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/South Carolina 2007 AIMS Education Foundation

2 Standards Alignment... 2 Hands-on Safe Science... 5 Scientific Inquiry... 6 Assembling Rubber Band Books Science Journal Life Science Caring Cubes We ve Got Guppies Pet Planning Eating Up Energy Shrinking Supplies Under Cover Mammals on My Mind A Place to Call Home Creature Homes (song) Where Can Animals Live? A Walk in the Park Paste up Habitats What s Eating You? A Frog s Life Silkworms Assessment Earth Science Watching the Weather Wind Detectives Wind in Your Sails The Wind Blows Which Way? Temperature Told Hot or Cold Air Temperature Severe Weather Safety Weather Changes (Song) Calendar Connection Weather Windows Weather Words Assessment Physical Science Pouring Over Matter Looking at Liquids Making Sense of Solids Frosty Forms Melting Ice Cubes Water to Ice to Water Butter Up Gingerbread Cut-Outs Cups that Change Magnificent Mixtures Separation Stations Discovery Bottle Stick to It What is Attracted to a Magnet? A Sorting Challenge Face to Face Fish and Clips Holding Power How Close Can You Get? Hungry Hounds Painting with Magnets Magnet Man Magnets Here and There What Makes a Thing Magnetic? (Teacher Information) Assessment Meter Tape Parent Letter Materials List Assessment Key The AIMS Program Core Curriculum/South Carolina AIMS Education Foundation

3 South Carolina Science Content Standards Second Grade Scientific Inquiry Standard 2-1 of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation Carry out simple scientific investigations to answer questions about familiar objects and events. Feather Relays Blow and Go Wind in Your Sails Wind Detectives The Wind Blows Watching the Weather Which Way? Weather Windows Temperature Told, Hot or Cold Air Temperature Calendar Connection Which Way? Severe Weather Safety Pouring Over Matter Looking at Liquids Making Sense of Solids Frosty Forms Melting Ice Cubes Water to Ice to Water Butter Up Gingerbread Cut-Outs Cups that Change Magnificent Mixtures Separation Stations Discovery Bottle Stick to It What is Attracted to a Magnet? A Sorting Challenge Face to Face Fish and Clips Holding Power How Close Can You Get? Hungry Hounds Painting with Magnets Magnet Man Magnets Here and There Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data in US customary (English) and metric units of measurement. Temperature Told, Hot or Cold Air Temperature Looking at Liquids Making Sense of Solids Butter Up Cups that Change Magnificent Mixtures Separation Stations Fish and Clips Holding Power How Close Can You Get? Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Under Cover Mammals on My Mind What s Eating You? Silkworms Feather Relays Blow and Go Wind in Your Sails Frosty Forms Water to Ice to Water Stick to It What is Attracted to a Magnet? A Sorting Challenge Face to Face Fish and Clips Holding Power Core Curriculum/South Carolina AIMS Education Foundation

4 2-1.4 Infer explanations regarding scientific observations and experiences. What s Eating You? Use appropriate safety procedures when conducting investigations. Cups that Change Stick to It Animals Standard 2-2 of the needs and characteristics of animals as they interact in their own distinct environments. (Life Science) Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. Caring Cubes We ve Got Guppies Pet Planning Eating Up Energy Shrinking Supplies Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics. Under Cover Mammals on My Mind Explain how distinct environments throughout the world support the life of different types of animals. A Place to Call Home Creature Homes (song) Where Can Animals Live? A Walk in the Park Paste up Habitats Summarize the interdependence between animals and plants as sources of food and shelter. A Walk in the Park What s Eating You? Illustrate the various life cycles of animals (including birth and the stages of development). A Frog s Life Silkworms Earth Science: Weather Standard 2-3 of daily and seasonal weather conditions. (Earth Science) Explain the effects of moving air as it interacts with objects. Feather Relays Blow and Go Wind in Your Sails Wind Detectives The Wind Blows Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet, and hail). Watching the Weather Which Way? Illustrate the weather conditions of different seasons. Watching the Weather Weather Windows Carry out procedures to measure and record daily weather conditions (including temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a windsock or wind vane). Temperature Told, Hot or Cold Air Temperature Calendar Connection Which Way? Weather Changes (Song) Core Curriculum/South Carolina AIMS Education Foundation

5 2-3.5 Use pictorial weather symbols to record observable sky conditions. Watching the Weather Identify safety precautions that one should take during severe weather conditions. Severe Weather Safety Properties and Changes in Matter Standard 2-4 of the properties of matter and the changes that matter undergoes. (Physical Science) Recall the properties of solids and liquids. Pouring Over Matter Looking at Liquids Making Sense of Solids Exemplify matter that changes from a solid to a liquid and from a liquid to a solid. Frosty Forms Water to Ice to Water Melting Ice Cubes Butter Up Magnetism Standard 2-5 of force and motion by applying the properties of magnetism. (Physical Science) Use magnets to make an object move without being touched. Hungry Hounds Painting with Magnets Discovery Bottle Magnet Man Explain how the poles of magnets affect each other (that is, they attract and repel one another). Face to Face How Close Can You Get? Compare the effect of magnets on various materials. Stick to It What Will a Magnet Attract? A Sorting Challenge Fish and Clips Holding Power Discovery Bottle Identify everyday uses of magnets. Magnets Here and There Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching. Gingerbread Cut-Outs Butter Up Cups that Change Recognize that different materials can be mixed together and then separated again. Magnificent Mixtures Separation Stations Core Curriculum/South Carolina AIMS Education Foundation

6 Topic Magnets, Force at a Distance Key Question What can you find in the discovery bottle using a magnet? Learning Goals Students will: use magnets to explore force at a distance, and discover materials that are attracted by a magnet. Guiding Documents Project 2061 Benchmarks Magnets can be used to make some things move without being touched. People use their senses to find out about their surroundings and themselves. Different senses give different information. Sometimes a person can get different information about the same thing by moving closer to it or further away from it. Often a person can find out about a group of things by studying just a few of them. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. NRC Standards Employ simple equipment and tools to gather data and extend the senses. Communicate investigations and explanations. Magnets attract and repel each other and certain kinds of other materials. NCTM Standards 2000* Sort, classify, and order objects by size, number, and other properties Sort and classify objects according to their attributes and organize data about the objects Science Physical science force magnets properties of objects Integrated Processes Observing Predicting Comparing and contrasting Collecting and recording data Communicating Interpreting data Materials Clear plastic two-liter bottle Colored gift package shreds small objects, some that are attracted to a magnet and some that are not (see Management 1) Magnets or magnet wands Student recording sheet Background Information Magnets are great in a discovery center because they stimulate excitement and interest. Magnetic forces can close doors, drive toys, hold paper to refrigerators, pick up scrap steel, and even move trains. Young children need many, and repeated, opportunities to observe the attractive force of magnets, a simple yet very complex phenomenon. Students can observe that magnets can be used to make some things move, while others do not. They notice that the magnet can make things move without touching them. The magnet may push or pull another magnet or object. Through experimentation, students can begin to understand that some things happen even though the force that causes those things to happen cannot be observed. The conversation generated by the discovery bottle is fodder for teacher observation and future investigations. Management 1. Prepare the two-liter bottle by filling the bottle with the packaging shreds and then dropping in the small objects that are and are not attracted to a magnet (for example: paper clip, paper fastener, marble, counters, keys, etc.). 2. Students should be grouped in pairs or groups of four. This activity may be carried over for several days to allow time for all students to visit the discovery center. 3. Copy a recording sheet for each student. 4. The discovery bottle should be left at the discovery center over an extended period of time. Core Curriculum/South Carolina AIMS Education Foundation

7 Procedure Part One 1. Ask the Key Question. 2. Introduce the discovery bottle and model for students using the magnet to explore the bottle. 3. Invite several students to come, one at a time, and run the magnet over the outside of the bottle and describe what they see. 4. Model by drawing a picture or writing the words on the student recording sheet to show which objects were attracted by the magnet. Part Two 1. During center or discovery time, have students explore the discovery bottle and draw pictures of objects they can find in the bottle while using the magnet. 2. Gather the students together to share their discoveries. 3. Encourage students to compare and discuss the objects that they discovered. Connecting Learning 1. What objects did you find in the discovery bottle? 2. Did all of us see the same things? Why? 3. How did the magnet help you find objects in the bottle? 4. What kinds of objects did you find? 5. Did you see any objects that were not attracted to the magnet? Why do you think they were not attracted? 6. Were there any objects that were attracted to the magnet that surprised you? What were they and why were you surprised? 7. Can you think of some other objects we could put into the discovery bottle? 8. Did your magnet have to touch the object in order to attract it? Explain. 9. What are some of the ways that you use magnets at home? * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Core Curriculum/South Carolina AIMS Education Foundation

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9 Yardstick Thermometers Hand lenses Rulers Glue gun Balance Masses Class pet Guppies one male, one female One-gallon glass pickle jar Pencils Colored pencils Crayons Colored markers Permanent markers Tempera paint Scissors White glue Glue sticks Transparent tape Masking tape Paper fasteners Pushpins Paper clips, small and jumbo Clay Red and blue ¾-inch sticky dots Adding machine tape Copy paper Colored paper Construction paper Red construction paper Blue construction paper, 12 x 18 Chart paper Sticky notes in two colors Index cards, 3 x 5 Tagboard Salt Heavy cream Crackers Vegetable oil Corn syrup Cake mix Vinegar Powdered drink mix Powdered sugar Powdered milk Creamy peanut butter Equipment Magnets Measuring cups Measuring spoons Hand rotary mixer Electric mixer Mixing bowls Electric skillet with dome lid Living Organisms and Their Care Aquarium gravel or sand Aquarium plants Aquarium snails Consumables and Non-consumables Iron-fortified cereal Trail mix ingredients Goldfish crackers Gummy worms Rice or lentils Baby oil Transparent baking dish Stew pot Pie tin Bowls Rubber scraper Plastic wrap, blue and clear Waxed paper Paper plates Paper towels Brown lunch-size bags Plastic bags, sandwich-size recloseable Plastic bags, pint-size, recloseable Plastic bags, gallon-size, recloseable Paper cups, 3-oz Waxed paper cups, 5-oz Plastic cups, 9-oz Plastic knives Coffee stirrers Drinking straws Toothpicks Cardboard boxes Small boxes Empty 2-liter bottle Containers with lids in a variety of shapes Empty film canisters Liter bottles with lids Half-pint milk cartons, empty and clean Meter tape Stapler Mirrors Liter box Graduated cylinder Electric fan Guppy food Silkworms Mulberry leaves Baby food jars and lids Large plastic tub Wide mouth plastic jars Large bucket Watering can Straight pins Ribbon String Thin or medium yarn Craft sticks Metallic gift package Shell stickers Clear confetti Fish confetti Green Easter grass Plastic animals Piece of silk Cloth scraps Soft material to simulate fur or hair Feathers Net bag Collection of objects (metal and nonmetal) Iron filings Clock with a second hand Wooden block Unifix cubes Marble Pinecones Rain guttering and caps Dowel Pennies Nickels Dimes Quarters Dollar bill Core Curriculum/South Carolina AIMS Education Foundation