STEMscopes Georgia Science Student Notebook Grade 3

3 STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

Georgia_3rd_Book.indd 1

3rd grade Notebook

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

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GEORGIA Student Notebook – Third Grade ISBN: 978-1-946725-73-8

Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2017, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

To learn more, visit us at www.acceleratelearning.com

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GEORGIA

This Student Notebook is designed to be used as a companion piece to our online curriculum.

The pages of this book are organized and follow the 5E model.

Student Handout

ENGAGE

A short activity to grab students’ interest

Student Journal

EXPLORE

A hands-on activity in which students get experience with the concept being taught

STEMscopedia

EXPLAIN

A reference material that includes parent connections, technology, and science news

Reading Science A reading passage about the concept that includes comprehension questions

ELABORATE Math Connection

A set of grade-level appropriate math problems that address the concept

Writing Science

EVALUATE

A writing prompt based on the concept studied in which the students can demonstrate what they have learned

Only student pages are included in this book and directions on how to use these pages are found in our online curriculum. Use the URL address and password provided to you by your district to access our full curriculum.

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Third Grade Science Notebook Table of Contents

Lesson

Page

Earth and Space Science 3E1A

1

3E1B

21

3E1C

43

3E2AB

65

Rocks and Minerals Top Soils Changes to Rocks and Soil What Happened Before Life Science 3L1A

89

3L1B

111

3L1C

135

Habitats of Georgia Animals of Georgia Changing Habitats © Accelerate Learning Inc. - All Rights Reserved

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Third Grade Science Notebook Table of Contents

Life Science Lesson

Page

3L2AB

Pollution and Conservation

155

Physical Science 3P1A

179

3P1BC

199

Producing Heat Energy Transfer of Heat from the Sun Appendix

Glossary

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223

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3rd Grade Earth and Space Science

3E1A

Rocks and Minerals

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3E1A Rocks and Minerals

Explore Student Journal Name:

Date:

A Rockin’ Rock Report!

Sample #_________ Describe and record the physical properties of your rock sample.

Size________________________________________________________ Shape______________________________________________________ Texture _____________________________________________________ Color(s)_____________________________________________________ What is its number on Mohs Hardness Scale? __________ Which mineral on Mohs Hardness Scale is it most similar to? ___________ Describe its luster (metallic or nonmetallic). __________________________ Return your sample and find another one!

Sample #_________ Describe and record the physical properties of your rock sample.

Size________________________________________________________ Shape______________________________________________________ Texture _____________________________________________________ Color(s)_____________________________________________________ What is its number on Mohs Hardness Scale? __________ Which mineral on Mohs Hardness Scale is it most similar to? ___________ Describe its luster (metallic or nonmetallic). _________________________ Return your sample and find another one!

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3E1A Rocks and Minerals

Explore Student Journal

Sample #_________ Describe and record the physical properties of your rock sample.

Size________________________________________________________ Shape______________________________________________________ Texture _____________________________________________________ Color(s)_____________________________________________________ What is its number on Mohs Hardness Scale? __________ Which mineral on Mohs Hardness Scale is it most similar to? ___________ Describe its luster (metallic or nonmetallic). __________________________ Return your sample and find another one!

Sample #_________ Describe and record the physical properties of your rock sample.

Size________________________________________________________ Shape______________________________________________________ Texture _____________________________________________________ Color(s)_____________________________________________________ What is its number on Mohs Hardness Scale? __________ Which mineral on Mohs Hardness Scale is it most similar to? ___________ Describe its luster (metallic or nonmetallic). _________________________ Return your sample and go back to your group to discuss this activity!

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STEMscopedia: ROCKS AND

MINERALS 3E1A

Reflect At first glance, rocks and minerals look very similar! They share many of the same properties. Rocks are actually made up of different minerals! Do you know how to tell them apart?

Property: how something looks, tastes, feels, sounds,or smells

Luster describes how shiny a mineral is.

The mineral Pyrite has a metallic luster because it is shiny like metal.

What Are Minerals?

Minerals make up all of Earth’s rocks, sands, and soils.

Minerals are nonliving substances and are found on the Earth’s surface and deep inside the crust. Minerals are made of elements and are found everywhere on our planet!

Sometimes minerals are very shiny, and sometimes they are dull. Scientists can recognize a mineral by observing its properties. Some of these properties are color, shape, hardness, texture, and luster. The texture of a substance describes how it feels. Luster measures how shiny a mineral is.

What Are Rocks?

Rocks are nonliving substances that are made from one or more minerals. Rocks can be very small, as tiny as a grain of sand; or they can be bigger than a building! This is because there are so many different kinds of rocks in the world. There are many similarities and differences between different types of rocks. Scientists use these similarities and differences to classify, or separate, rocks into groups.

Scientists who study substances that make the Earth are called geologists.

Scientists observe a rock’s properties to determine what kind of rock it is and what minerals it is made of. They do simple tests on rocks to get their information. For instance, to observe color, some scientists will compare new rocks that they find to rocks that they are familiar with. By doing this, scientists can get a better idea of where the rock came from and what it might be made of. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: ROCKS AND

MINERALS

Some of these rocks are higher on the Mohs Scale than others.

Observing Properties Both rocks and minerals can be classified by their properties. By observing and performing simple tests on rocks and minerals, you can decide what type they are. Some common tests are color, hardness, texture, and how they break. In order to test and compare the hardness of some rocks, scientists use a tool called the Mohs Hardness Scale. Scientists use this scale to give each mineral a hardness number. The higher the number, the harder the rock or mineral is!

What Do You Think?

You probably have some rocks where you live. With an adult, go outside and find some rocks. Choose a few rocks to observe. What are their properties? How can you describe them?

Rocks have different textures. Texture is how the surface of something feels. Does a rock feel smooth or rough? Is it soft or hard? Is it bumpy or sharp?

This rock is rough, hard, and bumpy.

Describe the textures of the rocks in the pictures on the next page.HINT: Use words like SMOOTH, ROUGH, and SHARP to help you.

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STEMscopedia: ROCKS AND

MINERALS

The texture of this rock is

The texture of this rock is

The texture of this rock is

Look Out! Rocks are different colors. Look at rocks around your school or home. What color are they?

Many rocks are brown, white, black, or grey.

People use red rocks in their gardens or on paths.

This piece of granite has speckles of different colors.

Both rocks and minerals come in every color you can imagine!

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STEMscopedia: ROCKS AND

MINERALS

Look Out! Minerals in Your Home Rocks and minerals have many uses. Many of our tools are made out of rocks and minerals. Many items in our houses are made of rocks and minerals as well! Let’s look at a few!

When you warm your feet by the fireplace in winter, you are probably sitting in front of kaolinite, pyrolusite, and hematite.

Pencil lead is made of graphite.

Minerals have big names!

Your stove might contain feldspar, pyrolusite, chromite, or copper.

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Many countertops are made of a rock called granite.

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STEMscopedia: ROCKS AND

MINERALS

Connecting With Your Child A Rocky Scavenger Hunt Children enjoy scavenger hunts, so take this opportunity to design your own treasure hunt with a “rocky” theme. One great way to do this and also get some great exercise with your child is to take a hike together. Find a local hiking trail or hiking area where you will come across rocks. During the hike, ask your child to find rocks that have different textures, colors, and sizes.

For example, ask your child to find a smooth, white rock. Then try to find a pebble as small as a fingertip, followed by a boulder larger than your foot. Try to find examples of both rocks and minerals on your hike, and talk about how to identify the similarities and differences.

Here are some questions to discuss with your child: 1. Can you describe the properties of this rock?

2. Can you measure this rock?

3. Do you think this is a mineral or a rock? How can you tell?

4. Why are some rocks bigger than others?

5. Can you change some of the properties of this rock?

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3E1A Rocks and Minerals

Reading Science Name:

Date:

Rocks and Minerals 1.

Rocks and minerals are neat. Both are natural materials. The whole Earth is made of rocks and minerals. Rocks and minerals are alike. But they are also very different.

2.

Minerals occur naturally. This means they are not made by humans. They are formed from a process in the Earth. It is a very long process. It can take thousands of years. Minerals have never been alive. They are not made up from plants. They are not made from animals. Minerals are solid.

3.

Minerals are made from a special mix of chemicals. Each mineral has its own chemical makeup. Minerals form a structure that looks like a crystal. A mineral’s chemical mix makes it grow like a crystal.

4.

Minerals can be hard or soft. Talc is a very soft mineral. Diamond is a very hard mineral. Soft minerals scratch easily. Diamonds are very hard. They can scratch other minerals or surfaces. If they scratch a surface, the diamond most likely will not be scratched. That is because it is incredibly hard.

5.

Minerals also have unique coloring. They are sometimes very bright. Some minerals are red or purple. Some are blue or green. These colorful minerals are used as gemstones. Gemstones are often very clear minerals. They are used in jewelry. Some minerals are not clear. Gold is an example of this. It is not clear, but it is very shiny.

6.

Like minerals, rocks form naturally. Rocks are formed from minerals. Rocks are found in the Earth’s crust. They take thousands of years to form. Rocks have never been alive. Some rocks can be made up of dead animal or plant remains.

7.

Each rock is made of two or more minerals. Think of a rock like a chocolate chip cookie. A chocolate chip cookie is made of chocolate chips, flour, sugar, butter, and eggs. A rock is made of different minerals just like a cookie is made of different ingredients. Rocks are not clear. They are not able to be seen through.

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3E1A Rocks and Minerals

Reading Science 8.

Rocks, like minerals, can be hard or soft. Slate is a type of rock. It is very soft. It can break in your hands. Other rocks can be very hard. The minerals that make up the rock are packed together very tightly. This makes the rock hard to break.

Humans have used rocks for years. They have been used for tools. Today we use rocks for building homes.

9.

No two rocks are alike. Each rock is made of different minerals. Each rock is a different color. If you cut rocks open, no two will look the same inside.

10. Rocks and minerals are amazing. They are very neat part of our Earth to explore!

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3E1A Rocks and Minerals

Reading Science 1.

2.

3.

How can you tell that the author wrote this to give information?

A.

It tells about rocks

B.

It tells about minerals

C.

It talks about Earth

D.

It gives real factual information

What structure does the author use to organize the text to help you understand it?

A.

Problem and solution structure

B.

Compare and contrast structure

C.

Cause and effect structure

D.

Sequencing structure

Which evidence helps you know how the author organized the text?

A.

Minerals can be hard or soft.

B.

Rocks and minerals are amazing.

C.

Rocks, like minerals, occur naturally.

D.

Rocks have never been alive.

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3E1A Rocks and Minerals

Reading Science 4.

5.

6.

Minerals are made from– A.

animals.

B.

plants.

C.

chemicals.

D.

water.

How are rocks and minerals alike?

A.

Rocks are made of minerals.

B.

Rocks and minerals share similar coloring.

C.

Rocks can be formed from plant and animal remains

D.

Rocks are formed in the Earth’s crust

Why does the author compare a rock to a chocolate chip cookie?

A.

Rocks are made of different minerals

B.

Cookies are made of different rocks

C.

Rocks are made of chemicals

D.

Rocks can have chips in them

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3E1A Rocks and Minerals

Reading Science 7.

How are rocks and minerals different?

A.

They occur naturally

B.

They are created from the Earth

C.

Rocks are harder than minerals

D.

Rocks cannot be seen through and minerals can

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3E1A Rocks and Minerals

Math Connections Name:

Date:

1. Jacob’s science class is observing a set of minerals. There are 6 tables in his classroom, and his teacher has put 7 different minerals on each table. The students will go to each table to observe all of its minerals. How many total minerals are there to observe? minerals 2. Nicole found two rocks. Estimate the total mass of both of the rocks she found.

47 g 34 g

A. 70 g

B. 90 g

C. 80 g

3. Samantha found a mineral like the one below. What would be the most reasonable mass of her mineral?

A. 52 g

B. 52 kg

C. 52 mg

4. Nathaniel has 48 rocks in his collection. He wants to sort his rocks into 6 different containers. Find the missing number and write it in the box below to determine how many rocks will be in each container.

48 = 6 x

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3E1A Rocks and Minerals

Math Connections A geologist (a scientist who studies the physical characteristics and history of Earth and its rocks) is organizing her mineral collection and determining how many of each mineral she has. Use the bar graph to answer the questions below.

Mineral Collection

5. Estimate the total number of minerals in the geologist’s collection.

6. How many more examples of graphite does the geologist have than limestone?

7. Which two minerals have a combined total of 41? and 8. Which minerals does the geologist have an even number of in her collection?

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3E1A Rocks and Minerals

Writing Science Name:

Date:

LOOK at the different rocks pictured below.

THINK about the physical properties of rocks and how these properties can be used to identify and classify them.

WRITE about the different ways rocks can be observed and classified.

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3E1A Rocks and Minerals

Writing Science Topic:

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3rd Grade Earth and Space Science

3E1B

Top Soils

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3E1B Top Soils

Explore Student Journal Name:

Date:

Part 1: Soil’s Physical Properties Soil Sample

Color

Texture

Can it be formed into a ball?

What type of soil is it?

1

2

3

Sample

Microscopic View

Kind of Soil

1

2

3

1.

Why do you think the soil samples are different colors?

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3E1B Top Soils

Explore Student Journal Part II: Water Retention and Plant Support Soil Type

Amount of Water That Dripped Out of Soil

Starting Amount of Water

Water Retained*

1.

2.

3.

*Formula for water retained: starting amount of water − amount of water that dripped out of soil = amount of water retained In the table, draw a picture of what you saw happen.

Soil 1

1.

Soil 2

Soil 3

Which soil retained the most water? How do you know?

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3E1B Top Soils

Explore Student Journal Count and record the number of sprouts you see each day.

Soil Type 1

Soil Type 2

Soil Type 3

Day 1 Day 2 Day 3 Day 4 Day 5

2.

Based on your data, which type of soil is best for growing plants?

3.

Using the data you gathered, what is the relationship between the texture of soil and its ability to retain water? Explain.

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STEMscopedia: TOP SOILS 3E1B

Reflect You and your family are taking a vacation and are driving a long way. You drive through a few different states along the way. When you stop in the first state, you observe that the soil is dark and rocky. In the next state, you find reddish, smooth soil.

A few hours later, you stop in a state that has sandy, rough soil.

Earth has many types of soil. Soil contains broken-up, or weathered, rocks. It also contains broken-down living material. As you saw on your trip, soil is different from place to place. What are some of the properties of soil? How can you tell apart different types of soil? How does soil help plants to grow?

What are some properties of soil?

If you looked at a handful of soil, what properties could you observe? You could rub the soil between your fingers to figure out its texture. Some soil is grainy and rough. Other soil is smooth and silky. You could also observe the particles in the soil. Particles are small pieces of rock and other materials found in soil. You could also see the color of the soil. It might be brown, orange, tan, or another color. One other property of soil is its ability to retain, or keep, water.

If a particle of gravel were the size of a basketball . . .

then a particle of sand What properties of soils allow us to sort would be the size of a them? baseball, • Particle size: There are many different sizes of soil particles. Gravel is the largest a particle of silt would be particle in soil. Sand is smaller than the size of a golf ball, gravel. The next kind of particle, silt, is smaller than sand. The smallest kind of and a particle of clay would particle is clay. be the size of a marble.

• Texture: Soil that has gravel in it feels rough and rocky. Sandy soil feels gritty.

Soil with silt in it feels very smooth. Clay soil feels smooth and a little sticky.

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STEMscopedia: TOP SOILS Reflect • Color: Soils come in many colors. Some soils are dark and brown. Soils that are dark and brown usually have some materials from plants and animals that have died and broken down. Orange- or red-colored soils contain clay. Gray soils contain silt or gravel. Sandy soils have a light brown color.

• Ability to retain water: Water passes easily through some soils. Soils with lots of gravel or sand do not retain water very well. Water slips past the large gravel and sand particles. Water sticks to clay particles, so soils with clay can retain a lot of water. Soil with silt also retains water well. Can you think of how plants might grow differently in these different soils?

What Do You Think?

You are studying the soil in your backyard. You notice an area of your backyard that has rocky-looking soil. Most of the particles in the soil are larger than grains of sand. The particles are gray. You observe that the soil feels rough.

How would you classify the particles in this soil? Why? What properties allow soils to support the growth of plants?

Plants grow better in some soils than others. Good soil has nutrients. It can retain water, but it also drains well. Soil with gravel or sand does not retain water well. Plants growing in this type of soil must be able to survive without much water.

Gravel and sand also do not provide many nutrients to growing plants. This is why desert plants are usually smaller than plants growing in rich soil. Desert plants do not get enough water or nutrients to grow big and tall.

Soil with clay has some nutrients, but the soil keeps too much water for many plants. Water does not pass easily through clay soil—too much of it sticks around. Plants growing in soil Plants growing in sandy with a lot of clay can drown. Silt has many nutrients. It is also soil have to be able to survive with very little good at retaining water—but not too much water. So, silty water. soils are good for farming.

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STEMscopedia: TOP SOILS The best soils for farming are usually mixtures of particle types. Adding sand or gravel to a clay or silt soil can help it drain better. Adding silt to a sandy soil contributes nutrients and helps the soil retain water. Farmers and gardeners carefully study the soil in their fields and gardens. They make sure that their plants are growing in the best soil possible.

Try Now Take a few minutes to explore the properties of two different types of soil.

1. First, get two plastic cups. Ask an adult to help you poke several small holes in the bottom of each cup.

2. Collect a sample of soil from your backyard. Place the soil in one of the plastic cups.

3. Pour sand into the second cup. Make sure that both cups have equal amounts of soil or sand in them.

4. Place a paper towel under each cup. Pour the same amount of water into each cup at the same time. Watch the paper towels under the cups for signs of moisture.

5. Which paper towel got wet first? Why do you think the water passed more quickly through that soil? What does this tell you about the properties of that soil?

Look Out! Broken-down rocks and decayed living things are not the only parts of soil. Soil also contains water and air. Plants need air and water to survive. Air in the soil gives plant roots room to expand and grow. Plants use water for photosynthesis. Photosynthesis is a process that plants use to make their own food. Without water in the soil, plants would not be able to make food.

Career Corner: Soil Scientists Soil is almost everywhere on Earth. Scientists who study soil are called soil scientists.

What do soil scientists do? Some study the soils used in farming and gardening.

They figure out the best mixtures of soils for growing crops and other plants. Other soil scientists study the soil in our neighborhoods. They make sure that the ground is safe to build on and can support houses and other buildings. Other soil scientists find ways to prevent soil from blowing or washing away. Some soil scientists study areas of soil that might have precious minerals or other resources. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: TOP SOILS The roots in this plant have room to grow because the soil contains air spaces.

The plant also gets water and nutrients from the soil.

What does it take to be a soil scientist? You will need to study biology and physical science in school. You should also love working outdoors. You may find yourself working in tough conditions, such as in a desert or on a mountaintop.

Try Now What Do You Know?

The table below describes the properties of different types of soil. Some parts of the table are not filled in. Use what you know about soil to fill in the missing parts. The first column asks you to describe the size of each particle. The second column asks you to describe how each type of soil feels. In the third column, describe the color of each type of soil. In the last column, describe how well each type of soil retains water.

Gravel

What is the size of the particle?

What is the texture?

Largest

Rocky

Sand

Silt

Clay

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Smaller than sand

What is the color?

Does it retain water well?

Light brown

Not very well

Orange or red

Too well for many plants

Smooth

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STEMscopedia: TOP SOILS Connecting With Your Child The Soil in Your Backyard Explore your own backyard to help your child learn more about the properties of soil.

Help your child collect a soil sample from your backyard or a nearby green space. It may be interesting to take samples from several locations and compare their properties. A handful or two of soil is sufficient to collect for this activity.

Once you have collected your soil samples, spread each one out on white paper. You and your child will observe the properties of the soil in the sample. Record your observations in a notebook or on a computer.

1. Ask your child to observe the properties that he or she can see, such as particle size and color.

2. Help your child classify the types of particles you see. (Is there any gravel, sand, clay, or silt in the sample?)

3. What color is the soil? Is it dark, reddish, light brown, or gray?

4. Have your child rub the soil between his or her fingers and describe the texture of the soil.

5. Help your child pour a little bit of water onto the soil sample. Record what happens to the soil. (Does it absorb the water, or does the water pass quickly through?)

Here are some questions to discuss with your child: 1. What properties of the soil can you see? What is the color of the soil, and how large are the particles in the soil?

2. How does the soil feel to the touch?

3. Does the soil appear to be a mixture of particles, or is it all one type of particle?

4. Do you think this soil would be good for growing plants? Why or why not?

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3E1B Top Soils

Reading Science Name:

Date:

Rocks and Minerals 1.

Why do some plants grow better in some places than others? One reason is because of the topsoil. Different places have different mixes of topsoil. Topsoil is the soil that sits on the top of Earth. Depending on where a person lives, the soil will be composed of different materials.

Sand 2.

Sand is the largest particle found in soil. It feels rough and grainy. Sand can be tan or gray in color. Sand does not provide many nutrients for plants. It is good for drainage, as it does not retain water very well. It also lets a great amount of air into the plant. Some soil contains a large amount of sand. This soil is hard to grow some plants in. Some plants grow well in a sandy soil. These are plants that require little water because they are able to hold water well inside themselves.

Clay 3.

Clay is the smallest particle found in soil. Clay can be a more reddish brown in color. It can also be somewhat of a gray color. Clay is smooth when it is dry.

When it is wet, it becomes sticky. Clay provides many nutrients for the plant.

However, it does not drain very well because it holds so much moisture. It also does not let air pass through the soil very well.

Loam 4.

Loam is the best kind of topsoil for growing plants. It is usually a dark soil but can change colors based on what it is made of. It has a mixture of sand, clay, and silt. Silt falls between clay and sand. It is powdery when dry and smooth when it’s wet. It does not feel sticky. Loam is made of all three kinds of topsoil.

It also has organic matter in it, such as decayed leaves, kitchen scraps, or plant remains. Loam is good for growing plants because it retains water and has lots of nutrients. It also leaves room for air to get to the plants’ roots.

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3E1B Top Soils

Reading Science Potting Soil 5.

Potting soil is soil that is usually bought at a store. People use potting soil when they are trying to grow plants in a pot of some kind. Potting soil is a bit coarse.

It is usually made of peat moss, pine bark (bark from a pine tree), some type of compost, decaying organic material, and a product called perlite. Potting soil tends to be a black color and is made of bigger chunks of material than the other types of soil. White Styrofoam balls in potting soil help create aeration for the plant. People will sometimes mix potting soil with their top soil to help put nutrients back into the ground.

6.

Each type of soil is different and valuable in its own way. Soil is incredibly important to our Earth. Each type serves its purpose and many different plants grow in each type of soil. Soils have different textures. They have different colors.

Each type of soil serves a different function. They all play an important part in the environment.

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3E1B Top Soils

Reading Science 1.

2.

3.

What do the headings in the text help the reader to do?

A.

Know about soil

B.

Locate information on the different types of soil

C.

Find the best kind of soil

D.

Know what the passage is mostly about

How did the author organize the ideas in the text?

A.

By sequencing the types of soil in Earth’s crust

B.

By listing why there is soil and the purpose it serves

C.

By comparing and contrasting types of soil

D.

By describing different kinds of soil

Which word is another word for composed?

A.

Destroyed

B.

Formed

C.

Compounded

D.

Adjusted

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Reading Science 4.

5.

6.

What can the reader infer about sandy soil?

A.

It is used to grow vegetables.

B.

It is made of dead leaves.

C.

It has a great amount of air in it.

D.

It is not found in many places in the world.

What evidence helps the reader to know what coarse means?

A.

It is usually made from peat moss, pine bark (bark from a pine tree), and some type of compost product called perlite.

B.

Potting soil tends to be a black color.

C.

Bought at a store.

D.

Made of bigger chunks of material.

Why did the author put the phrase, bark from a pine tree in parentheses?

A.

To explain what potting soil is made of

B.

To explain what pine bark is

C.

To explain what coarse means

D.

To explain what compost is

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3E1B Top Soils

Reading Science 7.

How is loam like the other types of soil?

A.

It is able to retain water.

B.

It has a large amount of air in it.

C.

It is made of other types of soil.

D.

It is smooth when it is wet.

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3E1B Top Soils

Math Connections Name:

Date:

Mr. Sanders’ class is conducting a science experiment to see which type of soil will retain (hold) the most amount of water. The class poured 400 milliliters (ml) of water into each type of soil and recorded how many ml of water drained out. After completing the experiment, the class made a graph similar to the one below. Use this graph to answer the questions about soil water drainage.

Water Drainage in Soil Silt Amount of water drained (ml)

Clay

Sand 0

25

50

75

100 125 150 175

1.

Which type of soil retained (held) the most amount of water?

2.

How much water was retained in each type of soil?

3.

ml Silt: Clay: ml Sand: ml How much more water drained in the sand than the silt?

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ml

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3E1B Top Soils

Math Connections 4.

Cindy is measuring out potting soil for her spring flowers. She wants to put about 250 grams (g) of soil into each pot. Which of the numbers below rounds to 250?

A. 263 g

5.

C. 257 g

Plot your answer in question 4 on the number line below.

240

6.

B. 246 g

250

260

270

Susan is planting flowers in 6 different flower pots. Each pot needs 5 scoops of soil. How many total scoops of soil will Susan need to plant her flowers? scoops Write an equation below to find the product. ×

=

7.

Write another equation that is in the same fact family as your equation in question 6.

8.

A teacher pours 1,356 ml of sand into a beaker for a lab experiment. Round this ml number to the nearest hundred.

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3E1B Top Soils

Writing Science Name:

Date:

LOOK at the picture of a cactus in a desert.

THINK about the different kinds of soil that can be found on Earth. Each kind has characteristic properties that make it better for certain uses than others.

WRITE about what soil looks like, how it feels, and how it holds water. Describe some uses for different types of soil. What types of soil hold more water? What kind of soil is better for plants that do not need a large amount of water, such as the cactus in this picture?

Be sure to clearly state your central idea; organize your thoughts; develop your essay in detail; choose your words carefully; and use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3E1B Top Soils

Writing Science Topic:

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3rd Grade Earth and Space Science

3E1C

Changes to Rocks and Soil

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3E1C Changes to Rocks and Soil

Explore Student Journal Name:

Date:

Changes to Rocks and Soil Part 1: Changes to Rocks by Water Draw and record characteristics of the rock BEFORE completing the activity.

Draw and record characteristics of the rock AFTER sloshing it in water.

Draw and record changes to the rock AFTER sloshing it in water a second time.

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3E1C Changes to Rocks and Soil

Explore Student Journal Part I: Changes to Rock by Water, continued 1.

In what ways did the rock change after sloshing it in water the first time?

2.

What effect did the water have on the rock the second time you shook it?

3.

How would you explain why rocks found in swiftly moving rivers are smooth?

Part II: Changes to Soil by Water

Draw pictures of the sand and gravel mixture AFTER completing the activity.

1.

Spray Bottle

Squirt Bottle

How did the water change the sand and gravel mixture when you sprayed it?

What does that remind you of in nature?

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3E1C Changes to Rocks and Soil

Explore Student Journal Part II: Changes to Soil by Water, continued 2.

What happened to the sand and gravel mixture when you used the squirt bottle?

What does that remind you of in nature?

3.

How would you explain what happens to beaches after the tide goes down?

Complete the diagram below to compare and contrast changes to rocks by water and changes to soil by water.

Rocks

Both

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Soil

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3E1C Changes to Rocks and Soil

Explore Student Journal Part III: Changes in My Environment What evidence did you observe of changes to rocks or soil by wind or water in your area?

Picture of Change

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What Could Have Caused the Change?

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STEMscopedia: CHANGES TO ROCKS

AND SOIL 3E1C

Reflect Have you ever seen a sculpture that has been outside for many years? If the sculpture is of a person, the nose and mouth might be worn down. The face might have cracks in some places. The way the sculpture looks now is probably not how it looked when the artist made it.

Just like structures that humans build, Earth’s landforms change over time. Take mountains, for example. Some mountains are tall with steep slopes.

The nose of the Sphinx has been worn down over time

They have sharp, jagged peaks. Over time, their slopes will become gentler. Their peaks will become more rounded and smooth, just like the face of the Sphinx. These changes happen when rocks break down and move to new places.

What causes weathering?

One way that landforms change over time is by weathering. Weathering happens when forces in nature break down rocks into smaller pieces. Think of the tiny grains of sand on a beach. Those grains of sand used to be parts of larger rocks or shells.

However, over time, pieces of the larger rocks or shells broke off. The pieces became smaller and smaller. Now they are just tiny grains.

Different things cause weathering. Wind is one way that weathering can happen. Wind carries tiny particles of soil and rock called sediment. As wind blows against a mountain, the sediment grinds against it. This grinding action breaks off pieces of the mountain.

Weathering from wind, water, and Water can also cause weathering. Rivers ice helped create these natural carry sediment that grinds against rocks in the arches in Utah. Over many years, riverbed. Over time, large formations like canyons parts of the rocks were worn away, can form. leaving empty spaces. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: CHANGES TO ROCKS

AND SOIL

Try Now Take some time to observe erosion and deposition in action, and find the best way to hold back the land.

1. To complete this activity, you will need the following materials: • Two rectangular baking pans • Sand • Tap water • Two small wooden blocks • Top soil • Pebbles/rocks 2. Place one wooden block under the edge of one side of the pan. The pan should be slightly tilted.

3. Add sand to the raised end of the pan. Make your sand like a mini beach. To do this, make sure your sand covers only Sediment piles up at the mouth of this river about half of the pan (the higher part). Place the pebbles to form a delta. and the rocks throughout the sand.

4. Pour water into the lowered end of the pan until it reaches the edge of the beach. Do not let the water spill over the edge of the pan. If necessary, add more sand to the beach.

5. Dip the second wooden block in the water at the lowered end of the pan. Gently move it up and down to create waves.

6. Watch what happens to the sand. What signs of erosion and deposition do you see?

7. Repeat steps 2 through 6 in another pan using topsoil.

8. Compare the ways the sand and the topsoil help keep the pebbles in place. This simulates how shrubs, grass, and trees hold back the land from erosion.

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STEMscopedia: CHANGES TO ROCKS

AND SOIL

What Do You Think?

What do you know?

Landforms on Earth change in different ways. Read the list of changes in the box below, and then decide whether each change is an example of weathering, erosion, or deposition. Finally, label the agent of change (wind or water) in each example.

Changes to Land • After a sandstorm, sand falls from the • Water causes a rock to become air onto a sand dune. smaller.

• A creek moves sediment downstream. • A river leaves sand and soil along the • A breeze carries small rock particles coast as it enters the ocean. away from a mountain.

Weathering

Erosion

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Deposition

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STEMscopedia: CHANGES TO ROCKS

AND SOIL

What Do You Think?

Rocks at the edge of a waterfall tend to be rounded and smooth.

Why do you think the rocks are this way? What caused the weathering?

Look Out Changes to land happen at different speeds. A volcano or an earthquake can change landforms in minutes! Wind and water are just as powerful. For example, sudden waves, called tsunamis, can uproot trees and shift whole beaches.

In most cases, wind and water take much longer to change Earth’s surface. They may even take millions of years! Look at the tall, skinny towers of rock in the picture. They formed a long time ago, but the rock is still changing today. Scientists predict that in another few million years, the rock towers will appear very different.

These towering rock formations are called hoodoos. Short, intense rainfalls weathered and eroded rock to form these structures.

What causes erosion?

Weathering is not the only way that landforms change. When rocks break down into smaller pieces, those pieces often get moved. This movement of rock pieces to a new place is called erosion.

Weathering and erosion work together to change Earth’s surface. Many things that cause weathering also cause erosion. Wind causes erosion by carrying away loose sediment from landforms like cliffs or sand dunes. Sand dunes are constantly changing because of wind. Running water carries away loose rock particles in a river.

Eventually, wind and water put down the sediment they carry. This process is called deposition. (If you deposit something, you put it down.) Over time, the sediment can build up. For example, when wind stops blowing, the particles in the air fall to the ground. As more particles collect, they may build new beaches and sand dunes.

As they enter larger bodies of water, rivers slow down and deposit sediment. The sediment creates new land at the mouth of a river, called a delta.

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STEMscopedia: CHANGES TO ROCKS

AND SOIL

Connecting With Your Child To help your child learn more about changes to land, visit a nearby park. If possible, choose a park with a variety of landforms and natural features, including rivers, waterfalls, hills, and boulders. Ask your child to identify as many landforms as he or she can. Once your child has identified the landforms, ask him or her to hypothesize, or guess, how these landforms might have changed or caused change over time.

(Your child has learned that wind, water, and ice cause changes to land.) Help him or her write down hypotheses in a small notebook.

Next, have your child safely explore the landforms more closely to look for evidence of change. He or she has learned about three types of changes to land: 1. Weathering (rock breaking down into smaller particles) 2. Erosion (the movement of rock particles) 3. Deposition (the settling of rock particles) For example, your child might note that the stones along a streambed are rounded and smooth. This condition happens because the water carries small particles that grind down the rocks and make them smoother. Your child should note whether his or her observations support or contradict hypotheses about the landforms.

When you return home, help your child research online the different landforms that were observed in the park. In particular, look for how the landforms have changed or caused changes over time. Have your child compare his or her observations to the information he or she found during research.

Here are some questions to discuss with your child: 1. How have wind, water, and/or ice affected landforms in the park?

2. Did you see any signs of weathering, erosion, or deposition? If so, what kinds?

3. What are some human activities that might change the landforms in the park? How would these changes affect the plants and animals that live in the area?

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3E1C Changes to Rocks and Soil

Reading Science Name:

Date:

The Grand Canyon 1.

The Grand Canyon is one of the Seven Wonders of the World. Scientists have some good clues to help them guess what caused it to form.

2.

The most powerful force to affect the Grand Canyon is water erosion. Water that is on a slope will flow downhill. It carries loose material like sand and topsoil with it. It also wears away solid rock. This water erosion created the Colorado River running through the Grand Canyon.

Moving water is a very powerful force. The Grand Canyon is located in the desert. The desert soil becomes very hard. The sun bakes it. It does not take in water well. The water hits the soil when it rains. The soil breaks away in large pieces.

3.

If it rains, the rain goes down the Colorado River. It does not rain very often.

When it does, it rains very hard. This causes flooding. The flooding can break rocks and soil. The quickly moving water can move boulders. These can be the size of cars or buses! Water erosion continues to affect the canyon. The canyon erodes more every time it rains.

4.

Plants also have an effect on water erosion. The plants in the Grand Canyon have very shallow root systems. The roots do not go very deep into the ground.

This is so the roots can grab as much water as possible when it rains. Roots hold soil in place but not very well in the Grand Canyon. The shallow roots make it easy for the soil to be eroded away.

5.

Water erosion has been the primary cause of the Grand Canyon. Frozen water also can erode away the canyon walls. Water freezes in the tiny cracks during the winter months. The water can expand the rock. This makes the rock larger.

The rock has a harder time staying together. It becomes loose. Part of the rock will fall off. It will be swept away by water or wind.

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Reading Science 6.

Wind erosion also has a small effect on the Grand Canyon. It can carry soil away too. The wind can pick up the soil. It takes away the softer part of the soil. The softer part is carried down river to a new place. This also affects the size of the canyon. It is a very small effect. Over time, it can be noticed.

7.

The Grand Canyon is an amazing creation. There is no wonder so many people go to visit it every year.

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3E1C Changes to Rocks and Soil

Reading Science 1.

2.

3.

What evidence lets you know the meaning of shallow?

A.

Root systems

B.

Do not go very deep

C.

Grab as much water

D.

When it rains

What detail supports that water is a powerful force?

A.

Water is always on the move.

B.

It does not take in water well.

C.

The shallow roots make it easy for the soil to be eroded away.

D.

The quickly moving water can move boulders. These can be the size of cars or buses!

Which is the best summary for the selection?

A.

The Grand Canyon was formed primarily by water. The plants in the Grand Canyon have shallow roots that allow the water to erode the soil. The wind has had little effect on the Grand Canyon.

B.

The Grand Canyon is affected by water. It was mainly created because of the water that eroded away the soil. The frozen water has a great impact on the canyon and so does the wind. The Grand Canyon is amazing.

C.

Created by mostly water, the Grand Canyon is an amazing wonder. It is located in the desert and erodes quickly when it rains or is windy. The erosion created the canyon and it is a sight to see today.

D.

The Grand Canyon is mostly created by water. The desert plants do not soak up a lot of water. The soil breaks off easily when it rains. This is because the plant roots do not hold soil together very well.

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3E1C Changes to Rocks and Soil

Reading Science 4.

5.

6.

How did the author organize the text?

A.

By explaining the causes of the Grand Canyon and how it is affected today.

B.

By describing features of the Grand Canyon.

C.

By sequencing the events that took place to form the Grand Canyon.

D.

By identifying the problem of erosion on the Grand Canyon.

You can tell that the word primary means which of the following?

A.

Last

B.

Main

C.

Bottom

D.

Important

What is the main difference between wind and water erosion?

A.

There is no difference

B.

The wind breaks off more soil and rock

C.

Water is more forceful than the wind

D.

The wind has a larger effect

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3E1C Changes to Rocks and Soil

Reading Science 7.

8.

What message is the author trying to share?

A.

Erosion changes the Earth

B.

Plants need deeper roots

C.

Water is the most powerful force on Earth

D.

The Grand Canyon is a deep gorge

What can you infer about the canyon when it rains?

A.

The canyon does not change

B.

The canyon becomes wider and deeper

C.

Animals are never harmed

D.

The river never floods

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3E1C Changes to Rocks and Soil

Math Connections Name:

Date:

1.

A cave near the ocean was 76 feet wide. After many years of erosion by waves, the cave’s width grew to be 132 feet wide. How many feet wide did the cave change over time? feet wide

2.

Mr. Hughes is planting a garden for his wife in their backyard. Look at the diagram below, and find the area of the garden in square feet.

Area = ______ square feet What is the perimeter of Mr. Hughes’ garden?

feet

Look at the table below listing the heights of different landforms created by coastal weathering and erosion.

Sea cliff

267 feet

Sea arch

174 feet

Sea stack

235 feet

Sea cave

125 feet feet

3.

How much taller is the sea cliff than the sea arch?

4.

Round each of the landforms’ heights to the nearest multiple of 10.

267:

174:

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235:

125:

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3E1C Changes to Rocks and Soil

Math Connections Water dissolves limestone very slowly. Water can dissolve a layer of limestone at a rate of 1 millimeter every 200 years.

5.

Use the problem above to fill in the chart below.

Amount Weathered and Eroded (mm)

1

2

Years

200

400

3

4

6.

How many years will it take to weather and erode down 6 mm of limestone? _____________ years

7.

Water has been weathering and eroding a piece of limestone for 1,000 years.

How many millimeters of limestone were dissolved? ________ mm

8.

A layer of limestone was found to be 15 meters thick. It would take 3,000,000 years to weather and erode it down to nothing. How do you represent this amount using words? Circle one.

A. Thirty million B. Thirty thousand C. Thirty billion D. Three million

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3E1C Changes to Rocks and Soil

Writing Science Name:

Date:

LOOK at the picture of a sea arch.

THINK about how wind and water can change a landform.

WRITE a description about how the sea arch in the picture might have been formed.

What do you think it looked like 1,000 years ago? What do you think the landform will look like 1,000 years from now?

Be sure to clearly state your central idea; organize your thoughts; develop your essay in detail; choose your words carefully; and use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3E1C Changes to Rocks and Soil

Writing Science Topic:

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3rd Grade Earth and Space Science

3E2AB

What Happened Before

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Fossil Dig

Name:

Date:

100 Meters

90 Meters

80 Meters

70 Meters

Depth

Fossils Found

Environment Prediction

Explain Your Prediction

Actual Environment

Record which organisms were fossilized in each layer. Predict what the environment was like while that layer was being formed, and explain your reasoning for your prediction.

Student Handout

3E2AB What Happened Before

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3E2AB What Happened Before

Explore Student Journal Name:

Date:

Fossils Draw a sketch of the model you made. Complete the table to show the layers, organisms, and in which type of environment the fossil once lived.

Cross Section Layer

Organism Fossil

Environment

Sketch of Organisms

1.

What does the pouring of the plaster represent?

2.

How does your model represent the way fossils form?

3.

Suppose that another rock layer formed on top of the plaster. What kind of fossil might form?

4.

How can a fossil tell you about the environment long ago?

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STEMscopedia: WHAT HAPPENED BEFORE 3E2AB

Reflect Sea shells seem to be everywhere. Most of the time, you will find them on beaches.

But every now and then, you might find them far from the sea. For example, you might find a shell stuck in a rock high on a mountain. What might your find tell you?

How can fossils tell us which organisms lived millions of years ago?

Fossils are preserved parts or traces of animals or plants that lived in the past.

Fossils are clues to the past. They tell us what organisms lived in a certain place.

They can tell what the organism looked like. They can tell what the environment was like in the place where the organism lived.

Fossils can also tell how organisms have changed over time. If you find fossils of seashells high in a mountain, you might be able to conclude that the mountain used to be underwater at some point in the past. Fossils do not have dates printed on them.

Yet scientists have ways to tell two things about the organisms that became the fossils. Scientists can figure out the order in which the organisms lived on Earth. Scientists can also calculate when the organisms lived on Earth using particles around or in the fossil.

Figuring out the order is relatively simple. Look at the photo on the right. It shows layers of rock. The layers of rock were formed one on top of the other. The bottom layer was laid down first. So it is the oldest layer. The top layer was laid down last. So it is the youngest layer.

The layers in between are younger and younger from bottom to top.

Imagine that you baked layers of a cake on Monday, Tuesday, Wednesday, and Thursday, and you put each layer on top of the other on the day it was baked. The Monday layer would be at the bottom. The Tuesday layer would be on top of the Monday layer. Wednesday’s layer would come next. And, finally, you would put Thursday’s layer on top. Monday’s layer would be the oldest. Thursday’s layer would be the youngest. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: WHAT HAPPENED BEFORE

Reflect Now, let’s take this a step further. Let’s say you put walnuts in Monday’s layer. You put raisins in Tuesday’s layer. You put cranberries in Wednesday’s layer. And, finally, you put chocolate chips in Thursday’s layer. You give the cake to a friend, who knows that the bottom layer is oldest and the top layer is youngest. What could your friend conclude about the ingredients? He could conclude that the walnuts were added first because they are in the oldest layer. He could conclude that the raisins were added second because they are in the second-oldest layer. He could conclude that the cranberries were added third because they are in the third-oldest layer. And he could conclude that the chocolate chips were added last because they are in the youngest layer.

What has this got to do with the age of fossils? Think of the walnuts, raisins, cranberries, and chocolate chips as fossils. The rock layers in which fossils are found tell the order of the ages of the fossils. Fossils in the bottom layer are older than fossils in higher layers. Scientists also have ways to find the actual age of fossils.

One way to find the actual age of a fossil is to find the age of the rock layer in which the fossil is found. This makes sense because the organism that produced the fossil was trapped in the rock when it formed. How long ago did the last dinosaurs become extinct, or die out forever? The youngest dinosaur fossils are found in rock layers that are about 65 million years old. Therefore, we can use that evidence to conclude that dinosaurs became extinct about 65 million years ago.

Evidence from fossils shows that dinosaurs became extinct about 65 million years ago.

You may be wondering how scientists figure out the actual age of rock layers and fossils. The process is a bit complex. But if you are curious, do an Internet search using the key words radioactive dating.

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STEMscopedia: WHAT HAPPENED BEFORE

What Do You Think?

Take a look at the illustrations at right. They show fossils found in different layers of rock. What is the order of these fossils from oldest to youngest?

How can fossils tell us what environments were like millions of years ago?

Scientists tell us that environments change over time.

However, what evidence have they found to back up this claim? Here are two answers.

In 1988, Gordon Hubbell and a team of fossil hunters dug a hole in a desert in Peru. Today, this desert is one of the driest places on Earth. Almost no rain falls there.

Hubbell is an expert in fossil sharks. After digging for a while, Hubbell discovered a jaw bone and more than 200 sharp teeth. The teeth were shaped like triangles.

Hubbell recognized the teeth. They belonged to the ancestors of one of the fiercest animals in the sea: the great white shark.

For about 20 years, the teeth were stored in Hubbell’s collection of fossils. Then, in the early 2000s, another team of scientists decided to examine the teeth. Bruce MacFadden of the Florida Museum of Natural History in Gainesville, Florida, led the team. MacFadden and his team were able to figure out the age of the fossil teeth. They were four million years old! The conclusion? Four million years ago, one of today’s driest places was underwater. Fossils had proved that the environment in this place has greatly changed.

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A great white shark bares its teeth.

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What Do You Think?

Here is another example. Today, the continent of Antarctica, which surrounds Earth’s South Pole, is the coldest place on our planet. Temperatures there can dive below –84°C (–120°F). No plants or animals make their homes permanently in the interior of Antarctica. But was Antarctica always that cold and empty of living things? According to fossil evidence, the answer is no.

Scientists exploring an area in Antarctica called the Dry Valleys have found fossils of mosses and tiny animals. The fossils were unearthed in ancient lakebeds. The scientists calculated that the fossils were about 14.1 million years old. At that time, shrubs grew from the ground around the lakes. Some insects lived there, too. To support such living things, summer temperatures would have had to be much warmer than they are now. Again, fossils proved that an environment on Earth had changed greatly over time.

Look Out! Not all parts of an ancient organism can form a fossil.

Fossils are most often formed from the hard parts of organisms. The soft parts usually break down before they can be preserved in rock. However, there are exceptions. For example, animals trapped under ice may be preserved whole. This is what happened to some wooly mammoths, like the one shown in the top image at right. Wooly mammoths are extinct animals that looked a bit like modern elephants. Some lived in the icy regions close to the North Pole. Some insects are preserved whole, too. This is especially true of insects trapped in tree sap. When the sap hardens, the insect is preserved inside. This happened to the mosquito in the bottom image at right.

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STEMscopedia: WHAT HAPPENED BEFORE

Look Out! How can we represent fossils and past environments using models?

Scientists often use models to describe objects or events in nature. A model is a representation of a real thing. A model may be as simple as a drawing. It may be a shape made out of clay. It may be an animal reconstructed from just a few fossil bones. The dinosaur skeleton shown at left is used to make a model of a complete dinosaur.

A model may also be a diorama displayed in a natural history museum. A museum diorama often shows a model of both an organism and its environment. The environment may be in the present. It may also be in the distant past. The American Museum of Natural History in New York City holds an example. It shows two organisms related to human beings. They are walking on a dusty plain in Africa.

This model was based on actual fossil footprints left behind by the organisms and preserved in rock. By using the shape of the footprint, scientists can draw conclusions about the body shapes and sizes of those organisms that made the prints.

Try Now Collect a variety of small objects. These may be natural objects, such as stones or leaves, or they may be human-made objects, such as coins or marbles. Make an imprint of each object by pressing one side of the object into a piece of modeling clay.

These imprints represent fossils. Label each imprint with a number, and create a key identifying the object that produced each imprint. For example: “Number 1: leaf from maple tree.” Ask your classmates to try to identify the source of each “fossil”—that is, the object that made each imprint. Ask your classmates to explain how they came up with their answers.

Discover Science: What “Lucy” Tells Us In 1974, fossil hunters working in Africa discovered the almost complete skeleton of an organism related to human beings. Scientists determined that the skeleton belonged to an adult female. They also were able to calculate that she lived a little more than 3 million years ago. They named the skeleton “Lucy.” © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: WHAT HAPPENED BEFORE

Try Now Studies of Lucy’s bones revealed a number of things about her. She was less than 1.1 meter (3½ feet) tall. And she probably weighed fewer than 30 kilograms (66 pounds). But most importantly, her bone structure provided evidence that she walked upright. Fossil footprints, also found in Africa, further support this conclusion.

The footprints belonged to other members of Lucy’s group of organisms. The footprints clearly showed two organisms walking much as we do today. As far as scientists know, Lucy and her kind were the first human-like organisms to walk upright.

What Do You Know?

The following chart lists five different locations on Earth today. Suppose that scientists find a fossil of an ancient organism in each location. Based on the type of fossil found there, decide how the location has changed over time. In particular, decide whether each location: • Used to be a forest • Used to be underwater • Used to be a tropical island • Has not changed since the fossil was formed Write your answers in the third column of the chart.

Fossil

Where was it found?

sea shell

the side of a mountain

palm branch

an ice sheet in the Arctic

the imprint of a cactus leaf

a desert

insect trapped in tree sap

under the ocean floor

shark tooth

a wide-open grassland

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How has the location changed?

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STEMscopedia: WHAT HAPPENED BEFORE

Connecting With Your Child Fossil Safari There are a number of ways to give students a first-hand experience with fossils. If your community, or a nearby community, has a museum of natural history, or if you are contemplating a family trip to such an area, be sure to visit exhibits that contain fossils or organisms reconstructed from fossils. Alternatively, arrange for a visit to a local college or university where fossils are kept. Check with the geology and biology departments, which are most likely to keep collections of fossils. In either case, try to arrange a visit with a curator or an educator who could identify a particular fossil and explain where it was found and how it is significant. You might ask your child to prepare for such an experience by make a list of questions concerning fossils.

Here are some questions to discuss with your child: • What is a fossil?

• What parts of ancient organisms are most likely to become fossils?

• In what materials are most fossils found?

• If you found two different fossils, what is one way you might be able to tell which is older?

• What can a fossil tell you about ancient organisms?

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3E2AB What Happened Before

Reading Science The Treasure Hunt 1.

Serena loved to play in the backyard. She especially liked to dig in the dirt. She put on her tan vest with pockets for collecting things and her big explorer hat.

2.

“I’m the greatest treasure hunter in the world,” she thought.

3.

Serena stepped on her shovel and dug it deep into the dirt. She lifted up her shovel and put the dirt into a sieve. She shook it all around. The small pieces of dirt fell through the sieve, and Serena was left with only big rocks.

4.

She picked up a rock. She saw it was gray and white. There were lines running through it. Serena wondered why some rocks have lines and other rocks don’t.

She picked up another. She saw what looked like part of a leaf. Her curiosity was running wild now. How does a rock have a leaf imprint in it? Serena dug some more. She put the dirt in the sieve and was left with big pieces of rock again.

Another rock that looked like a leaf showed up. Serena began to put the rocks together like a puzzle.

5.

Serena ran inside and found her dad making lunch in the kitchen.

6.

“Dad, look at this rock! I found it in the backyard. How did this leaf get into this rock?” Serena asked.

7.

“That is a great question. Why don’t you look it up?” he suggested.

8.

“You always say that!” said Serena.

9.

“That’s because it’s a good idea to do some research when you don’t know something,” said her dad.

10. Serena put her rock into her treasure box. She ran to her iPad and started browsing the Internet for her answer.

11. She found a lot of websites and pictures of rocks. She quickly learned that these rocks are called fossils. They are made from mud that later turns into rock.

Serena read that fossils of animals and plants are usually from long ago. Animals died and sometimes were quickly buried in the mud. After a long time, more dirt covered up the plant or animal.

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Reading Science 12. Serena read that fossils take many years to form. She read that an animal’s body decays. Water seeped into the animal’s bone and replaced the chemicals in the bone with rock-like minerals. Serena wondered if this was how her leaf formed as well.

13. She went back to the kitchen.

14. “Well, what did you find?” asked her dad.

15. Serena explained her new findings to her dad. Dad helped her see how different rocks are formed by reading some more with her. Serena and her dad talked and ate their lunch. After lunch, Serena was ready to continue her treasure hunt.

16. “I can’t wait to see what else I find,” she said as she headed back outside to continue her fossil treasure hunt.

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3E2AB What Happened Before

Reading Science 1.

2.

3.

Based on the passage, what can the reader tell about Serena?

A.

She is timid

B.

She is courageous

C.

She is content

D.

She is adventurous

A sieve is like which of the following?

A.

Shovel

B.

Strainer

C.

Spoon

D.

Magnifying glass

How can the reader tell if this is realistic fiction?

A.

The reader learns about fossils.

B.

There are real people as characters.

C.

There is a setting.

D.

Serena has a problem.

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3E2AB What Happened Before

Reading Science 4.

5.

6.

What could be a lesson that Serena learned from her exploration?

A.

Don’t dig in the backyard

B.

Be careful when digging fossils

C.

Ask a parent for permission before doing anything

D.

We learn through researching

What is another word for seeped?

A.

Soaked

B.

Gushed

C.

Left

D.

Showed

What might be another good title for this story?

A.

Serena and the Sieve

B.

Serna Learns About Fossils

C.

Serena’s Day

D.

Serena and Dad’s Lunch

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3E2AB What Happened Before

Reading Science 7.

What does the phrase her curiosity was running wild now mean?

A.

Serena was out of control

B.

Serena wanted to know more

C.

Serena was not curious

D.

Serena’s brain was running wild

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3E2AB What Happened Before

Math Connections Name:

1.

A paleontologist (a scientist who studies prehistoric life forms through their fossils, bones, etc.) is setting up a dig site to search for fossils. He marked off an area of land similar to the picture below. Find the perimeter and area of the dig site.

Perimeter: ______ feet

2.

Date:

Area: ______ square feet

Measure the length of the fossil to the nearest ½ inch.

inches

3.

What would be the most reasonable mass for the fossil of the fish in question 2?

A. 12 kg B. 12 g

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3E2AB What Happened Before

Math Connections 4.

Lindsey’s science class is observing fossils. Her teacher has set up 7 tables with 6 examples of fossils on each table. How many fossils will the students get to observe if their teacher lets them go to each table? fossils

5.

The local science museum just received 72 new fossils to share with the public. If they arrange an equal number of fossils in 8 display cases, how many fossils will be in each case? fossils

6.

The Megaladon was an ancient species of shark. The largest Megaladon fossil was 59 feet long. If 20 of these fossils were lined up, how long would all of the Megaladon fossils be? feet

7.

Based on found fossils from one of the smallest mammoths, its weight was estimated to be 680 pounds. Round the number 680 to the nearest hundred. pounds

8.

Mrs. McGee’s science class are making their own fossils. She has a total of 48 objects with which to make the fossils. If each student chooses 2 objects, how many students are in Mrs. McGee’s class? students

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3E2AB What Happened Before

Writing Science Name:

Date:

LOOK at the picture of a fossil.

THINK about how fossils are formed.

WRITE a description about how the fossil in this picture might have been formed.

Where do you think this fossil was most likely found? Why? Be sure to clearly state your central idea; organize your thoughts; develop your essay in detail; choose your words carefully; and use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3E2AB What Happened Before

Writing Science Topic:

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3rd Grade Life Science

3L1A

Habitats of Georgia

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3L1A Habitats of Georgia

Explore Student Journal Name:

Date:

Habitats of Georgia Part I: Research Geographic region: 1.

List at least three questions you need to answer while researching your habitat. a. b.

2.

c.

Use the space below to organize the information you gather from your research.

Be sure to list where you got your information.

Answers to My Questions

Sources

a.

b.

c

Additional Facts:

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3L1A Habitats of Georgia

Explore Student Journal Part II: Make Your Habitat!

1.

Which type of project will your group create?

2.

What is your responsibility in this group project?

3.

Use the space below to brainstorm and plan what your project will look like and how you will present it.

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3L1A Habitats of Georgia

Explore Student Journal Part II: Make Your Habitat!, continued 1.

Fill in the row that is labeled with your habitat. As groups present about their habitats, complete the rest of the table below with information you learn from their presentations.

Habitat

Characteristics

Plants

Animals

Blue Ridge Mountains

Piedmont

Coastal Plains

Valley and Ridge

Appalachain Plateau

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STEMscopedia: HABITATS OF GEORGIA

3L1A

Reflect This American alligator is sunning on a log in the Okefenokee Swamp in southeast Georgia. Alligators occupy a variety of wetland habitats in Georgia.

They are found in marshes, swamps, rivers, farm ponds, and lakes in the wild. Why do you think the alligator does well in a wetland habitat? habitat: geographical region inhabited by particular animals and plants Georgia Habitats Georgia has five distinct habitats where certain plants and animals have adapted there: Blue Ridge Mountains, Piedmont, Appalachian Plateau, Ridge and Valley, Coastal Plains (upper coastal plain and lower coastal plain).

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STEMscopedia: HABITATS OF GEORGIA

Blue Ridge Mountains Mountains cover the northern part of Georgia. The Blue Ridge Mountains are a part of the Appalachian Mountains that form the mountain habitat in north Georgia.

This mountain habitat has rugged ridges and rounded, eroded tops. Also, the mountains have one of Georgia’s wettest areas. High areas get more than 80 inches of rain each year. The mountains also have valleys, gorges, and waterfalls.

The enormous waterfall at Amicalola Falls drops over 730 feet from a towering cliff in Georgia’s Chattahoochee National Forest.

Tallulah Gorge is a canyon carved by the Tallulah River.

It has six waterfalls that cascade down the gorge.

The Blue Ridge Mountains are named for their color—its peaks and ridges often appear covered in a soft blue haze. Millions of years of erosion have rounded the mountains and formed rich soils that grow thick forests of laurel, maple, and pine.

Living in these forests are black bears, white-tailed deer, foxes, raccoons, opossums, birds (warbler, nuthatch, and woodpecker), salamanders, beavers, bobcats, and river trout.

Mountain Laurel

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Longleaf Pine

White-Tailed Deer

Black Bear

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STEMscopedia: HABITATS OF GEORGIA

Look Out The Cherokee rose is the official state flower. The live oak is the official state tree.

Piedmont Habitat The Piedmont region has low rolling hills. Piedmont Cherokee Rose Live Oak means “foot of the mountain.” Forests, lakes, and State Flower State Tree rivers spread out on a sloping plateau from the mountains to the coastal area. It is located between the coastal plain and the mountains in the northern half of Georgia. The Piedmont has many of the same trees as the mountain region. The biggest difference between the Piedmont region and the mountain region is that the Piedmont has warmer temperatures because it is not as high as the mountain region.

The Piedmont had lost its forest when settlers cut it down hundreds of years ago.

This caused erosion and exposed the Georgia red clay soil. Eventually pine trees, like those in the mountains, grew back. Live oak and dogwood are also common in this area. The Piedmont is home to a variety of animals including the white-tailed deer, raccoon, rattlesnake, and the brown thrasher (state bird).

Pine

Dogwood

Raccoon

Rattlesnake

Compare Habitats: The mountain and the Piedmont habitats have some things that are different and some elements in common. Compare these two habitats by drawing a double bubble diagram. Write their common features where the bubbles overlap, and the features that are typical of just the mountain habitat on the right and those just for the Piedmont on the left. © Accelerate Learning Inc. - All Rights Reserved

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Piedmont

Brown Thrasher State Bird Mountain

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STEMscopedia: HABITATS OF GEORGIA

Appalachian Plateau The Appalachian Plateau is the smallest region in Georgia.

This region is in the farthest northwestern corner of Georgia.

There are forests along with steep, rugged terrain.

Some examples of the variety of trees are basswood, walnut, hickory, mountain laurel, and eastern hemlock. Forests are the homes for many different species of animals such as gray fox, raccoon, wild turkey, ducks, and lots more. Fungi is even found in the Appalachian Plateau which includes a variety of mushrooms.

Wild turkeys

Gray Fox

Eastern Hemlock

Chanterelle Mushrooms

Ridge and Valley The Ridge and Valley region is in the northwestern corner just outside of the Appalachian Plateau. It is made of narrow valleys parallel to each other. These valleys are separated by limestone topped ridges. These valleys have flat farmlands, apple orchards, and grain fields.

The area is mostly forests with many species of trees and plants. Examples of trees are yellow birch, hickory, and eastern hemlock. Other plants are the Cardinal flower, Dwarf Iris, Goldenrod, and Mountain Skullcap which is endangered. There are a variety of animals found in the Ridge and Valley including opossum, striped bobcat, red-tailed hawk, rattlesnakes, and salamanders.

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Bobcat

Goldenrod

Rattlesnake

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STEMscopedia: HABITATS OF GEORGIA

Coastal Habitat The Atlantic Ocean off Georgia’s southeastern coast is a saltwater habitat. This habitat is home to shrimp, sea turtles, sea stars, tarpon, redfish, lobster, flounder, and sea trout. The right whales, the state marine mammal, can also be seen off the Georgia coast because they give birth to their calves there. The Gray’s Reef National Marine Sanctuary is a living coral reef with sea stars and sand dollars. Seaweed, seagrass, and algae also grow in the ocean.

Sea Turtle

Starfish on Gray’s Reef State Marine Mammal

Right Whale State Marine Mammal

Look Out The Atlantic Ocean near Georgia is warmer than most oceans in the world. Georgia’s offshore waters are unique and play important environmental roles. They lie along the route many animals use to move from one place to another.

What Do You Think?

Make a hanging mobile of the five habitats of Georgia. On each hanging piece, draw a background (such as a mountain forest or ocean water) and at least one plant and one animal from that habitat. Label each hanging piece with the name of the habitat.

At the top of the mobile, place a sign: “Habitats of Georgia.”

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STEMscopedia: HABITATS OF GEORGIA

Connecting With Your Child Habitat Field Trip To help your child compare the different habitats of Georgia, use the map on page 95 to plan a family field trip to one or more of the habitats your child has not yet seen.

Write ahead to that area’s tourist office for brochures on the wildlife refuge, sanctuary, state parks, conservatory, zoo, aquarium, and museums that you could visit.

The Internet is a good source for research together when you have selected the area you want to visit.

As your child develops questions about the plant and animal life and the environments in which they live, make a list of the questions to ask the experts when you arrive.

Here are some questions to discuss with your child: 1. How is this habitat different from where you live?

2. How have the plants and animals adapted to this habitat?

3. Why do you think the plants and animals do well in this habitat?

4. Could these plants and animals live in a different habitat? Why? Why not?

5. Are any of the plants or animals on the “endangered” list to be protected?

6. Which habitat was your favorite and why?

Collect pictures and articles on that habitat for making a scrapbook of your child’s experience. Your child can also make a photo journal of the habitat to share with others.

If you have relatives who live in other parts of Georgia, contact them for help with this project. Perhaps they could send brochures and pictures of the habitat in their area.

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3L1A Habitats of Georgia

Reading Science Name:

Date:

Habitats of Georgia Blue Ridge Mountains 1.

Georgia’s mountains are part of the Appalachian and Blue Ridge mountain ranges. They cover the northern part of Georgia. The mountains have many valleys. There are also many rivers and waterfalls. The mountain climate is wetter and colder compared to other parts of the state. The air cools as it goes up the mountain.

2.

The mountain is filled with many plants. This is because of the many different environments in the mountains. There are rivers. There are forests. There are creek beds. Many varieties of trees form a canopy over the land. Trees such as oak, maple, and chestnut fill the mountains. Many flowers live there too. Azaleas and the Cherokee Rose are common.

3.

Many animals call the mountain habitat home. Black bears and bobcats live there. Deer and raccoons live there too. Many small mice and bats live in the mountains. Many birds do, too. Georgia’s rivers also are home to a large number of fish. You can even find some crayfish. Salamanders live in the mountains too.

Piedmont 4.

The area known as Piedmont has a landscape like the mountains. Piedmont means “foot of the mountain.” The Piedmont is made up of forests, lakes, and rivers. Because it is warm in summer and cold in winter, many different plants and animals live there.

5.

The Piedmont has some rock. Mosses and lichens attach themselves to the rock.

Over time, this forms soil. You can find oak and hickory trees there. There are also pine trees that grow there today.

6.

Many of the same animals live in the Piedmont that live in the mountains. In the Piedmont rivers, you can find freshwater mussels. You can also find tree frogs and timber rattlesnakes in the Piedmont. You must be careful if you are hiking!

Red-tailed hawks, cardinals, and woodpeckers can be found there, too.

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3L1A Habitats of Georgia

Reading Science Valley and Ridge 7.

The Valley and Ridge region is located west of the Blue Ridge Mountains. A ridge is like a mountain but is shorter. Valleys are the low points in between the ridges.

Valleys are good for farming and are covered in grasses. Ridges are rocky and have groups of trees.

8.

Many birds live in the Valley and Ridge region. These include hawks and cardinals. Butterflies are also common here. Small mammals like raccoons, skunks, opossums, and bobcats live here as well. A few reptiles and amphibians call the Valley and Ridge their home. The timber rattlesnake, for example, lives here.

Coastal Plains 9.

The Coastal Plains cover most of Georgia. They are mostly flat with a few hills.

The soil contains a lot of sand and is not very good for farming. Pine trees commonly grow here.

10. Songbirds, wild turkey, and quail populate this area. Bobcats hunt small mammals. Raccoons and opossums come out at night to avoid hunters. This area is home to some endangered species. These include the Eastern Indigo Snake and Flatwoods Salamander.

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3L1A Habitats of Georgia

Reading Science Appalachian Plateau 11. The Appalachian Plateau is the smallest region in Georgia. A plateau is a flat piece of land that is surrounded by valleys. The region is covered by oak forests.

Azaleas tend to cover the ground.

12. Smaller reptiles and amphibians are common here. These include toads, frogs, and turtles. Eagles and heron fly above the trees. Each day, deer graze and foxes play in this region.

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3L1A Habitats of Georgia

Reading Science 1.

2.

3.

How did the author organize the ideas in the text?

A.

By sequencing which habitats you meet when you travel south through Georgia

B.

By comparing and contrasting Georgia’s habitats

C.

By describing the habitats and what lives in each one

D.

By explaining why the habitats are different

What is the most important information about Georgia’s environments?

A.

They are along the coast

B.

They all have trees

C.

They work together to make Georgia’s habitats

D.

They have few plants

What evidence helps you know what varieties means?

A.

There are forests

B.

Canopy over the land

C.

There are creek beds

D.

Oak, maple, and chestnut

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3L1A Habitats of Georgia

Reading Science 4.

5.

How are the mountains and the Piedmont similar?

A.

Moss grows on rocks

B.

They both have many valleys

C.

Freshwater mussels can be found

D.

They both have trees, lakes, and rivers

Which habitat of Georgia has endangered species identified by the author?

A.

Blue Ridge Mountains

B.

Piedmont

C.

Valley and Ridge

D.

Coastal Plains

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3L1A Habitats of Georgia

Math Connections Name:

Date:

1.

Mrs. Hubbard has divided her class into 5 groups. Each group will research one of Georgia’s habitats and 6 animals that live there. The groups will then present their information to their classmates. By the end of the presentations, how many animals will the class have learned about? animals

2.

A group of volunteers are picking up trash on a Georgia beach. They focus on one area at a time before moving on down the beach. The first area they cleaned up was 20 feet long and 9 feet wide. What was the area of this portion of the square feet beach they cleaned up?

The table below shows three of the tallest mountains in Georgia. Use the table to answer questions 3–5.

Blood Mountain

4,458 ft

Brasstown Bald

4,784 ft

Grassy Ridge

4,420 ft

3.

List the mountains in order from the tallest to the shortest.

4.

How much taller is Brasstown Bald than Blood Mountain?

5.

Round each mountain’s height to the nearest hundred.

Blood Mountain: Brasstown Bald: Grassy Ridge:

feet feet feet

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feet

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3L1A Habitats of Georgia

Math Connections 6.

A third-grade class is reviewing facts about Georgia’s habitats over the course of a week. The teacher writes down a different fact on each of 75 cards. Every day during the review week, the teacher lets the students take turns drawing a card, reading the fact, and sorting it into one of the 5 Georgia habitats. If there are an equal number of cards for each habitat, how many cards are in each group? cards

7.

The bald eagle is commonly found in the Georgia piedmont habitat. Write an equation to find the product of bald eagles pictured below. ×

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=

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3L1A Habitats of Georgia

Writing Science Name:

Date:

LOOK at the pictures of a deer and an alligator.

THINK about the deer living in the mountains in Georgia and the alligators living in the swamps in Georgia. These animals’ habitats are very different from each other.

WRITE a description about a mountain habitat and a swamp habitat. How are they different? Can animals in a mountain habitat survive in a swamp habitat? Why or why not?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3L1A Habitats of Georgia

Writing Science Topic:

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3rd Grade Life Science

3L1B

Animals of Georgia

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3L1B Animals of Georgia

Student Handout Name:

Date:

Butterfly Cutout

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3L1B Animals of Georgia

Explore Student Journal Name:

Date:

Animals of Georgia Part I: Hibernation and Migration Study the data maps and look for relationships between where the animals are spotted and the temperature in that area. Record all observations in the table below.

Animal

Temperature Range Where Spotted

Observations

Monarch Butterflies

Hummingbirds

1.

What do the monarch butterflies and hummingbirds have in common?

2.

Were they spotted in the same places all year? Explain.

3.

What is the relationship between the location of the animals and the temperature in their area?

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3L1B Animals of Georgia

Explore Student Journal Part I: Hibernation and Migration, continued Study the data maps and look for relationships between where the animals are spotted and the temperature in that area. Record all observations in the table below.

Animal

Temperature Range when Active

Temperature Range when Inactive

Observations

Box Turtles

American Bullfrogs

1.

What do the box turtles and bullfrogs have in common?

2.

Were they spotted in the same places all year? Explain.

3.

What is the relationship between the location of the animals and the temperature in their area?

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3L1B Animals of Georgia

Explore Student Journal Part II: Animal Protection Study the pictures provided. Think about ways each animal protects itself.

Animal

What structures or behaviors help protect the animal?

Crab Shark Porcupine Rhino Skunk Turtle

1.

How do these structures and behaviors help animals survive in their environment?

Part III: Mimicry 1.

Did you eat any venomous snakes?

2.

How many non-venomous snakes survived?

3.

Why do you think these non-venomous snakes survived?

4.

In your own words, define mimcry.

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STEMscopedia: ANIMALS OF GEORGIA

3L1B

Reflect Have you ever seen a bird make a nest? Have you ever seen a beaver tear down a tree in order to make a lodge? These are some examples of how animals use their bodies to survive in their habitat.

Trees, like those shown to the right, are often the habitat of birds and squirrels. Can you think of other kinds of habitats and the kinds of animals that live in them? habitat: geographical region or natural home inhabited by particular animals and plants

Animal Survival Animals have different needs for surviving in their individual habitats, including food, water, air, protection, and shelter. Different animals meet these needs in unique ways.

Some animals use camouflage to meet their basic need for protection. By blending into their environment, animals can avoid predators. Camouflage also helps predators who wait for the right time to attack their prey.

Some animals survive by migrating during certain seasons of the year. Birds are a great example of this.

Many species of birds eat insects and nectar from plants. When it gets cold during the winter, there are fewer insects for the birds to eat. Because of this, many birds fly south in the winter. Southern places tend to be warmer in the winter time than northern places. This means that there are more insects available for the birds to eat.

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Not all birds fly south in the winter. Some birds, like eagles and falcons, are meat eaters. As long as their food source doesn’t disappear in the winter, they will not have to migrate. Other animals migrate at certain times of the year, like elk, whales, and dolphins.

Look Out Animals need certain features, or body parts, in order to survive in their environments.

These features are called adaptations. For example, a fish has fins and gills that help it survive in water. This means that a fish is adapted to survive in water. If a fish were to be taken out of water and put on land, it wouldn’t have the necessary features to survive on land. The fish would need to be put back into the water in order to survive.

Georgia Animals The American alligator, the Georgia state reptile, has adapted well to marsh and swamp habitats. It prefers freshwater and brackish (mix of salt and freshwater) areas.

Alligators have large tails used for propelling them through the water. Their dark black color allows them to blend in with the dark, muddy waters of a marsh or swamp. The alligator has a flat body with a nose and eyes that stick above the water, so it can move in the shallow waters of marshes and swamps.

Herons are birds adapted to marshes, lakes, rivers, bays, beaches, mangroves, and other wetlands in Georgia. They have long wings and legs perfect for wading in water. They use their long, pointed bills to catch fish, insects, reptiles, and small mammals that also live in the wetland.

The brown thrasher is the Georgia state bird. This large songbird has a brown speckled chest and short wings suited for hopping from bush to bush in search of insects or berries to eat. The brown thrasher is found in forest edges, the Piedmont region, and the coastal plains where shrubs are common.

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STEMscopedia: ANIMALS OF GEORGIA

Try Now Which habitat would you choose for the gopher tortoise?

The gopher tortoise is a reptile that burrows deep into the sandy soil using its wide, flat claws. It eats primarily plants and herbs that grow low to the ground. It also requires a lot of sunlight. It cannot live in a thick forest. Which habitat would meet its requirements: mountain, Piedmont, coastal plains, swamp, or ocean? Why? The right whale is the state marine animal that lives in the Atlantic Ocean. These whales need the warm shallow waters of the Atlantic Ocean off the Georgia coast for giving birth to their calves. Right whales can get as large as 18 meters (60 feet) in length. They feed on krill, zooplankton, small crustaceans, and other ocean creatures that can filter into their mouth.

Right whales have adapted to cold water farther north by regulating heat loss. They have a very thick blubber layer (up to one and a half feet in depth) that keeps the heat in and prevents it from escaping to the outside. In addition, the right whale’s body is relatively compact.

With less surface area, more heat can be kept inside. Furthermore, whales also have slow breathing rates, which adds to their ability to maintain body heat without expelling it (via warmed air) to the environment. When they are in the warm Georgia calving waters, the right whales get rid of excess heat by releasing it through the blood vessels close to the surface of their skin.

The white-tailed deer is a mammal that lives in many habitats in Georgia. Its hooves allow it to walk along rocky terrain, and its fur helps to keep it warm in the winter months. The deer has a unique digestive system that allows it to eat many different kinds of foods like woody plants that other animals cannot digest. They typically live in heavily wooded areas, but that is changing as humans develop the land in many deer habitats. © Accelerate Learning Inc. - All Rights Reserved

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Animals that have adapted to the sandy soil, trees, and shrubs of the Coastal Plains region are the ghost crab, water moccasin, and the green tree frog, the state amphibian.

Ghost crab

Water Moccasin

Green tree frog State Amphibian

Black bears have thick fur to live in cold mountains. They have also adapted to the Piedmont, coastal plains, and swamps that offer a plentiful supply of natural foods and trees and thickets that they can escape to for security. Bears are considered omnivorous (they eat the plant or animal food that is available). The majority of their natural diet consists of berries, fruits, acorns, grasses, and animal matter including insects and mammals, even deer. During the winter, these food sources may become scarce. A bear’s response to colder winter weather and the lower food supply is to go to sleep, or hibernate, for a period of time. Bears will go through a period of dormancy where females give birth to their young during the winter months in a den or cave.

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STEMscopedia: ANIMALS OF GEORGIA

What Do You Think?

Read the special features of the animals listed below the map. These features help the animal survive in a particular habitat. In each blank, write the numbers 1–5 of the habitat on the map that matches the animal best suited for that habitat.

___flat body with eyes and nose above the water (American alligator) ___needs warm saltwater for giving birth to calves (right whales) ___has long legs for wading in water and a long bill for catching fish (heron) ___has strong legs for climbing up steep slopes (bear) ___has strong teeth for chewing through grass and berries (deer)

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STEMscopedia: ANIMALS OF GEORGIA

Connecting With Your Child Creature Feature Poster To help your child understand how animals have developed features that allow them to survive in the different habitats of Georgia, have your child make a special poster called “Creature Feature” to share with classmates.

Your child should choose a favorite animal from Georgia that interests him or her the most. Visit the school library or public library to gather books and other print material on the chosen animal.

Be sure to get books with pictures and illustrations that show the animal living in its habitat.

Georgia has five habitats: mountains, Piedmont, coastal plains, swamps/ marshes, and ocean.

Animals adapted to a mountain habitat must be able to withstand cold temperatures, rocky terrain, and forest trees.

Those organisms living in the Piedmont must also be adapted to forests, shrubs, milder temperatures, and red clay soil.

Along the coastal plains, animals must survive in forests, shrubs, grasslands, sandy soil with saltwater winds, and warmer temperatures.

The Atlantic Ocean habitat is warm saltwater with marine creatures, reefs, and waves.

Your child can also use the Internet with your help to gather information on the animal.

After finding out which special features allow that animal to live in one or more of the major habitats, have your child draw and color the animal on the poster living in its habitat. Written descriptions can be glued on around the picture.

Here are some questions to discuss with your child: 1. How has the animal adapted to this habitat?

2. Why do you think the animal does well in this habitat?

3. Could the animal live in a different habitat? Why? Why not?

4. Is the animal on the “endangered” list to be protected?

Those animals adapted to swamps and marshes must survive in brackish, shallow-water wetlands with warmer temperatures.

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3L1B Animals of Georgia

Reading Science Name:

Date:

Phoebe’s Summer Vacation 1.

The sun shone brightly on the iPad that sat on Phoebe’s lap in the back of the car. Forests of trees whizzed by the window as they drove up and down the valleys. White flowers bloomed on the side of the road.

Her father slowed as a deer crossed the road.

2.

Phoebe was so into her Geometry Dash game on her iPad that she didn’t even feel her dad slow the car down. Her dad had decided that they would take a road trip to Disney World for their summer vacation. Phoebe only heard one word when she heard “road trip.” She heard “boring” and she was trying to keep herself occupied.

3.

Looking in his rearview mirror, dad noticed Phoebe was really into her game. Her headphones were in her ears, and her head was down. Her dad tried to get her attention by saying her name. She did not answer. After a little while, he pulled over at a rest stop.

4.

“Phoebe,” said Dad. “You are really missing out on our great state of Georgia.

Put your iPad away and enjoy the view more. You will learn a lot about where we live just by looking out the window.”

5.

Rolling her eyes and mumbling as she went back to the car, Phoebe had no other choice but to listen to her father. She tucked her iPad into her bag and got ready for the most boring ride of her life.

6.

As dad proceeded down the road, Phoebe saw deer and pink azalea bushes in bloom.

7.

“Dad!” shouted Phoebe. “What was that that just crossed the road?”

8.

“That was a bobcat, Phoebe. They live in this region and can be very dangerous.”

9.

The family continued on their journey to Disney World. After driving a little while longer, Phoebe fell asleep. When she woke up, she looked outside. The scenery had changed. She saw red clay beyond the river that the car drove across. Blue jays flew into the wooded area of pine trees.

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3L1B Animals of Georgia

Reading Science 10. It was time for a rest again. Dad pulled over to a Burger King for them to get a bite to eat before they continued on their journey. While they ate their meal, Dad told Phoebe that they were going to be making a pit stop on the Georgia coast before continuing to Florida. They had a hotel room there and would spend a few days hanging out at the beach before Disney World.

11. “Wow,” thought Phoebe. “This isn’t so bad. I get to swim in the Atlantic Ocean and go to Disney World? This is an awesome summer vacation!”

12. After picking up their trash and buying a bag of M&M’s from the convenience store next door, Phoebe and her family headed for the car. It was late afternoon now. They hoped to get to the coast by nightfall.

13. As they traveled farther south, Phoebe began seeing low-lying land. She saw areas of water that were in the fields. The car drove by cotton fields where white puffs of cotton hung on the branches.

14. “What is that plant, Dad?” asked Phoebe as she pointed out the window.

15. “That’s the peanut plant. It grows well in this coastal plains region because it thrives on the sandy and wet areas of plains. When peanuts are harvested, they are very wet because of how they grow,” explained Dad. 16. “Mmmm…I would like to visit a peanut farm someday,” expressed Phoebe as her mouth watered thinking about fresh peanuts.

17. “Maybe we can do that when we drive back from Disney World,” added Dad. 18. After some time, the sun was beginning to set, and it was getting harder for Phoebe to see out the window. She could see a lot of water. She saw glowing eyes coming out of the water.

19. “Alligators,” explained Dad. “They love to live in this swampy area.”

20. “Eek!” shrieked Phoebe. “Drive faster, Dad! Get out of here now!”

21. “It’s okay, Phoebe. They can’t get us.” responded Dad.

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3L1B Animals of Georgia

Reading Science 22. Finally, just as dusk set, the car pulled up to the hotel on the Georgia coast.

Phoebe’s family checked in and made their way up to their room. Their room had a balcony that overlooked the Atlantic Ocean. Sandy beaches lined the shore, and Phoebe even saw a heron. She saw a bunch of long grasses that her dad explained was sea oat plant.

23. “Dad,” said Phoebe, “this road trip has been awesome! I have learned so much about how diverse our state is! I can’t wait to play on the beach tomorrow and go exploring for seashells and what other animals I can find on the beach. Thanks for making us drive. This isn’t so bad after all.”

24. “I’m glad you are enjoying yourself, Phoebe. Now, let’s get some rest and see what adventures we can find tomorrow.”

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Reading Science 1.

2.

3.

At the beginning, what can the reader tell about Phoebe?

A.

She is looking forward to vacation

B.

She is dreading a car ride

C.

She does not care about Georgia

D.

She likes listening to music

What evidence from the passages helps the reader to understand the meaning of occupied?

A.

Trying to keep herself

B.

Only heard one word

C.

Heard “boring”

D.

Road trip to Disney World

What lesson did Phoebe learn in the story?

A.

You should not take road trips to places

B.

Driving is a fast way to get places

C.

An iPad is the only way to keep entertained

D.

Keep an open mind and you never know what you will find

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3L1B Animals of Georgia

Reading Science 4.

5.

6.

Which word best describes Phoebe at the end of the story?

A.

Appreciative

B.

Content

C.

Determined

D.

Talented

What is another word for diverse?

A.

Form

B.

Different

C.

Challenging

D.

Neat

How can the reader tell Dad knows a lot about the state?

A.

He has driven across it before

B.

He has studied it before their trip

C.

He is able to inform Phoebe as they drive

D.

He knows where rest stops are located

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3L1B Animals of Georgia

Math Connections Name:

1.

Date:

There are 347 bird species in Georgia. How is this number written in expanded form and in word form?

Expanded form: Word form:

The table below shows the height of three common types of trees found in Georgia.

Use the table to answer questions 2–3.

EASTERN WHITE PINE

92 ft

SUGAR MAPLE

124 ft

LONGLEAF PINE

119 ft

2.

List the trees in order from the shortest to the tallest.

3.

How much taller is the sugar maple than the eastern white pine?

4.

Measure the length of the blue crab to the nearest inch.

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feet inches

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3L1B Animals of Georgia

Math Connections 5.

A family is taking their family photos in a patch of Cherokee roses, Georgia’s state flower. The patch of flowers is 10 feet long and 8 feet wide. What is the area of the patch of flowers used in the pictures? square feet

6.

Draw a rectangle illustrating the patch of flowers in question 5. What is the perimeter of your rectangle?

7.

Mrs. Smith’s class is doing research on Georgia’s plants and animals. Each student is asked to research 3 plants and 3 animals. If 20 students are in the class, how many total plants and animals will be researched?

8.

Black bears are commonly found in Georgia. Adult male black bears usually weigh between 100 and 500 pounds. Look at the number line below. Which point on the number line is the most reasonable weight for an adult male black bear?

A

50

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B

250

C

450

D

650

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3L1B Animals of Georgia

Writing Science Name:

Date:

LOOK at the information below.

Appalachian Plateau

Blue Ridge

Mountains Valley and Ridge Piedmont

Coastal Plains

Black Bear • Thick fur to stay warm • Hides in thickets • Sleeps in caves • Large claws to climb trees

THINK about what you know about each region of Georgia. What are the characteristics of each habitat?

WRITE about where the black bear would most likely live based on its adaptations.

Explain why the black bear would live there as well as why it would not survive well in another place.

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3L1B Animals of Georgia

Writing Science Topic:

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3rd Grade Life Science

3L1C

Changing Habitats

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3L1C Changing Habitats

Explore Student Journal Name:

Date:

Habitat Gallery Walk Part I: Research Directions: List at least three animals whose habitats are within the regions of Georgia listed below.

Region of Georgia

Animals Who Have Habitats in This Region

Blue Ridge Mountains

Piedmont

Coastal Plains

Valley and Ridge

Appalachian Plateau

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3L1C Changing Habitats

Explore Student Journal Part III: Gallery Walk Directions: Fill out each section in the chart below for each piece of artwork.

What is the animal?

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Which region of Georgia does it live in? Describe its habitat.

What is a different What is a different region of Georgia region of Georgia that this animal that this animal could probably could not survive survive in? Why? in? Why?

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3L1C Changing Habitats

Explore Student Journal Part III: Gallery Walk, continued

Which region of Georgia does it live in? Describe its habitat.

What is a different What is a different region of Georgia region of Georgia that this animal that this animal could probably could not survive survive in? Why? in? Why?

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What is the animal?

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STEMscopedia: CHANGING HABITATS 3L1C

Reflect What do you do when it is cold outside? Do you wear a T-shirt? Do you wear a coat? You adjust to your environment with what you wear.

An adaptation is any characteristic that helps a living thing survive. Living things change over time to better adapt to their environment.

This change helps the living thing survive in its environment. A cat’s ability to see well at night is an adaptation that helps it hunt for food. A hawk’s good eyesight is an adaptation that helps it hunt small creatures on the ground while it is flying high in the sky.

How do you adapt to different kinds of weather?

What are some other adaptations that allow animals and plants to survive in their environments?

How can animals survive in cold diverse: different weather?

Animals come in all shapes and sizes. Some animals have a lot of fur, while others have very little. Some animals have long legs and others have short legs. Some animals have large ears. Others have very small ears. Why are animals so diverse, or different?

Animals are so diverse because each animal has adapted to its environment. Different animals have different physical traits with different functions. Each trait and function helps the animal fit into its habitat.

Rabbits and seals both In some animals, the structure of a physical trait actually have adaptations that provides an adaptation. For example, animals that live in protect them from cold the cold may have fur to provide protection from the cold weather. weather. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: CHANGING HABITATS Reflect The fur keeps the animals dry and helps trap heat in their bodies. An example of this type of animal is a rabbit. Many rabbits also have fur on the bottoms of their feet to protect them from the cold. A seal is another animal that lives in cold places. A seal has a layer of blubber (or fat) that traps heat and keeps the seal’s body warm. The rabbit’s fur and the seal’s blubber provide protection in their cold environment.

It is easy to look at a furry animal and see that it has an adaptation to live in cold weather. But can a plant have an adaptation? Yes, it can!

Have you ever seen a tree on the edge of a pond? Its roots stretch all the way into the water. The tree has adapted to living next to water. How about a red flower shaped like a long tube? It has adapted to attract hummingbirds and butterflies, which feed on the flower’s nectar and help the flower reproduce.

Remember that both plants and animals have adaptations to their environments.

How can plants survive in hot, dry conditions?

Plants, like animals, have adaptations that help them survive.

Plants have A plant’s root structure helps it stay connected to the soil and adaptations too. not fall over. Plant roots are also adapted to reach water. If the water is deep in the soil, the roots grow down. If the water is closer to the surface, the roots spread out.

Plant roots grow in different directions depending upon the location of water and the type of soil.

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STEMscopedia: CHANGING HABITATS Reflect Plant leaves can also be diverse. In a hot and dry environment, a plant needs to hold on to its water. To do this, some plants have thick and waxy stems and spines instead of the leaves that we are familiar with. A cactus is an example of this type of plant. It takes a great amount of energy for a plant to produce a flower. Why do you think many cactus plants only bloom right after a rain shower?

The structure of a cactus’ roots, stems, and leaves (spines) helps it survive in hot and dry climates.

Could a pine tree and a palm tree trade places and survive in each other’s habitats? Could penguins survive with the ducks on a city lake?

While plants and animals have developed adaptations that allow them to live in extreme environments, that doesn’t mean they can live in any environment. It would be impossible for the pine tree to adapt to life on a warm tropical island surrounded by salt water, while the palm trees would not thrive in the cold, dry climate of the taiga. The city lake may be the perfect habitat for various ducks, geese, and swans, but the penguins would not be able to survive.

To survive and thrive in a habitat, an organism must have its basic needs met. There must be the appropriate food supply, clean water, and access to shelter for animals and the right amount of water, sunlight, soil nutrients, and space for plants to live and reproduce.

Some organisms do make changes to their habitats to make survival easier. Birds build nests, gophers and prairie dogs dig large systems of tunnels and burrows, kudzu will climb and cover all living and nonliving things around it to gain access to sunlight to survive.

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STEMscopedia: CHANGING HABITATS Reflect Beavers are an excellent example of an animal that changes its habitat by gnawing down trees, damming waterways, and building lodges. Beavers use these lodges to store food supplies for the winter, give birth, and raise their families. The lodges are built of wood and the beavers cover them with mud, which freezes solid in the winter. The lodge typically will have two dens. One den is for drying off after the beaver comes back from being in the water. The second, even drier den is for family living.

Do you think a beaver could live in a desert?

Take a few minutes to examine plant structures.

1. Gather several different plants and place them on a large table.

2. Look at the plants; use a hand lens if you have one.

Think about the structures each plant has.

3. Discuss which plants need full sunlight and which like shade. What would happen if the plants switched places?

4. Rearrange the plants into groups that have the same structures. For example, put all the plants with thick, waxy stems together. What other structures do you see that are similar?

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STEMscopedia: CHANGING HABITATS What Do You Think?

Living things have adaptations for living in their environments. Read the adaptations, and then examine the two environments shown below. Which adaptations would help an organism survive in Environment A? Which adaptations would help an organism survive in Environment B? Write your answers in the row beneath the pictures.

• Thick fur on body • Thick, waxy stems • Fur on bottom of feet

Adaptations • Short legs and ears to prevent heat loss • Roots that spread out • Blubber

Environment A

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Environment B

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STEMscopedia: CHANGING HABITATS Connecting With Your Child Adaptations You Can See To help your child learn more about adaptations, talk with your child about the adaptations of a family pet. For example, if you have a cat, talk about how its fur can keep it warm, even when the weather is cold. Consider how a cat uses its whiskers to determine if it will fit through a space and discuss how that could help a cat survive in the wild. Sharp claws are another clear advantage to a cat in the wild. However, sharp claws could cause problems for an indoor cat.

Point out how the cat uses its tail for balance. Discuss the advantages, such as structure, that an animal would have in the wild.

Discuss any behaviors the cat might have that improve or change its habitat, like sleeping in a box or paper bag, on a warm refrigerator, or under the bedcovers.

These kinds of discussions and connections can be made with any pet animal. If you do not have a pet, use the Internet to find pictures and videos of cats, dogs, birds, fish, or other common pets.

Here are some questions to discuss with your child: • How are the structures we see in our pets similar to those of a wild animal?

• Why do you think this type of animal has developed these adaptations?

• What structures are different between the pet animal and an animal from a similar species in the wild?

• How does the pet animal change its habitat? How do these behaviors compare to the behaviors of animals in the wild?

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3L1C Changing Habitats

Reading Science Name:

Date:

Plant Adaptations 1.

2.

Have you ever noticed that the leaves of plants look different? They have different sizes, shapes, and colors. Have you ever noticed that some trees lose their leaves in the fall and other trees do not? Why do different kinds of plants look so different from one another?

Plants have adaptations. Adaptations help them to grow. They also help them to survive in their environment. A student can learn about a plant’s environment just by looking at its leaves and stems.

3.

For example, let’s look at plants that grow in or near lakes and swamps. In those environments, plants often float on top of the water. The parts that float on top of the water are the leaves. They float on top to help the plant get enough sunlight. The rest of the plant is down below the waterline. This part of the plant has adapted to its environment. For instance, many water plants have soft, bendable stems. That way they are able to move with water currents. If they had stiff, straight stems, they would break in strong currents.

4.

But what about desert plants? Those plants look different than water plants. That is because desert plants have adaptations that help them save their water. Many desert plants have small leaves. Some have no leaves at all. If a desert plant does have leaves, they are usually thick and waxy. These thick, waxy leaves keep the water inside the plant. This keeps the water from evaporating into the dry desert air. Some desert plants—like some kinds of cacti—have spikes or needles. These keep animals from chewing on the plant to get to the water inside.

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Reading Science 5.

In places where the winters are cold, a person might see deciduous (di–sijyouus) trees. These are trees that grow new leaves in the spring. These trees then lose them in the fall. These leaves spread wide to get lots of sunlight. The tree trunks are very hard and strong. These adaptations help a tree to stand up high.

This is to get enough sunlight during the warmer months. That way it can produce enough food for the winter. Deciduous trees have thick bark to protect them from the very cold winters. Losing their leaves also helps them in the winter. Having leaves in the winter would mean that snow and ice could stick to the leaves. Then, tree branches would be heavy and break. This would damage the tree.

6.

Tropical rain forests are home to different types of plants, too. For example, some vine plants grow up tree trunks to reach the tops of the trees. Why do you think they do this? This adaptation helps them to reach the sunlight. Other plants in a tropical rainforest are bowl-shaped. This allows them to gather water. Then, they soak up the water that collects inside them.

7.

Look around. How are the plants you see adapted to the environment?

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3L1C Changing Habitats

Reading Science 1.

2.

Which sentence from the passage is the best summary?

A. Plants have adaptations that help them grow in their natural environments.

B.

It is usually made from peat moss, pine bark (bark from a pine tree), and some type of compost product called perlite.

C.

In places where the winters are cold, a person might see deciduous trees.

D.

Tropical rain forests have interesting types of plants, too.

The author arranged this passage by–

A.

telling how different plants adapt to their environments.

B.

describing the common adaptations found in several different environments.

C.

comparing and contrasting plants in wetlands to those in deserts.

D.

sequencing the different ways plants have adapted throughout time.

1.

Which of the following plants is probably found in a place where there is a cold winter season?

A.

Saguaro cactus

B.

Maple tree

C.

Water lily

D.

Palm tree

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Reading Science 4.

5.

What would happen to deciduous trees if their leaves did not fall off in winter (fifth paragraph)?

A.

They would not get enough sunlight.

B.

The leaves would blow away in the wind.

C.

The tree would not have enough food.

D.

The leaves would become heavy with snow, and branches would break off.

What is the best environment for a cactus?

A.

In a pond in the backyard

B.

In a place with lots of shade

C.

On a windowsill in the sunshine

D.

In damp soil

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3L1C Changing Habitats

Math Connections Name:

Date:

The students at Ross Elementary studied the adaptations of plants and animals in different environments. They found out that some living things fit better in one environment than in another.

Use the following information about the different living things that they studied in each ecosystem to answer questions 1–3.

1.

How many more organisms did the students find living in the rainforest than in the tundra?

2.

What is the difference between the number of organisms that live in the tundra and desert combined compared to the number that live in the ocean?

3.

The students studied organisms that live in a pond ecosystem. The total number of organisms that they studied in the pond was 15 fewer than the number they studied in the rainforest. How many organisms did they study in the pond?

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Math Connections As the students studied the different pictures, they counted how many organisms lived underwater, how many had webbed feet, how many had fins, and how many had roots.

Use the pictograph to answer questions 4–7.

Adaptations Webbed Feet Live Underwater Fins Has roots

Each

equals 4

4.

How many organisms did the students count that lived underwater?

5.

How many organisms have roots and webbed feet combined?

6.

How many pictures in all did the students chart according to their graph?

7.

How many more organisms have webbed feet than fins?

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3L1C Changing Habitats

Writing Science Name:

Date:

LOOK at the picture of a crab.

THINK about what helps a crab survive in the ocean. Crabs have special adaptations to keep predators away and to help them live in salt water.

WRITE about what would happen to a crab if it was removed from an ocean habitat and put in a mountain habitat. Could it survive? How might some of a crab’s bodily features help it live in a mountain habitat? What characteristics of a mountain habitat might prevent a crab from surviving?

Be sure to clearly state your central idea; organize your thoughts; develop your essay in detail; choose your words carefully; and use correct spelling, capitalization, punctuation, and grammar.

Notes:

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Writing Science Topic:

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3rd Grade Life Science

3L2AB

Pollution and Conservation

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3L2AB Pollution and Conservation

Student Handout Name:

Date:

The Adventure of a Ladyfish and a Fringed Campion How do you think the ladyfish and the fringed campion feel before the changes to the environment?

Event 1: How do the ladyfish and the fringed campion look and feel now?

Event 2: How do the ladyfish and the fringed campion look and feel now?

Event 3: How do the ladyfish and the fringed campion look and feel now?

Event 4: How do the ladyfish and the fringed campion look and feel now?

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3L2AB Pollution and Conservation

Explore Student Journal Name:

Date:

Part I: What’s in Our Garbage?

Garbage Items

Can it be repurposed?

If yes, how?

Part II: Now What Can We Do with the Recyclable Materials?

1.

What items did your group use?

2.

Describe what you made and its purpose.

Draw a picture of your object.

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Explore Student Journal Part III: Environmental Issues in Georgia As a group, discuss environmental issues that may exist in Georgia.

What issue did your group decide to research? ______________________________ What five facts did you find out about this environmental issue?

1.

2.

3.

4.

5.

1.

How does this issue affect plants and animals in Georgia?

2.

What are some possible solutions to help with this environmental issue?

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3L2AB Pollution and Conservation

Explore Student Journal Part III: Environmental Issues in Georgia Use the space below to record information you learn from other presentations.

Issue

Why is it bad?

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Possible Solution

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STEMscopedia: POLLUTION AND CONSERVATION

3L2AB

Reflect What do you think about when you hear the word “pollution”?

Do you think about big factories shooting black smoke into the air? What about trash littering a local river? There are many kinds of pollution, and all pollution affects the organisms in an ecosystem. It is very important to learn how to protect the environment for our future. Some pollution is easy to see while other sources are not so simple to spot. It is our job to know how we can help take care of our ecosystems.

Pollution can be found in many forms

Over half the food in America goes to waste. Most grown-ups (kids, too!) make almost four pounds of garbage a day! Glass runoff: water from products can take over a million years to break down in a rain or snow that landfill. Over a thousand plastic bottles are thrown into the trash flows over land every single second, ending up in landfills and our oceans.

Pollution can be found just about anywhere. What are some ways that humans pollute the environment? How does that pollution affect the habitats of animals?

organism: a living thing

What are the types of pollution?

There are three main types of pollution: water pollution, air pollution, and land pollution.

Water Pollution Almost half of the rivers and lakes in the United States are too polluted to drink from or swim in! Do you think water is polluted even if you can’t see trash floating in it? It can be!

Every time it rains, the water drains into our lakes, rivers, streams, and oceans! On its way to the larger bodies of water, the runoff will pick up soil and carry it into lakes or rivers. If the soil contains chemicals from fertilizers and pesticides, or even household cleaners, then the water is now polluted.

Computers and other kinds of technology are made of metals that can be harmful to humans. When people throw them away, those metals can leak into the soil and damage our water sources. © Accelerate Learning Inc. - All Rights Reserved

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Offshore oil drilling can be a major cause of water pollution as well. Georgia was removed from possible offshore drilling plans in March, 2016, due to the strong opposition from its citizens.

The impact of water pollution is a concern for the Georgia tourism industry. Tourists are people who travel somewhere to enjoy a new environment.

Tourism here in Georgia brings in over $50 billion each year. The state has 100 miles of coastline and beaches that draw visitors from all over. Keeping the waters clean will keep the visitors coming to Georgia to enjoy the beautiful beaches.

Air Pollution Air pollution happens when smoke, dust, or gases are released into the air. Carbon monoxide is a gas that cars give off when driven. Sometimes different kinds of pollution mix together in the air to make an even more dangerous chemical that can make it hard to breathe! Aerosols are tiny, floating dust particles that increase the amount of pollution in the air. Sometimes these aerosols are natural, but sometimes they are created by humans. They can cause asthma and even acid rain!

Acid rain is any precipitation that is more acidic because pollutants are dissolved in the water. Acid rain can harm plants or marine life, and even damage buildings and water pipelines.

The chemicals can cause paint to peel and erode stonework and steel like in statues and bridges.

Atlanta, Georgia, has an air pollution problem that is complicated by its climate. Smog and ozone are produced because of Atlanta’s warm to hot weather and strong sunny days. Because of this climate, people are more inclined to drive cars and run air conditioning units. These activities cause more emissions to be produced by vehicles and coal-burning electrical power plants. The polluted air remains over Atlanta because the Appalachian Mountains to the north do not allow the air to disperse or travel away from the city.

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STEMscopedia: POLLUTION AND CONSERVATION

Land Pollution Land pollution takes place when humans use pesticides and other dangerous chemicals that mix in with the soil. Fertilizers and animal waste are a huge cause of land and water pollution from farms. Garbage, leftover paint, plastics, and sewage waste are other causes of land pollution. Land pollution often leads to water pollution. The chemicals can become part of the water that runs off fields and enters waterways and sewage systems. Georgia is the world’s number one producer of pecans, and is in the nation’s top five producers of blueberries. Georgia is also a leader in the production of peaches, cotton, peanuts, poultry, hogs, and cattle.

Land pollution could harm the farming and ranching industries that produce these products.

Saving the Bees Bees are abandoning their hives and nests, which has scientists and farmers alarmed.

CCD, or Colony Collapse Disorder, is occurring all over the country. Scientists at the University of Georgia are taking part in a nationwide study of CCD, monitoring the health of bees as well as the cause of the disorder.

It is believed that the bees are leaving their homes due to pesticides, environmental stresses, and diseases. The loss of the bees is a critical problem for farmers because they need the bees to pollinate their crops. Bees are responsible for pollinating onethird of the food supply. 130 different varieties of vegetables, fruits, and nuts rely on bees for their reproduction. © Accelerate Learning Inc. - All Rights Reserved

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Effects on Living Organisms All living organisms are affected by pollution. Plants need nutrients in the soil to grow, and acid rain takes away some of those nutrients. Too much ozone in the atmosphere causes photosynthesis to slow down. This prevents plants from making all the nutrients they need. In the ozone layer of the atmosphere, pollution causes the layer to become thinner, which allows more dangerous ultraviolet radiation to reach Earth’s surface. This radiation can damage plants This swan is covered in and animals, and cause a variety of illnesses. Waste from oil from an oil spill. construction sites and chemicals from factories and farms can cause plants that grow in the water to die. Lakes and ponds can become poisonous if they do not have plants to clean them. Plants and trees take water and nutrients from soil through their roots. If the soil and water are polluted, the chemicals can be passed up through the food chain. ozone: a gas that occurs naturally high in the atmosphere; it is dangerous to living organisms

habitat: an area in an ecosystem in which a group of organisms lives

Animals can lose their habitats because of pollution. If an area becomes too dirty with litter, then animals are forced to move. Ocean litter is a huge problem for sea animals.

They can become tangled in trash or hurt because of oil spills. Sometimes both land and water animals eat pieces of trash that can be very harmful to them. Bees, which pollinate almost all of our food crops on Earth, are disappearing. This could possibly be happening because of chemicals that make them too confused to find their way home. Due to pollution, the Great Barrier Reef in Australia is becoming very damaged. Many kinds of fish and sea life will disappear if we lose the Great Barrier Reef. Chemicals and toxins in the water or air can even be absorbed into the skin of animals, causing diseases in an entire species.

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Many animals are affected by the pollution of coral reefs.

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STEMscopedia: POLLUTION AND CONSERVATION

Look Out! Conservation and Recycling There are many things you can do to help stop pollution. Some important steps you and your family can take are conserving and recycling our resources.

Conservation Conservation is using our resources wisely. Any time we conserve our resources, it is good for the environment. Turning off the water when you brush your teeth is an example of conservation. Turning off the lights when you leave the room is another example. Can you think of other resources besides water and energy you can help conserve?

Recycling Lots of things we use every day, including cans, paper, cardboard, and bottles, can be reused or remade into something else. When you reuse or recycle something, you are putting less waste and less pollution into the environment. Making new items from old ones sometimes takes less energy than making a brand new item. Reusing an item also helps by putting less trash into our landfills. Check with your parents about the recycling programs in your town and set a goal to throw less trash away every day!

Earth Day What Do You Think?

In 1970, some people who cared about our environment got together and decided we needed a day to celebrate our planet and talk about pollution. On April 22, 1970, the very first Earth Day was held. Earth Day is a day that we can focus on ways to keep our planet healthy and clean. Every year on Earth Day, people make promises to help the environment. Some of these promises include picking up trash, planting more trees, not using certain pesticides to keep insects away, and recycling more. Some people even ride their bikes or walk instead of driving that day. Earth Day is a good day to remind ourselves why we should take care of our planet. Just think about the difference we could make if we treated every day like Earth Day! Does your school participate in Earth Day? What are some ways you could make every day an “Earth Day”? © Accelerate Learning Inc. - All Rights Reserved

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Try Now How clean is the air around you? Complete this short activity to find out what is in the air you breathe.

You will need: • five index cards • a pen or pencil • a hole punch • five pieces of string (each about one foot long) • petroleum jelly • paper towels 1. Write the name of a different location around your school or home on each index card. Punch a hole at the top of each card. Tie a piece of string to each hole.

2. Use your finger to cover the cards with petroleum jelly on both sides. Wipe your hands with a paper towel when you are finished.

3. Hang the index cards in the five locations you listed. Leave them in place for two days. After two days, collect the cards. Do not let the cards touch each other.

4. Write down your observations of each card.

Here are some questions to guide you: 1. What kinds of materials did you see on the cards? Did you find both natural and manmade substances?

2. Which card had the most material on it? Why do you think that location had the most material in the air?

3. What are some ways you could improve the air quality around your school or home?

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STEMscopedia: POLLUTION AND CONSERVATION

What Do You Know?

All living organisms are affected by pollution. Plants and animals are affected in many of the same ways, but also in different ways. On the Venn diagram below, compare and contrast the ways pollution affects plants and animals.

PLANTS

ANIMALS

Write two sentences using the information from your diagram.

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Connecting With Your Child Importance of Conservation To help your child see the effects of pollution, take your child to a nearby ecosystem. This could be a park, a forest, a pond, a playground, or perhaps even your own backyard. As your child learned in the lesson, pollution affects both plants and animals. On your exploration, ask your child to observe areas of possible pollution. Remember, pollution doesn’t always come from large factories and machines. Small pieces of litter are also considered pollution. Discuss examples of air pollution, land pollution, and water pollution. Compare the ways plants might be affected with how the animals are affected.

Here are some questions to discuss with your child: • How might animals in this area be affected if the amount of pollution increased?

• If water in an area is polluted, do you think this would harm the plants?

Explain.

• Why is it so important to conserve our resources?

Research local recycling programs and take advantage of them with your child.

With your child, list ways that he or she can take steps to protect the environment. Some items of pollution you find may be able to be recycled.

As a family, make a plan to make your surroundings more protected. The idea of this exploration is to encourage your child to observe the impact pollution has on the world around him or her. Learning to conserve resources and recycling used objects are both ways that you and your child can make a positive impact on the environment around you.

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3L2AB Pollution and Conservation

Reading Science Name:

Date:

Reduce, Reuse, Recycle 1.

With over seven billion people in the world, we are putting a large amount of pressure on our planet!

Even though it may not seem like a big task, Earth provides all the things that living plants and animals need to survive. As the number of humans grows, so does the human footprint on the environment.

2.

Unlike footprints that are made in places such as the beach, human footprints on the environment are long lasting. Think about the energy we use. Energy does not just magically appear! It can come from sources such as fossil fuels that must be dug up and made ready for human use. In the case of coal, it must be mined. This affects the land it is taken from, and it releases gases into the atmosphere when burned.

3.

When people think of farming, some may only picture growing plants.

Farming also damages the land because the soil and plants are sometimes given chemicals that destroy pests and make the soil richer. In many places, deforestation also occurs, perhaps for new housing or even to make products from wood. Areas that once hosted an abundant number of trees are now empty.

Although we may have needed the trees, humans have failed to plan for a way to lessen the impact on our environment.

4.

One thing is for sure, before our human footprints become so severe that they can’t be undone, we need to really think about how we treat our environment.

One way to do this is to protect what we have and think ahead for the future.

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Reading Science 5.

The “3 Rs” are a perfect way to start! If humans can reduce, reuse, and recycle, we can have a more positive impact on our Earth. We can reduce the number of resources we use by being less wasteful. One example would be to reduce the amount of electricity we use. We could also cut down on driving to places, and, instead, we could walk or ride bikes. We can also reuse items. For example, we can give our older clothes, household items, and furniture to family or friends. We could also donate them to charity. Recycling is another way that we can reduce our impact! When we recycle, we collect items, such as cans and other metal items. When paper is recycled, the recycled items can be made into newer items, such as boxes. When plastic is recycled, it can be made into many things, even carpet. Yes! Plastic trash bags can be made into carpet!

6.

These small changes can have a big impact on our Earth. Although things cannot go back to being perfect, we can definitely improve the state of our planet. Our atmosphere, soil, and land will be in a much better shape if we change the way we treat our planet!

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Reading Science 1. Which choice best summarizes the passage?

A. Recycling, reducing, and reusing are excellent for our environment. When we recycle, we produce new items. These items include new boxes and even carpet.

B. The number of humans on our planet is increasing rapidly. The more humans there are, the greater the use of Earth’s resources.

C. Deforestation takes place when many trees are cut down. Products can be made from these trees. Forests can provide wood for houses. Reusing paper helps protect trees.

D. Earth’s large population is using many resources. This has led to human footprints on our environment. When people reduce, reuse, and recycle, less damage occurs to our planet.

2. The word deforestation (in paragraph 3) means– A. to use products smartly.

B. to clear forests.

C. to plant forests.

D. to reuse tree products.

3. Which of the following is the author’s purpose?

A. To educate the reader how to recycle B. To persuade the reader to recycle C. To inform the reader about human footprints on Earth D. To inform the reader about fossil fuels

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Reading Science 4. Why did the author include the population count in the passage?

A. The author wanted to present the substantial number of humans on our planet.

B. The author wanted the reader to know how many products were made.

C. The author wanted to introduce the opinion that humans have to recycle.

D. The author wanted to show off the number.

5. Which statement is NOT true about human footprints?

A. Once made, they can be reduced through careful planning and conservation.

B. All humans depend on Earth’s resources.

C. Deforestation damages the environment.

D. Deforestation is good for plants and animals.

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Math Connections Name:

Date:

Pollution is harmful to plants and their habitats. Air pollution usually affects plants before it affects animals or humans. Some of the effects on plants are shorter growth, early leaf drop, and yellowing of the leaves.

The graph below shows the sources of air pollution in Georgia over three different years. Use the graph to answer the questions below.

1.

In 2010, which source of air pollution was the greatest? _________________

2.

In 2012, what was the difference between pollution from industry and pollution from transportation? _____________________

3.

How much did the pollution from transportation decrease from 2010 to 2012? _________________

4.

In 2012, which two sources of air pollution were the greatest? ____________________ and __________________

5.

How much did pollution from energy increase from 2011 to 2012? _________

6.

Overall, which source produced the least amount of air pollution? ___________________

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Math Connections Recycling materials can help protect plants and animals from harmful pollutants.

7.

Two-fifths of all garbage is material that can be recycled. Shade in 2/5 of the rectangle below.

The students at Georgia Tech realize how important recycling is. The graph below shows the total amount of materials recycled by Georgia Tech. from 2010 to 2014.

Use the graph to answer the questions below.

8.

How much more material was recycled in 2014 than 2013? ______________

9.

In which year did the students recycle the most? _______________________

10. List the years in order from the least amount collected to the greatest amount collected. _________, _________, _________, _________, _________, 176

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3L2AB Pollution and Conservation

Writing Science Name:

Date:

LOOK at the picture of a beach.

THINK about pollution in an environment and what we can do to prevent it. Why are littering and polluting harmful?

WRITE a description about what you see in the picture. How is the trash in the picture harmful to the plants and animals in the beach environment? What is something we could do to help make the beach safe for the plants and animals that live there?

Be sure to clearly state your central idea; organize your thoughts; develop your essay in detail; choose your words carefully; and use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3L2AB Pollution and Conservation

Writing Science Topic:

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3rd Grade Physical Science

3P1A

Producing Heat Energy

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3P1A Producing Heat Energy

Explore Student Journal Name:

Date:

Producing Heat Energy Part I: Burning Record your data on the table below.

Time

:10

:20

:30

:40

:50

1:00

Temperature 1.

What happened to the temperature of the air near the candle over time?

2.

What produced the heat?

Part II: Friction Observations Before Sanding Sandpaper:

Light Rubbing Wood:

Sandpaper:

Fast Rubbing Wood:

1.

After 1 Min

After 2 Min

Sandpaper:

Sandpaper:

Wood:

Wood:

Sandpaper:

Sandpaper:

Wood:

Wood:

What produced the heat?

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Explore Student Journal Part III: Sunlight Record your data on the table below.

Time

Before

1 Min

2 Min

3 Min

Temperature

1.

What happened to the temperature of the air near the sunlight over time?

2.

What produced the heat?

Reflection List as many examples as you can of burning and friction producing heat.

Burning

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Friction

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STEMscopedia: PRODUCING HEAT ENERGY 3P1A

Reflect When you hear the word “camping,” a swirl of pleasant images may immediately come to mind. Perhaps your first thought is the welcoming campfire.

More than just a way to stay warm on a chilly night, a campfire is a place where family and friends gather to relax and chat, roast marshmallows, or simply stare into the glowing coals and let their minds wander. heat energy: the energy of moving particles When you start a campfire, you are producing heat energy.

Heat energy is the flow of energy from a warm object to a cooler object.

particles: the tiny building blocks of all things

Heat energy results from the movement of the tiny particles in solids, liquids, and gases. Heat energy can be transferred from one object to another. The transfer, called “heat,” happens because of the difference in temperature between the two objects.

All matter contains heat energy. For example, a glass of your favorite soft drink has heat energy and, as hard as it might be to believe, so do ice cubes. If you put the ice into the soft drink, the warmer beverage will transfer some of its heat energy to the ice. In other words, it will heat up the ice. Eventually, the ice will melt and the soft drink and water from the melted ice will be the same temperature. Heat energy moves from warmer things to colder things until both items have the same temperature.

The soft drink has more heat energy than the ice does, so the beverage passes heat energy to the ice, which makes it melt. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: PRODUCING What Do You Think?

HEAT ENERGY

When did people start using fire?

People have been using fire to cook their food for almost as long as people have been on Earth. At first, people cooked outside on wood fires. There were not very many people, so there was plenty of wood to burn, and people spent most of their time outside anyway. When people first left Africa, they brought the idea of cooking with fires all over the world. Fire helped early humans stay warm, keep away nighttime predators, and cook, which made their food more digestible.

What produces heat energy?

1. The Sun radiates heat to warm us up on Earth.

2. The lit candles on the dinner table and logs on the campfire produce heat energy when they are burned.

3. Automobile fuels, such as gasoline, are sources of heat energy as they burn in the engine of a racecar or a school bus.

4. The burner of a stove top or the coils in a toaster are sources of heat energy that cook or brown our food.

5. When objects rub together, like your hands on a cold day, the friction produces heat.

6. A bolt of lightning stores a huge amount of heat energy.

7. Your body contains heat energy.

Look Out! We can categorize different ways to produce heat energy in three big groups: • Sunlight • Burning • Friction Light energy from the Sun, or another source, strikes an object and is changed into heat energy. Heat lamps are used in restaurants to keep food warm until it is delivered to you.

Burning is a kind of chemical change that gives off heat energy; burning happens when something reacts with gases in the air. A campfire is an example of burning substances to produce heat.

Friction is caused by moving an object back and forth over a surface. Energy of motion changes into heat energy when you rub your hands together.

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STEMscopedia: PRODUCING HEAT ENERGY

Heat Energy From the Sun Energy from the Sun is released and travels through space to strike objects, including Earth. We can see the light energy during the day and see it reflected off the Moon at night.

When light energy strikes an object, like the ground, a building, a lake, or you, some of the energy changes form and becomes heat energy.

Different materials absorb, or take in, different amounts of heat energy. A black T-shirt will absorb more heat energy than a white T-shirt.

You have probably noticed when you were barefoot that the grass stays much cooler than the sidewalk on a sunny day. You may also know how much hotter a metal slide is on a sunny day.

Light energy can also produce heat energy as an unwanted product in lamps, televisions, computers, and other electronic devices. Perhaps you have been reading by a lamp and noticed your head was warmer where the light was shining on it. When you are near a television or a monitor you might feel the air is warmer. The computer even has a fan to remove the heat energy produced so the computer doesn’t overheat.

Try Now! Do a simple investigation to see how the color of an object affects the amount of heat absorbed.

1. Pick several sheets of construction paper in different colors, both light and dark.

2. Place one ice cube in each of several identical bowls.

3. Cover each bowl with a sheet of colored construction paper.

4. Place the bowls in a sunny window or on the grass in the sunshine.

5. Observe the ice cubes over time.

Which ice cubes melted the fastest? What color construction paper did that bowl cover? What conclusion can you draw about heat absorption and colors?

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STEMscopedia: PRODUCING HEAT ENERGY

Heat Energy from Burning When a material burns, there is a chemical reaction between the material that is the fuel and the air around it. The chemical reaction releases heat energy and possibly light and sound energy. There must be three things for something to burn.

There must be a fuel. In the campfire, the paper and wooden logs are the fuel. There must be oxygen present for a material to burn. The oxygen is in the air. The third thing required is a spark to ignite the fuel. Ignite means to light. The match ignites the fuel and it continues to burn if there is oxygen present.

Think about a candle. What is the fuel? Where is the oxygen?

How is the candle ignited? What happens to the candle as it burns? How do you stop the burning?

What will happen when you rub your hands together vigorously?

Rub your hands together. Do your hands feel warmer?

Rubbing is another way to produce heat energy with friction.

Energy of motion changes into heat energy when you rub your hands together. Rub your hands together again, only faster and longer. Put your hands on your face. How do your hands feel? Run water on your hands and see if they rub the same. Now add lotion to dry hands and rub them again. Do you feel a difference in heat? friction: a force that holds back the movement of a sliding object.

Try Now! You will need a paper clip and two balloons.

Feel a paper clip. Then rub it vigorously on the rug for a minute. Feel it again. How has the temperature changed? What caused the change in temperature?

Blow up two balloons. Rub them together until one of them pops. Why did the balloon pop?

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STEMscopedia: PRODUCING HEAT ENERGY

What Do You Think?

Make a list of objects (like an oven) or situations (like a campfire) that produce heat energy. Once you have your list, organize the items into Sun, Burning, or Friction on the chart below.

Sun

Burning

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Friction

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STEMscopedia: PRODUCING HEAT ENERGY

Connecting With Your Child Cooking with the Sun To help your child learn more about heat energy sources and the Sun, build a solar cooker. This is one possible project that allows your child to experience heat energy at work.

For this activity, collect the following: • Pizza box • Two sheets of black construction paper • Newspaper • Aluminum foil • Plastic wrap • A pat of butter or piece of chocolate • Scissors • Tape

6. Place a pat of butter or a piece of chocolate inside the solar cooker under the plastic wrap. Also place a pat of butter or piece of chocolate outside the solar cooker, but still in sunlight. This is the control.

7. Set a timer and check the solar cooker and control every 5 minutes until the food is melted. If the Sun moves, reposition your solar cooker so that it is always in the sunlight.

1. Place the newspaper in the bottom of the pizza box. Cover the newspaper with the black construction paper.

2. Cut three sides of a square into the top of the pizza box to make a flap. Leave about 2 inches on each side and at the front of the box. The flap should remain attached at the back.

3. Bend the flap back and cover it with aluminum foil.

4. Tape a sheet of plastic wrap across the opening you made on the top of the pizza box.

5. Take your solar cooker outdoors and place it in direct sunlight. Prop the flap open with a ruler or pencil so sunlight shines on the aluminum foil.

Here are some questions to discuss with your child: • What energy source does a solar cooker use to “cook” the food?

• Did the solar cooker or direct sunlight cook the food faster? Why do you think this happened?

• How could the solar cooker be improved to fry an egg or cook a hot dog?

• How do you think solar energy can be used to provide heat energy to homes and buildings?

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3P1A Producing Heat Energy

Reading Science Name:

Date:

Lost 1.

Phoebe’s family was on a camping trip at Red Top Mountain State Park. They had hiked halfway up the mountain and pitched a tent in the forest. Max is Phoebe’s brother. Max loved camping. Phoebe did not enjoy it as much. She would much rather be jumping rope and listening to music on her iPod with her friends at home.

2.

As soon as the campsite was set and lunch was eaten, Max grabbed his walking stick, backpack, and hat ready to go for a hike. Max and her dad started on their way while Phoebe and her mom finished putting away lunch at the campsite.

3.

“Ugh, do we have to go?” asked Phoebe.

4.

“YES!” exclaimed Max from a distance.

5.

“Come on, Phoebe. It will be fun. I promise. Let’s join your brother and dad,” said Mom.

6.

With a roll of her eyes, Phoebe headed off with her mom to catch her dad and Max. They quickly approached a mountain.

7.

“Let’s go up this mountain,” said an excited Max.

8.

“I’m scared of heights,” replied a nervous Phoebe.

9.

“You and Dad go,” replied Mom. “I’ll stay back with Phoebe.”

10. Max and her dad started climbing the lofty mountain. After awhile, Phoebe and her mom could not see them anymore. They waited for a while for them to come back, but they did not return.

11. “Let’s return to the campsite and get dinner started while we wait,” suggested Mom.

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Reading Science 12. On their way back, Phoebe and her mom heard a howl. It was getting dark, and there was no sign of her dad or Max. Phoebe felt her heart drop to her stomach.

Phoebe thought she would make a fire. This would provide her and her mom heat for the cold night. It would also be a guiding light for her dad and Max to return to the campsite. She grabbed some dry leaves and pine needles and placed them in the fire pit.

13. Phoebe grabbed two sticks. Her dad taught her how to make a fire, and she did just that. She rubbed the two sticks together because her dad told her the friction of the two sticks would yield heat. The sticks started to smoke a bit, but Phoebe was feeling exhausted. This was a real workout! Her arm was starting to hurt and she couldn’t continue.

14. She thought she would try two rocks instead. She had read if you strike two rocks together, the friction could produce a spark. None of the rocks she found made a spark when struck together.

15. After seeing Phoebe working so hard, her mom brought her a box of matches.

These matches were only used if the other fire starting methods did not work.

Phoebe took a match and struck it on the side of the box. That was easy, thought Phoebe. Now there was fire! Phoebe touched the burning match to the pine needles and leaves and saw them illuminate with fire. She placed logs on the fire and they ignited. Shortly, there was warmth coming from the fire as Phoebe and mom gathered around it.

16. “Mom, where are Max and Dad?” asked Phoebe.

17. “I’m sure they’ll be back soon,” said Mom. “Your fire will guide them back.”

18. “I hope so,” said Phoebe.

19. Phoebe and her mom cooked hot dogs over the fire. They ate salty potato chips and juicy watermelon. The temperature was falling, and there was still no sign of her dad and Max. 20. Phoebe paced briskly back and forth around the fire. She rubbed her hands together to keep them warm.

21. “Would you like a s’more?” asked Mom. 22. “No thanks,” replied Phoebe. “I’m not feeling so well.”

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3P1A Producing Heat Energy

Reading Science 23. Just as her mom got up to give Phoebe a hug to calm her, a rustling noise came from the forest.

24. “Phoebe? Mom?” yelled an exhausted voice.

25. “Max! Dad!” exclaimed Mom and Phoebe as they ran to give them a hug. “We were so worried about you! What happened?” said Mom. 26. “That mountain was high and you know I couldn’t just go halfway up. Dad was a great sport and took me all the way to the top. You could see for miles! It was such a great view of the park. When it started getting dark, we realized we didn’t have our flashlights but saw your fire from a distance. Your fire helped us find our way back,” said Max as he stood in front of the burning fire to warm up.

27. “Are you hungry?” asked Phoebe.

28. “I’m starving!” said Max as he helped himself to some chips and watermelon.

29. He grabbed a hot dog and a roasting stick and started cooking his dinner.

30. As Phoebe looked at her dad and Max, she realized how thankful she was they were back safe and sound.

31. “Thank goodness you showed me how to make a fire,” she said to her dad.

32. “I’m thankful too,” replied Dad as he hugged Phoebe. “Without your fire, we would still be out there trying to find our way back to you, and I’d be starving! This hot dog is the best hot dog I’ve ever had!”

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3P1A Producing Heat Energy

Reading Science 1.

2.

3.

What might be another good title for this story?

A.

Light a Fire

B.

Phoebe Saves the Day

C.

Max and Dad’s Hiking Adventure

D.

Fire is a Life Saver

What evidence from the text helps the reader to know that Phoebe is feeling concerned for Dad and Max? A.

Phoebe thought she would make a fire.

B.

“I’m scared of heights,” replied a nervous Phoebe.

C.

“I hope so,” said Phoebe.

D.

Phoebe felt her heart drop to her stomach.

Which of the following statements is true about the family’s relationship based on this passage?

A.

The family enjoys camping together.

B.

The family enjoys hiking together.

C.

The family loves and cares for one another.

D.

Phoebe and Max do not get along very well.

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3P1A Producing Heat Energy

Reading Science 4.

5.

6.

When Phoebe is pacing briskly in front of the fire, what can the reader tell about Phoebe?

A.

She is walking slowly.

B.

She is timid.

C.

She is relaxed.

D.

She is frightened.

How does Phoebe help to solve the problem?

A.

By using sticks to build a fire

B.

By cooking dinner for Max and her dad

C.

By building a fire to guide Max and her dad back home

D.

By not climbing up the mountain

What lesson can be learned from this story?

A.

Don’t leave your family alone.

B.

Be prepared for your environment.

C.

Don’t go walking without a flashlight.

D.

Be adventurous.

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Reading Science 7.

What evidence helps the reader to know what the word ignited means?

A.

Shortly, there was warmth coming from the fire.

B.

Phoebe touched the burning match to the pine needles and leaves.

C.

The sticks started to smoke a bit.

D.

Placed logs on the fire.

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3P1A Producing Heat Energy

Math Connections Name:

Date:

1.

A group of 6 boys and their fathers went on a camping trip for the weekend. If everyone rubbed two sticks together to start a fire, how many sticks were used? sticks

2.

Mr. Roberts bought 6 packages of matches for starting fires in his back yard during the winter. If 20 matches are in a package, how many total matches are matches there?

3.

A group of neighbors sat around a fire for about 160 minutes. Which answer choice could be the exact amount of time they sat by the fire?

A. 167 minutes B. 157 minutes C. 165 minutes

4.

A teacher is showing her students how mixing two liquids can sometimes produce heat energy. Look at the beakers below. How much total liquid will there be when the beakers are combined?

5.

What would be a reasonable unit of measurement for the liquids in question 4?

A. liters B. kiloliters C. milliliters

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3P1A Producing Heat Energy

Math Connections 6.

Nick is making a bonfire with a group of logs. Write an equation to find the product of the logs:

× 7.

=

If Nick gathers enough logs for 6 more groups like the group above, how many logs will he have in total for his bonfire? logs

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3P1A Producing Heat Energy

Writing Science Name:

Date:

LOOK at the pictures of ways to produce heat energy.

THINK about ways we can produce heat. These pictures show two examples: burning and rubbing (friction).

WRITE about ways humans produce heat every day. Provide two examples of burning and two examples of rubbing (friction) in ways you have seen heat produced.

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3P1A Producing Heat Energy

Writing Science Topic:

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3rd Grade Physical Science

3P1BC

Transfer of Heat from the Sun

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3P1BC Transfer of Heat from the Sun

Student Handout Name:

Date:

Effect of the Sun’s Heat Material

Starting Temperature (Fahrenheit)

Temperature after 10 minutes (Fahrenheit)

Dark Cloth

Light Cloth

Brick

Foam Cup

Nail

Plastic Toy

Aluminum Foil

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3P1BC Transfer of Heat from the Sun

Explore Student Journal Name:

Date:

Is it Getting Hot in Here?

1.

I think the temperature of the

will

It actually

degrees. It

by

. because .

2.

I think the temperature of the

will

It actually

degrees. It

by

. because .

3.

I think the temperature of the

will

It actually

degrees. It

by

. because .

4.

I think the temperature of the

will

It actually

degrees. It

by

. because .

5.

In this experiment, the lamp represents

6.

How is this model similar to real life?

.

.

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3P1BC Transfer of Heat from the Sun

Explore Student Journal

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3P1BC Transfer of Heat from the Sun

Explore Student Journal Title: ______________________

50 45 40

Degrees Celsius

35 30 25 20 15 10 5

End

Start ___________

End

Start ___________

End

Start ___________

End

Start ___________

0

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3P1BC Transfer of Heat from the Sun

Explore Student Journal Part II: Changing Effects of Sunlight Save the Chocolate!

Draw your design in the space below. Label your drawing with the materials you used for your final design.

Record your observations of the chocolate in the table below.

Drawing

Temperature

Before

After 1.

How did the temperature under the structure compare to the temperature outside?

2.

How did your chocolate compare to the chocolate that was in direct sunlight?

3.

Why did your structure work?

4.

What would have made your structure even better?

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3P1BC Transfer of Heat from the Sun

Explore Student Journal Part II: Changing Effects of Sunlight Cooking with the Sun Draw your solar oven in the space below. Label the materials used in your drawing.

Record your observations of the chocolate in the table below.

Drawing

Temperature Inside Box

Temperature Outside Box

Before

After 1.

How did the temperature inside the box compare to the temperature outside the box?

2.

How did the chocolate change? What do you think caused this change?

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN 3P1BC

Reflect What do you like about playing outside? Is it the fresh air? The sounds of nature? The blue sky?

The warm sunshine?

After several days of cloudy weather and rain, it is refreshing to see the Sun break through the clouds to dry up all the puddles and warm the air.

The Sun has many effects on Earth, some helpful, some harmful, and some that can be measured.

What is the Sun? The Sun is a star. It is one of many stars in the universe. The Sun looks like a solid ball, but it is not. All stars, including the Sun, are made of hot gas. The heat from the Sun warms the land, air, and water on Earth.

You cannot touch or hold a gas like you can a solid, such as a rock. Also, the gases in the Sun and other stars are incredibly hot. The air you breathe is a gas. The helium in a balloon is a gas. Helium is one of the gases in the Sun—about 28%. The Sun is mostly made of another gas, hydrogen—about 70%. gas: a form of matter that does not have its own shape, but spreads out and fills the space it is in What types of energy does the Sun produce? The hottest part of the Sun is its center, or core. There, hydrogen gas is changed into helium gas. This change produces a bunch of heat and light energy which travels all over the solar system, including to Earth.

The heat energy from the Sun warms the surface of Earth and the air above it. That energy gives us weather and climates. The temperature of the air is measured using a thermometer.

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN

The Sun makes light and heat energy. There are different types of energy. One type of energy is light.

Some of the Sun’s energy is given off as light that you can see. It brightens your surroundings.

Another type of energy is thermal energy. This type of energy moves from one object to another as heat. Some of the Sun’s energy is given off as heat. Think of a warm, sunny day. All that energy actually comes from the Sun!

The heat from the Sun heats up the land, air, and water on Earth. Water gets warmer when it takes in, or absorbs, heat from the Sun. Water gets cooler when it gives up, or releases, heat.

How does the Sun affect weather patterns? The Sun’s energy heats water on Earth. In fact, Earth is at just the right distance from the Sun for water to exist as a solid, a liquid, and a gas. Because Earth has a variety of landforms and bodies of water, however, the surface is heated unevenly by the Sun. This causes differences in weather conditions from one place to another and from one season to the next.

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN

The Sun’s energy powers the water cycle and our weather. The Sun heats Earth’s surface, which is two-thirds covered by water. Oceans, rivers, streams, lakes, and ponds catch the runoff from the rain that falls and the snow that melts.

The Sun can heat liquid water to change it to a gas. This is known as evaporation. Much water on Earth evaporates from the oceans into a gas called water vapor. This humid, warm air rises higher into the atmosphere and cools. This causes the water to change from agas back to a liquid. The change from a gas to a liquid is known as condensation. It brings cloudy or stormy weather.

When clouds become heavy with water droplets, precipitation falls to Earth as rain, hail, sleet, or snow. This water flows down into oceans as runoff and continues the water cycle.

Try Now! Now you try! The diagram shows the Sun heating Earth as well as the main parts of the water cycle that drive our daily weather. For each part, identify whether the main forms of water are solid, liquid, or gas. Write your answers directly on the diagram. Be careful because there are two different images of precipitation!

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN

Harmful Effects of the Sun The Sun is a wonderful source of light and heat energies.

Without the Sun, life on Earth would not exist. Unfortunately, there are also unwanted and even harmful effects from the Sun. Do you have outside furniture or umbrellas? Have you noticed that their colors aren’t as bright after spending hours in the Sun? One unwanted effect of the Sun’s energy is its ability to fade or remove the colors from fabric. The Sun’s energy can also dry out the soil, causing it to split and crack without water.

One harmful effect from the Sun you may have experienced is a sunburn. The Sun’s energy is strong enough to actually burn skin any time of year, not just during the summer. The Sun’s energy has an invisible light energy called ultraviolet light, or UV light, that can damage the skin. Sunscreens and sunblocks are designed to block UV rays and need to be applied frequently to help keep your skin from burning. Too much exposure to the Sun can cause skin cancers.

Our eyes are also sensitive to too much sunlight and UV rays. Sunglasses should be worn to protect your eyes.

Protecting ourselves from UV damage has become so important that the threat of sun damage has even been added to local weather reports. Meteorologists will report the Sun index or the expected level of UV rays present so viewers can be prepared.

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN

What Do You Think?

Research the effects of the Sun and its energy in some library books and on the Internet. Make a T-chart listing the helpful and harmful effects of the Sun’s energy.

Helpful Effects

Sun’s Energy Effects

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Harmful Effects

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STEMscopedia: TRANSFER OF HEAT

FROM THE SUN

Connecting With Your Child Exploring the Effects of the Sun’s Energy To help your child understand how the Sun’s energy changes the temperature of water, work on this experiment together.

Take a few minutes to explore the effects of the Sun’s energy. To complete this activity, you will need two plastic containers and two thermometers.

1. Fill the two plastic containers with the same amount of tap water.

2. Place a thermometer in each container. Record the temperatures after several minutes.

3. Put one container in a shady place. Put the other in direct sunlight.

4. Record the temperatures again after about 30 minutes.

Discuss the following with your child: 1. Compare the temperatures. Are there any differences?

2. Why do you think so?

3. Do you think a pond in a forest would evaporate at the same rate as a pond in an open plain? Why or why not?

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3P1BC Transfer of Heat from the Sun

Reading Science Name:

Date:

Fun in the Sun 1. It was a bright day outside. Leah sat in Mrs. Brown’s class looking out the window.

2. “The sun is an amazing thing,” Leah thought.

3. Mrs. Brown began explaining the science lesson for the day. She began to explain, but before she could, Leah raised her hand with an idea.

4. “Why don’t we try to see what the Sun heats up?” she asked.

5. “I see you are already thinking ahead of me, Leah.” said Mrs. Brown. “That is just what I was about to say. We are going to do an investigation around the Sun. I want you and your group to think about what materials you would need to learn about the Sun’s heat.”

6. Leah and her group mates, Jack, Kaylyn, and Olivia, got right to work creating a list. They thought they would need a pan of water, a white cloth, and a black cloth. They wanted to study a window, a brick, and a piece of metal.

7. Mrs. Brown explained, “Once you have your list, I want you to plan out your experiment.”

8. Leah and her group mates chatted. They would put all of the objects out in the sun. They would place them all in the same spot. This would be the experiment’s control. They chose to lay them on the cement sidewalk. They would put a thermometer on each object. They would record the temperature when they first put the objects outside. They would check the temperatures every hour. They would also record the air temperature. They would do this all day. They then would compare the temperatures of the different items. They would check to see which one was warmest at the end of the day.

9. The students placed the pan full of water, cloths, and piece of metal on the cement sidewalk outside of the classroom. They put a thermometer in the water and one of each piece of cloth. They decided to tape a thermometer to the brick wall of the school. They made sure the sun was shining on the brick. They also taped a thermometer to the window. They did the same with the piece of metal they had placed on the ground. © Accelerate Learning Inc. - All Rights Reserved

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3P1BC Transfer of Heat from the Sun

Reading Science 10. The students recorded the initial temperatures. They went back inside the classroom. They found books about the Sun. They read more about the Sun’s heat energy. They read that the Sun’s energy is radiation. Some of the energy travels as light that we see. Other radiation travels as heat. The heat rays are known as infrared rays. This is what the students were investigating. They recorded their new learning.

11. An hour had passed. Leah went outside. She could feel from her skin that it was warmer. She read each of the thermometers. She recorded the temperatures.

She went back inside.

12. Mrs. Brown had a solar oven out. The class was crowded around.

13. “The solar oven has mirrors on the sides. These reflect the sun’s rays. It makes all of the heat concentrate in one area. This can get so hot that it can heat water. It can make water boil. Let’s try it. We can compare it to the water you have just sitting out in the sun,” explained Mrs. Brown.

14. The class took the solar oven outside. They placed a pot of water inside it. They observed it for a while with a thermometer. The thermometer was reading 150°F. They looked again some time later. The thermometer had gone up. The sun was really heating this up!

15. The class continued to observe. Leah and her group mates went to check their thermometers. The black cloth, window, and piece of metal were showing the highest temperatures. They recorded the observations.

16. The students went back to the solar oven. It took a bit of time, but the water started boiling. The students were all really hot, too! They were all sweating. It was so hot out in the sun. They couldn’t wait to get back inside.

17. They all got drinks of water. It was time to look over the data. Leah’s group mates created a line graph to show their observations.

18. “We concluded that dark objects and metal retain more of the Sun’s energy than the white cloth. The brick and window also got hot. So did the cement. A lot of objects are able to capture the Sun’s energy. The Sun transfers its heat to many objects. It even provides heat to this room we are in. The window got very warm.

You can feel the energy by the window,” explained Jack.

19. The class was feeling thrilled about their investigation today. They already were thinking of what they could do tomorrow. Perhaps baking chocolate chip cookies in the solar oven sounded like a delicious idea.

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3P1BC Transfer of Heat from the Sun

Reading Science 1. What is another good title for this text?

A.

The Solar Oven

B.

The Hot Day

C.

Powerful Sun

D.

Investigating the Sun

2. How did the author organize this text?

A.

By describing how the Sun heats up objects

B.

By comparing how the Sun heats different objects

C.

By sequencing a science experiment on a hot day

D.

By explaining how the sun heats objects

3. What evidence supports the meaning of concentrate?

A.

Heat water

B.

All of the heat

C.

One area

D.

Make it boil

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3P1BC Transfer of Heat from the Sun

Reading Science 4. What evidence supports the opinion that Leah is inquisitive?

A.

“Why don’t we try to see what the Sun heats up?” she asked.

B.

Leah and her group mates chatted.

C.

She read each of the thermometers.

D.

“The Sun is an amazing thing,” she thought.

5. How does the students’ reading support their investigation?

A.

The light energy is seen.

B.

The infrared rays from the Sun heat the objects.

C.

Energy from the Sun travels only as light.

D.

The Sun’s energy is a convection process.

6. What is the meaning of the word initial?

A.

End

B.

Start

C.

First

D.

Second

7. What is the moral, or lesson, of this story?

A.

Solar energy should be explored.

B.

Wondering is learning.

C.

You should work with others.

D.

Wear dark clothes to stay cool.

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3P1BC Transfer of Heat from the Sun

Math Connections Name:

Date:

1.

Gracie was having her birthday party at the neighborhood pool. Instead of a cake, she asked her mom to buy Popsicles for her and her friends. Each package had 6 Popsicles inside. Her mom bought 3 packages of Popsicles. How many Popsicles did her mom buy?

Popsicles

2.

If Gracie invited only 13 friends to her party, plus herself, how many Popsicles will be left over after the party? (Use the information in question 1 for your answer.)

Popsicles

3.

Jennifer’s mom always tells her to wear shoes while playing outside in the summer, because the temperature of cement can reach 150 degrees, which would burn her feet if she went barefoot. Which point on the number line rounds to 150?

144

148

155 156

4.

The transfer of heat from the Sun can quickly raise the temperature inside a car.

On a day when the temperature is only 80 degrees outside, the inside of a car can be 120 degrees. How many degrees hotter is it inside a car than outside? degrees

5.

The Sun is quickly melting these ice cream cones. Write an equation to find the product of ice cream cones.

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3P1BC Transfer of Heat from the Sun

Math Connections 6.

Measure the width of the puddle of melted ice cream to the nearest ¼ inch.

7.

The hottest recorded temperature in North America was in 1913 in Death Valley, California: 134 degrees. The warmest recorded temperature in Antarctica was in 1974: 59 degrees. What is the difference in temperature between these two locations? degrees

8.

The temperature outside was a frigid 7 degrees on a cold winter day. If it got 10 times warmer in the same location during the summer, how warm did it get? degrees

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3P1BC Transfer of Heat from the Sun

Writing Science Name:

Date:

LOOK at the picture of an ice cream cone.

THINK about what is happening to the ice cream in the picture. What do you think it is like outside? Heat from the Sun can be transferred to various materials.

WRITE about why ice cream melts faster when we eat it outside than when we eat it inside. What causes ice cream to melt? Why do you think ice cream melts faster in the summer months than in the winter months?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes:

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3P1BC Transfer of Heat from the Sun

Writing Science Topic:

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adaptation

GLOSSARY OF TERMS

adaptation – any characteristic that helps a plant or animal survive basic needs – something a living thing needs to survive, such as space, nutrients, water, shelter, and energy burning – when something is on fire

hibernation

erosion – the gradual wearing down of something by wind, water, and other natural forces evidence – facts and information that show if something is true feature – a distinctive part, quality, or characteristic

camouflage – coloring or other physical characteristics that help an organism to blend in with its surroundings

fossil – preserved remains of animals, plants, or other organisms from the past

change – to cause something to be different than it was before

friction – a force that resists the motion of two surfaces sliding across each other

clay – a component of soil that is usually habitat – the place or environment in a red-orange color; texture is thick and which an organism naturally lives sticky when wet hardness – the measure of a solid’s coast – the part of land that meets the ability to keep its shape when force is ocean applied color – the shade you see conservation – to protect and avoid wasteful and destructive use device – object that does a job environment – the space and all the living and nonliving things around an organism

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heat – the type of energy that makes things warm heat energy – energy that causes a change in temperature between materials hibernation – when an animal goes into a deep sleep for a long amount of time

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loam

GLOSSARY OF TERMS

loam – soil with equal amounts of sand, clay, and silt; good for plant growth luster – the amount that an object shines when light reflects from its surface

sequence

pollution – materials introduced into an environment that cause damage, discomfort, or instability and have harmful or poisonous effects produce – to make from other materials

marsh/swamp – an area of land that is always wet but usually has tall grass

property – the look, feel, taste, sound, or smell of an object

migration – the long distance movement of animals from one place to another

protect – to keep from harm or loss

mimicry – when an organism copies a characteristic of another organism to increase its chances for survival or reproduction model – a smaller or larger physical copy of an object mountain – very large land formation with a peak at the top organism – a living thing such as a plant or animal piedmont – a hilly region with high elevation

protection – to keep something or someone safe recycling – reusing materials resources – something valuable that we can use retain – to hold inside, as soil does with water rocks – a solid piece of the Earth’s surface; may be a single mineral or a mixture of minerals sand – a component of soil made by the weathering of rocks into tiny grains; rough and gritty texture

plateau – an area of high, flat ground

sequence – the particular order of objects, movements, or events

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soil

GLOSSARY OF TERMS

soil – a mixture of sand, silt, clay, rock, and humus (plant and animal remains)

weathering

weathering – when forces on Earth break rocks apart or wear rock away

solar – relating to the Sun solar energy – energy that comes from the Sun Sun – the star at the center of the solar system that provides heat and light to Earth survival – the process of staying alive and existing temperature – a measure of the amount of heat energy in something texture – how rough or smooth something is; what the surface looks and feels like thermometer – a tool used to measure the amount of heat energy in something thrive – grow well or strong topsoil – the top layer of soil; a mixture of types of Earth; texture varies transfer – to move from one place to another uniform – the same throughout © Accelerate Learning Inc. - All Rights Reserved

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3 STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

Georgia_3rd_Book.indd 1

3rd grade Notebook

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

(800) 531-0864

6/23/17 12:11 PM