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MOUNT VERNON CITY SCHOOL DISTRICT

Elementary ScienceGrade 3

Curriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THEELEMENTARY GRADE 3 SCIENCE CURRICULUM IN MOUNT

VERNON.

2014-15

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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ACKNOWLEDGEMENTS

The Department of Curriculum and Instruction and Science ArticulationCommittee embarked upon a long range plan of curriculum development for theelementary and secondary schools. Teachers of every grade and subject area fromParker Elementary School, Hamilton Elementary School, Grimes ElementarySchool, Longfellow Elementary School, Pennington Elementary School, HolmesElementary School, Graham Elementary School, AB Davis Middle School, MountVernon High School and Thornton High School were joined by districtadministrator in the curriculum revision process. The educators gave manypersonal hours and demonstrated exceptional commitment to this critical task.

The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.

This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the school staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.

Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project.

Thank you.

Dr. Satish Jagnandan

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. ACKNOWLEDGEMENTS …..……………………………………....... 3

IV. TABLE OF CONTENTS …..……………………………………....... 4

V. IMPORTANT DATES …..……………………………………....... 5

VI. VISION STATEMENT …..……………………………………....... 6

VII. THE IMPORTANCE OF ELEMENTARY SCIENCE ..………………. 7

VIII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ..………………. 8

IX. ELEMENTARY SCIENCE CORE CURRICULUM MAP (K-4) ...……………. 9

X. NYS ELEMENTARY SCIENCE (GRADE 4) ASSESSMENT ..……………... 16

XI. MVCSD ELEMENTARY SCIENCE GRADE 3 PACING GUIDE .…….... 20

XII. SYSTEMATIC DESIGN OF A SCIENCE LESSON ..……………... 46

XIII. SCIENCE GRADING POLICY ..……………... 49

XIV. SETUP OF SCIENCE CLASSROOM ..……………... 50

XV. WORD WALLS ARE DESIGNED ..……………... 51

XVI. SCIENCE CLASSROOM AESTHETICS ..……………... 52

XVII. FORMAL LAB REPORT FORMAT ..……………... 53

This document was prepared by the Mount Vernon City School District Curriculum and

Instruction Department in conjunction with the Science Articulation Committee.

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November13, 2015

10 weeks Week ofNov. 23, 2015

MP 2 November16, 2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day ofSchool

June 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Core Curriculum.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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THE IMPORTANCE OF ELEMENTARY SCIENCE

Science must be a basic in the daily curriculum of every elementary school student at everygrade level. In the last decade, numerous reports have been published calling for reform ineducation. Each report has highlighted the importance of early experiences in science so thatstudents develop problem-solving skills that empower them to participate in an increasinglyscientific and technological world. The elementary science program must provide opportunities for students to develop

understandings and skills necessary to function productively as problem-solvers in ascientific and technological world.

Elementary school students learn science best when—a. they are involved in first-hand exploration and investigation and inquiry/process skills

are nurtured.b. instruction builds directly on the student's conceptual framework.c. content is organized on the basis of broad conceptual themes common to all science

disciplines.d. mathematics and communication skills are an integral part of science instruction.

The learning environment for elementary science must foster positive attitudes towardsself and society, as well as science.

Elementary school students value science best when—a. a variety of presentation modes are used to accommodate different learning styles,

and students are given opportunities to interact and share ideas with their peers.b. the scientific contributions of individuals from all ethnic origins are recognized and

valued.c. other subject areas are infused into science.d. inquiry skills and positive attitudes are modeled by the teacher and others involved in

the education process. Administrators must provide instructional leadership by—

a. building consensus for an elementary science program that reflects state and nationalstandards.

b. implementing and monitoring the progress of the science program. Administrators must provide support systems by—

a. supplying appropriate materials, equipment, and space.b. recognizing exemplary elementary science teaching.c. encouraging special science events.

Assessment must be an essential component of an elementary science program. Assessment must be aligned with—

a. what is of value, i.e., the problem-solving model of instruction: concept application,inquiry, and process skills.

b. the curricular objectives and instructional mode.c. the purpose for which it was intended: grading, diagnosis, student and/or parent

feedback, or program evaluation. Elementary school science instruction must reflect the application and implementation of

educational research.

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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM

1. The standards-based science program must ensure equity and excellence for allstudents.

2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.

3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.

4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.

5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.

6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.

7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.

8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.

9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.

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ELEMENTARY LEVEL SCIENCE CORE CURRICULUM MAP

GRADES K-4

MAJOR UNDERSTANDINGS: The Physical Setting

PERFORMANCEINDICATORS

MAJOR UNDERSTANDING

1.1aEarth Science

Natural cycles and patterns include: Earth spinning around once every 24 hours (rotation), resulting in day

and night Earth moving in a path around the Sun (revolution), resulting in one

Earth year the length of daylight and darkness varying with the seasons weather changing from day to day and through the seasons the appearance of the Moon changing as it moves in a path around

Earth to complete a single cycle

1.1bEarth Science

Humans organize time into units based on natural motions of Earth: second, minute, hour week, month

1.1cEarth Science

The Sun and other stars appear to move in a recognizable pattern bothdaily and seasonally.

2.1aEarth Science

Weather is the condition of the outside air at a particular moment.

2.1bEarth Science

Weather can be described and measured by: temperature wind speed and direction form and amount of precipitation general sky conditions (cloudy, sunny, partly cloudy)

2.1cEarth Science

Water is recycled by natural processes on Earth. evaporation: changing of water (liquid) into water vapor (gas) condensation: changing of water vapor (gas) into water (liquid) precipitation: rain, sleet, snow, hail runoff: water flowing on Earth’s surface groundwater: water that moves downward into the ground

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MAJOR UNDERSTANDING

2.1dEarth Science

Erosion and deposition result from the interaction among air, water, andland. interaction between air and water breaks down earth materials pieces of earth material may be moved by air, water, wind, and gravity pieces of earth material will settle or deposit on land or in the water in

different places soil is composed of broken-down pieces of living and nonliving earth

material2.1eEarth Science

Extreme natural events (floods, fires, earthquakes, volcanic eruptions,hurricanes, tornadoes, and other severe storms) may positive or negativeimpacts on living things.

3.1aPhysical Science

Matter takes up space and has mass. Two objects cannot occupy the sameplace at the same time.

3.1bPhysical Science

Matter has properties (color, hardness, odor, sound, taste, etc.) that can beobserved through the senses.

3.1cPhysical Science

Objects have properties that can be observed, described, and/or measured:length, width, volume, size, shape, mass or weight, temperature, texture,flexibility, reflectiveness of light.

3.1dPhysical Science

Measurements can be made with standard metric units and nonstandardunits. (Note: Exceptions to the metric system usage are found in meteo-rology.)

3.1ePhysical Science

The material(s) an object is made up of determine some specific propertiesof the object (sink/float, conductivity, magnetism). Properties can beobserved or measured with tools such as hand lenses, metric rulers,thermometers, balances, magnets, circuit testers, and graduated cylinders.

3.1fPhysical Science

Objects and/or materials can be sorted or classified according to theirproperties.

3.1gPhysical Science

Some properties of an object are dependent on the conditions of thepresent surroundings in which the object exists. For example: temperature - hot or cold lighting - shadows, color moisture - wet or dry


Matter exists in three states: solid, liquid, gas. solids have a definite shape and volume liquids do not have a definite shape but have a definite volume gases do not hold their shape or volume


Temperature can affect the state of matter of a substance.

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MAJOR UNDERSTANDING


Changes in the properties or materials of objects can be observed anddescribed.


Energy exists in various forms: heat, electric, sound, chemical, mechani-cal, light.


Energy can be transferred from one place to another.


Some materials transfer energy better than others (heat and electricity).


Energy and matter interact: water is evaporated by the Sun’s heat; a bulbis lighted by means of electrical current; a musical instrument is played toproduce sound; dark colors may absorb light, light colors may reflect light.


Electricity travels in a closed circuit.


Heat can be released in many ways, for example, by burning, rubbing(friction), or combining one substance with another.

4.1gPhysical Science

Interactions with forms of energy can be either helpful or harmful.


Everyday events involve one form of energy being changed to another. animals convert food to heat and motion the Sun’s energy warms the air and water


Humans utilize interactions between matter and energy. chemical to electrical, light, and heat: battery and bulb electrical to sound (e.g., doorbell buzzer) mechanical to sound (e.g., musical instruments, clapping) light to electrical (e.g., solar-powered calculator)


The position of an object can be described by locating it relative to anotherobject or the background (e.g., on top of, next to, over, under, etc.).


The position or direction of motion of an object can be changed by push-ing or pulling.


The force of gravity pulls objects toward the center of Earth.


The amount of change in the motion of an object is affected by friction.


Magnetism is a force that may attract or repel certain materials.


Mechanical energy may cause change in motion through the application offorce and through the use of simple machines such as pulleys, levers, andinclined planes.


The forces of gravity and magnetism can affect objects through gases, liq-uids, and solids.


The force of magnetism on objects decreases as distance increases.

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MAJOR UNDERSTANDINGS: The Living Environment

PERFORMANCEINDICATORS MAJOR UNDERSTANDINGS

1.1a Animals need air, water, and food in order to live and thrive.

1.1b Plants require air, water, nutrients, and light in order to live and thrive.

1.1c Nonliving things do not live and thrive.

1.1d Nonliving things can be human-created or naturally occurring.

1 .2a Living things grow, take in nutrients, breathe, reproduce, eliminate waste,and die.

2.1a Some traits of living things have been inherited (e.g., color of flowers andnumber of limbs of animals).

2.1b Some characteristics result from an individual’s interactions with theenvironment and cannot be inherited by the next generation (e.g., havingscars; riding a bicycle).

2.2a Plants and animals closely resemble their parents and other individuals intheir species.

2.2b Plants and animals can transfer specific traits to their offspring when theyreproduce.

3.1a Each animal has different structures that serve different functions ingrowth, survival, and reproduction. wings, legs, or fins enable some animals to seek shelter and escape

predators the mouth, including teeth, jaws, and tongue, enables some animals to

eat and drink eyes, nose, ears, tongue, and skin of some animals enable the animals

to sense their surroundings claws, shells, spines, feathers, fur, scales, and color of body covering

enable some animals to protect themselves from predators and otherenvironmental conditions, or enable them to obtain food

some animals have parts that are used to produce sounds and smells tohelp the animal meet its needs

the characteristics of some animals change as seasonal conditionschange (e.g., fur grows and is shed to help regulate body heat; body fatis a form of stored energy and it changes as the seasons change)

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3.1b Each plant has different structures that serve different functions in growth,survival, and reproduction. roots help support the plant and take in water and nutrients leaves help plants utilize sunlight to make food for the plant stems, stalks, trunks, and other similar structures provide support for

the plant some plants have flowers flowers are reproductive

structures of plants that produce fruit which contains seeds seeds contain stored food that aids in germination and the growth of

young plants

3.1c In order to survive in their environment, plants and animals must beadapted to that environment. seeds disperse by a plant’s own mechanism and/or in a variety of ways

that can include wind, water, and animals leaf, flower, stem, and root adaptations may include variations in size,

shape, thickness, color, smell, and texture animal adaptations include coloration for warning or attraction,

camouflage, defense mechanisms, movement, hibernation, andmigration

3.2a Individuals within a species may compete with each other for food, mates,space, water, and shelter in their environment.

4.2bAll individuals have variations, and because of these variations individualsof a species may have an advantage in surviving and reproducing.

4.1aPlants and animals have life cycles. These may include beginning of a life,development into an adult, reproduction as an adult, and eventually death.

4.1b Each kind of plant goes through its own stages of growth and developmentthat may include seed, young plant, and mature plant.

4.1c The length of time from beginning of development to death of the plant iscalled its life span.

4.1d Life cycles of some plants include changes from seed to mature plant.

4.1e Each generation of animals goes through changes in form from young toadult. This completed sequence of changes in form is called a life cycle.Some insects change from egg to larva to pupa to adult.

4.1f Each kind of animal goes through its own stages of growth and develop-ment during its life span.

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4.1g The length of time from an animal’s birth to its death is called its life span.Life spans of different animals vary.

4.2a Growth is the process by which plants and animals increase in size.

4.2bFood supplies the energy and materials necessary for growth and repair.

5.1a All living things grow, take in nutrients, breathe, reproduce, and eliminatewaste.

5.1b An organism’s external physical features can enable it to carry out lifefunctions in its particular environment.

5.2a Plants respond to changes in their environment. For example, the leaves ofsome green plants change position as the direction of light changes; theparts of some plants undergo seasonal changes that enable the plant togrow; seeds germinate, and leaves form and grow.

5.2b Animals respond to change in their environment (e.g., perspiration, heartrate,breathing rate, eye blinking, shivering, and salivating).

5.2c Senses can provide essential information (regarding danger, food, mates,etc.) to animals about their environment.

5.2d Some animals, including humans, move from place to place to meet theirneeds.

5.2e Particular animal characteristics are influenced by changing environmentalconditions including: fat storage in winter, coat thickness in winter,camouflage, shedding of fur.

5.2f Some animal behaviors are influenced by environmental conditions. Thesebehaviors may include: nest building, hibernating, hunting, migrating, andcommunicating.

5.2g The health, growth, and development of organisms are affected byenvironmental conditions such as the availability of food, air, water,space, shelter, heat, and sunlight.

5.3a Humans need a variety of healthy foods, exercise, and rest in order togrow and maintain good health.

5.3b Good health habits include hand washing and personal cleanliness;avoiding harmful substances (including alcohol, tobacco, illicit drugs);eating a balanced diet; engaging in regular exercise.

6.1a Green plants are producers because they provide the basic food supply forthemselves and animals.

6.1b All animals depend on plants. Some animals (predators) eat other animals(prey).

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6.1c Animals that eat plants for food may in turn become food for other ani-mals. This sequence is called a food chain.

6.1dDecomposers are living things that play a vital role in recycling nutrients.

6.1e An organism’s pattern of behavior is related to the nature of that organ-ism’s environment, including the kinds and numbers of other organismspresent, the availability of food and other resources, and the physicalcharacteristics of the environment.

6.1f When the environment changes, some plants and animals survive andreproduce, and others die or move to new locations.

6.2aPlants manufacture food by utilizing air, water, and energy from the Sun.

6.2b The Sun’s energy is transferred on Earth from plants to animals throughthe food chain.

6.2c Heat energy from the Sun powers the water cycle (see Physical ScienceKey Idea 2).

7.1a Humans depend on their natural and constructed environments.

7.1b Over time humans have changed their environment by cultivating cropsand raising animals, creating shelter, using energy, manufacturing goods,developing means of transportation, changing populations, and carryingout other activities.

7.1cHumans, as individuals or communities, change environments in ways thatcan be either helpful or harmful for themselves and other organisms.

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GRADE 4 NYS ELEMENTARY-LEVEL SCIENCE TEST

General Features of the Grade 4 Elementary-Level Science Test

The Regulations of the Commissioner of Education provide that an elementary-level science testis to be administered in Grade 4 to serve as a basis for determining students’ need for academicintervention services in science. The Grade 4 Elementary-Level Science Test is designed tomeasure the content and skills contained in the Elementary-Level Science Core Curriculum,Grades K–4. The core curriculum is based on the New York State Learning Standards forMathematics, Science, and Technology.

The Grade 4 Elementary-Level Science Test consists of two required components: a Written Testand a Performance Test. The Written Test consists of multiple-choice and open-ended questionsand requires about one hour to administer. The Performance Test (Form A) consists of hands-ontasks set up at three stations and requires about 75 minutes to administer.

The Department establishes a State-designated level of performance to help schools identifystudents who must receive academic intervention services. All students who earn a final score onthis test in levels 1 or 2 must be provided such services, which must commence in the semesterimmediately following the administration of the test.

Test Forms

Written Test: The Written Test has two parts. Part I contains multiple-choice questions, and PartII contains open-ended questions. The test is not timed. Most students will complete the WrittenTest in approximately 45-60 minutes of working time. In addition, the test administrator willneed approximately 15 minutes to give directions to students. The Department will provide anew form of the Written Test each year. The Department also provides an answer sheet for Part Ithat is hand scorable and machine scorable on NCS equipment. Schools may also use a locallydeveloped answer sheet. Students write their answers to the questions in Part II of the test in thetest booklet.

Performance Test, Form A: The Performance Test consists of tasks at three stations. Each stationrequires 15 minutes of testing time, for a total testing time of 45 minutes, plus the time needed toprovide instructions to students and for students to move between stations. Allot at least 75minutes for administration of the Performance Test. The Performance Test is hand scorable only.Students write their answers to the questions in the Performance Test in the test booklet.

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MATERIALS NEEDED TO ADMINISTER THE PERFORMANCE TEST

Materials Needed for One Station 1 – Measuring Objects and Liquids: 1 equal-arm balance

1 set of gram masses (mixture of two 20-g, three 10-g, four 5-g, and ten 1-g for a total of 100

g)

3 clear plastic jars, approximately 125-mL capacity

2 screw tops to fit jars

1 large plastic cup, approximately 300-mL capacity containing about 150 mL of water

1 measuring container (beaker), 100-mL capacity with clearly marked gradations

1 rough-cut rock (about 1" cube) that will fit easily into the beaker and sink completely in the

water without causing the water to overflow

1 resealable plastic bag, large enough to hold the set of gram masses

1 ruler with units for metric (30 cm) and for standard (12 inches) measurement, neither with

indented zero points

2-3 paper towels

Station Diagram for Station 1

Teacher Materials: 1 black, permanent, fine-line marker

supply of water for 10 Station 1 setups

medicine cup or other tool to measure 25 mL of water as accurately as possible

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Materials Needed for One Station 2 – Electrical and Magnetic Testing: electrical tester:

– 1.5-volt “D” cell battery– 1.5-volt bulb and bulb holder– battery holder (plastic or metal recommended)– 3 insulated wires with clips

bar magnet (approximately 1.5 cm x 7 cm)

resealable plastic bag containing eight objects and labeled “Test Objects”

– penny (Note: Penny must be new and shiny. Oxidized pennies will not conduct electricity.)– rubber band (at least 1/4 inch wide)– paper clip (all metal)– colored ceramic disk (magnetic)– plastic spoon (small)– wooden stick (like Popsicle stick or tongue depressor)– nickel (United States five cents)– aluminum foil (heavy duty, about 5-cm square) (Note: Ceramic materials are nonmetallic,even if they are magnetic.)



extra batteries and bulbs for the electrical testers

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Materials Needed for One Station 3 – Ball and Ramp: Wood block (preferably a cube) to serve as the ramp support (total height: 5-6 cm)

1 ruler, 30-cm plastic without an indented zero mark and with a grooved center that can

accommodate a golf ball

1 transparent, round, plastic deli container about 12-cm diameter, 1 pint in volume, and

approximately 15 grams in mass

1 golf ball in a resealable clear plastic bag labeled “Golf Ball”

1 Ping-Pong ball in a resealable clear plastic bag labeled “Ping-Pong Ball” (Do not put the

Ping-Pong ball at the station.)

1 place mat (see Appendix IV for template)



1 pair of scissors or craft knife

1 roll double-sided carpet tape or duct tape

1 set of self-adhesive colored dots for top of the containers (one dot for each container)

1 roll of masking tape

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SCIENCE 3 PACING GUIDE

This guide using Harcourt Science Grade 3 (© 2004) was created to provide teachers with a time frame to complete the New YorkState Elementary Science Curriculum.

Unit ETeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding

Aim Objectives Vocabulary GraphicOrganizer

Textbook Activity / Experiment Date

3.1b Matter hasproperties(color,hardness, odor,sound, taste,etc.) that can beobservedthrough thesenses.

#1: Whatarephysicalpropertiesofmatter?

Studentsshould beable toobservephysicalpropertiesof matter.

matter physical

property

FrayerModel

Unit EChapter 1Lesson 1

What Are PhysicalProperties of

Matter?

Activity 1: Students should be able to previewvocabulary and take notes. Teachers please pick mostimportant details from Text p E6-E9 to create notes.This should be introduction lesson for the activity tofollow. Use the checkpoint questions at the bottom ofeach page as a guide.

Week 2

#2: Howcan weusephysicalpropertiestoidentifyobjects?

Studentsshould beable toobservephysicalpropertiesof matter.

matter physical

property

FrayerModel


What Are PhysicalProperties of

Matter?

Log book Experiment: Students will be able to observedifferent properties of matter. Create charts for the foursenses, sight, smell, touch, and sound.

Use the following materials for the student to observe:penny, nickel, marble, key, cotton balls, and piece ofpeppermint candy, index card, book, uncooked macaroni,and twist tie. Have students observe objects and record whatthey observe on the chart.

Week 2

3.2a Matterexists in threestates: solid,liquid, gas.Solids have adefinite shapeand volume.Liquids do nothave a definiteshape but have adefinite volume.Gases do nothold their shapeor volume

#3: Whatare thethreestates ofmatter?

StudentsShould beable toclassifywhichstate ofmatter anobjectbelongs.

solid liquid gas

GraphicOrganizer

E.11.1


What Are Solids,Liquids, and

Gases?

Log book Experiment: Students should be able to defineand show examples of solid liquid, & gas. Use the graphicorganizer E.11.1 to classify examples. The students willthen use a Tri-fold a paper into three sections. Label eachsection solid, liquid and gas. Under each label have thestudents draw (or make collage) of pictures to demonstratethe different states of matter.

*Read the picture book Comparing Properties by CharlotteGuillain. This is a suggested book although it may not be inall the school’s libraries

Websites that are helpfulhttp://www.chem4kids.com/files/matter_intro.html

Week 2

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MajorUnderstanding

Aim Objectives

Vocabulary GraphicOrganizer


3.2a Matter existsin three states:solid, liquid, gas.Solids have adefinite shape andvolume.Liquids do not havea definite shape buthave a definitevolume.Gases do not holdtheir shape orvolume

#4: Howdoesmatterchangesitsshape?

Studentswill beable toexplainhowchangesmatter.

atom evaporation

Chart fromChampionsused asreference.

Unit EChapter 1Lesson 2What Are

Solids,Liquids, and

Gases?

Activity 1: Teachers please pick most importantdetails from text p E18 to create notes. Use thecheckpoint questions at the bottom of each page asa guide.

Activity 2: Students will be able to completeworkbook p 229.

Websites that are helpfulhttp://www.chem4kids.com/files/matter_states.html

http://www.school-for-champions.com/science/matter_states_changing.htm

Use the chart from Champions.com (link above) tohelp students understand the changes. Students willnot need to memorize this is to preview concepts forthe future.

Week 3

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MajorUnderstanding



3.1a Mattertakes up spaceand has mass.Two objectscannot occupythe same placeat the sametime.

#5: Howdo wemeasurematter?

Students willbe able tomeasurevolume of asolid andliquid.Students willbe able toexplain thedifferencebetweenvolume andmass.

volume mass

FrayerModel

Unit EChapter 1Lesson 3How CanMatter BeMeasured?

Logbook Experiment:Activity Purpose: Student will be able to measure mass ofwater. Materials: 1 equal arm balance, set of gram masses, 2clear plastic jars one half with water , 2 screw tops to fit jars,1 large plastic cup fill with 150 mL of water, beaker,Procedure: Show the students the two different jars that aresealed. Explain how we use the balance to find mass. Thenhave the students brainstorm how we can discover the massof the water by itself. Then follow the steps with the studentsto find the mass.Step 1 Measure the mass of one clear plastic jar. Step 2Measure the clear plastic jar with water.Step 3 Subtract the clear containers measurement from thecontainer with water and that will be the mass of the water.

Logbook Experiment:Activity Purpose: Students will be able to measure volumeof a rock. Materials beaker, water, rock Procedure:Demonstrate how to measure the volume of a liquid using abeaker. Explain the concept of displacement to the students.Show them how to measure a solid using the beaker.Step 1 Pour 50 mL of water into the beaker.Step 2 Place rock into the container and write themeasurement.Step 3 Subtract the original 50 mL of water from themeasurement recorded. This is the volume of a solid object.

Logbook Experiment:Activity Purpose: To show the students how the samevolume of liquid looks different in different containers.Materials: Beaker, 2 other containers with extremelydifferent shape, masking tape.Step 1 Measure 100mL of water into the beaker. Place apiece of tape on the beaker.Step 2 Pour the water into one of the other containers. Placea piece of tape to mark the amount of water.Step 3 repeat steps 2 for the other container.Step 4 Record observations of the three different places ofthe tape.

Week 3

23


MajorUnderstanding



3.2c Changes inthe properties ormaterials ofobjects can beobserved anddescribed.

#6: Whatarephysicalchanges?

Students will beable identify thedifferent kindsof physicalchange.

Physicalchange

Mixture solution

FrayerModel

Unit EChapter 2Lesson 1What ArePhysicalChanges?

Activity 1: Students will be able to use completeworkbook p242. The purpose is to introduce thevocabulary to the students.Websites that are helpfulhttp://www.chem4kids.com/files/matter_chemphys.html

Week 4

#7: Howcan wemakephysicalchanges?

Students will beable identify thedifferent kindsof physicalchange.

Physicalchange

Mixture solution

E.11.2 Activity 1: Activity Purpose: To demonstrate theconcept of physical change. Materials: one largepiece of paper, paint, glue, scissors Procedure: Foldpaper into 3 sections. Have the students paint, cut,and fold or glue the different sections todemonstrate physical change.Websites that are helpfulhttp://www.chem4kids.com/files/matter_chemphys.html

Week 4

3.2c Changes inthe properties ormaterials ofobjects can beobserved anddescribed.

#8: Whatarechemicalchanges?

Students will beable identifyhow a chemicalchanges formsnew type ofmatter. Studentswill be able toname the newformed matter.

Chemicalchange

FrayerModel

Unit EChapter 2Lesson 2What AreChemicalChanges?

Activity 1: Students should be able to previewvocabulary and take notes. Teachers please pickmost important details from Text p E46-E48 to takenotes. This should be introduction lesson for theactivity to follow.

Websites that are helpfulwww.Chem4kids.com

Week 4

#9: Howcan wemake achemicalchange?

Students will beable to observechemicalchange.

Chemicalchange

FrayerModel

Logbook Experiment: Text page E44-E45Workbook pages WB243-WB 244

Websites that are helpfulwww.Chem4kids.com

Week 5

Project #1 Week 5

Common Assessment #1

24

Unit FTeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



4.1a Energyexists invarious forms.Heat, electric,sound,chemical,mechanical,light.

#10:What isenergy?

Students shouldbe able toidentifydifferent formsof energy, howenergy can bestored, and theuses of storedenergy.

energy potential

energy kinetic

energy electricity fossil fuel

GO11KWL

Unit FChapter 1Lesson 1How IsEnergyStored?

Activity 1: Students should be introduced to thevocabulary of the lesson. Use the KWL chart tobegin then have the students use the glossary tofind the terms. Conduct a discussion as to whatthey learned about the vocabulary words.

Activity 2: Teachers please pick most importantdetails from Text p F6-F12 to create notes. Usethe checkpoint questions at the bottom of eachpage as a guide.

Week 6

4.1a Energyexists invarious forms.Heat, electric,sound,chemical,mechanical,light.

#11: Howcan wecreateand storeenergy?

Students shouldbe able toidentifydifferent formsof energy, howenergy can bestored, and theuses of storedenergy.

energy potential

energy kinetic

energy electricity fossil fuel

FrayerModel

Unit FChapter 1Lesson 1How IsEnergyStored?

Logbook Experiment: Create a Spool RacerActivity Purpose: Students will be able to seekinetic and potential energy in action. Materials:spools, toothpicks, pencils, metal washers, rubberbands and tape. Procedure: First put a rubberband through the middle of your spool. Put therubber band on a toothpick and wrap it throughso it’s stops the rubber from slipping through thehole. On the other end put a pencil. Wrap itaround the pencil twice. To get the spool racer togo faster, you snap off the ends of the toothpick,so it's even with the ends of the spool. Now holdthe rubber band on one side and take out thepencil, because you have to put a washer then putthe pencil back on. Wind the pencil and let thespool go. (See link below)

Websites that are helpfulhttp://www.teachersdomain.org/resource/phy03.sci .phys.mfe.zsplcar/http://www.uwsp.edu/cnr/wcee/keep/Mod1/Whatis/experiments.html

Week 6

25


MajorUnderstanding



4.1c Energycan betransferredfrom one placeto another.

#12:Howdoesenergymove asa wave?

Students will beable to identify thedifferent kinds ofwaves that energycan be transferred.Students will beable to the way inwhich energymoves aselectricity.

vibrate circuit

FrayerModel

Unit F Chapter1 Lesson 2How Does

Energy Move?

Logbook Experiment: Text page F14-F15Workbook pages WB251-WB 252This will introduce the lesson.

Week 7


#13:What is acircuit?

Students will beable to identify thedifferent kinds ofwaves that energycan be transferred.Students will beable to the way inwhich energymoves aselectricity.

vibrate circuit

GO11KWL

Unit F Chapter1 Lesson 2How Does

Energy Move?

Activity 1: Students should be introduced tothe vocabulary of the lesson. Use the KWLchart to begin then have the students use theglossary to find the terms. Conduct adiscussion as to what they learned about thevocabulary words.

Activity 2: Teachers please pick mostimportant details from Text p F16-F20 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide.

Week 7


4.2a Everydayevents involveone form ofenergy beingchanged toanother. animals

convertfoot heatand motion

the Sun’senergywarms theair andwater

#14:How canenergybechanged?

Students will beable to identifyways sunlight canchange into otherforms and ways inwhich food, fueland electricity canproduce motion andheat.

energy FrayerModel

Unit F Chapter1 Lesson 3How CanEnergy BeChanged?

Activity 1: Teachers please pick mostimportant details from Text p F24-F26 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide. ** Pleasenote this should be a mini lesson

Websites that are helpfulhttp://www.choptankelectric.com/kids/energyfacts.html

Week 7

26

Grade 3 - Unit FTeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



4.1f Heat canbe released inmany ways, forexample, byburning,rubbing(friction), orcombining onesubstance withanother.

#15: Whatis thermalenergy?

Students will beable to explainthermal energy.

Thermalenergy

heat friction

FrayerModel

Unit F Chapter 2Lesson 1

What Is Heat?

Activity 1: Teachers please pick mostimportant details from Text p F38-F42to create notes. Use the checkpointquestions at the bottom of each page asa guide. This is to set up for theexperiment.

Week 8

#16: Howdoesthermalenergymove?

Students will beto identify threeways thermalenergy moves,and objects thathelp thermalenergy move.

conduction conductor insulator convection radiation

FrayerModel


How Does ThermalEnergy Move?

Logbook Experiment: Text page F44-F45 Workbook pages WB274-WB 275

Use the experiment to identify thevocabulary words meaning and thenlater create notes to help the studentsremember the meanings.

Week 8

2.1b Weathercan bedescribed andmeasured by:temperature

#17: Howistemperaturemeasured?

Students will beable to measuretemperature andways to controlthermal energy.

thermometer FrayerModel


How Does ThermalEnergy Move?

Logbook Experiment: Text page F50-F51 Workbook pages WB279-WB 280

*Please note that after the students learnhow to measure the temperature thereshould be a daily routine of taking thetemperature inside and outside theclassroom.

Week9

27


MajorUnderstanding



5.1b Theposition ordirection ofmotion of anobject can bechanged bypushing orpulling.

#18: Whatis force?

Students willbe able toidentify force.Students willbe able toidentify howforce is inmotion, speedand gravity.

force motion speed

FrayerModel

Unit F Chapter3

Lesson 1How Do ForcesCause Motion?

Logbook Experiment: Text page F64-F65Workbook pages WB287-WB 288

Websites that are helpfulhttp://www.keystone.fi.edu/cc_fm/fmkids.shtmlhttp://science.pppst.com/motion.html

Week9

5.1c The forceof gravity pullsobjects towardthe center ofEarth.

5.1d Theamount ofchange in themotion of anobject is affectby friction.

5.1c The forceof gravity pullsobjects towardthe center ofEarth.

#19: Whatis work?

Students willbe able todefine workand giveexamples.

gravity weight work

FrayerModel

Unit FChapter 3Lesson 2

What Is Work?

Activity 1: Teachers please pick most importantdetails from Text p F74 to create notes. Use thecheckpoint questions at the bottom of each pageas a guide

Week9

5.1d Theamount ofchange in themotion of anobject is affectby friction.

28


MajorUnderstanding



5.1fMechanicalenergy maycause change inmotion throughthe applicationof force andthrough the useof simplemachines suchas pulleys,levers, andinclined planes.

#20: Whatis a simplemachine?

Students willbe able toidentify sixdifferentsimplemachines.

Simplemachine

Lever Inclined

plane Pulley Wheel and

axle Wedge Screw

FrayerModel

Unit FChapter 3Lesson 3What Are

SimpleMachines?

Activity 1: Activity Purpose: The students willbe able to identify the six different types ofsimple machines. Materials: pictures of thedifferent types of simple machines (use the linkbelow) Procedure: Students will be given thepictures of each simple machine and write theirown description. The students will then begiven the appropriate definitions.

Websites that are helpfulhttp://www.mikids.com/Smachines.htm

Week10

5.1fMechanicalenergy maycause change inmotion throughthe applicationof force andthrough the useof simplemachines suchas pulleys,levers, andinclined planes.

#21: Howdoes aninclinedplanework?

Students willbe able to usean inclinedplane.

Inclinedplane

FrayerModel

Unit F Chapter3 Lesson 3What Are

SimpleMachines?

Logbook Experiment: Text page F76-F77Workbook pages WB297-WB 298

Week10

Project #2 Week10Common Assessment #2

29

Unit CTeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



2.1b Erosionand depositionresult from theinteractionamong air,water, and land.

#22: Whatis amineral?

Studentsshould beable toidentify thepropertiesand use ofminerals.

mineral GO 15 Unit C Chapter1 Lesson 1What Are

Minerals andRocks?

Activity 1: Teachers please pick mostimportant details from Text p C6-C7 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide.

Week11


#23: Whatis underthe surfaceof theearth?

Studentsshould beable toidentify thelayers of theearth.

rock crust mantle core

Frayer Model Unit C Chapter1 Lesson 1What Are

Minerals andRocks?

Activity 1: Teachers please pick mostimportant details from Text p C8 to createnotes. Use the checkpoint questions at thebottom of each page as a guide.Activity 2: Students will be able to complete

workbook page 103 to help identify mineralsvs. rocks. This is also a vocabulary conceptreview.

Week11


#24: Howare rocksformed?

Studentsshould beable toidentify thethreedifferenttypes ofrocks.

igneous rock sedimentary

rock metamorphic

rock rock cycle

Frayer Model Unit C Chapter1 Lesson 2

How Do RocksForm?

Activity 1: Teachers please pick mostimportant details from Text p C12 & C13 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide.

Activity 2: Students will be able to completeworkbook pages 108 & 114. This will helpidentify the types of rocks and conceptvocabulary.

Websites that are helpfulhttp://www.learner.org/interactives/rockcycle/

Week11

30


MajorUnderstanding




#25: Howdo rocksform andchange?

Studentswill be ableto identifythe rockcycle.


rock metamorphic

rock rock cycle

FrayerModel

Unit C Chapter 1Lesson 2

How Do RocksForm?

Activity 1: Review the process of the rockcycle. Students will be able to completetransparency C1-2 as worksheet as a group.Students will also be able to review thegraphic organizer to have a betterunderstanding of the rock cycle.

Week12


#26:What isthe rockcycle?

Studentswill be ableto identifythe rockcycle.


rock metamorphic

rock rock cycle

FrayerModel


How Do RocksForm?

Activity 1: Students will be able to completea blank rock cycle graphic organizer.

http://www.bing.com/images/search?q=rock+cycle+graphic+organizer&view=detail&id=0178B62EEF7E4975A35EC5BF7297F25F98E9BD8D&first=0

Week12


#27: Whatare land-forms?

Studentswill be ableto identifythedifferentcharacteristic of thetypes oflandforms.

Landform Mountain Valley Canyon Plain Plateau Barrier island

FrayerModel

Unit C Chapter 2Lesson 1What Are

Landforms?

Websites that are helpfulhttp://www.enchantedlearning.com/geography/landforms/glossary.shtml

Teaching tools: Use the pictures from thelesson to go over the different types oflandforms. Focus on the pictures and havethe students take short notes about each anddraw pictures. (Teacher will only focus onimportant information not every detail.)

Activity 1: Use workbook page 121 to helpidentify the different types of landforms.

Activity 2: Students will be able to use a tri-fold piece of paper to list and describe threelandforms. In each section the student willbe able to draw a picture of a landform, labelthe landform and describe the landform.

Week12

31


MajorUnderstanding




#28: Whatare slowlandformchanges?

Students willbe able todescribe howwind, water,and ice shapeEarth’ssurface.

Weathering Erosion glacier

FrayerModel


What Are SlowLandform Changes?

Activity 1: Teachers please pick mostimportant details from Text p C40 & C44to create notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Wind, water, gravity andglaciers slowly shape the land byweathering and eroding rock & soil.Complete workbook p126.

Week13

2.1e Extremenatural events(floods, fires,earthquakes,volcaniceruptions,hurricanes,tornadoes, andother severestorms) mayhave positive ornegativeimpacts onliving things.

#29: Whatare rapidlandformchanges?

Students willbe able todescribe howearthquakes,volcanoes,and floodschange thesurface ofEarth.

Earthquake Volcano flood

FrayerModel


What Are RapidLandform Changes?

Activity 1: Teachers please pick mostimportant details from Text p C48 & C50to create notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Students will completeworkbook page 131 to make sure theyunderstand the differences of rapidlandform changes.

Week13

#30: Whatis a causeof a rapidlandformchange?

Students willbe ableobserve arapidlandformchange.

Volcano FrayerModel


Logbook experiment- Text page C46-C47 Workbook pages WB127-WB 128-Follow up with workbook p WB129

Week14

32


MajorUnderstanding



7.1c Humans, asindividuals orcommunities,changeenvironments inways that can beeither helpful orharmful forthemselves andother organisms.

#31: Whatareresources?

Students will be ableidentify commonresources,

resource Frayer Model Unit CChapter 4Lesson 1What Are

Resources?

Activity 1: Students will be able tocomplete What are Resources infrom workbook p157.

Week14

7.1c Humans, asindividuals orcommunities,changeenvironments inways that can beeither helpful orharmful forthemselves andother organisms.

#32: Whataredifferentkinds ofresources?

Students will be ableto identify resourcesthat will never runout and resourcesthat can be used up.

Renewableresources

Reusableresource

Nonrenewableresources

Frayer Model Unit CChapter 4Lesson 2What AreDifferentKinds of

Resources?

Activity 1: Teachers please pick mostimportant details from Text p C94&C96 to create notes. Use thecheckpoint questions at the bottom ofeach page as a guide.

Activity 2: Students will be able tocomplete What are the Differentkinds of resources in workbook p162.

Websites that are helpfulhttp://kids.nationalgeographic.com

Week14

#33: Howcan weconserveEarth’sresources?

Students will be ableto explain recyclingand other ways toconserve resources.

Recycle Frayer Model Unit CChapter 4Lesson 3

How Can WeConserveEarth’s

Resources?

Activity 1: Students will be able tocomplete workbook p 167.

Websites that are helpfulhttp://kids.nationalgeographic.com/kids/stories /spacescience/green-tips-resources/

Week15

Project #3 Week15


33

Unit DTeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



2.1c Water isrecycled bynatural processeson Earth.

#34: Why iswaterimportant?

Students will beable to explainthe importance ofwater.

Groundwater Estuary

Frayer Model Unit DChapter 1Lesson 1Where Is

Water Foundon Earth?

Activity 1: Teachers please pick mostimportant details from Text p D6 –D8 to create notes. Use thecheckpoint questions at the bottom ofeach page as a guide.

Week16


#35: Whereis waterfound onearth?

Students will beable to identifywhere water isfound on Earth.

Groundwater Estuary

Frayer Model Unit DChapter 1Lesson 1Where Is

Water Foundon Earth?

Activity 1: Students will be able toidentify where water is found usingworkbook p 175.

Week16


#36: What isthe watercycle?

Students will beable to explainhow water movesfrom place toplace in the watercycle.

Evaporation Condensation Precipitation Water cycle

Frayer Model Unit DChapter 1Lesson 2

What Is theWater Cycle?

Activity 1: Teachers please pick mostimportant details from Text p D16 –D18 to create notes. Use thecheckpoint questions at the bottom ofeach page as a guide.

Activity 2: Use workbook page180 tohelp identify the parts of the watercycle.

Week16


#37: Howdoes thewater cyclefunction?


Evaporation Condensation Precipitation Water cycle

Frayer Model Unit DChapter 1Lesson 2


Websites that are helpfulhttp://www.enchantedlearning.com/geology/label/watercycle/

Activity 1: Use the website for aworksheet to identify the water cycle.

Week17


#38: What isevaporation?


Evaporation Frayer Model Unit DChapter 1Lesson 2


Logbook Experiment: Textbookpages D14-D15 and workbook pagesWB176, WB177, & WB178.

Week17

34


MajorUnderstanding



2.1a Weather isthe condition ofthe outside air ata particularmoment.

#39: Whatare thelayers of theatmosphere?

Students will beable to defineand describewhat makes upweather

Atmosphere weather

FrayerModel

Unit D Chapter 2Lesson 1

What Is Weather?

Activity 1: Teachers please pick mostimportant details from Text p D30 –D31 to create notes.

Activity 2: Students will be able tocomplete transparency D2-1 as aworksheet.

Week17

2.1a Weather isthe condition ofthe outside air ata particularmoment

#40: Whatis weather?

Students will beable to defineand describewhat makes upweather

Atmosphere weather

FrayerModel


What Is Weather?

Activity 1: Teachers please pick mostimportant details from Text p DD32 tocreate notes.

Activity 2: Weather is what ishappening in the atmosphere at a certainplace. Complete workbook p188.

Week18

2.1b Weathercan bedescribed andmeasured by: temperature wind speed

anddirection

form andamount ofprecipitation

general skyconditions(cloudy,sunny,partlycloudy)

#41: Howare weatherconditionsmeasured?

Students will beable to identifythe waystemperature,precipitation,and winds aremeasured.

Temperature Front Wind anemometer

FrayerModel


How Are WeatherConditionsMeasured?

Activity 1: Weather conditions aremeasured with tools such asthermometers, rain gauges, andanemometers. Complete workbookp193.

Activity 2: Teachers please pick mostimportant details from Text p D36 –D40 to create notes. Use the checkpointquestions at the bottom of each page asa guide.

Logbook Experiment: How areweather conditions measured? Activityused in text pages D34, D35 andworkbook pages WB189 & WB190

Week18

#42: Whatis a weathermap?

Students will beable describehow peopleforecast theweather.

Weather map FrayerModel


What Is a WeatherMap?

Activity 1: Students will be able tocomplete workbook p 194. Students willbe able to read a weather map.

Week19

35


MajorUnderstanding



1.1c The Sunand other starsappear to movein arecognizablepattern bothdaily andseasonally.

#43: Whatis the solarsystem?

Students will beable to identifythe solarsystem’s nineplanets.

Solar system Orbit Planet Asteroid comet

FrayerModel


What Is the SolarSystem?


Activity 2: Students will be able tocomplete workbook pages 206.

Week19

#44: Whereare theplanetslocated inour solarsystem?

Students will beable to identifythe location ofthe solarsystem’s nineplanets.

Solar system Orbit Planet Asteroid comet

FrayerModel


What Is the SolarSystem?

Activity 1: Use the portion of theselection test that requires the studentsto fill in the planets. The students willbe broken into groups and be able to fillin the solar system map.

Week20

1.1a Naturalcycles andpatterns include: Earth

moving in apath aroundthe Sun(revolution), resultingin oneEarth year

weatherchangingfrom day today andthrough theseasons

#45: Howdoes theearth movein space?

Students will beable to describewhy there areseasons andexplain thecause for dayand night.

Rotation Axis revolution

FrayerModel


What CausesEarth’s Seasons?


Week20

#46: Whatcausesearth’sseasons?

Students will beable to describewhy there areseasons andexplain thecause for dayand night.


FrayerModel



Logbook Experiment: How areweather conditions measured? Activityused in text pages D34, D35 andworkbook pages WB189 & WB190

Activity 1: Students will be able tocomplete workbook p 211.


Week20

36


MajorUnderstanding



1.1a Naturalcycles andpatternsinclude:• thelength ofdaylight anddarknessvarying with theseasons Earthspinning aroundonce every 24hours (rotation),resulting in dayand night

#47: Whatcauses dayand night?

Students will beable to describewhy there areseasons andexplain the causefor day and night.


FrayerModel




Week21

Project #4 Week21


37

Unit ATeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



3.1b Each planthas differentstructures thatserve differentfunctions ingrowth,survival andreproduction.

#48: Whatdo plantsneed tosurvive?

Students willbe able toidentify thefour needs ofa plant.

Plant needs

FrayerModel

Unit A Chapter 1Lesson 1

What Is a Plant?

Activity 1: Teachers please pick mostimportant details from Text p A6 – A7 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Week22

#49: Whatare the partsof a plant?

Students willbe able toidentify theparts of aplant?

Root Stem Leaf Cell

FrayerModel


What Is a Plant?

Activity 1 Students will be able tocomplete What is a Plant? WBp6

Activity 2: Students will be able to drawand label the parts of a plant.

Week22

#50: Whatis a plantcell?

Students willbe able toidentify aplant cell andlabel the parts.

cell FrayerModel


What Is a Plant?

Activity 1: Teachers please pick mostimportant details from Text p A8 – A9 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Students will be able to label aplant cell.

Week22

3.1c In order tosurvive in theirenvironment,plants andanimals mustbe adapted tothatenvironment.

#51: Whatis a simpleplant?

Students willbe able toidentify theparts of asimple plant.

Simple plant FrayerModel


What Is A SimplePlant?

Activity 1: Teachers please pick mostimportant details from Text p A14 – A15to create notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Students will be able tocomplete workbook p6.

Week23

#52: Whatkinds ofplants haveseeds?

Students willbe able toidentify fourways in whichseed aredispersed.

Seedling Seed Germinate

FrayerModel


What Kinds ofPlants Have Seeds?


Activity 2: Students will be able tocomplete What kinds of plants have seedsworkbook p16.

Week23

38


MajorUnderstanding



3.1c In order tosurvive in theirenvironment,plants andanimals mustbe adapted tothatenvironment.

#53:Whatdo seedsneed?

Students willbe able toidentify theneeds ofseeds togrow.

Seedling Seed Germinate

FrayerModel

Unit A Chapter1

Lesson 3What Kinds of

Plants HaveSeeds?

Logbook Experiment: Sprouting Seeds:Lesson 3 experiment text book pA16-A17



Activity 3: Students will be able to usethe picture on page A22 to draw theirown seed parts.

Week24

4.1b Each kindof plant goesthrough its ownstages ofgrowth anddevelopmentthat mayinclude seed,young plant,and matureplant.4.1d Life cyclesof some plantsinclude changesfrom seed tomature plant.

#54: Howdo plantsmake anduse food?

Students willbe able toexplain theprocess ofhow plantsmake food.

Photosynthesis chlorophyll

FrayerModel

Unit A Chapter1

Lesson 4How Do Plants

Make Food?


Activity 2: Students will be able tocomplete how plants make foodworkbook p21.

Week24

39


MajorUnderstanding



5.2b Animalsrespond tochange in theirenvironment.

#55: Whatare animals’needs?

Students willbe able to listthe needs ofanimals.

inherit trait

FrayerModel

Unit A Chapter 2,Lesson 1

What Is anAnimal?

Logbook Experiment: How are weatherconditions measured? Activity used intext pages A40, A41 and workbook pagesWB25 & WB26


Activity 2: Students will be able tocomplete workbook p29

Week25

3.1b Each planthas differentstructures thatserve differentfunctions ingrowth,survival, andreproduction.

#56: Whatis an animalcell?

Students willbe able toidentify theparts of ananimal cell.

Plant cell FrayerModel


What Is anAnimal?


Activity 2- Students will be able to label aanimal cell.

Week25

3.1b Each planthas differentstructures thatserve differentfunctions ingrowth,survival, andreproduction.

#57: Whatis thedifferencebetween ananimal andplant cell?

Students willbe able tocompare andcontrast aplant cell andan animalcell.

Plant cell Animal cell

FrayerModel


What Is anAnimal?

Activity 1: Students will be able to makea list of similarities and differencesbetween their two labeled cells. They willuse their completed plant cell and animalcell diagrams.

Week25


#58: Howdoes furhelpanimals?

Students willbe able toidentify howfur helps ananimal.

FrayerModel

Unit A Chapter 2Lesson 2What Are

Mammals andBirds?

Logbook Experiment: How are weatherconditions measured? Activity used intext pages A50, A51 and workbook pagesWB30 & WB31

Week26

40


MajorUnderstanding




#59: Whatis thedifferencebetween amammaland a bird?

Students willbe able toidentify thedifferencebetweenmammals andbirds.

mammal bird

FrayerModel


Mammals andBirds?

Activity 1: Teachers please pick mostimportant details from Text p A52-A54 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.


Activity 3: Students will be able tocomplete workbook p34,

Week26


#60: Whatareamphibians?

Students willbe able toidentify thetraits ofamphibians.

amphibian gills

FrayerModel


Amphibians, Fish,and Reptiles?

Activity 1: Teachers please pick mostimportant details from Text p A60 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Students will be able to list thethree traits of amphibians.

Week27


#61: Whatis the lifecycle of anamphibian?

Students willbe able toidentify thestages of afrog’s lifecycle.

amphibian gills life cycle

FrayerModel



Activity 1: Teachers please pick mostimportant details from Text p A61 to createnotes. Use the checkpoint questions at thebottom of each page as a guide.

Activity 2: Students will be able to understandhow the life cycle of amphibians. (frog)Website that is helpfulhttp://www.enchantedlearning.com/subjects/amphibians/label/ froglifecycle/label.shtml

Activity 3: Students will be able to completeworkbook p 39.

Week27

41


MajorUnderstanding




#62: Whatare fish andreptiles?

Students will beable to identifycharacteristicsamongamphibians,fish, andreptiles.

gills fish scales reptile

FrayerModel



Activity 1: Teachers please pick mostimportant details from Text p A62-A640to create notes. Use the checkpointquestions at the bottom of each page as aguide.

Week27

5.2f Someanimalbehaviors areinfluenced byenvironmentalconditions.Thesebehaviors mayinclude: nestbuilding,hibernating,and hunting,migrating, andcommunicating.

#63: Howdo animalsbehave?

Students will beto recognize thatsome animalbehaviors areinstinct andlearned.

Instinct Hibernate Migrate Camouflage Mimicry

FrayerModel

Unit A Chapter 2Lessons 4

How Do AnimalsBehave?


Activity 2:Students will be able tocomplete workbook p44.

Week28

#64: Howare differentspeciesthreatened?

Students will beable to identifythe differentways animalsare threatened.

Extinct Species Endangered Threatened fossil

FrayerModel


What IsExtinction?

Activity 1: Teachers please pick mostimportant details from Text p A76-A77 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide.

Activity 2: Teachers please pick mostimportant details from Text p A78-A79 tocreate notes. Use the checkpoint questions atthe bottom of each page as a guide.

Week28

#65: Howdo lawsprotectendangeredanimals?

Students will beable to identifythe differentways animalsare threatened.

Extinct Species Endangered Threatened fossil

FrayerModel


What IsExtinction?

Activity 1: Teachers please pick mostimportant details from Text p A80 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Activity 2: Students will be able tocomplete workbook p49.

Week28

Project #5 Week29


42

Unit BTeacher will only focus on the reading associated with the major understanding.

MajorUnderstanding



5.2g The health,growth, anddevelopment oforganisms areaffected byenvironmentalconditions suchas theavailability offood, air, water,space, shelter,heat, andsunlight.

#66: What areEcosystems?

Studentswill be ableto observeorganismswithin anecosystem.

Environment Ecosystem

FrayerModel

Unit B Chapter 1Lesson 1What Are

Ecosystems?

Logbook Experiment: Activity used intext pages B4, B5 and workbook pagesWB53 & WB54

Week32

#67: What arethe parts of anecosystem?

Studentswill be ableto identifythe parts ofanecosystem.

Environment Ecosystem Population Community

Habitat

FrayerModel


Ecosystems?

Activity 1: Teachers please pick mostimportant details from Text p B6-B7 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Websites that are helpfulhttp://www.theteacherscorner.net/lesson-plans/science/earth/ecosystem.php

Week32

#68: How doecosystemschange?

Studentswill be ableto explainhowecosystemschange overtime.

Environment Ecosystem Population Community

Habitat

FrayerModel


Ecosystems?

Activity 1: Teachers please pick mostimportant details from Text p B8-B10 tocreate notes. Use the checkpointquestions at the bottom of each page as aguide.

Week32


#69: What arethe differenttypes offorests?

Studentswill be ableto listdifferencesof the fourtypes offorests.

Forest Deciduous Tropical rain Coastal Coniferous

FrayerModel

Unit B Chapter 1Lesson 2

What Are ForestEcosystems?

Activity 1: Students should be able to listand describe the four different types offorests. Using textbook pages B14-B18

Week33

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MajorUnderstanding




#70: What arethe differenttypes of deserts?

Students will beable to listdifferences of thetwo types ofdeserts.

desert Frayer Model Unit B Chapter 1Lesson 3

What Is a DesertEcosystem?

Activity 1: Students should beable to list and describe thefour different types of desertsusing page B22

Week33

#71: How dodesert plants andanimals get waterin deserts?

Students will beable to explainhow desert animalsand plant survive.

desert Frayer Model Unit B Chapter 1Lesson 3

What Is a DesertEcosystem?

Activity 2: Teachers pleasepick most important detailsfrom Text p B23-B24 tocreate notes. Use thecheckpoint questions at thebottom of each page as aguide.

Week34


#72: What arethe conditions ofa grasslandecosystem?

Students will beable to identify theconditions andanimals that occurin a grasslandecosystem.

Prairie grassland

Frayer Model Unit B Chapter 1Lesson 4

What Is a GrasslandEcosystem?


Week34

#73: What arewaterecosystems?

Students will beable to identify the2 different types ofwater ecosystemsand give examplesof what livingthings live in both.

Saltwater

Freshwater

Frayer Model Unit B Chapter 1Lesson 5

What Are WaterEcosystems?

Activity 1-Students will beable to identify what a waterecosystem is by usingworkbook p 77.

Week35

44


MajorUnderstanding




#74: How doanimals get food?

Students willbe to identifythe ways inwhich animalsget food.

Interact Producer Consumer Decomposer Herbivore Carnivore Omnivore

Frayer Model Unit B Chapter 2Lessons 1

How Do Animals GetFood?


Activity 2: Students will beable to complete workbook p85.

Week35

#75: What dofoods provide toanimals?

Studentsshould be ableto identify thedifferent typesof waysanimalsinteract.

Interact Producer Consumer Decomposer


How Do Animals GetFood?

Activity 1- Students will beable to create a cycle showinghow producers, consumers,and decomposers are related.

Week35


#76: What arefood chains?

Students willbe able to labelthe parts of afood chain.

Food chain Energy

pyramid


What Are FoodChains?

Logbook Experiment:Student will be able to make afood-chain model inexperiment from text bookpB54, B55

Week36

#77: How doesenergy movethrough a foodchain?

Studentsshould be ableto identify howenergy movesthrough a foodchain.

Food chain Energy

pyramid




Week36

#78: How doliving things getenergy fromfood?

Students willbe able toidentify thedifferent partsof an energypyramid.

Food chain Energy

pyramid



Activity 1: Teachers pleasepick most important detailsfrom Text p B58 to createnotes. Use the checkpointquestions at the bottom ofeach page as a guide.

Week36

45


MajorUnderstanding



#79: What arefood webs?

Studentsshould be ableto differentiatebetween foodwebs and foodchains.

Food web Predator prey


What Are FoodWebs?


Week37

Project #6 Week37

Common Assessment #6:

46

SYSTEMATIC DESIGN OF A SCIENCE LESSON

What are the components of a Science Lesson?

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

AIM: Goal of the Day Written in Question Form Concept to be Learned Linked to Closure of the lesson Written in student friendly language Can be elicited from the students

-

Learning Objective(s): Standards-Based A precise way of stating an outcome or goal (refer to Bloom's Taxonomy) Describes what a student should be able to do (a road map) Can be measured for achievability (attainable) Getting started activities serve as prerequisite skills in preparation for undertaking new

objectives

-

Key Idea(s): NYS Performance Standards Specific skills and concepts students should master

-

Key Words: Interactive Word Wall Identify, define words relevant to the lesson, topic, concept, skill Operational definitions of terms, concepts Use of roots and prefixes for literary understanding Display on the Science Word Wall and use for vocabulary development

-

Materials: Creative and Varied Items needed to facilitate the implementation of the lesson Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,

technology) Organized and accessible to students

-

Problem of the Day / Do Now: Opening - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Skills review Introduction of a new concept, built on prior knowledge Open-ended problems

5 min

Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key

Words (Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model

a strategy and your thinking for problem solving, model how to use a ruler to measureitems)

Relate to previous work Provide logical sequence and clear explanations Provide medial summary

10 – 15min

47

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student

work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through

the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning

20 – 25min

Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references

5 – 10min

Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by

______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I

learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a

description and details about your character.)

5 – 10min

Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing

5min

Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions

pertaining to lessons taught in the past

-

Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal

learning Based on assessment(s), Re-teach the skill, concept or content using alternative

strategies and approaches

48

IMPORTANT NOTICE

All aims must be numbered with corresponding homework. For example, Aim #7will correspond to homework #7 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.

AIM #7: What is matter?

NYS PERFORMANCE INDICATOR:

3.1q Matter is classified as a pure substance or as a mixture of substances.

Do Now (5 minutes):

Classify the following items based on their properties/characteristics.

Writing Exercise / Closure:

What are some properties of matter?

Homework #7

Page 34 #5, 7, 9, 11

Page 28 #4, 13

Page 15 #21, 33

Page 8 #40

Study for Quiz #2 on September 23, 2010

Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:

a. to relate real world situations to science symbolism.

b. to work together cooperatively in solving problems.

c. to discuss scientific ideas and concepts.

d. to verbalize their scientific thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that problems can be symbolized in many different ways.

h. that they can solve problems without just following teachers' directions.

49

SCIENCE GRADING POLICYThis course of study includes different components, each of which are assigned thefollowing percentages to comprise a final grade. I want you--the student--to understandthat your grades are not something that I give you, but rather, a reflection of the workthat you give to me.

COMPONENTS OF OVERALL GRADE

LEVEL 1 (0-54%), LEVEL 2 (55-74%), LEVEL 3 (75-89%) AND LEVEL 4 (90-100%)

1. Common Assessments → 35%

2. Quizzes → 15%

3. Notebook, Journal → 15%

4. Homework → 15%

5. Research Projects / Reports → 10%

6. Classwork / Class Participation → 10%

o Class participation will play a significant part in the determination of yourgrade. Class participation will include the following: attendance, punctualityto class, contributions to the instructional process, effort, work in thelaboratory, contributions during small group activities and attentiveness inclass.

PERFORMANCE LEVEL DESCRIPTORS

Level 4 Student demonstrates an in-depth understanding of concepts, skills and processestaught in this reporting period and exceeds the required performance

Level 3 Student consistently demonstrates an understanding of concepts, skills and processestaught in this reporting period

Level 2 Student is beginning to demonstrate an understanding of concepts, skills andprocesses taught during this reporting period

Level 1 Student does not yet demonstrate an understanding of concepts, skills and processestaught in this reporting period and needs consistent support

NE Not evaluated at this time

IMPORTANT NOTICE

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time duringa grading period when it is apparent - that the student may fail or is performingunsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to benotified, in writing, at any time during the grading period when it becomes evident thatthe student's conduct or effort grades are unsatisfactory.

50

SETUP OF THE SCIENCE CLASSROOM

I. Prerequisites for a Science Classroom

A Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following;

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

School Policies – dress code, attendance, important dates, etc.

Grading Policy

Safety and Laboratory Procedures

Science Diagrams

Extra Help Schedule

II. Updated Student Work

A section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the NYS Standard, Aim, Do Now andHomework. At the start of the class, students are to copy this information andimmediately begin on the Do Now.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Aim #:

NYS Standard:

Do Now:

51

WORD WALLS ARE DESIGNED …

to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the

characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.

IMPORTANT NOTICE A science word wall must be present in every science classroom.

Sample Science Word Wall

Process Skills Plants Soils Animals

classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills

variable photosynthesis conservation fishcompare chlorophyll strip cropping scales

cotyledon contour plowing reptilemetamorphosis

cycle

Habitats Food Chains Rocks and Minerals

environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau

habitat food chain core barrier islandforest energy pyramid igneous rock weathering

deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier

coastal forest prey rock cycle earthquakeconiferous forest fossil volcano

desert geologist floodsalt water landform natural disaster

fresh water mountain

52

SCIENCE CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grading Policy

List of Core Laboratories

Safety and Laboratory Procedures

Science Diagrams, Posters, Displays

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Word-Wall

Updated Lab Folder

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Administrator Signature: _____________________________________ Date: ____________

53

Mount Vernon City School DistrictScience Department

Formal Lab Report Format

Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.

The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.

Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:

Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted

TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.

PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?

Hypothesis

Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.

Materials List what equipment was used in your experimental setup. In many

54

experiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.

Procedure

If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book

Safety

Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles

ExperimentalData

This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.

Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.

Charts andGraphs

To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.

SampleCalculations

Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the readerunderstands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and that

55

each calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)

% Error = |accepted value - your value|accepted value

If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.

Questions

All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.

Conclusions

This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?

Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?

Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.

All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.

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