staar edition sample - region 4 education service · pdf file · 2012-09-04define...

to ScienceSTAAR Edition

Gateways

Grade 3 Edition

SAMPLE

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INTRODUCTION to GatewaysGateways to Science Features

Learning Goalprovides a brief outlook of lesson purpose.

Advance Preparationallows for preplanning to ensure lesson goes smoothly.

Safety Alert Iconreminds teacher and students of safe lab practices.

Lab Rotation Iconsignals students to prepare for lab station activities.

Station Descriptorssummarize for students lab activities by station.

Materials Listaids in lesson preparation.

ROTAT

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ROTON

Stations

Teacher Noteprovides helpful tips and information.

Teacher Noteprovides helpful tips and information.

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UNIT 4: Earth and Space, Part 1Lesson 1: The Water Cycle

Let’s Engage! Page 72

Which water tastes better?

A B

Learning GoalExplore and investigate the water cycle.

Engage

Advance Preparation

For each group, add 5 g of table salt to the bottle of water labeled “B.”

Shake the bottle until the salt is completely dissolved.

Teacher Instruction

Instruct students to pour a small amount of water from Bottle A into their cups.

Allow students to drink the water.

Instruct students to make and share observations.

Instruct students to pour a small amount of water from Bottle B into their cups.

Allow students to taste the water.

Instruct students to make and share observations.

MaterialsFor each student

one small paper cup

For student groupssmall bottle of water, labeled “A”small bottle of prepared salt water, labeled “B”

Teacher NoteBegin collecting weather pages from newspapers. The weather pages will be used in Lesson 3: Weather.

2 Sound Insulation

SAMPLE

xix© REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

Gateways to Science Features

5 Esare clearly labeled to help keep track of lesson progress.

Science Notebook Icon quickly indicates the need for students to use a science notebook.

Facilitation Questionsassist in guiding and scaffolding instruction.

Reproducible Master (RM) Snapshots and Answer Keysoffer an at-a-glance view. RM Answer Keys are placed in lesson to reduce the amount of printed materials.

Student Pagesare embedded in all lessons for ease of use and include answers to student edition.

149© REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

Unit 4: Ea

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Lesson 3: Weather

1. Copy the table into your science notebook.

CityHigh

TemperatureLow

TemperatureWeather

Conditions

your city and state

2. Fill in the information about the city where you live.

3. Choose two other cities listed on the weather page.

4. List the cities in the first column.

5. Use the information on the weather page to complete the table.

6. Compare the weather where you live to the other cities.

How is the weather the same?

How is the weather different?

Science

Wide Ruled

Facilitation Questions

What is the date on the weather page? Answers will vary. The date on a newspaper is most likely found near the top of the page.

What types of maps are on the weather page? Answers will vary and may include a county map, state map, or US map.

What type of information is on the weather page? Answers will vary and may include high/low temperatures, 5-day forecasts, weather records, moon phases, and water levels of lakes and rivers.

Unit 4: Ea

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Lesson 4: The Sun

MaterialsFor each student

RM 16

© REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.

Gateways to Science, STAAR Edition, Grade 3

UNIT 4: Earth and Space, Part 1 RM 16Lesson 4: The Sun

Assessment—The Sun

Use the words in the box to complete the statements.

1. The Sun is the closest to Earth.

2. The Sun supplies energy for the .

3. Temperature and size are of a Sun model.

4. Light and heat are forms of that the Sun provides for Earth.

5. The dark, cooler areas on the Sun’s surface are called .

water cycle energy star

sunspots limitations

Evaluate

Teacher Instruction

Instruct students to complete RM 16: Assessment—The Sun.

RM 16 Answer Key

1. The Sun is the closest star to Earth.

2. The Sun supplies energy for the water cycle.

3. Temperature and size are limitations of a Sun model.

4. Light and heat are forms of energy that the Sun provides for Earth.

5. The dark, cooler areas on the Sun’s surface are called sunspots.

Science

100 Sheets • 200 Pages • Wide Ruled

9 3/4 x 7 1/2 in. • 24.7 x 19.0 cm

SAMPLE

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UNIT 3: Force, Motion, and EnergyLesson 1: Force and Motion

Learning GoalDefine and observe different kinds of forces.

Engage

Teacher Instruction

• Read aloud the instructions for the warm-up activity in the student edition.

• Inform students that umbrellas are not to be opened inside the school building.

• Lead students outside to an area large enough to open umbrellas.

• Instruct a student to open the umbrella as students make observations.

• Identify the parts of the umbrella shown in the graphic.

• Instruct students to identify the parts on the umbrella.

tube

runner

bottom spring

top springcanopy

handle

• Inform students that the parts of an umbrella work together as a system to open or close the umbrella.

• Instruct students to make observations as they close the umbrellas.

• Allow students to open and close the umbrellas while making and sharing observations.

MaterialsMaterialsFor student groups• umbrellas

Teacher Note Teacher NoteAsk students or teachers to bring umbrellas for this activity.

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Lesson 1: Force and Motion

Let’s Engage! 6

Open the umbrella.

Close the umbrella.

An umbrella opens when you apply a push and closes when you apply a pull .


• Is the umbrella a system? Why? The umbrella is a system because its parts work together to perform a function.

• What did you observe when the umbrella was opened? Accept reasonable observations. The bottom spring was pushed, the runner was pushed up the tube, and the canopy opened.

• What did you observe when the umbrella was closed? Accept reasonable observations. The top spring was pushed, the runner was pulled down toward the handle, and the canopy folded.

Science


9 3/4 x 7 1/2 in. • 24.7 x 19.0 cm

SAMPLE

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Let’s Explore! Pages 56–57

Stations

Work with your group at each lab station to explore the properties of force.

At each station, remember to—

1. Follow the classroom and lab safety rules.

2. Read the lab card instructions carefully before beginning the activity.

3. Make, record, and share observations.

4. Leave your station clean and organized.

MaterialsStation 1• RM 1 • small brown

paper bag• magnet• bowl• metal paper clips• iron nails• marbles• rubber bands• meter stick

Station 2• RM 2 • clothespin• small ball of clay• meter stick

Explore

Advance Preparation

• Place the paper clips, coins, marbles, and rubber bands in the bowl.

• Place the magnet in the brown paper bag, fold over the top of the bag, and staple the bag shut.

Teacher Instruction

• Read aloud the lab station reminders in the student edition.

• Instruct student groups to complete the stations.

• Circulate through the student groups to facilitate understanding and address concerns and/or questions.



Lesson 1: Force and MotionUNIT 3: Force, Motion, and Energy RM 1

What’s in the Bag?

Station 1: What’s in the Bag?

Reminder: Do not open the brown paper bag. 1. Hold the paper bag 1 meter above the bowl.

2. Lower the bag slowly toward the bowl.

3. Make and share observations.

Discuss with your group:

What is in the bag?

What caused some of the objects to move?

Wp

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ewaayyss tto SScience, STAAR Edition, Grade 3




What’s Doing the Pulling?

Station 2: What’s Doing the Pulling?

1. Identify the objects on the table.

2. Make and share observations of the objects.

3. Hold the clothespin 1 meter above the table.

4. Release the clothespin.


6. Repeat steps 3–4 using the ball of clay.


8. Jump up as high as you can.


Discuss with your group:

Why did the clothespin fall toward the floor?

Why did the ball of clay fall toward the floor?

Why did you fall back toward the floor?

1 What’s in the Bag?

2 What’s Doing the Pulling?

ROTAT

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ROTON

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Station 1

• What is in the brown paper bag? A magnet is in the brown paper bag.

• Why do you think that a magnet is in the bag? The paper clips and nails were attracted to the object in the brown paper bag. The rubber bands and marbles were not attracted to the object in the brown paper bag.

• What types of objects are attracted to a magnet? Objects that contain iron are attracted to a magnet.

• What force caused the magnet to pull the paper clips and nails to it? The force of magnetism caused the magnet to pull the paper clips and nails to it.

• What is a push or pull? A force is a push or pull.

• Can a force cause an object to move or change its position? Yes

• What did you observe to make this conclusion? The force of magnetism pulled the paper clips and nails out of the bowl.

• What would happen if the magnet in the bag was replaced with a rubber ball? Why? None of the objects in the bowl would be pulled toward the bag. Magnetism is not a physical property of a rubber ball.

Station 2

• What happened when you dropped the clothespin? The clay? The objects fell toward the floor.

• What happened when you jumped into the air? All students were pulled toward the floor.

• What caused the objects to be pulled toward the floor? What caused you to be pulled toward the floor? Gravity caused the objects and the students to be pulled toward the floor.

• Is gravity a force? How do you know? Yes, gravity is a force. The force of gravity pulled the objects toward the floor. A force is a push or a pull.

• What would happen to you, the clothespin, and the ball of clay if there were no gravity? Objects and people would not be pulled toward the floor if there were no gravity. Objects and people would probably float in the air.

SAMPLE

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Explain

Teacher Instruction

• Read and discuss “Force.”

Let’s Explain! Page 57

Force

A force is a push or a pull. A force can cause an object to move or change position.

Think about—

Station 1

The magnet pulled the paper clips and nails from the bowl. Magnetism is a force.

Station 2

Gravity pulled the objects to the floor. Gravity is a force that pulls objects toward each other. SAMPLE


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Elaborate

Advance Preparation

• Hot-glue the film canister to the top of the toy race car.

• Cut out the cardboard ramps and fold up the long edges 1 cm to create a racetrack.

• Use the illustration below to guide your preparation.

Teacher Note Teacher NoteKeep the hot glue gun available for repairs during the investigation.

Teacher Instruction

• Identify the materials to be used in the activity.

• Instruct students to observe the illustration labeled “car system” in the student edition.

• Inform students that a system is a group of parts that work together to do a job and that they will use this system in the activity.

• Ask: What are the parts of this system? The parts of this system include a toy car and film canister.

• Review both pages of RM 3: Investigation—Force and Motion.

• Allow ample time for student groups to complete the activity.

• Circulate through the student groups to facilitate understanding and address concerns and/or questions.

MaterialsMaterialsFor teacher• hot glue gun with

glue sticks

For student groups• RM 3• toy race car• film canister,

opaque or translucent

• 15 metal washers (to stack inside the film canister)

• tennis ball• 10 cm x 30 cm

cardboard ramp• meter stick• masking tape• pan balance• known masses




Investigation—Force and Motion

Force and Motion Investigation

Car System

Mass (g) Distance Car System Traveled (cm)

Trial 1 Trial 2 Trial 3

empty canister

canister with 15 metal washers

Record your data in the table below.

Read all the steps of the procedure before you begin.

Page 1 of 2

car systemSAMPLE

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Let’s Elaborate! Page 58

Group Investigation: Force and Motion

1. Read each step of the investigation.

2. Follow the classroom safety guidelines.

3. Ask questions if you do not understand something.

4. Make, observe, and share observations.

car system

A force is a push or a pull. Force can cause an object to move. The energy an object has because it can move or is moving is called mechanical energy.

1. The greater the mass of an object, the greater the force needed to move it. (greater or lesser?)

2. What did you observe in the activity to help you complete the statement? The car system with washers traveled a shorter distance than the car system without washers. We would have to use a stronger pushing force on the car system with washers to make it travel a longer distance.

Tca

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Science


9 3/4 x 7 1/2 in. • 24.7 x 19.0 cm

Teacher Instruction

• Instruct students to complete the science notebook entry.

• Use the facilitation questions to guide a class discussion.

SAMPLE


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• What is a push or pull? A force is a push or pull.

• What can a force cause an object to do? A force can cause an object to move or change position.

• What was the mass of the car system with the empty canister? Answers may vary. If answers vary more than 1–2 grams, instruct groups to measure the mass of the car again.

• What pushed the car system with the empty canister? The tennis ball pushed the car system with the empty canister.

• How far did the car system with the empty canister move? Answers will vary. If answers vary greatly from group to group, instruct groups to repeat that part of the investigation. Check to make sure students are measuring in centimeters.

• What is the mass of the car system with the metal washers? Answers may vary. If answers vary more than 1–2 grams, instruct groups to measure the mass of the car again.

• What pushed the car system with the metal washers? The tennis ball pushed the car system with the metal washers.

• How far did the car system with the metal washers move? Answers may vary. If answers vary greatly from group to group, instruct groups to repeat that part of the investigation. Check to make sure students are measuring in centimeters.

• Which car system moved the greatest distance? The car system with the empty canister moved the greatest distance.

• What was the difference between the two car systems? The difference between the two car systems was the addition of the metal washers.

• What physical property changed when the metal washers were added to the car system? The physical property of mass changed when the metal washers were added to the car system.

• Why did the car system with the metal washers move a shorter distance? The car system with the metal washers had a greater mass than the car system with the empty canister.

• What would help the car system with the metal washers move a greater distance? The car system with the metal washers would travel a greater distance if a stronger force was used to push it.

SAMPLE

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Evaluate

Teacher Instruction

• Instruct students to complete RM 4: Assessment—Force and Motion.

RM 4 Answer Key

1. B

2. G

3. D

4. G

5. A

6. H

7. D

8. G

9. C

10. H

MaterialsMaterialsFor each student• RM 4

•

R




Page 1 of 5

UNIT 3: Force, Motion, and Energy RM 4

Assessment—Force and Motion

Choose the best answer for each question.

Use the table below to answer questions 1–2.

Object Mass (g)

penny 3

textbook 1300

apple 35

football 400

1 The apple has —

A the smallest mass

B more mass than the penny

C no mass

D the most mass

2 Which object needs the most force to move?

F Penny

G Textbook

H Apple

J Football

SAMPLE

to ScienceSTAAR Edition

Gateways

Grade 3Student Edition

SAMPLE

56


Let’s Engage!

Open the umbrella.

Close the umbrella.

An umbrella opens when you apply a and closes when you apply a .

Let’s Explore!

Stations

Work with your group at each lab station to explore the properties of force.

At each station, remember to—

1. Follow the classroom and lab safety rules.

2. Read the lab card instructions carefully before beginning the activity.

Science


9 3/4 x 7 1/2 in. • 24.7 x 19.0 cm

ROTAT

ION

ROTO

1 What’s in the Bag?

2 What’s Doing the Pulling?

SAMPLE

© REGION 4 EDUCATION SERVICE CENTER. ALL RIGHTS RESERVED.57


3. Make, record, and share observations.

4. Leave your station clean and organized.

Let’s Explain!

Force

A force is a push or a pull. A force can cause an object to move or change position.

Think about—

Station 1

The magnet pulled the paper clips and nails from the bowl. Magnetism is a force.

Station 2

Gravity pulled the objects to the floor. Gravity is a force that pulls objects toward each other.

SAMPLE

58


Science


9 3/4 x 7 1/2 in. • 24.7 x 19.0 cm

A force is a push or a pull. Force can cause an object to move. The energy an object has because it can move or is moving is called mechanical energy.

1. The greater the mass of an object, the the force needed to move it. (greater or lesser?)

2. What did you observe in the activity to help you complete the statement?

Let’s Evaluate!

Use your knowledge of force and motion to complete the assessment.

car system

Let’s Elaborate!

Group Investigation: Force and Motion

1. Read each step of the investigation.

2. Follow the classroom safety guidelines.

3. Ask questions if you do not understand something.

4. Make, observe, and share observations.

SAMPLE

staar edition sample - region 4 education service · pdf file · 2012-09-04define...

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