the teacher’s manual student materials

meaningful Content all their own Work

Challenging and engaging content is reinforcedthrough Student Booklets, Experiment Recording

Forms, Data Recording Forms, Lesson Reviews,Study Guides, and other materials that

enhance learning and teaching.

The teacher’s manual consists of two volumes, which contain approximately 80 lessons.

The lessons are written as a dialogue so that the teacher can easily use the vocabulary and interact with the students without missing important content.

Each lesson is bound in a booklet that can betaken out of the teacher’s manual for ease of use and mobility around the classroom.

Assessments allow teachers to assess children’s mastery of information.

Lesson Reviews contain a wide variety of questions that review the content from that lesson and previous lessons.

Study Guides provide children with the opportunity

to review information included in the Student

Booklets.

Individual Student Booklets allow the children to interact with the content. Children read and highlight important information, draw diagrams, read charts, and record data.

Science 1

LESSON 13Identifying animals in our habitat

Lesson PreparationProgram MaterialsüWord card (see inset)

ü Lesson Review 13Teacher Collected Materialsü Chart paper (see the night before)

üMarkerü Habitat mural from Lesson 10

ü ⅛ sheets of white copy paper (1–2 per child)

ü Copy paper (see the night before)

ü Colored pencils (1 set per child)

ü Glue or tapeThe Night Beforeü Cut copy paper into eighths (1–2 sheets per child)

üWrite “Animals in Our Habitat” at the top of the chart paper.

The Lesson“In our last science lesson we added pictures to our mural to show plants

in our habitat.”“What are some plants we drew?”

“Today we will learn about some of the animals in our habitat.”

• Show the children the word card animal .

“Let’s read this word together.”

“What are some animals you have seen in our habitat?”

• List the animals the children name on the chart. List only animals actually found in

the children’s habitat.“Now you will draw a picture of an animal in our habitat.”

“When you draw your picture, draw only the animal.”

PhysicalLife

Earth and Space

ScienceWord Wallanimal

Science 3

LESSON 9Identifying the phases of the Moon

Lesson PreparationProgram Materialsü Lesson Activity 9 (see the night before)ü Solar System posterü Children’s Booklet A Exploring Our Solar System (p. 13)

üWord cards (see inset)ü Lesson Review 9ü Optional: Computer Activity 9Teacher Collected Materialsü Yellow colored pencils (1 per child)ü Crayons (1 crayon per child)ü Tapeü Optional: scissors (1 per child)ü Highlighters (1 per child)ü Optional: Overhead transparency or chart paper drawing of page 13 in children’s Booklet A

Exploring Our Solar System (see the night before)

ü Optional: Marker for overhead or chartü Optional: web site www.nancylarsonpublishers.com under Teacher and Student Links,

Science 3, Lesson 9The Night Beforeü Assemble Lesson Activity 9 as per instructions on sheet. (1 per child and 1 for demonstration)

If classroom time is available, children may cut out and assemble.

ü Optional: Make an overhead transparency or chart paper drawing of the diagram on page

13 in children’s Booklet A Exploring Our Solar System or may be drawn on the board while

doing the lesson.

The Lesson• Seat children so all can see the Solar System poster easily.

• Draw a circle on the board representing a Full Moon.“We have been studying the Moon.”“What two phases of the Moon did we learn about in our last science

lesson?”

ScienceWord Wall

waxing

waning

PhysicalEarth and Space

Life

features & strategiesLesson

Science 2

LESSON 13Observing how matter changes state

Lesson PreparationProgram Materialsü Children’s Booklet A Investigating the Physical Properties of

Matter (pp. 10-11)

ü Lesson Chart 13ü Science Word Wall cards (see inset)

ü Lesson Review 13Teacher Collected Materials

ü Electric griddle or frying pan (griddle works best)

ü 2 ice cubesü Clear drinking glass

ü Flashlightü Yellow highlighters (1 per child)The Lesson• Post Lesson Chart 13.

• Place the griddle in the center of the demonstration area where all children can

easily see the griddle.

• Seat the children in a semicircle at a safe distance from the griddle and begin

heating the griddle.“We have been learning about solids, liquids, and gases.”

“A solid does not always stay a solid, a liquid does not always stay a

liquid, and a gas does not always stay a gas.”

“Today you will learn how a solid can change to a liquid and then change

to a gas.”• Show the children an ice cube.

“Is this ice cube a solid, liquid, or a gas?” solid

• Put the ice cube in the glass.

ScienceWord Wallmelting

vaporizing

Earth and SpacePhysicalLife

Science 2, Lesson 13

“What do you think will happen when I put an ice cube in a frying pan and turn on the heat?”

“Let’s try this and see.

• Put the second ice cube in the heated frying pan.

“This frying pan is hot.”

“Watch what happens to the ice cube.”

“What is happening?” The ice cube is melting.

“When we add heat to the solid ice cube, it changed to liquid water.”

“Let’s keep heating the water.”

• Ask a child to turn off the classroom lights.

“We will use the flashlight to help us see what is happening.”

• Shine a flashlight above the surface of the pan.

“What do you see?” steam

“The liquid water is changing to a gas.”

“This gas is called water vapor.”

“The water vapor is part of the air now.”

“The liquid water vaporized.”

• Continue heating the water until there is no water left in the pan.

• Turn off and unplug the frying pan.

“We have changed the solid ice cube to liquid water and then to a gas called water vapor.”

“What do you predict will happen to the ice cube in the glass during the next week?”

“We’ll observe the glass with the ice cube during the next week to check our predictions.”

“Let’s record what we observed in our physics booklet.”

• Distribute children’s Booklet A and a highlighter to each child.

“Keep your highlighter capped until I tell you it is time to use it.”

“Open your booklet to page 13.”

“What is the title?” Changing States of Matter

Observing

Building knowledgeDescribing

Science 2, Lesson 13

• Teacher Note: “States of Matter” are also referred to as the “Phases of Matter.”

“Point to the words as I read paragraphs 1 through 3.”

• Read paragraphs 1 through 3 with the children.

“What are the three states of matter?” solid, liquid, and gas

“Let’s highlight this sentence in the first paragraph.”

“Use your highlighter to draw one line through the sentence ‘The three states of matter are solid, liquid, and gas.’ ”

“What happens when we heat a solid?” It melts and becomes a liquid.

“What are some things that melt when they get warmer?” butter, ice cream, chocolate, snow, crayons

“What word in paragraph 2 should we highlight to help us remember this?” melting

“Use your highlighter to draw one line through the word ‘melting.’ ”

“What happens when we heat a liquid?” It vaporizes and becomes a gas.

“What word in paragraph 3 should we highlight to help us remember this?” vaporizing

“Use your highlighter to draw one line through the word ‘vaporizing.’ ”

“Put the cap on your highlighter.”

“Now let’s write about what we observed when we heated the ice cube.”

“Turn to page 14.”

“First we will write about the procedure.”

“What did we do in the experiment?” We heated an ice cube.

• Write “We heated an ice cube” on the board.

“Write ‘We heated an ice cube’ on the first lines in the box.”

• Circulate and check the children’s booklets.

“In the middle of the page you will draw pictures to show how the ice cube changed before, during, and after the experiment.”

“What could you draw?”

• Ask a child to describe how he/she would draw the pictures to show what happened.

PREDICTING

Relating it to the real worldApplying

REPRESENTINGOBSERVATIONS

CONNECTINGAND APPLYING

OBSERVINGAND

DESCRIBING

WRITING

Study Guide 1

Science 3 Lesson 11

14. Draw and write the phases of the Moon.

Moon

New

Questions 15–16: Use complete sentences to write your answers.

15. Write two interesting facts you learned about the Sun during our science lessons.

1.

2.

16. Write three interesting facts you learned about the Moon during our science lessons.

1.

2.

3.

Study Guide 1Science 3 Lesson 11Astronomy Study Guide

Name

Date

Use your astronomy booklet to find the correct word or words to fill in the blanks.

Lessons 1–10

1.

– our Sun and all the objects that move around it

2.

– the name for scientists who study objects in

the sky3.

– Earth’s closest star4.

– imaginary line through the middle of Earth

5.

– dark spots on the Sun6.

– amount of time it takes Earth to rotate once

7.

– causes day and night8.

– causes the seasons9.

– becoming gradually larger10.

– becoming gradually smaller11.

– what astronauts found when they traveled to

the Moon12.

– when the Earth blocks the Sun’s rays from

hitting the Moon

13.

– when the Moon’s shadow crosses Earth

Assessment 4

Science 3 Lesson 42

b. moving airc. greater surface area

a. cooler temperature14. What will NOT make a liquid evaporate more quickly?

16. Which two states of matter are fl uids? (3 pts each)

17. Write about something you have seen melt or freeze. Describe what it looked like

before, during, and after melting or freezing. (10 pts)

15. What is the mass of the vase? (5 pts) 100 g

10 g

Accept reasonable answers.

gas

liquid

90 g

Assessment 4

Science 3 Lesson 42

10. Draw lines to connect the temperatures. (4 pts each)

boiling point of water

room temperature

freezing point of water

100°C

0°C

20°C

9. Use the words in the Word Box to label the diagram showing changing states of matter. (5 pts each)

melting freezing condensing evaporating

adding heat

taking away heat

liquid sagdilos

12. Which of these is NOT a physical property of matter?

a. move or vibrate

11. Heat causes molecules in a solid to faster.

Fill in the circle next to the correct answer. (4 pts each)

evaporatingmelting

condensingfreezing

Assessment 4Science 3 Lesson 42Chemistry

Name

Date Answer Key

Circle True or False for each sentence. (4 pts each)

4.

True False

100 points possible

2. Color and texture are properties of matter.chemical

physical

Circle the word that makes a true statement. (4 pts each)graduated cylinder

1. Physicists use a to measure temperature.

thermometer

3. Fill in the circle next to the thermometer that shows the temperature at which

water freezes. (3 pts)a. 100°C

50°C

0°C

b. 100°C

50°C

0°C

c. 100°C

50°C

0°C

What have you learned?

Changing States of Matter

1 The three states of matter are solid, liquid, and gas. When we heat a solid

or liquid, it can change state.

2 When we heat a solid, it can change to a liquid. This is called melting. The

solid melts and becomes a liquid.

3 When we heat a liquid, it can change to a gas. This is called vaporizing.

The liquid vaporizes and becomes a gas.

Changing States of Matter Experiment

Procedure: What did we do in the ice cube experiment?

Data: Draw pictures to show the changes in the ice cubes.

Before During After

Results: What happened to the ice cubes?

Nancy Larson PublishersScience 2, Booklet A

Investigating Physical Properties of MatterPhysics

Physicist

Lesson Review 13

Science 2 Lesson 13

Changing State of Matter

Name

Date

Draw a line from the object to the correct state of matter.

Use What You Have Learned

7. Ms. Roth wanted to go snow skiing. It was a hot, sunny day. She was not able to ski that day. What could have been the problem?

rettaM fo etatStcejbO

1. sagkoob

2. dilosretaw

3. diuqilria

Complete these sentences using the words in the word box.

rettamgniziropavgnitlem

4. Everything around us is .

5. When we heat an ice cube and it becomes a liquid, this is called

.

6. A liquid is when it is heated and becomes a gas.

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