Next Generation Science Level 3 - Activity Book B

Science for the Next Generation

Science Gra d e T h ree

Activity Book

B

Next Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Observations

Activity 1.1

Living and Non-living

Things at School

lyard Things in Our Schoo Non-living Things Living Things

Materials

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

• string

• meter ruler or measuring tape

• scissors

d. the things you observe

Use the table to classify

• hand lens

Procedure

suitable area of ard and choose a go into your schooly 1. In small groups, living things. the ground to observe a square and string to mark or measuring tape ruler meter the 2. Use with sides of one meter. area on the ground square. the things inside the observe closely to 3. Use the hand lens on the next page. you see in the table 4. Record the things

pret

Analyze and Inter

to tell which were living

1. How were you able living things?

things and which were

they in their square. Should found a snail shell .

2. Jordan and Blake ng? Explain your answer it as living or non-livi

non-

classify

3

Engineer It! Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Engineer2 It!

Springfield National Park

The Solution

In Springfield National Park, grizzly bears gather at the rapids of the Springfield River to catch salmon as they make their way upstream to complete their life cycle. To meet the demand for electricity and drinking water, Springfield’s mayor has decided to construct a dam and hydroelectric power plant in the National Park. Identify the problem this will cause for the organisms when the environment changes. Design a solution to the problem and evaluate its effectiveness.

Design, draw and describe your solution.

Proposed dam site

The Problem Define the problem.

1 16

3. Circle. Which

Review

Review

the similarities and diagram to show of animals.

1. Use the Venn and the needs the needs of plants

Needs of Plants and

Plants

Topical questions at the end of each chapter for formative assessment.

is true about all

birds? feathers (b) they have 17 young to1 live (d) they give birth

(a) they can fly

als

All About Anim

en differences betwe

own the make their

(c)

are true about

things 4. Circle. Which

Animals

food

most mammals?

(a) they lay eggs

Animals

(c)

5. Describe how

ing changes as

an eagle hatchl

bes the life cycle

6. Which best descri table.

2. Complete the Animal Mammals Birds Reptiles

Body Covering

Reproduction

or (b) they can walk

it gets older.

of a frog?

(a) egg

pupa

larva

adult

(b) egg

larva

froglet

adult

froglet

larva

adult

larva

pupa

adult

(c)

egg

run

gills (d) they have

they give birth

(d) egg 7. Why is it impor

tant

to reproduce? for all organisms

Amphibians Fish

72

ii

73

Contents Unit 7 – Earth and Space

2

Unit 8 – Rocks and Soil

18

Unit 9 – Weather and Climate

34

Unit 10 – States of Matter

64

Unit 11 – Interactions and Forces

78

Unit 12 – Forms of Energy

124

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Activity 7.1

Modeling the Movement of Earth Materials • basketball

• flash light

• stickers or tape

Procedure 1. The basketball will be used to represent the Earth. Place a sticker or a piece of tape on the basketball.

2. Turn off the lights in the classroom. One person holds the basketball and another turns on the flashlight and points it at the basketball.

3. Slowly rotate the basketball and observe the sticker as it completes one full rotation.

2

4. Tilt the basketball on an axis so that the top half is pointed towards the flashlight. Move in a circle around the flashlight while keeping the basketball tilted.

5. Observe the light hitting the basketball as you complete one full revolution around the flashlight.

Observations 1. Draw two diagrams to show the rotation of the basketball and the position of the sticker when it is facing towards the flashlight and away from the flashlight.

Sticker facing towards flashlight

Sticker facing away from flashlight

3

2. Draw two diagrams to show the revolution of the basketball around the flashlight. Show the basketball at opposite sides of the flashlight.

Side one

Side two

Analyze and Interpret

1. Describe what happens to the light hitting the sticker as the basketball completes one rotation.

4

2. The sticker represents a point on Earth such as your home. Describe how your home changes as the Earth completes one rotation.

3. Describe how the light hitting the top half of the basketball changes as you complete one revolution.

4. The tilting basketball represents the Earth’s axis. Describe how seasons change in the Northern and Southern hemispheres as the Earth revolves around the Sun.

5

Activity 7.2

Modeling the Movement of the Moon Materials • ping pong ball

• flashlight

Procedure 1. Turn off the lights in your classroom. Turn on the flashlight and place it on a table.

Use a book or pencil case to fix its position.

2. Stand about two meters from the flashlight facing towards it. Hold out the ping pong ball at arm’s length in front of you.

Observe how much of the ping pong ball is in darkness and how much is reflecting light from the flashlight.

3. Turn to the right so that the flashlight is on your left side.

Hold the ping pong ball out in front of you at arm’s length.

Observe what parts of the ping pong ball are reflecting light from the flashlight.

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4. Keep turning and observing the light on the ping pong ball until you return to your starting position.

Observations Shade the ping pong ball at each position to show the parts that were in darkness and the parts that were reflecting light.

Light from flashlight

7

Analyze and Interpret

1. In what position was the ping pong ball in darkness?

2. In what position was the ping pong ball reflecting the most light?

3. From your observations, explain why the moon appears to change shape in the sky each night. Draw a diagram to help your explanation.

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Activity 7.3

Moon Observations Observe the moon every two nights for 28 days. Record the date of each observation and shade the circle to show which parts are in darkness.

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date: 9

Date:

Date:

Date:

Date:

Date:

1. How many days passed from when the moon was fully lit to when it was not visible?

2. What would you expect to observe if your observations continued for another 28 days?

10

Activity 7.4

Our Very Own Star Watch the video titled ‘Our Very Own Star’ to answer the questions.

1. What are stars?

2. How many Earths could fit inside the Sun?

3. How far is Earth from the Sun?

4. How long does it take for light to travel from the Sun to Earth?

5. How many stars are there in the solar system?

6. What is the name of the galaxy in which we live?

7. After the Sun, what is the name of the next closest star system to Earth?

8. How long does it take for light to travel from the Sun to the next star system?

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Activity 7.5

Our Solar System

1. Label the planets.

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2. How many planets are there in the solar system?

3. Which planet is closest to the Sun? 4. Which planet has the most moons?

5. What is the largest object in the solar system?

6. What is the largest planet in the solar system?

7. Name two gas giants.

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Activity 7.6

Other Objects in Our Solar System 1. Label and match the objects to the correct descriptions.

A chunk of rock that falls towards Earth and burns up in the atmosphere.

Large chunk of rock, ice, water and dust with a long tail.

Large rocks orbiting the Sun.

A man-made object that orbits the Earth.

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2. Read the descriptions and label the diagram with the correct letter.

A – The smallest planet in the solar system, Mercury.

B – The largest object in the solar system.

C – A man-made satellite.

D – A belt of asteroids orbiting the Sun. E – A comet with a long tail.

F – The planet known for its beautiful ring system, Saturn.

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Review

Earth and Space 1. What causes day and night on Earth?

2. Check the true statements, cross the false statements.

We experience summer when the Earth moves close to the Sun. Earth completes a full rotation every 24 hours. hen the Northern Hemisphere experiences summer, the Southern W Hemisphere experiences winter.

Jupiter is the largest object in the solar system.

Seasons are caused by the tilted axis of the Earth. he phases of the moon are caused by sunlight reflecting off T different parts of the moon as it revolves around the Earth.

3. Explain the difference between meteoroids, meteors and meteorites.

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4. Write a short description about the objects that can be found in the solar system.

Object

Description

Sun

Satellite

Planet

Asteroid

5. Use the Venn diagram to compare planets and asteroids.

Planet

Asteroid

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Activity 8.1

Rocks Around Us 1. In small groups, go into your schoolyard and observe rocks in four different locations. Draw the rocks. List their location. Describe the rocks and how they are used.

Location:

Description:

Use:

Location:

Description:

Use:

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Location:

Description:

Use:

Location:

Description:

Use:

2. What properties of rocks make them suited to how they are used?

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Activity 8.2

Properties of Rocks Materials • 5 different types of rocks

• hand lens

• metal nail

Procedure 1. In small groups, use your senses of sight and touch to observe each rock. Use the hand lens to observe them closely. Make note of the color, texture, grain size and any visible patterns.

2. Test the hardness of each rock by scratching it with the metal nail.

3. Record your observations in the table on the next page.

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Observations Use the words in the box to describe the properties of the rocks. rough smooth rounded jagged hard soft coarse fine swirling banded light dark Rock

Properties

A B C D E

Analyze and Interpret 1. How are the rocks you observed similar? How are they different?

2. How could the rocks you observed be classified into groups?

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Activity 8.3

How Rocks Form – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Beneath the surface of the Earth, rock exists in a liquid form

called . (b) rocks are formed when magma or lava cools and returns to a solid state. (c) are openings in the Earth’s crust through which magma flows onto the Earth’s surface as

.

(d) rocks are formed when layers of sediment are pressed together over many years. (e) rocks are formed when other rocks are subject to heat and pressure beneath the Earth’s surface. (f) Over millions of years, the

of rocks and soil,

along with heat and beneath the Earth’s surface cause rocks to continually change from one form to another. (g) The process by which rocks are continually broken down and changing form is called the .

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2. Use the words in the box to label the rock cycle diagram. magma metamorphic igneous sedimentary sediment volcano

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Activity 8.4

Using Rocks and Minerals 1. Describe the different ways people use rocks and minerals. (a)

(b)

(c)

24

(d)

(e)

2. List three ways rocks or minerals are used around your home.

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Activity 8.5

Observing Soil Warning: Soil contains microorganisms that can be harmful if they get inside your body. Be sure to wash your hands thoroughly after completing your observations.

Materials • 3 plastic containers

• small spade

• hand lens

Procedure 1. As a class, go into your schoolyard and use the spade to collect soil from three different locations. Try to find soils that are different. Place the soils into separate containers.

2. In the classroom, use the hand lens to closely observe the soil.

Take note of the color, particle size and amount of humus.

Observations Draw and describe the soils you observed.

Location:

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Description:

Location:

Location:

Description:

Description:

Analyze and Interpret 1. How are the soils you observed similar? How are they different?

2. Which soil would be the best for growing plants? Explain your answer.

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Activity 8.6

All About Soil – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Soil is a mixture of and non-living things.

, minerals and other living

(b) The decomposing dead plants and animals in soil is called

.

(c) Humus adds plants and other organisms.

to the soil, which are essential to

(d) Plants get the nutrients, from soil.

and water they need

(e) Soil forms from the and changes in (f) the Earth.

of rocks by wind, water . is the layer of soil closest to the surface of

(g) The layer of soil below the topsoil is called the (h) Below the layer of weathered rock lies the

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. .

2. Use your textbook to help you draw and label a diagram that shows how soil forms in layers.

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Activity 8.7

How We Use Soil Use the space on the next page to describe the different ways people use soil.

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1.

2.

3.

4.

5.

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Review

Rocks and Soil 1. What are minerals?

2. List three properties of rocks.

3. Which type of rock forms when layers of sediment are pressed together over many years?

4. Which type of rock forms when lava cools?

5. Which new type of rock forms when heat and pressure change other types of rock deep below the Earth’s surface?

6. What is the rock cycle?

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7. Use the table to show the ways different rocks form.

Type of Rock

Examples

How It Forms

Igneous

Sedimentary

Metamorphic

8. List three ways people use rocks or minerals.

9. Describe how soil forms.

10. Why is it important to care for soil?

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Activity 9.1

Observing the Weather 1. Go outside and observe the sky every day for two weeks.

Use a thermometer to measure the air temperature.

For each day, draw one of the icons below that best represents the weather. Record the air temperature.

Daily Weather Observations

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Date:

Date:

Date:

Temperature:

Temperature:

Temperature:

Date:

Date:

Date:

Temperature:

Temperature:

Temperature:

Date:

Date:

Date:

Temperature:

Temperature:

Temperature:

Date:

Date:

Date:

Temperature:

Temperature:

Temperature:

Date:

Date:

Temperature:

Temperature:

2. Create a graph to represent the sky observation data.

to

Number of Days

Sky and Cloud Observations:

Sky/Cloud Observation 35

3. (a) What was the lowest air temperature you recorded?

(b) What was the highest air temperature you recorded?

(c) Would the air temperature be lower or higher at night?

Explain your answer.

4. Explain any patterns in the weather or air temperature you observed.

5. What are some other aspects of the weather that can be measured?

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Engineer It!

Measure Wind Speed and Direction Wind socks and anemometers are devices used to measure the strength and direction of wind. Now it’s your turn to design and build a wind-measuring instrument. Once your instrument is built and tested, use it to measure the wind every day for five days.

Materials List the materials you will need to build your device.

37

Procedure Write the steps you will take to build your device.

Draw a Model Draw a model and label your device.

38

Observations Use the table to record wind data for five days.

Day

Wind Direction

Wind Strength

Analyze and Interpret 1. In which direction did the wind blow the most?

2. On which day did the wind blow the strongest?

3. Was your device effective at measuring wind data? How could your design be improved?

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Activity 9.2

All About Weather – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The

is the layer of air that surrounds the Earth.

(b) Air contains a gas.

which is water in the form of

(c) By using different

and technology, we are able

to accurately describe and

weather.

(d) We can measure and predict temperature, the strength and direction of (e)

, or when it will rain. is a measure of how hot or cold the air

around us is. Temperature is measured in degrees

(oC) or degrees

(f) Temperature is measured using a

(oF). .

(g) is caused by the weight of the air pressing down on the Earth’s surface. (h) We can measure the speed and direction of wind using an 40

.

2. Draw arrows to show the movement of air during sea and land breezes. (a)

(b)

3. Fill in the blanks. (a) During a

, wind blows from the onto

(b) During a

. , wind blows from the

onto

.

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4. Use the Venn diagrams to show the similarities and differences between different types of precipitation. (a)

(b)

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Rain

Sleet

Snow

Hail

Activity 9.3

The Water Cycle 1. What is the water cycle?

2. What causes the water on Earth to evaporate?

3. Use the words in the box to label the water cycle. precipitation evaporation condensation

43

Activity 9.4

Read a Weather Forecast Use the weather forecast for Broadbeach Waters to answer the questions.

1. What information is shown in the weather forecast?

2. On which day is the air temperature predicted to be the hottest?

3. On which day is the air temperature predicted to be the coldest?

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4. Describe what the weather will be like on Wednesday.

5. Describe what the weather will be like on Sunday.

6. Chelsea is deciding on which day to visit the beach. What days would be the most suitable? Explain your answer.

7. Check the photograph that shows the weather prediction for Saturday.

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Activity 9.5

Extreme Weather – Comprehension 1. Use your textbook to help you fill in the blanks. (a) During a thunderstorm there are often strong

heavy and lightning. (b) A is a rotating storm that forms over the ocean and moves onto land. (c) A is the overflow of large amounts of water over what is normally dry land. (d) A land, often during a

is a rotating column of air that occurs on .

(e) A , also called a snow storm, is a cold winter storm with heavy snow, sleet and strong winds.

2. Why is it useful to be able to predict extreme weather events?

46

,

Engineer It!

Extreme Weather Engineers are continually improving existing technologies or developing new ones to help reduce the impact of extreme weather hazards. Now it’s your turn. Identify and describe an extreme weather hazard that commonly occurs in your area. Explain how the extreme weather impacts people or the environment. Design and model a solution to reduce the impact of the hazard.

The Problem Describe the extreme weather hazard. Draw a picture to show how the hazard impacts people or the environment.

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The Solution Describe your solution to the problem.

Draw a Model Draw a model and label your solution.

Analyze and Interpret

Evaluate the effectiveness of your solution. Suggest some ways it can be improved or if another solution may be more appropriate.

48

Activity 9.6

Seasons 1. What causes changes in seasons on Earth?

Draw a labeled diagram to help your explanation.

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2. Describe each season in terms of the weather and hours of daylight.

Draw a picture of each season.

Summer

Fall

Winter

Spring

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Activity 9.7

Graphing the Weather 1. (a) Use the temperature data you collected during the first week in Activity 9.1 to show the temperature for five consecutive days.

Outdoor Air Temperature – Monday to Friday Monday

Tuesday

Wednesday

Thursday

Friday

(b) Draw a bar graph to represent the data in the table. Write the temperature range on the left side of the graph. Write the days along the bottom.

51

2. The table below shows the average, maximum temperatures in Yosemite Valley in California, USA. Yosemite Valley Average, Maximum Temperatures Month January February March April May June July August September October November December

Temperature 9o C / 48o F 12o C / 54o F 14o C / 57o F 18o C / 64o F 23o C / 73o F 28o C / 82o F 32o C / 90o F 32o C / 90o F 29o C / 84o F 22o C / 72o F 14o C / 57o F 9o C / 48o F

(a) On the next page, create a bar chart to represent the data. (b) Which months are the coldest?

(c)

Which months are the hottest?

(d) Describe how the weather changes throughout the year in Yosemite Valley.

52

Temperature

Average, Maximum Temperatures – Yosemite Valley

Month 53

3. The table below shows the average daylight hours in Melbourne, Australia.

Average Daylight Hours – Melbourne. Australia Jan Feb Mar Apr May Jun

Jul Aug Sep Oct Nov Dec

14.5

10

13.5

12

11

10

9.5

10.5

12

13

(a) Create a bar chart to represent the data in the table.

Hours of Daylight

Average Daylight Hours – Melbourne, Australia

Month (b) What months is it winter in Melbourne?

(c)

54

What months is it summer in Melbourne?

13

14.5

Activity 9.8

Weather Research Project 1. (a) In small groups, or as a class, research the monthly average temperature and average precipitation for your area. Record the data in the table below.

Monthly Averages for Month

Average Temperature

Average Precipitation

January February March April May June July August September October November December (b) What month has the greatest average precipitation?

(c)

What month has the highest average temperature?

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2. (a) Create a bar chart to show the average temperature in your area throughout the year.

(b) Describe the typical air temperatures expected during different times of the year.

56

3. (a) Create a bar chart to show the average precipitation in your area throughout the year.

(b) Describe the precipitation pattern expected during different times of the year.

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Activity 9.9

Climates in Different Regions 1. Watch the climate videos shown by your teacher. Draw and describe the different climates presented in each video. If you are unable to watch the videos, use your textbook and other reliable media to obtain and combine information to describe climates in different regions of the world.

Polar Climate:

Tropical Climate:

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Temperate Climate:

Alpine Climate:

2. How can patterns in climate be used to predict typical weather conditions in an area?

59

Activity 9.10

Climate Change 1. What is climate change?

2. List two human activities that are contributing to climate change.

3. What are the impacts of climate change on the environment and the organisms that live there?

4. What may happen to organisms that are unable to adapt to climate change?

60

Review

Weather and Climate 1. What is weather?

2. What is temperature and how can it be measured?

3. What causes air pressure?

4. What can you measure with an anemometer?

5. What causes a sea breeze?

6. Label the different types of precipitation. (a) (b)

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7. Label the water cycle diagram.

Draw arrows to show the direction water moves.

8. Use the Venn diagram to show the similarities and differences between a hurricane and a tornado.

Hurricane

62

Tornado

9. Label the seasons. Add arrows to show how the seasons change.

10. Complete the table to compare the climates.

Climate

Temperature

Precipitation

Tropical

Temperate

Polar

Alpine

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Activity 10.1

What Is Matter?

1. Find two things in your classroom or outside in the schoolyard that are matter. (a) Draw and label the things you find.

(b) Explain how you know these things are matter.

2. Find two things in your classroom or outside in the schoolyard that are not matter. (a) Draw and label the things you find.

(b) Explain how you know these things are not matter.

64

3. List the matter you can see in the picture.

4. Ethan’s younger brother thinks their reflection in a mirror is matter. Is he correct? Write an explanation to help them understand.

65

Activity 10.2

Comparing the Mass of Solids Materials • 5 classroom objects

• balance

Make a Prediction Make a prediction. List the objects in order from the least mass to the greatest mass.

1.

least mass

2.

3.

4.

5.

66

greatest mass

Procedure 1. Place pairs of objects on the balance to compare their mass.

2. Record your observations and rank the objects by mass.

Observations Write the objects in order from the least mass to the greatest mass 1.

least mass

2.

3.

4.

5.

greatest mass

Analyze and Interpret 1. Were your predictions correct?

2. Ethan says that bigger objects have more mass. Is this always true?

Explain your answer.

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Activity 10.3

Measuring the Volume of Liquids Materials • 3 containers of different sizes filled with water

• beaker

• wax crayons

Make a Prediction Make a prediction. List the containers in order from the least volume of water to the greatest volume of water.

1.

2.

least volume

3.

greatest volume

Procedure 1. Label the containers A, B and C. Pour the liquid from a container into the beaker.

2. Mark the height of the liquid with a wax crayon and label it.

3. Pour the water back into its original container and repeat for the remaining two containers.

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Observations 1. Draw a diagram of each container and show the water level in each.

A

B

C

2. Show the level of water in the beaker from each container.

A

B

C

Analyze and Interpret 1. Were your predictions correct?

2. Halle says that taller containers hold more water. Is this always true?

Explain your answer.

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Activity 10.4

States of Matter 1. Write a brief description of each state of matter.

State

Description

Solid

Liquid

Gas

2. List five examples of each state of matter in the table below.

Solids

70

Liquids

Gases

3. Identify each state of matter Write ‘S’ for solid, ‘L’ for liquid or ‘G’ for gas.

orange juice

brick

helium in balloon

bowling ball

wind

car exhaust smoke

steam

shoes

hammer

apple

milk in carton

snowflake 71

Activity 10.5

The Changing States of Water Plan and conduct an investigation to demonstrate how heating and cooling water causes it to change states.

Materials List the objects or materials you will test and the things you will need to test the properties.

Procedure List the properties you will test.

Write the steps you will take to heat and cool the water to change its state.

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Draw a Model Draw a model and label your investigation. Show how you intend to change between each state of matter.

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Observations Record your observations.

74

Analyze and Interpret 1. Did you successfully change the state of water using your methods of heating and cooling?

2. List the parts of your investigation that could be improved. What would you do differently next time?

3. Jordan thinks that smaller puddles of water will evaporate faster than larger puddles of water. Describe how you could conduct an investigation to find out if he is correct.

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Review

States of Matter 1. Check the things that are matter. Cross the things that are not matter.

paper clips

milkshake

pebbles

a thought

puddle of water

steam

rainbow

fire alarm

2. List the three states of matter and give an example of each.

3. Draw and label a picture to show how the ice block will change.

ice blocks 76

heat

4. Draw and label a picture to show how the water will change.

beaker of water

heat

5. Draw and label a picture to show how the water in the ice-cube tray will change.

ice-cube tray of water

freezing

6. Compare and contrast solids and liquids using the Venn diagram.

Solids

Liquids

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Activity 11.1

Positions and Directions 1. Describe the position of each object in your classroom.

Whiteboard/blackboard:

Teacher’s desk:

Trash can:

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2. Each square in the grid has a side length of 1 cm.

Provide directions to get from one button to another.

(a) How do you get from the yellow button to the pink button?

(b) How do you get from the pink button to the orange button?

(c)

How do you get from the orange button to the green button?

(d) How do you get from the green button to the red button?

(e) How do you get from the red button to the purple button?

(f) How do you get from the purple button, passing the orange button to the green button?

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Activity 11.2

Describing Motion 1. Describe the motion occurring in each picture. (a)

(b)

(c)

(d)

80

(e)

(f)

(g)

2. Circle the pictures that show the frog in motion.

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Activity 11.3

Estimating and Measuring Time Materials • stopwatch

• toy car

• tennis ball

• multi-link cubes

Procedure 1. Estimate the time you think it will take you to complete each activity in the table on the next page.

2. With a partner, use the stopwatch to time how long it takes to do each activity.

3. Record the times in the table.

4. Repeat Steps 1 to 3 with four activities of your own.

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Observations Record your estimations and measurements in the table.

Activity

Estimated Time

Actual Time

Toy car to move across your classroom Bounce and catch a tennis ball five times Bounce and catch a tennis ball 10 times Write your name 10 times Assemble and take apart 10 multi-link cubes Write out the 10 times table Do 15 star jumps

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Activity 11.4

Measure and Describe Motion Materials • 3 identical sheets of paper

• stopwatch

• scissors

Procedure 1. Stand on your chair and hold a sheet of paper above your head.

2. Drop the sheet of paper and have a classmate use the stopwatch to time how long it takes to reach the floor. Repeat two times.

3. Take another sheet of paper and change it in a way to make it fall faster. Repeat Step 2.

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Draw a Model Draw a model to show how you changed the sheet of paper.

Observations Record your measurements in the table below.

Object

Time 1

Time 2

Time 3

Paper Sheet Changed Paper Sheet

Analyze and Interpret 1. Describe how changing the sheet of paper changed its motion.

2. Based on your observations, how would the motion of a falling feather be different from the motion of a falling stick of the same size?

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Engineer It!

Measure a Minute!

Many years ago people used hourglasses to measure time. People would know how much time passed when the sand moved from the top of the hourglass to the bottom. Now it’s your turn to design and build a device that can be used to measure exactly one minute.

Make a Plan Describe the device you will build and how it will measure one minute.

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Materials List the materials you will need to build your device.

Procedure Write the steps you will take to build your device.

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Draw a Model Draw a model and label your device.

Analyze and Interpret

1. Was your device able to accurately measure one minute?

How did you test your device?

2. Compare your device with your classmates.

How could you improve your device to measure time more accurately?

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Activity 11.5

Measuring Speed Materials • toy car

• tennis ball

• cardboard

• masking tape

• plastic ball

• golf ball

• meter ruler

• books

• stopwatch

Procedure 1. Use the meter ruler to mark out a start line and finish line over a distance of five meters.

2. Use the books and cardboard to construct a ramp at the start line.

3. Roll each object down the ramp and use the stopwatch to measure the time it takes to reach the finish line.

4. Record your measurements in the table on the next page.

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Observations Record your measurements in the table below.

Object

Time to Travel 5 m

Toy car Tennis ball Plastic ball Golf ball

Analyze and Interpret

1. Order the objects by the speed they traveled from the fastest to the slowest.

2. What could you do to increase the speed each object traveled?

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Activity 11.6

Force and Motion Materials • elastic band

• sheet of paper

• ruler

• measuring tape

Procedure 1. Move two desks about 10 cm apart. Put each end of the elastic band around the leg of each desk as shown.

2. Fold the sheet of paper in half four times.

3. Place the ruler on the floor so that the zero mark is between the legs of the desks. Hold the paper in front of the elastic band and pull it back a distance of 5 cm as shown.

4. Let the paper go. Use the measuring tape to measure the distance the paper moves.

5. Repeat Steps 3 and 4, but pull the paper back to a distance of 10 cm.

6. Repeat Steps 3 and 4, but pull the paper back to a distance of 15 cm.

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Observations Record your measurements in the table below.

Distance Elastic Band Pulled Back

Distance Paper Moved

5 cm 10 cm 15 cm

Analyze and Interpret

1. Describe the change in force applied to the paper when the distance the elastic band was stretched changed.

2. Based on your observations and measurements, how does the size of a force applied to an object affect the distance it moves?

3. Chelsea wants to know if the mass of an object affects the distance it moves when a force is applied to it. What could Chelsea do to find out?

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Activity 11.7

Make a Pinball Game Materials • cardboard

• masking tape

• assorted classroom objects

• books

• ping pong ball

Procedure 1. Use the materials to design and build a pinball game to show the effect of forces on the motion of an object.

2. Place the ping pong ball in the pinball game. Use different forces to provide evidence that a force can: • • • • •

start an object moving speed up a moving object slow down a moving object cause an object to change direction stop a moving object

3. Use the pinball game to demonstrate the effect of the size of a force on the motion of an object.

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Observations Describe and draw a picture with arrows to show how you demonstrated the effect of forces on motion.

A force can start an object moving:

A force can speed up a moving object:

A force can slow down a moving object:

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A force can cause an object to change direction:

A force can stop a moving object:

Analyze and Interpret How do the size and direction of the forces acting on an object allow you to predict its motion?

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Activity 11.8

How Does Friction Affect Motion?

Materials • wooden board

• books

• toy car

• bath towel

• meter ruler or tape measure

• paper towel

Procedure 1. Use the books and wooden board to build a ramp.

2. Place the toy car at the top of the ramp and let it go. Measure how far the car moves. Repeat two times.

3. Cover the ramp in paper towel and repeat Step 2.

4. Cover the ramp in the bath towel and repeat Step 2.

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Observations Record your observations in the table.

Surface

Distance 1

Distance 2

Distance 3

Wood Paper towel Bath towel

Analyze and Interpret 1. On which surface did the car roll the longest distance?

Explain why you think this occurred.

2. On which surface did the car roll the shortest distance?

Explain why you think this occurred.

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Activity 11.9

Is Friction Helpful or a Hindrance?

1. Circle if the friction is useful or not useful.

Describe how friction is affecting motion. (a)

useful not useful

(b)

useful not useful

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(c)

useful not useful

(d)

useful not useful

2. Describe another situation where friction affects motion.

Tell if the friction is useful or not useful.

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Activity 11.10

Can a Magnetic Force Act at a Distance?

In this investigation, you will plan and conduct an investigation to demonstrate how magnetic force can attract and repel at a distance.

Materials List the objects or materials you will need to carry out this investigation.

Procedure List the steps you will take to carry out the investigation.

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Observations Draw and describe your observations that demonstrated magnetic force can attract and repel at a distance.

How magnetic force can attract at a distance:

How magnetic force can repel at a distance:

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Analyze and Interpret

1. Describe how you showed that a magnet can attract at a distance.

2. Describe how you showed that a magnet can repel at a distance.

3. Is magnetic force a contact or non-contact force? Explain how you know.

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Engineer It!

A Magnetic Solution In this activity, you will identify and define a simple design problem that can be solved by applying what you know about magnetic force.

The Problem Describe and draw a picture of the design problem that can be solved using magnetic force.

The Solution Describe your solution to the problem.

Will your solution involve the attraction or repulsion of magnetic force?

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Analyze and Interpret

1. Evaluate the effectiveness of your solution.

Were you able to solve the problem you defined?

2. Share and explain your design with a classmate.

How could the design be improved?

3. A cupboard in Michelle’s and Halle’s classroom will not close. They each designed a solution using magnetic force. Evaluate each design and explain how each solution can be improved.

eraser

button magnet

bar magnets 104

Activity 11.11

Observing Electrical Force Materials • fabric blanket

• scrap paper

• balloon

Procedure 1. Tear the scrap paper into small pieces.

2. Blow up and tie off the balloon.

3. Rub the balloon against the blanket 12 times.

4. Move the balloon over the pieces of paper.

Observe what happens.

5. Repeat Step 3 and then hold the balloon near your friend’s hair. Observe what happens.

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Observations Draw and describe your observations.

Balloon held over pieces of paper:

Balloon held near hair:

Analyze and Interpret

1. Explain why the paper and hair were attracted to the balloon.

2. Is electrical force a contact or non-contact force?

Explain how you know.

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Activity 11.12

Gravity and Air Resistance When skydivers leap from an airplane, the force of the Earth’s gravity pulls them to the ground. To slow their fall, skydivers open a parachute. The parachute increases air resistance and allows them to fall at a much slower speed. Air resistance is friction between an object in motion and the air around it. In this activity, it’s your turn to design a parachute to land a skydiver safely on the ground.

Materials • toy soldier

• art and craft supplies

• stopwatch

Procedure 1. Use the materials to design and build a parachute.

2. Use the stopwatch to time how long it takes for the toy soldier to fall a distance without the parachute. Repeat three times.

3. Attach the parachute to the toy soldier and time how long it takes for the toy soldier to fall the same distance. Repeat three times.

4. Evaluate the effectiveness of your parachute. Improve your design and repeat Step 3.

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Draw a Model Draw and label a model of your parachute.

Observations Record your observations in the table.

Object Toy Soldier Toy Soldier with Parachute 1 Toy Soldier with Parachute 2 108

Time 1

Time 2

Time 3

Analyze and Interpret 1. Describe and explain the effect of the parachute on the motion of the toy soldier.

2. Evaluate the effectiveness of your design. Were you able to land the toy soldier safely?

3. Compare your parachute design and observations with your classmates. How could you improve your design?

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Activity 11.13

Contact and Non-contact Forces 1. Describe the affect of force on motion.

Circle if it is a contact force or non-contact force. (a)

Contact force

Non-contact force

Contact force

Non-contact force

Contact force

Non-contact force

(b)

(c)

1 10

(d)

Magnet fishing

Contact force

Non-contact force

Contact force

Non-contact force

Contact force

Non-contact force

(e)

(f)

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2. Use the Venn diagram to compare and contrast contact and non-contact forces.

Contact Forces

Non-contact Forces

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Activity 11.14

Balanced and Unbalanced Forces Draw arrows to show the forces acting on each object.

Circle if it is a balanced force or unbalanced force.

1.

Balanced Unbalanced

2.

Balanced Unbalanced

3.

Balanced Unbalanced

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4.

Balanced Unbalanced

5.

Balanced Unbalanced

6.

Balanced Unbalanced

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Activity 11.15

Effects of Balanced and Unbalanced Forces In this investigation, you will build a device to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

The investigation should include the effects of changing the strengths and directions of forces.

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Materials List the things you will use.

Procedure Write the steps you will take to demonstrate the effects of unbalanced forces on an object.

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Observations Draw and describe your observations.

How unbalanced forces affect the motion of an object:

How balanced forces affect the motion of an object:

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Effect of the strength of a force on the motion of an object:

Effect of the direction of a force on the motion of an object:

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Analyze and Interpret 1. Describe what you observed when there were unbalanced forces acting on the object.

2. Describe what you observed when there were balanced forces acting on the object.

3. How does the strength of a force affect its motion?

4. How does the direction of a force applied to an object affect its motion?

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Activity 11.16

How Will It Move?

Draw arrows and predict the motion of each object when force is applied to it.

1.

2.

3.

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4.

5.

6.

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Review

Interactions and Forces 1. When is an object in motion?

2.

(a) Describe the position of the girl.

(b) Describe the motion of the girl.

3. What is speed?

4. How can you measure speed?

5. What forces do you apply when you use a bow and arrow?

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6. How does the size of a force affect the motion of the object it is acting on?

7. How does the mass of an object affect the amount of force required to set it in motion?

8. What is a contact force? Provide an example.

9. What is a non-contact force? Provide an example.

10. What causes friction?

11. Describe what happens when there are unbalanced forces acting on an object.

12. Describe what happens when the forces acting on an object are balanced.

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Activity 12.1

Sound and Vibrations 1. Hold a ruler over the edge of your desk as shown. Make sound by plucking the ruler.

Describe how the ruler makes sound and how you are able to hear the sound.

2. Describe how each instrument makes sound.

(a) Ukulele

(b) Xylophone

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(c) Saxophone

3. Go into your schoolyard with your friends. Close your eyes and listen to the sounds around you. Describe and record the sounds in the table below.

Sound

Description of Sound

What Vibrated to Make the Sound?

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Activity 12.2

Observing and Describing Sounds Materials • assortment of objects that make sound

Procedure 1. Your teacher will go to the back of the classroom and use an object to make sound.

2. In the table on the next page, describe the volume and pitch of the sound. Guess the object that is making the sound.

3. Your teacher will show the class the object that made the sound.

Record if your guess was correct.

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Observations Record your observations in the table below.

Object You Think Made the Sound

Volume and Pitch

Object That Made the Sound

Analyze and Interpret 1. Which object produced the loudest sound?

2. Which object produced the softest sound?

3. Which object produced a sound with the highest pitch?

4. Which object produced a sound with the lowest pitch?

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Engineer It!

Build a Stringed Instrument In this activity, you will design and build a musical instrument that produces different sounds using strings. The sounds your instrument produces can be changed in volume and pitch.

Materials List the materials you will need to build your instrument.

Procedure Write the steps you will take to build your instrument.

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Draw a Model Draw a model and label your instrument. Label the materials you used.

Analyze and Interpret 1. How did you change the volume of the sounds?

2. How did you change the pitch of the sounds?

3. Evaluate the effectiveness of your instrument. How could your instrument be improved?

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Activity 12.3

Sources and Uses of Light 1. What is a natural source of light? Provide two examples.

2. What is an artificial source of light? Provide two examples.

3. Use the chart to describe how light from the Sun is used by different organisms.

Plants

People used by

Animals

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4. Use the table to show how you use light at school.

Using Light at School Source of Light

How It Is Used

5. Use the table to show how you use light at home.

Using Light at Home Source of Light

How It Is Used

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Activity 12.4

How Does Light Travel?

Materials • rubber hose

• small toy

Procedure 1. Place the toy and the hose on a table as shown. Look through the hose. What do you observe?

2. Bend the hose into a U-shape as shown. Look through the hose again.

What do you observe?

3. Place the hose, book, mirror and toy on the table as shown.

Look through the hose.

What do you observe?

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• mirror

• book

Observations 1. Describe what you observed at Step 1.

2. Draw a diagram to show how light traveled at Step 1.

3. Describe what you observed at Step 2.

4. Draw a diagram to show how light traveled at Step 2.

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5. Describe what you observed at Step 3.

6. Draw a diagram to show how light traveled at Step 3.

Analyze and Interpret

1. Why were you able to see the toy at Step 1?

2. Why were you unable to see the toy at Step 2?

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3. Why were you able to see the toy at Step 3?

4. What can you infer about how light travels from this activity?

5. Look at Chelsea and her ducks.

(a) Why is Chelsea unable to see her pet ducks?

(b) Draw and label something in the picture that will allow her to see the ducks. Use arrows to show how light travels.

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Activity 12.5

Heat on the Move Materials • 2 large plastic tubs

• 2 beakers

• thermometer

• stopwatch

Make a Prediction How will the temperature of cold water in a beaker change when the beaker is placed in a tub of hot water?

How will the temperature of hot water in a beaker change when the beaker is placed in a tub of cold water?

13 6

Procedure 1. Fill one beaker with cold water and label it A. Fill the other beaker with hot water and label it B. 2. Fill one tub with cold water and label it C. Fill the other tub with hot water and label it D. 3. Place Beaker A into Tub D. You should now have a beaker with cold water in a tub of hot water.

4. Place Beaker B into Tub C. You should now have a beaker with hot water in a tub of cold water .

5. Measure the temperature of the water in each container. Record the temperature in the table on the next page.

6. Start the stopwatch. Repeat Step 5 every two minutes for 10 minutes.

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Observations Record your measurements in the table.

Water Temperature oC Time (min)

Beaker A

Tub D

Beaker B

Tub C

Start 2 4 6 8 10

Analyze and Interpret

1. Was your prediction correct? Describe how the temperature of the cold water in Beaker A changed as time passed.

2. Was your prediction correct? Describe how the temperature of the hot water in Beaker B changed as time passed.

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Activity 12.6

Conductors of Heat Materials • 3 beakers

• wooden spoon

• plastic spoon

• stopwatch

• metal spoon

Make a Prediction Which spoon will gain heat faster when placed in a beaker of hot water?

Write ‘1’ for the fastest. Write ‘3’ for the slowest. wooden spoon

metal spoon

plastic spoon

Procedure 1. Fill each beaker with the same amount of hot water.

2. Place one spoon in each beaker.

3. Use your sense of touch to observe the temperatures of the spoons.

4. Start the stopwatch. Repeat Step 3 in five minutes.

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Observations Which spoon felt the warmest after five minutes?

Write ‘1’ for the warmest and ‘3’ for the coolest. wooden spoon

metal spoon

plastic spoon

Analyze and Interpret

1. Based on your observations, would you say metal is a good or poor conductor of heat? Explain your answer.

2. Based on your observations, would you say wood is a good or poor conductor of heat? Explain your answer.

3. Based on your observations, would you say plastic is a good or poor conductor of heat? Explain your answer.

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Activity 12.7

Forms of Energy – Comprehension Use your textbook to help you fill in the blanks.

1. All living things need

to live and grow.

2. Most of the energy on Earth comes from our 3.

.

is a form of energy we can hear.

4. Sound is made when an object

.

5. Sound travels away from its source in

.

6. The

of a sound is how loud or soft it is.

The

of a sound is how high or low it is.

7. Something that gives out light of its own is a 8. Light travels out from a source in a

. .

9. We can see objects that are not sources of light when they light.

10. The movement of energy due to a difference in temperature is called

.

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Review

Forms of Energy 1. List three different forms of energy.

2. Describe how sound is made and how we are able to hear sounds.

3. What is the difference between a natural source of light and an artificial source of light?

4. Why does the moon light up the night sky?

5. What will happen to the temperature of a cold metal rod that is placed in tub of hot water?

6. List one object that is a good conductor of heat.

7. List one object that is a poor conductor of heat.

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