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Core Curriculum/Georgia © 2007 AIMS Education Foundation

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AIMS Education Foundation

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Standards Alignment ...............................2Safe Science ............................................6Scientifi c Inquiry ......................................7Assembling Rubber Band Books ............11Science Journal .....................................12Picturing the Scientist ............................13

MatterSum of Its Parts ................................22The Big Banana Peel! .......................28Wee See ...........................................37Lots of Colored Dots .........................43Physically Changed ..........................49Magnifi cent Mixtures .........................56Kool Kups ........................................61Ice Change: The Meltdown ................66Hanging Out to Dry ..........................71Bagging Up Changes ........................82Moving Water ....................................89Mixed Reactions ...............................94Change is Evident ..........................105It’s a Good Indicator .......................111Product Testing ...............................120Change Matters ..............................131

Electricity and MagnetismStatic Sensations ............................140Static Strokes .................................150Different Strokes .............................156Static Electricity .............................162All Charged Up ...............................164St. Elmo’s Fire ................................165Balance Your Charge Account ........166Sparky’s Light Kit ...........................173

The Inside Story on Circuits ............178Path Finders ...................................179Circuit Quiz Boards ........................187Make a Switch ................................192Fiddling With Filaments ..................198Electric Circuits ..............................207Series Circuits ................................213Parallel Circuits ..............................214Short Cuts ......................................216Conductor or Insulator? ..................222Conductors and Insulators ..............229Biographies ....................................230Electromagnetic Explorations .........236Make an Electromagnet ..................244Blade Spinners ...............................252

Meter Tape ..........................................257Parent Letter ........................................258Materials List .......................................259Physical Science Assessment ..............260Physical Science Assessment Key .......264The AIMS Program ..............................265Model of Learning ................................267Chinese Proverb ..................................269

Core Curriculum/Georgia 1 © 2007 AIMS Education Foundation

Habits of MindS5CS1. Students will be aware of the

importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.a. Keep records of investigations and

observations and do not alter the records later.

Sum of Its Parts The Big Banana Peel! Kool Kups Hanging Out to Dry Mixed Reactions Product Testing

c. Offer reasons for fi ndings and consider reasons suggested by others.

Short Cuts

d. Take responsibility for understanding the importance of being safety conscious.

It’s a Good Indicator Mixed Reactions Change Matters

S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientifi c explanations.a. Add, subtract, multiply, and divide

whole numbers mentally, on paper, and with a calculator.

The Big Banana Peel! Mixed Reactions Product Testing

Georgia Science Core CurriculumFifth Grade Performance Standards

b. Use fractions and decimals, and translate between decimals and commonly encountered fractions—halves, thirds, fourths, fi fths, tenths, and hundredths (but not sixths, sevenths, and so on)—in scientifi c calculations.

Picturing the Scientist The Big Banana Peel!

c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientifi c problems by comparing them to typical values.

The Big Banana Peel!

S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientifi c activities utilizing safe laboratory procedures.a. Choose appropriate common

materials for making simple mechanical constructions and repairing things.

Sparky’s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners

b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.

Mixed Reactions Change is Evident Product Testing Change Matters

Characteristics of Science


d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

Mixed Reactions It’s a Good Indicator Change Matters

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientifi c and technological matters.a. Observe and describe how parts

infl uence one another in things with many parts.

Sparky’s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners

b. Use geometric fi gures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.

Picturing the Scientist The Big Banana Peel! Moving Water Mixed Reactions Balance Your Charge Account

c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.

Mixed Reactions

S5CS5. Students will communicate scientifi c ideas and activities clearly.a. Write instructions that others can

follow in carrying out a scientifi c procedure.

Physically Changed Path Finders Make an Electromagnet

b. Make sketches to aid in explaining scientifi c procedures or ideas.

Picturing the Scientist Path Finders Fiddling With Filaments Electric Circuits

c. Use numerical data in describing and comparing objects and events.

Picturing the Scientist Sum of Its Parts The Big Banana Peel! Magnifi cent Mixtures Kool Kups Mixed Reactions Product Testing Make an Electromagnet

The Nature of ScienceS5CS7. Students will be familiar with the

character of scientifi c knowledge and how it is achieved.Students will recognize that:a. Similar scientifi c investigations

seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

The Big Banana Peel! Bagging Up Changes Physically Changed It’s a Good Indicator Make an Electromagnet


b. Some scientifi c knowledge is very old and yet is still applicable today.

Fiddling With Filaments Biographies

S5CS8. Students will understand important features of the process of scientifi c inquiry.Students will apply the following to inquiry learning practices:a. Scientifi c investigations may take

many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

Physically Changed Magnifi cent Mixtures Kool Kups Ice Change: The Meltdown Hanging Out to Dry Bagging Up Changes Mixed Reactions Change is Evident It’s a Good Indicator Product Testing Change Matters Static Sensations Static Strokes Different Strokes All Charged Up Sparky’s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts Conductor or Insulator? Electromagnetic Explorations Make an Electromagnet Blade Spinners

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientifi c discoveries around the world.

Physically Changed Path Finders

c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.

Sum of Its Parts The Big Banana Peel! Wee See Lots of Colored Dots Kool Kups Mixed Reactions

d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

Picturing the Scientist Fiddling With Filaments Biographies


Content

Physical ScienceS5P1. Students will verify that an

object is the sum of its parts.a. Demonstrate that the mass of an object

is equal to the sum of its parts by manipulating and measuring different objects made of various parts.

Sum of Its Parts The Big Banana Peel!

b. Investigate how common items have parts that are too small to be seen without magnifi cation.

Wee See Lots of Colored Dots

S5P2. Students will explain the difference between a physical change and a chemical change.a. Investigate physical changes by

separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.

Physically Changed Magnifi cent Mixtures

b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.

Kool Kups Ice Change: The Meltdown Hanging Out to Dry Bagging Up Changes Moving Water

c. Investigate the properties of a substance before, during, and after a chemical reaction to fi nd evidence of change.

Mixed Reactions Change is Evident It’s a Good Indicator Product Testing

S5P3. Students will investigate electricity, magnetism, and their relationship.a. Investigate static electricity. Static Sensations Static Strokes Different Strokes All Charged Up

b. Determine the necessary components for completing an electric circuit.

Sparky’s Light Kit Path Finders Circuit Quiz Boards Make a Switch Fiddling With Filaments Electric Circuits Short Cuts

c. Investigate common materials to determine if they are insulators or conductors of electricity.

Conductor or Insulator? Conductors and Insulators

d. Compare a bar magnet to an electromagnet.

Electromagnetic Explorations Make an Electromagnet



Equipment

Consumables and Non-consumablesScissorsColored pencilsCrayonsMarkers, washableGlue sticksWhite glueStaplesStringRubber bands, #19Paper clips, regular and jumboBrass paper fastenersPermanent marker, fi ne lineFile foldersHole punchesBallpoint pensIndex cards, 3" x 5"Table saltSandpaperDollar billColored comic stripsColored magazine picturesIce cube traysFlashlightsBatteries, AA-cellsBatteries, D-cellsBatteries, 6-voltSmall bulbsWire, 28-gaugeCopper wire, 20-gaugeInsulated wireBell wireIncandescent light bulbBaby food jars

BalancesMetric massesEyedroppersHand lensesMicroscopesGraduated cylinders

Measuring cups and spoonsThermometersHot platePlastic rulersWooden meter stickMiniature holiday lights

Bulb holdersBattery holdersWire strippersDirectional compassesSpinner kits

TeakettlePlastic bag, gallon-size,

recloseablePlastic bag, pint-size, recloseablePlastic spoonsPortion cupsPaper cupsPlastic cups, 9 ozPlastic cups, 3.5 ozPlastic plates, 6 inchAluminum pie tin, disposableMetal baking sheetPaper towels, whitePaper towels, brown or blueToothpicksFlavored drink mixPlastic water bottles with capsEmpty soda bottles, 2 LBananasRaisinsPeanutsPretzelsChocolate chipsButterscotch chipsSmall crackersCerealScraps of clothHydrogen peroxideCalcium chlorideBaking sodaVinegarSugarPowdered lime

Washing sodaCream of tartarHousehold cleaning solutionAmmoniaDistilled waterMilk of magnesiaMilkRed cabbageBoraxSteel woolTongsEmpty fi lm canisters, 35 mmSerrated plastic knivesApplesMatchesVotive candleClayAluminum foilBuckets or tubsBalloons, roundFluorescent bulb, smallPlastic wrapStyrofoam piecesCotton threadLarge nails


TopicEvaporation

Key QuestionWhich location will dry clothes the quickest?

Learning GoalStudents will: • compare how well wet paper towel “shirts” dry in

various locations over time, • recognize that the liquid water is changing to water

vapor—a gas, and• identify temperature as a factor that affects how

quickly water evaporates.

Guiding DocumentsProject 2061 Benchmarks• When liquid water disappears, it turns into a gas

(vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water.

• Keep records of their investigations and observa-tions and not change the records later.

NRC Standards• Materials can exist in different states—solid, liquid,

and gas. Some common materials, such as water, can be changed from one state to another by heat-ing or cooling.

• Plan and conduct a simple investigation.• Employ simple equipment and tools to gather data

and extend the senses.

NCTM Standards 2000*• Select and apply appropriate standard units and

tools to measure length, area, volume, weight, time, temperature, and the size of angles

• Collect data using observations, surveys, and experiments

• Propose and justify conclusions and predictions that are based on data and design studies to fur-ther investigate the conclusions or predictions

MathMeasurement elapsed time temperatureData analysis averages

SciencePhysical science evaporation physical change

Integrated ProcessesObservingPredictingComparing and contrastingCollecting and recording dataInferringCommunicating

MaterialsFor each group: 2 plastic drink bottles (see Management 2) string

paper towels (see Management 3) shirt template scissors thermometer

For the class: pie tin or similar container measuring spoon or portion cup (see Manage-

ment 5) location cards (see Management 6)

For each student: recording journal (see Management 7)

Background Information Matter on Earth commonly exists in one of three states—solid, liquid, or gas. Water is a material with which students are familiar in all three states. They have all had experience with liquid water, ice, and steam or water vapor. This activity addresses the change in the states of matter, specifi cally water, that is caused by an increase in temperature. The water that is put on the paper towel clothes evaporates into a gas—water vapor. Students should fi nd that the best place to put their clotheslines is where there is a warm temperature and some air movement.

Management 1. Students will need to be divided into six groups—

one for each of the locations to be tested. 2. For the clotheslines, collect two plastic drink

bottles (empty or full) per group (20-oz soda or


water bottles work well). Cut string into 35-cm lengths. The string can be tied to the tops of the bottles, which are then spread apart to form a clothesline. If the bottles are empty, you will need to fi ll them with water or sand so that they will hold up the shirt.

3. Use brown school-issued or blue industrial-type paper towels instead of white cloth-like ones bought in the grocery store. They are easier for students to cut, and the color change is easier for students to observe as they are drying.

4. Copy the shirt template page onto card stock and cut it in half. Each group needs one template.

5. Experiment with the paper towels you will be using beforehand so that you know about how much water each “shirt” will hold when completely sat-urated. Provide a measuring spoon, portion cup, etc., that will hold the correct amount of water. Have students pour this amount of water over their shirts while they are in a pie tin or similar container and swish the water around until it is completely absorbed by the paper towel. This will ensure that all groups begin with the same amount of water in their “shirts.”

6. Copy the page of location cards and cut them apart. Have specifi c locations in mind for each card so that you can direct groups as necessary. Rewrite any locations that will not work with sim-ilar ones that will. Put the cards in a bag or cup so that each group can draw one.

7. To make the recording journals, copy the two journal pages front to back and fold them in half. If this is not possible, copy the two pages, cut them in half, stack the pages in order, and staple them along the left edge.

Procedure 1. Ask students if they can think of a time that they

got their clothes wet (spilled water, ran through sprinklers, leaned up against something wet, etc.). Invite a few students to share their stories and what they did about the wet clothing.

2. Solicit students’ ideas of what they would do if they had a wet spot on their shirts, but could not

change clothes. Write their suggestions on the board (stand in the sun, blow on the wet spot, use a hair dryer, etc.). Look at the suggestions and see what, if anything, they have in common. Hopefully, several will involve increasing the temperature and/or air fl ow to the wet spot.

3. Challenge students to describe what is going on when a wet spot on a shirt dries. The water is “disappearing,” but where does it go? Why do we add heat and/or air to make things dry faster? [A physical change is taking place. The liquid water is changing state to water vapor, a gas. It evapo-rates into the air, and this evaporation is speeded by adding heat and air circulation.]

4. Tell students that they will be exploring how the temperature and location affect how quickly clothes can dry. Explain that each group will have a different location in which they will set up a “clothesline” on which they will hang a wet paper towel “shirt.”

5. Have students get into groups and distribute scissors, one paper towel, and a shirt template to each group. Have them cut out the template, fold the paper towel, place the top edge of the shirt template along the fold, trace around the shirt, and cut it out.

6. Hand around the bag with the location cards and allow each group to select one card. Give them thermometers and the materials for their clotheslines and show them how to tie the string to the bottles and spread them apart (see Man-agement 2). Allow time for the groups to set up their clotheslines in the appropriate locations. Have them also set out their thermometers at this time.

7. When all groups have their clotheslines set up, have them bring their paper towel shirts to the location where you have the water and thoroughly saturate the paper towels (see Management 5).

8. Distribute the recording journals. Instruct stu-dents to hang the shirts over their clotheslines and record the time and temperature in their journals. (Be sure that the thermometers have been allowed to stabilize before students take readings.) Allow time for groups to complete the fi rst recording page with detailed descriptions of their clotheslines’ locations and the conditions of their shirts.

9. Distribute the student page. Have each group share the location of its clothesline. Write these on the board for reference. Instruct students to record their guesses/predictions as to which locations will produce the driest shirts by rank-ing the locations from most to least dry.

10. Have groups make three additional observations of their shirts. Space the observations 10 to 30 minutes apart, depending on weather conditions.


(If it is a cloudy day, there is high humidity, etc., the observations should be farther apart to allow time for the shirts to dry.) At each observation, students should record the time and temperature, as well as their observations about the dryness of the shirt.

11. After the third observation, have groups bring their clotheslines, shirts, and thermometers inside and complete the summary of results in their journals.

12. Have each group write a different letter some-where on its shirt so that they will not get mixed up. As a class, determine the order of the shirts from most to least dry.

13. Have students record the actual order in the second portion of the table on the student page. Have each group share the average temperature for its location with the class so the information can be recorded.

14. Allow time for students to answer the questions on the page, then come together for a time of class discussion and sharing.

Connecting Learning 1. Describe your group’s location. Did you think

your shirt would dry quickly, slowly, or some-where in between at your location? Why?

2. Which locations had the driest shirts at the end of our observations? What do these locations have in common?

3. Which locations had the wettest shirts at the end of our observations? What do these locations have in common?

4. How did the actual results compare to your predictions?

5. Based on our data, is there a relationship between a location’s temperature and how fast a shirt dries? How do you know?

6. What other factors could have infl uenced our data? [humidity, wind]

7. What state of matter was the water you put on the shirt? [liquid]

8. What is happening to the water in the shirt as it dries? [The water is evaporating into the surround-ing air. It is changing from a liquid to a gas.]

9. Can you see the evaporation? [No.] How do you know it is happening? [The shirt dries. The water has to go somewhere.]

10. What kind of change does this represent? [physi-cal] How do you know? [The water does not change properties, just state.]

11. What are you wondering now?

Extensions 1. Design an experiment that would control all vari-

ables except temperature to see how strong a role it plays in evaporation rate.

2. Challenge students to design a method to quickly dry a wet shirt without using any electrical tools (hair dryer, fan, etc.).

* Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved.


Key Question

Learning Goals

Which location will dry clothes the quickest?

• compare how well wet paper towel “shirts” dry in various locations over time,

• recognize that the liquid water is changing to water vapor—a gas, and

• identify temperature as a factor that affects how quickly water evaporates.


Align foldhere

Align foldhere

Align foldhere

Align foldhere

ShirtTemplate

ShirtTemplate


In the sunOn blacktop or sidewalk

In the shadeOn blacktop or

sidewalk

In the sunOn grass or dirt

In the shadeOn grass or dirt

In the sun and/or by a window

Out of the sunaway from windows

and doors

Location Cards


Tim

e:

Tem

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atu

re:

Des

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tio

n o

f sh

irt:

Elap

sed

tim

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art

to fi

nis

h:

Ave

rag

e te

mp

erat

ure

at

ou

r lo

cati

on

:

Co

mp

aris

on

of s

hir

t fr

om

sta

rt to

fi n

ish

:


Time:

Temp

erature:

Descrip

tion

of sh

irt:

Time:

Temp

erature:

Descrip

tion

of sh

irt:

Starting

time:

Starting

temp

erature:


Most Dry

ActualAverage

TemperaturePrediction

Least Dry

Guess which locations you think will have the driest shirts at the end of the observations. Write the names of the locations in the table in order from most dry to least dry.

Record the actual order of the shirts from most to least dry. Record the average temperature of each location.

1. How do your guesses/predictions compare to the actual results?

2. Does there appear to be a relationship between the temperature of a location and how dry the shirt was? Explain.

3. What other factors could have had an impact on how quickly the shirts dried?

4. What is happening to the water that was in the shirts? How do you know?


Connecting Learning

1. Describe your group’s location. Did you think your shirt would dry quickly, slowly, or somewhere in between at your location? Why?

2. Which locations had the driest shirts at the end of our observations? What do these locations have in common?

3. Which locations had the wettest shirts at the end of our observations? What do these locations have in common?

4. How did the actual results compare to your predictions?

5. Based on our data, is there a relationship between a location’s temperature and how fast a shirt dries? How do you know?


Connecting Learning

6. What other factors could have infl uenced our data?

7. What state of matter was the water you put on the shirt?

8. What is happening to the water in the shirt as it dries?

9. Can you see the evaporation? How do you know it is happening?

10. What kind of change does this represent?

11. What are you wondering now?