grade 3 unit a planning calendar - delta education

Virginia Science Planning Calendar – Grade 3, Unit A, Physical Science

GRADE 3 Virginia Science Planning Calendar - Delta Education

Unit A – Physical Science Measuring Matter Full Option Science System module Force and Motion Delta Science Module Energy Delta Science Content Reader Advanced Planning for the Unit Read the Overview and Materials folios of the Measuring Matter Teacher Guide.

Lesson 1 (45 min) Objective(s):

• Survey/Pre-assessment

Advanced Planning/Notes to Teachers

• Note: Administration of the Survey should be a few days BEFORE the start of the unit.

• FOSS: Measuring Matter, Teacher Resources: Assessment, Survey/Posttest pages 16-27

Investigation/Activity

• Teacher Resources: Assessment Masters, Survey/Posttest, pages 1-6

• Letter to Family, Teacher Resources: Teacher Masters No. 1

9



• Measurement is based on the establishment of a unit. • A unit is replicated and partitioned to measure distance.


• FOSS: Measuring Matter, Investigations Guide, Inv. 1: The First

Straw, Part 1: Measurement Reasoning, Materials and Getting Ready, pages 56-60


• Investigation 1: The First Straw, Part 1 Measurement Reasoning, Guiding the Investigation, Steps 1-16, pages 61-64


• Measurement is based on the establishment of a unit. • A unit is replicated and partitioned to measure distance.



Straw, Part 1: Measurement Reasoning, Materials and Getting Ready, pages 56-60


• Investigation 1: The First Straw, Part 1 Measurement Reasoning, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 17-20, page 65

• FOSS Science Resources: The Unit, pages 3-6

10



• Measurement is based on the establishment of a unit. • The meter (m) is the standard unit of distance in the metric system. • One thousand meters = one kilometer (km); 1/100 of one meter = one centimeter (cm).



Straw, Part 2: The Standard Unit, Materials and Getting Ready, pages 66-67


• Investigation 1: The First Straw, Part 2 The Standard Unit, Guiding the Investigation, Steps 1-13, pages 68-71

• Meter Tape, Teacher Resources: Science Notebook Masters, Notebook Master No. 1

• The Metric System, Teacher Resources: Science Notebook Masters, Notebook Master No. 2




• FOSS: Measuring Matter, Investigations Guide, Inv. 1: The First Straw, Part 2: The Standard Unit, Materials and Getting Ready, pages 66-67


• Investigation 1: The First Straw, Part 2 The Standard Unit, Guiding the Investigation, Steps 14-16, page 72

• Meter Tape, Teacher Resources: Science Notebook Masters, Notebook Master No. 1

• The Metric System, Teacher Resources: Science Notebook Masters, Notebook Master No. 2

• Paper Meter Tape, Teacher Resources: Teacher Masters, Teacher Master No. 2

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Straw, Part 2: The Standard Unit, Materials and Getting Ready, pages 66-67


• Investigation 1: The First Straw, Part 2 The Standard Unit, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 17-19, page 73

• FOSS Science Resources: A Royal Measurement Mess, pages 7-10


• The meter (m) is the standard unit of distance in the metric system. • One thousand meters = one kilometer (km); 1/100 of one meter = one centimeter (cm).



Straw, Part 3: Estimate and Measure, Materials and Getting Ready, pages 74-75


• Investigation 1: The First Straw, Part 3 Estimate and Measure, Guiding the Investigation, Steps 1-13, pages 76-78

• How Long Is It?, Teacher Resources: Science Notebook Masters, Notebook Master No. 3

• Response Sheet – Investigation 1, Teacher Resources: Science Notebook Masters, Notebook Master No. 4

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• The meter (m) is the standard unit of distance in the metric system. • One thousand meters = one kilometer (km); 1/100 of one meter = one centimeter (cm). • Estimate and measure length in standard English units using proper tools and techniques.



Straw, Part 3: Estimate and Measure, Materials and Getting Ready, pages 74-75

• Estimating and Measuring Length in Standard English Units: Teacher Note for FOSS Measuring Matter, Investigation 1, Part 3, Grade 3 Planning Guide, page 3.P.13


• Investigation 1: The First Straw, Part 3 Estimate and Measure, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 14-16, pages 79-80

• FOSS Science Resources: Measure This!, page 11 • Estimating and Measuring Length in Standard English Units:

Teacher Note for FOSS Measuring Matter, Investigation 1, Part 3, Grade 3 Planning Guide, page 3.P.13

• How Long Is It?, Teacher Resources: Science Notebook Masters, Notebook Master No. 3


• The meter (m) is the standard unit of distance in the metric system. • One thousand meters = one kilometer (km); 1/100 of one meter = one centimeter (cm).



Straw, Part 4: Measure Around, Materials and Getting Ready, pages 81-83


• Investigation 1: The First Straw, Part 4 Measure Around, Guiding the Investigation, Steps 1-12, pages 84-86

• Measure Around, Teacher Resources: Science Notebook Masters, Notebook Master No. 5 (optional)

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• Investigation 1 I-Check (Assessment)


• FOSS: Measuring Matter, Teacher Resources: Assessment, pages 28-37


• Teacher Resources: Assessment Masters, Investigation 1 I-Check, pages 1-5


• Common matter exists in three phases (states) on Earth: solid, liquid, and gas. • Phases have characteristics: Solids have definite shape; liquids flow, take the shape of their containers, and have flat, level surfaces;

gases fill their containers.


• FOSS: Measuring Matter, Investigations Guide, Inv. 2: Fact of the Matter, Part 1: States of Matter, Materials and Getting Ready, pages 102-104


• Investigation 2: Fact of the Matter Part 1: States of Matter, Guiding the Investigation, Steps 1-14, pages 105-108

• Properties of Solid, Liquid, and Gas, Teacher Resources: Science Notebook Masters, Notebook Master No. 6


• Common matter exists in three phases (states) on Earth: solid, liquid, and gas. • Phases have characteristics: Solids have definite shape; liquids flow, take the shape of their containers, and have flat, level surfaces;

gases fill their containers.


• FOSS: Measuring Matter, Investigations Guide, Inv. 2: Fact of the Matter, Part 1: States of Matter, Materials and Getting Ready, pages 102-104


• Investigation 2: Fact of the Matter, Part 1: States of Matter, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 15-17, page 109

• FOSS Science Resources: States of Matter, pages 12-15

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• The standard metric unit for measuring volume is the liter. • Fluid volume is measured with graduated cylinders and syringes.


• FOSS: Measuring Matter, Investigations Guide, Inv. 2: Fact of the

Matter, Part 2: A Matter of Volume, Materials and Getting Ready, pages 110-112

• See Estimating and Measuring Volume and Mass: Teacher Note for FOSS Measuring Matter, Investigation 2, Parts 2–3, Grade 3 Planning Guide, page 3.P.15 and Lesson 18


• Investigation 2: Fact of the Matter, Part 2: A Matter of Volume, Guiding the Investigation, Steps 1-17, pages 113-117

• Measuring Volume, Teacher Resources: Science Notebook Masters, Notebook Master No. 7



• The standard metric unit for measuring volume is the liter. • Fluid volume is measured with graduated cylinders and syringes.


• FOSS: Measuring Matter, Teacher Guide, Inv. 2: Fact of the

Matter, Part 2: A Matter of Volume, Materials and Getting Ready, pages 110-112


• Investigation 2: Fact of the Matter, Part 2: A Matter of Volume, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 18-20, pages 118-119

• FOSS Science Resources: Water Everywhere, pages 16-17

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• The standard metric unit for measuring mass is the gram. • Mass is measured with a balance and graduated mass pieces.



Matter, Part 3: Weighty Matters, Materials and Getting Ready, pages 120-122


• Investigation 2: Fact of the Matter, Part 3: Weighty Matters, Guiding the Investigation, Steps 1-17, pages 123-127

• Measuring Mass, Teacher Resources: Science Notebook Masters, Notebook Master No. 9






• See Estimating and Measuring Volume and Mass: Teacher Note for FOSS Measuring Matter, Investigation 2, Parts 2–3, Grade 3 Planning Guide, page 3.P.15 and Lesson 18


• Investigation 2: Fact of the Matter, Part 3: Weighty Matters, Guiding the Investigation, Steps 18-23, pages 127-128

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• FOSS: Measuring Matter, Teacher Guide, Inv. 2: Fact of the



• Investigation 2: Fact of the Matter, Part 3: Weighty Matters, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 24-27, page 129

• FOSS Science Resources: The Metric System, pages 18-19


• Estimate and measure volume and mass in standard English units using proper tools and techniques.


• Estimating and Measuring Volume and Mass in Standard English Units: Teacher Note for FOSS Measuring Matter, Investigation 2, Parts 2–3, Grade 3 Planning Guide, page 3.P.15


• Estimating and Measuring Volume and Mass in Standard English Units: Teacher Note for FOSS Measuring Matter, Investigation 2, Parts 2–3, Grade 3 Planning Guide, pages 3.P.15–3.P.16

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• Measurement is based on the establishment of a unit. • Fluid volume is measured with graduated cylinders and syringes. • Mass is measured with a balance and graduated mass pieces.



Matter, Part 4: Soaking Sponges, Materials and Getting Ready, pages 130-131


• Investigation 2: Fact of the Matter, Part 4: Soaking Sponges, Guiding the Investigation, Steps 1-11, pages 132-134

• Soaking Sponges, Teacher Resources: Science Notebook Masters, Notebook Master No. 10 (optional)


• Measurement is based on the establishment of a unit. • Fluid volume is measured with graduated cylinders and syringes. • Mass is measured with a balance and graduated mass pieces.



Matter, Part 4: Soaking Sponges, Materials and Getting Ready, pages 130-131


• Investigation 2: Fact of the Matter, Part 4: Soaking Sponges, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 12-14, page 135

• FOSS Science Resources: Opinion and Evidence, pages 20-23

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• Measurement is based on the establishment of a unit. • Mass is measured with a balance and graduated mass pieces.



Matter, Part 5: Weighing Objects Outdoors, Materials and Getting Ready, pages 136-137


• Investigation 2: Fact of the Matter, Part 5: Weighing Objects Outdoors, Guiding the Investigation, Steps 1-14, pages 138-140

• Which Has More Mass?, Teacher Resources: Science Notebook Masters, Notebook Master No. 11

Lesson 22 (20-25 min) Objective(s):






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• Measurement is based on a unit. • Temperature is a measure of how hot matter is. • The metric unit for temperature is the degree Celsius (°C). • Water freezes at 0°C and boils at 100°C. • Thermometers measure temperature.


• FOSS: Measuring Matter, Investigations Guide, Inv. 3: Changing

Matter, Part 1: Measuring Temperature, Materials and Getting Ready, pages 156-158


• Investigation 3: Changing Matter, Part 1: Measuring Temperature, Guiding the Investigation, Steps 1-16, pages 159-163

• Measuring Temperature – Number Line, Teacher Resources: Science Notebook Masters, Notebook Master No. 12

• Measuring Temperature – Procedures, Teacher Resources: Science Notebook Masters, Notebook Master No. 13

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• Measurement is based on a unit. • Temperature is a measure of how hot matter is. • The metric unit for temperature is the degree Celsius (°C). • Water freezes at 0°C and boils at 100°C. • Thermometers measure temperature. • Estimate and measure temperature in standard English units (Fahrenheit) using proper tools and techniques.



Matter, Part 1: Measuring Temperature, Materials and Getting Ready, pages 156-158

• Estimating and Measuring Temperature in Standard English Units: Teacher Note for FOSS Measuring Matter, Investigation 3, Part 1, Reading in Science Resources, Grade 3 Planning Guide, page 3.P.17


• Investigation 3: Changing Matter, Part 1: Measuring Temperature, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 17-20, pages 164-165

• Estimating and Measuring Temperature in Standard English Units: Teacher Note for FOSS Measuring Matter, Investigation 3, Part 1, Reading in Science Resources, Grade 3 Planning Guide, pages 3.P.17–3.P.18

• FOSS Science Resources: Vacation Aggravation, pages 24-27 • FOSS Science Resources: Celsius and Fahrenheit, page 28


• Solids melt into liquids when heated; liquids freeze into solids when cooled.


• FOSS: Measuring Matter, Investigations Guide, Inv. 3: Changing Matter, Part 2: Melting and Freezing, Materials and Getting Ready, pages 166-168


• Investigation 3: Changing Matter, Part 2: Melting and Freezing, Guiding the Investigation, Steps 1-7, pages 169-170

• Heating, Teacher Resources: Science Notebook Masters, Notebook Master No. 14 (optional)

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• Cooling, Teacher Resources: Science Notebook Masters, Notebook Master No. 15 (optional)








• Cooling, Teacher Resources: Science Notebook Masters, Notebook Master No. 15 (optional)


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• Investigation 3: Changing Matter, Part 2: Melting and Freezing, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 21-23, page 174

• FOSS Science Resources: Melt and Freeze, pages 29-30


• Liquids evaporate into gases when heated; gases condense into liquid when cooled. • Water moves around the world as solid, liquid, and gas in the water cycle.



Matter, Part 3: Evaporation and Condensation, Materials and Getting Ready, pages 175-177


• Investigation 3: Changing Matter, Part 3: Evaporation and Condensation, Guiding the Investigation, Steps 1-10, pages 178-181

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• Investigation 3: Changing Matter, Part 3: Evaporation and Condensation, Guiding the Investigation, Steps 11-16, pages 181-183







• Investigation 3: Changing Matter, Part 3: Evaporation and Condensation, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 17-19, pages 184-185

• FOSS Science Resources: Liquid and Gas Changes, pages 31-33

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• Earth materials (air, water, soil, sand) heat up in the sunshine. • Tables and graphs organize and display data for analysis.



Matter, Part 4: Heating Earth Materials, Materials and Getting Ready, pages 186-188


• Investigation 3: Changing Matter, Part 4: Heating Earth Materials, Guiding the Investigation, Steps 1-12, pages 189-192

• Heating Earth Materials, Teacher Resources: Science Notebook Masters, Notebook Master No. 17


• Earth materials (air, water, soil, sand) heat up in the sunshine. • Tables and graphs organize and display data for analysis. • Thermometers measure temperature.





• Investigation 3: Changing Matter, Part 4: Heating Earth Materials, Guiding the Investigation, Steps 13-16, pages 192-193

• Heating Earth Materials, Teacher Resources: Science Notebook Masters, Notebook Master No. 17

• Graphing Temperatures, Teacher Resources: Science Notebook Masters, Notebook Master No. 18

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• Earth materials (air, water, soil, sand) heat up in the sunshine. • Tables and graphs organize and display data for analysis. • Thermometers measure temperature.





• Investigation 3: Changing Matter, Part 4: Heating Earth Materials, Reading in Science Resources and Wrap-Up, Steps 17-20, pages 194-195

• FOSS Science Resources: The Water Cycle, pages 34-37


• Design a basic investigation to determine the effects of sunlight on warming various objects and materials, including water.


• Investigating Energy from the Sun: Teacher Note for FOSS Measuring Matter, Investigation 3, Part 4, Grade 3 Planning Guide, page 3.P.19


• Investigating Energy from the Sun: Teacher Note for FOSS Measuring Matter, Investigation 3, Part 4, Grade 3 Planning Guide, pages 3.P.19–3.P.22

• Student Sheet Investigation Recording Sheet, Parts 1, 2, and 3, pages 3.P.20–3.P.22

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Lesson 36 (20-25 min) Objective(s):







• A mixture is two or more materials distributed evenly in one another. • Mixtures can be separated using physical actions, such as screening, sinking/floating in water, or magnetic attraction. • Mass is neither created nor destroyed during interactions. Matter is conserved.


• FOSS: Measuring Matter, Investigations Guide, Inv. 4: Mixtures,

Part 1: Mixing Solids, Materials and Getting Ready, pages 206-208


• Investigation 4: Mixtures, Part 1: Mixing Solids, Guiding the Investigation, Steps 1-11, pages 209-211

• Mixtures Data, Teacher Resources: Science Notebook Masters, Notebook Master No. 19

• Questions about Mixtures, Teacher Resources: Science Notebook Masters, Notebook Master No. 20

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• A mixture is two or more materials distributed evenly in one another. • Mixtures can be separated using physical actions, such as screening, sinking/floating in water, or magnetic attraction. • Mass is neither created nor destroyed during interactions. Matter is conserved.



Part 1: Mixing Solids, Materials and Getting Ready, pages 206-208


• Investigation 4: Mixtures, Part 1: Mixing Solids, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 12-14, pages 212-213

• FOSS Science Resources: Mixtures of Solids, pages 38-39


• A mixture is two or more materials distributed evenly in one another. • A special class of mixture, a solution, results when a solid material dissolves (disappears) in a liquid. • Mass is neither created nor destroyed during physical and chemical interactions. Matter is conserved.



Part 2: Mixing Solids and Liquids, Materials and Getting Ready, pages 214-216


• Investigation 4: Mixtures, Part 2: Mixing Solids and Liquids, Guiding the Investigation, Steps 1-12, pages 217-219

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• A mixture is two or more materials distributed evenly in one another. • A special class of mixture, a solution, results when a solid material dissolves (disappears) in a liquid. • Mass is neither created nor destroyed during physical and chemical interactions. Matter is conserved.



Part 2: Mixing Solids and Liquids, Materials and Getting Ready, pages 214-216


• Investigation 4: Mixtures, Part 2: Mixing Solids and Liquids, Reading in Science Resources and Wrap-Up/Warm-Up, Steps 13-16, page 220

• FOSS Science Resources: Solids and Liquids, page 40


• Starting materials change into new materials during chemical reactions. • Mass is neither created nor destroyed during physical and chemical interactions. Matter is conserved.



Part 3: Reactions, Materials and Getting Ready, pages 221-223


• Investigation 4: Mixtures, Part 3: Reactions, Guiding the Investigation, Steps 1-15, pages 224-227

• Baking Soda and Vinegar, Teacher Resources: Science Notebook Masters, Notebook Master No. 21

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• Starting materials change into new materials during chemical reactions. • Mass is neither created nor destroyed during physical and chemical interactions. Matter is conserved.



Part 3: Reactions, Materials and Getting Ready, pages 221-223


• Investigation 4: Mixtures, Part 3: Reactions, Reading in Science Resources and Warm-Up/Wrap-Up, Steps 16-18, page 228

• FOSS Science Resources: Reactions, pages 41-42


• Apply measurement concepts learned throughout the module.


• FOSS: Measuring Matter, Investigations Guide, Inv. 4: Mixtures, Part 4: Metric Field Day, Materials and Getting Ready, pages 229-231


• Investigation 4: Mixtures, Part 4: Metric Field Day, Guiding the Investigation, Steps 1-10, pages 232-233

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• Investigation 4: Mixtures, Part 4: Metric Field Day, Reading in Science Resources, Steps 11-12, page 234

• FOSS Science Resources: Careers You Can Count On, pages 43-48






• Investigation 4: Mixtures, Part 4: Metric Field Day, Wrap-Up, Steps 13-14, page 234


• Post-assessment


• FOSS: Measuring Matter, Teacher Resources: Assessment, Survey/Posttest, pages 16-27


• Teacher Resources: Assessment Masters, Survey/Posttest, pages 1-6

31



• Identify sources of energy and their uses. • Explain that the Sun is the major source of energy for Earth. • Describe how solar energy, wind, and moving water can be used to produce electricity. • Describe how fossil fuels are used as an energy source. • Compare and contrast renewable and nonrenewable energy sources. • Analyze the advantages and disadvantages of using different naturally occurring energy sources.


• Sources of Energy Teacher Guide, Grade 3 Planning Guide, page

3.P.23 • Energy Delta Science Content Reader Teacher Guide, Grade 3

Planning Guide, pages 3.P.31–3.P.38


• Sources of Energy, Grade 3 Planning Guide, Session 1, pages 3.P.23–3.P.24

• Delta Science Content Reader: Energy, pages 2–15








• Sources of Energy, Grade 3 Planning Guide, Session 2, pages 3.P.23–3.P.25, 3.P.27

• Delta Science Content Reader: Energy, pages 16–23 • Student Sheet Sources of Energy Part 1, page 3.P.27

32









• Sources of Energy, Grade 3 Planning Guide, Session 3, pages 3.P.23, 3.P.25, 3.P.28–3.P.30

• Delta Science Content Reader: Energy, pages 22–23 • Student Reading Renewable Sources of Energy for Making

Electricity, page 3.P.28 • Student Sheet Sources of Energy Parts 2 and 3, pages

3.P.29–3.P.30


• Explain that physical properties are observable characteristics that enable one to differentiate objects. • Infer that objects are made of one or more materials based on observations of the physical properties that are common to each individual

object. • Conclude that materials have their own set of physical properties that are observable. • Compare the physical properties of smaller, visible pieces of a material to those physical properties of the entire object. • Design an investigation to determine if the physical properties of a material will remain the same if the material is reduced in size.


• Properties of Matter Teacher Guide, Grade 3 Planning Guide, page

3.P.39


• Properties of Matter, Grade 3 Planning Guide, Session 1, pages 3.P.39–3.P.42, 3.P.44–3.P.45

• Student Sheet Properties of Matter Parts 1 and 2, pages 3.P.44–3.P.45

33



• Explain that physical properties are observable characteristics that enable one to differentiate objects. • Infer that objects are made of one or more materials based on observations of the physical properties that are common to each individual

object. • Conclude that materials have their own set of physical properties that are observable. • Compare the physical properties of smaller, visible pieces of a material to those physical properties of the entire object. • Design an investigation to determine if the physical properties of a material will remain the same if the material is reduced in size.


• Properties of Matter Teacher Guide, Grade 3 Planning Guide, page

3.P.39


• Properties of Matter, Grade 3 Planning Guide, Session 2, pages 3.P.39–3.P.43, 3.P.46–3.P.49

• Student Sheet Properties of Matter Part 3, page 3.P.46 • Student Sheet Investigation Recording Sheet Parts 1, 2, and

3, pages 3.P.47–3.P.49


• Pre-assessment


• DSM: Force and Motion, Teacher’s Guide, Unit Test: Teacher Information, pages 135-136


• Give the Unit Test as a pretest. • Send home the School-Home Connection: Letter to Families

34


Lesson 53 (45 min) Objective(s): Students make a device for measuring the strength of a push or pull. The students

• observe the effect of pushing and pulling on objects • make a “push-pull meter,” a device used to measure force


• DSM: Force and Motion, Teacher’s Guide, Advance Preparation,

page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 1: Measuring

Force, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 13-14


• Activity 1: Measuring Force, Guiding the Activity, Steps 1-7 • Teacher’s Guide pages 15-21 • Activity Sheet 1, Parts A and B

Lesson 54 (30 min) Objective(s): Students learn that work is accomplished when a force is applied to an object and the object moves. The students

• discuss what it means to do work • identify the elements necessary for work to be accomplished • compare the amount of work accomplished in moving objects a distance • discuss ways in which machines help make work easier


• DSM: Force and Motion, Teacher’s Guide, Activity 2: Work in

Motion, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 23-24


• Activity 2: Work in Motion, Guiding the Activity, Steps 1-6 • Teacher’s Guide pages 25-28 • Activity Sheet 2, Parts A and B

35


Lesson 55 (40 min) Objective(s): Students are introduced to the first of six types of simple machines: the lever. The students

• name the parts of a lever • use a lever to lift a load • discover how the position of the fulcrum affects the amount of force needed to lift the load • discuss the tradeoff between force and distance when using a lever to do work


• DSM: Force and Motion, Teacher’s Guide, Activity 3: Levers for

Lifting, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 31-33


• Activity 3: Levers for Lifting, Guiding the Activity, Steps 1-8 • Teacher’s Guide pages 33-37 • Activity Sheet 3, Parts A and B

Lesson 56 (30 min) Objective(s): Students discover that friction is a force that resists motion. The students

• observe the effects of friction on a moving object • discover how lubrication reduces friction between an object and the surface over which it moves • suggest additional ways to reduce friction between objects


• DSM: Force and Motion, Teacher’s Guide, Activity 4: Friction Stops

Motion, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 41-42


• Activity 4: Friction Stops Motion, Guiding the Activity, Steps 1-5

• Teacher’s Guide pages 43-46 • Activity Sheet 4, Parts A and B

36


Lesson 57 (40 min) Objective(s): Students discover how wheels reduce friction. The students

• measure the amount of force it takes to drag a load • measure the amount of force it takes to roll a load on dowels • conclude that even the most primitive wheels reduce friction between an object and the surface over which it moves



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 5: Wheels

Overcome Friction, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 49-50


• Activity 5: Wheels Overcome Friction, Guiding the Activity, Steps 1-7

• Teacher’s Guide pages 50-54 • Activity Sheet 5

Lesson 58 (40 min) Objective(s): Students are introduced to a second type of simple machine: the wheel and axle. The students

• identify the parts of a wheel and axle • observe how force gets transferred between the wheel and the axle • use a wheel and axle to lift a load • investigate the tradeoff of force for distance when using a wheel and axle machine



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 6: The Wheel

and Axle, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 57-58


• Activity 6: The Wheel and Axle, Guiding the Activity, Steps 1-6


37


Lesson 59 (45 min) Objective(s): Students investigate how gears are used to transfer force and motion. The students

• observe how gears transfer force • observe how gears can change the direction of rotation • observe how gears can change the speed of rotation • make inferences and draw conclusions


• DSM: Force and Motion, Teacher’s Guide, Activity 7: Gears: Wheels

with Teeth, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 65-66

• Inferences and Conclusions: Teacher Note for DSM Force and Motion, Activity 7, Grade 3 Planning Guide, page 3.P.57


• Activity 7: Gears: Wheels with Teeth, Guiding the Activity, Steps 1-7

• Teacher’s Guide pages 67-70 • Activity Sheet 7, Parts A and B • Inferences and Conclusions: Teacher Note for DSM Force

and Motion, Activity 7, Grade 3 Planning Guide, pages 3.P.57–3.P.58

• Student Sheet Inferences and Conclusions, page 3.P.58

Lesson 60 (1 hour) Objective(s): Students are introduced to a third type of simple machine: the pulley. The students

• make a single, fixed pulley and use it to lift a load • observe that a fixed pulley reverses the direction of applied force • make a single, movable pulley and use it to lift a load • observe that a movable pulley reduces the amount of force required to lift a load


• DSM: Force and Motion, Teacher’s Guide, Activity 8: Pulleys:

Groovy Wheels, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 73-74


• Activity 8: Pulleys: Groovy Wheels, Guiding the Activity, Steps 1-10


38


Lesson 61 (30 min) Objective(s): Students are introduced to a fourth type of simple machine: the inclined plane. The students

• measure the amount of force it takes to lift a load • measure the amount of force it takes to drag the same load up an inclined plane • discuss the tradeoff of force for distance when using an inclined plane



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 9: Inclined

Planes, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 83-85


• Activity 9: Inclined Planes, Guiding the Activity, Steps 1-6 • Teacher’s Guide pages 85-89 • Activity Sheet 9, Parts A and B

Lesson 62 (45 min) Objective(s): Students are introduced to a fifth type of simple machine: the wedge. The students

• observe how a wedge changes the direction of applied force • use a wedge to lift a load • discuss the tradeoff of force for distance when using a wedge


• DSM: Force and Motion, Teacher’s Guide, Activity 10: Wedges,

Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 91-92


• Activity 10: Wedges, Guiding the Activity, Steps 1-7 • Teacher’s Guide pages 93-98 • Activity Sheet 10, Parts A and B

39


Lesson 63 (40 min) Objective(s): Students are introduced to the sixth and final type of simple machine: the screw. The students

• discover that a screw is an inclined plane wrapped around a cylinder • observe how screws change the direction of force • compare the amount of force it takes to drive a nail and a screw into a piece of wood • discuss the tradeoff of force for distance when using a screw


• DSM: Force and Motion, Teacher’s Guide, Activity 11: Screws,

Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 101-103


• Activity 11: Screws, Guiding the Activity, Steps 1-7 • Teacher’s Guide pages 103-107 • Activity Sheet 11, Parts A and B

Lesson 64 (30 min) Objective(s): Students learn to recognize the simple machines that are a part of their everyday lives. The students

• review the six types of simple machines • examine a variety of common objects and discuss the features that make them simple machines • describe how each makes work easier



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 12: Handy Dandy

Simple Machines, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 111-113


• Activity 12: Handy Dandy Simple Machines, Session 1, Guiding the Activity, Steps 1-4

• Teacher’s Guide pages 113-115 • Activity Sheet 12, Part A

40



• review the six types of simple machines • examine a variety of common objects and discuss the features that make them simple machines • describe how each makes work easier



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 12 : Handy

Dandy Simple Machines, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 111-113


• Activity 12: Handy Dandy Simple Machines, Session 2, Guiding the Activity, Step 5

• Teacher’s Guide pages 115-116 • Activity Sheet 12, Part B


• review the six types of simple machines • examine a variety of common objects and discuss the features that make them simple machines • describe how each makes life easier



page 11 • DSM: Force and Motion, Teacher’s Guide, Activity 12: Handy Dandy

Simple Machines, Schedule, Vocabulary, Materials, Preparation, and Background Information, pages 111-113


• Activity 12: Handy Dandy Simple Machines, Session 3, Guiding the Activity, Step 6

• Teacher’s Guide page 116

41


Lesson 67 (45 min) Objective(s): Students

• design and construct an apparatus that contains a simple machine


• Designing with Simple Machines: Teacher Note for DSM Force and Motion, Activity 12, Grade 3 Planning Guide, page 3.P.59


• Designing with Simple Machines: Teacher Note for DSM Force and Motion, Activity 12, Grade 3 Planning Guide, pages 3.P.59–3.P.61

• Student Sheet Designing a Device That Contains a Simple Machine, Parts 1 and 2, pages 3.P.60–3.P.61


• Post-assessment


• DSM: Force and Motion, Teacher’s Guide, Assessment Activities

for Activities 1-12, pages 119-123


• Assessment Activity Sheet 1, Parts A and B • Assessment Activity Sheet 2, Parts A and B • Assessment Activity Sheet 3, Parts A and B

Lesson 69 (45 min) Objective(s): The students

• discover facts about force, motion, and friction • identify the six simple machines and how they work


• DSM: Force and Motion, Teacher’s Guide, Delta Science Reader

section, pages 127-134


• Delta Science Reader: Force and Motion

42



• Post-assessment


• DSM: Force and Motion, Teacher’s Guide, Unit Test, Teacher Information, pages 135-136


• Teacher’s Guide: Unit Test: Force and Motion

43

grade 3 unit a planning calendar - delta education

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