hands-on science Level Two Jennifer Lawson Joni Bowman Randy Cielen Carol Pattenden Rita Platt Winnipeg Manitoba Canada

Transcription

1 hands-on science Level Two Jennifer Lawson Joni Bowman Randy Cielen Carol Pattenden Rita Platt Winnipeg Manitoba Canada

2 Contents Introduction 1 Assessment 11 Unit 1: Growth and Changes in Animals 25 Books for Children 26 Web Sites 27 Introduction 28 1 Classifying Animals by Observable Characteristics 30 2 Animal Groups 34 3 Life Cycles of Animals 38 4 Complete Life Cycle Metamorphosis 41 5 Animal Offspring 46 6 How Animals Care for Their Young 49 7 Identifying Needs of Animals 51 8 How Animals Meet Their Needs 54 9 Humans Helping and Harming Living Things Human Growth Healthy Eating 65 References for Teachers 76 Unit 2: Properties of Solids, Liquids, and Gases 77 Books for Children 78 Web Sites 79 Introduction 80 1 Identifying Solids and Liquids 82 2 Properties of Liquids 86 3 Liquid Interactions 90 4 Dissolving Sugar in Liquids 93 5 Solutions and Suspensions 96 6 Absorption 99 7 Using Solids and Liquids Safety With Liquids and Solids The Properties of Air States of Matter Will It Float? Designing a Floating Object 121 References for Teachers 125 Unit 3: Position and Motion 127 Books for Children 128 Web Sites 129 Introduction Describing the Position of Objects Position and Motion Moving Objects Bouncing Balls Discovering Movement Movement and Friction Experimenting With Ramps Investigating Simple Machines Moving Loads Wheels Designing and Building a Toy Truck 162 References for Teachers 165 Unit 4: Air and Water in the Environment 167 Books for Children 168 Web Sites 169 Introduction Moving Air Wind Devices Air Temperature Forms of Water in the Environment The Water Cycle Variables That Affect Evaporation Sources of Water Water Usage Pollution of Air and Water Using New Scientific Vocabulary and Concepts 206 References for Teachers 210

3 Introduction Program Introduction Hands-On Science develops students scientific literacy through active inquiry, problem solving, and decision making. With each activity in the program, students are encouraged to explore, investigate, and ask questions as a means of heightening their own curiosity about the world around them. Students solve problems through firsthand experiences, and by observing and examining objects within their environment. In order for young students to develop scientific literacy, concrete experience is of utmost importance in fact, it is essential. The Foundations of Scientific Literacy Hands-On Science focusses on the four foundation statements for scientific literacy in Canada, as established in the Pan-Canadian Protocol.* These foundation statements are the bases for the learning outcomes identified in Hands-On Science. Foundation 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. Foundation 3: Knowledge Students will construct knowledge and understandings of concepts in life science, physical science, and earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. Foundation 4: Attitudes Students will be encouraged to develop attitudes that support responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. Foundation 1: Science, Technology, Society, and the Environment (STSE) Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. *Common Framework of Science Learning Outcomes K-12: Pan-Canadian Protocol for Collaboration on School Curriculum (1997). 1

4 2 Properties of Liquids Materials liquids varying in transparency, viscosity, and absorbency (cooking oil, water, vinegar, liquid chocolate, syrup, molasses, milk, and so on) clear containers to hold each liquid (Label containers A, B, C, and so on for easy identification.) paper towels eyedroppers containers of water for rinsing eyedroppers larger containers for mixing liquids newspaper (for covering work areas) pencils Note: Do not use liquids that are unsafe to taste, smell, or touch. Note: Be sure to check for students allergies. Activity Divide the class into working groups and provide each group with the labelled containers of liquid. Challenge the students to infer the identity of each liquid. Stress that no liquid should be tasted without your consent, but, for the purposes of this initial activity, these liquids may be tasted, since they are all safe for human consumption. Students can also observe the liquids, smell them, touch them, and move the containers to see how the liquids move. Give students plenty of time to observe and discuss the various liquids. As groups, they can come to a consensus and record their inferences on the activity sheet. (Students can either complete the activity sheets individually or group recorders can be identified.) Ask: Which liquid do you think is in container A? How would you describe this liquid? Continue this questioning for each liquid and come to a large-group consensus as to the identity of each liquid. During this discussion, the students can check their inferred answers on the activity sheet and make any necessary changes. Focus on the transparency of the liquid. Ask: How do the liquids look different? Which ones are clear (or transparent)? Using the liquids as examples, introduce the terms transparent (clear), translucent (not totally clear, but can be seen through), and opaque (cannot be seen through). Now, have students classify each liquid as transparent, translucent, or opaque. Encourage them to use these terms as you discuss their classifications. At this point, students can complete the section of the activity sheet dealing with the appearance of the liquids, describing how each liquid looks. Note: In order to help students remember these terms, you can develop a class reference sheet: translucent: wax paper transparent: plastic wrap opaque: writing paper Introduce viscosity (the flow or thickness of liquids) by having the students gently move the containers back and forth to see how quickly the liquids flow. Have students use descriptive words to describe viscosity, such as thick, thin, runny, and oozing. Students may even pour some of the liquid onto newspaper to test viscosity, and then order the liquids accordingly. The students can then complete the section of the activity sheet dealing with viscosity, describing how each liquid pours. Provide each group of students with eyedroppers and paper towels. Have the groups place a few drops of each liquid on the paper towel and observe how the liquid is absorbed by the paper towel (e.g., not 86 Hands-On Science Level 2

5 2 absorbed at all, some absorbed, all absorbed). The liquids can then be ordered as to how well each is absorbed into the paper towel. Students can then complete the final section of their activity sheet, describing how each liquid is absorbed. Activity Sheet Note: This activity sheet is to be used during the activity as well as a follow-up. Directions to students: Write the letters and names of each liquid used in the activity. Now, describe how each liquid looks, how it pours, and how it absorbs into the paper towel (2.2.1). Activity Centre Give students an opportunity to test the viscosity of liquids on a racetrack. You will need to provide the following materials: water milk syrup vegetable oil eyedroppers wax paper paper towel tape racecourse (2.2.2) Note: Mount the racetrack sheet on cardboard to provide a sturdy surface. Have the students tape a sheet of wax paper over the racecourse. They can then place a drop of liquid (water) at the starting point. Have them tip the paper back and forth to get the liquid to move along the track. Replace the wax paper and repeat this activity with the milk, then the syrup, and, finally, the vegetable oil. Challenge the students to time how long it takes each liquid to reach the finish line. They can create their own charts and record the results. Unit 2 Properties of Solids, Liquids, and Gases 87

6 Date: Letter Name of Liquid Peguis Publishers This page may be reproduced for classroom use. Name: Properties of Liquids How the Liquid Looks How the Liquid Pours How the Liquid Is Absorbed into a Paper Towel

7 Racecourse Peguis Publishers This page may be reproduced for classroom use