Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Properties of Matter Let Me Count the Ways... 15 A Bear Eggs-pedition...25 Color Match...33 Going Nuts...39 Soup-er Floaters and Sinkers...55 A Tool for Temperature... 61 What is the Temperature?...73 Pouring Over Volume...85 Cup Comparisons...93 Rainwater Tea...99 Gallons Galore...107...115...127...139...145 Can It Matter?...159 Stuff and States...165 Mystery Matter...167 Changes in Matter Melting Ice Cubes...177 Water to Ice to Water...185 Freezer Findings...193 Clothes Dryers... 203 Cups That Change...213 A Matter of Change...221 Butter Up... 239 Checking Out Changes... 249 Forms of Energy Powered Up... 259 Energy Workshop... 265 We Use Energy... 269 The Energy Song... 275 Melting Pots... 277 S more Heat Changes...281 You Are My Sunshine... 287 Forces and Changes in Motion Magnets: A Sticky Business... 293 Can We Sort?... 299 Discovery Bottle... 305 Mightiest Magnet...311 The Up Side of Magnets...317 Hungry Hounds... 323 Magnet Man... 329 If It s Up, It Must Come Down... 333 What s Up?... 339 Lid Skid... 343 Puffer Paths... 349 Island Hoppers... 359 Assessment... 369 Meter Tape... 373 Assembling Rubber Band Books... 374 Family Letter... 375 Materials List... 377 The AIMS Program... 379 Models of Learning... 380 Chinese Proverb... 383 Core Curriculum/Florida 3 2009 AIMS Education Foundation
Activity NGSSS Activity NGSSS Properties of Matter Let Me Count the Ways A Bear Eggs-pedition Color Match Going Nuts Soup-er Floaters and Sinkers A Tool for Temperature What is the Temperature? Pouring Over Volume Cup Comparisons Rainwater Tea Gallons Galore Can It Matter? Stuff and States Mystery Matter N.1.2, P.8.1 P.8.1 P.8.1 P.8.1 P.8.1 N.1.2, P.8.1, P.8.5 N.1.2, P.8.1, P.8.5 P.8.6 P.8.6 P.8.6 P.8.6 N.1.1, N.1.2, N.1.3, P.8.2, P.8.3 N.1.1, N.1.2, N.1.3, P.8.2, P.8.3 N.1.1, N.1.2, N.1.3, P.8.2, P.8.3 N.1.1, N.1.2, N.1.3, N.1.5, P.8.2, P.8.3 N.1.5, P.8.2 N.1.5, P.8.2 P.8.1, P.8.2 Forces and Changes in Motion Magnets: A Sticky Business Can We Sort? Discovery Bottle Mightiest Magnet The Up Side of Magnets Hungry Hounds Magnet Man If It s Up, It Must Come Down What s Up? Lid Skid Puffer Paths Island Hoppers N.1.1, N.1.2, P.13.1 N.1.2, N.1.3, N.1.4, P.13.1 N.1.2, P.13.1, P.13.2 P.13.1, P.13.2 P.8.1, P.13.1 P.8.1, P.13.1, P.13.2 P.13.1, P.13.2 N.1.4, P.13.3 P.13.3 N.1.2, P.13.1, P.13.4 P.13.1, P.13.4 P.13.4 Changes in Matter Melting Ice Cubes Water to Ice to Water Freezer Findings Clothes Dryers Cups That Change A Matter of Change Butter Up Checking out Changes P.8.4 N.1.1, P.8.4 N.1.1, P.8.2, P.8.4, P.9.1 N.1.1, N.1.5, P.8.4 P.9.1, P.10.1 N.1.3, P.9.1 P.9.1 P.9.1 Forms of Energy Powered Up Energy Workshop We Use Energy The Energy Song Melting Pots S more Heat Changes You Are My Sunshine P.10.1 P.10.1 P.10.1 P.10.1 P.9.1 P.9.1, P.10.1 P.10.1 Core Curriculum/Florida 5 2009 AIMS Education Foundation
Florida Second 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.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Water to Ice to Water Freezer Findings Clothes Dryers Magnets: A Sticky Business SC.2.N.1.2 SC.2.N.1.3 SC.2.N.1.4 Compare the observations made by different groups using the same tools. Let Me Count the Ways A Tool for Temperature What is the Temperature? Magnets: A Sticky Business Can We Sort? Discovery Bottle Lid Skid Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. A Matter of Change Can We Sort? Explain how particular scientific investigations should yield similar conclusions when repeated. Can We Sort? If It s Up, It Must Come Down SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Can It Matter? Stuff and States Clothes Dryers Core Curriculum/Florida 6 2009 AIMS Education Foundation
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.2.P.8.3 SC.2.P.8.4 SC.2.P.8.5 Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Melting Ice Cubes Water to Ice to Water Freezer Findings Clothes Dryers Measure and compare temperatures taken every day at the same time. A Tool for Temperature What is the Temperature? SC.2.P.8.1 SC.2.P.8.2 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Let Me Count the Ways A Bear Eggs-pedition Color Match Going Nuts Soup-er Floaters and Sinkers A Tool for Temperature What is the Temperature? Mystery Matter The Up Side of Magnets Hungry Hounds Identify objects and materials as solid, liquid, or gas. Can It Matter? Stuff and States Mystery Matter Freezer Findings SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes. Pouring Over Volume Cup Comparisons Rainwater Tea Gallons Galore BIG IDEA 9: Changes in Matter A: Matter can undergo a variety of changes. B: Matter can be changed physically or chemically. SC.2.P.9.1 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Freezer Findings Cups That Change A Matter of Change Butter Up Checking Out Changes Melting Pots S more Heat Changes Core Curriculum/Florida 7 2009 AIMS Education Foundation
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.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Cups That Change Powered Up Energy Workshop We Use Energy The Energy Song S more Heat Changes You Are My Sunshine SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. If It s Up, It Must Come Down What s Up? SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Lid Skid Puffer Paths Island Hoppers BIG IDEA 13: Forces and Changes in Motion A: It takes energy to change the motion of objects. B: Energy change is understood in terms of forces pushes or pulls. C: Some forces act through physical contact, while others act at a distance. SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. Magnets: A Sticky Business Can We Sort? Discovery Bottle Mightiest Magnet The Up Side of Magnets Hungry Hounds Magnet Man Lid Skid Puffer Paths SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. Discovery Bottle Mightiest Magnet Hungry Hounds Magnet Man Core Curriculum/Florida 8 2009 AIMS Education Foundation
Topic Magnetism Key Question To what will a magnet stick? Learning Goals Students will: test everyday objects to determine if they are or are not attracted to a magnet, sort and graph objects based on whether or not they are magnetic, and draw conclusions about what magnetic materials have in common. Guiding Documents Project 2061 Benchmarks Without touching them, a magnet pulls on all things made of iron and either pushes or pulls on other magnets. Keep records of their investigations and observations. NRC Standards Plan and conduct a simple investigation. Magnets attract and repel each other and certain kinds of other materials. Math Graphing Science Physical science force magnetism Integrated Processes Observing Comparing and contrasting Classifying Predicting Recording Materials Ring magnets (see Management 1) A variety of classroom objects (see Management 2) Student recording page Class graph Masking tape Prediction cards (see Management 4) Background Information Magnetism is an unseen force that interacts with other objects. All substances actually display magnetic properties, but most show them to such a small degree that we usually consider these materials nonmagnetic. Highly sophisticated scientific equipment is needed to detect magnetic characteristics at these low levels. On the other hand, a few metallic elements such as iron, nickel, cobalt, rare earths, plus some of their alloys like steel and strontium ferrite display magnetic properties strongly enough to be considered magnetic. All metals are not considered magnetic, a common misconception easily corrected by observing a common magnet s effect on brass, copper, or aluminum. The earliest records of magnets come from Magnesia in Asia Minor. It is believed that the word magnet comes from the name of the city. Lodestones, or naturally occurring magnets, were found in large amounts in the area. These natural magnets attracted pieces of iron. The modern name for lodestone is magnetite. Safety note: Do not use magnets near electronic equipment and cards with magnetic strips, such as credit cards. Magnets will damage these objects. Also, tell children that magnets can lose their magnetic force if they are dropped. Management 1. Ring magnets (order number 1971) are available from AIMS. 2. Prior to teaching this lesson, gather objects to test, such as keys, coins, paper clips, brass paper fasteners, scissors, erasers, pencils, safety pins, soda cans, etc. Core Curriculum/Florida 293 2009 AIMS Education Foundation
3. Prepare a concrete class graph by placing Stick and No Stick labels on the floor and dividing the two categories with a strip of masking tape. 4. Copy a set of Stick and No Stick prediction cards for each student. Procedure 1. Ask the Key Question. Record student responses on the board. 2. Give each child a set of Stick and No Stick prediction cards. Practice using the cards so the children can tell which card shows that the object stuck to the magnet and which shows that the item did not stick to the magnet. 3. Choose an object. Discuss the characteristics of the object, including what it is made of plastic, metal, paper, wood, etc. Have students use their prediction cards to indicate whether they think a magnet will stick to the object or not. 4. Invite a student to touch the object with a magnet and determine if the magnet sticks or not and then place the object in the appropriate column of the class graph. 5. Repeat procedures three and four with several additional objects. 6. When all of the objects have been explored, discuss the results as shown by the graph. Generalize what type of materials a magnet will stick to. 7. When students are familiar with the process, divide them into small groups and allow them to choose four objects from the classroom to sort based on their interaction with a magnet stick or no stick. 8. Distribute the student page and have students record the results of the exploration in either pictures or words. 9. End with a time for students to share their results. Connecting Learning 1. How did we sort our objects? 2. What kind of objects stuck to the magnet? What kinds didn t stick? 3. Were your predictions about the different objects always correct? Explain. 4. What other objects did you test? What were the results? 5. Do all metal things stick to a magnet? Explain your thinking. 6. Did anyone find an object that one part of the object stuck to the magnet and another part did not? Explain. 7. What kind of force made the objects stick to the magnet a push or a pull? [a pull] Core Curriculum/Florida 294 2009 AIMS Education Foundation
Key Question To what will a magnet stick? Learning Goals Students will: test everyday objects to determine if they are or are not attracted to a magnet, sort and graph objects based on whether or not they are magnetic, and draw conclusions about what magnetic materials have in common. Core Curriculum/Florida 295 2009 AIMS Education Foundation
Core Curriculum/Florida 296 2009 AIMS Education Foundation
My magnet will stick to these. My magnet will not stick to these. Core Curriculum/Florida 297 2009 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING 1. How did we sort our objects? LEARNING LEARNING 2. What kind of objects stuck to the magnet? What kinds didn t stick? 3. Were your predictions about the different objects always correct? Explain. 4. What other objects did you test? What were the results? 5. Do all metal things stick to a magnet? Explain your thinking. 6. Did anyone find an object that one part of the object stuck to the magnet and another part did not? Explain. 7. What kind of force made the objects stick to the magnet a push or a pull? Core Curriculum/Florida 298 2009 AIMS Education Foundation