2007 AIMS Education Foundation

Transcription

1 TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright 2007 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means except as noted below. A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. Sharing the materials or making copies for additional classrooms or schools or for other individuals is a violation of AIMS copyright. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only for use within the classroom for which the pages were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. Digital distribution rights may be purchased for users who wish to place AIMS materials on secure servers for school- or district-wide use. Contact us or visit the AIMS website for complete details. ISBN AIMS Education Foundation 1595 S. Chestnut Ave., Fresno, CA aimsedu.org Printed in the United States of America Core Curriculum/Georgia 2007 AIMS Education Foundation

2 Standards Alignment...2 Safe Science...6 Scientific Inquiry...7 Assembling Rubber Band Books...11 Science Journal...12 Picturing the Scientist...13 Matter Sum of Its Parts...22 The Big Banana Peel!...28 Wee See...37 Lots of Colored Dots...43 Physically Changed...49 Magnificent Mixtures...56 Kool Kups...61 Ice Change: The Meltdown...66 Hanging Out to Dry...71 Bagging Up Changes...82 Moving Water Change is Evident It s a Good Indicator Product Testing Change Matters The Inside Story on Circuits Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Series Circuits Parallel Circuits Short Cuts Conductor or Insulator? Conductors and Insulators Biographies Electromagnetic Explorations Make an Electromagnet Blade Spinners Meter Tape Parent Letter Materials List Physical Science Assessment Physical Science Assessment Key The AIMS Program Model of Learning Chinese Proverb Electricity and Magnetism Static Sensations Static Strokes Different Strokes Static Electricity All Charged Up St. Elmo s Fire Balance Your Charge Account Sparky s Light Kit You are entitled to unlimited copyright privileges of the student pages that are included. This copyright privilege extends only to one classroom/one teacher. Thank you! Core Curriculum/Georgia AIMS Education Foundation

3 Georgia Science Core Curriculum Fifth Grade Performance Standards Characteristics of Science Habits of Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. Sum of Its Parts The Big Banana Peel! Kool Kups Hanging Out to Dry Product Testing c. Offer reasons for findings and consider reasons suggested by others. Short Cuts d. Take responsibility for understanding the importance of being safety conscious. It s a Good Indicator Change Matters S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. The Big Banana Peel! Product Testing b. Use fractions and decimals, and translate between decimals and commonly encountered fractions halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) in scientific calculations. Picturing the Scientist The Big Banana Peel! c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. The Big Banana Peel! S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. Sparky s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety. Change is Evident Product Testing Change Matters Core Curriculum/Georgia AIMS Education Foundation

4 d. Identify and practice accepted safety procedures in manipulating science materials and equipment. It s a Good Indicator Change Matters S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. Sparky s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts. Picturing the Scientist The Big Banana Peel! Moving Water Balance Your Charge Account b. Make sketches to aid in explaining scientific procedures or ideas. Picturing the Scientist Path Finders Fiddling With Filaments Electric Circuits c. Use numerical data in describing and comparing objects and events. Picturing the Scientist Sum of Its Parts The Big Banana Peel! Magnificent Mixtures Kool Kups Product Testing Make an Electromagnet The Nature of Science S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. The Big Banana Peel! Bagging Up Changes Physically Changed It s a Good Indicator Make an Electromagnet c. Identify patterns of change in things such as steady, repetitive, or irregular change using records, tables, or graphs of measurements where appropriate. S5CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. Physically Changed Path Finders Make an Electromagnet Core Curriculum/Georgia AIMS Education Foundation

5 b. Some scientific knowledge is very old and yet is still applicable today. Fiddling With Filaments Biographies S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Physically Changed Magnificent Mixtures Kool Kups Ice Change: The Meltdown Hanging Out to Dry Bagging Up Changes Change is Evident It s a Good Indicator Product Testing Change Matters Static Sensations Static Strokes Different Strokes All Charged Up Sparky s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. Sum of Its Parts The Big Banana Peel! Wee See Lots of Colored Dots Kool Kups d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. Picturing the Scientist Fiddling With Filaments Biographies b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. Physically Changed Path Finders Core Curriculum/Georgia AIMS Education Foundation

6 Content Physical Science S5P1. Students will verify that an object is the sum of its parts. a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts. Sum of Its Parts The Big Banana Peel! S5P2. b. Investigate how common items have parts that are too small to be seen without magnification. Wee See Lots of Colored Dots Students will explain the difference between a physical change and a chemical change. a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change. Physically Changed Magnificent Mixtures b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. Kool Kups Ice Change: The Meltdown Hanging Out to Dry Bagging Up Changes Moving Water c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. Change is Evident It s a Good Indicator Product Testing S5P3. Students will investigate electricity, magnetism, and their relationship. a. Investigate static electricity. Static Sensations Static Strokes Different Strokes All Charged Up b. Determine the necessary components for completing an electric circuit. Sparky s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts c. Investigate common materials to determine if they are insulators or conductors of electricity. Conductor or Insulator? Conductors and Insulators d. Compare a bar magnet to an electromagnet. Electromagnetic Explorations Make an Electromagnet Core Curriculum/Georgia AIMS Education Foundation

7 Balances Metric masses Eyedroppers Hand lenses Microscopes Graduated cylinders Equipment Measuring cups and spoons Thermometers Hot plate Plastic rulers Wooden meter stick Miniature holiday lights Bulb holders Battery holders Wire strippers Directional compasses Spinner kits Consumables and Non-consumables Scissors Colored pencils Crayons Markers, washable Glue sticks White glue Staples String Rubber bands, #19 Paper clips, regular and jumbo Brass paper fasteners Permanent marker, fine line File folders Hole punches Ballpoint pens Index cards, 3" x 5" Table salt Sandpaper Dollar bill Colored comic strips Colored magazine pictures Ice cube trays Flashlights Batteries, AA-cells Batteries, D-cells Batteries, 6-volt Small bulbs Wire, 28-gauge Copper wire, 20-gauge Insulated wire Bell wire Incandescent light bulb Baby food jars Teakettle Plastic bag, gallon-size, recloseable Plastic bag, pint-size, recloseable Plastic spoons Portion cups Paper cups Plastic cups, 9 oz Plastic cups, 3.5 oz Plastic plates, 6 inch Aluminum pie tin, disposable Metal baking sheet Paper towels, white Paper towels, brown or blue Toothpicks Flavored drink mix Plastic water bottles with caps Empty soda bottles, 2 L Bananas Raisins Peanuts Pretzels Chocolate chips Butterscotch chips Small crackers Cereal Scraps of cloth Hydrogen peroxide Calcium chloride Baking soda Vinegar Sugar Powdered lime Washing soda Cream of tartar Household cleaning solution Ammonia Distilled water Milk of magnesia Milk Red cabbage Borax Steel wool Tongs Empty film canisters, 35 mm Serrated plastic knives Apples Matches Votive candle Clay Aluminum foil Buckets or tubs Balloons, round Fluorescent bulb, small Plastic wrap Styrofoam pieces Cotton thread Large nails Core Curriculum/Georgia AIMS Education Foundation

8 Topic Evaporation Key Question Which location will dry clothes the quickest? Learning Goal Students will: compare how well wet paper towel shirts dry in various locations over time, recognize that the liquid water is changing to water vapor a gas, and identify temperature as a factor that affects how quickly water evaporates. Guiding Documents Project 2061 Benchmarks When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water. Keep records of their investigations and observations and not change the records later. NRC Standards Materials can exist in different states solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. NCTM Standards 2000* Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles Collect data using observations, surveys, and experiments Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions Math Measurement elapsed time temperature Data analysis averages Science Physical science evaporation physical change Integrated Processes Observing Predicting Comparing and contrasting Collecting and recording data Inferring Communicating Materials For each group: 2 plastic drink bottles (see Management 2) string paper towels (see Management 3) shirt template scissors thermometer For the class: pie tin or similar container measuring spoon or portion cup (see Management 5) location cards (see Management 6) For each student: recording journal (see Management 7) Background Information Matter on Earth commonly exists in one of three states solid, liquid, or gas. Water is a material with which students are familiar in all three states. They have all had experience with liquid water, ice, and steam or water vapor. This activity addresses the change in the states of matter, specifically water, that is caused by an increase in temperature. The water that is put on the paper towel clothes evaporates into a gas water vapor. Students should find that the best place to put their clotheslines is where there is a warm temperature and some air movement. Management 1. Students will need to be divided into six groups one for each of the locations to be tested. 2. For the clotheslines, collect two plastic drink bottles (empty or full) per group (20-oz soda or Core Curriculum/Georgia AIMS Education Foundation

9 water bottles work well). Cut string into 35-cm lengths. The string can be tied to the tops of the bottles, which are then spread apart to form a clothesline. If the bottles are empty, you will need to fill them with water or sand so that they will hold up the shirt. 3. Use brown school-issued or blue industrial-type paper towels instead of white cloth-like ones bought in the grocery store. They are easier for students to cut, and the color change is easier for students to observe as they are drying. 4. Copy the shirt template page onto card stock and cut it in half. Each group needs one template. 5. Experiment with the paper towels you will be using beforehand so that you know about how much water each shirt will hold when completely saturated. Provide a measuring spoon, portion cup, etc., that will hold the correct amount of water. Have students pour this amount of water over their shirts while they are in a pie tin or similar container and swish the water around until it is completely absorbed by the paper towel. This will ensure that all groups begin with the same amount of water in their shirts. 6. Copy the page of location cards and cut them apart. Have specific locations in mind for each card so that you can direct groups as necessary. Rewrite any locations that will not work with similar ones that will. Put the cards in a bag or cup so that each group can draw one. 7. To make the recording journals, copy the two journal pages front to back and fold them in half. If this is not possible, copy the two pages, cut them in half, stack the pages in order, and staple them along the left edge. Procedure 1. Ask students if they can think of a time that they got their clothes wet (spilled water, ran through sprinklers, leaned up against something wet, etc.). Invite a few students to share their stories and what they did about the wet clothing. 2. Solicit students ideas of what they would do if they had a wet spot on their shirts, but could not change clothes. Write their suggestions on the board (stand in the sun, blow on the wet spot, use a hair dryer, etc.). Look at the suggestions and see what, if anything, they have in common. Hopefully, several will involve increasing the temperature and/or air flow to the wet spot. 3. Challenge students to describe what is going on when a wet spot on a shirt dries. The water is disappearing, but where does it go? Why do we add heat and/or air to make things dry faster? [A physical change is taking place. The liquid water is changing state to water vapor, a gas. It evaporates into the air, and this evaporation is speeded by adding heat and air circulation.] 4. Tell students that they will be exploring how the temperature and location affect how quickly clothes can dry. Explain that each group will have a different location in which they will set up a clothesline on which they will hang a wet paper towel shirt. 5. Have students get into groups and distribute scissors, one paper towel, and a shirt template to each group. Have them cut out the template, fold the paper towel, place the top edge of the shirt template along the fold, trace around the shirt, and cut it out. 6. Hand around the bag with the location cards and allow each group to select one card. Give them thermometers and the materials for their clotheslines and show them how to tie the string to the bottles and spread them apart (see Management 2). Allow time for the groups to set up their clotheslines in the appropriate locations. Have them also set out their thermometers at this time. 7. When all groups have their clotheslines set up, have them bring their paper towel shirts to the location where you have the water and thoroughly saturate the paper towels (see Management 5). 8. Distribute the recording journals. Instruct students to hang the shirts over their clotheslines and record the time and temperature in their journals. (Be sure that the thermometers have been allowed to stabilize before students take readings.) Allow time for groups to complete the first recording page with detailed descriptions of their clotheslines locations and the conditions of their shirts. 9. Distribute the student page. Have each group share the location of its clothesline. Write these on the board for reference. Instruct students to record their guesses/predictions as to which locations will produce the driest shirts by ranking the locations from most to least dry. 10. Have groups make three additional observations of their shirts. Space the observations 10 to 30 minutes apart, depending on weather conditions. Core Curriculum/Georgia AIMS Education Foundation

10 (If it is a cloudy day, there is high humidity, etc., the observations should be farther apart to allow time for the shirts to dry.) At each observation, students should record the time and temperature, as well as their observations about the dryness of the shirt. 11. After the third observation, have groups bring their clotheslines, shirts, and thermometers inside and complete the summary of results in their journals. 12. Have each group write a different letter somewhere on its shirt so that they will not get mixed up. As a class, determine the order of the shirts from most to least dry. 13. Have students record the actual order in the second portion of the table on the student page. Have each group share the average temperature for its location with the class so the information can be recorded. 14. Allow time for students to answer the questions on the page, then come together for a time of class discussion and sharing. Connecting Learning 1. Describe your group s location. Did you think your shirt would dry quickly, slowly, or somewhere in between at your location? Why? 2. Which locations had the driest shirts at the end of our observations? What do these locations have in common? 3. Which locations had the wettest shirts at the end of our observations? What do these locations have in common? 4. How did the actual results compare to your predictions? 5. Based on our data, is there a relationship between a location s temperature and how fast a shirt dries? How do you know? 6. What other factors could have influenced our data? [humidity, wind] 7. What state of matter was the water you put on the shirt? [liquid] 8. What is happening to the water in the shirt as it dries? [The water is evaporating into the surrounding air. It is changing from a liquid to a gas.] 9. Can you see the evaporation? [No.] How do you know it is happening? [The shirt dries. The water has to go somewhere.] 10. What kind of change does this represent? [physical] How do you know? [The water does not change properties, just state.] 11. What are you wondering now? Extensions 1. Design an experiment that would control all variables except temperature to see how strong a role it plays in evaporation rate. 2. Challenge students to design a method to quickly dry a wet shirt without using any electrical tools (hair dryer, fan, etc.). * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Core Curriculum/Georgia AIMS Education Foundation

11 Key Question Which location will dry clothes the quickest? Learning Goals compare how well wet paper towel shirts dry in various locations over time, recognize that the liquid water is changing to water vapor a gas, and identify temperature as a factor that affects how quickly water evaporates. Core Curriculum/Georgia AIMS Education Foundation

12 Align fold here Align fold here Shirt Template Align fold here Align fold here Shirt Template Core Curriculum/Georgia AIMS Education Foundation

13 Location Cards Out of the sun away from windows and doors In the sun and/or by a window In the shade On grass or dirt In the sun On grass or dirt In the shade On blacktop or sidewalk In the sun On blacktop or sidewalk Core Curriculum/Georgia AIMS Education Foundation

14 Time: Temperature: Description of shirt: Elapsed time start to finish: Average temperature at our location: Comparison of shirt from start to finish: Core Curriculum/Georgia AIMS Education Foundation

15 Starting time: Starting temperature: Time: Temperature: Description of shirt: Time: Temperature: Description of shirt: Core Curriculum/Georgia AIMS Education Foundation

16 Guess which locations you think will have the driest shirts at the end of the observations. Write the names of the locations in the table in order from most dry to least dry. Prediction Most Dry Actual Average Temperature Least Dry Record the actual order of the shirts from most to least dry. Record the average temperature of each location. 1. How do your guesses/predictions compare to the actual results? 2. Does there appear to be a relationship between the temperature of a location and how dry the shirt was? Explain. 3. What other factors could have had an impact on how quickly the shirts dried? 4. What is happening to the water that was in the shirts? How do you know? Core Curriculum/Georgia AIMS Education Foundation

17 Connecting Learning 1. Describe your group s location. Did you think your shirt would dry quickly, slowly, or somewhere in between at your location? Why? 2. Which locations had the driest shirts at the end of our observations? What do these locations have in common? 3. Which locations had the wettest shirts at the end of our observations? What do these locations have in common? 4. How did the actual results compare to your predictions? 5. Based on our data, is there a relationship between a location s temperature and how fast a shirt dries? How do you know? Core Curriculum/Georgia AIMS Education Foundation

18 Connecting Learning 6. What other factors could have influenced our data? 7. What state of matter was the water you put on the shirt? 8. What is happening to the water in the shirt as it dries? 9. Can you see the evaporation? How do you know it is happening? 10. What kind of change does this represent? 11. What are you wondering now? Core Curriculum/Georgia AIMS Education Foundation