Physical Science Toolbox for Fifth Grade

Transcription

Teacher’s
Toolbox
INSTRUCTIONAL PLANS
Suggested for Beginning of Year Review
http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "
Physical Science
Toolbox for Fifth Grade
Created by Michigan Teachers for Michigan Students
St. Clair County Regional
Educational Service Agency
499 Range Road • PO Box 1500
Marysville, Michigan 48040
Phone: 810/364-8990 • Fax: 810/364-7474
48Hwww.sccresa.org
"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan
Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability
(OEAA) of the Michigan Department Education. These guidelines can be found at:
http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "
Fifth Grade Physical Science Toolbox
Table of Contents
Table of Contents .................................................................................................................... 1
Letter of Introduction................................................................................................................ 2
Important Notices .................................................................................................................... 3
How to Read a Lesson Plan Page........................................................................................... 5
Materials Needed for Lesson Activities.................................................................................... 6
Physical Science Toolbox Overview........................................................................................ 7
Lesson 1: Solar House Investigation ....................................................................................... 8
Lesson 2: Solar House Investigation Part 2........................................................................... 16
Lesson 3: Heat Energy .......................................................................................................... 23
Lesson 4: Electrical Circuits................................................................................................... 29
Lesson 5: Mixtures and Solutions.......................................................................................... 34
Lesson 6: Forces and Motion ................................................................................................ 41
Lesson 7: Magnetism ............................................................................................................ 47
Lesson 8: Simple Machines................................................................................................... 58
Lesson 9: Sound.................................................................................................................... 62
Lesson 10: Light and Shadows.............................................................................................. 66
Physical Science Vocabulary................................................................................................. 77
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5 Grade Physical Science Toolbox
© St. Clair County RESA 2006
1
Letter of Introduction
Dear Educators,
While creating this toolbox, we spent a great deal of time worrying. We worried about:
devoting enough time to reviewing the Benchmarks taught in previous grades;
being developmentally appropriate;
including just the right amount of best practice instructional activities;
incorporating to, with, and by into the Day-by-Day lesson plans;
interpreting and aligning the Benchmarks accurately;
making the lessons interesting and motivating; and
addressing the teaching and learning standards within the lessons.
We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult
profession at best and even more difficult when faced with increased academic standards
and content expectations. We wanted to help you through this transition period by providing
this easy to use model designed to prepare Michigan’s students for future statewide
assessments.
We realize we are providing a way for you to prepare your students for the MEAP. We also
understand the best way for students to prepare for the MEAP is through excellent instruction
aligned to a carefully designed curriculum. With changing content expectations and statewide
assessments, it has been challenging for schools and districts to keep pace. We offer this
toolbox in light of the previous statements. We hope you will find, within these day-by-day
lesson plans, instructional strategies, and pedagogical ideas you can use everyday of the
school year. If you do, we have done our job. It means we have created more than MEAP
preparation materials. It means we have influenced your instruction and possibly your
curriculum.
St. Clair County teachers created this toolbox for use by Michigan teachers with Michigan
students. It was a time consuming effort we hope other teachers find useful and will
appreciate.
Sincerely,
Fifth Grade Toolbox Team
Gary Moltrup and Nancy Raffoul – Algonac Community Schools
David DuBois– East China School District
Lisa Buckland and Kate Essian – Marysville Public Schools
Lisa Kent and Michael Larzelere – Port Huron Area School District
Thomas Pemberton and Steven Hunt – Yale Public Schools
Chris Hamilton, Crystal Harris, Bruce Holladay, Jason Letkiewicz, and Marea Sherwood – St.
Clair County RESA
Monica Hartman, and Mike Maison – St. Clair County RESA
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Important Notices
Michigan Curriculum Framework, Science Benchmarks
This new edition of the Fifth Grade Science Toolbox has five parts. The first part contains a
practice test consisting of the released items from the Fall 2005 fifth grade Science MEAP, an
answer sheet, an analysis grid, and a Power Point presentation of the questions. The second
part is the Life Science Toolbox. The third part is the Physical Science Toolbox. The fourth
part is the Earth Science Toolbox. The last part contains two videos for use with the Physical
Science Toolbox.
The science toolboxes are a suggested review at the beginning of the year for Michigan’s fifth
grade students. It is suggested that the students do the released items from the Fall 2005
test as a practice test. A copy of this test is found in part one of the Fifth Grade Science
Toolbox. From this review, teachers can determine which benchmarks should be a focus of
review for their class. In all toolboxes, an emphasis is placed on the constructing and
reflecting benchmarks. We embed them in the Physical, Earth and Life Science content
standards of the Michigan Curriculum Framework. Use of these toolboxes does not
guarantee all benchmarks have been addressed.
The lessons are designed to make use of the “to”, “with”, and “by” format. First, you model
the skills and strategies for your students. Modeling means explicitly showing how the skill or
strategy is completed and all the thinking that goes on during its completion. Second, you
help your students practice the skills and strategies. This help can be whole class, small
group, or individual guidance. Third, you let your students complete the skills and strategies
on their own. At the beginning of the toolbox practice you will model the inquiry process. You
will think aloud as you ask the investigation question, make a prediction, graph data, interpret
results and draw a conclusion. In the lessons that follow, students will be given opportunities
to practice these skills with less and less intervention until they can do them on their own.
Each daily lesson is designed to engage the students for the full science period of 50-60
minutes. Because the toolbox is a review of content taught in kindergarten through fourth
grade, for most of the activity days, the students are not doing the investigations themselves.
Rather they are graphing, analyzing, and interpreting data collected by the project teachers or
their students. This is not the best way to teach science, but given the time constraints, this
is the format we chose. In a few cases, pictures and videos were made of the data collection.
The video clips are provided on a separate CD. We invite teachers to extend the full
investigation to their students, when time permits.
We hope that some of the ideas presented will be springboards to further inquiry projects
after the review period. We look forward to your suggestions and feedback.
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Children do not learn by doing.
They learn by thinking,
discussing,
and reflecting
on what they have done.
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How to Read a Lesson Plan Page
Identifies lesson
focus and lists
the activities and
strategies for the
day
Lesson 6
Lesson Focus
How
to Read a Lesson Plan Page
Using Physical Science
•
Step-by-step
instructions for
lesson delivery
•
Benchmark
clarification with
key concepts
and real-world
contexts
• Lesson
description and
management
• Procedures to
follow
• Additional
resources
Indicates
lesson
number for
this toolbox.
Sound Energy
Lesson 9: Sound
IV. 4.E.1 Using Physical Scientific Knowledge
Describe sounds in terms of their properties.
Key concepts: Properties:
•
Pitch—high, low.
•
Loudness—loud, soft
Real-world contexts: Sound from common sources, such as musical
instruments, radio, television, animal sounds, thunder, human voices.
Vocabulary
high pitch
low pitch
vibration
Explain how sounds are made.
Key concepts: Vibrations—fast, slow, large, small.
Real-world contexts: Sounds from common sources, such as musical
instruments, radio, television, animal sounds, thunder, and human
voices.
LESSON
In the first part of this lesson students will listen and watch the video of
a record playing at 4 different speeds on a phonograph. This
technology may be unfamiliar to some of the students, so you may
want to discuss how a needle vibrating in the grooves of a record
results in sound. The record, Country Road, sung by John Denver is
played at the speed at which it was recorded – 33 revolutions per
minute (rpm). The speed is changed to 16 rpm. The students can see
that the record moves more slowly, so the needle vibrates more slowly.
Slow vibrations result in a lower pitch. The speed is changed again to
45 rpm and then 78 rpm. As the record spins faster, the vibrations are
faster and the pitch is higher.
The next activity will demonstrate the high and low pitch of sound. Fill a
collection of bottles with water to varying heights. Tap the bottles with
a metal spoon to start the vibrations of the bottle and the air molecules
surrounding the bottle. The bottles with more water will have a lower
pitch because the bottle will vibrate more slowly. Students have a
difficult time with this because they cannot see the vibrations of the
bottle or the air molecules. Help students see the connection between
this and the activity with the record.
Indicates
vocabulary
important for
the
benchmark.
loudness
Materials
Sound
•
•
•
•
Video: Investigating
the Pitch of Sound
Student Investigation
Sheet - Sound
Bottles (3 per group)
Metal spoons (1 per
group)
Indicates
everything
you need
to prepare
for today’s
lessons
and
activities
PROCEDURES
RESOURCES
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Materials Needed for Lesson Activities
Colored Pencils – Lessons 1, 2, 4, 6, 10
Lesson 4
• Batteries (C or D) one for each pair or small group of students
• Mini light bulbs – one for each pair or small group
• Copper wire, or insulated wire with ends stripped
• Plastic bag with miscellaneous items to test for electrical conductivity
(paper clip, plastic spoon, straw, nail, small pieces of fabric, aluminum
foil)
Lesson 5
• Solids to test for solubility: Flour, sand, salt, sugar, and chalk
• Cups - one for each group
• Coffee stirrers or spoon – one for each group
• Measuring spoon – ½ tsp.
• Measuring cup
Lesson 7
• Collection of small metal objects to test for magnetic properties
• Video “Suspended” from the second Toolbox CD
Lesson 9
• Bottles or glass jars (3 of each kind per group) Can be done as a whole
class demonstration
• Video ‘Investigating the Pitch of Sound” from the Toolbox CD
Lesson 10
• Flash light – one per group
• Lamp and light bulb (no shade is needed)
• Manila folders prepared as described (one per group)
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Physical Science Toolbox Overview
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Solar House
Investigation
Solar House
Investigation Part 2
Heat Energy
Electrical Circuits
Mixtures and
Solutions
Identify forms of
energy associated
with common
phenomena.
Identify forms of
energy associated with
common phenomena.
Identify properties of
materials, which
make them useful.
Construct simple,
useful electric
circuits.
Describe common
physical changes in
matter.
Develop strategies
and skills for
information gathering
and problem solving.
Develop solutions to
problems through
reasoning,
observation, and
investigations.
Develop solutions to
problems through
reasoning,
observation, and
investigations.
Construct charts and
graphs and prepare
summaries of
observations.
graphs and prepare
summaries of
observations.
Construct charts
and graphs and
prepare summaries
of observations.
Develop an
awareness of the
need for evidence in
making decisions
scientifically.
Develop an awareness
of the need for
evidence in making
decisions scientifically.
Develop an
awareness of the
making decisions
scientifically.
Lesson 6
Lesson 7
Lesson 8
Prepare mixtures
and separate them
into their component
parts.
Lesson 9
Forces and Motion
Magnetism
Simple Machines
Sound
Explain how forces
(pushes or pulls) are
needed to speed up,
slow down, stop, or
change the direction
of a moving object.
Describe patterns of
interaction of magnetic
materials with other
magnetic and nonmagnetic materials.
Identify and use
simple machines
and describe how
they change effort
Describe sounds in
terms of their
properties.
Describe patterns of
interaction of
magnetic materials
with other magnetic
and non-magnetic
materials.
graphs and prepare
summaries of
observations.
Manipulate simple
mechanical devices
and explain how
their parts work
together
Explain how
sounds are made
Lesson 10
Light and
Shadows
Use prisms and
filters with light
sources to produce
various colors of
light.
Explain how
shadows are made.
graphs and prepare
summaries of
observations.
Develop an
awareness of the
making decisions
scientifically
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Lesson 1
Lesson Focus
•
•
•
Constructing Scientific Knowledge
Reflecting on Scientific Knowledge
Matter and Energy
Lesson 1: Solar House Investigation
Vocabulary
I.1.E.1 Constructing Scientific Knowledge
observe / observation
Generate questions about the world based on observation.
Key concepts: Questions lead to action, including careful observation
and testing; questions often begin with “What happens if…?” or “How
do these two things differ?”
Real-world contexts: Any in the sections on Using Scientific
Knowledge.
predict / prediction
solution
data
draw conclusions
fair test
Develop solutions to problems through reasoning, observation, and
investigations.
Key concepts: (K-2) gather information, ask questions, think; (3-5)
observe, predict, collect data, draw conclusions, conduct fair tests;
prior knowledge.
Knowledge.
investigation
summary
evidence
fact
opinion
Develop strategies and skills for information gathering and problem
solving.
Tools: Sources of information, such as reference books, trade books,
magazines, web sites, other people’s knowledge.
Real-world contexts: Seeking help from or interviewing peers, adults,
experts; using libraries, World Wide Web, CD-ROMs and other
computer software, other resources.
Construct charts and graphs and prepare summaries of
observations.
Key Concepts: Increase, decrease, no change, bar graph, data table.
Real-world contexts: Examples of bar charts like those found in a
newspaper
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Materials
• Students Journal
pages 1-5:
Investigating Solar
Energy
• Colored pencils (two
different colors)
• Transparency of
student page 4.
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II.1.E.1 Reflecting on Scientific Knowledge
Develop an awareness of the need for evidence in making decisions scientifically.
Key concepts:
• (K-2) observations
• (3-5) data, evidence, sample, fact, opinion.
Real-world contexts:
Deciding whether an explanation is supported by evidence in simple experiments, or if it relies on
personal opinion.
Identify forms of energy associated with common phenomena.
Key concepts: Heat, light, sound, food energy, energy of motion, electricity
Real-world contexts: Appropriate selection of energy and phenomena, such as appliances like a
toaster or iron that use electricity, sun’s heat to melt chocolate, water wheels, wind-up toys, warmth of
sun on skin, windmills, music from guitar, simple electrical circuits with batteries, bulbs and bells.
LESSON
Students need practice writing explanations and drawing conclusions. This activity is designed to
help them develop these skills, which they need to do scientific investigations. This will be done over
the toolbox days using the “to, with, and by” format when appropriate.
This lesson may require more time, depending on your students’ prior experiences.
To, With and By
Using the “to, with and by” format, first model these strategies for the students. Modeling means
explicitly showing how the skill or strategy is completed, including the thinking processes that goes on
during its completion. Second, help the students practice the skills and strategies. This help can be
given to the whole class, a small group, or individual guidance. Third, let students complete the skills
and strategies on their own. As you go through the steps of the inquiry in this activity, model the skills
and strategies. Make your thinking explicit. In later activities, you will give the students the
opportunity to practice the skills with help.
The context for this activity comes from the GEMS activity book, Hot Water and Warm Homes From
Sunlight¹. To save time, data are already gathered. Students will read a description of the activity.
They will be guided through the inquiry process. The key question for the investigation is given but
they are asked to write a hypothesis. They will discover that the investigation is a fair test as they list
the things that are the same about the solar houses and the one condition that is different. The term
variable is not emphasized because it is not listed in the MCF (Michigan Curriculum Framework) until
high school. The emphasis is on designing a test that is fair where only the one thing that is tested
will be different. They will use the data given and construct a double line graph. They will discuss and
record results and draw a conclusion.
KEY QUESTION
How does the sun affect the temperature inside paper houses? How does the temperature of the
houses with covered and uncovered windows compare?
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PROCEDURE
1. Read the background information and description of the investigation with the class. If
possible, make the model of the house to show the students. This pattern is available in the
GEMS publication. If this is not available, a small box that is shoebox size or smaller will also
be suitable. A window can be made in the lid of the box.
2. Discuss each step of the investigation with students using the investigation sheets as a guide.
Tell the students what you are thinking as you go through each step.
3. Give students time to interpret data. Discuss what happened and why. The temperature in the
covered windows increased 4°C to 6°C. The sun was shining on the outside of the houses
and warmed them. In the houses with the uncovered windows, the sun was able to shine into
the house. When this happened, the heat energy from the sun made the particles of air, or
molecules, inside the house move faster. When particles move faster, they get warmer. The
temperature in each of the houses with uncovered windows increased 19° C. The particles
inside the houses with the uncovered windows were trapped inside because the houses were
closed and they could not get out of the house. Help students connect this to other
phenomena they experience. This is called the greenhouse effect and is similar to what
happens inside cars.)
4. Graph the data. Find the mean temperature of the data for each minute for each house and
graph that data or students can graph the data for one of each kind of house. A data table is
copied on the page where students will make the double line graph. Use a transparency of
student page 4 to model this double line graph.
5. Save the student pages for Lesson 2.
RESOURCES
¹ Great Explorations in Math and Science. (1986). Hot Water and Warm Homes from Sunlight.
Lawrence Hall of Science University of California at Berkeley.
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Name ____________________________________ Physical Science Lesson 1
Investigating Solar Energy
In many homes the heater uses the most energy. The energy used to heat
houses usually comes from gas or oil, but burning fossil fuels like gas and
oil pollutes the air. It puts a huge amount of carbon dioxide into the air.
Scientists are looking for other sources of energy. Solar energy is one
possible choice.
In this solar energy investigation, six little houses were made by cutting and
folding heavy white paper. A piece of clear plastic was taped over the
window on each house. A thermometer was placed inside. The windows on
three of the houses were covered with white paper. The windows on the
other three houses were not covered. Three houses of each type were made
because many trials are needed to see if the same results happen again and
again. The houses were taped to pieces of cardboard and placed outside on
grass. They were placed in the direction so the sun would shine directly on
the windows. The temperature was recorded every minute for 10 minutes.
Solar House with Covered Window
Solar House with Uncovered Window
Question:
How does the sun affect the temperature inside houses with covered and
uncovered windows?
Hypothesis or Prediction:
The hypothesis is a prediction of what you think will happen in the investigation.
It can begin with the words “I think”.
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Write your hypothesis on the lines.
Next, give a reason for your prediction. Explain your thinking.
I think this because
Conducting a Fair Test
To make this test fair, everything should be the same except for the thing you
are testing.
Make a list of all the things that are the same about the houses.
Same size, color, shape, sunny spot, same size of window
What thing is different about the houses?
(Hint: This is what is being tested.)
Some houses have windows covered and some windows are not covered.
Collecting and Organizing Data
The following table shows the temperatures in all the houses each minute for 10
minutes. This information will be used to make a graph. The data will be used
as evidence for your conclusion.
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Temperatures in Solar Houses with Covered and Uncovered Windows
When the Sun Shines on Them for 10 Minutes
0
1
2
3
4
5
6
7
8
9
10
Uncovered
Windows
#1
#2
#3
20°C
20° C
20° C
21° C
21° C
21° C
22° C
21° C
24° C
23° C
22° C
24° C
23° C
22° C
24° C
23° C
22° C
24° C
24° C
23° C
25° C
24° C
23° C
25° C
24° C
23° C
26° C
25° C
24° C
26° C
25° C
24° C
26° C
Time in Minutes
Time in Minutes
Covered
Windows
0
1
2
3
4
5
6
7
8
9
10
#1
#2
#3
20° C
21° C
21° C
25° C
26° C
27° C
29° C
30° C
33° C
32° C
32° C
35° C
35° C
34° C
36° C
36° C
35° C
37° C
36° C
35° C
38° C
37° C
36° C
39° C
38° C
37° C
39° C
39° C
38° C
40° C
39° C
40° C
40° C
The range of data for the houses with covered windows is
20°C - 26°C
The range of data for the uncovered windows is
20°C - 40°C
Graphing the Data
Use the data from the table to construct a double line graph. Use two different
colors. Make a key to show what each line represents. Choose a scale for the
temperature that best fits the data. Write those numbers next to the lines.
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Data Table
Minutes
Covered
Windows
Uncovered
Windows
0
1
2
3
4
5
6
7
8
9
10
20°C
21° C
22° C
23° C
23° C
23° C
24° C
24° C
24° C
25° C
25° C
21° C
26° C
30° C
32° C
34° C
35° C
35° C
36° C
37° C
38° C
40° C
Example of Graph
Temperature in Solar Houses
with Covered and Uncovered Windows
45
Degrees Celsius
40
35
Covered
Windows
30
25
20
Uncovered
Windows
15
10
5
10 min
9 min
8 min
7 min
6 min
5 min
4 min
3 min
2 min
1 min
0 min
0
Minutes
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Name __________________________________ Physical Science Lesson 1
Results and Conclusion
• How did the sun affect the temperature in the house with covered
windows?
• How did the sun affect the temperature in the house with uncovered
windows?
• What conclusion can be drawn from the investigation?
NOTE: Remind students how each part of the question needs to be answered.
The temperature in the houses with covered windows increased five degrees, going from
_______________________________________________________
_______________________________________________________
20º C to 25º C. The temperature in the houses with uncovered windows went from 21º C
_______________________________________________________
to 40º C, which is an increase of 19º. Houses with uncovered windows got hotter because
_______________________________________________________
the light went into the houses and warmed them. The warm air could not get out because
_______________________________________________________
the houses were taped shut.
_______________________________________________________
Asking New Questions
What are you wondering now? What new thing would you like to test? You can
start this section with the words “What if…”
What if
What if the houses were black and white, or different colors? What if it
_______________________________________________________________
were a cloudy day? What if the houses were bigger? What if the
_______________________________________________________________
_______________________________________________________________
temperatures outside the houses were warmer or colder?
Errors
What mistakes might have been made that would affect the investigation?
Error reading the thermometer
_______________________________________________________________
Error not measuring the temperature at the right time
_______________________________________________________________
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Lesson 2
Lesson Focus
• Constructing Scientific Knowledge
• Reflecting on Scientific Knowledge
• Using Physical Science
The Constructed Response
Lesson 2: Solar House Investigation Part 2
Vocabulary
investigations.
prior knowledge.
Knowledge
data
increase
decrease
draw conclusions
Construct charts and graphs and prepare summaries of observations.
Key Concepts: Increase, decrease, no change, bar graph, data table.
newspaper
fair test
investigation
summary
evidence
fact
Develop an awareness of the need for evidence in making decisions
scientifically.
Key concepts:
• (3-5) data, evidence, sample, fact, opinion.
Deciding whether an explanation is supported by evidence in simple
experiments, or relies on personal opinion.
opinion
Materials
• Student Journal
Identify forms of energy associated with common phenomena.
Key concepts: Heat, light, sound, food energy, energy of motion,
electricity
Real-world contexts: Appropriate selection of energy and phenomena,
such as appliances like a toaster or iron that use electricity, sun’s heat
to melt chocolate, water wheels, wind-up toys, warmth of sun on skin,
windmills, music from guitar, simple electrical circuits with batteries,
bulbs and bells.
• Colored pencils
• Student pages 1-5
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pages 6-10.
from Lesson 1
16
LESSON
In this lesson, students continue to develop investigation skills. They will construct a bar graph of the
data from the Solar House Investigation. Bar graphs are more familiar to fifth grade students. They
will need less modeling. They will graph the net gain in temperature and will probably need help with
that. They will discuss the differences between the double line graph from Lesson 1 and the bar
graph of Lesson 2. They will also look at sample constructed responses from the Results and
Conclusion part on Student Page 5. Using the rubric on page 7, they will score these sample
constructed responses and then revise their own written conclusion from yesterday. They will have
several other opportunities to prepare summaries for other investigations in this toolbox.
KEY QUESTION
How does a bar graph compare to a line graph? How do I write a good conclusion?
PROCEDURE
1. Student Page 6: Explain to the students that they will use the data from their page 3 to
determine the increase in temperature for each house. They will write the ending temperature
for the appropriate house in the first row in the table and the starting temperature in the
second row. They will subtract the starting temperature from the final temperature to find the
increase.
2. Students need to determine the scale for the graph. Model and describe your thinking with
them why counting by one’s will only give them numbers up to 11. Counting by fives or tens
will result in a lot of unused space in the graphing area and it would de difficult to graph the
small change for the houses with the covered windows. The best scale would be the multiples
of two. They should write the multiples of two next to the lines on the y-axis, not in the spaces.
Point out the labels for the x-axis and the y-axis and the title for the graph that describes the
data. All graphs must have a title and labels.
3. Compare and contrast this bar graph and the double line graph from Lesson 1 page four. The
bar graph shows the net gain. It is easy to see how much warmer the houses with the
uncovered windows were after ten minutes. The bar graph shows the change was consistent
for each type of house, so the results of the investigation are likely to be repeatable for similar
conditions. The double line graph shows the increase in temperature by the minute. You can
see that the temperature increased faster during the first few minutes and then leveled off.
The temperature of the air surrounding the houses seems to have a greater affect on the
temperature in the houses during the last few minutes.
4. Student Page 7: Discuss the rubric for scoring the solar investigation on this page.
5. Student Pages 8 and 9: Give students time to read the response from anonymous students.
Let them go through the responses and score them by themselves first. When they are
finished doing this independently, let them discuss their ideas in their group as you go around
offering help to the small groups. Then discuss each one with the whole class, bringing up
ideas that you heard as you listened to the ideas discussed in the small groups. To facilitate
the whole group discussion, for each question, the teacher might ask for a show of hands to
see how many students scored the response with three points, then two points, etc.
Alternatively, students can show the score they gave by indicating the score with the
corresponding number of fingers on their raised hands.
6. Student Page 10: After the whole class discussion, the students rewrite their responses.
This would be a good page to use for an individual assessment.
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Find the increase in temperature for each house. Subtract the starting
temperature from the final temperature. Use the data from page 4. The first
house is done for you.
Answer:
Covered Windows
Temperature
after
10 minutes
Subtract
Starting
Temperature
Temperature
Change
Uncovered Windows
1
2
3
1
2
3
25°
24
26
39
40
40
20°
20
20
20
21
21
5°
4
6
19
19
19
Make a bar graph to show the change in temperature for all the houses. Choose a scale that
fits best for this graph.
Temperature °C
20
Covered Windows
20
18
18
16
16
14
14
12
12
10
10
8
8
6
6
4
4
2
2
#1
#2
House
Uncovered Windows
#1
#3
#2
House
#3
Discussion:
Compare and contrast this bar graph and the line graph from yesterday. What
are the differences? What are the benefits for each type of graph?
See Procedures step 3 on teacher page 17.
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Rubric for Solar Investigation
This is the rubric for the Results and Conclusion section on Student Page 5. To
earn a score of 3 points, the response must have all three elements.
Description
1. The temperature inside
the house with covered
windows is given or
student writes that it
was not as warm.
Examples
• The temperature in the house with
covered windows was not as warm as
the other house.
covered windows increased between 4°
- 6° C.
covered windows was about 24°C to 26°
after 10 minutes.
2. The temperature inside
the house with
uncovered windows is
given or student writes
that it was
warmer/hotter.
uncovered windows got hotter than the
other house.
uncovered windows increased 19° C.
uncovered windows was 39° - 40°C.
3. Concludes that the
temperature in a house
with uncovered
windows will get
warmer or the house
with covered windows
will stay cooler.
• Houses with uncovered windows will get
much hotter when the sun shines on
them.
• Houses with covered windows stay
cooler when the sun shines on them.
• The temperature in houses with
uncovered windows will increase more
then houses with covered windows
• If two of the three elements listed above are present, score 2 points.
• If one of the three elements listed above are present, score 1 point.
• If none of the elements are listed or the data are incorrect, score no points.
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DIRECTIONS
Read the results and conclusions that follow. Other students wrote them.
Decide how many points each response should receive. Be prepared to give
evidence for the number of points you give.
Sample Responses
#1
The uncovered one will get more sun than the other one.
0 points– All the houses received the same amount of sun. The question was “How did the sun affect
the temperature?”
#2
It would probably be really hot.
0 points– Does not describe what will get really hot. Do not use pronouns. Tell what “it” refers to.
#3
When the sun shines on the uncovered house it got hotter.
1 point – Conclusion is acceptable.
#4
The covered windows don’t get that hot because they have a piece
of paper over them so it helps stop catching the warmness of the
sun. The uncovered house gets more of the sun’s energy because
it doesn’t have a piece of paper.
2 points – 1) House with covered windows does not get as hot, 2) nice conclusion. Does not refer to
the temperature of the house with uncovered windows.
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#5
The covered house stayed in the 20’s. The uncovered got a lot
hot in the number 40°. They might of got more heat when they
had its wait in the sun in 10 minutes, like the covered one will go in
the 30’s and the uncovered will get in the 40’s.
2 points – How the sun affects the temperature in both types of houses is described, but the
conclusion needs improvement.
#6
The temperature that was for uncovered was very high with a
temperature as high as 40° degrees. The temperature for
covered houses stayed on the 20’s. If we did it again we would
know that the covered window houses would not get as hot as the
uncovered window houses.
3 points
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21
Look at what you wrote for “Results and Conclusion” from page 5. Think about
what you could do to improve your writing. Discuss this with another person.
Then write an improved response in the space below.
Results and Conclusion
• How did the sun affect the temperature in the house with covered
windows?
• How did the sun affect the temperature in the house with uncovered
windows?
• What conclusion can be made from this investigation?
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SP 10
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Lesson 3
Lesson Focus
•
•
Inquiry
Matter and Energy
Lesson 3: Heat Energy
Vocabulary
conducts heat
investigations.
prior knowledge
Knowledge
properties
Key Concepts: Increase, decrease, no change, bar graph, data table
newspaper
increase
decrease
data table
draw conclusions
fair test
summary
evidence
fact
scientifically.
Key concepts:
• (3-5) data, evidence, sample, fact, opinion
Deciding whether an explanation is supported by evidence in simple
experiments, or relies on personal opinion
opinion
IV.1.E.2 Using Physical Scientific Knowledge
Identify properties of materials that make them useful.
Key concepts: Useful properties—unbreakable, water-proof, lightweight, conducts electricity, conducts heat, attracted to a magnet,
clear
Real-world contexts: Appropriate selection of materials for a
particular use, such as waterproof raincoat, cotton or wool for
clothing, glass for windows, metal pan to conduct heat, copper wire to
conduct electricity
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Materials
• Student Journal pages
11-14
23
LESSON
In this lesson, students will continue to practice the skills developed during the previous lessons. This
will be the “with” part of the “to, with and by” format. Students will then be given a chance to complete
a task independently on the last page, student page 14.
The contexts of this investigation are heat energy and the properties of materials that make them
useful. An investigation that involves the measure of the temperature of spoons in hot water is
described on the students’ page. They are given a double line graph generated by Vernier surface
temperature probes to interpret. Students constructed a double line graph in the solar house
investigation. This activity will give them more practice with the double line graph. They will answer
multiple-choice questions that assess their ability to compose a question that aligns with the
investigation, interpret results from the data, and draw a conclusion.
Since metal is a good conductor of heat, it is used for pots and pans. But the handles of pots and
pans are not usually made of metal because the handles would get too hot. Some spoons are also
made of metal, but spoons used for stirring while heating need to have a plastic or wooden handle
too.
PROCEDURE
1. Students read the investigation and complete questions 1- 8 on pages 12 and 13
independently first.
2. Students share their answers with one another. Students can learn from one another by
making their thinking visible to themselves and to others. They can compare their ideas to
those of their teacher and other classmates.
3. A strategy to facilitate the exchange of ideas that can be used for this lesson is called “InsideOutside Circle”. Count off the group by two’s (1-2, 1-2, and so on). All of the one’s form a
circle. All the two’s form a smaller circle inside so each “2” is facing a “1”. Students share their
answers for question #1. They will discuss the reasons for their answer. Limit the time to just
one or two minutes. Then the students in both circles will step to the right. Everyone should
now have a new partner. They will share ideas once more. After this second sharing, the
teacher can give the correct answer and allow time for a short discussion to answer questions
or concerns. Repeat with the next question.
4. After questions 1-8 have been discussed in this way, give students page 14 to complete
independently for an assessment. This may also be done as Homework.
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24
Spoons
Sue noticed that her spoon got hot when she helped her mother cook on the
stove. Her mother told her to use the wooden spoon because it would not get
so hot. In science class, Sue read that some things conduct heat and some do
not. Sue decided to investigate this in science class the next day.
Sue found a wooden spoon and a metal spoon that were the same size. She
filled two cups with boiling hot water. She placed the metal spoon in one cup
and the wooden spoon in the other cup. She measured the temperature every
second for 3 minutes using the temperature probes from class. The graph below
shows the results of her experiment.
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25
1. What is the best research question for this investigation?
A. Which metal conducts heat best?
B. What material conducts heat best?
C. What kind of pot is best for cooking?
D. How long does it take spoons to cool?
Answer: B. What material conducts heat best?
2. Which statement best describes the temperature of the metal spoon during
the three minutes it was in the water?
A. The temperature of the metal spoon did not change very much when it
was in the water.
B. The temperature of the metal spoon decreased during the three
minutes it was in the hot water.
C. The temperature of the metal spoon increased during the three minutes
it was in the water.
D. The temperature of the metal spoon was the same as the temperature
of the wooden spoon.
Answer: C. The temperature of the metal spoon increased during the three minutes it was in the
water.
3. Which statement best describes the temperature of the wooden spoon during
the three minutes it was in the water?
A. The temperature of the wooden spoon did not change very much when
it was in the water.
B. The temperature of the wooden spoon decreased during the three
minutes it was in the hot water.
C. The temperature of the wooden spoon increased during the three
minutes it was in the water.
D. The temperature of the wooden spoon was the same as the
temperature of the metal spoon.
Answer: A. The temperature of the wooden spoon did not change very much when it was in the water
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SP 12
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4. What conclusion can be made from Sue’s investigation?
A. Wood is a good conductor of heat because the temperature of the
wooden spoon stayed about the same.
B. Wood is a good insulator because the temperature of the wooden
spoon increased.
C. Metal is a good insulator because the temperature of the metal spoon
increased.
D. Metal is a good conductor of heat because the temperature of the
metal spoon increased.
Answer D. Metal is a good conductor of heat because the temperature of the metal spoon increased.
5. What property of metal makes it useful for cooking?
Metal is a good conductor of heat. This will help food cook faster.
6. How does this property of metal make it less useful?
Since metal conducts heat, it gets hot. This is less useful for pot handles and spoons for stirring.
7. What material is better for handles of spoons? Explain.
Wood is better for spoons and other cooking utensils because they are good insulators.
8. What new question do you have after thinking about this investigation?
Does plastic or other material like glass conduct heat?
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On Your Own
Sue wondered if plastic was a good conductor of heat. She repeated the
experiment with a plastic spoon. The table below shows her results for the
metal, wooden and plastic spoons.
Temperature of Spoons in Boiling Hot Water
Start
1 minute
2 minutes
3 minutes
Metal
21°C
30°C
40°C
37°C
Wooden
24°C
24°C
24°C
24°C
Plastic
21°C
25°C
26°C
27°C
Describe the results of this investigation. What happened to the temperature of
the different spoons in boiling hot water after 3 minutes?
The metal spoon increased 16°C, the wooden spoon stayed the same, and the plastic spoon
increased 6°C.
What conclusion can be made about plastic spoons from the data in this
investigation?
A plastic spoon conducts some heat, but it does not conduct as much heat as a metal spoon and it
conducts more heat than a wooden spoon.
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Lesson 4
Lesson Focus
•
Matter and Energy
Lesson 4: Electrical Circuits
Vocabulary
IV.1.E.4 Using Physical Science Knowledge
complete loop
Construct simple, useful electrical circuits.
Key concepts: Complete loop; batteries, bulbs, bells, motors, wires, electrical
switches
Real-world contexts: Flashlights, battery-powered toys.
batteries
bulbs
conduct electricity
LESSON
In the first of this two-part lesson the students will construct various electric
circuits and identify the complete loop that allows a light bulb to light. In the
second part, they will experiment with materials that will and will not conduct
electricity.
Materials
• Student Journal
KEY QUESTIONS
Pages 15-16
How can you make a light bulb light using a battery, light bulb, and wire?
Through which materials will electricity pass?
• Batteries (C or D)
PROCEDURE
•
1. Group students in small groups. Partners would work best.
2. Have students make predictions on their journal page or handout by
circling the yes or no within each box.
3. Hand out batteries, bulbs, and wire and give students time to test their
predictions.
4. When finished, students trace the complete loop. Complete circuit is
not in the MEAP vocabulary, but it would be best to use this term as
well when you talk about the complete loop.
5. Discuss why some circuits worked and others did not. The electric
current must flow in a complete loop or circuit from the battery to the
wires inside the light bulb. The current flows through the tip of the
bottom of the bulb, through the filament, back out through the metal
jacket, and then returns to the battery. Be sure to have them notice
that the wire that connects the bulb to the battery needs to touch both
the tip of the light bulb and the metal jacket that wraps around its
base. Use the transparency of the diagram “Inside the Light Bulb” to
show how light bulbs are constructed.
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•
•
•
•
One for each pair of
students
Mini light bulbs One
for each pair of
students
Strips of copper wire
or insulated bell wire
that is stripped about
one inch on each
end
Colored pencils
Transparency of
“Inside the Light
Bulb”.
Ziploc bag with
paper clip, plastic
spoon, straw, nail,
small pieces of
fabric and aluminum
foil. Other items
may also be used.
29
Electric current goes to
or from the battery
through the metal
jacket
Electric current
goes to or from
battery though the
tip at the base of
the bulb.
6. To reinforce the idea that some materials conduct electricity and others do not, distribute the
Ziploc bags of materials (paper clip, plastic spoon, straw, nail, small pieces of fabric, and strips
of aluminum foil). Students will need another piece of wire.
7. Test each item in the bag with the light bulb circuits.
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30
Inside the Light Bulb
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31
Electric Circuit Investigation
Predict which light bulbs will light. Circle YES or NO.
The use the materials your teacher gives you to test the lights.
A
One end of the wire touches the metal
jacket of the bulb and the other end
touches the bottom of the battery.
Be sure students show the complete
B circuit or loop through both the tip at the
bottom of the bulb and the jacket.
YES
C
NO
D
YES
E
YES
NO
NO
One end of the wire must touch the tip at
the bottom of the light bulb and the other
end touches the bottom of the battery.
YES
YES
F
NO
One end of the wire
touches the metal
jacket of the bulb and
the other end touches
the bottom of the
battery. The wire may
be drawn on the left
side of the battery.
NO
YES
NO
If the light bulb lit, trace the complete loop with a colored pencil.
If the light bulb did not work, use a different colored pencil and draw lines to show where
you need to place the wire to make the light bulbs light.
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Electrical Conductors and Insulators
1. Tape a wire to the bottom of the battery and attach it
to the metal jacket of the light bulb.
Battery
tested
material
2. Tape another wire to the top of the battery.
3. Place the tip of the light bulb on material to be tested.
4. Attach the wire from the top of the battery to the tested
material too.
5. If the light bulb lights, the material is a conductor of
electricity. It the light bulb does not light, it is not a
conductor.
6. Make a prediction for each item in the bag.
7. Look for other items to test.
8. Record whether the material tested is a conductor or
is not a conductor.
Item
Prediction
Conductor
paper clip
plastic spoon
straw
nail
fabric
foil
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Results
Not a conductor
Not a conductor
Conductor
Not a conductor
Conductor
SP 16
33
Lesson 5
Lesson Focus
•
Changes in Matter
Lesson 5: Mixtures and Solutions
Vocabulary
dissolve / dissolving
evaporate / evaporating
Describe common physical changes in matter – size, shape; melting,
freezing (K-2); dissolving, evaporating (3-5)
Key concepts: States of matter – solid, liquid, gas. Changes in size and
shape – bending, tearing, breaking; Processes that cause changes of
state: heating, cooling
Real-world contexts: Changes in size or shape of familiar objects, such
as making snowballs, breaking glass, crumbling cookies, making clay
models, carving wood, breaking bones; changes in state of water or
other substances, such as freezing of ice cream, or ponds, melting wax
or steel, puddles drying up.
solid
liquid
gas
mixture
solution
filtration
filter
funnel
Prepare mixtures and separate them into their component parts.
Key concepts: Mixture, solution. Separation techniques—(K-2) filtration,
using sieves, using magnets, floating vs. sinking; (3-5) dissolving
soluble substances, evaporating
Tools: Filter paper, funnels, magnets, sieves, beakers, solar stills.
Real-world contexts: Mixtures of various kinds—salt and pepper, iron
filings and sand, sand and sugar, rocks and wood chips, sand and
gravel, sugar or salt solutions.
LESSON
In this lesson, students mix solids with water to determine if they are
soluble and can make a solution. Then they think about separating the
mixtures back into their component parts. In the second part of the
lesson they play a game to extend this review to other mixtures. Many
students have the naïve conception that once something dissolves in
water and they no longer can see it, that it disappears. Analysis of the
released item number 39 from the Fall 2005 Science MEAP showed
that 36% of the fifth grade students chose the correct answer when
asked what would be left in a container in which water that was mixed
with sand and salt was heated until all the water was evaporated. The
correct answer was that both salt and sand would remain. But 39% of
the students marked the answer thinking that only sand would remain in
the container. It would be good to keep this in mind as your students
work through this activity.
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sieve
soluble
Materials
• Student journal pages
•
•
•
•
•
•
•
•
•
•
17-21
Flour
Sand
Salt
Sugar
chalk
Cups
½ tsp measuring spoons
Measuring cup
Scissors
Coffee Stirrer or spoons
34
KEY QUESTIONS
What happens to some solids when you mix them with water?
How can you separate them back into their component parts?
PROCEDURE
1.
2.
3.
4.
5.
6.
7.
8.
Arrange students into groups of four.
Read the top of student page 17 to review information about solutions.
Have students make their predictions.
Distribute the materials so each group has 4 containers that will hold 250 mL of water. This
is one cup. They will also need ½ tsp of salt, sugar, sand, flour, and a one-inch piece of
chalk.
Students should describe carefully what is happening when they mix the solids in the
containers of water and record. Have extra materials in case some students inquire about
how the solids may dissolve if the water were warmer.
While they are mixing and stirring, ask them if they would be able to separate the mixtures
back into their component parts.
After some discussion, read pages 17 and 19 and discuss how their ideas compared.
Have students cut out the cards on page 21 and place them on top of the correct cards on
page 20.
The correct answers are:
Get back the sugar dissolved in water – evaporate
Get back the water from a steaming kettle – condensation
Get back the raisins mixed into a bowl of flour – sieve
Get back tealeaves from the hot water in a teapot – filter or decant
Get back oil floating on the water – decant
Get back the water from a sugar solution – evaporate and condense
Get back the sand mixed with but not dissolved in water – filter
Get back the salt dissolved in water – evaporate
Get back the big pebbles from a bucket of water – sieve
Get back the paper clips hidden in the sand - magnet
EXTENSION
Copy pages 20 and 21 on heavy paper. Cut out the cards for a concentration card game.
Students will place all the cards face down on the table. Turn over two cards. If they make a pair,
the student keeps them. If not, turn them over and choose two other cards. Play with a partner
and see who can get the most cards.
RESOURCES
Teacher X-Press, Revise Wise Science
http://www.teacherxpress.com/f.php?gid=21&id=6
Retrieved June 8, 2006/
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35
Mixtures and Solutions
Dissolving is the change when a solid mixes with a liquid to
make a transparent solution. Although you do not see
them, solids do not disappear when they dissolve. They
become a part of a solution. Substances that dissolve are
soluble. Substances that do not dissolve are insoluble.
Many substances will dissolve in water. If you put the substance in warm
water, more of it will dissolve. Stirring also helps dissolve things. There is a
limit to how much of any solid can dissolve in water or other liquids. When no
more of a solid will dissolve, we say the solution is saturated.
Which of these solids will dissolve in water? Predict what will happen when
you put these solids in 250 ml of water. Describe what happens when the
solid mixes with water.
Solid
Prediction
Results
Description
piece of
chalk
Does not
dissolve
The chalk does not change.
½ tsp.
salt
Dissolves
The salt can no longer be seen but the
water tastes salty.
½ tsp.
sand
Does not
dissolve
The sand falls drops down to the bottom of
the glass.
½ tsp.
sugar
Dissolves
The sugar dissolves and the water is clear.
The water tastes sweet.
½ tsp.
flour
Does not
dissolve
The water looks white when it is stirred, but
the flour settles down to the bottom of the
cup.
Now that you have made a mixture, think about how you can separate them.
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SP 17
36
Separating Mixtures
Sieves, Funnels, and Filters
Substances that do not dissolve can be
easier to separate from a liquid than
substances that dissolve. Use a sieve to
separate larger insoluble solids. Use
filter paper and a funnel for insoluble
solids that are smaller.
Evaporation
Solid substances that dissolved can be
separated from a liquid by evaporation.
For example, in caves stalactites are
formed when dripping water, which
contains dissolved limestone, evaporates
leaving the limestone behind.
Condensing
When a gas changes to a liquid, we say it
condenses. Water that has been
evaporated (water vapor) can change back
to a liquid when it is cooled.
To separate a liquid from a soluble
substance, evaporate the liquid and then
condense the gas.
Decanting
To separate two insoluble liquids, gently pour the liquid from one container to
another. This is called decanting.
Example 1
Oil and water form
separate layers
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The oil can then be
decanted.
SP 18
37
Example 2:
Solids in dirty water
settle to the bottom.
Cleaner water can
be decanted.
Separate the Mix
Cut out the cards on page 21. Match them to the cards on page 20.
Process
Description
Magnet
Separates metals from other substances
Sieve
Separates big lumps from small ones
Decant
To pour off one liquid floating on another, or to pour
off a liquid leaving sediment behind
Filter
Remove very fine grains from a liquid (This does not
work with solutions)
Evaporate
Separate a distilled substance from a solution
Condense
Cool a gas until it becomes a liquid
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SP 19
38
Get back the sugar
dissolved in water
Get back the water
from a steaming
kettle
Get back the raisins Get back the Tea
mixed into a bowl of Leaves from the hot
flour
water in a teapot.
Get back the oil
floating on water
Get back the water
from a sugar
solution
Get back the sand
mixed with, but not
dissolved in water
Get back the salt
dissolved in water
Get back the big
pebbles from a
bucket of gravel
Get back the paper
clips hidden in sand
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SP 20
39
decant
evaporate
sieve
condense
sieve
filter
evaporate and
condense
evaporate
filter or decant
magnet
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SP 21
40
Lesson 6
Lesson Focus
•
•
Motion of Objects
Lesson 6: Forces and Motion
I.1.E1 Constructing New Scientific Knowledge
Vocabulary
Generate questions about the world based on observation.
Key concepts: Questions lead to action, including careful observation
and testing; questions often begin with, “What happens if…?” or “How
do these two things differ?”
Real-world contexts: Any in the sections on Using Scientific Knowledge
forces
I.1.E.2 Constructing New Scientific Knowledge
push
pull
friction
gravity
investigations.
observe, predict, collect data, draw conclusions, conduct fair tests; prior
knowledge
Real-world contexts: Any in the sections on Using Scientific Knowledge
newspaper
II.1.E.1 Reflecting on New Scientific Knowledge
scientifically.
Key concepts: data, evidence, sample, fact, and opinion
Real-world contexts: Deciding whether an explanation is supported by
evidence in simple experiments, or relies on personal opinion
IV. 3.E.2 Using Physical Science Knowledge
Materials
• Student Journal
Pages 22-24
• Colored pencils
Explain how forces (pushes or pulls) are needed to speed up, slow
down, stop, or change the direction of a moving object
Key concepts: Changes in motion—speeding up, slowing down, turning.
Common forces—push, pull, friction, gravity; size of change is related to
strength of push or pull
Real-world contexts: Playing ball, moving chairs, sliding objects
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41
LESSON
In this lesson students use the inquiry process to investigate the force needed to move a block
across different surfaces. They have an opportunity to construct a graph, analyze the data and
draw a conclusion.
KEY QUESTION
How does the surface affect the amount of force needed to move the block?
PROCEDURE
1. Read the description of the second investigation with the class. Students should be more
familiar with the investigation process by this time.
2. Nancy’s hypothesis is described in the description of the investigation. It will not be
necessary for students to write their prediction on paper, but allow time for students to
discuss their experiences and predictions.
3. Students make a list of all the things that are the same in the investigation and the one
thing that is different. Controlling variables is not in the Michigan Curriculum Framework
until high school, but students are expected to conduct a fair test at the elementary level.
After students had time to make their lists, discuss their ideas. Make sure they understand
everything in the investigation is the same except the surface on which the block is placed.
4. Students find the median, the middle number in the data set for each surface and the mean
(or average). This will integrate their mathematics skills in the activity. Then they will graph
using either the median or the mode. They should indicate that they used the median or
mean in the title of the graph.
5. Students describe the results in words and draw a conclusion. They should conclude that
there is more friction on the rough surface. Friction is a force that also is acting on the
block. When there is more friction, it is harder to make the block more, so a greater force is
needed to move it. Once the block is moving, friction slows down the speed of the block. If
students have time to try this experiment themselves, they may see that when the block
starts to move on the waxed paper, it stops until another washer is added to the cup. Then
it moves a little more and stops again. The data for the number of washers needed to
move the block on waxed paper is the number needed that keeps the block moving to the
edge of the table.
RESOURCES
The context of this investigation is taken from SCIWEB http://www.mstamich.org/curriculum/sciweb.php at the Curriculum Center for the Michigan Science Teachers
Association.
http://mtn.merit.edu/mcf/SCI.IV.3.E.1.html
Links from the Michigan Teacher Network that teach the following benchmark: Describe or
compare motions of common objects in terms of speed and direction. (Motion)
http://mtn.merit.edu/mcf/SCI.IV.3.E.2.html
Links from the Michigan Teacher Network that teach the following benchmark: Explain how forces
(pushes or pulls) are needed to speed up, slow down, stop, or change the direction of a moving
object.
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42
Marvelous Machines
http://www.galaxy.net/~k12/machines/index.shtml
This web site offers a series of experiments with simple machines.
Revise Wise Science
http://www.teacherxpress.com/f.php?gid=21&id=6 This is an interactive site where students are
shown animations that describe the physical processes and are given a test to see what they
remember.
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43
Name __________________________________Physical Science Lesson 6
An Investigation of Forces and Motion
Forces are pushes or pulls. If an object is at rest, forces can make the object
move. If an object is moving, forces can make the object speed up, slow
down or stop. Forces can also change the direction of a moving object.
In this investigation a large wooden block is attached to a
cup with a string. The block is placed near the edge of
the table. Metal washers are put into the cup one at a
time. When enough washers are placed in the cup, a
force becomes big enough to make the block move.
Jim hypothesized that the amount of force needed to
make the block move would not always be the same. He
thought the surface on which the block is placed would
affect the amount of force needed. To find out, Jim
placed the block on four different surfaces. He tried
wood, sandpaper and waxed paper surfaces. He also
put the block on straws
Question:
A Fair Test:
What was the same in each trial? Make a list of all things that are the same
for each trial.
The cup, the washers, the block, the string
What was changed in this investigation?
The surfaces were different – wood, sandpaper, waxed paper,
and straws
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SP 22
44
Collecting and Organizing Data
Jim did the investigation. He tried moving the block on each different surface
3 times. The following table shows the number of washers needed to make
the block move.
Wood
Sandpaper
Waxed Paper
Straws
17
15
15
29
34
30
15
14
16
1
1
1
15
30
15
1
16
31
15
1
Trial One
Trial Two
Trial Three
median
mean
Graph the results. You may choose to graph the median or the mean for
each surface. Be sure to identify your choice in the title. Choose a scale.
Add labels and a title.
Answer:
ForceForce
Needed
to Move
theBlock
Block
Mean
Needed
to Move
35
Number of Washers
30
25
20
15
10
5
0
Wood
Sandpaper
Waxed Paper
Straws
Surfaces
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SP 23
45
Results and Conclusion:
It took 15 – 17 washers to move the block on the wood surface. It took 29-34 washers to move the
block on the rough surface. It took 14-16 washers to move the block on the waxed paper surface.
It took only 1 washer to move the block on the straws.
It took the most force to move the block on the sandpaper surface because the surface was rough.
There was more friction on the rough surface. The waxed paper and wood surfaces had about the
same amount of friction. The straws reduced the friction and made the block move very easily.
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SP 24
46
Lesson Focus
•
•
Lesson 7
SP22
Motion of Objects
Constructed Responses
Lesson 7: Magnetism
Vocabulary
newspaper
Describe patterns of interaction of magnetic materials with other
magnetic and non-magnetic materials.
Key concepts: Magnetic poles, magnetic attraction, and repulsion.
Tools: Magnets, variety of magnetic and non-magnetic materials (K-2),
magnetic compass (3-5)
Real-world contexts: Common magnets, using a magnetic compass to
find direction.
LESSON
The items in the first part of the lesson are from the released items
taken from the 2003 fifth grade Science MEAP and the fourth grade
NAEP 1. In the released MEAP item, the scenario of Pablo helping his
Dad in the garage and spilling the box of nails provides the context for
the three multiple-choice questions and a constructed response item.
The naïve conception children have about magnets is that all metals are
attracted to magnets. Magnets attract mostly iron and steel. Aluminum,
copper and brass are examples of metals that are not attracted to
magnets. The optional activity of giving students an experience using a
magnet with a variety of metals will help them develop the more
scientific conception. The released NAEP item will provide students
more practice writing constructed responses and explaining the pattern
of magnetic attraction and repulsion.
magnetic poles
magnetic attraction
magnetic repulsion
Materials
• Video: “Suspended”
•
•
•
•
•
•
from CD ROM
Student Journal
pages 25-27
Student copies of
pages 52-54 from
Teachers’ Toolbox for
Question 4
Student copies of page
55-57 from Teachers’
Toolbox for question 5
Transparency of Rubric
for Question 4 on page
564
Transparency of Rubric
for Question 5 on page
57
Optional: Magnets and
collection of small
metal objects.
In the second part of the lesson, students review the force of magnetism
by viewing a short video.
See1 http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-4S21+06%22, (NAEP Reference
Number: 2000-4S21 No. 6.)
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NOTE: The anonymous students’ answers are not in the student journal and must be copied for
students to examine. Be sure to copy the pages that are not scored (pages 52-53, and 56).
KEY QUESTION
How do magnets interact with other magnetic and non-magnetic materials? How can I improve my
writing for constructed responses questions?
PROCEDURE PART 1: VIDEO
1. Ask the students why objects fall to the ground. They will probably mention gravity.
Explain that gravity is a force of attraction that exists between objects. On Earth gravity is
the force that pulls all things toward its center.
2. Show students the video, Suspended. Ask them to think explain why the paper clip in the
video is not falling.
3. Discuss the video. Help students understand that the paper clip was suspended in the air
because the magnetic force acting on the paper clip was greater than the force of gravity.
PROCEDURE PART 2: MULTIPLE CHOICE AND CONSTRUCTED RESPONSE
1. Give students time to respond to the practice items on pages 25-27. If you are completing
the ELA Toolbox for fifth grade, the students are introduced to the “Think Like a Stoplight”
strategy. Remind them to use the “Think Like a Stoplight” strategy for the multiple-choice
questions.
2. Discuss the correct answers for the multiple-choice question and the constructed response
question four.
3. Distribute copies of the Rubric for question four (page 54 in the Teacher’s Toolbox) or make
a transparency to display on the overhead. Discuss the scoring process.
4. Distribute student samples for question four (pages 52 and 53 in the Teacher’s Toolbox).
First, students score the samples using the three-point rubric. Next, they discuss the
reasons for scoring the samples within a small group. Then a whole group discussion
follows. Students should be prepared to use evidence from the sample and compare that
evidence to the rubric.
5. Distribute rubric for question five (page 57 in the Teacher’s Toolbox) or make a
transparency. Discuss the scoring process for this question.
6. Distribute the student samples on page 56. Follow the same procedure as in step four,
allowing students individual time to think before discussing their thinking with the small
group and the whole class.
STUDENT SCORES FOR QUESTION 4
Student 1 – 0 points
Student 2 – 1 point
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48
Magnetism
Directions:
Use the following information to answer the questions.
Pablo helps his dad in the garage after school. One afternoon he accidentally
dropped a box of screws and nails onto the floor. His dad grabbed a tool
from the workbench and passed it over the spilled screws and nails. Most of
them jumped up and stuck to the tool. He pulled them off and put them back
in the box.
1. What caused the screws and nails to jump from the floor and stick to
the tool that Pablo’s dad was holding?
A.
B.
C.
D.
The force of friction
Gravitational pull
A magnetic force
A static charge
Answer: C
2. The box contained different types of screws and nails. Which of them
did Pablo have to pick up with his fingers after his dad finished?
A.
B.
C.
D.
Iron nails
Iron screws
Steel screws
Aluminum nails
Answer: D.
3. Pablo asked his dad why the tool didn’t pick up all of the nails and
screws. What was his dad’s response?
A.
B.
C.
D.
Only screws have gravitational properties.
All screws and nails have gravitational properties.
Only sharp screws and nails have magnetic properties.
Not all metals have magnetic properties.
Answer: D.
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SP 25
49
4. Pablo takes the tool from his father’s workbench. He takes turns holding it
to the objects on this page.
Iron Nails
Drinking
Glass
Steel Paper
Clips
Copper
Penny
Popsicle Sticks
Aluminum
Can
Rubber
Ball
• Divide the objects into two groups: those that will be attracted to the tool
and those that will NOT be attracted to the tool.
Attracted
iron nails
steel paper clips
NOT Attracted
drinking glass
aluminum can
popsicle sticks
copper penny
rubber ball
• What property causes come objects to be attracted to the tool?
The property is magnetism or magnetic force
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SP 26
50
5. The picture above shows Maria pushing magnet 1 toward magnet 2,
which is lying on a smooth table.
• What will happen to magnet 2?
• Why will this happen?
See page 44 in the Teacher Guide
Video Break
Forces and Motion: Suspended
Watch the video clip, Suspended. If gravity on Earth is a force that pulls all
things toward its center, why doesn’t the paper clip fall?
A magnet is pulling the paper clip up in the air. The force of the
magnet is greater than the force of gravity
Using the suspended paper clip as evidence, what can you conclude about
the force that keeps the paper clip from falling?
The magnetic force is greater than the force of gravity. The
magnetic force can go through metal, paper, wood and plastic.
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SP 27
51
Student Samples from MEAP for Question 4:
STUDENT 1
STUDENT 2
Divide the objects into two groups: those that will be
attracted to the tool and those that will NOT be
attracted to the tool.
What property causes some objects to be attracted to the tool?
th
What property causes some objects to be attracted to
the tool?
52
Student Samples from MEAP for Question 4:
STUDENT 3
STUDENT 4
What property causes some objects to be attracted to the
tool?
th
What property causes some objects to be attracted to the
tool?
53
CONSTRUCTED RESPONSE SCORING RUBRIC
QUESTION #4
Acceptable Responses:
• Attracted: Iron nail, steel paper clips
• Not attracted: glass jar, popsicle stick, rubber ball, copper penny,
aluminum can
• Correct statement: The property is magnetism or magnetic force or
iron and/or steel.
3 Point Scoring Guide
3 points = Two correct groups and a correct statement
2 points = Two groups with one missing or misplaced objects and a correct
statement
OR
Two correct groups and a missing or incorrect statement
1 point = Two groups with two missing or misplaced items with a correct
statement
OR
two groups with one missing or misplaced item and a missing or
incorrect statement
OR
a correct statement only
OR
two correct but unlabeled groups in reverse order and a missing
or incorrect statement
0 points = Two groups with two or more incorrect or misplaced items and a
missing or incorrect statement
OR
only one group given
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Teachers’ Copy of
Student Samples for Question 5
1
Score 0
The prediction and
explanation are
both incorrect.
The explanation
does not show
awareness that
whether two
magnets attract or
repel depend on
which poles face
each other.
Score 1
The prediction is
correct. The
explanation simply
states that the two
sides face each ther
but does not explain
which sides, or how
different sides
would affect each
other.
2
Score 2
Student predicts
that magnet 2 will
be repelled and
explains that like
poles of magnets
do not attract each
other.
3
Score 2
Student predicts
that magnet 2
will be repelled
and explains that
opposite poles of
magnets attract
each other.
4
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55
Student Samples for Question 5
1
2
3
4
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56
CONSTRUCTED RESPONSE SCORING RUBRIC
QUESTION #5
Acceptable Responses
• Acceptable predictions include:
Move away
Push apart
• Acceptable explanations include:
North and North don’t go together
Two poles are alike
Only North and South attract
2 Point Scoring Guide
2 points = Correct prediction and correct explanation
1 points = Correct prediction OR correct explanation
0 points = Incorrect prediction (nothing happens or magnets will attract, or
magnets move without specifying direction AND incorrect or no
explanation.
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57
Lesson 8
Lesson Focus
•
•
Simple Machines
Lesson 8: Simple Machines
Vocabulary
inclined plane
Describe ways in which technology is used in everyday life.
Key concepts: Provide faster and farther transportation and
communication; organize information and solves problems; save time
Real-world contexts: Cars, other machines, radios, telephones, computer
games, calculators, appliances, e-mail, the World Wide Web
lever
Identify and use simple machines and describe how they change effort.
Key concepts: Inclined planes, levers, pulleys, wedges, wheel and axle;
force, distance
Real-world contexts: Block and tackles, ramps, screwdrivers and screws,
can openers, seesaws
pulley
wedge
wheel and axle
force
distance
Manipulate simple mechanical devices and explain how their parts work
together.
Key concepts: Names and uses for parts of machines, such as levers,
wheel and axles, pulleys, inclined planes, gears, screws, wedges
Real-world contexts: Simple mechanical devices, such as bicycles,
bicycle pumps, pulleys, faucets, clothespins, can openers
Students need many hands-on experiences to learn about simple
machines. This toolbox is meant to be a virtual review of simple
machines. The Edheads Simple machines Website
http://edheads.org/activities/simple-machines/index.htm will provide the
review, if available. At this website, students are invited into one of the
rooms of the house or the garage to find 10 simple machines in each.
After they are identified, an animation describes how their parts work. In
the tool shed there are four compound machines: a stapler, can opener,
wheelbarrow and hand drill. Students identify the simple machines that
are part of the compound machine. If there is no access to the Internet, a
student page is available.
th
• Student Journal
pages 28-29
LESSON
Materials
• Examples or pictures
of the six types of
simple machines.
• Optional: Edheads
Website for Simple
Machines. Be sure
the Flash Player is
loaded on the
computers.
58
KEY QUESTION
What are the simple machines? How are they used?
PROCEDURE
1. Show examples or pictures of the simple machines. Suggestions for each type are:
a. Screw – screw type lid for jar, cork screw
b. Wedge – butter knife, axe
c. Wheel and axle – door knob or pencil sharpener
d. Inclined plane – ramp, dust pan
e. Pulley – blind or curtain hardware, or flag pole
f. Lever – piercing type can or bottle opener, seesaw
2. Have students identify each of the simple machines.
3. Read Student Journal page 29 with the students. This page describes the simple
machines and how they are used.
4. Students go to the Edheads web site http://edheads.org/activities/simplemachines/index.htm and choose one of the four areas to explore. When ready, they can
go to the tool shed to find the simple machines in the compound machines.
5. Use student journal page 28 for an assessment.
RESOURCES
Odd Machine from Edheads – Later Elementary, Middle School, includes application of gravity
and friction concepts
http://www.edheads.org/activities/odd_machine/index.htm
COSI Simple machines – Middle School level
http://www.cosi.org/onlineExhibits/simpMach/sm1.html
Marvelous Machines – a good resource of hands-on activities for the classroom.
http://www.galaxy.net/~k12/machines/
For more lesson plan ideas see:
SCoPE Curriculum Unit Plan: Simple Machines http://www.michigan.gov/scope/0,1607,7-15510702-35878--,00.html
How a Block and Tackle Works
http://science.howstuffworks.com/pulley.htm
Scholastic’s Dirtmeister’s Science Reporter
Simple Machines
http://teacher.scholastic.com/dirtrep/simple/invest.htm
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Name ________________________________ Physical Science Lesson 8
Simple Machines
Identify the simple machine and explain how it makes work easier.
Answer: Pulley
The pulley in the crane changes the direction of the force. To lift
the load up, you pull down. Pulling down is easier than lifting up.
Answer: Wheel and Axle
The knob is the wheel that helps you turn the rod or axle that
opens the latch. Since you turn the knob instead of the rod, the
knob moves a greater distance than the rod, but you use less
effort than turning the rod without the wheel.
Answer: Screw
You turn the light bulb several times for it to go a short distance
into the socket; the bulb will be tight.
Answer: Inclined Plane
The boat is moved to another level when it goes into or out of the
water. The boat moves a longer distance as it moves across the
ramp, but it is easier than lifting the boat straight up or down.
Answer: Wedge
The sharp point of the pin pushes the paper apart so the pin can
go through it.
Answer: Lever -If used to open a paint can lid, the bar pivots close
to the lid and lifts the lid open with less force.
Wedge – if used like a chisel, the blade pushes the wood or other
objects apart.
Wheel and Axle-if used to turn a screw, the handle is the wheel
and the metal part is the axle. It turns the screw with less force.
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SP 28
60
Name ________________________________ Physical Science Lesson 8
Simple Machines
In science, work is moving something over a distance. Tools and machines are used to
apply pushes and pulls (forces) to make things move. They make work easier. Simple
machines are used to push, pull, lift and lower things. The six simple machines are
lever, pulley, wheel and axle, inclined plane, wedge, and screw.
lever
A lever is a board or bar that rests on a turning point called
the fulcrum. An object that a lever moves is called the load.
The end of the lever that you push or pull moves farther
than the load, so you do not have to use as much force to
do the same work.
A pulley is a simple machine is made up of a wheel and a
rope. The wheel changes the direction of the force. Two
pulleys together are called a “block and tackle.” With them
the force moves farther, so the same effort does more work.
pulley
wheel and axle
inclined plane
wedge
screw
th
A wheel is a circular machine that does not slide when it
moves. The wheel allows you to move things without friction
and with less effort. The trade off is that the wheel goes
around a greater distance. The axle is a rod that goes
through the wheel and allows it to turn.
An inclined plane is a flat surface that is higher at one end.
Because an object moves farther on the plane than if it
went straight up, you do not need as much force to do the
same work. You can use this machine to move an object to
a lower or higher place. But you must be careful to keep
friction low.
A wedge is a simple machine made of two inclined planes.
They increase the distance the force works, so that you can
do the same work with less effort. Wedges help push things
apart.
A screw is actually an inclined plane that winds around
itself. Wood screws often have wedges at the end, to help
them dig into the wood. Because the force goes farther
around the edge, it does more work. They are used to hold
things tightly together. Friction holds the screw in when you
are done. Screws can also be used to lift things.
SP 29
61
Lesson 9
Lesson Focus
•
Waves and Vibrations
Lesson 9: Sound
Vocabulary
high pitch
Describe sounds in terms of their properties.
Key concepts: Properties:
• Pitch—high, low
• Loudness—loud, soft
Real-world contexts: Sound from common sources, such as musical
instruments, radio, television, animal sounds, thunder, human voices
low pitch
loud
soft
vibrations
Explain how sounds are made.
Key concepts: Vibrations—fast, slow, large, small
Real-world contexts: Sounds from common sources, such as musical
instruments, radio, television, animal sounds, thunder, and human
voices
LESSON
In the first part of this lesson students will listen and watch the video
of a record playing at 4 different speeds on a phonograph. This
technology may be unfamiliar to some of the students, so you may
want to discuss how a needle vibrating in the grooves of a record
results in sound. The song, Country Road, sung by John Denver is
played at the speed at which it was recorded – 33 revolutions per
minute (rpm). The speed is changed to 16 rpm. The students can
see that the record turns more slowly. The needle vibrates more
slowly too. Slow vibrations result in a lower pitch. The speed is
changed again to 45 rpm and then 78 rpm. As the record spins
faster, the vibrations are faster and the pitch is higher. In the second
part of the activity students will demonstrate the pitch of sound with
bottles.
PART 1
Materials
Sound
• Part 1: Student
•
•
•
•
Journal page 30
Part 2: Student
Journal page 31
Video: Investigating
the Pitch of Sound
Bottles (3 per group)
Metal spoons (1 per
group)
1. Read the top of student page 30.
2. Watch the video from the CD.
3. Pause the video for students to record their responses on the
activity sheet.
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62
PART 2
1. Fill a collection of bottles with water to varying heights.
2. Distribute bottles to the groups, or do this as a class demonstration.
3. Students predict how the amount of water will affect the pitch of the sound.
4. Tap the bottles with a metal spoon to start the vibrations of the bottle and the air
molecules surrounding the bottle.
5. Record results.
6. Students will write a conclusion.
DISCUSSION
The bottles with more water will have a lower pitch because the bottle will vibrate more slowly.
Students have a difficult time with this because they cannot see the vibrations of the bottle or
the air molecules. Help students see the connection between this and the activity with the
record.
If students blow across the top of the bottle, it is the air in the bottle above the liquid that is
vibrating. If the bottle is full of water, there is less air. When the shorter column of air vibrates,
the sound is high. This is the opposite than the pitch was when the spoon hit the bottle. In the
bottle with very little water, there is a bigger column of air. When blowing across the top of the
bottle where there is a lot of air, the sound will be low.
If tuning forks are available, use them to demonstrate the vibrations that cause sound. Another
activity that will help students understand that sounds are vibrations is to take a bowl and cover
it with plastic wrap. Use a rubber band to keep it tight. Place a few grains of salt or puffed rice
on the plastic wrap. Play a radio very loud or bang a pan with a spoon. The vibrations from the
object (the radio or the pan) will start the molecules in the air vibrating. The vibrating air
molecules will make the plastic wrap vibrate. When the plastic wrap vibrates the grains of salt
or puffed rice will pop up and down.
Some students will clap their hands to make the vibrations. The loud sound of clapping can
make the plastic wrap vibrate and the grains of salt and puffed rice will move. But some
students make think that the air that is moved when you wave your hand back and forth causes
the salt or puffed rice to vibrate. Help the students with this idea.
RESOURCES
Revise Wise Science
remember.
Engaging Science Online Games
http://www.engagingscience.org/games/
Make a Note will allow students to fill virtual glasses with water and make notes to play a song.
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63
Name _________________________________Physical Science Lesson 9
SOUND
Sound is anything that can be heard. Every sound is made by
something moving back and forth. These movements are called
vibrations. Vibrations are usually too fast to be seen. When
something vibrates, it causes the molecules in the air to vibrate.
Molecules are particles that are too small to be seen. When the
vibrating molecules reach our ears, we hear sound.
Another way to think about sound is when a vibrating object
causes the molecules in the air to move, the molecules are given energy. Sound is a
type of energy.
We describe sound by its loudness. The loudness of sound is caused by how much
energy it has. Energy is given to the particles we cannot see. Where there is more
energy, the sound is louder. Lower energy means the sound is softer.
We also describe sound by its pitch. The pitch is how high or low the sound is to a
listener. When the object vibrates at different speeds, we get a different pitch.
Watch and listen to the video your teacher will play. The record will play at different
speeds. This makes the needle vibrate on the record at different speeds. How does
the pitch of the sound change when the record is played slowly and fast?
Video Break
Investigating the Pitch of Sound
Conclusion:
Fill in the blanks with the words that describe the pitch of the sound heard
on the video.
When the record plays fast, the needle vibrates fast and the pitch of the
sound is ___________.
Answer: High
When the record is played slowly, the needle vibrates slowly and the pitch
of the sound is _____________.
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Answer: Low
SP 30
64
Name _________________________________Physical Science Lesson 9
Investigating Pitch
Choose 3 bottles that are alike in size and
shape. Fill the first bottle with water.
Make the second bottle half full. Put a
small amount of water in the third bottle.
1
2
3
In the last investigation, you found that
when an object vibrates fast, the pitch is
high. When the object vibrates slowly,
the pitch is low. Predict the pitch of the
sound you will hear when you tap on each
of the bottles. Think about what vibrates.
Question: How does the amount of water in a glass bottle affect the pitch
of the sound you hear when you tap it with a spoon?
I predict this because
Use a spoon to tap the sides of each bottle. Record the result in the next
column.
My Prediction
Result
#1 Full bottle
Low Pitch
#2 Half-full bottle
Medium Pitch
#3 Almost empty bottle
High Pitch
Results and Conclusion:
The full bottle has a low pitch. It vibrates slowly because the water makes the bottle heavy and
harder to vibrate. The almost empty bottle has a high pitch. It can vibrate faster because it is
lighter than the other bottles
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SP 31
65
Lesson 10
Lesson Focus
•
•
•
Constructing New Scientific Knowledge
Reflecting on Scientific Knowledge
Waves and Vibrations
Lesson 10: Light and Shadows
Vocabulary
prism
Use prisms and filters with light sources to produce various colors of
light.
Key Concepts: White light is composed of different colors.
Tools: Prisms, color filters, colored lights
Real-world contexts: Light from common sources, such as sun, stars,
light bulb, colored lights, firefly, candle, flashlight, various prisms
shadow
Explain how shadows are made.
Key concepts: Shadow, blocked path, surface, object, light moves
outward from source in straight lines
Real-world contexts: Shadows made on surfaces by putting objects
in the path of light from common sources, including sunlight, light
bulbs, projectors; changes in size of shadows due to distance from
object
investigations.
prior knowledge.
I.1.E 4 Constructing New Scientific Knowledge
Use simple measurement devices to make measurements in
scientific investigations.
Key concepts: Measurement units—milliliters, liters, teaspoon,
tablespoon, ounce, cup, millimeter, centimeter, meter, gram.
Measurement tools: Measuring cups and spoons, measuring tape,
scale, thermometer, rulers, graduated cylinders.
Real-world contexts: Making simple mixtures, such as food, play
dough, papier mache; measuring height of a person, weight of a
ball.
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source
evidence
observation
data
Materials
Part 1
• Option 1: Rainbow glasses
or diffraction grating and
Student Journal page 32
• Option 2: CD and small light
bulbs and Student Journal
page 33
• Colored pencils
• Lamp with light bulb, no
lampshade
Part 2
• Student Journal pages 34-35
• Flashlight for each group
• Teddy Bear cutout mounted
to straw or coffee stirrer
• Manila folder for each group
with grid attached to one
side and measuring scale
attached to the other side
66
Develop an awareness of the need for evidence in making decisions scientifically.
Key concepts: (K-2) observations; (3-5) data, evidence, sample, fact, opinion.
Real-world contexts: Deciding whether an explanation is supported by evidence in simple
experiments or relies on personal opinion.
LESSON
This lesson will take more than one day. In the first part of this lesson, students investigate the
colors in white light. There are two options, depending on the materials available. In the first
option, students can use diffraction grating available in Rainbow glasses, which can be
purchased for $.50 each from the Rainbow Symphony store online at
http://store.yahoo.com/rainbowsymphony/3dfirglas.html. There is a minimum order of 50
glasses. Diffraction grating slides or sheets can be purchased at Edmund Scientific
http://www.edsci.com/ . If diffraction grating is not available, the second option would be to use
a small light, like a night light or a mini-mag light and a CD or DVD.
With the diffraction grating or the rainbow glasses, students will be able to look at many different
light sources. Each source of light has a unique pattern. You will need to be sensitive to the
students who are colorblind because they will have difficulty seeing these colors.
The second part of this lesson will address students’ understanding of how the size of shadows
changes depending on the distance the object creating the shadow is from the light source. It
will give them an opportunity to develop their inquiry skills. They will be posed with a problem in
which their team is in charge of special effects for an upcoming class play. In the play there is a
need for a huge shadow of a Teddy bear that will reach from the floor to the ceiling.
They will be given time to explore how that might be done using flashlights and small cutout
Teddy bears mounted on sticks. They will no doubt get the idea that moving the object closer to
the light source makes its shadow larger. After several minutes of exploring the class will come
back together to share their ideas. The teacher will then challenge the students to find out more
specifically how the distance between an object and a light source affects the shadow that is
made. They will then conduct an investigation to gather data to support their ideas with
evidence.
KEY QUESTIONS
How can you see which colors make up light?
How can you change the size of a shadow?
PROCEDURE: Student Page 32 Light
OPTION 1
Use the student page with the light bulb.
• Set up a lamp without a lampshade in the front or center of the room for all to use.
• Pass out diffraction grating glasses. Remind students they should not look at the sun.
• Students color the pattern of colors they see when looking at the light with the diffraction
grating glasses.
If the diffraction sheets are used, punch a hole in an index card and place a 2 cm square piece
of diffraction grating over the hole. To protect the diffraction grating, punch a hole in another
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index card in the same place and place on top of the first card so the diffraction grating is visible
between the holes in both cards. Make a card for each student, if possible.
Student Page 33 Light
OPTION 2
Use the student page with the picture of the CD.
• Give each pair or group of students a CD or DVD and a small light. For example, a
Christmas tree light, night light or mini-mag flashlight.
• Students look at the light that is reflected onto the CD. Tilt the CD until you see the
whole spectrum. For more information, see
http://www.exo.net/~pauld/activities/CDspectrometer/cdspectraintro.html
• Students color the pattern of colors they see on the CD.
Student Page 34-35 Shadows
1. Discuss with the students what they know about light and shadows. They should
describe that a shadow is made when the light is blocked by an object.
2. Give students the problem: Your team is in charge of the special effects for a class play.
One scene calls for a huge Teddy bear shadow that reaches from the floor all the way to
the ceiling. Your team must find out a way to make such a large shadow using only a
normal-size Teddy bear.
3. Students must now be placed into teams of three or four, at the most.
4. Provide the students with a small bear cutout and a flashlight. Darken the room as much
as possible and let the students explore how they might solve the problem.
5. While students are exploring, circulate between the teams to find out what how they are
approaching the problem and what they are learning. Make written or mental notes of
any interesting problem-solving approaches or ways of experimenting with shadows.
6. After about 5 – 8 minutes of exploration (more if it’s going really well), bring the class
back together to discuss what they have found and how they might solve the problem.
7. After hearing their ideas (likely they will all have discovered that moving the object
farther from the light source increases the size of the shadow), summarize their ideas.
8. Explain that although it sounds like they all have a nice way to solve the problem, they
might not know exactly how much the distance between and object and the light source
affects the size of the shadow. They will now conduct an investigation to answer that
question.
9. Distribute the investigation sheets and lead students into it with the investigation
question. Have them write a hypothesis.
10. Demonstrate how to use the “grid screen” and the distance-measuring tool. Model how
to line up the feet of the shadow with the bottom line of the grid.
11. Folder should be open to form a 90°angle (right angle).
12. Lead students into the procedure, but let them read the steps of the procedure as much
as possible.
13. Students will conduct the investigation. They will likely need guidance as to which
shadow to mark and measure each time.
14. When students have completed their data gathering bring them back together for a quick
debriefing of what they have currently done and what evidence they have collected, and
then have them work on their conclusion.
15. You might want to create a class data table for a few of the measurements; i.e. 8
centimeters, 12 cm, and 16 cm. This will allow you to have students consider whether
their group’s data is similar to other in the class and why. You can discuss “Reasons for
Error” and the idea of a “Fair Test”.
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16. When groups are finished with their conclusions, have some groups share theirs. While
the idea of ratios will likely not be familiar to them, you might want to ask them about
transferring their data on the small bear and relatively close “screen” to the larger
problem of the Teddy bear shadow on the whole front wall of the room.
17. The Big Idea that they should understand following this lesson is that shadows decrease
in size as the object gets farther from the light source (this assumes that the surface on
which the shadow falls remains in the same place, but you do not have to share that
idea with students at this time.
This is how the folder will look after you attach the grid and measuring scale. You will need one
folder for each group. When using the folder, open it to make a right angle. One student will
probably need to hold it straight. Shine the flashlight from the zero end of the scale and record
the distance the bear is placed from the light source. Measure the height of the teddy bear’s
shadow by counting the squares on the grid.
Note: Students may confuse the distance the bear is from the wall when drawing a conclusion.
Remind them the distance recorded is the distance the bear is from the light.
RESOURCES
A diffraction grating experiment set up
http://www.exo.net/~pauld/summer_institute/summer_day6color/color_diffraction_grating.html
Revise Wise Science
remember.
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Name _______________________________Physical Science Lesson 10
LIGHT (Option 1)
In 1666, an English scientist named Isaac Newton discovered that sunlight
was made of all the colors mixed together. Specially treated lenses can
break the light from a light bulb into different colors. Look at a light bulb
through the lens. Move the lens until you can see colors on the left and
the right of the light bulb. Use crayons or colored pencils to draw all the
colors you see. Allow the colors to touch the top and bottom edge of the
guidelines.
Draw them exactly how you see them.
What color is closest to the bulb? ____________________________
What color is the farthest from the bulb? ______________________
List the colors on the right side of the bulb in the order they are seen.
Answer: violet, blue, green, yellow, orange, red
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Name ______________________________Physical Science Lesson 10
LIGHT (Option 2)
In 1666, an English scientist named Isaac Newton discovered that sunlight
was made of all the colors mixed together. A CD or DVD can spread out
the different colors in light. Look into the clean side of the CD. Turn on
the small light. Tilt the CD until you see the colors of the rainbow. Use
crayons or colored pencils to draw all the colors you see. Allow the colors
to touch the edge of the guidelines. Draw the colors exactly how you see
them.
What color is closest to the center hole? ___________________________
What color is the farthest from the center hole? _____________________
List the colors in the order they are seen from the center to the outer edge.
Answer: violet, blue, green, yellow, orange, red
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Name ______________________________________ Physical Science Lesson 10
Shadow Investigation
Question:
How does the distance between an object and a light affect the shadow
that is made?
Hypothesis:
Materials needed:
•
•
•
•
Flashlight
Small bear cutout
Folder for screen with measuring tool and centimeter grid
Investigation report
Procedure:
1. Set the front of the flashlight over the “zero” on the distance-measuring tool.
2. Hold the cutout bear straight up and down right above the 4-centimeter mark on the
measuring tool.
3. Move the paper bear up or down so that the feet of the shadow are on the bottom line of
the centimeter grid (as demonstrated by your teacher).
4. Observe where the top of the shadow’s head is. If the top of the shadow goes off the
paper do not draw a line.
5. To find the height of each shadow count the number of squares from the bottom of the grid
and record it in the data table. Each square is one centimeter.
6. Move the paper bear over the 6 cm line, place the feet of the shadow on the bottom line of
the grid and again observe, measure, and record the height of the shadow.
7. Continue this for all the even number up through number 18.
8. If the top of the shadow was off of the grid paper write “Over” in the data table for that
height.
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Data:
Record your observations or measurements in the table below.
Distance from the light to the
object
(in centimeters)
Height of the Shadow
(in centimeters)
4
6
8
10
12
14
16
18
Conclusion:
How does the distance between an object and a light affect the shadow that is made? Include
evidence from the data table above.
SP 35
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Physical Science Vocabulary
batteries - Two or more connected cells that produce a direct current by converting chemical
energy to electrical energy.
bulbs - An electric light in which a filament is heated to incandescence by an electric current.
conductor - A substance or medium that conducts heat, light, sound, or especially an electric
charge.
data - Factual information, especially information organized for analysis or used to reason or
make decisions.
decrease - To grow or cause to grow gradually less or smaller, as in number, amount, or
intensity.
dissolve - To cause to pass into solution.
distance - The extent of space between two objects or places; an intervening space.
evaporate / evaporating- The slow changing of liquid into a gas
evidence - Something indicative; an outward sign.
fact - Knowledge or information based on real occurrences.
filter- A tool used to separate things by size. It works by means of a mesh or screen that retains
the bigger pieces but allows smaller pieces to fall through the holes of the filter.
filtration- The passing of a liquid through materials that remove impurities.
force- Any push or pull that makes an object start moving, stop moving, speed up, slow down, or
change direction.
forces - The capacity to do work or cause physical change; energy, strength, or active power
friction- A force between surfaces that slows objects down or stops them from moving.
funnel
gas- A form of matter that does not take up a definite amount of space and has no definite shape
gravity- A force of attraction, or pull between any object and any other objects around it. Gravity
is a property of all matter.
high pitch - A pitch that is perceived as above other pitches.
inclined plane- A straight, slanted surface, that is not moved when it is used.
increase - To become greater or larger.
investigation - A detailed inquiry or systematic examination
lever- A simple machine made of a rigid bar or plank and a fixed point, called a fulcrum.
liquid- A form of matter that takes up a definite amount of space and has no definite shape.
loud - Characterized by high volume and intensity. Used of sound.
low pitch - A pitch that is perceived as below other pitches.
magnetic attraction - attraction for iron; associated with electric currents as well as magnets;
characterized by fields of force.
magnetic poles - Of or pertaining to, or characterized by, the earth's magnetism; as, the
magnetic north; the magnetic meridian.
magnetic repulsion
mixture- A physical combination of two or more substances that are blended together without
forming two new substances.
observe- To use one or more of the senses to identify or learn about an object or event.
opinion
predict- To state possible results of an event or experiment.
prism- A cut piece of clear glass (or plastic)with two opposite sides in the shape of a triangle or
other geometric shape.
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properties- Characteristics of matter that can be observed, such as mass, volume, weight or
density.
pull - To apply force to so as to cause or tend to cause motion toward the source of the force.
pulley- A machine made u p of a rope, belt, or chain wrapped around a wheel with a groove in it.
push - To apply pressure against for the purpose of moving
shadow - An area that is not or is only partially irradiated or illuminated because of the
interception of radiation by an opaque object between the area and the source of radiation.
sieve - utensil of wire mesh or closely perforated metal, used for straining or sifting
soft - Smooth or fine to the touch
solid- A form of matter that has a definite shape and takes up a definite amount of space.
soluble - That can be dissolved, especially easily dissolved
solution- A mixture a substances that are blended so completely that the mixture looks the same
everywhere, even under a microscope.
source - The point at which something springs into being or from which it derives or is obtained.
summary - Presenting the substance in a condensed form.
vibrations- Back and forth motions.
wedge- A moving inclined plane.
wheel and axle- A simple machine made of a handle or axis attached to the center of a wheel.
SP 37
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Physical Science Toolbox for Fifth Grade

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