curriculum mapping subject: science - stem lab grade: … docs/curricul… · sc2.l.16.1 observe...

CURRICULUM MAPPING

Subject: Science - STEM Lab Grade: Second

Pitsco Education Missions are a hands-on, student-centered, cooperative-learning system that

incorporates math, science, and technology programs. Learning occurs as students immerse

themselves in cooperative groups. Students read, write, and experience hands-on activities to

explore a variety of topics. Missions are designed so that students complete hands-on activities

as a Crew (three to four students). Throughout the trimester, students rotate through the

Missions, exploring several subject areas. The Missions are designed to help students with all

learning styles as they watch, listen, and do. In each Mission, students participate in cooperative

groups, follow instructions, and become responsible for materials and learning as they complete

five intervals or units of study. Students utilize video and computer software to enhance their

knowledge. Students work together in a Crew, with each individual fulfilling Crew roles.

Missions are designed so that students complete hands-on activities as a Crew (three to four

students). Each student has a role with specific responsibilities. The Material Specialist

manages the notebook, Mission records and materials. The Information Specialist reads the

overview and briefings to the crew. He or she leads the Crew to a consensus regarding briefing

questions answers. The Communication Specialist, communications questions to the teacher.

He or she operates the computer and calculator. The Communications Specialist maintains the

Crew’s records in their folder. The Commander leads the Crew and maintains positive Crew

relationships. The Commander, delegates responsibilities and ensures the timely completion of

the Mission.

In addition to the PITSCO missions second grade students will begin to learn how to code using

the WEDO and WEDO 2.0 Lego robots.

The following Florida State Common Core Standards apply to the units of study below.

The Practice of Science

A. Scientific inquiry is a multifaceted activity; The processes of science include the

formulation of scientifically investigable questions, construction of investigations into

those questions, the collection of appropriate data, the evaluation of the meaning of

those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of

“the scientific method.”

C. Scientific argumentation is a necessary part of scientific inquiry and plays an

important role in the generation and validation of scientific knowledge.

D. Scientific knowledge is based on observation and inference; it is important to

recognize that these are very different things. Not only does science require creativity

in its methods and processes, but also in its questions and explanations

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through

free exploration and systematic observations, and generate appropriate explanations

based on those explorations.

SC.2.N.1.2 Compare the observations made by different groups using the same tools.

SC.2.N.1.3 Ask “how do you know?” in appropriate situations and attempt reasonable

answers when asked the same questions by others

SC.2.N.1.4 Explain how particular scientific investigations should yield similar

conclusions when repeated.

SC.2.N.1.5 distinguish between empirical observations (what you see, hear, feel, smell,

or taste) and ideas or inferences (what you think).

SC.2.N.1.6 Explain how scientists alone or in groups are always investigation new ways

to solve problems.

SC.2.P.8.5. Measure and compare temperatures taken every day at the same time.

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and

shapes.

SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the

basis of soil and explain the process by which soil is formed.

SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to

retain water, and the ability to support the growth of plants.

SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and

mechanical.

SC.2.E.7.2 Investigate by observing and measuring, that the Sun’s energy directly and

indirectly warms the water, land, and air

SC.2.E.7.3 Investigate, observe and describe how water left in an open container

disappears (evaporates), but water in a closed container does not disappear (evaporate).

SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change.

SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or

travels from one medium to another.

SC.3.P.10.4demonstrate that light can be reflected, refracted, and absorbed

SC2.l.16.1 Observe and describe major stages in the life cycles of plants and animals,

including beans and butterflies.

SC.2.L.17.1 Compare and contrast the basic needs that all living things, including

humans, have for survival

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is

only able to live in habitats that meet its basic needs.

SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different

objects.

SC.2.P.13.3 Recognize that objects are pulled towards the ground unless something holds

them up.

SC.2.P.13.4 demonstrates that the greater the force (push or pull) applied to an object, the

greater the change in motion of the object.

Unit I. - Bug World

A. Content/Essential Questions

In Bug World students learn which bugs are classified as insects. Students learn about

the life cycle of butterflies, grasshoppers, and spiders. Students will identify parts of an

insect and learn about metamorphosis, both simple and complete. Students will grow and

observe a mealworm habitat to more fully understand the complete metamorphosis.

Students will also learn about insect senses.

Standards:

NGSSS Next Generation Sunshine State Standards

http://www.cpalms.org/standards

Big Ideas #14 Organization and Development of Living Organisms

A. All plants and animals, including humans, are alike in some ways and

different in others.

B. All plants and animals, including humans, have internal parts and external

structures that function to keep them alive and help them grow and reproduce.

C. Humans can better understand the natural world through careful observation.

Big Idea #16 Heredity and Reproduction

A. Offspring of plants and animals are similar to, but not exactly like, their

parents or each other.

B. Life cycles vary among organisms, but reproduction is a major stage in the life

cycle of all organisms

SC2.l.16.1 Observe and describe major stages in the life cycles of plants and

animals, including beans and butterflies.

Big Idea # 17 Interdependence

A. Plants and animals, including humans, interact with and depend uponeach

other and their environment to satisfy their basic needs.

B. Both human activities and natural events can have major impacts on the

environment.

C. Energy flows from the sun through producers to consumers



SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but

each is only able to live in habitats that meet its basic needs.

B. Skills

The student will be able to:

• Make four bug rubbings and name the insect

• Use a computer program to learn about insects, body parts, life cycles, and

metamorphosis

• Compare the bugs, identifying common body parts

• Watch a video clip on “What is an Insect?”

• Label 7 body parts on bug rubbing

• View slides of insect parts on the Micro-slide viewers

• Watch a video clip of “Insects Parts”

• Watch a video clip on “Insect Life Cycles”

• Observe a live mealworm habitat and use a hand lens to look at the pupa, larva,

and beetle stages

• Read about life cycles

• Observe a butterfly change from a caterpillar to butterfly

• Play the “Life Cycle” card game


• Read about insects lives

• Discuss how wings help insects live in their environment and compound eyes help

insects see

• Discuss how insects protect themselves

• View video clip “Order of Insects”

• Play detective in identifying insects and spiders using the “Who am I” cards

• View a video clip on insect senses

• Discuss insect eyesight and use the bug cards to group insects into good eyesight

and bad eyesight groups

• Use Versa Tiles to answer questions on insects

• Read about spinning spiders and hunting spiders

• Discuss why webs are important to spinning spiders and the body part responsible

for the silk used in webs

• View a video clip on spiders

• Complete a Venn diagram for comparing and contrasting insects and spiders

• Define and use the following vocabulary words: antennae, thorax, life cycle,

metamorphosis, environment, adapt, compound, detect, arthropod, poisonous

C. Activities/Procedures

• Read text

• Class discussions

• Oral presentations

• Manipulate materials - Sort insects based on traits

• Conduct experiments

• Observations

• Identify the stages in complete metamorphosis

• Identify different spiders based on habitat and characteristics

• Measuring

• Write-ups

• Small group work

• Independent work

• Brainstorm

• Know the parts of an insect

• Classify insects and spiders

D. Resources

• Books

o Bug World Mission notebook: PITSCO Education

o Children’s Dictionary of Occupations: Barbara M. Parramore,

William E. Hopke, Harry N. Drier

o Insect Lives: Melvin Berger

o The Best Book of Bugs: Claire Llewellyn

• Materials:

o Bug-rubbing plates

o Micro-slides

o Life Cycles game set

o Mealworm habitat

o Hand lenses

o Life Cycle of a Mealworm poster

o Who am I? cards

o Versa Tiles

o Venn diagram board and cards

E. Technology

• Bug World Mission Audio CD

• Micro-slide viewers

• Computer Programs

o What Is an Insect?

o Insect Life Cycle

o Orders of Insect

o Insect Senses

• Computers

• Projector

• Smart board

F. Assessments

• Performance Assessment (The Crew will receive a group grade) - 40 points:

o Identify the three segments of an insect’s body

o Explain at least two differences between a spider and an insect

o Explain two functions of antennae

o Identify the stages in the Luna moth’s life cycle

• Briefing questions – 10 questions at 10 points = 100 points:

After reading a selected passage (Briefing), students answer two questions on the

reading. The answers to the questions are composed as a group. However, spelling,

punctuation, and clarity are individually graded.

• Vocabulary – 50 points

• Intervals – 20 points each = 100 points

Each of the five Intervals that comprise a Mission contains four windows or activities.

Crews are evaluated on their ability to complete the four activities in a timely and

comprehensive manner. Each window is worth 5 points for a total of 20 points per

interval.

• Linkages

Linkages (Math, Language, Research, and Career) are enrichment sections that

accompany each unit. Selected linkages, such as the research linkage, must be

completed during the unit. Students complete additional linkages when time allows.

The Math, Language, and Research Linkages are worth 30 points. The Career

Linkage is worth 20 points

• Home Study

Additional home study material – 150 points

• Unit Assessment – 100 points

The assessment uses multiple choice, matching questions, and short essay questions

to assess unit goals.

Unit II. - Changing Earth


In Changing Earth students will learn how Earth has changed. Students will model

experiments that show how wind and water have changed the surface of Earth. Students

will learn that Earth’s crust is broken into pieces called plates and that these plates move

and change the surface of Earth.

Standards:



Big Idea 6: Earth Structures

Humans continue to explore the composition and structure of the surface of the Earth.

External sources of energy have continuously altered the features of Earth by means of

both constructive and destructive forces. All life, including human civilization, is

dependent of Earth’s water and natural resources.

Big Ideas 7: Earth Systems and Patterns

Humans continue to explore the interactions among water, air, and land, Air and water

are in constant motion that results in changing conditions that can be observed over time.

SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves,

such as weather conditions including temperature and precipitation, day to day and

season to season.

SC.2.E.7.2 Investigate by observing and measuring, that the Sun’s energy directly and

indirectly warms the water, land, and air

SC.2.E.7.3 Investigate, observe and describe how water left in an open container

disappears (evaporates), but water in a closed container does not disappear (evaporate).

B. Skills

The students will be able to:

• Read about the different types of landforms

• Prepare an experiment to grow stalagmites and stalactites

• Read about stalagmites and stalactites

• Write about how the stalagmites and stalactites grow over time

• Read one of 4 books

• Write at least three facts

• Share what you learned with the Crew


• Discuss and answer the 5 research questions from the readings

• Play the landform game with the landform cards

• Read about rocks and fossils

• Discuss the questions in the readings

• Draw pictures of stalagmites and stalactites crystals from original experiment

• Perform the wave experiment to see the effect of water erosion on a beach

• Discuss results with crew and write a conclusion

• Use the sediment tube and “Forming Layers” information sheet to observe how

materials of different density and size settle differently.

• Perform the “Forming Mountains” experiment to observe how pressure moves

Earth’s plates

• Use the sediment tubes and the “Rivers Move Soil” information sheet to observe

how water can move soil.

• Define and use the following vocabulary: crust, earthquake, water cycle, lava,

landform, Richter scale, weathering, deposit, damage, natural


• Read text


o Read and share information on landforms, nature recyclers, and wind,

water, and ice.


o Name three facts about lava.

• Manipulate materials


o Set up an experiment to grow stalagmites and stalactites.

o Make and evaluating a model of wind and wave erosion.

• Observations

• Measuring

• Write-ups


o Play a card game to learn about landforms.


• Brainstorm

D. Resources

• Information Sheets

o Dissolving Minerals

o Types of Landforms

o Stalactites

o Rivers Move Soil

o Forming Mountains

o Forming Layers

o Wave Experiment

• Books

o Changing Earth Mission notebook: PITSCO Education



o Rocks and Fossils: Eyes of wonder: DK Publishing

o Wind, Water, Ice: Susan Ring

o Nature Recovers: Lisa Wroble

o The Cleanup Crew: Nature’s Recyclers: Steven Jay Griffel

• Materials

o Meter stick

o Beakers

o Magnifying glasses

o Landform cards

o Sediment Tubes

E. Technology

• Changing Earth Mission Audio CD

• Computers

• Projector

• Smart board

F. Assessments

• Performance Assessment (The Crew will receive a group grade) - 40 points:

o Name three landforms.

o Name three forces that change the surface of Earth.

o Explain how wind and water change the surface of Earth.

o Name three facts about lava.



reading. The answers to the questions are composed as a group. However, spelling,

punctuation, and clarity are individually graded.



Each of the five Intervals that comprise a Mission contains four windows or activities.

Crews are evaluated on their ability to complete the four activities in a timely and

comprehensive manner. Each window is worth 5 points for a total of 20 points per

interval.

• Linkages



completed during the unit. Students complete additional linkages when time allows.

The Math, Language, and Research Linkages are worth 30 points. The Career

Linkage is worth 20 points.

• Home Study material – 150 points


The assessment uses multiple choice, matching questions, and short essay questions

to assess unit goals.

Unit III. - Plants


Students will study plant life cycles and photosynthesis. Students explore adaptation and

survival. Students identify producers, consumers and decomposers. Students watch seeds

germinate and compare leaves. Students study at tree rings for clues about environmental

factors that affect its growth.

Standards:



Big Ideas #14 Organization and Development of Living Organisms

A. All plants and animals, including humans, are alike in some ways and

different in others.

B. All plants and animals, including humans, have internal parts and external

structures that function to keep them alive and help them grow and reproduce.

C. Humans can better understand the natural world through careful observation.

Big Idea #16 Heredity and Reproduction

A. Offspring of plants and animals are similar to, but not exactly like, their

parents or each other.

B. Life cycles vary among organisms, but reproduction is a major stage in the life

cycle of all organisms

SC2.l.16.1 Observe and describe major stages in the life cycles of plants and

animals, including beans and butterflies.

Big Idea # 17 Interdependence

A. Plants and animals, including humans, interact with and depend uponeach

other and their environment to satisfy their basic needs.

B. Both human activities and natural events can have major impacts on the

environment.

C. Energy flows from the sun through producers to consumers



B. Skills


• Plant and maintain seed growth

• Identify what plants provide for living things

• Identify three things plants have in common

• Identify the difference between a deciduous tree and an evergreen tree


• Name four things that look like plants but are not

• Tell how plants provide consumers with oxygen

• Name what consumers provide for plants

• Identify decomposers

• Classify different plants and animals as producers, consumers or decomposers

• Compare several seed, leaf and plant cards

• Be able to place cards in the correct order from seed to mature plant

• Identify the parts of a plant

• Compare and contrast seeds

• Draw different seeds and color

• Identify seeds that might be eaten or travel in the wind

• Identify how the different parts of a plant function

• Compare and classify leaves as simple or compound

• Sort leaves into needles, simple leaves, and compound leaves

• Compare leaves edges and shapes

• Write a paragraph on how plants can make its own food

• Read about plant adaptation

• Identify what certain plants need to adapt and survive

• Play an adaptation and survival plant game

• Define and use the following vocabulary: nutrients, chlorophyll, absorbs,

germinate, glucose, photosynthesis, primary, adapt, carbon dioxide,

interdependent


• Read text


o Identify producers, consumers, and decomposers



o Look at tree rings and use tiles to match concepts of interdependency


o Plant seeds and

• Observations

o Compare leaves and work with photosynthesis

• Measuring

• Write-ups

o Write a paragraph on how plants can make its own food


o Order life cycle cards and compare seeds

o Use tiles to answer questions on adaptation and survival

o Play an plant adaptation and survival game


• Brainstorm

C. Resources


o Adaptations and Survival

o Interdependency

o Parts of a Plant

• Books

o Plant Mission notebook: PITSCO Education



o What Is a Plant? Bobbie Kalman

o The Producers: Melissa Stewart

o How a Plant Grows: Bobbie Kalman

• Materials


o Soil

o Seeds

o Beaker

o Growing Plants card set

o Leaf and Seed kit

o Making Food card set

o Carrot plant

o Versa Tiles

o Tree rings

D. Technology

• Plant Mission Audio CD

• Computers

• Projector

• Smart board

E. Assessments

• Performance Assessment (the Crew will receive a group grade) - 40 points

o Identify the root, stem and leaf on a plant.

o Name the stages of a seed plant’s life cycle.

o Explain what plants need to make their own food.

o Explain why plants are so important to animal.



reading. The answers to the questions are composed as a group. However,

spelling, punctuation, and clarity are individually graded.



Each of the five Intervals that comprise a Mission contains four windows or

activities. Crews are evaluated on their ability to complete the four activities in a

timely and comprehensive manner. Each window is worth 5 points for a total of

20 points per interval.

• Linkages



completed during the unit. Students complete additional linkages when time

allows. The Math, Language, and Research Linkages are worth 30 points. The

Career Linkage is worth 20 points



The assessment uses multiple choice, matching questions, and short essay

questions to assess unit goals.

Unit IV. - Soil and Rock


In the Soil and Rock unit, students will learn about the surface of planet Earth. Students

will learn about sandy soil, clay, and topsoil that is rich in nutrients and humus. Students

will learn about the rock cycle. Students will grow salt crystals.

Standards:



Big Idea 6: Earth Structures

Humans continue to explore the composition and structure of the surface of the Earth.

External sources of energy have continuously altered the features of Earth by means of

both constructive and destructive forces. All life, including human civilization, is

dependent of Earth’s water and natural resources.

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and

shapes.

SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the

basis of soil and explain the process by which soil is formed.

SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to

retain water, and the ability to support the growth of plants.

B. Skills


• Set up experiment to grow salt crystals

• Observe crystal growth

• Read about rocks

• Complete a field report on rocks

• Observe crystal growth

• Read about crystals


• Compare coarse and fine sand

• Identify three characteristics that could be used to sort rocks

• Name the layers of Earth

• Name two things needed to form metamorphic rock

• Identify what types of rock can become sediment

• Set up a model to demonstrate erosion

• Conduct experiments about soil and sediment

• Share what students have learned

• Define and use the following vocabulary words: mantle, mineral, igneous,

crystal, rock, magma erosion, glacier, organic, humus


• Read text





o Set up an experiment to observe the growth of salt crystals

o Set up a model to demonstrate erosion

o Conduct experiments about soil and sediment

• Observations

o Compare and contrast coarse and fine sand

• Measuring

o Write-ups

• Complete a field report on rocks



• Brainstorm

• Draw conclusions

• Share what students have learned

C. Resources


o Salt Solutions

o Crystals

o Erosion

o Soil

• Books:

o Soil and Rocks Mission notebook: PITSCO Education



o Investigating Rocks: Natalie Lunis and Nancy White

• Materials:

o Rulers

o Beakers


o Find and coarse sand

o Sediment tubes

o Potting soil

o Peat moss

o Topsoil

o Rock samples

D. Technology

• Soil and Rocks Mission Audio CD

• Computers

• Projector

• Smart board

E. Assessments

• Performance Assessment (the Crew will receive a group grade) - 40 points:

o Identify three characteristics that could be used to sort rocks.

o Name the layers of Earth.

o Name two things needed to form metamorphic rock

o Identify what types of rock can become sediment.











• Linkages










Unit V. – Forces


In the unit Forces students will learn about the forces needed to move an object. Students

will learn about magnetic forces and gravity forces. Students will experiment and draw

conclusions about density, motion, and forces. Students will make a scale and measure

forces. Students will perform experiments with a force sled.

Standards:



Big Idea 13: Forces and Changes in Motion

A. It takes energy to change the notion of objects.

B. Energy change is understood in terms of forces-pushes or pulls

C. Some forces act through physical contact, while others act at a distance.


objects.


them up.

SC.2.P.13.4 demonstrate that the greater the force (push or pull) applied to an object, the

greater the change in motion of the object

B. Skills


• Work and experiment with magnetic forces

• Work and experiment with gravity forces

• Work with density, motion, and forces

• Make a spring scale

• Name three natural forces

• Give two examples of energy transfer

• Identify if aluminum, wood, plastic and iron are attracted to a magnet

• Define friction

• Explain how friction affects the energy of a moving object

• Measure forces with a spring scale

• Build a marble accelerator

• Play a game of forces

• Define and use the following vocabulary words: force, transfer, motion, require,

measure, spring scale, rest, covert, opposing forces, effort


• Read text






o Work with magnetic forces and gravity forces

o Work with density, motion, and forces

o Make a spring scale

o Measure forces with a spring scale

o Build a marble accelerator

• Observations

• Measuring

• Write-ups



• Brainstorm

D. Resources

• Information Sheet

o Gravity Forces

o Magnetic Forces

o Marble Accelerator

• Books

o Forces Mission notebook: PITSCO Education



o Forces and Motion: Lisa Trumbauer

• Materials

o Bar magnets

o Density cubes

o Rulers

E. Technology

• Forces Mission Audio CD

• Forces Innovator CD

• LEGO

• Computers

• Projector

• Smart board

F. Assessments


o Name three natural forces

o Give two examples of energy transfer

o Identify if aluminum, wood, plastic, and iron are attracted to a magnet

o Define friction and explain how it affects the energy of a moving object











• Linkages










Unit VI. – Matter


In the unit Matter, students will learn about the three states of matter, solid, liquid and

gas. Students will look at the properties of each state. Students will create physical

changes. Students will create chemical changes. Students will compare and contrast

physical and chemical changes

Standards:



Big Idea 9: Changes in Matter

A. Matter can undergo a variety of changes.

B. Matter can be changed physically or chemically.

SC.2.P.9.1 Investigate that materials can be altered to change some of their

properties, but not all materials respond the same way to any one alteration.

B. Skills



• Observe solids, liquids, and gases

• Use temperature to change the state of matter

• Work with evaporation and condensation

• Create chemical reactions

• Determine which density cubes are conductors and which are insulators

• Vocabulary: matter, property, melt, expands, evaporation, vapor, compound,

solutions, conduct, insulate


• Read text





• Observations

• Measuring

• Write-ups



• Brainstorm

D. Resources


o Liquids

o Changing states

o Temperature

o States of Matter

o Permanent Changes

• Books

o Matter Mission notebook: PITSCO Education



o The World of Matter: Ron Cole

• Materials

o Various size balls

o Rulers


o Various liquids: vinegar, lemon juice, vegetable oil

o Solids: baking soda, salt

o Pipettes

o Hair dryer

o Timer

o Density cubes

o Steel wool

o Plastic pellets

F. Technology

• Matter Mission Audio CD

• Balance scales

• Graduated cylinders

• Digital thermometer

• Beakers

• Computers

• Projector

• Smart board

G. Assessments


o Cite two examples of a solid.

o Demonstrate two characteristics of a liquid.

o Identify two properties of a solid.

o Define matter.











• Linkages










Unit VII. – Motion


In the unit Motion, students will study motion is about moving objects. Students will

understand the laws of motion. Students will experiment with inertia. Students will learn

about energy. Students will learn about density. Students will build models to

demonstrate the above concepts.

Standards:



Big Idea 13: Forces and Changes in Motion

D. It takes energy to change the notion of objects.

E. Energy change is understood in terms of forces-pushes or pulls

F. Some forces act through physical contact, while others act at a distance.


objects.


them up.

SC.2.P.13.4 demonstrate that the greater the force (push or pull) applied to an object, the

greater the change in motion of the object

B. Skills


• Learn how to give directions

• Experiment with inertia

• Perform an experiment to understand the laws of motion

• Learn about density and perform an experiment demonstrating the concept

• Use a spring scale to measure the weight of several material

• Build a truck with wheels and experiment with force and distance

• Build a wind-powered surfboard and experiment with friction and ways to reduce

friction

• Define the following vocabulary: position, distance, inertia, acceleration, mass,

density, unit, vector, friction, heat


• Read text





• Observations

• Measuring


• Write-ups



• Brainstorm

D. Resources


o Giving Directions

o Inertia

o Measuring Weight

o Measuring Forces

o Surfboard

• Books

o Motion Mission notebook: PITSCO Education



o Forces and Movement: Peter Riley

• Materials

o Balls, washers, marbles, rubber bands

o Density cubes

o rulers

E. Technology

• Motion Mission Audio CD

• Motion DVD

• Computers

• Projector

• Smart board

F. Assessments


o Name the compass directions

o Describe directions from the work area to the classroom door by using

right, left, in front, and behind.

o Describe position by using starting point, directions, and distance moved.

o Explain how you are both moving and sitting still at the same time.











• Linkages










Unit VIII. – Waves


Students will learn about the different types of waves, sound, electricity, ocean,

earthquakes and light. Students will perform experiments to lean about waves.

Standards:



Big Idea 10: Forms of Energy

A. Energy is involved in all physical processes and is a unifying concept in many areas

of science.

B. Energy exists in many forms and has the ability to do work or cause a change.

SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical,

and mechanical.

SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change.

SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or

travels from one medium to another.

SC.3.P.10.4demonstrate that light can be reflected, refracted, and absorbed

B. Skills


• Set up a model to explore waves.

• Experiment with sound waves.

• Give a sound demonstration.

• Perform experiments with pendulums.

• Perform experiments with light waves.


• Define and use the following vocabulary: disturbance, kinetic energy, vibration,

frequency, loudness, pitch, pendulum, react, light, absorb


• Read text





• Observations

• Measuring

• Write-ups



• Brainstorm

D. Resources


o Water Waves

o Tuning Fork

o Sound Waves

o Sound

o Pendulums

o Light Waves

• Books

o Wave Mission notebook: PITSCO Education



o A World of Sound: Nancy Leber and Robin Bromley

• Materials

o Beakers

o Hole panels, pegs, rubber bands

o Ruler

o Metal Slinky

o Washers

o Mirrors


o Prisms

o Flashlights

E. Technology

• Wave Mission Audio CD

• Qwik Tune automatic tuner

• Tuning forks

• Computers

• Projector

• Smart board

F. Assessments

• Performance Assessment - 40 points

The Crew will receive a group grade.

o Demonstrate two levels of loudness

o Demonstrate two levels of frequency.

o Demonstrate how to change the pitch of a sound twice.

o List three facts about waves.











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Revised: October 2018

curriculum mapping subject: science - stem lab grade: … docs/curricul… · sc2.l.16.1 observe...

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