Elementary Science




Grade 3

Scientific Investigation, Reasoning, and Logic

3.1 The student will plan and conduct investigations in which:
  • questions are developed to formulate hypotheses;
  • predictions and observations are made;
  • data are gathered, charted, and graphed;
  • objects with similar characteristics are classified into at least two sets and two subsets;
  • inferences are made and conclusions are drawn;
  • natural events are sequenced chronologically;
  • length is measured to the nearest centimeter;
  • mass is measured to the nearest gram;
  • volume is measured to the nearest milliliter and liter;
  • temperature is measured to the nearest degree Celsius; and
  • time is measured to the nearest minute.

    Force, Motion, and Energy

    3.2 Understand simple machines and their uses.
    Key concepts include:
    • types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge):
    • how simple machines function; and
    • examples of simple machines found in the school, home, and work environment.
    Activity:
    Use the on-line Internet site "Spotlight on Simple Machines".
    1. Name the types of simple machines.
    2. Go to the Clarisworks draw program and draw, label and name each machine.
    3. Type or write a couple sentences about how each machine makes work easier. (T 5.2)

    Simple Machines
    Marvelous Machines

    Matter


    3.3 Understand that objects can be described in terms of the materials they are made of and their physical properties.
    Key concepts include:
    • objects are made of smaller parts;
    • materials are composed of parts that are too small to be seen without magnification; and
    • physical properties remain the same as the material is reduced in size.

    Life Processes

    3.4 The student will investigate and understand that behavioral and physical adaptation allow animals ot respond to life needs.
    Key concepts include:
    • methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and
    • hibernation, migration, camouflage, mimicry, instinct, and learned behavior.
    Activity:
    Learn about "Animal Migration" from the on-line Internet site below.
    1. Go to the draw program in Clarisworks.
    2. Highlight "file", then "insert", then "directories", and "clip art" to select the "world.pct" icon.
    3. Use the tool bar to draw migration patterns of animals (butterflies, whales, birds).
    4. Label the map and give it a title. (T 5.2, 5.3, 5.4)
    Animal Migration

    Living Systems

    3.5 Understand relationships among organisms in aquatic and terrestrial food chains.
    Key concepts include:
    • producer, consumer, decomposer;
    • herbivore, carnivore, omnivore; and
    • predator-prey.
    Activity:
    1. Go to the draw program in Clarisworks.
    2. Highlight "file", then "insert", then "directories", and "clip art" to select an icon.
    3. Use the tool bar to draw a food web.
    4. Label the food web and give it a title. (T 5.2, 5.3, 5.4)

    3.6 Understand that environments support a diversity of plants and animals that share limited resources.
    Key concepts include:

    • water-related environments (pond, marshland, swamp, stream, river, and ocean environments);
    • dry-land environments (desert, grassland, rainforest, and forest environments); and
    • population and community.
    Activity:
    Visit "Mr. Hathaway's Virtual Nature Trail" on-line at the Internet address below.
    1. Choose one of the 12 trails to explore.
    2. Highlight the plants and animals in the picture.
    3. Choose one plant or animal, and write a report.
    4. Type your report using the Children's Writing and Publishing word-processing program. (T 5.2, 5.4)
    Pass port to the Amazon Rainforest
    Virtual Nature Trail
    The Electronic Zoo

    Interrelationships in Earth/Space Systems

    3.7 Understand the major components of soil, its origin, and importance to plants and animals including humans.
    Key concepts include:
    • soil provides the support and nutrients necessary for plant growth;
    • topsoil is a natural product of subsoil and bedrock;
    • rock, clay, silt, sand, and humus are components of soils; and
    • soil is a natural resource and should be conserved.
    Activity:
    Go to "What are soils good for?" at the on-line Internet address below.
    1. Do the experiment called reducing erosion.
    2. Record the experiment using Children's Writing and Publishing word-processing program.
    3. Make a graph using Clariswork's spreadsheet (i.e., day/"x" axis and height/"y" axis)
      or make a bar graph of the type of soil versus cost (i.e., soil/"x" axis and cost/"y" axis).
    4. Interpret the graph. (T 5.2, 5.4)
    What are soils good for?

    Earth Patterns, Cycles, and Change

    3.8 Understand basic sequences and cucles occuring in nature.
    Key concepts include:
    • sequences of natural events (day and night, seasonal changes, phases of the the moon, and tides); and
    • animal and plant life cycles.

    3.9 Understand the water cycle and its relationship to life on Earth.
    Key concepts include:

    • the origin of energy that drives the water cycle;
    • processes involved in the water cycle (evaporation, condensation, precipitation); and
    • water supply and water conservation.
    Activity:
    Locate "Guided Tour of Water Cycle" using the on-line Internet address below.
    1. Draw the water cycle using the draw program on Clarisworks.
    2. Highlight the watercycle.
    3. Read about the watercycle.
    4. Use the glossary to cut and paste three definitions.
    5. Print your definitions. (T 5.2)
    Water in the City
    Water Cycle Lessons

    Reources

    3.10 Understand that natural events and human influences can affect the survival of species.
    Key concepts include:
    • the interdependency of plants and animals;
    • human effects on the quality of air, water, and habitat;
    • the effect of fire, flood, disease, erosion, earthquake, and volcanic eruption on organisms; and
    • conservation, resource renewal, habitat management and species monitoring
    Activity
    Reprint the "Recycling Coloring Book" from the on-line Internet address below.
    1. Print and color book pages.
    2. Save images as a file and then insert them into a word-processing program.
    3. Type additional information on these coloring book pages.
      (T 5.2, 5.4)
    Recycling Coloring Book: For kids! Print and color these pages.

    3.11 Understand different sources of energy.
    Key concepts include:

    • the sun's ability to project light and heat energy;
    • natural forms of energy (sunlight, water, wind);
    • fossil fuels (coal, oil, natural gas) and wood;
    • electricity, nuclear power; and renewable and nonrenewable resources.
    Activity:
    Go to "Energy Quest" at the on-line Internet address below.
    1. Answer the five questions on bedroom appliances.
    2. Survey the five most used bedroom appliances in your classroom.
    3. Make a graph of the classroom results using Clariswork's spreadsheet.
    4. Answer the question, "How old are kinds of lighting?"
      (T 5.3)
    Energy Quest
    Cayuga Heights Elementary School


    Grade 4




    Scientific Investigation, Reasoning, and Logic

    4.1 The student will plan and conduct investigations in which:

    • distinctions are made among observations, conclusions (inferences), and predictions;
    • data are classified to create frequency distributions;
    • appropriate metric measures are used to collect, record, and report data;
    • appropriate instruments are selected to measure linear distance, volume, mass, and temperature;
    • predictions are made based on data from picture graphs, bar graphs, and basic line graphs;
    • hypotheses are formulated based on cause and effect relationships;
    • variables that must be held constant in an experimental situation are define; and
    • numerical data that are contradictory or unusual in experimental results are recognized.

    Force, Motion, and Energy

    4.2 Understand that energy is needed to do work and that machines make work easier.
    Key concepts include:
    • energy forms (electrical, mechanical, and chemical energy);
    • potential and kinetic energy;
    • simple and complex machines; and efficiency, friction, and inertia.
    Activity:
    Use "The Mommy's Tomb" on-line Internet address below.
    1. Build a better tomb by adding layers of insulation.
    2. Determine how much insulation is efficient.
    3. Perform an experiment to cool the Mummy's tomb.
    4. Record your experiment using a word-processing program (Word Perfect).
    5. Use Clarisworks spreadsheet to make a graph (layers of insulation/"x" axis and type of styrofoam/"y" axis.
    6. Use electronic encyclopedia to define energy words (kinetic, potential, mechanical). (T 5.2, 5.3)
    The Mummy's Tomb
    Robot Zoo
    Spotlight on Simple Machines

    Electricity

    4.3 Understand the characteristics of electricity.
    Key concepts include:
    • the nature of electricity (voltage, ampere, resistance, conductors, and insulators);
    • circuits (open/closed, parallel/series);
    • magnetism and magnetic fields;
    • static electricity; and
    • historical contribution in understanding electricity.
    Activity:
    Check out "Frankenstein's Lightning Laboratory" from the on-line Internet addresses below.
    1. Record and perform the experiment on static electricity.
    2. Locate electrical safety.
    3. Highlight the house.
    4. Make a list of household dangers using a word-processing program (Word Perfect).
    5. Highlight fruity electricity.
    6. Answer the question and perform the experiment, "Can fruit help Igor make electricity?"
      (T 5.2, 5.4).
    Frankenstein's Lightning Laboratory

    Life Processes

    4.4 Understand basic plant anatomy and life processes.
    Key concepts include:
    • the structures of typical plants (leaves, stems, roots, and flowers);
    • processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed);
    • photosynthesis (chlorophyll, carbon dioxide); and
    • dormancy
    Activity:
    Go to Curious Kids Science from the "The Circle of Life" at the on-line Internet address below.
    1. Do the Word Scramble.
    2. Use the words (water, leaf, green, orange, autumn, glucose, sunlight) to complete the scramble.
    3. Make your own Plant Puzzler with "PuzzleMaker" from the on-line Internet addresses below. (T 5.3, 5.4)
    The Circle of Life
    Puzzlemaker

    Living Systems

    4.5 Understand how plants and animals in an ecosystem interact with one another and the nonliving environment.
    Key concepts include:
    • behavioral and structural adaptations;
    • organization of communities;
    • flow of energy through food webs;
    • habitats and niches;
    • life cycles; and
    • influence of human activity on ecosystems
    Activity:
    Locate "Ecoystems, Biomes, and Habitats" from the on-line Internet address below.
    1. Go to the graphical model of an ecosystem.
    2. Copy and paste the components into Clarisworks draw program.
    3. Add examples of plant, animal, and detritivore clip art to the model. (T 5.3, 5.4)
    Ecosystems, Biomes, and Habitats
    Scientists in The City

    Interrelationships in Earth/Space Systems

    4.6 Understand how weather conditions and phenomena occur and can be predicted.
    Key concepts include:
    • weather factors (temperature, air pressure, fronts, formation and type of clouds, and storms);
    • meteorolical tools (barometer, hygrometer, anemometer, rain gauge, and thermometer).
    Activity:
    Find "Making Weather Instruments" at the on-line Internet address below.
    1. Choose a weather instrument (baromenter, rain gage, thermometer, anemometer).
    2. Highlight the chosen weather instrument.
    3. Make the weather instrument using the project materials listed. (T 5.3)
    Making Weather Instruments
    Franklin's Forecast

    Earth Patterns, Cycles, and Changes

    4.7 Understand the relationships among the Earth, moon, and sun.
    Key concepts include:
    • the motions of the Earth, moon, and sun (revolution and rotation);
    • causes for the Earth's seasons and phases of the moon;
    • the relative size, position, and makeup of the Earth, moon, and sun;
    • unique properties of the Earth as a planet and as part of the solar system; and
    • historical contributions in understanding the Earth-moon-sun system.
    Activity:
    Locate "Earth and Moon Viewer" from the Internet address below.
    1. View the map showing day and night of the moon.
    2. Make a table using Word Perfect processing program that shows the current phases of the moon.
    3. Predict the dates of the next phases of the moon. (T 5.3, 5.4)
    Views of the Solar System
    Earth and Moon Viewer

    Resources

    4.8 Understand important Virginia natural resources.
    Key concepts include:
    • watershed and water resources
    • animals and plants, both domesticated and wild; and
    • minerals, rocks, ores, and energy sources.
    Activity:
    Use Virginia Tech Museum of Natural History: Educational Resource Kit" list at this on-line Internet address.
    1. Cut and paste the list of educational resource kits into a word-processing program.
    2. Match the list to the 4.8 concepts.
    3. Order kits from the museum. (T 5.3)



    Grade 5




    Scientific Investigation, Reasoning, and Logic

    5.1 The student will plan and conduct investigation in which:
    • appropriate instruments are selected and used for making quantative observations of length, mass, volume, and elapsed time;
    • rocks, minerals, and organisms are identified using a classification key;
    • data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
    • accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cyclinder);
    • predictions are made using patterns, and simple graphical data are extrpolated; and
    • estimations of length, mass, and volume are made.

    Force, Motion, and Energy


    5.2 The student will investigate and understand how sound is transmitted and is used as a means of communication.
    Key concepts include:
    • frequency, waves, wavelength, resonance, vibration;
    • the ability of different media (solids, liquids, gases) to transmit sound; and
    • communication tools (voice, Morse code, sonar, animal sounds, musical instrument)
    Activity:
    The "Smithsonian Telegraphy Exhibit" from the on-line Internet address below will answer these questions.
    1. When did today's information age begin? (telegraph)
    2. What is the language that uses dots and dashes to send messages? (Morse Code)
    3. How was communication first carried across the ocean? (Atlantic cable)
    4. Who invented the first experimental telephones? (Alexander Graham Bell)
    5. Who used the first computer, The ENIAC? (Army and University of Pennsylvania)
      (T 5.2)

    5.3 The student will investigate and understand basic characteristics of white light.
    Key concepts include:

    • the visible spectrum, light waves, reflection, refraction, diffraction, opaque, tansparent, translucent;
    • optical tools (eyeglasses, lenses, flashlight, camera, kaleidoscope, binoculars, microscope, light boxes, telescope, prism, spectroscope, mirrors);
    • historical contributions in understanding light.
    Activity:
    Go to "Dracula's Library" from the on-line Internet address below to learn about reflections.
    1. Choose reflections from the menu.
    2. Gather materials (small mirrow, protractor, flashlight).
    3. Solve Dracula's problem by reflecting incoming light.
    4. Record the activity using Word Perfect word-processing program.
    Circles of Light
    Dracula's Library
    Artist Bob Miller's "Light Walk" at the Exploratorium

    Matter

    5.4 The student will investigate and understand that matter is anything that has mass; takes up space; and occurs as a solid, liquid or gas.
    Key concepts include:
    • atoms, molecules, elements, and compounds:
    • mixtures and solutions; and
    • effect of temperature on the states of matter
    Activitiy:
    Go to "Chem-4-Kids" at the on-line Internet address below:
    1. Pick States of Matter, then temperature from the menu.
    2. Define keywords (atom, compound, element, molecule, and matter) from the glossary.
    3. Take the "Chem-4-Kids" Matter Pop Quiz, and submit answers electronically.
      (T 5.2, 5.3)
    Chem-4-Kids
    The Phantom's Portrait Parlor

    Living Systems

    5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics.
    Key concepts include:
    • parts of a cell
    • five kingdoms of living things;
    • vascular and nonvascular plants; and
    • vertebrates and invertebrates.
    Activity:
    Choose "MicroWorlds" from the on-line Internet addresses below.
    1. Pick "Microworlds" from the menu.
    2. Practice drawing the four cells.
    3. Visit the major attractions of Microbe World (dirtland, animal pavilion, snack bar, space adventure, waterworld, safari hut).
    4. Select one Microbe World topic to write a 1-2 page report using Word Perfect word processing program.
      (T 5.3, 5.4)
    Plant and Animal Cells
    Classificatio n of Plants and Animals
    Missouri Botanical Gardens
    MicroWorlds

    Interrrelationships in Earth/Space Systems

    5.6 The student will investigate and understand characteristics of the ocean environment.
    Key concepts include:
    • geological characteristics (continental shelf, slope, rise);
    • physical characteristics (depth, salinity, major currents);
    • biological characteristics (ecosystems); and
    • public policy decisions related to the ocean environment (assessment of marine organism populations, pollution prevention).
    Activity:
    Investigate "Jason Project VII" at the on-line Internet address below.
    1. Take the freshwater fish quiz.
    2. Take the guided tour to check out Dr. Robbie Smith's coral activity.
    3. Take the Jason Voyagers Deep Sea Plunge.
      (T 5.2, 5.3)
    JASON VII: Adapting to a Changing Sea
    PBS: Secrets of the Ocean Realm
    Year of the Ocean

    Earth Patterns, Cycles, and Change

    5.7 The student will investigate and understand how the Earth's surface is constantly changing.
    Key concepts include:
    • the rock cycle including the identification of rock types;
    • Earth's history and fossil evidence;
    • the basic structure of the Earth's interior;
    • plate tectonics (earthquakes and volcanoes);
    • weathering and erosion; and
    • human impact
    Activity:
    Check out "Earthforce" from the on-line Internet addresses below:
    1. Keep track of daily changes "Earthforces" (earthquakes and volcanoes) cause.
    2. Use Clarisworks clip art (map), and plot the latitude/longitude of current "Earthforces".
    3. Investigate an "Earthforce" from the Idea Index (volcanoes, earthquakes, tsunamis).
    4. Use Word Perfect word-processing program to write a 1-2 page report on an "Earthforce".
      (T 5.3)
    Earthforce
    Glaciers and Glacial Ages


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