Science Cross Curricular
Transcription
Science Cross Curricular
GRADE 3 Copyright © Macmillan/McGraw-Hilll School Division, a Division of the Educational and Professional Publishing Group of The McGraw-Hill Companies, Inc. All rights reserved. Permission granted to reproduce for use with McGRAW-HILL SCIENCE. No other use of this material or parts thereof, including reproduction, distribution, or storage in an electronic database, permitted without the prior written permission of the publisher, except as provided under the United States Copyright Act of 1976. Macmillan/McGraw-Hill Two Penn Plaza New York, New York 10121 Printed in the United States of America 1 2 3 4 5 6 7 8 9 079 06 05 04 03 02 01 Table of Contents Unit A Looking at Plants and Animals PROJECT THEME: Grey Wolf Nature Films Activity 1: Your Living Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Activity 2: Who needs it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Activity 3: Parts of Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Activity 4: Metamorphosis Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Activity 5: Parts of Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Activity 6: Animals Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Culminating Activity: Our Nature Film . . . . . . . . . . . . . . . . . . . . . . . . . .7 Unit B Where Plants and Animals Live PROJECT THEME: Knapsack State Park Activity 1: Big Tree Real Estate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Activity 2: Pizza Food Chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Activity 3: Bird Watch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Activity 4: Foxes and Rabbits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Activity 5: The Perfect Ranger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Activity 6: Endangered Snapshots . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Culminating Activity: Environmental Survey . . . . . . . . . . . . . . . . . . . .14 Unit C Our Earth PROJECT THEME: Ace Granite, Rock Detective Activity 1: The Case of the Mysterious Rocks . . . . . . . . . . . . . . . . . . .15 Activity 2: The Case of the Flowing Faucet . . . . . . . . . . . . . . . . . . . . .16 Activity 3: The Case of the Daily Diary . . . . . . . . . . . . . . . . . . . . . . . .17 Activity 4: The Case of the Puzzling Passwords . . . . . . . . . . . . . . . . . .18 Activity 5: The Case of the Shrinking Roof . . . . . . . . . . . . . . . . . . . . .19 Activity 6: The Case of the Missing Sister . . . . . . . . . . . . . . . . . . . . . . 20 Culminating Activity: Ace’s Mystery Playhouse . . . . . . . . . . . . . . . . . .22 Unit D Cycles on Earth and in Space PROJECT THEME: Planet Earth Travel Agency Activity 1: Earth’s Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Activity 2: Earth Travel Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Activity 3: Stars and Greek Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Activity 4: Moon Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Activity 5: A Million Earths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Activity 6: Venus Telescope Tour . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Culminating Activity: Solar System Facts and Fiction . . . . . . . . . . . . .29 Table of Contents Unit E Forces and Motion PROJECT THEME: A Moon Room Museum Activity 1: Who Started Us on Our Way? . . . . . . . . . . . . . . . . . . . . . . . 31 Activity 2: How Much Would I Weigh on the Moon? . . . . . . . . . . . . .32 Activity 3: Space Shuttle Simulator . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Activity 4: Working in Space Is Tough . . . . . . . . . . . . . . . . . . . . . . . . . 35 Activity 5: Moon Movers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Culminating Activity: The Moon Room Brochure . . . . . . . . . . . . . . . . 38 Unit F Looking at Matter and Energy PROJECT THEME: Matter Land Fun Park Activity 1: What in the World? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Activity 2: Tickets, Tickets, Tickets . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Activity 3: The Big Dipper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Activity 4: Super Cup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Activity 5: Fun House Mirrors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Activity 6: Backward Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Culminating Activity: Dream Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Teacher Support Unit A: Looking at Plants and Animals . . . . . . . . . . . . . . . . . . . . . . . . .47 Unit B: Where Plants and Animals Live . . . . . . . . . . . . . . . . . . . . . . . . .52 Unit C: Our Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Unit D: Cycles on Earth and in Space . . . . . . . . . . . . . . . . . . . . . . . . . .62 Unit E: Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Unit F: Looking at Matter and Energy . . . . . . . . . . . . . . . . . . . . . . . . .72 Name Date Your Living Community Activity 1 Connection to Social Studies Science helps you understand communities in social studies. Gray Wolf Nature Films is planning a film called “Your Living Community.” The film will look at how parts of a community are like living things. Help Gray Wolf plan the film. First use a social studies book to read about the parts of a community listed below. Think about how traits such as growth, change, development, response to changes, and communication can describe both communities and living things. Complete the chart below. Write how different organisms and parts of a community show each trait. © Macmillan / McGraw - Hill Community Trait How a community shows the trait. How an organism shows the trait. A school growth A school grows when it gets more students. A tree grows taller. A city change A family development A state response to changes A team communication Unit A · Looking at Plants and Animals Use with Chapter 1 1 Name Date Who Needs It? Activity 2 Connection to Language Arts Science helps you compare needs. Gray Wolf Nature Films is making a film about the needs of organisms. The film will compare an organism’s needs to the needs of everyday things. A. Circle the correct answer for each comparison. 1. Organisms need food for energy. This is similar to the way a car needs a. wheels b. windows . c. gasoline 2. Organisms need oxygen to burn fuel. This is similar to the way a campfire needs oxygen . to a. burn b. barbecue c. smoke 3. Organisms need water to get rid of waste. This is similar to the way a house . needs b. a roof c. windows B. Write your own comparison. Have a classmate solve it. 2 Unit A · Looking at Plants and Animals Use with Chapters 1–2 © Macmillan / McGraw - Hill a. plumbing Name Date Parts of Plants Activity 3 Connection to Langauge Arts Science helps you understand that most of the foods we eat grow on plants. Gray Wolf Nature Films is making a series of short films about foods that come from plants. Use the descriptions below. Write which part of the plant each food comes from. Type Description part of plant that contains seeds; non-green; may or may not be sweet; must have seeds Flower green or non-green petals Stem green trunk of a plant Roots underground part of plant; not green Leaves green vegetable part of plant © Macmillan / McGraw - Hill Fruit Unit A · Looking at Plants and Animals Use with Chapter 1 3 Name Date Metamorphosis Math Activity 4 Connection to Math Science uses math to organize data and solve problems. Gray Wolf is making a film on the development of a frog. Use the data in the table to plan when they can film the stages of metamorphosis. Read the table and answer each question. 1. How many days after eggs are laid do they hatch? days Metamorphosis of a Tadpole Day Event 2. On what day can Gray Wolf film tadpoles swimming? 1 Eggs are laid 7 Eggs hatch 3. How many days after the egg hatches do the hind legs appear? days 10 Tadpole swims 4. Once the hind legs appear, how many days does Gray Wolf have to wait to film the front legs? days 36 Hind legs appear 54 Front legs appear 72 Tail disappears 6. A tadpole is 30 days old. How old is the tadpole when its hind legs appear? days old 7. A tadpole hatches on July 1. On what date might it swim? 4 Unit A · Looking at Plants and Animals Use with Chapter 2 © Macmillan / McGraw - Hill 5. After the front legs appear, how many days does it take for the tail to disappear? days Name Date Parts of Nature Activity 5 Connection to Social Studies Science helps you understand and compare parts of a system. “Parts of Nature” is Gray Wolf’s movie about organisms and their parts. In the movie, body parts are compared to the parts of a car. Use this picture and what you know about the parts of an organism to answer the questions. 1. Name three parts of a car that move and three parts of an organism that move. © Macmillan / McGraw - Hill 2. Name a part of a car that protects and a part of an organism that protects. 3. Compare a car’s bumper to the cell membrane. How are the two the same? How are they different? 4. Which parts of a car are like the organs of an organism? Explain. Unit A · Looking at Plants and Animals Use with Chapter 2 5 Name Date Animal Groups Activity 6 Connection to Reading Use science and reading to put together the main ideas about kinds of animals. You have been hired by Grey Wolf Nature Films to write the outline for a movie called “Animal Groups.” The movie will be in three parts—each on a kind of animal. You have a choice of three out of five kinds of animals to show in the movie. Choose from fish, amphibians, reptiles, birds, mammals. For each kind, you and a partner decide on one main idea to show in the movie and example of an animal that best shows that idea. Write your choices below. 1st Animal Choice: Main Idea Animal that best shows the idea 2nd Animal Choice: © Macmillan / McGraw - Hill Main Idea Animal that best shows the idea 3rd Animal Choice: Main Idea Animal that best shows the idea 6 Unit A · Looking at Plants and Animals Use with Chapter 2 Name Our Nature Film Date Culminating Activity Connection to Art and Language Arts Science information can be shared by using the visual arts. Gray Wolf Nature Films wants to make a new nature film. Your job is to make storyboards and a screenplay for the film. Storyboards are pictures of what you will see in a film. A screenplay is the words for a film. Procedures © Macmillan / McGraw - Hill Plan Decide on a topic for your nature film. You can use topics such as the needs of organisms, animal communication, life cycles, development of plants or animals, the cell, or body parts. Research Use books, magazines, films, the Internet, and other sources to find out as much as you can about your topic. Work in Groups Assign a job to each group. Some groups may prepare a storyboard. Other groups might work on the screenplay. Produce Present your storyboards and screenplay together. Have a class member narrate the film. If possible, use music, video, or other special effects. Have fun! Unit A · Looking at Plants and Animals Use with Chapters 1–2 7 Name Date Big Tree Real Estate Activity 1 Connection to Reading and Language Arts Science helps you draw conclusions from text and write ads about a habitat. What if animals could write advertisements for their habitats? In Knapsack State Park they can go to the Big Tree Real Estate office. A. Read the following ads and anwer each question FOR SALE: Lovely 2-leaf lily pad. Sunny pond location with excellent fishing. Nice view. Lots of flies. Hop to shore. Good place to bring up tadpoles. Inquire at Big Tree Real Estate. Ask for Ranger Rita. 1. Which animal do you think posted this ad? 2. Which words in the ad helped you identify the animal? 3. Which animal do you think posted this ad? 4. Which words in the ad helped you identify the animal? B. Now work with a partner to write a habitat want ad. Trade ads with classmates. See if you can identify each other’s animal. 8 Unit B · Where Plants and Animals Live Use with Chapter 3 © Macmillan / McGraw - Hill NEEDED: A nice dark corner. I am young, on-the-go, and need a place to set up a web site. I’m clean, quiet, and have 8 legs. Do you have a place for me? Call Ranger Rita at Big Tree. Name Date Pizza Food Chain Activity 2 Connection to Social Studies Science helps you understand how farm products become food on our tables. Ranger Rita bought cheese pizza for everyone at the Ranger Station. While eating, she realized that the cheese in the pizza can be shown as a food chain. . . . . . © Macmillan / McGraw - Hill . . . 1. Make a food chain for another food found in pizza. For example, you can make a food chain for tomatoes, olives, pepperoni, or dough. What food will you make a chain for? 2. Put together all the food chains from your class. Include the Mozzarella Cheese chain. Now you have created a food web. Display your Pizza Web in class. Unit B · Where Plants and Animals Live Use with Chapter 3 9 Name Date Bird Watch Activity 3 Connection to Math You can use subtraction to compare results of a nature watch. Bird watching trips are fun at Knapsack State Park. On one trip, visitors watched cattle egrets follow cattle in their search for food. Use the tables to answer each question. Cattle Egret Watch Cattle Egrets 26 Cattle 17 2. How many more Downy Woodpeckers than Great Horned Owls did the group see? 3. How many more Belted Kingfishers than Great Horned Owls did they see? Birds Seen Great Horned Owl 21 Downy Woodpecker 38 Belted Kingfisher 25 Northern Mockingbird 40 American Robin 40 4. How many more American Robins than Downy Woodpeckers did they see? 5. How many more Northern Mockingbirds than Great Horned Owls did they see? 10 Unit B · Where Plants and Animals Live Use with Chapter 3 © Macmillan / McGraw - Hill 1. How many more cattle egrets than cattle did visitors see? Name Date Foxes and Rabbits Activity 4 Connection to Math You can use numbers to play a game of competition. Many foxes and rabbits live in Knapsack State Park. Foxes are predators. Rabbits are prey. How does competition affect the survival of these two animals? To find out, play “Foxes and Rabbits.” Follow the steps below to play. 1. Choose to be a rabbit or a fox. Take turns moving from GO. Toss the number cube. Move your game piece the number of spaces on the cube. © Macmillan / McGraw - Hill 2. If the fox catches the rabbit, remove the rabbit from the game. Then start over at GO. 3. If the rabbit reaches END without getting caught, remove a fox from the game. Then start over at GO. 4. Keep playing until all foxes or all rabbits are gone. 5. Play another game with a “fast” rabbit by adding 2 to each number the rabbit rolls. How does this affect the game? 6. Play a game with a “fast” fox. How does this affect the game? 7. Make other changes to the speed of the fox and rabbit. How does each change affect the game? Unit B · Where Plants and Animals Live Use with Chapter 4 11 Name Date The Perfect Ranger Activity 5 Connection to Art and Language Arts Science helps you create and label a drawing of a perfect organism. Sometimes Ranger Rita dreams about the perfect ranger. The perfect ranger would have custom adaptations that would help him or her do the job. Look at the adaptations on the ranger shown. How would the webbed feet help the ranger do her job? Create a perfect organism. You might make a perfect hiker, a perfect pet, or a perfect student. 1. Begin by making a drawing of your perfect organism. Include as many adaptations as you can think of. Use your imagination! 2. Label each adaptation. Explain how each adaptation would work. © Macmillan / McGraw - Hill 3. Could your adaptations really exist? Explain. 12 Unit B · Where Plants and Animals Live Use with Chapter 4 Name Date Endangered Snapshots Activity 6 Connection to Language Arts and Reading You can write a letter to show your support for a threatened or endangered animal. © Macmillan / McGraw - Hill Ranger Rita is concerned about endangered and threatened animals throughout the country. Red Wolf Endangered Location: Texas Cause: Hunting American Lobster Threatened Location: Texas Cause: Hunting, pollution Ivory-Billed Woodpecker Endangered Location: Louisiana Cause: Habitat destruction Gila Monster Threatened Location: Arizona Cause: Hunting California Condor Endangered Location: California Cause: Hunting, pollution Humpback Whale Threatened Location: Florida to North Carolina Causes: Hunting Polar Bear Endangered Location: Alaska Cause: Hunting, Cause: Habitat destruction Indiana Bat Endangered Location: Indiana, Missouri, Kentucky Cause: Habitat destruction Help Ranger Rita by choosing an animal to support. Write a letter to the editor of a local newspaper. Be sure your letter provides information about what people can do to save the animal. Also include information about how communities can work together to help the animal. Do additional research on the animal. Unit B · Where Plants and Animals Live Use with Chapter 4 13 Name Date Environmental Survey Culminating Activity Connection to Math You can take a survey and show the data to comprehend people’s concern for the environment. Each year Ranger Rita takes a survey about the environment. You can take your own survey on the environment. A. Think of 4 or 5 questions to ask in your survey. You might use these questions. 1. Should a building be built if it destroys animal habitats? 2. Is the environment more important to you than jobs? 3. Do you support laws to save our environment? List other questions to ask. C. Survey students in other classes. Record each answer with a tally mark. D. Write a report. What do the results of your survey say about people’s concern for the environment? What conclusions can you make from the data? What methods would you suggest lawmakers use to help the environment? 14 Unit B · Where Plants and Animals Live Use with Chapters 3–4 © Macmillan / McGraw - Hill B. Prepare the questionnaire. List each question in a table. Make a column for Yes answers and a column for No answers. Name Date The Case of the Mysterious Rocks Activity 1 Connection to Reading Science helps you draw conclusions from information. Ace Granite is a detective. She loves mysteries. She also loves rocks. Wait—there’s the phone. Could it be a new case for Ace? Voice: Ace Granite? I need your help. I found some interesting rocks. I don’t know what type they are. Here are some clues: Granite is a rock formed from lava. It is usually light pink or gray in color. Shelly limestone is a sedimentary rock. It is made when broken seashells are pressed together for a long time. Sometimes you can see shell designs in shelly limestone. Slate and marble are two rocks formed by heat and pressure. Slate is dark gray and shiny. It splits easily into thin slices. Marble is smooth and can be white with streaks of different colors. Help Ace solve the mystery. Underline the words above that are clues. Then use the clues and the descriptions to identify each rock. Description of the Rock Type of Rock 1. Hard, light pink rock © Macmillan / McGraw - Hill 2. Hard, light gray rock 3. Shiny, black rock in thin slices 4. A limestone rock with shell designs 5. White rock with streaks of green Unit C · Our Earth Use with Chapter 5 15 Name Date The Case of the Flowing Faucet Activity 2 Connection to Math Math helps you do a science experiment. The Water Savers Club had a big problem. “Only you can help us, Ace,” they said. “We need to know which wastes more water: A wide open faucet that runs for 30 seconds or a dripping faucet that drips for 1 hour.” “Hmm,” Ace said. “I need to try an experiment.” Procedures A. Turn the faucet on wide open for 30 seconds. How many quarts of water do you fill? Round to the nearest whole quart. quarts B. Now let the faucet drip for one full hour. How many quarts of water do you fill? Round to the nearest whole quart. quarts 2. How many quarts of water would a drip waste in 2 hours? quarts 3. Why might dripping faucets be more of a problem to the environment than open faucets? 16 Unit C · Our Earth Use with Chapter 5 © Macmillan / McGraw - Hill 1. Which wasted more water—the open faucet or the dripping faucet? Name Date The Case of the Daily Diary Activity 3 Connection to Language Arts Keeping a science diary can be helpful. © Macmillan / McGraw - Hill Mayor Wendy Yin called Ace on the phone. “Ace, you’ve got to help us,” she said. “We need to find out what kinds of resources people in the city use. Can you think of a way to keep track?” “Sure,” Ace said. “Why don’t you keep a Resource Diary?” “A Resource Diary?” Wendy said. “What’s that?” “Here, take a look at my diary,” Ace said. “I keep track of the renewable and nonrenewable resources I use.” Write your own Resource Diary. Keep track of the resources you use in one day. Underline the renewable resources in red and the nonrenewable resources in blue. 1. How many resources are renewable? Make a list of them. 2. How many resources are nonrenewable? Make a list of them. Unit C · Our Earth Use with Chapter 5 17 Name Date The Case of the Puzzling Passwords Activity 4 Connection to Language Arts You can use science words to solve a puzzle. Gus Gumly came to Ace with a big problem. He forgot his computer passwords. Gus is a computer whiz with many passwords. To keep track of all his passwords, Gus made the puzzle below. “It contains 14 of my passwords,” Gus told Ace. “They’re hidden so well that I can’t find them anymore. Can you find the passwords for me, Ace?” G R E N E W A B L E P W O R M S A N D A L E O W E V U O S E R W C P A Z M B A A G U O R L T O P S O I L T B U A E K C O R B A A T O N R Q P I Y W S N S S T F S A L G P S E U E S A V A L E A I R D R L I M E S T O N E F G Now create your own word puzzle. First draw a grid of boxes. Fill in the boxes with other science words. Make your words go up, down, backwards, and forward. Trade puzzles with a classmate and solve. 18 Unit C · Our Earth Use with Chapter 5 © Macmillan / McGraw - Hill Help Ace. Circle the 14 words which are about resources. Name Date The Case of the Shrinking Roof Activity 5 Connection to Math You can choose a mathematical method to solve a problem. Rufus the Roofer came to see Ace. Rufus builds roofs of all sizes, shapes, and colors. “I’m in a jam, Ace,” Rufus said. “I built a clay roof last year for Mr. Groober. The roof was 20 cm thick. When I measured the roof this year it was only 16 cm thick. The roof shrank!” “Hmm,” Ace said. “Sounds like erosion to me. I can use mental math to solve this one. 20 – 16 = 4. It eroded 4 cm.” Choose a method to solve the problems below. Use mental math, pencil and paper, or a calculator if necessary. 1. A roof was 24 cm last year. Now it is 18 cm. How many centimeters of the roof did erosion take away in 1 year? cm 2. Suppose the roof in exercise 1 erodes the same amount again next year. How thick will the roof be then? cm © Macmillan / McGraw - Hill 3. What if a 20 cm roof erodes 2 cm each year. How thick will it be after 5 years of erosion? cm 4. How many years will it take for the roof in exercise 3 to erode completely? years 5. A 25 cm thick roof loses 5 cm to erosion each year. How long will it take for the roof to erode completely? years Unit C · Our Earth Use with Chapter 6 19 Name Date The Case of the Missing Sister Activity 6 Connection to Social Studies and Language Arts Science helps you write a postcard and follow a route on a map. “Ace, you’ve got to help me find my sister,” said Archie Shell. “Her name is Turtle Shell. She’s been missing all month. All I have are these postcards from 5 cities.” © Macmillan / McGraw - Hill A. Ace knows that Turtle went to the 5 cities marked on the map. Read the postcards for clues and use the map to find Turtle. 20 Unit C · Our Earth Use with Chapter 6 Name Date Activity 6, page 2 1. Read the card for clues. From which of the 5 cities did Turtle send the first card? 2. Use the postcard clues to find when Turtle visited each city. Then draw lines on the map from city to city to show Turtle’s route. 3. Where did Turtle end her trip? © Macmillan / McGraw - Hill B. Oops! Turtle took a wrong turn on the way home to Vermont. Select another city on the map. Use books or maps to find out about the geography in that city. Then write a postcard with clues as to Turtle’s location. Share your postcard with a classmate. Ask your classmate to use the card to find the city where Turtle is now. Unit C · Our Earth Use with Chapter 6 21 Name Date Ace’s Mystery Playhouse Culminating Activity Connection to Language Arts Science helps you write a play. Now it’s time to put your knowledge of rocks and resources to work by staging a Mystery Play starring Ace Granite. First work as a class to develop ideas. 1. Think of a mystery. Perhaps someone or something is missing. Perhaps something was stolen. Think of ideas that use what you know about rocks and resources. 2. Think of suspects. Who did it? When, where, and how did they do it? Name the characters. 4. Work in groups. Each group should write one act of the play. Work together to make sure all the acts fit together. 5. Plan the performance. Give everyone a job. Some students will be actors. Others will help with backstage tasks such as music, props, costumes, and setting up. 6. Perform your mystery. Invite other classes to the performance. Make sure you have fun! 22 Unit C · Our Earth Use with Chapters 5–6 © Macmillan / McGraw - Hill 3. List clues. Think of clues that will help Ace solve the case. Name Date Earth’s Weather Activity 1 Connection to Math Science and mathematics can help you organize facts about Earth’s weather. The Planet Earth Travel Agency needs to describe the weather for each place a traveler will visit. You may need research materials to help you on this assignment. You are working for the agency. Help them decide on how to describe the weather on any day in any place. Name four properties of the weather. For example, one property is air temperature. For each property, include as many of the following as you can: • Describe what the property is. • Name an instrument that helps measure the property. © Macmillan / McGraw - Hill • Tell what units are used to measure the property. Property 1 Property 2 Property 3 Property 4 Unit D · Cycles on Earth and in Space Use with Chapter 7 23 Name Date Earth Travel Calendar Activity 2 Connection to Social Studies Map skills helps you understand the different seasons in different hemispheres due to Earth’s tilt. The Planet Earth Travel Agency needs to complete their calendar for the year. Below is a list of popular events. Find the location of each event on a world map. Think about the climate needed for the event. Then, consider the different seasons in the northern and southern hemisphere due to Earth’s tilt. Write the name of the event under the month in which it might take place. Events January July February August March September April October May November June December 1. Mid-Winter Festival, Peru, South America 2. Spring Corn-Planting Fair, Iowa, USA 3. Fall Harvest Festival, South Africa 5. Spring Soccer Tournament, Cameroon, Africa 6. Winter’s Almost Over Days, Minnesota, USA 7. Summer vacation, India 8. Surf’s Up Beach Party, New Zealand 9. Spring vacation, Mexico 10. Corn-Harvest Days, Brazil 24 Unit D · Cycles on Earth and in Space Use with Chapter 8 © Macmillan / McGraw - Hill 4. Ski-Jump Competition, Argentina Name Date Stars and Greek Myths Activity 3 Connection to Reading Science helps you interpret pictures. Groups of stars in the sky form constellations. Ancient Greeks gave names to constellations that they thought looked like animals and people. We still use these names today. A. Read the Greek myth. Find the picture that shows the animal or person in the myth. Draw a line matching the constellation to the myth. Greek Myth Constellation 1. Orion was a Greek hunter that used a club and a shield. © Macmillan / McGraw - Hill 2. Scorpius was a scorpion sent to stop Orion. 3. Pegasus was a winged horse. B. Many constellations were named for Greek myths. Research a constellation. Write the myth and draw the constellation. Find out where and when you can see the constellation in the night sky. Unit D · Cycles on Earth and in Space Use with Chapter 8 25 Name Date Moon Map Activity 4 Connection to Social Studies Science helps you use directions on a map. Planet Earth Travel Agency has plans for using the Moon as a vacation resort. Use the Moon Map to find the locations described. Write the location for each plan. 1. This deep crater is located between the Ocean of Storms and the Sea of Vapors. It is a good spot for a restaurant. 2. These rugged mountains border the edge of the Sea of Serenity. Planet Earth Travel Agency plans hiking trails here. 4. The Souvenir Shop can be at the crater which is just northwest of the Sea of Crisis. 5. Is it a good idea to put hotels, restaurants, and businesses on the Moon? Why or why not? 26 Unit D · Cycles on Earth and in Space Use with Chapter 8 © Macmillan / McGraw - Hill 3. Apollo 11 landed about 200 miles north of this crater near the Sea of Nectar. Its 18,000 ft. walls would be right for a hotel. Name Date A Million Earths Activity 5 Connection to Math You can use number sense to comprehend a science fact. Did you know that the Sun is so large that 1,000,000 Earths could fit inside of it? How much is 1,000,000? First, let’s see how much 100 is. 1. Use counters to make a group of 10. Work together to combine groups of 10 to make 100. How many groups of 10 do you need to make 100? 2. Draw a picture of what 100 looks like. Label your groups of 10. 3. Work as a class to combine your groups of 100 to make 1,000. How many groups of 100 do you need to make 1,000? © Macmillan / McGraw - Hill 4. You would need to make the number 1,000 one thousand more times to show 1,000,000—a million! Draw a picture of what you think the Earth would look like next to the Sun. Remember 1,000,000 Earths can fit inside the Sun. Unit D · Cycles on Earth and in Space Use with Chapter 8 27 Name Date Venus Telescope Tour Activity 6 Connection to Reading and Art Science helps you interpret diagrams and draw the phases of a planet. The planet Venus moves in its own orbit around the Sun. It reflects light from the Sun. Like the Moon, Venus has phases. Take a tour with a telescope to view the phases of Venus as seen from Earth. 1. From Earth, Venus will look like this during phase 1. How are phases 1 and 5 alike? Draw a picture to show what Venus will look like in phase 5 in the box provided. 3. During what phase will Venus look like this? 4. During what phase will you not be able to see Venus at all? 28 Unit D · Cycles on Earth and in Space Use with Chapter 8 © Macmillan / McGraw - Hill 2. During what phase will you see a “full” Venus like this? Name Date Solar System Facts and Fiction Culminating Activity Connection to Language Arts and Reading Science helps you research facts, write a book, and make a poster. The Planet Earth Travel Agency publishes a book for travelers called Solar System Facts and Fiction. It lists statements that are true (facts) or not true (fiction). A. Determine whether each statement below is fact or fiction. Find out by researching the topic in books and magazines. Circle Fact if the statement is true and Fiction if the statement is not true. 1. Fact or Fiction? The Sun travels across the sky every day. 2. Fact or Fiction? It takes Earth a year to orbit the Sun. 3. Fact or Fiction? When it is noon where you live, there is a place on Earth where it is midnight. 4. Fact or Fiction? Earth is closer to the Sun during the summer. 5. Fact or Fiction? Part of the Moon has never been seen directly from Earth. © Macmillan / McGraw - Hill 6. Fact or Fiction? It takes 29 Earth years for Saturn to orbit the Sun. Unit D · Cycles on Earth and in Space Use with Chapters 7–8 29 Name Date Culminating Act., p.2 B. Choose one of the statements which you said was a fact. Write a paragraph about it. Explain how you know the statement is true. D. Work in a group to publish your own book of facts and fiction for travelers. Do more research. Find interesting facts about Earth, the Sun, the Moon, and the other planets. Draw pictures to show some of your facts. Edit your work and publish the book. 30 Unit D · Cycles on Earth and in Space Use with Chapters 7–8 © Macmillan / McGraw - Hill C. Choose one of the statements which you said was fiction. Write a paragraph about it. Tell why it is fiction and not fact. Name Date Who Started Us on Our Way? Activity 1 Connection to Social Studies Science can help you learn about people in history. The Moon Room has an exhibit about Isaac Newton. The exhibit sign gives the following information about him. Isaac Newton was interested in why and how things move. He observed apples fall to Earth from trees. Then he described gravity. Isaac Newton also helped to find a way to measure pushes and pulls. The newton is a unit that is used to measure pushes and pulls. It is named after Isaac Newton. His discoveries helped scientists find a way to escape Earth’s gravity to travel to the Moon. A. What does the exhibit tell us? Complete each sentence. 1. Isaac Newton was interested in why and how things . 2. Isaac Newton described the force called . 3. Pushes and pulls are measured with a unit called the . © Macmillan / McGraw - Hill B. The newton describes the force needed to move something. Label each picture Lots of Newtons or Not a Lot of Newtons. Unit E · Forces and Motion Use with Chapter 9 31 Name Date How Much Would I Weigh on the Moon? Activity 2 Connection to Math Science helps you use a table to compare the weight of objects on the Moon and Earth. You need to prepare an exhibit about gravity on the Moon. You know that Earth’s gravity is about six times stronger than the Moon’s gravity. A. Complete the table. Multiply the Moon weight by 6 to find the Earth weight. You can use any strategy to multiply. Moon weight in pounds 1 2 Earth weight in pounds 6 12 3 4 5 6 7 B. Use the table to compare the weight of objects on the Moon and Earth. 1. On the Moon, a rock weighs 5 pounds. About how many pounds does it weigh on Earth? pounds 3. A bag of tools weighs 18 pounds on Earth. About how many pounds would it weigh on the Moon? pounds 4. A child weighs 42 pounds on Earth. About how many pounds would he weigh on the Moon? pounds 32 Unit E · Forces and Motion Use with Chapter 9 © Macmillan / McGraw - Hill 2. A baby weighs 12 pounds on Earth. About how many pounds would she weigh on the Moon? pounds Name Date Space Shuttle Simulator Activity 3 Connection to Art Understanding how safety belts work can help you grasp the concepts of force and motion. The Moon Room has a ride called The Shuttle-Seat Simulator. Riders must use safety belts. Look at the picture and read the description. Then draw a circle around the picture that shows what motion would happen. 1. You are sitting in a car. The car suddenly moves. Your body tends to remain at rest. Which way would your body move? © Macmillan / McGraw - Hill 2. You are sitting in a fast-moving car. The driver slams on the brakes. Your body tends to keep moving. Which way would you move? Unit E · Forces and Motion Use with Chapter 9 33 Name Date Activity 3, page 2 3. The space shuttle is standing still. You are waiting for the rockets to launch you into space. Which way is the force of gravity pulling you? Write instructions for using safety belts on the Shuttle Seat Simulator. Tell riders when and how they should use safety belts. 34 Unit E · Forces and Motion Use with Chapter 9 © Macmillan / McGraw - Hill 4. The space shuttle is landing on the Moon. It coasts along the Moon’s surface. Then you come to a quick stop. Which way would your body keep moving? Name Date Working in Space Is Tough Activity 4 Connection to Reading Science helps you draw conclusions from information. An exhibit in the Moon Room shows astronauts at work. In space, there is no air to breathe, no food to eat, and no water to drink. People need these things to survive; so astronauts have to carry their supplies with them. Astronauts go outside the shuttle to explore and experiment. They need energy and machines to work. They have to wear a special space suit and a machine which helps them move in space. They carry life-support systems, too. Without important new space tools, astronauts could not live or work in space. Use what you know and the above paragraph to answer the questions. People on Earth Astronauts in Space © Macmillan / McGraw - Hill 1. Do they need food? 2. Do they need air? 3. Do they need energy to do work? 4. Do they need special clothes to go outside? Unit E · Forces and Motion Use with Chapter 10 35 Name Date Moon Movers Activity 5 Connection to Language Arts and Art Science helps you understand graphic information and use it to make a design. Simple machines help people do work on Earth and on the Moon. A. Draw a line from the simple machine to where it is used in the compound machine. 1. lever wheel and axle 2. 3. inclined plane 4. 5. © Macmillan / McGraw - Hill pulley wedge 6. screw 36 Unit E · Forces and Motion Use with Chapter 10 Name Date B. What simple and compound machines do astronauts use? Research using books and other reference materials. List what you find. Activity 5, page 2 C. Now you are ready to design a Moon Craft. Moon crafts help astronauts explore and gather rock samples. They have machines which drill into the Moon to get soil samples. They help the astronauts plow to get rock samples. They also help split rock samples. © Macmillan / McGraw - Hill Draw your Moon Craft below. Use simple machines in your design. Draw a line to show where each simple machine is found in your craft. How did you use simple machines in your craft? Unit E · Forces and Motion Use with Chapter 10 37 Name Date The Moon Room Brochure Culminating Activity Connection to Language Arts, Social Studies, and Art Science helps you plan, design, and write a brochure. Brochures are small booklets that provide information about a place or thing. Make a brochure for the people who visit the Moon Room. A. Begin by planning what the brochure will tell visitors. Answer the following questions. Then, think of other questions visitors would have about the Moon Room. Make a list of the questions and answers. 1. What will visitors learn about Isaac Newton? 2. What will visitors learn about gravity? 3. Explain why safety belts are important in space shuttles. 4. What do astronauts need to live and work in space? B. List the exhibits in your Moon Room. Make a map of the Moon Room which shows all the exhibits. Title your map. • Tell visitors what they will see and learn. • List and describe each exhibit in the Moon Room. • Show a map of the Moon Room with each exhibit labeled. • Include a colorful cover. 38 Unit E · Forces and Motion Use with Chapters 9–10 © Macmillan / McGraw - Hill C. Using all the information above, make your brochure. Be sure it includes the following points: Name Date What in the World? Activity 1 Connection to Language Arts Science helps you ask questions to categorize things. Play “What in the World?”—a game about matter. The object of the game is to ask questions and identify things as matter or nonmatter. First, work together to make 6 or more cards. Think of things which are matter and things which are nonmatter. Matter has mass and takes up space. A rock is matter. Nonmatter does not have mass or take up space. The number 6 is nonmatter. To Play: 1. Stack the cards face down. Have your partner choose a card. 2. You need to identify what is on the card. Ask “Yes” or “No” questions to identify the item. Think of questions such as these: “Can I hold this thing in my hand?” “Does it have a definite shape?” © Macmillan / McGraw - Hill “Is this thing hard or soft?” 3. When you think you know what is pictured on the card, name it. Also tell whether it is matter or nonmatter. 4. Make a list of the objects. Score 10 points for each card you identify correctly. Your partner scores 1 point for each question that you ask. 5. Switch roles and play again. 6. Tally the final score. The player with the most points wins. Unit F · Looking at Matter and Energy Use with Chapter 11 39 Name Date Tickets, Tickets, Tickets Activity 2 Connection to Math Calculation and comparison skills can be used to solve science problems. Matter Land Park has three parts. Ice Land features solids, Water Land covers liquids, and Air Land is about gases. It is time to buy tickets. Which part of the park will you visit? Look at the ticket lines. 1. Which ticket line is longest? How many people are on that line? people 3. How many people would need to move from Water Land to Ice Land so that each line has the same number of people? people 4. Look at the lines for Ice Land and Air Land. How many people would need to move from Air Land to Ice Land so that each line has the same number of people? people 5. You want to go to the area of the park which interests you. Pick Ice Land, Water Land, or Air Land. Write what you might see there on a separate piece of paper. 40 Unit F · Looking at Matter and Energy Use with Chapter 11 © Macmillan / McGraw - Hill 2. Are more people in line for Ice Land or Water Land? Name Date The Big Dipper Activity 3 Connection to Social Studies Maps can help you understand science concepts. It’s time to ride the Big Dipper—Matter Land’s roller coaster. The Big Dipper is made mostly of steel. Steel is a mixture of the elements iron, carbon, and oxygen. Complete the questions and discover how steel for the Big Dipper was made. © Macmillan / McGraw - Hill 1. Iron for the Big Dipper came from the Mesabi Iron range which is near Lake Superior. Which states border Lake Superior? 2. The iron was put on a ship in Duluth, Minnesota. The ship sailed through two lakes to get to Gary, Indiana. Which lakes did it pass through? 3. The solid iron metal was melted at a steel factory at a temperature of 3,000 degrees. The iron went from solid matter to what state of matter? 4. The liquid iron was turned to steel by mixing it with carbon and oxygen. Cooling the liquid steel turns it into what state of matter? Unit F · Looking at Matter and Energy Use with Chapter 11 41 Name Date Super Cup Activity 4 Connection to Art Art helps you design a new product. You are thirsty after going on the rides at Matter Land Park. But the mango juice you buy is warm. How can you prevent cold drinks from getting warm on a hot day? Design your own Super Cup! A. Conduct an experiment. 1. Use as many different types of cups as you can. Double up the cups. Line up a foam cup or a plastic cup. Place a paper cup inside of a foam cup or a foam cup inside of another foam cup. Think of your own ideas. 2. Fill each cup with an equal amount of ice water. Test to see which type of cup keeps water the coldest. 3. Time how long it takes the ice to melt in each cup. Which material insulates best? B. Design your Super Cup. 2. What material is your Super Cup made of? 3. Draw a design of your Super Cup. Decorate the Super Cup if you like. Use your imagination! 4. Make a model of your design to see how well your design works. 42 Unit F · Looking at Matter and Energy Use with Chapter 12 © Macmillan / McGraw - Hill 1. Use what you learned about insulation to design your Super Cup. Your Super Cup should look good, be the perfect size, and keep drinks very cold. Name Date Fun House Mirrors Activity 5 Connection to Reading and Art Science helps you draw visual images of text. You are at the Fun House Room of Mirrors. When light hits a mirror straight on, the light is reflected straight back. When light hits a mirror at an angle, the light is reflected away at the same angle. A. Look at these mirrors. The lines show the direction of light. 1. Draw an arrow to show how the light will be reflected. How do you know? 2. Draw an arrow to show how the light will be reflected. © Macmillan / McGraw - Hill How do you know? B. When light hits a mirror and is reflected back, does the light bend? How can you tell? Unit F · Looking at Matter and Energy Use with Chapter 12 43 Name Date Backward Poems Activity 6 Connection to Reading and Language Arts Science helps you read and write a poem. Read the Backward Poem by holding it in front of a mirror. Then, write the poem in the lines provided. Matter, matter everywhere It matters very much All things are made of matter That you can feel and touch erehwyreve rettam ,rettaM sag ,diuqil ,diloS rettam fo edam era sgniht llA .ssam evah dna emulov evah tahT rettamnon si ygrenE emas eht lla srettam ti tuB rettam fo edam era sgniht llA y t i ci r t c e l e d n a y g r e n E taeh dna thgil era os dnA ygrene evah ton did uoy fI .teef ruoy evom ton dluoc uoY Think about all the things that need electricity to work. Write your own poem about electricity. If you like, make it a Backward Poem. Write the poem on thin paper. Darken the letters. Turn the paper over and trace the letters you darkened. 44 Unit F · Looking at Matter and Energy Use with Chapter 12 © Macmillan / McGraw - Hill .seman rieht tahw rettam oN Name Date Dream Ride Culminating Activity Connection to Language Arts and Art Science helps you design an amusement park ride. Now you can design your own Dream Ride for Matter Land Park. What kind of ride will you build? Procedures A. Brainstorm ideas with your group. Will you design a roller coaster, a water ride, an animal ride or another kind of ride? Will your ride be scary? Will it make you dizzy? B. Plan your Dream Ride. Think about its properties. 1. How large will it be? Describe its size. 2. What shape will it be? © Macmillan / McGraw - Hill 3. What colors will it have? 4. Will your ride only consist of solids? Or will liquid or gas be used to make the ride? 5. What material will the ride be made of? Will it have iron, as found in a ship, or steel, as found in a bridge? Maybe it will have aluminum as found in an airplane, or other materials. Unit F · Looking at Matter and Energy Use with Chapters 11–12 45 Name Date C. How will your ride run? What energy source will it use? Culminating Act., p.2 D. What will your ride be called? Give it an exciting name. © Macmillan / McGraw - Hill E. Draw the design of your ride. Include all of its features. F. Make a model of your ride. Use clay, cardboard, or other materials to make the model. Display the model in your classroom. 46 Unit F · Looking at Matter and Energy Use with Chapters 11–12 Project Theme Gray Wolf Nature Films, pages 1–7 Concepts • • • • • • • Compare traits of communities with those of living things. Make comparisons of different needs of organisms. Identify and correlate different foods with parts of plants. Calculate to understand metamorphic events. Compare parts of organisms to parts of a car. Compare animal groups. Collect and organize information to create a nature film. Overview In this unit, students use a fictional film company, Gray Wolf Nature Films, to explore the characteristics of living things. Students use social studies skills to understand communities and to compare parts of a system; math skills to organize data about metamorphosis; language arts skills to compare needs and to identify foods; and reading skills to write main ideas for animals groups. The unit culminates as students work together to use artistic and writing skills to plan and produce a nature film. Getting Introduce Gray Wolf Nature Films to the class. Have students describe nature Started films that they have seen. Ask, What do film makers need to think about in getting their job done? Discuss students’ ideas. © Macmillan / McGraw - Hill Grade 3 Unit A:Related Looking at Plants and Animals Activity Related Subject Macmillan/McGraw-Hill Programs Chapter 1: Plants Lesson 1: How Living Things Are Alike Activity 1:Your Social Studies Living Community, p. 1 Communities: Adventures in Time and Place, Grade 3, pp. 8–13 Chapter 1: Plants: Lesson 2: The Needs of Plants; Chapter 2: Animals Lesson 4: The Needs of Animals Activity 2: Who Needs It?, p. 2 Language Arts McGraw-Hill Language Arts, Grade 3, pp. 282–287 Chapter 1: Plants Lesson 2: The Needs of Plants Activity 3: Parts of Plants, p. 3 Language Arts McGraw-Hill Language Arts, Grade 3, pp. 276–277 Chapter 2: Animals Lesson 5: How Animals Grow Activity 4: Metamorphosis Math, p. 4 Math McGraw-Hill Mathematics, Grade 3, pp. 140–143 Chapter 2: Animals Lesson 6: Parts of Animals Activity 5: Parts of Nature, p. 5 Social Studies Communities: Adventures in Time and Place, Grade 3, p. 314 Chapter 2: Animals Lesson 7: Kinds of Animals Activity 6: Animal Reading Groups, p. 6 McGraw-Hill Reading, Grade 3, Book 2, Animal Fact and Fable, pp. 160–173 Chapters 1 and 2: All Lessons Culminating Activity: Our Nature Film, p. 7 McGraw-Hill Language Arts, Grade 3, pp. 138–139 Unit A · Looking at Plants and Animals Art, Language Arts Use with Chapters 1–2 47 Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Social Studies Your Living Community, page 1 Objectives: • Identify characteristics of a community and living things. Introduce: Point out that traits such as growth, change, development, reproduction, response to changes, and communication are all characteristics of living things. Define and give examples for each characteristic, if necessary. Teach: Refer students to the idea of community in their social studies books. Point out that communities grow, change, and develop just like living things. As an example, ask, How do communities grow? Students should recognize that communities can grow in population, space, number of buildings, and so on. Close: Have volunteers share their entries in the chart. Assessment: Students compare traits of communities and living things. Modification: ESL students may need assistance using the trait in a verb form. Answers: Descriptions will vary. Activity Who Needs It?, page 2 Objective: • Compare needs of living things. Introduce: Introduce relationships in which structures are analogous, such as a car’s wheels and a dog’s legs. Both are used for locomotion. Give examples. Teach: Read the directions and guide students through the first problem. Students should understand that a car gets energy from gasoline in the same way an organism gets energy from food. Have students complete the page. Close: Let students share their answers and explain their thinking. Ask volunteers to read their comparisons and have the class find the answers. Assessment: Students should be able to describe each relationship. Modification: Have students draw pictures to make visual analogies. Answers: A. 1. c 2. a 3. a B. Comparisons will vary. 48 Unit A · Looking at Plants and Animals Use with Chapters 1–2 © Macmillan / McGraw - Hill Connection to Language Arts Activity Connection to Language Arts Parts of Plants, page 3 Objectives: • Identify foods as parts of plants to understand where foods originate. Introduce: Tell students that five different parts of a plant can be eaten as food: the flower, stem, roots, leaves, and fruit. Define each plant part. Focus on fruits, which are not always sweet, but always do contain seeds. Teach: Go over an example of how to use the page. You might ask, What part of the plant is a cucumber? Students should be able to use the Description to see that cucumbers contain seeds so they must be fruits. Give as many examples as are needed. Help students identify all the foods in the activity. Close: Go over the students’ answers. Have students suggest foods that are not on the list. Categorize them in class. Assessment: Students should be able to identify foods as parts of plants. Modification: Students can research additional foods from each part of the plant and display their findings. Answers: carrot: root; lettuce: leaves; cabbage: leaves; spinach: leaves; apple: fruit; peas: fruit; celery: stem and leaves; broccoli: stem and flowers; corn: fruit; cherries: fruit; onion: roots; peach: fruit Activity Connection to Math © Macmillan / McGraw - Hill Metamorphosis Math, page 4 Objectives: • Use data from a table to solve problems about metamorphosis. Introduce: Review the concept of metamorphosis. Present the data in the table. Point out that the dates shown are averages and that the timing of metamorphosis can vary. Teach: Focus on the information in the table. Ask a sample question, such as: How many days pass between when the tadpole first swims and when its hind legs begin to grow? Help students see that they need to subtract, 36 days – 10 days = 26 days. Give other examples, if necessary. Close: Have volunteers show their solutions on the board. Assessment: Students should be able to use the information in the chart to solve problems. Modification: Students can write additional problems using data from the table. Answers: 1. 6 2. Day 10 3. 29 4. 18 5. 18 6. 36 days old 7. July 4 Unit A · Looking at Plants and Animals Use with Chapters 1–2 49 Activity Connection to Social Studies Parts of Nature, page 5 Objective: • Understand the function of body parts to compare parts of systems. Introduce: Compare a car to organisms. Ask students, How are the two alike and different? Students should be able to see that a car has moving parts and so on, but they should also recognize that a car is not alive or made out of cells. Review what children know about cells. Teach: Go over the first problem, if necessary. Have volunteers find parts of cars and organisms that move, such as: windshield wiper and wheels for the car, and legs and eyes for the organism. Have students complete the page. Close: Have volunteers read their answers to the class. Assessment: Students should be able to see similarities and differences between a car and living things. Modification: Bring in model cars for students to see the parts. Answers: All answers will vary. 1. car: windshield wiper, wheels, steering wheel; organism: legs, eyes, heart 2. car: bumper; organism: shell 3. comparisons will vary. 4. engine, battery; they have a specific function. Activity Connection to Reading Objective: • Identify and contrast main characteristics of three vertebrate groups. Introduce: List in separate columns on the board five groups of animals listed in the activity. Ask each student to do likewise on paper. Have each student write one characteristic of each animal. Teach: Collect students’ lists and with volunteers record responses on the board. Allow students to discuss and evaluate responses, to select those which best show contrasts between groups. Students may have references. Close: Working in pairs, students select three out of the five groups and complete the page by writing only three characteristics of the three groups to best show contrast. Assessment: Students share their answers with the class and have an opportunity to adjust their lists based on other responses. Modification: You may have students work in groups of three and have each member research one animal group. Answers: Fish: have scales and fins, gills, live in water, cold-blooded; amphibians: live part of life in water and part on land, have gills and then lungs (as with frogs), thin skin, cold-blooded; reptiles: cold-blooded, thick scales, lungs; birds: warm-blooded, feathers, wings, beaks; mammals: warm-blooded, fur/hair, feed milk to young. Animals may vary. 50 Unit A · Looking at Plants and Animals Use with Chapter 2 © Macmillan / McGraw - Hill Animal Groups, page 6 Culminating Activity Connection to Art and Language Arts Our Nature Film, page 7 © Macmillan / McGraw - Hill Objectives: • Integrate science concepts into narrative and artistic formats. • Use creative abilities to write and draw. Introduce: Discuss the process of movie making. Point out that all movies must be carefully planned. Then tell the students that they can write a screenplay for a nature film and create storyboards to show key scenes from the film. If possible, display examples of both a screenplay and a storyboard. Demonstrate how they work together to create a film. Provide paper and art materials for students to create their storyboards and screenplays. Provide available reference materials. Teach: Lead the class in selecting a subject for a nature film. Guide them to choose a topic on which reference materials are available. Have students consult books, magazines, films, and the Internet as they do research on the subject. Block out the film by making an outline of the screenplay and thumbnails of the storyboards. Then organize the class into groups to complete the project. Make sure storyboards are numbered and correspond closely to the screenplay. Close: Present the finished work in class. Assessment: Students write and illustrate information about a nature topic in a clear and well-organized way. Modification: Assign students with artistic inclination to make storyboards while students who need practice in verbal skills can write the screenplay. Unit A · Looking at Plants and Animals Use with Chapters 1–2 51 Project Theme Knapsack State Park, pages 8–16 Concepts • • • • • • • Develop ads using provided examples as outlines. Collect and organize data to create a food chain. Compare and contrast data from a table. Relate science concepts in a board game. Make a design using scientific information. Research and develop ideas to write an informative letter. Collect and organize data to write a survey report. Overview In the Knapsack State Park project, students use the theme of a state park to learn about the environment. Students use language arts skills to write a habitat want ad, label an adaptation diagram, and write a letter to support an endangered animal; math skills to compare bird watching data and play a game of competition; reading skills to draw conclusions about predators and prey. The unit culminates as students use organizational skills to take a survey and write a report that assesses how people feel about the environment. Getting Introduce Ranger Rita as the chief forest ranger for Knapsack State Park, a Started picturesque park nestled in the mountains. Discuss the responsibilities that forest rangers assume to protect and preserve the natural environment. Activity Related Subject Macmillan/McGraw-Hill Programs Chapter 3: Relationships Among Living Things Lesson 1: Ecosystems Activity 1: Big Tree Real Estate, p. 8 Reading, Language Arts McGraw-Hill Reading, Grade 3, Spiders at Work, pp. 228–239; McGraw-Hill Language Arts, Grade 3, Advertisements, pp. 9, 97 Chapter 3: Relationships Among Living Things Lesson 2: Food Chains and Food Webs Chapter 3: Relationships Among Living Things Lesson 3: Roles for Plants and Animals Chapter 4: Ecosystems in Balance Lesson 4: Competition Among Living Things Chapter 4: Ecosystems in Balance Lesson 5: Adaptations for Survival Chapter 4: Ecosystems in Balance Lesson 6: Changing Ecosystems Activity 2: Pizza Food Chain, p. 9 Social Studies Communities: Adventures in Time and Place, Grade 3, pp. 300–305 Activity 3: Bird Watch, p. 10 Math McGraw-Hill Mathematics, Grade 3, Tables, pp. 20–21 Activity 4: Foxes and Rabbits, p. 11 Math McGraw-Hill Mathematics, Grade 3, Problem Solving, pp. 12–13 Activity 5: The Perfect Ranger, p. 12 Art and Language McGraw-Hill Language Arts Arts, Grade 3, Summarizing, pp. 188–189 Language Arts McGraw-Hill Language and Reading Arts, Grade 3, pp.188–189 McGraw-Hill Reading, Tell Me More, Grade 3,pp. 86–107 Math McGraw-Hill Mathematics, Grade 3, Surveys, pp. 152–153 Chapters 3 and 4: All Lessons 52 Activity 6: Endangered Snapshots, p. 13 Culminating Activity: Environmental Survey, p. 14 Unit B · Where Plants and Animals Live Materials number cubes Use with Chapters 3–4 © Macmillan / McGraw - Hill Grade 3 Unit B: Where Plants and Animals Live Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Reading and Language Arts Big Tree Real Estate, page 8 © Macmillan / McGraw - Hill Objective: • Draw conclusions and write ads about the animals and their habitats. Introduce: Bring newspaper real estate ads into class. Analyze two or more ads. Point out that the purpose of the ad is to sell a house. Teach: Define habitat as the place where an organism lives. After students read the advertisements and answer the questions, have them work in pairs to write their own habitat want ad. Stress that each ad should use a real estate format to describe a habitat. Provide paper for the students to write their ads. Close: Have volunteers read their ads. Class members should try to guess the habitat the ad describes. Assessment: Students should write ads that accurately describe habitats. Modification: Learning disabled students can fill in blanks in ads that contain missing words. Answers: 1. frog 2. Possible answer: lily pad, tadpoles, flies 3. spider 4. Possible answer: web, 8 legs Unit B · Where Plants and Animals Live Use with Chapter 3 53 Activity Connection to Social Studies Pizza Food Chain, page 9 Objective • Create food webs and food chains for common foods. Introduce: Contrast the Mozzarella Cheese food chain on the activity with a food chain in a habitat such as a pond. Point out that the chains are similar in form but different in purpose. A food chain shows step-by-step food relationships. The cheese chain shows step-by-step manufacturing relationships. Teach: Help students get started with their own chains. For example, a tomato sauce chain might show tomatoes planted (on a farm), harvested, shipped, bottled, and bought by a pizza shop. Provide paper for students to draw their food chains. Close: Once chains are complete, help students assemble food webs. Assessment: Chains should be logical, informative, and present accurate information in the correct sequence. Modification: If learning disabled students have trouble thinking of steps in a chain, provide the steps and have the students arrange them. Activity Connection to Math Objective: • Use a table to subtract two-digit numbers. Introduce: Review the concept of how populations depend on each other. Explain that relationships may be mutually beneficial, such as the clown fish and anemone. A relationship may also have no effect on the other side, such as the cattle egret and cattle. The cattle egret follow cattle wherever they go, knowing that cattle disturb insects which they can eat. The cattle aren’t helped or harmed by the egrets. As birds, the egrets could find food in other places. Teach: Work with students to complete the subtraction of the cattle egret watch and have them share answers. Discuss their strategies for subtracting. Remind them that when you compare two numbers, you need to subtract. Have students complete the activity. Close: Have volunteers give their answers in class. Assessment: Students should use a table and subtract to compare data of birds seen on a bird watching trip. Modification: Have counters available for students who cannot do subtraction with pencil and paper. Answers: 1. 9 2. 17 3. 4 4. 2 5. 19 54 Unit B · Where Plants and Animals Live Use with Chapter 3 © Macmillan / McGraw - Hill Bird Watch, page 10 Activity Connection to Math Foxes and Rabbits, page 11 Objective: • Understand predator-prey relationships and play a game of competition. Materials: number cubes Introduce: Provide color counters or cut out pieces to represent foxes and rabbits. Demonstrate how to play the game. Go through the directions step by step. Discuss how the game relates to actual survival situations. Teach: Encourage students to make adjustments in speed for each animal to vary the outcome of the game. Stress that the goal of the game is not to have one animal “win,” but to have both animals survive as long as possible. Close: Discuss the outcome of the game. Ask students, Which animal seemed more successful, predator or prey? Have students discuss how the game compares with a real predator-prey relationship. Assessment: Students should recognize that predator-prey relationships are finely balanced and can vary greatly due to a small change in the abilities of the predator or prey. Modification: Gifted students may wish to graph the results of each game so they can draw conclusions about each competitive situation. Activity Connection to Art and Language Arts © Macmillan / McGraw - Hill The Perfect Ranger, page 12 Objective: • Draw a picture to show an understanding of adaptations. Introduce: Review the concept of adaptation. Define adaptation as a characteristic that helps an organism survive. Give examples of different kinds of adaptations, such as a turtle’s hard shell or a duck’s webbed feet. Teach: Present The Perfect Ranger on the activity page. Discuss each adaptation, focusing on its usefulness. Then have students create their own perfect organism with its own set of unique adaptations. Encourage students to be creative. Provide paper for students’ drawings. Close: Display the drawings and have students explain each adaptation. Assessment: Adaptations should be well-reasoned and useful. Modification: Have students create animals with humorous adaptations. Unit B · Where Plants and Animals Live Use with Chapter 4 55 Activity Connection to Language Arts and Reading Endangered Snapshots, page 13 Objectives: • Read information about endangered and threatened organisms. • Communicate the causes of, and ways to limit, animal endangerment. Introduce: Define an endangered animal as an animal that is in danger of becoming extinct while threatened species are organisms whose populations have diminished greatly. Provide research materials such as magazines and books that deal with endangered species. Teach: Have children read the page. Determine their comprehension by asking questions such as: What caused the animal to become endangered or threatened? After children decide on an animal to support, have them work with a partner to do their research. Help them think of specific suggestions they will include in their letter. Have them consider issues such as, What can be done to save this animal? How can people in the community work together in this cause? Provide paper for students to write their letters. Close: Have students read their letters to the class. Assessment: Students should be able to gather information about an endangered or threatened animal, then write a letter to communicate ways to help save it. Modification: Have students search the Internet for the names of congressional representatives whose jurisdiction includes the habitat of the endangered and threatened animals. Let them write letters specifically for the representatives. Culminating Activity Environmental Survey, page 14 Objectives: • Design a survey to find out how people feel about environmental issues. • Collect and analyze data. Introduce: Review environmental issues studied in class. Teach: Introduce the activity and divide the class into survey teams. Have each team complete their list of questions. Review the questions to insure they are simple and direct. After the data is collected, help the teams make tables and write reports to analyze their data. Provide paper for students to write their questionnaires and reports. Close: Have students present their data to the class. Assessment: Reports should include conclusions that students draw from their survey, based on evidence that they collected. Modification: Use a computer graphing program to display the data. 56 Unit B · Where Plants and Animals Live Use with Chapters 3–4 © Macmillan / McGraw - Hill Connection to Math Project Theme Ace Granite, Rock Detective, pages 15–22 Concepts • • • • • • • Draw conclusions. Experiment to calculate rates of water flow. Organize and collect data to write a diary. Locate hidden words within a puzzle. Calculate rates of erosion. Analyze data to find different geographical locations. Develop ideas to write and perform a play. Overview In Ace Granite, Rock Detective, students solve mysteries along with Ace Granite, a fictional private eye. Students use language arts skills to write a postcard, keep a diary, and solve a puzzle; math skills to compute erosion and water flow rates; reading skills to identify types of rocks; social studies map skills to follow a route. The unit culminates as students use their writing skills to create and perform a play. © Macmillan / McGraw - Hill Getting Begin by introducing students to Ace Granite, a detective who solves Started mysteries that involve rocks, resources, and other Earth Science concepts. Grade 3 Unit C: Our Earth Activity Related Subject Macmillan/McGraw-Hill Programs Chapter 5: Earth’s Resources Lesson 1: Minerals and Rocks Activity 1: The Case of the Mysterious Rocks, p. 15 Reading McGraw-Hill Reading, Grade 3, Book 1, The Sun, the Wind, and the Rain, pp. 174–199 Chapter 5: Earth’s Resources Lesson 4: Water in Sea, Land, and Sky Activity 2: The Case of the Flowing Faucet, p. 16 Math McGraw-Hill Mathematics, Grade 3, Customary Capacity, pp. 436–437 Chapter 5: Earth’s Resources Activity 3: The Case of the Daily Lesson 5: Saving Our Diary, p. 17 Resources Language Arts McGraw-Hill Language Arts, Grade 3, Diary, p. 247 Chapter 5: Earth’s Resources Lesson 5: Saving Our Resources Activity 4: The Case of the Puzzling Passwords, p. 18 Language Arts McGraw-Hill Language Arts, Grade 3, Dictionary, pp. 30–31 Chapter 6: Forces Shape the Land Lesson 7: Slow Changes on Land Activity 5: The Case of the Shrinking Roof, p. 19 Math McGraw-Hill Mathematics, Grade 3, Subtraction Sentences, pp. 110–111 calculator Chapter 6: Forces Shape the Land Lesson 8: Fast Changes on Land Activity 6: The Case of the Missing Sister, p. 20 Social Studies, Language Arts Communities: Adventures in Place and Time, Grade 3 pp. 36–43 McGraw-Hill Language Arts, Grade 3, pp. 202–203 geography books, maps Chapters 5 and 6: All Lessons Culminating Language Arts Activity: Ace’s Mystery Playhouse, p. 22 Unit C · Our Earth Materials red pencils, blue pencils McGraw-Hill Language Arts, Grade 3, Play, p. 554 Use with Chapters 5–6 57 Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Reading The Case of the Mysterious Rocks, page 15 © Macmillan / McGraw - Hill Objective • Read a paragraph for comprehension and draw conclusions about rocks. Introduce: Discuss different types of rocks: igneous rocks such as granite and basalt are formed from lava; sedimentary rocks such as limestone, conglomerate, and rock salt are formed when rocks and/or animal and plant remains compress together over a long time; and metamorphic rocks such as marble and granite are formed by high heat and pressure. If possible, share samples of each. Teach: Introduce the activity and the Ace Granite character. After reading the paragraph, students should read the descriptions in the table, find clue words in the text, and identify the type of rock. Close: Have volunteers share the clues they found. Assessment: Students should be able to read a paragraph and draw conclusions from the information given. Modification: Take students on a field trip to obtain rock samples. Have them research properties of rocks so that they can write clues about their identity. Answers: 1. Granite 2. Granite 3. Slate 4. Shelly limestone 5. Marble 58 Unit C · Our Earth Use with Chapter 5 Activity Connection to Math The Case of the Flowing Faucet, page 16 Objectives • Explore how much water is wasted at an hourly rate. Materials: quart containers and clock or watch Introduce: Ask, Which will use more water—the wide-open faucet for 30 seconds or the faucet that drips for 1 hour? Have students make predictions. Teach: Help students conduct the experiment. Point out that the data should be rounded to the nearest whole quart. Close: Discuss how much water is wasted in a typical home. Assessment: Students should be able to make accurate estimates of the amount of water that is wasted. Modification: Pair disabled students who cannot reach sinks with a student who can help. Answers: A. and B. Rates will vary based on flow. Typical data: 4 quarts per half-minute for an open faucet; 3 quarts per hour for a dripping faucet. 1. The open faucet 2. Answers will vary; should be double the answer of question 1. 3. Answers will vary. Activity Connection to Language Arts © Macmillan / McGraw - Hill The Case of the Daily Diary, page 17 Objective • Identify resources as renewable or nonrenewable and keep a daily diary. Introduce: Review students’ understanding of renewable and nonrenewable resources. Have them suggest examples of each. Teach: Have a volunteer read the diary excerpt on the activity page. Help students understand why different resources belong to each category. As students begin the page, make sure they keep their diaries organized. Provide paper for students to write their diaries. Close: Go over diary entries as a class. Make a list of the different resources that students use. Assessment: Students write diary entries which correctly identify resources as renewable or nonrenewable. Modification: Go over vocabulary words such as natural gas and gasoline with ESL students. Answers: Diaries and responses to questions 1 and 2 will vary. Unit C · Our Earth Use with Chapter 5 59 Activity Connection to Language Arts The Case of the Puzzling Passwords, page 18 Objective • Identify concept words for resources and solve a puzzle. Introduce: Review what students know about rocks and resources. Teach: Go over how to solve the puzzle. Have a volunteer locate one word, as students circle the word. Provide paper for students to make their own puzzles. Close: Have volunteers identify each word. Assessment: Students should locate on a puzzle 14 words that have to do with rocks and resources. Modification: Provide clues of one or more letters in each word for students who have trouble completing the puzzle. Answers: RENEWABLE, WORMS, SAND, RESOURCE, TOPSOIL, ROCK, AIR, LAVA, LIMESTONE, PLANTS, SOIL, WATER, SUBSOIL, NATURAL Activity Connection to Math Objective • Understand how erosion can change matter. Introduce: Have a volunteer read the example at the top of the activity page. Draw a diagram of the roof on the chalkboard. Point out that clay roofs must be repaired yearly or they will deteriorate. Teach: Go over the example by asking, How can I solve this problem? Most students can subtract 20⫺16 in their heads, so they would use mental math as the method. Each student can choose mental math or paper and pencil as a method (allow calculators only if necessary). There is no right or wrong method. Close: Have volunteers show how they solved each problem on the board. Assessment: Students should use whichever method they like—mental math or pencil and paper (calculator, if necessary)—to solve problems. Modification: Learning disabled students might need help drawing a diagram. Answers: 1. 6 cm 2. 12 cm 3. 10 cm 4. 10 years 5. 5 years 60 Unit C · Our Earth Use with Chapters 5–6 © Macmillan / McGraw - Hill The Case of the Shrinking Roof, page 19 Activity Connection to Social Studies and Language Arts The Case of the Missing Sister, page 20 Objective • Use geographical clues and map skills to find locations. Introduce: Review how to use a map. Have volunteers find locations such as Mexico, Canada and the Atlantic and Pacific Oceans. Teach: Introduce the activity page and help students read aloud the introduction and the postcards. Direct students’ attention to the date of each postcard and the other clues on the cards—geographical clues, events such as earthquakes. Make reference books and maps available. Then have pairs of students work together to complete the page. Close: Have volunteers go over the route as they share their answers. Assessment: Students should be able to find a map route from date and geography clues on postcards, then write similar clues about another city. Modification: Pair strong readers with students that might have difficulty assimilating the details on the postcards. Answers: A1. Seattle 2. Lines drawn from Seattle-Miami-San Diego-Denver-Chicago 3. Chicago B. Clues will vary. Culminating Activity Connection to Language Arts © Macmillan / McGraw - Hill Ace’s Mystery Playhouse, page 22 Objective • Use unit concepts to create and perform a play. Introduce: Lead the class in brainstorming ideas for a mystery by asking questions such as, What is missing? Who took it? Help students keep the plot simple. In case ideas are not flowing, you might want to prepare a simple plot outline ahead of time. Teach: Outline the plot on the board. Assign groups to write different sections of the play. Remind students to write in dramatic form and identify each speaker. Assemble and photocopy the play, then help students choose roles for the production. Be flexible in how you stage the performance. Provide paper for students to plan and write their plays. Close: Perform the play in front of an audience. Assessment: Students should create and perform a mystery play which focuses on a concept that relates to rocks and resources. Modification: Hearing impaired students may perform the play using sign language. Unit C · Our Earth Use with Chapters 5–6 61 Project Theme Planet Earth Travel Agency, pages 23–30 Concepts • • • • • • • Organize weather information. Organize events in a monthly calendar. Read to comprehend diagrams. Find different locations on the Moon. Count to visualize large numbers. Visualize a planet in different orbital positions. Organize and collect data to create a book. Overview In this unit, students use the fictional Planet Earth Travel Agency to explore the solar system. Students use organizing to describe weather properties; reading skills to interpret pictures of constellations; map skills to find real and fictional locations; math skills to explore large numbers; The unit culminates in an activity in which students use research skills to publish a book. Grade 3 Unit D: Cycles on Earth and in Space Activity Related Subject Macmillan/McGraw-Hill Programs Materials Chapter 7: Earth’s Weather Lesson 1: The Weather Lesson 3: Describing Weather Activity 1: Earth’s Weather, p. 23 Math McGraw-Hill Mathematics, Grade 3, Temperature, pp. 460–461 television or radio Chapter 8: Earth in Space Lesson 4: How Earth Moves Activity 2: Earth Travel Calendar, p. 24 Social Studies Communities: Adventures in Place and Time, Grade 3 pp. R5–R7, R10–R11 world map Chapter 8: Earth in Space Lesson 4: How Earth Moves Activity 3: Stars and Greek Myths, p. 25 Reading McGraw-Hill Reading, Grade 3, Book 2, The Terrible Eek (other cultures), pp. 14–33 Chapter 8: Earth in Space Lesson 5: Phases of the Moon Activity 4: Moon Map, p. 26 Social Studies Communities: Adventures in Place and Time, Grade 3 pp. 50–51 Chapter 8: Earth in Space Lesson 6: The Sun and Its Planets Activity 5: A Million Earths p. 27 Math McGraw-Hill Mathematics, Grade 3, Multiplying, pp. 178–179, 236–237 Chapter 8: Earth in Space Lesson 6: The Sun and Its Planets Activity 6: Venus Telescope Tour, p.28 Reading, Art McGraw-Hill Reading, Grade 3, Book 1, Opt: An Illusionary Tale, pp. 80–101 Chapters 7 and 8: All Lessons Culminating Activity: Solar System Facts and Fiction, p. 29 Language Arts, Reading McGraw-Hill Language Arts, Grade 3, pp. 200, 202–203 McGraw-Hill Reading, A Very Good Place to Visit, Grade 3, pp. 378–381 62 Unit D · Cycles on Earth and in Space counters Use with Chapters 7–8 © Macmillan / McGraw - Hill Getting Introduce the fictional Planet Earth Travel Agency and its theme “the agency Started that goes around the world and beyond.” Let students brainstorm a list of what they know about the Sun and the Solar System. Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Math © Macmillan / McGraw - Hill Earth’s Weather, page 23 Objective • Organize weather information. Introduce: Discuss why a travel agency might have to describe weather to travelers deciding on a destination. Explain that weather changes daily but that there are overall patterns in weather throughout a year that might help a person decide on a place to visit: it’s warm all year in Hawaii, but very cold in winter in Alaska. Teach: If a radio or television is available, have students listen to a weather report (or tape-record a report to play). Students take notes on the weather properties they hear and name the properties from the weather report. They work in pairs to complete the task. Close: Pairs share their findings with the class. Assessment: Pairs decide, based on what they heard, what they may want to amend in their reports and submit final reports. Modification: You may wish to assign different properties to pairs and then have pairs share their work to present a complete report. Answers: Air temperature: warmth of air above Earth’s surface, thermometer, degrees (Fahrenheit and Celsius); air pressure: the force on an area from the push of air, barometer (inches and millibars); wind: speed and direction of moving air, anemometer (speed, knots or miles per hour), weather vane (direction); precipitation: the amount of water (in any form) that falls from the atmosphere, rain gauge, inches. Unit D · Cycles on Earth and in Space Use with Chapter 7 63 Activity Connection to Social Studies Earth Travel Calendar, page 24 Objective • Use a map to identify seasonal differences in the hemispheres. Introduce: Discuss how a travel agency serves its customers. Then introduce the activity page. Tell students that the agency makes a calendar of important events in locations around the world. Inform students that their task will be to determine which month the event could take place. Teach: Review the northern and southern hemispheres as you discuss how the Earth’s tilt creates seasonal climates. Point to the Mid-Winter Festival in Peru. Have a volunteer locate Peru on a world map. Students should recognize that midwinter in Peru occurs during July or August, and can date the festival in either month. Have students complete the calendar. Close: As students share their responses, help them see that there is more than one possible answer for many of the events. Assessment: Students should apply what they know about seasonal differences in the northern and southern hemispheres to plan the events. Modification: Have students work in pairs to complete the activity. Answers: Possible responses: 1. July 2. April 3. April 4. August 5. November 6. March 7. August 8. December 9. March 10. February Activity Connection to Reading Objective • Interpret illustrations of constellations. Introduce: Explain that the stars we see at night are like our Sun. Review the term constellation. Explain that ancient Greeks thought some constellations looked like the animals and people in their stories, which are known as myths. Teach: Explain that each picture in the activity shows a different constellation. Have students read a myth and match the constellation the myth is describing. Then have them research other constellations such as Centaurus or Canis Major. Provide paper for students to write the myth and draw the constellations. Close: Have students share their research findings. Assessment: Students will match Greek myths to the constellations illustrated, then research a constellation. Modification: You can have pairs of students work together on researching the constellations. Create a sky map of the constellations for classroom display. 64 Unit D · Cycles on Earth and in Space Use with Chapter 8 © Macmillan / McGraw - Hill Stars and Greek Myths, page 25 Activity Connection to Social Studies Moon Map, page 26 Objective Introduce: Refer students to the Moon map on the activity page. Point out that the Moon, like Earth, has recognizable geographical features. Many of them are craters—huge pits created by meteor hits—mountains, and “seas.” Teach: Demonstrate how to use the compass rose. Introduce the terms NE for northeast, SE for southeast, NW for northwest, and SW for southwest. Present students with one sample problem. Then have students complete the page. Close: Let students share their answers to question 5. Discuss whether tourism might occur on the Moon in this century. Assessment: Students should use cardinal and intermediate directions to find locations on a map of the Moon. Modification: Have students write questions that can be answered with the Moon map. Answers: 1. Copernicus 2. Caucasus Mountains 3. Theophilus 4. Cleomedes 5. Responses will vary. Activity Connection to Math © Macmillan / McGraw - Hill A Million Earths, page 27 Objective • Represent the numbers 100 and 1,000 to explore larger numbers. Introduce: Explain that the Sun and the Moon don’t look very large in the sky due to their distance from Earth. Let students share their ideas about the size of Earth, Moon, and Sun. Teach: Present the fact introduced on the activity page: “The Sun is so large that one million Earths could fit inside it.” Have students share their perceptions of the number one million. Group students in pairs. Tell them they will first work together to show the number 100, then work as a class to explore how to show the number 1,000. Provide counters such as cubes if possible. Close: Have students share their drawings of 100. Help them see the pattern of 10 in the numbers 100 and 1000. Assessment: Students should represent the numbers 100 and 1,000 as they explore the concept of larger numbers. Modification: You might explore the concept of volume by having students fill a container with 100 counters, then combine 10 containers to show 1,000. Answers: 1. 10 2. Drawings will vary but may show 10 groups of 10. 3. 10 4. Drawings will vary but should show Earth significantly smaller than the Sun. Unit D · Cycles on Earth and in Space Use with Chapter 8 65 Activity Connection to Reading and Art Venus Telescope Tour, page 28 Objective • Apply an understanding of position and light to Venus’ orbit around the Sun. Introduce: Inform students that like the Moon, Venus also has phases. They are difficult to see because Venus is farther away from Earth than the Moon. Teach: Ask students to imagine that they are viewing Venus through a telescope from Earth. Use phase 1 to point out that light would appear on the right half of Venus, leaving the left half in shadow, as shown. Then ask, Where would the shadow be in stage 5? Students should see that the right half of Venus would now be in shadow. Then have students complete the activity. Close: As students share their work, ask, Which phase is like an eclipse? Assessment: Students should use a diagram of Venus’ orbit around the Sun in relation to Earth to interpret and draw diagrams of different phases of Venus. Modification: Make models of Earth, the Sun, and Venus. Demonstrate Venus’ orbit as students take turns holding Earth. Use a light source as the Sun. Answers: 1. Phases 1 and 5 are mirror images. 2. 3 3. 2 4. 7 Culminating Activity Connection to Language Arts and Reading Objective • Research and write a book with facts and non-facts about the solar system. Introduce: If possible, read aloud The Magic School Bus Lost in the Solar System by Joanna Cole. Help students see that while the book is filled with what we assume to be facts, the story itself (of the class trip) is fictional. Teach: Explain that in order to establish whether a statement is a fact, an authoritative source, such as a science text or encyclopedia, must be used. Present the activity page and organize students into groups. Make resources available for their research. Help each group publish their books. Close: Have groups of students share their books. Assessment: Students should use resources to check the accuracy of statement about the planets, then combine the statements into a book. Modification: Have students make a travel poster about one of the planets. Answers: A1. Fiction 2. Fact 3. Fact 4. Fiction 5. Fact 6. Fact B., C. Answers will vary. 66 Unit D · Cycles on Earth and in Space Use with Chapters 7–8 © Macmillan / McGraw - Hill Solar System Facts and Fiction, pages 29–30 Project Theme A Moon Room Museum, pages 31–38 Concepts • • • • • • Draw conclusions from past discoveries. Calculate weights of objects on Earth and the Moon. Relate motion concepts with diagrams. Read for comprehension. Make a design using graphical information. Organize information into a brochure. Overview In A Moon Room Museum, students explore exhibits that show force, motion, gravity, and their relation to Moon exploration. Students use social studies skills to understand the significance of Isaac Newton’s findings; math skills to compare weight on the Moon and Earth; art skills to see how safety belts work in a space shuttle; reading skills to draw conclusions from information on astronauts; and language arts skills to apply graphic information to draw a design for a Moon craft. In the cumulative project, students plan and design a brochure that introduces and guides visitors through the exhibits. © Macmillan / McGraw - Hill Getting Ask students what they know about the Moon. Explain that they will create Started exhibits for a new Moon Room Museum. Discuss children’s experiences at museums. Provide examples of different exhibits. Grade 3 Unit E: Forces and Motion Activity Chapter 9: How Things Move Lesson 2: Forces Activity 1: Who Started Us on Our Way?, p. 31 Related Subject Macmillan/McGraw-Hill Programs Social Studies Communities: Adventures in Time and Place, Grade 3, p. 246 Chapter 9: How Things Move Activity 2: How Much Would I Lesson 2: Forces Weigh on the Moon?, p. 32 Math McGraw-Hill Mathematics, Grade 3, Multiply by 6, pp. 228–231 Chapter 9: How Things Move Lesson 1: Motion and Speed Lesson 2: Forces Lesson 3: Changes in Motion Activity 3: Space Shuttle Simulator, p. 33 Art Chapter 10: Work and Machines Lesson 4: Doing Work Activity 4: Working in Space Is Tough, p. 35 Reading McGraw-Hill Reading, Grade 3, Book 1, A Very Cool Place to Visit, p. 378–381 Chapter 10: Work and Machines Lesson 5: Levers and Pulleys Lesson 6: More Simple Machines Activity 5: Moon Movers, p. 36 Language Arts and Art McGraw-Hill Language Arts, Grade 3, Explanatory Writing, pp. 118–136 Chapters 9 and 10: All Lessons Culminating Activity: Moon Room Brochure, p. 38 Language Arts, Social Studies, and Art Communities: Adventures in Time and Place, Grade 3, p. G7; McGraw-Hill Language Arts, Grade 3, pp. 118–136 Unit E · Forces and Motion Use with Chapters 9–10 67 Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Social Studies Objective • Read and apply information about a famous scientist in history. Introduce: Explain that Isaac Newton’s observations and discoveries helped inventors design and build the first elevators. Newton’s experimentations also helped make Mae Jamison the first African American woman to travel in a space shuttle. Discuss how machines such as elevators and space shuttles help us move and work in spite of gravity. Teach: Review the concepts of the newton. Ask students where they think the word came from. Introduce the activity page. Close: Have students share their answers. Ask volunteers to explain how they decided which object required the larger force to move it. Assessment: Students should be able to compare whether a lot or a little amount of force is required to move objects. They should identify how Isaac Newton first observed gravity in action. Modification: Have students research other contributions Isaac Newton made, such as his Laws of Motion and calculus. Answers: A1. move 2. gravity 3. newton B. space shuttle: a lot of newtons; toy rocket: not a lot of newtons 68 Unit E · Forces and Motion Use with Chapter 9 © Macmillan / McGraw - Hill Who Started Us on Our Way?, page 31 Activity Connection to Math How Much Would I Weigh on the Moon?, page 32 Objective • Use a table to compare weight of objects on Earth and the Moon. Introduce: Discuss how weight is related to gravity. Weight is the pull of gravity on an object. Explain that the pull of gravity is about the same anywhere on Earth, so the weight of an object would also be about the same. Teach: Explain that the weight of an object on Earth is about 6 times more than the weight of that same object on the Moon. Point to the table on the activity page. Help students see the pattern of multiplying 6. You should encourage the use of any strategy—repeated addition, skip counting on a number line, or multiplication—to complete the table. Close: Ask students about how much they would weigh on the Moon. Let volunteers share their weights and lead the class in doing the multiplication. Assessment: Students should be able to use any strategy to complete the table, then use it to compare weights on Earth and the Moon. Students should understand that things weigh more on Earth than on the Moon because of the difference in gravity. Earth’s gravity is stronger than the Moon’s because Earth has a greater mass than the Moon. Modification: Allow students to use a calculator to complete the table. Answers: A. 18, 24, 30, 36, 42 B1. 30 2. 2 3. 3 4. 7 Activity Connection to Art © Macmillan / McGraw - Hill Space Shuttle Simulator, page 33 Objective • Relate safety belts to the effect of force and motion. Introduce: Ask students to explain why it is important to wear safety belts when they are riding in a car. Discuss other places where safety belts are used. Help students see the importance of using safety belts in all moving objects. Teach: Ask students to demonstrate the postures pictured in the diagrams in exercise 1. Discuss what happens when a car begins to move (or accelerate). Discuss what happens when a car stops. Then have students complete the page. Unit E · Forces and Motion Use with Chapter 9 69 Close: Ask, What force is acting in all of the pictures? Explain that the force of gravity is always acting on us on Earth. Explain that when astronauts are in a space shuttle in space they are weightless because there is very little gravity acting on them. Assessment: Students should be able to see how safety belts work to keep you safe when traveling in any moving object. They should be able write instructions that describe how and why people should use safety belts. Modification: Encourage students to draw a picture of what their Space Shuttle Simulator will look like. Make sure that they label the parts. Answers: 1. Picture with arrows pointing toward child. 2. Picture with arrows pointing forward. 3. Picture with arrows pointing toward the child. 4. Picture with arrows pointing forward in direction body is moving. Activity Connection to Reading Objective • Draw conclusions from reading information about astronauts working. Introduce: Discuss the needs of all living organisms—air, water, nourishment. Ask students to describe some things that astronauts might need that people on Earth might not need. Teach: Ask students to read the text, then draw conclusions as to what we need on Earth and what astronauts need in space. Close: Ask volunteers to share the rationale to their answers. Discuss the kinds of special clothes and machines people might need on Earth. For example, people need special machines for different jobs, such as plowing, drilling, and moving objects. Assessment: Students should read information about astronauts, draw conclusions from the text, and recall prior knowledge to answer questions about life on Earth and in space. Modification: Have students imagine that they are going to take off in a space shuttle going to the Moon. Ask them to make a list of what they will need to take with them on their space mission. Answers: 1. Yes, yes 2. Yes, yes 3. Yes, yes 4. Check student’s rationale. 70 Unit E · Forces and Motion Use with Chapters 9–10 © Macmillan / McGraw - Hill Working in Space Is Tough, page 35 Activity Connection to Language Arts and Art Moon Movers, page 36 Objective • Apply knowledge of simple and compound machines to a design. Introduce: Review what students know about simple and compound machines. Teach: Have students explain what each compound machine in the pictures does. Then let them share ideas about the machines astronauts might use in space. Discuss how simple machines could be used on a machine that moves on the Moon. Have materials available for research. Close: Have volunteers share their Moon Craft designs. You might create a display of the Moon Crafts designs in the class. Assessment: Students should be able to identify where simple machines are used in various compound machines, including their own design. Modification: Have pairs of students build their Moon Craft models using materials such as straws, shoe boxes, string, and paper clips. Answers: A1. Dump truck 2. Farm cart 3. Ramp 4. Crane with pulley 5. Plow 6. Drill B. Lists will vary. C. Designs should use one or more simple machines. Culminating Activity Connection to Language Arts, Social Studies, and Art © Macmillan / McGraw - Hill The Moon Room Brochure, page 38 Objective • Plan and design an informative brochure. Introduce: Bring in a variety of brochures to share with students. If possible, include one from a museum. Help students realize that brochures use words, pictures and maps to describe a product, place, or service. Provide paper and art materials for students to make their brochures. Teach: Explain that students will plan and design a brochure for visitors of the Moon Room Museum. Have students examine the sample brochures. After they plan what the brochure will tell visitors, they should make a map that shows the exhibits, finalize the copy, and design the brochure. You might need to help students brainstorm a list of exhibits. Close: Be sure students complete each task in the checklist. Then have groups share their brochures. Assessment: Students should create a brochure that describes Moon exhibits and includes a map of the museum. Modification: If available, let students create their brochures on computers. You might have teams of students make the Moon exhibits for a Moon Room Grand Opening. Unit E · Forces and Motion Use with Chapters 9–10 71 Project Theme Matter Land Fun Park, pages 39–46 Concepts • • • • • • • Play a matter identification game. Calculate and compare different quantities. Relate geographical locations to understand chemical processes. Use science concepts to make a design. Draw conclusions from visual images and text. Read backward material using science concepts. Plan and organize data to model an amusement park ride. Overview In the Matter Land Fun Park, students use an amusement park theme to learn about matter and energy. Students use language arts skills to categorize things; math skills to compare the number of people in ticket lines; map skills to follow the manufacturing of iron; art skills to design a new product; and reading and art skills to draw images of text. The unit culminates as students create their own amusement park ride design. Grade 3 Unit F: Looking at Matter and Energy Activity Related Subject Macmillan/McGraw-Hill Programs Chapter 11: Matter Lesson 1: Properties of Matter Activity 1: What in the World? p. 39 Language Arts McGraw-Hill Language Arts, Grade 3, Comparing, pp. 282–287 Chapter 11: Matter Lesson 2: Comparing Solids, Liquids, and Gases Activity 2: Tickets, Tickets, Tickets, p. 40 Math McGraw-Hill Mathematics, Pictographs, Grade 3, pp. 154–155 Chapter 11: Matter Lesson 2: Comparing Solids, Liquids, and Gases Lesson 3: Building Blocks of Matter Activity 3: The Big Dipper, p. 41 Social Studies Communities, Adventures in Time and Place, pp. 36–43, 316–318 Chapter 12: Energy Lesson 4: How Heat Travels Activity 4: Super Cup, p. 42 Art Chapter 12: Energy Lesson 5: How Light Travels Activity 5: Fun House Mirrors, p. 43 Reading, Art McGraw-Hill Reading, Grade 3, Book 1, Opt: An Illusionary Tale, pp. 80–101 Chapter 12: Energy Lesson 7: Paths for Electricity Activity 6: Backward Poems, p. 44 Reading, Language Arts McGraw-Hill Reading, Opt: An Illusionary Tale, Grade 3, 80–102 McGraw-Hill Language Arts, Grade 3, Poems, pp. 66–67 Chapters 11 and 12: All Lessons Culminating Activity: Dream Ride, p. 45 Language Arts and Art McGraw-Hill Language Arts, Grade 3, Explanatory Writing pp. 118–136 72 Unit F · Looking at Matter and Energy Use with Chapters 11–12 © Macmillan / McGraw - Hill Getting Introduce Matter Land Fun Park to students as a place that has rides and Started attractions with a matter and energy theme. Let children discuss their experiences at amusement parks. Encourage students to think about the kinds of rides that the park might have. List the students’ suggestions on the board. Scoring Rubric for Integration Activities Score Criteria 4 Accomplished all of the activity’s objectives. 3 Accomplished more than half of the activity’s objectives. 2 Accomplished less than half of the activity’s objectives. 1 Little or no accomplishment of activity’s objectives. Activity Connection to Language Arts What in the World?, page 39 © Macmillan / McGraw - Hill Objective • Ask questions to identify and categorize items as matter or nonmatter. Introduce: Ask students, Are all things made of matter? Help students distinguish between matter and nonmatter. Give examples of nonmatter including ideas such as happiness, and forms of energy such as heat. Provide paper and necessary art materials for students to make their cards. Teach: Make the cards shown on the page and model how to play the game. Show how to identify each object in a systematic way. For example, ask, Does this thing have weight? Students should recognize that a rock has weight while the number 6 does not have weight. Close: List the objects that students pictured on their cards. Let the class confirm that each is matter or nonmatter. Assessment: Students should be able to ask questions to distinguish matter from nonmatter. Modification: Select items from newspapers or magazines. Have students determine whether they are matter or nonmatter. Unit F · Looking at Matter and Energy Use with Chapter 11 73 Activity Connection to Math Tickets, Tickets, Tickets, page 40 Objective • Calculate and compare to find solutions to problems. Introduce: Draw a picture of two lines, one with 4 people, the other with 2. Ask, Which line would you get into? Most students should be able to choose the shorter line. Next, ask, How would you move people so that each line has the same number of people? As students guess, test their answers by changing the lines. Teach: Tell students they can guess and test to solve the problems on the page. Encourage them to draw diagrams as necessary. Close: Have volunteers show how they solved each problem. Assessment: Students should be able to determine how the number of people in line changes as modifications are made. Modification: Change the number of people in the lines, then re-do the problems. Answers: 1. Air Land; 14 2. Water Land 3. 2 4. 3 5. Answers will vary. Activity Connection to Social Studies Objective • Use map skills to follow a manufacturing process. Introduce: Display objects made of steel, such as a stapler. Point out that steel is a mixture of different metals including iron. Teach: Review that when a solid melts, it turns to liquid and when a liquid is cooled, it changes into a solid. Introduce the page and guide students through the route that iron ore takes. Close: Have volunteers explain their answers. Assessment: Students should use a map and what they know about matter to follow the steps in manufacturing steel. Modification: Use the map to show the route of how steel is delivered to factories and businesses after it is manufactured. Answers: 1. Minnesota and Wisconsin 2. Lake Superior and Lake Michigan 3. liquid 4. solid. 74 Unit F · Looking at Matter and Energy Use with Chapter 11 © Macmillan / McGraw - Hill The Big Dipper, page 41 Activity Connection to Art Super Cup, page 42 Objectives • Determine materials that insulate best. • Use design skills to create a functional object. Introduce: Ask, What is the best way to keep a cup of ice from melting? Ask students to give reasons to support each suggestion. Teach: Help students set up their experiments. Students should recognize that insulation—covers on top, extra thick cups—keep drinks cold. Once students settle on an insulation strategy, tell them to design their Super Cups. Stress that the cups should be imaginative as well as good insulators. Provide paper for students to design their Super Cups. If possible, provide cups of different material, cup covers, and ice water. Close: Have students present their designs to the class. Assessment: Students should make a design for an insulated cup which is convincing, well-presented, and supported by scientific concepts. Modification: Have students design hot-drink containers. How would hot-drink containers be different from cold-drink containers? Activity Connection to Reading and Art © Macmillan / McGraw - Hill Fun House Mirrors, page 43 Objective • Draw images of reflected light using text descriptions. Introduce: Explain that a mirror is an opaque object that reflects light. Discuss the various places mirrors are used, including for safety and in scientific equipment such as microscopes and telescopes. Teach: Explain that mirrors reflect light in different directions depending on the origin of the light. Provide visual examples by using a mirror and asking students from different locations to describe what they see. Close: Have volunteers share their drawings. Assessment: Students should be able to read text about mirrors and draw conclusions about how mirrors reflect light. Modification: Distribute some safe mirrors and invite students to experiment with them. Answers: A. The mirror with the girl standing in front of it should have an arrow pointing directly back to the girl. The mirror with the boy and girl in different corners should have an arrow pointing toward the boy. B. Light does not bend when a mirror reflects it. When light hits a mirror, the light is reflected away at the same angle. Unit F · Looking at Matter and Energy Use with Chapter 12 75 Activity Connection to Reading and Language Arts Backward Poems, page 44 Objectives • Use concepts of reflection to read backward poems. • Identify properties of matter and energy. Introduce: Write the word HELLO backward and ask, How can I read this word? Show that you can use a mirror to read the word. Then have the class try writing words backward. Teach: Have students use a mirror to read the poem. Then, have students write their poems in conventional (non-backward) form. Have students write their own poems about electricity. When the poems are complete, help students transform them to Backward Poems, using mirrors, through-thepage writing, or direct writing. Provide paper and necessary materials for students to write their poems. Close: Have students read each others’ poems. Assessment: Students should write poems in backward form on the topic of electricity. Modification: Have students write poems in which letters are written in conventional form but word order is backward. Culminating Activity Connection to Language Arts and Art Objectives • Understand how matter and energy apply in a real-world setting. • Design an amusement park ride. Introduce: Arrange children in groups and introduce the activity. Review concepts of matter and energy as necessary. Teach: Encourage students to design their rides with science concepts in mind. If possible, provide clay, cardboard, and other materials so students can make models of their rides. Close: Have children share their designs. Display the rides to make a replica of Matter Land Fun Park in the classroom. Assessment: Children design an amusement ride supported by scientific concepts. Modification: Have students change the energy source for their rides. 76 Unit F · Looking at Matter and Energy Use with Chapters 11–12 © Macmillan / McGraw - Hill Dream Ride, page 45–46