Escolar Documentos
Profissional Documentos
Cultura Documentos
3/5 Investigating Magnets: K-4 Benchmark III: Students will What properties Attract
Use force poster to define force (a push or pull) and 1. Recognize that magnets can explore the do magnets Repel
to show two kinds of force, indirect and direct. produce motion by attracting properties of have? Magnet
Explain that students will be working with magnets. some materials (e.g., steel) and magnets. Magnetic
Define the no magnet zones in the room. Hand out have no effect on others (e.g.,
two magnets to each students. Allow time to plastics). 2. Describe how
explore. Review the terms attract and repel and magnets have poles (N and S)
have students answer the questions on student and that like poles repel each
booklet page 1. Discuss what students think is true other while unlike poles attract. 3.
about magnets. Challenge students assumption that Observe that some forces
magnets attract metal; by exploring the metal bag produce motion without objects
and demonstrating that recording tape is attracted. touching (e.g., magnetic force on
Record observations on student booklet page 3. nails).
Discuss what metals are attracted. Have students
map the strength of the magnets using washers.
Record observations on student booklet page 2.
Get the iron out of Total cereal. Revise statements
made on student booklet page 1 under “I think
these things are true about magnets.”
3/7 Investigating Motion: K-4 Benchmark III: Students What factors Bob
Present the following problem: Two friends want to 3. Observe that some forces investigate affect the rate of Pendulum
swing together side by side. They want to go produce motion without objects the the pendulum? Period
exactly the same height at the same time. One is in touching (e.g., magnetic force on relationship Rod
first grade and one is in third grade. Does it matter nails). between the Swing
that they are different sizes? Demonstrate how to K-4 Benchmark III: length of a Gravity
set up a pendulum. Discuss all the things that could 4. Describe motion on different pendulum
be controlled (length of the paper clip chain, height time scales (e.g., the slow motion and its
of release, weight on the end of the chain) and all of a plant toward light, the fast period
the things that could be measured (number of motion of a tuning fork).
swings in a given time, the until pendulum stops K-4 Benchmark III:
swinging, number of swings until it stops swinging). 1. Use numerical data in
Challenge students to find out what matters when it describing and comparing
comes to pendulums. Record their findings on page objects, events, and
9 and 8 measurements.
3/13 Investigating Materials 1: K-4 Benchmark I: 1. Identify and Students How can we use Filter
Discuss what a mixture is and how to separate compare properties of pure separate the properties of Properties
different mixtures (e.g. bag of pencils and pens, and substances and mixtures (e.g., materials by materials to Separate
Halloween candy) Discuss why separating mixtures sugar, fruit juice). size, separate different Sieve
is important (recycling). Examine washer and rock 2. Separate mixtures based on solubility, materials into
bags. Discuss the properties of washers and rocks properties (e.g., by size or by and groups?
and how the properties could be used to separate substance; rocks and sand, iron attraction to
them. Separate washers and rocks. Repeat with filings and sand, salt and sand). a magnet.
sand and rocks. Repeat with salt and sand. K-4 Benchmark I: 2. Know that
science produces information for
the manufacture and recycling of
materials (e.g., materials that can
be recycled [aluminum, paper,
plastic] and others that cannot
[gasoline]). 3. Know that naturally
occurring materials (e.g., wood,
clay, cotton, animal skins) may be
processed or combined with other
materials to change their
properties.
3/14 Investigating Mixtures: K-4 Benchmark I: 1. Identify and Students Use what we
Discuss the difference between a pure substance compare properties of pure develop a have learned
and a mixture. Present the problem: separate a substances and mixtures (e.g., process to about the
mixture of salt, sand, iron filings, washers, plastic sugar, fruit juice). 2. Separate separate six properties of
that floats, and plastic that sinks. Allow students mixtures based on properties materials materials to
plenty of time to discuss how the should separate (e.g., by size or by substance; and learn separate a
the mixture. In a class discussion, help students rocks and sand, iron filings and about the mixture of eight
develop a plan to successfully separate the mixture. sand, salt and sand). properties of different things.
Allow students to implement the plan. Make plastic.
shrinking objects from plastic pieces.
3/19 Investigating Materials 2: K-4 Benchmark I:2. Know that Students What are the Boll
Discuss that materials are found in the clothing and science produces information for investigating properties of Cotton
shoes that students are wearing. Discuss fabrics the manufacture and recycling of how fabrics? Blend
made from plants, animals, and petrochemicals materials (e.g., materials that can materials How does the Fabric
(comes from oil). Discuss other materials, such as be recycled [aluminum, paper, are changed coton that makes Fiber
leather. That we use in our clothes. Discuss why plastic] and others that cannot by up your shirt get Harvesting
one fabric would be chosen over another. One at a [gasoline]). 3. Know that naturally processing from a farmer’s Polyester
time. Examine cotton balls, cotton woven fabric, occurring materials (e.g., wood, field to your Thread
cotton-poly fabric, polyester fabric. Allow students to clay, cotton, animal skins) may be closet? Weaving
test for different properties including what happens processed or combined with other
when they get wet, how fast they dry, stretchability, materials to change their
strength, fraying and ease of ripping. Have them properties.
record their observations in the student booklet
page 12 and 13. Have the students glue down the
pictures of the process of turning cotton into
clothing.
3/21 Investigating Light: K-4 Benchmark II: 1. Understand Students What are the two Absorb
Explain that the final lesson in this unit is about that light is a form of energy and investigate different kinds of Laser
light. Explain that light is a form of energy that can can travel through a vacuum. 2. properties of light and how are Light
travel through a vacuum. Explain what a vacuum is. Know that light travels in a light and they the same or Reflect
Allow students to discover that light travels in a straight line until it strikes an laser light. different? Refract
straight line using hole punched cards and stands. object and then it is reflected,
Discuss how light can change direction by reflection refracted, or absorbed.
and refraction. Allow students to explore reflection
and refraction using mirrors and prisms. Discuss
how light can be absorbed. Allow students to
explore the absorption of light using color filters.