· web viewvinegar (just enough to cover a piece of chalk in the bottom of a cup) food coloring...

Science 21 Grade 4 Unit 1

Curriculum Companion Reproducibles EDITION

Fall 2020

This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes.

We have created NEW student pages for the potential of school closure due to the COVID-19 pandemic. The new pages will be shown using a purple fill color in the upper right-hand corner.

Unmodified or the original student pages will show in yellow in the upper right-hand corner.

Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction.

Dear At Home Lesson Facilitator,

In the unfortunate event that students are learning from home for a period of time, as happened in the Spring of 2020, we have plans in place so that their science instruction will continue in a meaningful way. We have materials from our science kits that can be sent home with your student so that investigations can be conducted at home [with teacher support, with synchronous (“live, via video”) or asynchronous (“watch at any time”) video interactions]. However, there are several items that we may not be able to provide, so you may want to try to prepare to have these on hand. You may also wish to have disposable gloves for your student.

Vinegar (just enough to cover a piece of chalk in the bottom of a cup) Food coloring Detergent (dishwashing or laundry) Milk or evaporated milk A pie pan (aluminum, metal, or glass) A piece of cardboard or oaktag (file folder material) String (~ 5 feet) Masking tape Stopwatch or online timer or watch Metric measuring tape or ruler Chewing gum (varied brands – e.g., Bazooka, Bubble Yum, Bubblicious, Trident Bubblegum, etc.)

Lesson Facilitator Notes Science 21 – Organizing Ourselves for Doing Science

G4 U1 L1 – Science and ScientistsYou will need:

Student Journal Pageso Thoughts About Scienceo Safety Ruleso Scientific Methods

Readings About Scienceo What Do Scientists Do?o Marie Curieo Florence Bascom

Instructions: Reinforce the distance learning norms that the teacher establishes with the students for synchronous (“live”) video sessions

and virtual collaborations.o Cameras should be “on”.o Students should not have distracting backgrounds while on camera.o Students should not record sessions or take “screen shots” unless authorized by the teacher.o Microphones should be “muted” until the teacher asks students to “unmute” their mics for questions or participation in

whole group or small group discussions. Encourage your student to participate in chat and breakout room discussions (e.g., What are good safety rules? What is

science? What do scientists do?) at the appropriate time. Discuss Scientific Methods (there is not one, “THE”, Scientific Method that scientists and engineers follow from start to finish).

Scientists and engineers use practices including asking questions, defining problems, modeling, planning and carrying out investigations, arguing from evidence (data), and obtaining, evaluating, and communicating information.

Help your student to complete the Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passages about what scientists do and about specific famous

scientists, and to answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Name Science 21 – Organizing Ourselves for Doing Science

G4 U1 L1 – Science and ScientistsMy Thoughts About Science

Reflections Science Drawings1. What is science?

2. What do scientists do?

3. How do scientists work?


G4 U1 L1 – Science and ScientistsSafety Rules

Rules Safety Poster1. Protect long hair by tying it back. 2. Do not wear loose clothing. 3. Do not eat or drink anything during

science investigations. 4. Smell materials properly.5. Wear goggles when working with

chemicals or airborne objects.6. Notify the teacher about any spills.7. Keep your science area clean and clear.8. Wash hands after working with scientific

materials. 9.10.


G4 U1 L1 – Science and ScientistsScientific Methods

I. Question:

II. Prediction:

III. Materials:

IV. Procedure:

V. Results/ Observations:

VI. Conclusions:


G4 U1 Reading in the Content Area: Passage 1

“What Do Scientists Do?”Read the following passage and respond to the question that follows it:

To understand the importance of a good science education, it's important to think about the many ways in which science contributes to our everyday lives.

Wherever you are, whatever you're doing, you're probably enjoying the benefits that result from a scientist's work. Sound engineers make your movies and music better. Doctors study diseases and discover new cures and treatments. Chemists bring you health and beauty aids - from medicines to soap and perfume - to keep you feelingand looking your best. Agricultural scientists help bring fresh, nutritious produce to your supermarkets. Automotive engineers get you from point A to point B quickly and safely. And before the pest control company comes to service your home, there are entomologists studying how bugs and critters operate. These are just a few examples. Many more examples of science abound, on the ground, in the skies, and in the oceans.

When you think of scientists or engineers, you might think of astronauts, lab researchers, oceanographers, biologists, geologists, or anthropologists. But many other people in your community work with science every day: your dentist, pharmacist, veterinarian, zookeeper, optometrist, park ranger, and physical therapist or nurse, among others. People with science backgrounds also work as statisticians, teachers, and journalists. In short, science is an important part of many different kinds of jobs.Think of something you did or experienced on the way to school today that was the result of the work of a scientist. What did a scientist have to do in order for you to have that experience?



“Marie Curie: Pioneer Chemist”Read the following passage and respond to the questions that follows it:

Marie Curie was born in 1867 as Manya Sklodowska in Poland. Along with her husband, Pierre Curie (who coined the term “radioactivity”), she did very important work in the field of radioactivity. She won the famous Nobel Prize twice, first in 1903 for the discovery of radium and polonium and again in 1911 for the further discoveriesof radioactive elements including thallium. She was the first person to achieve this prestigious award twice in a lifetime!

Childhood: Marie’s father was a math teacher. He inspired his daughter to study mathematics and science. As a young adult, she studied at the famous Sorbonne in Paris. She was kind of homesick for her native Poland, so she maintained a circle of friends in France who were from Poland. She, along with a group of fellow countrymen, formed a small Polish neighborhood in Paris. To honor her native country, she named the first element thatshe discovered polonium.

Education: While in Paris, Marie was a very serious student. She immersed herself in her research. In fact, she became so absorbed by her studies, that she fainted from hunger because she was just too busy to eat. Her diligence paid off, though, and by the end of 1904, she had attained two university degrees, obtained scholarships, and published important articles. She was the first woman in the world to be awarded a doctorate in science.

After obtaining her degrees, Marie needed a laboratory to conduct her important research. She mentioned this to a colleague of hers, Pierre Curie, who was a physicist. He found a spot for her to work in his laboratory. Eventually, they married and they were a scientific team. Pierre also received a doctorate for his research on magnetism.When they were married, Marie wore a dark blue outfit which she used for years after as a laboratory coat. The couple used their wedding gifts to purchase bicycles and for their honeymoon and they took a bicycle trip through France.

In 1897, the Curie’s had their first child, a daughter named, Irene. Marie and Pierre were very serious scientists,

though, and worked long hours. It was difficult for Marie to juggle the responsibilities of being a wife, a mother, and a scientist, so her father helped her to bring up the baby. A second child was born to the Curies – Eve entered the world in 1904. Irene went on to become a Nobel Prize winner herself and Eve was a famous author.

Life’s Work. Marie always had a passion for research. She once wrote, “I don’t know whether I could live without the laboratory.” She was happiest when she was busy with her own work. Even when she was given awards for her discoveries, she shied away from public acclaim. She always preferred to remain in her laboratory and continue with her research. With Pierre, Marie investigated radioactivity, which occurs when the atoms that make up matter become unstable and emit particles that release energy. They wanted to discover the cause and source of radioactivity. They worked with pitchblende, a uranium ore which emits radioactive particles and through their research they discovered two new elements.

In 1906, hurrying to cross the street, Marie’s husband and research partner, Pierre, was run over by a horse-drawn wagon with a load of military uniforms, weighing some six tons. He was killed instantly. After attending to the funeral details, a heartbroken Marie once again devoted herself to her work. In 1919, Europe was just coming out of the devastation caused by World War I. As famous as she was, the materials necessary for Marie’s ongoing research (particularly radium) became unaffordable. Members of an organization called the American Association of University Women raised a great deal of money to enable Marie to purchase uranium. Can you imagine that just one gram of radium cost over $150,000! This enabled Marie to continue her experiments and create a new field of science, nuclear chemistry.

Two quotes are attributed to Marie Curie:One never notices what has been done; one can only see what remains to be done. andNothing in life is to be feared. It is only to be understood.

Madame Curie died in 1934 of Leukemia, thought to be an effect of her experiments with radiation.1. Why was Marie Curie considered a “pioneer”?

2. What were some of the personal challenges that Marie Curie faced during her life?

3. Think about the two quotations cited at the end of the reading passage. Choose one of them and explain why you think it is something that Marie Curie would have said.

4. If you could meet Madame Curie today, what would you want to ask her?



“Florence Bascom: Geologist”Read the following passage and respond to the question that follows it:

Geologists often refer to Florence Bascom as the first woman geologist! She was definitely a leader in the field. She was a visionary who not only entered a field that had been almost exclusively for men, but also, she single-handedly established the Geology Department at Bryn Mawr College, which then launched the careers of several famous women geologists. She also worked for the United States Geological Survey (USGS) and was the first woman elected to the Geological Society of America, serving as its vice president.

Early Life. Florence Bascom was born on July 14, 1862, in Williamstown, Massachusetts. She was the youngest of three children born to John and Emma Bascom. Both her father and mother valued education and were very interested in social issues. Her dad was a school administrator and eventually became the president of the University of Wisconsin. Her mother was a teacher and an accomplished artist, and worked in the women’s suffrage movement, fighting for the right for women to vote.

Education. Florence enrolled at the University of Wisconsin in 1877. At this time in U.S. history, women were just beginning to attend colleges. Wisconsin had only opened its doors to women five years earlier and there were a number of peculiar ideas about the role of women on the university campus. Despite these obstacles, Florence earned three Bachelor degrees from the school. Her interest in geology, particularly petrology, or the identification of rocks and rock layers, led her to complete her Master’s degree. She taught for two years at Rockford College in Illinois and then returned to school as a student, this time at Johns Hopkins University in Maryland, where she became the first woman to earn a Ph.D. in petrology.

Life’s Work. Florence Bascom taught for two years at Ohio State University and then began two associations that lasted the rest of her life. In 1896, she was hired by the USGS as an assistant geologist, the first woman to hold this position. The USGS was in the process of creating geologic maps of the entire United States. They were interested not only in identifying rocks, but also the strata, or layers, which would be helpful in locating valuable

gas, oil, and mineral resources. Rock strata would also provide clues about mountain building processes. Dr. Bascom was given the region of the upper Piedmont in the Appalachian Mountains to investigate.She spent her summers backpacking and riding up into the mountains to collect specimens. In the winter, she would then create detailed reports and bulletins, many of which were published by the USGS. In addition to her work at the USGS, she also established a geology department at Bryn Mawr College (an all women school), despite the school’s initial reluctance to recognize geology as a useful course of study for women. Under her guidance, the school educated many of the famous women geologists of her era. Florence continued her work in geology, becoming the first woman elected to the Geologic Society of America, and serving as its vice president. She remained actively involved in geologic studies until her death in 1945.

Source: B.K. Hixson, Women in Science Rule!, Sandy, Utah: Loose in the Lab, Inc., 1999.Think about and respond to the following questions:1. In what ways did Florence Bascom overcome barriers that might have interfered with her success?

2. Why do you think Bryn Mawr College originally thought that Geology would not be a useful course of study for women?

3. How do you think Florence Bascom’s parents’ own views on life influenced her career?

4. In what ways did Florence Bascom contribute to the field of Geology?


G4 U1 L2 – How Do Scientists Observe?You will need:

7 oz. clear cup Chalk (1/3 – 1/2 stick) Vinegar (2-3 oz.) Goggles or eye protection (from splashing) Student Journal Pages

o Chalk It Upo Chalk It Up Reflections

Instructions: Have your student wear eye protection, and pour vinegar into the cup (about 1/3 full). Have your student drop in the piece of chalk and carefully observe it. Use these prompting questions to help your student to observe the phenomenon: What happens when the chalk is placed

in the vinegar? Notice where the bubbles form. Do they form evenly along the chalk or do more form in the middle? Do bubbles form at the ends of the chalk? Do more bubbles form from the broken end or from the unbroken end? Why?

Have your student complete the Journal Page (Chalk It Up) assigned by the teacher. Ask your student, What were the bubbles? What type of gas was it? [The teacher will later discuss the properties of carbon

dioxide and some of the everyday uses of this gas (e.g., cell respiration, fire extinguisher, carbon cycle, photosynthesis, decay of organic matter, solid coolant in the form of dry ice, etc.).]

Have your student clean up by flushing vinegar down the drain and throwing out solids (chalk pieces) in the trash. Ask your student about questions that arose for them during the investigation. [Here are some questions that may arise: What

would happen if we used more chalk? less chalk? What would happen if we used more vinegar? less vinegar? Would the use of colored chalk affect the rate of bubbles formed? What would happen if different solids were used, such as baking powder, baking soda, etc.? What would happen if different liquids were used in place of vinegar, such as water?]

Have your student complete the Journal Page (Chalk It Up Reflections) assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


G4 U1 L2 – How Do Scientists Observe?Chalk It Up

Energy is stored in the chalk and vinegar like it is stored in a battery. When the two substances (chalk and vinegar) combine, they change form. In the electrical circuit, the energy in the battery was changed to light and heat.

1. In “Chalk It Up”, what did you see after the chalk and vinegar were combined?

2. What did you hear?

3. What did you smell?

4. Energy in the chalk and vinegar was changed (transferred) to …

5. What would happen if we used water instead of vinegar?

6. Think of two more questions we might want to investigate:What if

What if


G4 U1 L2 – How Do Scientists Observe?“Chalk It Up” Reflections

Reflections Science Drawings1. What surprised you when you did this

experiment?

2. Observe three (3) objects at home and draw them. Describe the properties of each of these objects. Label your drawings.

3. Your thoughts and comments:


G4 U1 L3 – How Do Scientists Follow Procedures?

You will need: Pie pan (aluminum, metal, or glass) Milk (regular or evaporated) Detergent (dish or laundry – just a few drops) Eye dropper Medicine cups Toothpick Food coloring (one drop per color) Goggles or eye protection (from splashing) Cardboard Water Student Journal Pages

o Milky Way Procedureso Milky Way Observationso Milky Way Reflectionso Collaborative Behavior Formo Observations of Behavior Formo Boat Patterns Procedureo Observations on Boat Patterns

Reading in the Content Areao Milky

Instructions: Provide your student with a pie pan and just enough milk (could be a solution of water and powdered milk) to cover the bottom.

Provide your student with liquid detergent, an eye dropper, medicine cup, toothpick, and food coloring. Have your student wear eye protection, and follow the instructions provided on the Journal Page, “Milky Way Procedures”,

including writing in their prediction for Step 5. Have your student complete the Journal Pages (Milky Way Observations; Milky Way Reflections) assigned by the teacher.

They should complete observations before and after adding the detergent. Help them to focus their observations by asking, What do you notice happening?

Prompt your student to write down questions they are thinking about during the investigation. [Here are some possible questions they may raise: What would happen if we placed the detergent on the “outside” of the food coloring? What would happen if the milk was warmer? cooler? What would happen if larger drops of food coloring were used? smaller drops of food coloring were used? What would be the effect if different brands or types of soaps and/or detergents were used? What would

happen if we used skim milk? Heavy cream? What would happen if we used water instead of milk?] Because the true focus of this investigation is on following instructions rather than on the interactions between milk and

detergent, prompt your student with these questions: Were the procedures clear? How would you change the procedures to make them easier to follow? Why is it important to have clear, precise procedures?

If collaborating virtually (via video) with other group members, have student complete the Collaborative Behavior Form and Observations of Behavior Form.

Provide your student with cardboard (cardstock, an index card, or a file folder will work fine) and scissors to trace and then cut out a “boat”. They can use the same pie pan, or a baking pan with sides, and water (just enough to float their boat).

Provide your student with the “Boat Patterns Procedure” Journal Page and “Observations on Boat Patterns” Journal Page. Student should replace the water each time they run a trial, in order to have a “fair test”. Provide your student with the Reading in the Content Area Passage, “Milky”, and have them read and respond to the

questions following the passage. Help your student to submit their responses (electronically or paper) as directed by the teacher.

For the extension lesson: Provide student with more than one brand of detergent and challenge them to develop a procedure for a “fair test” (e.g., how

will they ensure that each sample is equally dirty before treating it with detergent?) to compare which brand is best.



Milky Way Procedures1. Gather the materials.

2. Pour just enough milk to cover the bottom of the pie pan.

3. Gently squeeze one drop of each color of the food colorings into the center of the pan so that the colors are close to each other but not touching. Be sure to rinse the eyedropper in the water cup between colors. Why?

4. STOP and record what the milk and food colorings look like on your journal page.

5. Predict: What will happen when dish detergent is placed in the center of the food colorings?

6. With a toothpick, place one drop of dish detergent in the center of the food colorings.

7. Observe and record your observations by completing the rest of the journal page.



Milky Way Observations1. Draw and describe what the milk and food colorings look like before the detergent is added. Predict what you

think will happen when detergent is added.

2. What patterns or designs can be observed immediately after adding the detergent? Draw and describe the pattern.

3. Draw and describe what is observed after the detergent reacts with the other materials.



“Milky Way” ReflectionsReflections Science Drawings

1. What surprised you when you did this experiment?

2. Why was it important to follow the procedures exactly?




Observations of Behaviors of My Lab Group

Behaviors that contributed to success. Behaviors that did not contribute to success.

1. What we did well as a group.

2. What contributions I made to the group.

3. What I can do to help my group be more successful.



Collaborative Behavior FormCircle the number that you feel best describes your group’s action and behavior:

1. Shares.

2. Listens to each other.

3. Is polite to each other.

4. Praises each other.

5. Speaks quietly.

6. Concentrates on investigation.

Needs Work Super

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

What do you feel that your group did really well?

What do you think that your group could do to improve?



“Milky Way: Read More About It”Read the following passage and respond to the question that follows it:

Did you ever wonder why some objects float on water (for example a paper clip) that you would normally expect to sink to the bottom? Well, water (and several other substances) have a unique property that allows it to be “sticky” and form a skin-like film at the surface of a cup or other container. Surface tension occurs when water molecules at the surface experience a strong inward pull from water molecules beneath them, but only a weak outward pull from the air molecules above.

Milk can also have surface tension. As a result of this surface tension, food coloring is able to float at the surface of a cup of milk. When detergent is dropped into the milk and food coloring mixture, the food coloring separates and swirls. This reaction continues for a period of time. Milk, or a solution of water and powdered milk, exhibits a high level of surface tension because water molecules are so strongly attracted to one another. At the water's surface, molecules are strongly pulled downward into the water causing the water molecules on the surface to stretch and form a film that is difficult to break. Detergent is able to break the surface tension in that area where it is dropped (near the center). Since the tension on the rest of the surface is greater, it pulls the food coloring to the side away from the detergent, forming various swirling patterns.

Water molecules are strongly attracted to each other, but they do not readily mix with the molecules found in greasy dirt. That is why we use soap when we wash our clothes because it reduces the surface tension of water. Soaps and detergents work by lowering the surface tension so that the water will spread and mix with dirt so that it

can be washed away. That is why soap is made up of two parts, one which repels water and is attracted to grease while the other part of soap pulls away from the dirty clothes towards the water. The movement of the soap towards the water pulls the dirt out of the clothes. By attracting water, the soap is able to reduce the “stickiness” that water molecules have for each other.

In addition, the effect of water's strong surface tension can be observed in insects such as “water striders" that are able to walk on the surface of water.Think about and respond to the following questions:

1. From what you just read, write your own explanation of surface tension in liquids.

2. How do soaps and detergents work to help us clean dirty clothing?

3. How do insects take advantage of surface tension when trying to walk on a body of water?

4. Can you think of any other advantages and disadvantages of surface tension?



Home Observations – Boat Patterns Procedures1. Trace and cut out the boat patterns onto a piece of cardboard, business card, or index card. Be sure to cut out the

opening for the “motor” (the circle in each pattern diagram). 2. Place each paper boat model, one at a time, into a large sink or long baking pan filled with water. 3. Notice that the location of the opening or “motor” is different in the two models. Do you think that the reactions will be the

same or different when you drop some detergent into the “motor” of each boat? In what directions do each of the boats travel?

4. Place one drop of detergent into the opening or “motor” of each of the boat. Observe and record your investigation on the back of this paper.

5. Repeat this experiment again with two new paper boat models. But this time change the water each time a new model boat is used. How does this affect the reaction of the boats when the detergent is placed in the motor? How can you explain this? Observe and record your investigation on the back of this paper.

6. Questions for further explorations: How would the shape or size of the boat affect the speed of the boat? How would the size or shape of the “motor” affect the speed of the boat? How does the temperature of the water affect the reaction of the boat? What would happen if we placed two motors in the boat? three motors? Does the brand of detergent make a difference in how the boat reacts?

7. Prior to exploring any of the above questions, what is needed to conduct a “fair” test?


G4 U1 L3 – How do Scientists Follow Procedures?

Observations on Boat PatternsObservations Diagrams

Lesson Facilitator Notes Science 21 – Organizing Ourselves for Doing ScienceG4 U1 L4 – How Do Scientists Observe and Follow

Procedures?You will need:

Water Eye dropper Medicine cup Vial or clear, narrow glass (or plastic) Salt (kosher or other) Blue food coloring Goggles or eye protection (from splashing) Student Journal Pages

o Mystery LiquidsInstructions:

Prepare two liquids in advance – dissolve salt in water so that it is still clear; add blue food coloring to a different cup of water. Do not tell your student what these two solutions are – only refer to them as the clear liquid and the blue liquid.

Have your student wear eye protection, and follow the instructions provided on the Journal Page, “Mystery Liquids”. Have the student add the blue liquid into the vial with clear liquid (saltwater) such that the two liquids do not mix. The blue

liquid should form a layer above the clear liquid. Have your student complete the Journal Page assigned by the teacher. Have a discussion with your student after they completed the Journal Page. What did your student think the clear liquid was?

[water]. Explain to them that it was really salt water. What did they think the blue liquid was? [water with food coloring]. How are they alike? [both contain water]. Different? [the one with dissolved salt is more dense]. Why didn’t the clear liquid [salt water] and blue liquid mix? [different densities]. What would happen if we used regular water? [they would mix immediately].

Help your student to submit their responses (electronically or paper) as directed by the teacher.

Name Science 21 – Organizing Ourselves for Doing ScienceG4 U1 L4 – How do Scientists Observe and Follow

Procedures?Observation / Following Procedures Assessment “Mystery Liquid”

Prediction: What do you think will happen when the blue liquid is added to the clear liquid?

Procedures: Using an eye dropper, slowly add drops of the blue liquid to the clear liquid in the vial. Add the blue liquid one drop at a time. Be sure to rest the dropper on the rim of the vial while dropping. Observe and record what you see happening by drawing a diagram and giving a written description. Be sure

to label your diagrams or sketches. Written Observations Diagrams / Sketches

Why do you think this happened?


G4 U1 L5 – How Do Scientists Make Predictions?

You will need: Water Medicine cup Clear cup Starch Packing Bits Coffee stirrer or toothpick Goggles or eye protection (from splashing) Student Journal Pages

o Stir Crazyo Stir Crazy Reflectionso Collaborative Behaviors

Instructions: Provide student with Journal Pages (Stir Crazy; Stir Crazy Reflections) and water, medicine cup, clear cup, packing bits, and

stirrer (or toothpick). Student should use eye protection since they will be dissolving a substance [starch] in water and could splash while stirring

with the stirrer. Student should follow the procedure on the Stir Crazy Journal Page. Have your student examine the packing bits. What can they be compared to? How are they similar to Styrofoam? How

are they different? Explain that these packing bits are made of starch. Why? How are starch packing bits considered to be more environmentally friendly?

Present and discuss the problem statement, How many starch bits can be dissolved in 5 ml of water? Have the student make a prediction and record it on the journal page. Have the student measure out in a medicine cup 5 ml of water. Instruct student to put one starch bit into the medicine cup with water and stir until the “bit” is dissolved. Have the student keep

a running tally. After student has dissolved two packing bits, ask if they would like to revise their prediction based on their latest

observation. This is an appropriate time to emphasize that predictions can be revised as the investigation progresses. Why? Discuss the importance for being able to revise predictions. On what basis are they basing their new prediction?

After adding five packing bits, have student re-evaluate their prediction once again. Do they want to keep their prediction as is or do they want to revise it again? If it is being considered to be revised, on what basis is this being made?

Have student continue adding one “bit” at a time until the stirrer can stand up in middle of cup by itself. Have student record the total number of dissolved “bits” and complete their Journal Page and Reflection on Stir Crazy. If student worked virtually (video) with a group, have them complete the Collaborative Behaviors Journal Page as well.

Help your student to submit their responses (electronically or paper) as directed by the teacher.



“Stir Crazy”Question: How many packing bits can be dissolved in 5 mL of water?

Prediction:

Materials: starch packing bits plastic cup medicine cup

2 coffee stirrers 5 mL of water paper towels

Procedure:

Results / Observations:

Tally Box

Conclusions:



“Stir Crazy” ReflectionsReflections Science Drawings

1. What surprised you when you did this experiment?

2. Do you think these packing bits are better than Styrofoam? Explain.




Collaborative BehaviorsOur list of behaviors that lead to successful investigations for our lab group:1.

2.

3.

4.

5.


G4 U1 L6 – How Do Scientists Use Tools to Measure?

You will need: Water Medicine cup Paper cup Thermometer Measuring tape or string & ruler Stopwatch or timer Objects to drop into the paper cup (dice, marble, hex nut, washer, eraser, clay) Student Journal Pages

o Hot Spoto Mass Effecto Over the Topo Going to Great Lengthso Tick Tocko Change Capsule (optional)

Instructions: Provide student with Journal Page (Hot Spot) and thermometer. Have student follow the procedure and fill in information on

the Journal Page. Provide student with Journal Page (Mass Effect) and have your student view the teacher video, pausing at appropriate times to

make predictions about the mass of various objects, before the teacher reveals the actual mass (using a scale that teacher has available).

Provide student with Journal Page (Over the Top) and paper cup, scissors, medicine cup, and objects. Cut a “diving board” from the top of the paper cup and have student fill water up so it barely overflows this level (caught by medicine cup below the “diving board”). Have student dry the medicine cup and then measure how much water flows into the medicine cup after an object is carefully dropped into the paper cup. Repeat the procedure (topping off the water to “diving board” level each time), starting with a dry and empty medicine cup to catch water overflowing when the next object is dropped in, until each object has been tested. NOTE: This should be done in a baking tray or baking dish, since it is likely to have some spillage.

Provide student with Journal Page (Going to Great Lengths) and have them write in their 12 predictions about body measurements (lengths and circumferences). Provide them with a flexible measuring tape (metric – using centimeters) or string and ruler to obtain actual measured values. If assigned, complete the optional “Change Capsule” Journal Page as well.

Provide student with Journal Page (Tick Tock) and a stopwatch (feature on a smart phone or sweep second hand on a watch)

to measure the amount of time to perform several tasks. Ensure that your student has answered all sections of the Journal Pages. Help your student to submit their responses (electronically or paper) as directed by the teacher.


G4 U1 L6 – How Do Scientists Use Tools To Measure?

“Hot Spot”Procedures:

1. First, examine the thermometer. How is it marked? What unit(s) or scale(s) do you see on it? What does each of the markings represent? Write your answer on the back of this paper.

2. After your teacher has reviewed with you as to how to read the thermometer, demonstrate for your home lesson facilitator how the thermometer is read.

3. Identify six different locations where temperature readings will be taken. Place your thermometer in one of these locations. 4. Write these six locations down in the chart below under the column, Location (next to the letters A – F). After predicting, write

down your prediction as to what the temperature will be after twenty minutes for each of these locations under the column, Predicted Reading.

5. After twenty minutes has passed, read the temperature of your thermometer. Under the column, Measured Reading, record the temperature at your thermometer’s location. Now move your thermometer to the next location on your list and repeat, waiting twenty minutes before taking your next reading.

6. Compare your predictions with the actual temperature measurements for each location. Are there any similarities? any differences? Was the temperature the same throughout all locations? If not, what can account for these differences in temperatures? Discuss and share with members in your group. Write down your answers on the back of this paper.

Location Predicted Reading Measured Readingtemperature unit (C) temperature unit (C)

A.

B.

C.

D.

E.

F.

Directions: For each location, record the temperature in Celsius by shading in the thermometers below. Then record these temperature readings in your other chart under the column Measured Reading.

LocationA

LocationB

LocationC

LocationD

LocationE

LocationF



“Mass Effect”Procedures:

1. First, examine the balance scale. How does it work? How is it used to measure weight of objects? What unit of measure will you use to mass objects? Write your answer on the back of this paper .

2. After your teacher has reviewed with you as to how to use the balance scale, each member in the group should discuss and demonstrate how the balance scale works. Then gather the objects listed below.

3. Predict the mass of one of the objects by holding it your hand. Now, using the balance scale and gram masses, find the mass. Record the mass of this object.

4. Repeat the above procedure for each of the other five objects. Use the data from the chart below to create a bar graph on the next page.

Object Predicted Mass Measured Massamount unit (g) amount unit (g)

1.

2.

3.

4.

5.

6.

Procedure: Use the data from the chart from the previous page to create a bar graph. Be sure to label your graph.

1. How many objects have a mass of more than 10 grams? ______ List these objects:

2. Which object has the greatest mass? ____________________ the least? ______________

3. Were your predictions of the measured masses more accurate as you went through the activity? Explain.

4. Write down two other questions that you can create about your graph.



“Over the Top”Procedures:

1. First, examine the graduated cylinder. How does it work? How is it used to measure volume of objects? What unit of measure will you use to determine the volume? Write your answer on the back of this paper.

2. After your teacher has reviewed with you as to how to use the graduated cylinder, each member in the group should discuss and demonstrate how the graduated cylinder is used. Then gather the objects listed below along with a pair of scissors, 7-ounce paper cup, a pulp tray, a medicine cup and a container of water.

3. Place the materials on a pulp tray. Cut a small tab (which will look like a “diving board”) at the top of the paper cup.

4. Place the medicine cup underneath the tab. Fill the paper cup to the top until excess water overflows (‘tipped off”) at the edge of the tab. Pour out the excess water from the medicine cup. Predict the volume of one of the objects and record it below. Now place the object carefully into the paper cup which has the tab. To record the volume of that object, measure the amount of water that flowed over into the medicine cup by pouring it into a graduated cylinder. Record the measured volume below.

5. Repeat procedure #4 above for each of the remaining objects.

Object Predicted Volume Measured Volumeamount unit (mL) amount unit (mL)

1.

2.

3.

4.

5.

6.

Procedure: Use the data from the chart from the previous page to create a bar graph. Be sure to label your graph.

1. Which object has the greatest volume?

2. Which object has the least volume?

3. Were your predictions of the measured volumes more accurate as you went through the activity? Explain.

4. Write down two other questions that you can create about your graph.



“Going to Great Lengths”Procedures:

1. Estimate your measurements in metric units (cm).2. Use a string or metric tape measure and record your actual measurements.

Ear * Around headestimate_____ estimate _____actual_____ actual_____

Smile Nose lengthestimate _____ estimate _____actual _____ actual _____

Thumb length Around neck estimate_____ estimate_____ actual_____ actual_____

Arm length Around fingerestimate _____ estimate _____actual _____ actual _____

Height Leg lengthestimate _____ estimate _____actual _____ actual _____

Foot length Width of calfestimate _____ estimate _____actual _____ actual _____



“Tick Tock”(A Time Study Homework Assignment)

Predicted time Measured timein minutes (min.) in seconds (sec.) in minutes (min.) in seconds (sec.)

1. How much time is needed for you to walk back and forth from your kitchen to your mailbox?

2. How much time is needed for every member of your family to stand up and sit down one after the other (“the wave”)?

3. How much time is needed to recite the alphabet?

4. How much time is needed to count to 100 by ones?

5. How much time is needed to recite the entire “Pledge of Allegiance”?

6. How much time is needed to do ten jumping jacks?



“Change Capsule”

Photo of me in October Photo of me in June

Measurements October Prediction for June JuneHeight

Foot length

Head circumference

Wrist circumference

Waist circumference

Arm length

Index finger length

Weight

Broad jump

Sit-ups in one minute


G4 U1 L7 – How Do Scientists Conduct Investigations?

You will need: Measuring tape or string & ruler Student Journal Pages

o Measure Upo Collaborative Behaviors

Instructions: Provide student with Journal Page (Measure Up) and measuring tape (or string and ruler). Have student write out a prediction

and then how the materials will be used in their procedure. You will probably need to assist your student in measuring their own height. The teacher will collect data from each student and then share class data so that all students can answer the research

question and verify whether or not their prediction was accurate (proven or disproved). Ensure that your student has answered all sections (prediction, materials, procedure, results and conclusion) of the Journal

Pages. If your student has collaborated virtually (planned their investigation) with other classmates, have them complete the

Collaborative Behaviors Journal Page as well. Help your student to submit their responses (electronically or paper) as directed by the teacher.



“Measure Up”Question: In our class, which group is taller, boys or girls?

Prediction:

Materials:

Procedure:

Results / Observations (Brief Description – include graph of heights):

Conclusions:



Collaborative Behavior FormCircle the number that you feel best describes your group’s action and behavior:

7. Shares.

8. Listens to each other.

9. Is polite to each other.

10. Praises each other.

11. Speaks quietly.

12. Concentrates on investigation.

Needs Work Super

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

What do you feel that your group did really well?

What do you think that your group could do to improve?

Lesson Facilitator Notes Science 21 – Organizing Ourselves for Doing ScienceG4 U1 L8 – What Do You Know About Science and What

Scientists Do?You will need:

Bubble Gum (various brands, e.g., Bazooka, Bubblicious, Trident Bubble Gum, Bubble Yum) Student Journal Pages

o Does Your Bubble Gum Lose Its Flavor On The Bedpost Overnight?o Thoughts About Science

Instructions: Provide student with Journal Page (Does Your Bubble Gum Lose Its Flavor On The Bedpost Overnight?) and several different

kinds of bubble gum. Have student make a prediction on the Journal Page. This is an assessment lesson, so let student come up with their own ideas for using the materials provided and coming up with a procedure and a way to communicate results and draw conclusions (e.g., Was the prediction proven to be right or not?)

Have your student complete the Journal Page (Thoughts About Science). The questions on this page were asked in Lesson 1 of this unit, and the teacher is interested to see if there has been any change in perceptions about science and scientists.

Ensure that your student has answered all sections of the Journal Pages. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Name Science 21 – Organizing Ourselves for Doing ScienceG4 U1 L8 – What Do You Know About Science and What

Scientists Do?“Does Your Bubble Gum Lose Its Flavor on the Bedpost Overnight?”

Directions: Your job is to find out which brand of bubble gum has the longest lasting flavor. You will use one (1) piece from several different brands (e.g., Bazooka, Bubblicious, Bubble

Yum, Trident Bubble Gum, etc.). Design an investigation using scientific methods to collect data that proves or disproves (It’s

okay to be wrong!) your prediction about which bubble gum brand has the longest lasting flavor.

Document your observations and results.Problem:

Prediction:

Materials:

Procedure:

Results / Observations:

Conclusions:

Name Science 21 – Organizing Ourselves for Doing ScienceG4 U1 L8 – What Do You Know About Science and What

Scientists Do?My Thoughts About Science

Reflections Science Drawings1. What is science?

2. What do scientists do?

3. How do scientists work?

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