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TRANSCRIPT
2019-2020 HISD @ H.O.M.E. Distance Learning At a Glance Science – Grade 3
GLOBAL GRADUATE
© Houston ISD Curriculum 2019-2020
Page 1 of 1
Monday April 27
Tuesday April 28
Wednesday April 29
Thursday April 30
Friday May 1
Objective: Demonstrate and observe how position and motion can be changed by pushing and pulling a swing. Overview: Students will explore position and motion by hanging a string from a doorknob with an object attached.
Objective: Demonstrate and observe how position and motion can be changed by pushing objects such as a ball. Overview: Students will explore position and motion by creating a mini version of a bowling ally lane using water bottles and a ball.
Objective: Demonstrate and observe how position and motion can be changed by pushing and pulling objects such wagons. Overview: Students will compare items with and without wheels to describe the differences of movement.
Objective: Demonstrate and observe the affect gravity has on objects. Overview: Students will explore the effect of gravity by creating a pendulum from cups and string.
Objective: Observe and describe how the force of magnetism acts upon objects. Overview: Students will discuss the forces of a magnet using pictures of repelling and attraction.
Monday May 4
Tuesday May 5
Wednesday May 6
Thursday May 7
Friday May 8
Objective: Explore natural resources and identify how they are useful. Overview: Students will create a chart of items natural resources and how we use them every day.
Objective: Explore the importance of conserving natural resources. Overview: Students will identify the natural resources from a picture and list how it is being used and how it can also be conserved.
Objective: Investigate rapid changes to land such as volcanic eruptions, earthquakes, and landslides. Overview: Students will observe different pictures of rapid changes and place them in chronologic order.
Objective: Demonstrate the relationship of the Sun, Earth, and Moon by creating a model. Overview: Students will create a model of the Sun, Earth and Moon to demonstrate how they rotate and revolve in their system.
Objective: Identify the planets in our solar system and their position in relation to the Sun. Overview: Students will draw and label the different planets of our solar system and their location from the Sun.
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 1
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 1 of 13
Monday – 30-45 minutes Activity / Task Force and Motion (Swings)
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day019 Objective: Demonstrate and observe how position and motion can be changed by pushing and pulling a swing. Think About It! How can swings be used to put objects in motion? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• String
• Small object (paper clip, key, etc.)
• Doorknob or end of flat surface like a counter What to do:
• Tie the small object to the end of the string
• Tie the other end of the string to the doorknob
• Pull the object backwards and push forward
• Consider the question, “What caused the object to move?” Use the sentence stem to answer this question: How are objects set in motion?
In this investigation, the (name of object) started moving because ___________. Understand it! A push is the force that moves an object away from something. A push and a pull are opposite forces, meaning they move objects in different directions. Therefore, a pull is the force of bringing an object closer. Apply It! Journal Entry: Look at the picture of the child on the swing. Complete the statement and justify your response:
When a student stands behind and pushes him, the swing will _____.
Push Pull
Image by Mircea Iancu from Pixabay Image by Hung Vu from Pixabay
Resources Guided activity using Google Slides
Image by Cheryl Holt from Pixabay
Photo by HISD Curriculum using iPhone
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 1
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 2 of 13
Tuesday – 30-45 minutes Activity / Task Force and Motion (Ball)
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day20 Objective: Demonstrate and observe how position and motion can be changed by pushing objects such as a ball. Think About It! What causes an object to move? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Notebook
• A ball (toy ball, golf ball, tennis ball, etc.) • Empty plastic bottles What to do: • Stand the bottles up next to each other similar to
bowling pins.
• Roll the ball with little force towards the bottles and record your observations on a table like the one below.
• Then, roll the ball with a greater amount of force at the pins. Record your observations. What kind of push made the ball move the fastest? What kind of push made the pins move the most? Understand it! Rolling the ball was an example of a push force. The more force added to an object the more motion the object will encounter.
Examples of objects using push as a force
Image by Виктория Бородинова from Pixabay Image by Keith Johnston from Pixabay Image by Claudia Peters from Pixabay
Apply It! Journal Entry: Draw the 2 pictures as seen in the table and place arrows to represent the force in each situation. Describe the forces that you represented.
Force applied to ball Effect it had on pins
Little force
Greater force
Image by Pexels from Pixabay
Image by Pexels from Pixabay
A golf ball rolling into the hole. A skateboarder rolling down a ramp.
Resources Guided activity using Google Slides
Image by Hans Braxmeier from Pixabay Photo by HISD Curriculum using iPhone
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 1
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 3 of 13
Wednesday – 30-45 minutes Activity / Task Force and Motion (Wagons)
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day21
Objective: Demonstrate and observe how position and motion can be changed by pushing and pulling objects such wagons. Think About It! How can wagons be used to put objects in motion? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• An object with four wheels, such as a toy car or toy train. It is preferred but not required that the wheels can come off.
• If the wheels do not come off your object, one additional object that is about the same size and mass as your object with four wheels.
• Science notebook or paper
• Pencil What to do:
• Draw the table to the right.
• Push and pull your 4-wheeled object across a smooth surface. Describe whether it was easy or hard to move the object across the surface.
• If possible, remove the wheels from your object and push and pull it across the surface again. Describe whether it was easy or hard to move the object across the surface without wheels. If the wheels do not come off, find an object of similar size and mass without wheels and move it across the same surface.
• Write a sentence comparing the force needed to move the wagon with wheels to the one without.
It was (easier/harder) to move the object without wheels because _________. It was (easier/harder) to move the object with wheels because ___________.
Understand it! For an object to move or have motion a force (push or pull) must act on the object. The more force added to an object the more motion the object will encounter. Whether you pushed or pulled the wagon, a force was applied. The wheels allowed you to use less force to push/pull the wagon with the objects.
Apply It! Journal Entry: How do objects with wheels (wagons) help us move objects more easily? What are some real-life examples of objects that act as wagons?
Wagon Type Description of motion
Wagon with wheels
Wagon without wheels
Resources Guided activity using Google Slides
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 1
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 4 of 13
Thursday – 30-45 minutes Activity / Task Force and Motion (Gravity)
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day22
Objective: Demonstrate and observe the affect gravity has on objects. Think About It! What is the effect of gravity on objects? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• a small paper or plastic cup
• a long piece of string
• something to weigh down your cup (coins, rice, beans, etc.) What to do:
• Poke two holes in your cup. They should be across from each other near the top.
• Thread your string through both holes and tie a knot.
• Fill the cup with your weights and hang it up in an open space.
• You just created a pendulum. Now, pull the pendulum back in one direction and release
• Write down your observations. (Consider the question, “What force caused the pendulum to move?”)
Understand it! Gravity is a force which tries to pull two objects toward each other. Anything which has mass also has a gravitational pull. The more massive an object is, the stronger its gravitational pull. The Earth's gravity attracts the pendulum. This means that since the pendulum is now in motion, it keeps moving, unless there is a force that acts to make it stop. Gravity works on the pendulum while it is moving.
Apply It! Journal Entry: Draw the picture below and describe what you think happened. Be sure to include gravity in your description.
Image by mohamed Hassan from Pixabay
Resources Guided activity using Google Slides
Image by zerpixelt from Pixabay
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 1
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 5 of 13
Friday – 30-45 minutes Activity / Task Magnetism acting on objects
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day23 Objective: Observe and describe how the force of magnetism acts upon objects. Think About It! What causes an object to move? How do the magnetic forces of repulsion and attraction act to cause motion of certain objects? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Science notebook or sheet of paper
• Pencil or crayons What to do:
• Observe the various pictures and describe how the force of magnetism acts upon the objects using the sentence frame.
Push Pins
Image by Myriam Zilles from Pixabay
Copper Coins
Image by mohamed Hassan from Pixabay
Metal Washer and Screws
Image by Rusty Gouveia from Pixabay
The ___________ (object) is made of material that is ____________(attracted/not attracted) to the magnet, so it ___________(attracts/repels) when placed near the magnet. Understand it! Magnets attract objects made of iron. They also repel and attract other magnets. The repulsion (push) and attraction (pull) of magnets is a force that can cause objects to move. Apply It! Journal Entry: Create a Frayer Model to show understanding of the word magnetism. For example, there is one created for force.
Definition Characteristics
Examples Nonexamples
Resources Guided activity using Google Slides
Magnetism
Frayer Model by HISD Curriculum using pen
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 6 of 13
Monday – 30-45 minutes Activity / Task Usefulness of Natural Resources
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day24 Objective: Explore natural resources and identify how they are useful. Think About It! What are natural resources? How are natural resources used? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Science notebook or sheet of paper
• Pencil or crayons
• Sandwich bag What to do:
• Draw a 2-column chart (Natural Resource/Use) in your notebook to capture observations.
• Go outside around your home with a bag to identify and gather all the natural resources that you can observe and record in your chart.
• Include the natural resource name and its possible uses. For example, rocks are good to build houses because they are sturdy. Wood is also sturdy, but
other times wood can also be flexible and used in other ways. Understand it!
Apply It! Journal Entry: Using the items that you gathered from outside write about how each resource is useful using this sentence frame. This natural resource of ____________________ is useful for ______________________.
Natural Resource Use
Tree Some of our desks and tables are made from wood.
Resources Guided activity using Google Slides
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2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 7 of 13
Tuesday – 30-45 minutes Activity / Task Conservation of Natural Resources
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day25 Objective: Explore the importance of conserving natural resources. Think About It! What are natural resources? How can natural resources be conserved? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Science notebook or sheet of paper
• Pencil or crayons What to do:
• Study the picture of the environment.
• Identify all the natural resources in the picture and create a table like the one below.
Natural Resource How is it used? How can it be conserved?
Understand it! Natural resources are materials that are found in nature such as fossil fuels, rocks, soil, water, and gases of the atmosphere as well as living organisms such as plants and animals. Natural resources can last longer by practicing conservation. Conservation is the work of protecting and managing our natural resources. There are three important ways to conserve resources: reducing how much you use, reusing resources, and recycling resources. Apply It! Journal Entry: Draw a picture of what you think would happen if we don’t conserve our natural resources. Explain your picture in 3-5 sentences.
Resources Guided activity using Google Slides
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2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 8 of 13
Wednesday – 30-45 minutes Activity / Task Rapid Changes to the Earth’s Surface
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day26 Objective: Investigate rapid changes to land such as volcanic eruptions, earthquakes, and landslides. Think About It! Does all land look the same? When you go places, how does land look different? If you can, discuss these questions and share your thinking with someone in your home. Do It! What you need:
• Paper (notebook paper, construction paper, or copy paper)
• Pencil
• Crayons, color pencils, or markers, if available.
What to do:
• Observe the pictures to notice the effects of volcanic eruptions, earthquakes, and landslides.
• Determine which picture is the before and after picture.
• Create a 3-column folding model as pictured. Label the 1st column “volcanic eruptions”, the middle column “earthquakes” and the last column “landslides”.
Folding Model by HISD Curriculum using Marker
• Draw and color a before and after pictures in each category chart under the corresponding column. Do your best to make accurate, big, and colorful drawings.
• Write what you notice is different to the land under your pictures. “I notice the land is different after a (volcanic eruption/earthquake/landslide) because _________________________. “
Image by Alexander Antropov from Pixabay
Image by esudroff from Pixabay
Image by jmarti20 from Pixabay Image by Kiwi_Lisa from Pixabay
Image by Gianni Crestani from Pixabay Image by Franz W. from Pixabay
Folding Model by HISD Curriculum using Marker
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 9 of 13
Wednesday – 30-45 minutes Understand it!
Volcanic Eruption Earthquake Landslide
Image by Adrian Malec from Pixabay Image by Angelo Giordano from Pixabay Image by sandid from Pixabay
• Volcanic eruption is one of the many ways that can change the Earth’s surface rapidly, or quickly.
• A volcano is a landform (usually a mountain) where molten rock and gas erupts through the surface of the planet.
• Lava from a volcano can change the Earth by creating new land as it cools.
• Earthquakes can change the Earth’s surface rapidly, or quickly.
• An earthquake is what happens when two blocks of the earth (tectonic plates) suddenly slip past one another.
• Earthquakes can change the Earth by creating cracks and breaks in the land.
• Landslides can change the Earth’s surface rapidly, or quickly.
• Landslides take place when dirt, pebbles, rocks and boulders slide down a slope together because of gravity.
Apply It! Journal Entry: How do earthquakes, landslides, and volcanoes change Earth’s surface? Complete the sentence stems.
• Earthquakes rapidly change the Earth’s surface by ________________________.
• Landslides rapidly change the Earth’s surface by __________________________.
• Volcanoes rapidly change the Earth’s surface by __________________________.
Resources Guided activity using Google Slides
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 10 of 13
Thursday – 30-45 minutes Activity / Task Earth, Sun, and Moon
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day27 Objective: Demonstrate the relationship of the Sun, Earth, and Moon by creating a model. Think About It! How do Earth and the Moon move? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Science notebook or sheet of paper
• Yellow, blue, and white construction paper or white paper that can be colored
• Scissors
• Ruler (or you can use the length of a segment of your thumb to estimate an inch)
• Pencil
• Crayons or color pencils, if available What to do:
• Cut a 6-inch circle out of yellow construction paper to represent the sun.
• Cut a 3-inch circle out of blue construction paper to represent the Earth and a 1-inch circle out of white construction paper for the moon.
• Draw flames that radiate out to represent the surface of the sun. Draw the land shapes of the Earth using a brown marker and the moon's craters with a gray marker.
• Using your paper models, take the Sun and place it in the center of the table.
• Take the Earth model and spin the Earth making it rotate. You have just modeled the Earth rotating in place to complete 24 hours = 1 day/night cycle.
• Take the Earth model again and complete one circle around the Sun. You have just modeled the Earth revolving around the Sun to complete 1 year = 365 days.
• Take the moon model and spin the moon making it rotate. You have modeled how the moon rotates on its axis.
• Lastly, take the moon model again and complete 1 circle around the Earth. You have just modeled how the moon revolves around the Earth.
Understand it!
Revolve vs. Rotate
Card by HISD Curriculum using Microsoft Office; Image by WikiImages from Pixabay Card by HISD Curriculum using Microsoft Office; Image from ©TEA release tests with permission.
• The Sun remains in the center and does not appear to move.
• The Earth rotates on its axis and revolves around the Sun.
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 11 of 13
Thursday – 30-45 minutes • The Moon rotates on its axis, like Earth does, and
revolves around the Earth.
• This diagram model of the Earth, Moon, and Sun has some limitations, because the Earth, being the 3rd planet from the Sun, is farther from the Sun than the Earth is to the moon. In this diagram, it appears that the Sun, Moon, and Earth are about the same distance apart from each other, which is not accurate.
• Gravity helps the moon maintain its orbit around the Earth. The Sun’s gravity keeps both the moon and the earth from spinning off into space.
Apply It! Journal Entry: Complete the following sentence stems in your science notebook or on your sheet of paper.
The Sun does not appear to __________. The Earth ________________ on its axis and _______________ around the Sun. The Moon ________________ on its axis and __________________ around the Earth.
Resources Guided activity using Google Slides
Graphic by HISD Curriculum using Microsoft Office
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 12 of 13
Friday – 30-45 minutes Activity / Task Solar System
To access this interactive lesson, visit https://tinyurl.com/HISDGrade3Day28 Objective: Identify the planets in our solar system and their position in relation to the Sun. Think About It! What objects are in space? If you can, discuss this question and share your thinking with someone in your home. Do It! What you need:
• Science notebook or sheet of paper
• Pencil
• Crayons, color pencils, or markers, if available What to do:
Image by Валера Шумский from Pixabay
• Observe the picture of our solar system above.
• Draw and label the parts of our solar system using the chart below in your science notebook or sheet of paper.
A Sun
B Mercury
C Venus
D Earth
E Mars
F Jupiter
G Saturn
H Uranus
I Neptune
Understand it! In the picture of the planets from the Do It! activity, the limitation of the model shows all the planets lined up, which is inaccurate to the way the planets are positioned in real life. In our solar system, the Sun is the center. All of the planets have nearly circular orbits around the Sun.
Image by Annalise Batista from Pixabay
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 3
April 27 - May 8, 2020 – Week 2
GLOBAL GRADUATE
© Houston ISD Curriculum
2019-2020
Page 13 of 13
Friday – 30-45 minutes The Sun contains the vast majority—more than 99 percent—of the mass of the solar system so it is really, really big in comparison to the planets. The four planets of the inner solar system—Mercury, Venus, Earth, Mars—are relatively small and rocky and are known as the terrestrial planets. Earth, the planet we live on, is the third planet from the Sun and is the only planet that supports life. The four planets of the outer solar system—Jupiter, Saturn, Uranus, and Neptune—are primarily made of gases and ices and are known as gas giants
Image by David Mark from Pixabay
A simple way to remember the order of the planets from the Sun is to use this sentence.
My Mercury
Very Venus
Educated Earth
Mother Mars
Just Jupiter
Served Saturn
Us Uranus
Nachos Neptune
Apply It! Journal Entry: Look at the example of a Solar System riddle. Then create your very own riddle about our Solar System. If you can, share your riddle with someone in your home and see if they can answer it correctly.
Resources Guided activity using Google Slides
Supplemental Aid by HISD Curriculum using Microsoft Office
Example: I’m thinking of a planet.
I’m farther than Venus from the Sun, but I’m closer than Mars,
What planet am I?
Answer: Earth
Image by WikiImages from Pixabay