Next Generation Science Level 1 - Activity Book B

Science for the Next Generation

Science Gra d e On e

Activity Book

B

Next Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Activity 7.3

Sorting Matter

her sort ing her bedroom. Help 1. Chelsea is clean on the g letters in the boxes her things by writin next page.

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

s in a different way.

2. Now sort the thing

P

O

N

M

L

K

J

I

s been sorted?

How have the thing H

G

F

E

D

C

B

A

s been sorted?

How have the thing

27

Engineer It!

Engineer 26It!

Design a Musical Instrument

Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Procedure

!

Musical instruments make sounds in different ways.

Some make sound when you blow into them. Some make sound when you hit, shake or pluck them. Now it’s your turn to make your own musical instrument.

1. Use the materials to design and build a musical instrument.

Think about how your instrument will make sound and how the sound can be changed.

2. Draw a model and build your instrument.

Materials • art and craft supplies

• balloons

3. Explain to a friend how your instrument produces sound. Explain how you can change the sounds it makes.

• boxes and containers

• aluminum foil

• string

• scissors

• tape

the night sky? appear small in 4. Why do stars ll balls of gas. (a) They are sma 71 to the Earth. (b) They are close away. far (c) They are very le. peop ts sun affec 5. Tell 2 ways the

70 Review

Review

terns

ce Pat Earth and Spa

s in 1. Use the word Earth

sun

the box to label

the picture.

moon (a)

Topical questions at the end of each chapter for formative assessment.

Earth? day and night on nd the sun.

6. What causes n of the Earth arou (a) The revolutio the Earth. of ion rotat (b) The Sun. the of ion (c) The rotat e across the sky sun appear to mov 7. Why does the during the day?

(b)

(c) you see 2. Which star can s 3. Circle the thing

stars 146

g the day?

in the sky durin

you can see in

Earth

the sky at night.

moon

sun

n to move it take for the moo 8. How long does ? around the Earth (a) 1 day (b) 28 days (c) 365 days 147

Contents Unit 6 – Forces and Motion

2

Unit 7 – Matter

20

Unit 8 – Sound

42

Unit 9 – Light

84

Activity 6.1

Describing Position 1. Use the words in the box to describe the position of the objects in the bedroom. left between above under right in front on behind

2

(a) The skateboard is

the bed.

(b) The trophy is and the computer.

the basketball

(c) The poster is

the bed.

(d) The toy car is

of the bed.

(e) The kitten is

the cushion.

(f) The drawers are to the the window.

of

(g) The baseball bat is to the of the window. (h) The guitar is

the teddy.

2. Draw another object in the bedroom.

Describe its position.

3

Activity 6.2

Describing Motion 1. Use the words in the box to describe motion. zigzag straight line round and round back and forth up and down

(a)

(b)

(c)

(d)

(e)

4

2. Write ‘S’ for slow or ‘F’ for fast. (a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

5

Activity 6.3

Pushes and Pulls 1. Label the force. Is it a ‘push’ or a ‘pull’? (a)

(b)

(c)

(d)

(e)

(f)

6

2. Draw a picture with arrows to show how you use a push force.

3. Draw a picture with arrows to show how you use a pull force.

4. Draw a picture with arrows to show how you use a push and a pull force.

7

Activity 6.4

How Will It Move?

Draw arrows to show how each thing will move.

1. 2.

3. 4.

5. 6.

8

Activity 6.5

What Forces Can Do In small groups or as a class, plan and conduct an investigation to show that forces can: • • • • •

start an object moving stop a moving object change the direction of a moving object slow down a moving object speed up a moving object

Materials What things will you need?

9

Procedure List the steps you will take.

Draw a Model Draw models to show how you used forces to ... start an object moving.

10

stop a moving object.

change the direction of a moving object.

slow down a moving object.

11

speed up a moving object.

Analyze and Interpret 1. What will happen to the toy car when the string is pulled?

12

2. What will happen to the toy car when it moves up the ramp?

3. What will happen to the toy car when it hits the wooden block?

13

Review

Forces and Motion 1. Use the words in the box to describe the position of the circle in each picture. on under left right

2. How can you tell when an object is in motion?

14

3. Give an example of a push force.

4. True (

) or false (

).

(a) A force is a push or a pull. (b) Speed tells us how heavy an object is. (c) A force can stop an object moving. (d) All objects are in motion.

5. List four things that forces can do to objects. (a) (b) (c) (d)

15

Activity 7.1

What Is Matter?

1. List the matter you can see in the classroom.

Matter in the classroom:

16

2. List the matter you can see in the bedroom.

Matter in the bedroom:

17

3. True (

) or false (

).

(a) All matter has mass. (b) All matter takes up space. (c) All matter can be seen. (d) Matter is what all things are made of.

4. Circle the object with the greater mass. (a)

(b)

18

Activity 7.2

Describing Matter 1. Write four words to describe each object. (a)

(b)

(c)

19

(d)

(e)

(f)

20

2. With a partner, choose an object in your classroom and draw it in the space below.

Take turns in using different words to describe the object.

Object:

Description:

21

Activity 7.3

Sorting Matter 1. Chelsea is cleaning her bedroom. Help her sort her things by writing letters in the boxes on the next page.

A

B

C

D

E

F

G

H

I

J

K

M

22

N

O

L

P

How have the things been sorted?

2. Now sort the things in a different way.

How have the things been sorted?

23

Activity 7.4

Solids and Liquids Materials • plastic cup

• container

• blocks

Procedure 1. Place the blocks in the plastic cup.

2. Pour the cup of blocks into the container.

Observe what happens.

3. Fill the plastic cup with water.

4. Pour the water into the container.

Observe what happens.

24

Observations 1. What happened to the shape of the blocks when they were poured into the container?

2. What happened to the shape of the water when it was poured into the container?

Analyze and Interpret What did you learn about solids and liquids from this activity?

25

Activity 7.5

Flowing Liquids Materials • various liquids

• cardboard

Procedure 1. Pour an equal amount of each liquid onto the top of the cardboard.

2. Lift the cardboard and observe how each liquid flows. Record your observations in the chart on the next page.

26

Observations How Liquids Flow Slow

Medium

Fast

Analyze and Interpret 1. Which liquid flowed the slowest?

2. Which liquid flowed the fastest?

3. Why did the liquids flow at different speeds?

27

Activity 7.6

States of Matter 1. Label the states of matter. Write 'S' for solid, 'L' for liquid and 'G' for gas.

book

28

air

mirror

milk

rock

steam

oil

computer

honey

string

2. Cut out the pictures and stick them into the correct state of matter.

Solid

brick

Liquid

oil

Gas

milkshake

hot air

water

wind

shoes

phone

steam

bag

juice

pebble

29

This page is blank.

Activity 7.7

The Changing States of Water 1. Use the words in the box to describe the change. heated cooled melts freezes solid liquid

(a) Water is a

. When water is , it

and turns

into ice.

(b) Ice is a

. When ice is , it

and turns

into water.

31

2. Look at Ethan’s ice cream.

What can he do to stop it from melting?

3. Chelsea wants to make some chocolates. What can she do to get the chocolate into the molds?

4. Riley left a bowl of water outside on a hot day. The next day the water was gone. What happened to the water?

32

Activity 7.8

Changing Matter Use the words in the box to describe how the matter was changed. pushing heating freezing cutting

33

Activity 7.9

Reversible and Irreversible Changes 1. Use the words in the box to describe the change. reversible irreversible (a)

(b)

(c)

34

(d)

2. (a) Make a reversible change to a sheet of paper.

Draw and explain what you did.

(b) Change the paper back and now make an irreversible change. Draw and explain what you did.

35

Review

Matter 1. What is matter? (a) A pull force. (b) What all things are made of. (c) A source of light.

2. True (

) or false (

).

(a) Mass is the amount of matter in an object. (b) All matter is heavy. (c) Water is an example of a liquid.

3. Use the words in the box to complete the sentences. liquid melts freezes solid (a) When water

, it changes from a

liquid to a

.

(b) When ice solid to a 36

, it changes from a .

4. List the three states of matter. (a)

(b)

(c)

5. Use the words reversible and irreversible to the describe the change taking place.

37

Activity 8.1

Things That Make Sound 1. Check (

38

) the things that make sound.

2. Go into your school compound.

Close your eyes and listen to the sounds around you. List the sounds you hear.

39

Activity 8.2

Observing Sound Materials • rubber bands

• plastic container

Procedure 1. Stretch a rubber band over the plastic container as shown.

2. Pluck the rubber band softly.

Observe what happens.

3. Pluck the rubber band harder.

Observe what happens.

4. Pluck the rubber band again, then stop it moving with your hand. Observe what happens.

40

Make a Prediction What do you think will happen in this investigation?

Observations 1. What did you observe when you plucked the rubber band softly?

41

2. What did you observe when you plucked the rubber band harder?

3. What did you observe when you stopped the rubber band moving?

42

Analyze and Interpret 1. Was your prediction correct? What did you learn about making sound with rubber bands?

2. What would happen if the container was larger?

3. What would happen if you used smaller rubber bands?

43

Activity 8.3

Guess the Secret Sounds Materials • objects that make sound

• blindfold

Procedure 1. Put on the blindfold and listen to the sound made by your friend.

2. Guess the object making the sound.

3. Switch roles.

44

Observations Draw and write the objects making each sound.

Secret Sound 1

Secret Sound 2

45

Secret Sound 3

Secret Sound 4

46

Activity 8.4

Can Sounds Make Objects Vibrate?

Plan and conduct an investigation to find out if sounds can make objects vibrate.

Make a Prediction What do you think will happen in this investigation?

Materials What will you need to conduct the investigation?

47

Procedure Write the steps you will take.

Draw a Model Draw a model and label your investigation.

48

Observations Record your observations.

49

1. Was your prediction correct? What did you learn about sound and the vibration of objects?

2. How could you tell sound caused objects to vibrate?

3. What happened when the sound stopped?

50

Activity 8.5

Volume – Soft and Loud Sounds Listen to the sounds played by your teacher.

Classify the sounds as soft or loud.

Soft Sounds

Loud Sounds

51

Activity 8.6

Pitch – Low and High Sounds Listen to the sounds played by your teacher.

Classify the sounds as low or high.

Low Sounds

High Sounds

52

Activity 8.7

Observing Pitch and Volume Materials • ruler

Procedure 1. Place your ruler on the edge of your table and hold it in place as shown.

2. Pluck the ruler with your fingers. Observe what happens.

3. Move the ruler so that different amounts of the ruler are hanging over the desk.

4. Pluck the ruler with different strengths.

Observe what happens.

53

Observations Draw what you did to produce each sound.

Volume: soft Pitch: high

Volume: loud Pitch: high

54

Volume: loud Pitch: low

Volume: soft Pitch: low

55

Analyze and Interpret 1. Describe what you observed when you plucked the ruler.

2. Use the words in the box to describe what you observed. higher softer louder lower Large vibrations produced

sounds.

Small vibrations produced

sounds.

Faster vibrations produced

sounds.

Slower vibrations produced

sounds.

56

Activity 8.8

Changing Pitch Materials • glasses

• jug of water

• metal spoon

Procedure 1. Fill the glasses with different amounts of water as shown below.

2. Use the spoon to gently tap each glass.

57

Observations Order the glasses from the lowest pitch (1) to the highest pitch (5).

Analyze and Interpret 1. What caused the sounds made when you tapped each glass?

2. What caused the change in pitch?

58

Activity 8.9

How Are Sounds Made?

Plan and conduct an investigation to find out if vibrating materials can make sound.

Make a Prediction What do you think will happen in this investigation?

59

Materials What will you need to conduct the investigation?

Procedure Write the steps you will take.

60

Draw a Model Draw a model and label your investigation.

61

Observations Record your observations.

62

Analyze and Interpret 1. Was your prediction correct? What did you learn about vibrations and sound?

2. How could you tell an object was vibrating?

3. What happened when an object stopped vibrating?

63

Activity 8.10

How Do Musical Instruments Make Sound?

Materials • assorted musical instruments

Procedure 1. In small groups, take turns in playing different musical instruments.

2. Observe which part of each instrument makes sound.

64

Observations Draw each musical instrument.

Circle the part that makes sound.

Describe what is happening in the circled part.

Instrument 1

Instrument 2

65

Instrument 3

Analyze and Interpret How did you know which part of each instrument made sound?

66

Engineer It!

Design a Musical Instrument!

Musical instruments make sounds in different ways.

Some make sound when you blow into them. Some make sound when you hit, shake or pluck them. Now it’s your turn to make your own musical instrument.

Materials • art and craft supplies

• balloons

• string

• boxes and containers

• aluminum foil

• scissors

• tape

67

Procedure 1. Use the materials to design and build a musical instrument.

Think about how your instrument will make sound and how the sound can be changed.

2. Draw a model and build your instrument.

3. Explain to a friend how your instrument produces sound. Explain how you can change the sounds it makes.

68

Draw a Model Draw a model of your musical instrument.

69

Analyze and Interpret 1. Describe how your instrument makes sound.

2. How can you change the volume of the sound your instrument makes?

3. How can you change the pitch of the sound your instrument makes?

70

4. How can you stop the sound your instrument makes?

71

Activity 8.11

Paper Cup Telephone Materials • paper cups

• string

• scissors

• tape

Procedure Use the materials to design and build a device that can communicate sound over a distance.

Draw a Model raw a model of your device.

D Use arrows to show how sound traveled.

72

Analyze and Interpret 1. Explain how your tool was able to communicate sound over a distance.

2. How could you improve your design?

3. Blake took a tuning fork and tapped it gently.

He held the tuning fork near a glass of water.

What caused the water to vibrate?

73

Engineer It!

Send a Secret Sound Message!

People have used sounds to send messages over long distances for many years.

Now it’s your turn to design and build a sound-making device to send a secret message to your friend!

Materials • art and craft supplies

• balloons

• string

74

• boxes and containers

• aluminum foil

• scissors

• tape

Procedure 1. Use the materials to design and build a device that can send messages using sounds.

2. Draw a model and build your device.

3. Make a ‘code’ to send messages to your friend.

Draw a Model Draw a model of your device.

75

Analyze and Interpret 1. How did your device send sound messages?

2. List the messages you sent and received.

3. How could you improve your design?

76

Activity 8.12

How Do We Use Sound?

1. List some ways people use sound.

Ways People Use Sound

77

Review

Sound 1.

What is sound? (a) Energy you can see. (b) A push force. (c) Energy you can hear.

2. True (

) or false (

).

(a) Sound is made when an object vibrates. (b) Sound can be high or low. (c) All sounds are loud.

3. List two sounds that are loud. (a) (b) 4. List two sounds that are soft. (a) (b) 78

5. Use the words in the box to complete the sentences. pitch volume (a)

is how soft or loud a sound is.

(b)

is how low or high a sound is.

6. List four ways people use sound. (a) (b) (c) (d)

79

Activity 9.1

What Is a Source of Light?

1. Check (

80

) the sources of light.

2. Which natural source of light helps you to see during the day?

81

Activity 9.2

Can You See in Darkness?

Plan and conduct an investigation to show that objects in darkness can only be seen when there is light or if an object gives off light of its own.

Make a Prediction What do you think will happen?

Materials List the things you will need.

82

Procedure Write the steps you will take.

Draw a Model Draw a model and label your investigation.

83

Observations Record your observations.

84

Analyze and Interpret 1. Was your prediction correct? What did you learn about objects in darkness?

2. How did you create a space in darkness?

How did you illuminate the space?

3. Would you be able to see a ‘glow in the dark’ sticker in darkness? Explain your answer.

85

Activity 9.3

Using Light to See Materials • cardboard box

• flashlight

• scissors

• tape

86

• small toy

Procedure 1. Use the materials to set up the apparatus on the previous page.

2. Place the toy in the box and close the lid.

3. Turn the flashlight off and look into the hole.

What do you observe?

4. Turn the flashlight on and look into the hole.

What do you observe?

Make a Prediction 1. What will you see in the box when the flashlight is turned off. Why?

2. What will you see in the box when the flashlight is turned on. Why?

87

Observations 1. Describe what you observed at Step 3.

2. Describe what you observed at Step 4.

Analyze and Interpret 1. What can you infer from your observations?

2. Would you be able to see a glow stick if it was in the box with the flashlight turned off? Why?

88

Activity 9.4

How Light Helps Us to See 1. Draw a picture of your bedroom.

Draw the things that help you to see at night.

89

2. Circle the things that help Chelsea to see the things in her room during the day.

3. Circle the things that help Chelsea to see the things in her room at night.

4. What would Chelsea see in her room at night if there were no sources of light? Why?

90

Activity 9.5

How Do We Use Light?

Describe how light is being used.

1.

2.

91

3.

4.

92

Engineer It!

Communicate Using Light!

A lighthouse uses light to communicate over a long distance. Now it’s your turn to design and build a device that can send messages over a distance using light!

The Problem 1. Describe a problem where people need to communicate messages over a long distance.

2. How will your device send messages?

3. What messages will your device communicate?

93

Materials What things will you need?

Procedure List the steps you will take.

94

Draw a Model Draw a model of your light communication device.

Evaluate as your device able to solve the problem by W sending messages? How could you improve your design?

95

Activity 9.6

Light and Shadows Materials • flashlight

• cardboard

Procedure 1. Turn off the classroom lights.

2. Hold the cardboard at the end of your table.

Shine the flashlight on the cardboard.

3. Place your hand between the flashlight and the cardboard. Make the hand gestures on the next page. Observe the shadows that form.

96

Observations Hand Gesture

Shadow

Analyze and Interpret What can you infer about the shape of an object and the shape of the shadow it forms?

97

Activity 9.7

Observing Shadows Tell what is making each shadow.

1.

2.

98

3.

4.

5.

99

Activity 9.8

Can Light Pass Through Materials?

Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Materials • cling wrap

• polystyrene

• mirror

• flashlight

100

• baking paper

Make a Prediction What will be the effect of placing each material in the path of a beam of light? cling wrap

polystyrene

baking paper

mirror

101

Procedure List the steps you will take.

Draw a Model Draw a model to show how you will set up this investigation.

102

Observations Material

Observation

Transparent, Translucent, Opaque

cling wrap

polystyrene

baking paper Draw a diagram to show what happened when a mirror was placed in the beam of light.

103

Analyze and Interpret 1. Name an object in your classroom that is transparent. Why is it made of a transparent material?

2. Name an object in your classroom that is opaque. Tell why it is made of an opaque material.

3. Describe what happens when a mirror is placed in the path of a beam of light.

104

Activity 9.9

Letting Light Through Use the words in the box to label the material used to make each object. translucent opaque transparent 1.

2.

105

3.

4.

5.

106

6.

7.

8.

107

Review

Light 1.

What is light? (a) Energy that allows you to see. (b) Heat energy from the Sun. (c) Energy you can hear.

2. True (

) or false (

).

(a) You can see things in darkness. (b) Light helps us to see things. (c) You can see a source of light.

3. List two natural sources of light. (a)

(b)

4. List two artificial sources of light. (a)

(b)

5. List two ways people use light. (a) 108

(b)

6.

What is a shadow? (a) A source of light. (b) A dark area made when light is blocked. (c) A light area made by an object.

7. Use the words in the box to label the objects. translucent opaque transparent

(a)

(b)

(c)

8. Sophie thinks the moon is a source of light because it helps her to see at night.

Is Sophie correct? Explain your answer.

109

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