"GapLessons Kits 3rdGrade 8 2008"
Rock Hill Schools Third Grade Gaps and the Science Kits USE OF THE SUPPORT DOCUMENT PROVIDED WITH THE SCIENCE ACADEMIC STANDARDS IS CRITICAL TO YOUR SUCCESS. www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Science Structures of Life Rocks & Minerals Changes & Heat Sound & Motion 1st 9 weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks TEST WHEN USING THE SCIENCE KITS, BE SURE TO READ SEVERAL ACTIVITIES AHEAD, ESPECIALLY IF YOU ARE WAITING ON PLANTS TO GROW, SOMETHING TO DRY, ETC. IT MAY BE THAT YOU CAN CONTINUE MOVING FORWARD AS YOU WAIT. nd General Kit Notes—Order Crayfish by the week of September 2 1. Structures of Life (FOSS)—Do entire kit. Allow approximately 2 weeks for Investigations 1 and 2; Also allow approximately 2 weeks each for Investigation 3 (Crayfish) and Investigation 4 (Bess Beetles)- Parts P3 and P4 optional. 2. Rocks and Minerals (STC)—Do all of kit except for Lessons 12 but make certain you show unique shape of quartz), 13 and 16; Combine Lessons 1 and 2 and do in 1 day; Combine Lessons 4 and 5 and do in 1 day; Lesson 7-add acid test (see below); Can make Lessons 7-12 into centers if desired, combining Lessons 7 and 8 as one center. Allow 7-8 minutes per station to conduct tests and three minutes to write silently; Lesson 14 can be used as an assessment; Lesson 15 optional or use as assessment or challenge lesson. 3. Changes kit will not be used. 4. Sound (STC)—Do entire kit Be sure to visit the FOSS Web (www.fossweb.com) for interactive games Standard 3-1 Indicator Standards can be met while performing the kit investigations and activities if you remain aware of what they are and integrate them in your investigations/activities. Standard 3-2 2.1—Met by Structures of Life kit. Be sure to bring in life cycles of other plants (cotton, peaches, etc.) Also see text pages 34-41, which include the fern, cherry and pine trees; See StreamLineSC Videos in Support Document and suggested websites 2.2— Met by Structures of Life kit; See StreamLineSC Videos in Support Document and suggested websites 2.3— See StreamLineSC Videos in Support Document and suggested websites 2.4—Chapter 2 Lessons 1-5 (84-136)-Assign groups one of the habitats (emphasize 2.2 and 2.4) and give time (suggested 1 day) to prepare a report that they will then share with the class. Make certain students focus on adaptations and not on the habitat itself); See suggested website in Support Document 2.5— Chapter 1 Lesson 5 in text (pgs 68-71); FOSS Science stories from Structures of Life kit excellent for food chains; See StreamLineSC Videos in Support Document and suggested websites Version 1.0 Standard 3-3 3.1—Met by Rocks and Minerals kit; Chapter 4 Lesson 1 in text (pgs 198-202); Rock Cycle song (www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm) See StreamLineSC Videos in Support Document and suggested websites; If time allows here are some edible rock ideas (www.pages.drexel.edu/~ks73/Ediblerocks.htm); Soils—(Suggested timeline for soils if five (5) days)—Chapter 4 Lesson 2 in text (pgs 206-213); Have students bring in soil from home to use in lessons. Chapter 4 Lesson 2 in text (pgs 206-213); Explore “What makes up soil?” (pg 207 of text and pgs 85-88 in teacher activity guide) st Activity—take soil samples brought in from home and see if any are or contain sand, clay or humus. You can get silt by washing sand.—See 1 grade teachers for samples of sand. See also the Guided Inquiry on page 71 of Teacher Activity Guide. 3.2—Met by Rocks and Minerals kit; See Mineral Identification Key in Support Document; Chapter 4 Lesson 1 (pgs 194-197); See StreamLineSC Videos in Support Document and suggested websites Three (3) days suggested time for fossils (3.3-3.4)—Make certain to emphasize fossil fuels (Chapter 4 Lesson 3 (pgs 220-221) 3.3—Chapter 4 Lesson 3 in text (pgs 218-219); Types of fossils (cast, mold, animal parts, plants); Make You Own Fossils (www.csiro.au/resources/ps1tk.html); See StreamLineSC Videos in Support Document and suggested websites; Fossil search using Milk Bone biscuits (coming at a later time) 3.4— See StreamLineSC Video in Support Document 3.5— See Chapter 5 Lesson 1 in text (pgs 232-241). Also use Google Maps (http://maps.google.com) and Google Images (http://images.google.com); See StreamLineSC Videos in Support Document and suggested websites; 3.6—See Chapter 5 Lesson 1 in text (pgs 236-237); See StreamLineSC Videos in Support Document and suggested websites 3.7—Use blackline masters in Lesson 16 of Rocks and Minerals for examples of rock and mineral usage; Chapter 4 Lesson 3 in text (pgs220-221) Five (5) days recommended for fast and slow geologic processes 3.8—Chapter 5 Lessons 2 and 3 in text (pgs 244-261); In student Activity Lab Book, pages 103-110; Make a mini-field trip around the school to look for examples of these processes; have students role play slow processes; See StreamLineSC Video in Support Document; Google Images (http://images.google.com) Standard 3-4 4.1— Recommended two (2) days—Chapter 6 Lesson 3 in text (pg 298-305); Do Explore activity on page 299); Lab Book (pg 125); StreamLineSC video-“Properties of Matter” Part 1 and Part 2 “Liquids, Solids and Gases” (grades 3-5) and “Solids, Liquids, Gasses, A First Look” 4.2— Recommended two (2) days--Chapter 6 Lesson 1 (pgs 280-283); StreamLineSC video “Matter and Its Properties: Exploring the Phases of Matter; Chapter 6 Lesson 5 (pgs 318-323); Explore Activity on page 319 (make certain to stir before reading the thermometer each time); You might choose to make ice cream in a churn, eat the ice cream and save the salt brine to use to show evaporation; StreamLineSC video on alcohol (need to look up): Brain Pop-Property Changes; States of Matter 4.3— Recommended three (3) days—Chapter 6 Lesson 1 in text (pg 283); Conduct activity using hot water and three (3) different spoons (wooden, plastic, and metal). Observe which spoon is the hottest; Insulator-Page 131 in Student Manual (see extension) Chapter 6 Lesson 4 in text (Focus on Skills pg 16-17); Blubber Glove as an option (look up lesson); Magic School Bus episode on Whale Blubber. 4.4— Recommended three (3) days—Chapter 6 Lesson 1 in text (310-311); Make a collage (picasa.google.com) or poster showing sources of heat; Tie in Brattonsville experience; AIMS Activity “What is hot and what is cold?”; Friction, wool in dryer, feel back of computer. Standard 3-5 (Motion recommended timeline four-five (4-5) days. 5.1—(1 day)-Chapter 7 Lesson 1 in text (pgs 334-337); Activity Book (pgs 140-141) and/or Explore in text (pg 335) 5.2—(1 day)-Chapter 7 Lesson 1 in text (pg 340); Quick Lab (pg 340); Activity Manual (pg 143); StreamLineSC video recommended in Support Document. 5.3—(1-2 days)-Chapter 7 Lesson 2 in text (pgs 346-347); See StreamLineSC Videos in Support Document and suggested websites 5.4— Chapter 7 Lesson 2 in text (pg 349); Quick Lab in text (pg 349); Activity Book (pg 349); See StreamLineSC Video in Support Document 5.5— Met by Sounds kit; e StreamLineSC Videos in Support Document and suggested websites 5.6— Met by Sounds kit; e StreamLineSC Videos in Support Document and suggested websites 5.7— Met by Sounds kit; e StreamLineSC Videos in Support Document and suggested websites 5.8— Met by Sounds kit; e StreamLineSC Videos in Support Document and suggested websites Version 1.0