to Science - Region 4

Gateways

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to Science STAAR Edition

Grade 3

4EACHER Edition

INTRODUCTION to Gateways

Gateways to Science Features

Learning Goal provides a brief outlook of lesson purpose.

Advance Preparation allows for preplanning to ensure lesson goes smoothly.

Safety Alert Icon UNIT 4: Earth and Space, Part 1 Lesson 1: The Water Cycle

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reminds teacher and students of safe lab practices.

Learning Goal Explore and investigate the water cycle.

Materials

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Lab Rotation Icon signals students to prepare for lab station activities.

For each student s one small paper cup

For student groups s small bottle of water, labeled “A” s small bottle of prepared salt water, labeled “B”

Teacher Note

Begin collecting weather pages from newspapers. The weather pages will be used in Lesson 3: Weather.

Engage

Advance Preparation

s For each group, add 5 g of table salt to the bottle of water labeled “B.” s Shake the bottle until the salt is completely dissolved. Teacher Instruction

s Instruct students to pour a small amount of water from Bottle A into their cups. s Allow students to drink the water.

s Instruct students to make and share observations.

s Instruct students to pour a small amount of water from Bottle B into their cups. s Allow students to taste the water.

s Instruct students to make and share observations.

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Stations

2 Sound Insulation

Station Descriptors

Let’s Engage!

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Which water tastes better?

Teacher Note provides helpful tips and information.

A

B

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summarize for students lab activities by station.

Materials List aids in lesson preparation.

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Teacher Note provides helpful tips and information.

Gateways to Science Features

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ce

Lesson 3: Weather

100 She 9 3/4 x ets • 200 Pag 7 1/2 in. • 24.7 es • Wide Rule x 19.0 d cm

1. Copy the table into your science notebook. City

High Low Temperature Temperature

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Weather Conditions

Wide Ruled

Science Notebook Icon Unit 4: Earth and Space, Part 1

2. Fill in the information about the city where you live.

3. Choose two other cities listed on the weather page. 4. List the cities in the first column.

5. Use the information on the weather page to complete the table. 6. Compare the weather where you live to the other cities. s How is the weather the same? s How is the weather different?

Student Pages

are embedded in all lessons for ease of use and include answers to student edition.

Facilitation Questions

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quickly indicates the need for students to use a science notebook.

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your city and state

assist in guiding and scaffolding instruction.

s What is the date on the weather page? Answers will vary. The date on a newspaper is most likely found near the top of the page.

s What types of maps are on the weather page? Answers will vary and may include a county map, state map, or US map. s What type of information is on the weather page? Answers will vary and may include high/low temperatures, 5-day forecasts, weather records, moon phases, and water levels of lakes and rivers.

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5 Es are clearly labeled to help keep track of lesson progress.

Lesson 4: The Sun

Materials

Evaluate

For each student s RM 16

Teacher Instruction

s Instruct students to complete RM 16: Assessment—The Sun. RM 16 Answer Key

UNIT 4: Earth and Space, Part 1

RM 16

Lesson 4: The Sun Assessment—The Sun Use the words in the box to complete the statements.

2. The Sun supplies energy for the water cycle.

water cycle

energy

sunspots 1. The Sun is the closest

3. Temperature and size are limitations of a Sun model.

star

limitations to Earth.

2. The Sun supplies energy for the 3. Temperature and size are 4. Light and heat are forms of Earth.

that the Sun provides for

5. The dark, cooler areas on the Sun’s surface are called

4. Light and heat are forms of energy that the Sun provides for Earth. 5. The dark, cooler areas on the Sun’s surface are called sunspots.

. of a Sun model.

Gateways to Science, STAAR Edition, Grade 3 © REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

.

Unit 4: Earth and Space

1. The Sun is the closest star to Earth.

Reproducible Master (RM) Snapshots and Answer Keys offer an at-a-glance view. RM Answer Keys are placed in lesson to reduce the amount of printed materials.

xix © REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Learning Goal Define and observe different kinds of forces. Materials

Engage

For student groups • umbrellas

Teacher Instruction • Read aloud the instructions for the warm-up activity in the student edition.

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Teacher Note

Ask students or teachers to bring umbrellas for this activity.

• Inform students that umbrellas are not to be opened inside the school building. • Lead students outside to an area large enough to open umbrellas.

• Instruct a student to open the umbrella as students make observations. • Identify the parts of the umbrella shown in the graphic.

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• Instruct students to identify the parts on the umbrella.

canopy

top spring

runner

tube

bottom spring

handle

• Inform students that the parts of an umbrella work together as a system to open or close the umbrella. • Instruct students to make observations as they close the umbrellas. • Allow students to open and close the umbrellas while making and sharing observations. 90

Lesson 1: Force and Motion Let’s Engage!

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Unit 3: Force, Motion, and Energy

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100 Sh 9 3/4 eets • x 7 1/2 200 in. • Pages 24.7 • x 19. Wide Ru 0 cm led

Open the umbrella. Close the umbrella.

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An umbrella opens when you apply a push and closes when you apply a pull .


• Is the umbrella a system? Why? The umbrella is a system because its parts work together to perform a function.

• What did you observe when the umbrella was opened? Accept reasonable observations. The bottom spring was pushed, the runner was pushed up the tube, and the canopy opened. • What did you observe when the umbrella was closed? Accept reasonable observations. The top spring was pushed, the runner was pulled down toward the handle, and the canopy folded.

91 © REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Materials

Explore

Station 1 • RM 1 • small brown paper bag • magnet • bowl • metal paper clips • iron nails • marbles • rubber bands • meter stick

Advance Preparation • Place the paper clips, coins, marbles, and rubber bands in the bowl.

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• Place the magnet in the brown paper bag, fold over the top of the bag, and staple the bag shut.

Station 2 • RM 2 • clothespin • small ball of clay • meter stick

Teacher Instruction

• Read aloud the lab station reminders in the student edition. • Instruct student groups to complete the stations.

• Circulate through the student groups to facilitate understanding and address concerns and/or questions.

Let’s Explore! RO

Pages 56–57

T TA I O

Stations

What’s in the Bag?

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1

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UNIT 3: Force, Motion, and Energy

2 What’s Doing the Pulling?

RM 1

Lesson 1: Force and Motion


Station 1: What’s in the Bag?

Reminder: Do not open the brown paper bag.

1. Hold the paper bag 1 meter above the bowl. 2. Lower the bag slowly toward the bowl. 3. Make and share observations.

Discuss with your group:

s What is in the bag?

s What caused some of the objects to move?

UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion

What’s Doing the Pulling?

Station 2: What’s Doing the Pulling?

RM 2

W Work with your group at each lab station to explore the p of force. properties

1. Identify the objects on the table.

2. Make and share observations of the objects.

Gateways ewa ays to t3. o Science, SHold cience, STAAR Edition, Grade 3 the clothespin 1 meter

above the table.

© REGION GION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

4. Release the clothespin.

At each station, remember to— A

5. Make and share observations.

6. Repeat steps 3–4 using the ball of clay. 7. Make and share observations. 8. Jump up as high as you can. 9. Make and share observations.

1. Follow the classroom and lab safety rules.

Discuss with your group: s Why did the clothespin fall toward the floor? s Why did the ball of clay fall toward the floor? s Why did you fall back toward the floor?


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2. Read the lab card instructions carefully before beginning the activity. 3. Make, record, and share observations. 4. Leave your station clean and organized.

Lesson 1: Force and Motion Facilitation Questions Station

1

• What is in the brown paper bag? A magnet is in the brown paper bag.


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• Why do you think that a magnet is in the bag? The paper clips and nails were attracted to the object in the brown paper bag. The rubber bands and marbles were not attracted to the object in the brown paper bag. • What types of objects are attracted to a magnet? Objects that contain iron are attracted to a magnet. • What force caused the magnet to pull the paper clips and nails to it? The force of magnetism caused the magnet to pull the paper clips and nails to it. • What is a push or pull? A force is a push or pull.

• Can a force cause an object to move or change its position? Yes

• What did you observe to make this conclusion? The force of magnetism pulled the paper clips and nails out of the bowl.

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• What would happen if the magnet in the bag was replaced with a rubber ball? Why? None of the objects in the bowl would be pulled toward the bag. Magnetism is not a physical property of a rubber ball.

Station

2

• What happened when you dropped the clothespin? The clay? The objects fell toward the floor. • What happened when you jumped into the air? All students were pulled toward the floor. • What caused the objects to be pulled toward the floor? What caused you to be pulled toward the floor? Gravity caused the objects and the students to be pulled toward the floor. • Is gravity a force? How do you know? Yes, gravity is a force. The force of gravity pulled the objects toward the floor. A force is a push or a pull.

• What would happen to you, the clothespin, and the ball of clay if there were no gravity? Objects and people would not be pulled toward the floor if there were no gravity. Objects and people would probably float in the air.


UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Explain Teacher Instruction • Read and discuss “Force.”

Force

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Let’s Explain!

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A force is a push or a pull. A force can cause an object to move or change position. Think about— Station 1

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The magnet pulled the paper clips and nails from the bowl. Magnetism is a force.

Station 2

Gravity pulled the objects to the floor. Gravity is a force that pulls objects toward each other.

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Lesson 1: Force and Motion Materials

Elaborate

For teacher • hot glue gun with glue sticks

Advance Preparation

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• Cut out the cardboard ramps and fold up the long edges 1 cm to create a racetrack.

For student groups • RM 3 • toy race car • film canister, opaque or translucent • 15 metal washers (to stack inside the film canister) • tennis ball • 10 cm x 30 cm cardboard ramp • meter stick • masking tape • pan balance • known masses


• Hot-glue the film canister to the top of the toy race car.

• Use the illustration below to guide your preparation. Teacher Note

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Keep the hot glue gun available for repairs during the investigation.

Teacher Instruction

• Identify the materials to be used in the activity.

• Instruct students to observe the illustration labeled “car system” in the student edition. • Inform students that a system is a group of parts that work together to do a job and that they will use this system in the activity.

UNIT 3: Force, Motion, and Energy

RM 3

Lesson 1: Force and Motion Investigation—Force and Motion Record your data in the table below. Read all the steps of the procedure before you begin. Force and Motion Investigation Car System

Mass (g)

Distance Car System Traveled (cm) Trial 1

Trial 2

Trial 3

empty canister canister with 15 metal washers

• Ask: What are the parts of this system? The parts of this system include a toy car and film canister.

• Review both pages of RM 3: Investigation—Force and Motion.

car system

Gateways to Science, STAAR Edition, Grade 3

Page 1 of 2

© REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

• Allow ample time for student groups to complete the activity. • Circulate through the student groups to facilitate understanding and address concerns and/or questions.


UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Let’s Elaborate!

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Group Investigation: Force and Motion 1. Read each step of the investigation.

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2. Follow the classroom safety guidelines.

3. Ask questions if you do not understand something.

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4. Make, observe, and share observations.

car system

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A force is a push or a pull. Force can cause an object to move. The energy an object has because it can move or is moving is T called mechanical energy. ca

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1 1. The greater the mass of an object, the greater the force needed to move it. (greater or lesser?) 2. What did you observe in the activity to help you complete the statement? The car system with washers traveled a shorter distance than the car system without washers. We would have to use a stronger pushing force on the car system with washers to make it travel a longer distance.

Teacher Instruction • Instruct students to complete the science notebook entry. 96

• Use the facilitation questions to guide a class discussion.

Lesson 1: Force and Motion Facilitation Questions • What is a push or pull? A force is a push or pull. • What can a force cause an object to do? A force can cause an object to move or change position.


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• What was the mass of the car system with the empty canister? Answers may vary. If answers vary more than 1–2 grams, instruct groups to measure the mass of the car again. • What pushed the car system with the empty canister? The tennis ball pushed the car system with the empty canister.

• How far did the car system with the empty canister move? Answers will vary. If answers vary greatly from group to group, instruct groups to repeat that part of the investigation. Check to make sure students are measuring in centimeters.

• What is the mass of the car system with the metal washers? Answers may vary. If answers vary more than 1–2 grams, instruct groups to measure the mass of the car again.

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• What pushed the car system with the metal washers? The tennis ball pushed the car system with the metal washers.

• How far did the car system with the metal washers move? Answers may vary. If answers vary greatly from group to group, instruct groups to repeat that part of the investigation. Check to make sure students are measuring in centimeters.

• Which car system moved the greatest distance? The car system with the empty canister moved the greatest distance. • What was the difference between the two car systems? The difference between the two car systems was the addition of the metal washers. • What physical property changed when the metal washers were added to the car system? The physical property of mass changed when the metal washers were added to the car system. • Why did the car system with the metal washers move a shorter distance? The car system with the metal washers had a greater mass than the car system with the empty canister. • What would help the car system with the metal washers move a greater distance? The car system with the metal washers would travel a greater distance if a stronger force was used to push it.


UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Materials

Evaluate

For each student • RM 4

Teacher Instruction UNIT 3: Force, Motion, and Energy

RM 4

Lesson 1: Force and Motion

• Instruct students to complete RM 4: Assessment—Force and Motion.

Assessment—Force and Motion Choose the best answer for each question. Use the table below to answer questions 1–2.

1

Mass (g)

penny

3

textbook

1300

apple

35

football

400

RM R 4 Answer Key 1. B

The apple has — A the smallest mass B more mass than the penny C no mass

2. G

D the most mass 2

Which object needs the most force to move? F

Penny

G Textbook

3. D

H Apple J

Football


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4. G 5. A 6. H

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7. D

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Object

8. G 9. C

10. H

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Gateways

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to Science STAAR Edition

Grade 3

Student Edition

UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion

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Let’s Engage!

Open the umbrella. nce

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Close the umbrella.

An umbrella opens when you apply a when you apply a

.

Let’s Explore!

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and closes

Stations

1


2 What’s Doing the Pulling?

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Work with your group at each lab station to explore the properties of force. At each station, remember to— 1. Follow the classroom and lab safety rules.

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2. Read the lab card instructions carefully before beginning the activity.

Lesson 1: Force and Motion 3. Make, record, and share observations. 4. Leave your station clean and organized. Let’s Explain!

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Force A force is a push or a pull. A force can cause an object to move or change position. Think about— Station 1

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The magnet pulled the paper clips and nails from the bowl. Magnetism is a force.

Station 2

Gravity pulled the objects to the floor. Gravity is a force that pulls objects toward each other.


UNIT 3: Force, Motion, and Energy Lesson 1: Force and Motion Let’s Elaborate! Group Investigation: Force and Motion 1. Read each step of the investigation.

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2. Follow the classroom safety guidelines. 3. Ask questions if you do not understand something.

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4. Make, observe, and share observations.

car system

A force is a push or a pull. Force can cause an object to move. The energy an object has because it can move or is moving is called mechanical energy.

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Ru Wide es • cm Pag 0 s • 20024.7 x 19. • Sheet 100 x 7 1/2 in. 9 3/4

the force 1. The greater the mass of an object, the needed to move it. (greater or lesser?)

2. What did you observe in the activity to help you complete the statement?

Let’s Evaluate! Use your knowledge of force and motion to complete the assessment. 58