the mass and volume of solids and liquids. Eggsploring Attributes A Cooked-Up Change Verifying Volumes Pleased as Punch Cups n Stuff Water in Apples Chilly Changes Compare materials and objects according to properties such as size, shape, color, texture, and hardness. Properties Property Flip Car Color Census Exploratory Surgery Eggsploring Attributes Core Curriculum/Florida 6 2009 AIMS Education Foundation
BIG IDEA 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. From State to State Frosty Forms Little Shavers Chilly Changes BIG IDEA 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. Energy Match Up Sounds Salt Dances Ruler Ramps Heat SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change. Energy Match Up Salt Dances Ruler Ramps Curly Cue The Art of Change SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed. Reflecting on Light Targeted Reflections Light Rays Slow Down Rainbow Rounds Prism Power Heat and Color BIG IDEA 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat. Light Hot See the Light, Feel the Heat Heat Hot Stuff SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one s hands together. Heat From Friction Hot Stuff SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. Flashlight Findings Just Passing Through Light Rays Slow Down Core Curriculum/Florida 7 2009 AIMS Education Foundation
Table of Contents/Alignment Activity Scientists at Work What s the Evidence? Properties of Matter Properties Property Flip Car Color Census Exploratory Surgery Eggsploring Attributes A Cooked-Up Change Verifying Volumes Pleased as Punch Cups n Stuff Water in Apples As Cool as a Cucumber? Evening Out Temperatures Changes in Matter From State to State Frosty Forms Little Shavers Chilly Changes Forms of Energy Energy Match Up Sounds Salt Dances Ruler Ramps Flashlight Findings Just Passing Through Reflecting on Light Targeted Reflections Light Rays Slow Down Rainbow Rounds Prism Power Energy Transfer and Transformation Light Hot See the Light, Feel the Heat Heat Heat and Color Curly Cue The Art of Change Heat From Friction Hot Stuff NGSSS N.1.4, N.1.5 N.1.4, N.1.5, N.1.7, N.3.1 P.8.3 P.8.3 N.1.3, P.8.3 P.8.3 N.1.3, P.8.2, P.8.3 P.8.2 N.1.3, P.8.2 N.1.3, P.8.2 N.1.3, P.8.2 N.1.1, N.1.3, N.1.6, P.8.2 N.1.1, N.1.2, N.1.3, P.8.1, N.1.2, N.1.3, P.8.1, P.9.1 N.1.3, P.9.1 N.1.3, P.9.1 N.1.1, N.1.3, N.1.6, P.8.1, P.9.1 N.1.3, P.8.2, P.9.1 N.3.1, P.10.1, P.10.2 P.10.1 P.10.1, P.10.2 N.1.2, N.1.3, P.10.1, P.10.2 N.3.1, P.10.1, P.10.3, P.10.4, P.11.1 P.10.3 P.10.3 N.1.1, P.10.4 P.10.4 N.1.1, N.1.3, P.10.3, P.10.4 N.1.3, N.1.6, P.10.4 P.10.4 N.1.1, P.11.1 P.11.1 N.3.1, P.10.1, P.11.1 N.1.3, P.8.1, P.10.4 N.1.1, P.10.2 P.10.2 P.11.2 P.11.1, P.11.2 Core Curriculum/Florida 8 2009 AIMS Education Foundation
Light Rays Topic Refraction Key Question What happens when light travels from one transparent material to another? Learning Goals Students will: different transparent materials, and Guiding Documents Project 2061 Benchmarks - - Background Information When light passes through some materials such as Light travels slower through glass and water than it not Management pour water into the cup while the second student Procedure Science refraction Integrated Processes Comparing and contrasting Inferring Collecting and recording data Drawing conclusions Materials Clear plastic cups Pencils Water Student page - - Core Curriculum/Florida 205 2009 AIMS Education Foundation
Connecting Learning down when it travels through the glass and water, Core Curriculum/Florida 206 2009 AIMS Education Foundation
Light Rays Key Question What happens when light travels from one transparent material to another? Learning Goals Students will: as it travels through different transparent materials, and Core Curriculum/Florida 207 2009 AIMS Education Foundation
Light Rays Place cup here. 1. Place a pencil into a cup of water. 2. Move it around. What happens? 1. Color the happy face. Place the empty cup on top of the face. 3. Lean the pencil against the side and draw what you see. 2. Slowly pour water into the cup. What happens? 3. Fill the cup two-thirds full. Look through the side of the cup. What happens? Core Curriculum/Florida 208 2009 AIMS Education Foundation
Light Rays CONNECTING CONNECTING Connecting Learning LEARNING LEARNING longer see it? Core Curriculum/Florida 209 2009 AIMS Education Foundation