TABLE OF CONTENTS PHYSICAL SCIENCE EARTH SCIENCE POSITION AND MOTION OF OBJECTS PROPERTIES OF EARTH MATERIALS

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2 TABLE OF CONTENTS Introduction... 5 A Guide to Experimental Design... 6 Experimental Design Student Worksheets...10 Graphing Worksheet...14 PHYSICAL SCIENCE Teacher Tips...15 POSITION AND MOTION OF OBJECTS Science Skills: Estimating and Measuring Length...17 Just the Facts: Forces Vocabulary...18 Balloon Rockets Sample Experiment...19 Experimental Design: Balloon Rockets Rocket Design Rockets and Our Everyday Lives Meet Daniela Bennett...24 Would You Go into Outer Space?...25 Just the Facts: Simple Machines Life without Simple Machines...27 LIGHT, HE AT, ELECTRICI T Y, AND MAGNETISM Science Skills: Reading a Thermometer Just the Facts: Fahrenheit vs. Celsius Science Skills: Working with Thermometers...31 Color and Heat Sample Experiment Experimental Design: Color and Heat Keeping in the Heat The Trouble with Insulators...37 Meet Tommy Cleveland House Advertisement PROPERTIES OF OBJECTS AND MATERIALS Science Skills: Creating a Bar Graph Science Skills: Gooey Glue Ball...41 Gooey Glue Slime Sample Experiment...42 Experimental Design: Gooey Glue Slime Thank You, Mr. Goodyear! Meet Allen Wiener Just the Facts: Matter of Facts Just the Facts: Solids, Liquids, and Gases...47 Comparing States of Matter Just the Facts: Mixtures and Solutions Bursting Bubbles Sample Experiment Experimental Design: Bursting Bubbles...51 Bubble Blower Challenge...52 EARTH SCIENCE Teacher Tips PROPERTIES OF EARTH MATERIALS Science Skills: Estimating and Measuring Mass Volume and Mass Sample Experiment Experimental Design: Volume and Mass...57 The Strongest Earth Materials Water Is Essential Just the Facts: Rocks and Minerals Just the Facts: Earth s Layers Meet John Rihs Trip to the Center of Earth...67 CHANGES IN EARTH AND SKY Just the Facts: Cloud Types Science Skills: Cloud in a Bottle Meet Carl Bowman...70 Rain Gauge...71 Streamer Wind Vane...72 Basic Barometer...73 Tracking Local Weather...75 Morning Weather Report...76 Modeling Erosion Sample Experiment Experimental Design: Modeling Erosion Engineering Design: Controlling Erosion...79 Skill-Building Science Carson-Dellosa CD

3 TABLE OF CONTENTS OBJECTS IN THE SKY Science Skills: Modeling Moon Shadows Just the Facts: Phases of the Moon Moon Observations Sample Experiment Experimental Design: Moon Observations Future Space Vehicles Meet Dr. Steve Danford Just the Facts: Out of This World Message in a Space Bottle Where Would You Explore? LIFE SCIENCE Teacher Tips CHARACTERISTICS OF ORGANISMS Science Skills: Reading Line Graphs Just the Facts: Can You Do This? Animal Adaptations Sample Experiment Experimental Design: Animal Adaptations Building with Your Beak Saving the World s Whales Just the Facts: Animal Kingdom: Vertebrates Just the Facts: Animal Kingdom: Invertebrates Comparing Animal Groups Meet Leonardo Bencomo Plant Height Challenge Meet Cheryl Baker Creating a New Organism ORGANISMS AND ENVIRONMENTS Science Skills: Making Inferences Hiding in Colors Sample Experiment Experimental Design: Hiding in Colors Designing Camouflage Just the Facts: Food Chains Meet Elaine Leslie Crossing Roads Just the Facts: Comparing Habitats Habitat Haiku Just the Facts: Habitat Presentation ANSWER KEY LIFE CYCLES OF ORGANISMS Science Skills: Metamorphosis Just the Facts: Salmon Life Cycle Story of a Life Cycle Growing with Light Sample Experiment Experimental Design: Growing with Light Carson-Dellosa CD Skill-Building Science

4 PHYSICAL SCIENCE TEACHER TIPS Estimating and Measuring Length (page 17) Before completing this activity, students should have a basic understanding of estimating and measuring length using the metric system. Have a variety of materials available for students to measure (books, pencils, staplers, etc.) or encourage students to bring in objects from home. Rocket Design (page 21) You can use this activity as an extension to the Experimental Design activity, Balloon Rockets (page 20). Students should write a procedure of the steps they will perform to alter the rocket. Remind students that if the change they make to the balloon rocket does not produce good results, they should start again from the unaltered design. Students can create their own data tables, or you may wish to reproduce the data table on page 22 for each group. Caution: Before completing any balloon activity, ask families about latex allergies. Also, remember that uninflated or popped balloons may present a choking hazard. Simple Machines (page 26) Have several examples of simple machines available for students to observe during this activity. Handling doorknobs, pulleys, pencil sharpeners, screws, and bicycle gears will help children learn how a simple machine functions. Working with Thermometers (page 31) Fill a bucket with water the night before completing this activity and allow it to acclimate to room temperature. Prepare enough water for each group to have several cups. Color and Heat (page 32) If you are performing this activity indoors, you can use a flood lamp with a 120-watt flood lightbulb. Position the lamp so that it shines horizontally on the cans, with the light hitting the sides of the cans, rather than the top. If you are conducting the activity outdoors, it may take longer for the temperature of the air in the cans to rise. To obtain similar results, students who are designing their own experiments may paint the cans or wrap the cans in colorful cloth. Keeping in the Heat (page 34) Caution: Instruct students to use caution when completing any activity that includes hot liquids. Meet Tommy Cleveland (page 38) Students should create a data table to record each activity and the amount of time she uses electricity during the day. House Advertisement (page 39) Students can use the information they discovered in the activities Color and Heat (page 33), Keeping in the Heat (page 34), and Meet Tommy Cleveland (page 38) to design a house that efficiently produces and retains heat energy. Creating a Bar Graph (page 40) Use this activity as an introduction to creating a bar graph. Reproducible student graph paper is provided (page 14). Caution: Before completing any food activity, ask families permission and inquire about students food allergies and religious or other food preferences. Skill-Building Science Carson-Dellosa CD

5 PHYSICAL SCIENCE TEACHER TIPS 16 Gooey Glue Ball (page 41) Use this activity before students complete the Experimental Design activity, Gooey Glue Slime (page 43). Film canisters can be obtained from a local photography lab. Determine the number of film canisters you need to complete the activity. A few days prior to the activity, ask a lab technician to save that many canisters for you. Borax is sold in stores as a laundry detergent. It is important to label any solution containing borax. Once you use a container for borax solution, do not use it for anything else. Even after cleaning the container, borax will contaminate materials put into the container because it is very alkaline. Before the activity, prepare a borax solution for students by mixing 1 /8 cup (29.6 ml) of borax laundry detergent into 2 cups (0.5 L) of warm water. Shake until most of the borax dissolves. Allow the solution to cool. This will produce enough borax solution for several classes of students. The glue and the borax solution may be stored separately in 2-ounce plastic cups or ramekins. These may be purchased at school supply, craft, or food stores. Ramekins with lids work especially well because ingredients may be portioned before the activity and then stacked. You may wish to premeasure ingredients for younger students. Students may take their polymers home in resealable plastic bags. Remind students to be careful with these polymers; they may stain carpets and clothing. Also, because these types of polymers may clog drains, do not allow the disposal of unused polymers down any drain. Matter of Facts (page 46) Prepare materials for this activity before class. For each group, you will need 1 wooden block, 1 cup of water, and 3 gallon-sized resealable plastic bags. Place the wooden block and 1 cup of water in separate bags and seal. To represent gases, blow into the third bag and quickly seal it. Comparing States of Matter (page 48) Students can use the information they discovered in Matter of Facts (page 46) and Solids, Liquids, and Gases (page 47) to complete the Venn diagram and paragraph. Bursting Bubbles Sample Experiment (page 50) Create the bubble solution for this experimental design with the following formula: 1 /2 tbsp (7.4 ml) of pure glycerin 1 /2 cup (118.3 ml) of distilled water 1 /8 tsp (0.62 ml) of sugar 2 tbsp (29.57 ml) of liquid dishwashing detergent (not concentrated) For the second and third bubble solution, increase the amount of pure glycerin by 1 /2 tbsp. Bubble solution 2: 1 tbsp (14.79 ml) of glycerin Bubble solution 3: 1 1 /2 tbsp (22.19 ml) of glycerin Using this ratio of materials will create 12 tbsp (177.5 ml) of each bubble solution. This makes enough bubble solution for three groups of students. Caution: Warn students not to inhale the mixture through the straws when completing the activity. Bubble Blower Challenge (page 52) To create the strongest, longest lasting bubbles, use the bubble solution formula that contains 1 1 /2 tbsp (22.19 ml) of glycerin. You may also wish to conduct an Internet search for alternative bubble solutions. Carson-Dellosa CD Skill-Building Science

6 NAME DATE ESTIMATING AND MEASURING LENGTH Length is a measurement of the distance between two points. Scientists measure length in metric units called meters (m) and centimeters (cm). When you estimate the length of an object, you are making your best guess. MATERIALS: classroom objects (books, desks, doorways, etc.) meterstick PROCEDURE SCIENCE SKILLS PHYSICAL SCIENCE 1. List four items found around the classroom (book, desk, doorway, etc.). 2. Estimate the lengths of the objects in centimeters (cm) or meters (m). Record the estimates on the data table below. 3. Use a meterstick to measure the actual lengths of the objects. Record the measurements on the data table. 4. Subtract the smaller number from the larger number to find the difference between your estimates and the actual lengths. Record the difference in the last column of the data table. DATA TABLE: Remember to label each measurement with the units you used. Object Estimate of Length Actual Length Difference CONCLUSIONS: Answer the following questions in complete sentences. 1. When would it be helpful to estimate the length of an object? 2. When would it be helpful to measure the length of an object? Skill-Building Science Carson-Dellosa CD

7 PHYSICAL SCIENCE NAME DATE Write each letter in the correct blank to match each word with its correct definition. Use a dictionary, a science book, or the Internet to complete this activity. 1. position 2. motion 3. force 4. acceleration 5. gravity JUST THE FACTS FORCES VOCABULARY a. occurs when an object speeds up b. pushing or pulling c. a measurement of how much gravity is pulling on an object d. occurs when an object is moving from one place to another 6. weight 7. friction e. occurs when objects rub against each other f. where something or someone is located g. a force that pulls all objects toward each other 18 Carson-Dellosa CD Skill-Building Science

8 BALLOON ROCKETS SAMPLE EXPERIMENT QUESTION: How does the amount of gas released from an object affect its movement? HYPOTHESIS: If the amount of gas released from an object affects its movement, then the release of more gas will result in more movement of the object. VARIABLES, CONTROL, AND CONSTANTS: Independent variable: Amount of air blown into the balloon Dependent variable: The distance the balloon rocket travels on the fishing line Control: A fully inflated balloon Constants: Variables that must remain the same type/size of balloon type/length of fishing line type/size of drinking straw height/angle of fishing line design of balloon rocket type of measurement tool type/length of yarn used for measuring method of measurement MATERIALS: plastic drinking straw 12" (30.5 cm) balloon 48" (121.9 cm) piece of yarn permanent marker 30' (9.14 m) piece of fishing line masking tape meterstick small binder clip PROCEDURE 1. Fully inflate the balloon and twist it closed. Attach a binder clip to the balloon to prevent it from deflating. To find the circumference of the inflated balloon, wrap the yarn around the center of the balloon. Place your finger on the yarn to mark the distance around the balloon. Carefully transfer this length of yarn to the meterstick. Record the length of the yarn on the data table. Divide this measurement into fourths. Record these lengths on the data table. Wrap small pieces of masking tape at each of these lengths on the yarn. Use a permanent marker to label each measurement on the masking tape. (These measurements will serve as the independent variables.) For example, if a fully inflated balloon has a circumference of 36" (91.4 cm), then one-fourth of the circumference is 9" (22.9 cm). A 9" (22.9 cm) length of yarn can be wrapped around the circumference of a balloon that is one-fourth inflated. 2. Fully inflate the balloon and carefully tape it to the plastic drinking straw. Slowly release the air from the balloon. Then, thread the fishing line through the straw. 3. Secure one end of the fishing line tightly to the wall at about shoulder height. Stretch the fishing line to another wall, make sure that the line is taut, and secure the end tightly. 4. Using the labeled yarn to measure, inflate the balloon until it is one-fourth full. Twist the balloon so that the air does not escape. 5. Release the balloon. Use the meterstick to measure the distance in centimeters that the balloon rocket travels. 6. Record the distance on the data table and repeat steps 4 5 two more times. 7. Find the average distance traveled. Record it on the data table. 8. Repeat steps 4 7 for each amount of air (one-half, three-fourths, and fully inflated). Skill-Building Science Carson-Dellosa CD

9 PHYSICAL SCIENCE NAME EXPERIMENTAL DESIGN DATE BALLOON ROCKETS Forces can cause an object to move, stop it from moving, or change its direction. Scientists use this fact to propel rockets into space. When a rocket lifts off, it releases gas out of its engine, forcing it to push forward and up into the atmosphere. This happens when the rocket is flying through space, too. When the gases come out of engines in the back of a rocket, this causes the rocket to move forward. TASK: Design an experiment to determine how the amount of air in a balloon affects the distance that a balloon rocket travels. Complete the worksheets (pages 10 14) as you design and perform your Balloon Rockets experiment. HINTS HYPOTHESIS: Think about what you already know about how the amount of air in a balloon affects the distance that it will travel when released. VARIABLES, CONTROL, AND CONSTANTS: What will you test? What will change as a result of the independent variable? To which trial will you compare all of the results? Which parts of the experiment must stay the same? GRAPH: Create a graph that shows a picture of the data you collected in this experiment. Remember to label both axes and give the graph an appropriate title. 20 Carson-Dellosa CD Skill-Building Science

10 NAME ENGINEERING CHALLENGE DATE ROCKET DESIGN Having learned how the amount of air in a balloon affects the amount of force on a balloon rocket, you will design your own balloon rocket. Begin by using the basic balloon rocket from the Experimental Design activity, Balloon Rockets, and make changes by adding or taking away weight, adding balloons, or making the balloon rocket more aerodynamic. An aerodynamic rocket has rounded edges so that it will reduce wind drag. Wind drag is friction from air that slows down your balloon rocket as it moves forward. CHALLENGE: Make a change to the design of the original balloon rocket that will allow it to travel farther. PHYSICAL SCIENCE MATERIALS: original balloon rocket additional balloons feathers coins masking or transparent tape construction paper any additional teacher-approved materials GUIDELINES You may try several different designs but only make one change at a time to your balloon rocket. If you make a change and it does not increase the distance the balloon rocket travels, go back to the original design before making a new change. Fill the balloon with the same amount of air for every trial. On another piece of paper, draw a picture of each rocket design. PROCEDURE: Write a numbered list of the steps to create each changed balloon rocket. If you need more space, continue the steps on another piece of paper. Skill-Building Science Carson-Dellosa CD

11 NAME DATE DATA TABLE: Remember to label each measurement with the unit you used. Rocket Design 1 Change Made to Rocket: Rocket Design 2 Change Made to Rocket: Rocket Design 3 Change Made to Rocket: PHYSICAL SCIENCE Trial 1 Trial 2 Trial 3 Total Distance Traveled Average Distance Traveled RESULTS: Answer the following questions in complete sentences. 1. Which changed balloon rocket traveled farther than the original rocket? Explain. 2. Which changed balloon rocket did not travel as far as the original rocket? Explain. 3. What other changes to the setup of the experiment could you make that might cause the balloon rocket to travel farther? CONCLUSION: Answer the following question in complete sentences. 4. Think about the data you have gathered. How could someone use the data in the real world? 22 Carson-Dellosa CD Skill-Building Science

12 ANSWER KEY Estimating and Measuring Length (page 17) Answers will vary but may include: 1. It would be helpful to estimate the length of an object so that you can judge if an object might fit somewhere. 2. It would be helpful to know the lengths of objects for building things or moving furniture through doorways. Forces Vocabulary (page 18) 1. f. 2. d. 3. b. 4. a. 5. g. 6. c. 7. e. Rocket Design (page 22) Answers will vary. Rockets in Our Everyday Lives (page 23) Answers will vary. Meet Daniela Bennett (page 24) Answers will vary. Would You Go into Outer Space? (page 25) Answers will vary. Simple Machines (page 26) 1. wheel and axle 2. wedge 3. screw 4. pulley 5. lever 6. inclined plane 7. gear (page 26 continued) 8. wedge 9. wheel and axle 10. inclined plane 11. screw 12. lever 13. gear 14. pulley Life without Simple Machines (page 27) Answers will vary. Reading a Thermometer (page 28) Fahrenheit vs. Celsius (page 30) Letters can be in any order within the two categories. Fahrenheit a, c, d, h Celsius b, e, f, g Keeping in the Heat (page 36) 1. Foam peanuts retained the most heat. 2. The uninsulated building and water heater did not retain much heat. 3. The temperatures should equalize as the water cools. 4. Home builders and owners who want to insulate their homes would want the building materials that held the most heat. The Trouble with Insulators (page 37) Answers will vary. House Advertisement (page 39) Answers will vary. Gooey Glue Ball (page 41) Answers will vary. 3. If scientists do not measure correctly, then the results of their experiments will be different every time. It is important to be exact when measuring. Thank You, Mr. Goodyear! (page 44) 1. Charles Goodyear invented vulcanization, a way to make rubber stronger so that it would not melt in the heat or crack in the cold. His name was later used for a tire company Answers will vary. Meet Allen Wiener (page 45) 1. Astronauts would not have been able to explore parts of the moon that were far away. 2. Answer should include an accurate diagram of the Lunar Excursion Model and a written description of the moon s surface. 124 Carson-Dellosa CD Skill-Building Science