science
SCIENCE
grade 3
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STUDENT BOOKLET
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SPEED BAG
speed bag
boot camp
GRADE 3 EDUCATIONAL BOOTCAMP
THE SPEED BAG 2.0 STUDENT BOOKLET INCLUDES:
Student Reading Passages - provides students with a snapshot of the benchmarks being addressed.
Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation.
Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons.
Vocabulary Drill – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science.
Writing to Tie It Together – provides an opportunity for students to connect the reading benchmark to the science content through summary writing.
Multiple Choice Practice Questions – gives students practice in answering FCAT-like questions. Multiple-choice items are scored by awarding one point for each correct answer.
The Science Section of the Florida Comprehensive Assessment Test - 2.0 The Science FCAT 2.0 evaluates students’ knowledge of scientific processes/content. Students must be able to analyze and apply these principles in order to demonstrate scientific understanding. The Science FCAT is adapted from Florida’s Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science. The test will be administered during the grade 5 school year.
Reading in Science FCAT Speed Bag, Student Booklet Grade 3 Publisher: J & J Educational Boot Camp Content Development: J & J Educational Boot Camp Senior Editor: Chantel Styles Cover Design: Fitzgerald Design Copyright © 2011 by J & J Educational Boot Camp J & J Educational Boot Camp P.O. Box 824221 Pembroke Pines, Florida 33082 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of J & J Educational Boot Camp. Printed in the United States of America ISBN: 0-85-8343001 10 9 8 7 6 5
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J & J Educational Boot Camp | Reading in Science FCAT Speed Bag, Student Booklet Grade 3
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T A B L E Lesson
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C O N T E N T S Florida Benchmark
FL Code
Page #
VOCABULARY AND THE AUTHOR’S PURPOSE THROUGH THE NATURE OF SCIENCE
The Scientific Method: TRYING TO WIN FIRST PLACE Making Models: PLANET STUDY IN MR. ROBINSON’S CLASS Using Empirical Evidence: SIR ISSAC NEWTON
SC.3.N.1.1
Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.3.N.3.2
Recognize that scientist use models to help understand and explain how things work.
SC.3.N.3.3
Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence. Recognize and explain that scientists base their explanations on evidence. Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
SC.3.N.1.3 SC.3.N.1.7 SC.3.N.1.6
PP. 4 - 7
pp. 8 - 15
pp. 16 - 23
pp. 24 – 31
MAIN IDEA/CHRONOLOGICAL ORDER THROUGH EARTH & SPACE SCIENCE PP. 32 - 33 The Size and pp. 34 - 41 Temperature of SC.3.E.5.1 Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far Stars: away that they look like points of light. STAR LIGHT STAR BRIGHT The Sun Emits Energy: MY VERY OWN SOLAR SYSTEM The Distance of Stars: HOW FAR TO A STAR? Gravity: A LAW THAT CAN’T BE BROKEN Radiant Energy: A REAL SOLAR OVEN
SC.3.E.5.2
Identify the Sun as a star that emits energy; some of it in the form of light.
pp. 42 - 49
SC.3.E.5.3
Recognize that the Sun appears large and bright because it is the closest star to Earth.
pp. 50 - 57
SC.3.E.5.5
Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye.
SC.3.E.5.4
Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
SC.3.E.6.1
Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat ma y be lost.
pp. 58 - 65
pp. 66 - 73
THEME, CAUSE/EFFECT, COMPARE/CONTRAST THROUGH PHYSICAL SCIENCE PP. 74 - 75 Temperature Measure and compare temperatures of various samples of solids and pp. 76 - 83 Changes: SC.3.P.8.1 liquids. THE MELTING POT Mass and Volume: TAKING MEASURE 2
SC.3.P.8.2
Measure and compare the mass and volume of solids and liquids.
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Properties of Matter: THE MISSING GYM SHORTS The States of Matter: THE ORANGE POPSICLE The Forms of Energy: ENERGETIC EMMA Energy Makes Things Move: HYDROPOWER
SC.3.P.8.3
Compare materials and objects according to proper ties such as size, shape, color, texture, and hardness.
pp. 92 - 99
Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
pp. 100 - 107
SC.3.P.10.1
Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
pp. 108 - 115
SC.3.P.10.2
Recognize that energy has the ability to cause motion or create change.
pp. 116 - 123
SC.3.P.10.3
Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
pp. 124 - 131
SC.3.P.10.4
Demonstrate that light can be reflected, refracted, and absorbed.
Light and Heat: CAMPING WITH MR. HARDIN
SC.3.P.11.1
Investigate, observe, and explain that things that give off light often also give off heat.
Conduction: HEAT IT UP
SC.3.P.11.2
Light Energy: ALL ABOUT LIGHT ENERGY
SC.3.P.9.1
Investigate, observe, and explain that heat is produced w hen one object rubs against another, such as rubbing one’s hands together.
pp. 132 - 139 pp. 140 - 147
STORY STRUCTURE & FIGURATIVE LANQUAGE THROUGH LIFE SCIENCE PP. 148 - 149 Structures in Describe structures in plants and their roles in food production, support, pp. 150 - 157 SC.3.L.14.1 water and nutrient transport, and reproduction. Plants: BE FAIR TO PLANTS Plants Respond to Stimuli: MY Investigate and describe how plants respond to stimuli (heat, light, pp. 158 - 165 GRANDMOTHER’S SC.3.L.14.2 gravity), such as the way plant stems g row toward light and their roots GARDEN g row downward in response to gravity. Classifying Classify animals into major groups (mammals, birds, reptiles, Animals: SC.3.L.15.1 amphibians, fish, arthropods, vertebrates and invertebrates, pp. 166 - 173 WHO ARE YOU those having live births and those which lay eggs) according to their CALLING physical characteristics and behaviors. SPINELESS? Flowering and Nonflowering SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce pp. 174 - 181 Plants: spores, according to their physical characteristics. A NEW HOBBY Seasonal Changes: pp. 182 - 189 GETTING THROUH SC.3.L.17.1 Describe how animals and plants respond to changing seasons. THE WINTER Photosynthesis: pp. 190 - 197 SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make THE BATTLE OF their own food. THE PLANT PARTS
Science Vocabulary
pp. 198 - 200
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EARTH SCIENCE with Main Idea Supporting Details Chronological Order
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Main Idea & Supporting Details The MAIN IDEA is the most important idea of a story or article. It tells what a story or passage is mostly about. The title, first, and last sentence of a passage can give clues on what the main idea of a story is. If a passage has several paragraphs, the main idea is often found in the first or last paragraph. You may be asked to choose the best title for a reading passage as a main idea question. Sentences that help explain the main idea are called SUPPORTING DETAILS. The supporting details of a story or article often describe the who, what, where, when, and why of the main idea.
Main Idea & Details Warm Up Directions: Use the information below to fill the graphic organizer.
The Excretory System The excretory system is responsible for removing waste from the body. Organs in the excretory system include the kidneys, skin, liver, and lungs. The kidneys remove excess salt and acid from the blood. The skin removes the surplus of water, salt, and dead cells. The liver breaks down proteins and produces acid. The lungs remove excess carbon dioxide. SUPPORTING DETAIL # 2
SUPPORTING DETAIL # 1 MAIN IDEA
SUPPORTING DETAIL # 3
SUPPORTING DETAIL # 4
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MY VERY OWN SOLAR KIT “Awww, rats! I think the batteries have gone bad again!” Nine-year-old Brett, and his eight-year-old brother, Brian, were playing with their toy robots. The problem was that Brett’s robot had stopped working all of a sudden. “These stupid things always run out of batteries!” Brian said. “Mine is also moving a little slower. I think the batteries are starting to run down.” “Hopefully we have more D batteries.” Brett replied. Brett rummaged through the junk drawer in the kitchen. He found AA batteries, AAA batteries, C batteries, but unfortunately, not a single D cell battery in sight. Since he couldn’t play with his robot anymore, Brett picked up a comic book and started reading it. On the last page of the comic book there was a colorful ad for a toy truck that didn’t require batteries. “Look at this!” Brett called to Brian. “This truck does really neat stuff, but it doesn’t need batteries.” “Impossible! What makes it work?” Brian asked. “Solar power,” Brett said. “Never heard of it. What’s that?” Brian questioned. “The sun’s energy,” Brett told him. Brian frowned at his big brother with a puzzled expression. Sun? Energy? A toy that can run with no batteries? The whole thing seemed strange and made no logical sense. Everybody knows that in order to function, toys need batteries like cars need gasoline and kitchen appliances need electricity. Brett had obviously lost his mind if he really believed this whole thing about solar power. Brett could tell that his little brother wasn’t buying into the notion of solar energy so he explained it to him. “Check this out, Brian. The sun sends out electromagnetic waves that give off energy. Plants have been using solar energy for billions of years. Plants use this energy from the sun to make food through a process called photosynthesis.” “Well, I know all about photosynthesis,” Brian boasted. “I learned last year in Ms. Green’s class. But plants are totally different than people, in case you haven’t noticed.”
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“Yes, Mr. Smarty Pants. I know that plants and people are different, but people also utilize the Sun’s energy for heat and light too.” Still skeptical, Brian said, “I’ve never known anybody to use the energy from the sun for anything other than getting a suntan.” “Do you know that house on Elm Street—the one with glass panels in the roof?” Brett asked Brian. “Yeah, the house next door to mean, old Mr. Bigsby, ” Brian nodded. “Well, those panels on the roof are solar panels. They harvest the sun’s power and turn it into usable electricity,” Brett explained to his younger brother. “I know you’ve heard Mom and Dad complaining about how high the electric bill is. Well, the people in that house with the solar panels on the roof, probably don’t have a very high electric bill because they use the sun to make most of their own electricity.” “You mean they actually run their computers using electricity converted from sunshine? Are you sure you aren’t making this up?” Brian asked unsure of what to believe. “Scout’s honor,” Brett assured him. “Their televisions and computers, their refrigerator and dishwasher, their fans and lamps, and every other thing in that house that runs on electricity— can all be powered by the sun.” Brian stood, mouth wide open, in a complete state of shock. “And that’s not all,” Brett continued. “The sun’s power can run cars and heat houses, office buildings, and schools, too.” “And it can make our new toy run!” Brian cut in. “But it’s kind of expensive. Maybe Mom and Dad will give us the money.” “Or we could put our money together,” Brett suggested. Both boys had a good habit of saving the money they earned from performing chores and doing small odds and ends jobs for their neighbors liking pulling weeds and walking dogs. Two weeks after ordering the solar powered car, the postman delivered a mediumsized brown box to their doorstep. Both boys tore into the box from opposite ends until the toy truck was revealed. The instructions said to leave the truck out in the sun for a few hours to charge. It seemed like the longest time of their life, but it was worth the wait. The toy truck zoomed fast, did extraordinary flips, and made cool sounds. But the best part was it didn’t need batteries. So when the power ran down, they simply had to let it rest outside in the sun for awhile until it was recharged. 44
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4 – 3 – 2 – 1 MAIN IDEA ORGANIZER
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PRACTICE QUESTIONS Main Idea, Details, and Chronological Order 1
2
3
What is the MAIN reason the boys want to purchase the solar powered truck? A
It does not require batteries.
B
It performs cool tricks.
C
It does not cost much money.
D
It will reduce their home’s electricity bill.
What must the boys do to the toy truck RIGHT BEFORE they use it for the first time? A
Use the instructions to assemble the car.
B
Install D-cell batteries.
C
Leave it in the sun to charge.
D
Nothing, they can play with it immediately.
What makes Brian first notice the advertisement for the solar powered car?
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A
He was reading a comic book.
B
His brother showed it to him.
C
He came upon it when he was rummaging through the junk drawer.
D
Mr. Bigsby brought it to their house.
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PRACTICE QUESTIONS Main Idea, Details, and Chronological Order
4
5
6
How do the boys get the money to buy the solar powered truck? A
They borrowed the money.
B
Their parents gave them the money.
C
They earned the money from chores and working.
D
They sold their toy robots.
What is special about the house on Elm Street with the glass panels on the roof? A
It is next door to Mr. Bigsby.
B
The electricity bill at that house is extremely high.
C
No electricity bill gets sent to that house.
D
The roof panels harvest the sun’s energy to power the appliances in the home.
What does Brett do when he discovers that the batteries in his toy robot are dead? A
He searches for more D-cell batteries.
B
He searches for more AA-cell batteries.
C
He plays with Brian’s robot.
D
He purchases the solar powered truck.
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Making the Science Connection The Sun makes its own energy that may be captured to generate heat and light for work on Earth. This energy has a large influence on the world’s global patterns. Atmospheric movement and temperature differences between air, water, and land are directly related to the Sun’s energy. Because of the tilt of the round Earth on its axis, the Sun is unable to heat all parts of the planet equally. The Sun heats regions near the equator more than the polar regions, so much so that the North and South Poles often get little to no Sun at all during the winter season, where as equatorial regions experience very mild winters. Earth’s rotation from west to east on its axis, creates the change from night to day. This change provides light and heat energy to the Earth during the day. Solar radiation is the method of heat transfer from the Sun that occurs by way of electromagnetic waves. The electromagnetic waves radiating from the Sun directly transports heat energy through space. If you sit near a window, you can feel the warm radiation of the Sun on your skin. This form of energy is captured on the Earth to provide power. Solar Energy is radiant energy emitted by the sun. This form of energy is easy to harness. Solar energy is harnessed via collectors and used to power solar-powered electricity plants, chargers, calculators, radios, flashlights, and cookers, to name a few.
Illustrate the Science Connection
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Vocabulary Drill
Rotation:
Solar Energy:
Tie It Together How does the Science Connection relate to the story “My Very Own Solar Kit”?
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PRACTICE QUESTIONS Science Content Questions
How long does it take the Earth to make one complete rotation on its axis?
1
2
Which of the following captures the Sun’s energy to provide electricity to homes and businesses?
A
12 hours
A
wind energy
B
24 hours
B
geothermal energy
C
29 ½ days
C
solar energy
D
1 year
D
hydroelectric energy
Why is it impossible for the Sun to heat up all the parts of the Earth? A
B
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3
Most of the Sun’s energy is reflected back to space. The Earth does not rotate and therefore, the Sun’s rays only warm half the Earth.
C
The Sun is not powerful enough to reach all of the Earth
D
The Sun is tilted on its axis
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4
What is the method of heat transfer originating from the Sun that occurs by way of electromagnetic waves? A
solar radiation
B
convection
C
conduction
D
rotation
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THE STATES OF MATTER THE INCREDIBLE MISADVENTURE OF THE ORANGE POPSICLE I woke up this morning still snuggled tight within the confines of my paper wrapper, tucked away in a flimsy paper box, stacked neatly above the frozen waffles and directly next to the gallon of rocky road ice-cream. I didn’t expect to be eaten by some bratty little child that cried, “Please mommy, please, can I just have a popsicle? I’ve been good!” But when a plump little hand with grubby little fingers reached in my box and grabbed my cherry friend and I, I knew the inevitable was here. Today was our day, we were going to be devoured in one enormous gulp. I prepared myself and I was appreciative of the long life that I’d enjoyed in the freezer next to my friends. We’d laughed at cool jokes, chilled out with the chicken tenders and fish sticks on several occasions, and even played freeze tag a time or two. In the back of my mind, though, I knew this day would come sooner or later and now, here it was. My final journey would land me in the belly of this sweet little angel. Only that didn’t happen --- well it did for my friend, Red, but not for me. So, here I am now floating around in no-man’s land. I can’t even begin to tell you where I am. If only there was somebody around here to help me figure out my way back home. “Help! Help! Anybody there?” “Would you quiet down, I’m trying to rest!” a sound came from my left. “Relax, Crystal, can’t you see he’s new here?” said something on my right. “I don’t care who he is or where he came from --- I’m trying to get my beauty rest before we all make the long journey back down to Earth,” the unknown hissed back. “Beauty rest, Crystal, give me a break --- we can’t even see you nor do we want to.” I heard laughter surrounding me, but I didn’t see anything. Crystal gasped, “Oh, I beg your pardon! I was the prettiest snowflake that you’ve ever seen in your life.” “Hey, hey, settle down you two,” came a voice that sounded much older and wiser. “This young man needs our help. How may we help you?” “Are you talking to me?” I asked still looking to see where the voices were coming from. “You’re the one that asked for help, right?” laughed the wise one. “Where am I? How did I get here? And where are you all? I can’t see a thing!” I shouted. J & J Educational Boot Camp | Photosynthesis:
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SC.3.P.9.1 “Well, you don’t have to scream,” said the wise one. “We’re all right next to you but you can’t see us and we can’t see you.” “But we can certainly hear you,” Crystal said with an attitude. The wise one spoke again, “You’re in the clouds, but I don’t know how you got here. All of us make this journey in a unique way. Only you will know how you arrived here. Perhaps, you may want to recount the day’s events. I’m sure that will lead you to the answer that you seek.” I thought back from the time the little boy brat took me and Red out of the box. He ran outside to where his family was enjoying a day by the pool. He kept Red for himself, but handed me over to another little girl brat, who demanded that she have the red popsicle. “I told you that I wanted the red popsicle! I don’t like orange! Mommmm!” the little girl brat screamed to the top of her lungs. But before her mother could do anything about it, the little boy brat opened up Red’s wrapper and stuffed Red into his mouth. The little girl brat cried something awful, but it was nothing the mom could do. To try to get the little girl brat to calm down, the mother pulled me from my wrapper and tried to entice the little girl brat to eat me. As you can see, that apparently didn’t go over too well. With one swift motion, the little girl brat knocked me out of her mother’s hand onto the pavers that lined the pool. Her displeased mother drug her into the house for time out, but left me on the pavement to melt away. Slowly, as the sun beat down on me, I changed from a solid block of orange ice to a liquid puddle that crept down the crevices of the concrete. Hours went by and I must have fallen asleep because when I came to again, here I was. After explaining my story to the invisible beings, the wise one spoke again. “You evaporated into thin air just like the rest of us. That’s how you ended up here in the clouds amongst us. That’s the nature of things. You went from being a solid frozen in place to a liquid free to move about, and now a gas that has no boundaries. It is a beautiful life and one that you will likely go through many times again during your lifetime.” Now that I understand all that the wise one has told me, I feel good about being here in the clouds. I’m going to have a very long life and it’s all thanks to the little boy and girl brat. Without them, I might still be in the icebox, frozen in space and time. Now because of them, I get to experience the whole wide world. What a day it’s been for this little orange popsicle! 102
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Cause & Effect Organizer CAUSE
EFFECT
Compare & Contrast Venn Diagram Target 1
Target 2
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PRACTICE QUESTIONS Theme & Topic, Cause & Effect, and Compare & Contrast
1
2
How does the little girl’s actions contribute to the orange popsicle evaporating into the clouds? A
She chased her brother around the pool with the popsicle until it melted away.
B
She knocked the popsicle out of her mom’s hand onto the ground where it melted.
C
She threw the popsicle into the pool where it sank to the bottom.
D
She ate the popsicle in one big bite.
Why did the little girl throw a temper tantrum over the popsicle?
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A
She wanted a different flavor popsicle.
B
Her brother ate both popsicles.
C
She wanted ice-cream not a popsicle.
D
Her mother would not let her have the popsicle.
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PRACTICE QUESTIONS Theme & Topic, Cause & Effect, and Compare & Contrast 3
4
5
How does the orange popsicle discover how he got in the clouds? A
He runs through a timeline of the day’s events.
B
The wise one tells him.
C
His friend, the red popsicle, reminds him.
D
Crystal gives him a clue.
How is Crystal DIFFERENT from the wise one? A
Crystal lives in the clouds.
B
Crystal is ill-mannered.
C
Crystal was evaporated by the Sun.
D
Crystal is invisible.
Why does the orange popsicle feel relieved at the end of the passage? A
He is realizes he doesn’t have any friends.
B
He realizes he will never have to see the little boy and girl again.
C
He realizes that he is not alone.
D
He realizes that he can travel the world.
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Making the Science Connection Matter is anything that has mass and occupies space. There are three different states of matter: solids, liquids, and gases. Common materials such as water, metal, and glass can be changed from one state of matter to the next by either raising or lowering the temperature. Temperature changes affect how the molecules and atoms of a substance move around. Solids have definite shape and definite volume. The molecules of a solid are tightly compacted and do not move around very much. A solid can be changed into a liquid by heating the substance until it reaches its melting point. Ice is water in the solid state of matter. Water’s melting point is 0 degrees Celsius. Liquids have definite volume, but no definite shape. The molecules in a liquid are not as close together as those in a solid and can move freely. A liquid takes the shape of whatever container it is placed in. A puddle of water is in the liquid state. A liquid is changed into a solid by cooling the substance until it reaches its freezing point. The freezing point of a substance is the same as its melting point. Gases have no definite shape or volume. The molecules in a gas are spread out and can move even more freely than in a liquid. A liquid is changed into a gas by heating the substance until it reaches its boiling point. The boiling point of water is 100 degrees Celsius. To change a gas back into a liquid, the substance needs to be cooled until it reaches its condensation point. The condensation point of a substance is the same as its boiling point.
Illustrate the Science Connection
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Vocabulary Drill Solids:
Liquids:
Gases:
Tie It Together How does the Science Connection relate to the story “The Incredible Misadventure of the Orange Popsicle”?
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PRACTICE QUESTIONS Science Content Questions
1
2
What is the state of matter in which there is little to no particle movement? A
evaporation
B
gas
C
liquid
D
solid
Which phase change takes place when water is boiled?
3
4
What is the state of matter in which particles move rapidly and can fit into any container? A
freezing
B
gas
C
liquid
D
solid
Which phase change takes place when the car windows fog up?
A
condensation
A
condensation
B
evaporation
B
evaporation
C
freezing
C
freezing
D
melting
D
melting
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Making the Science Connection Energy has the ability to cause motion or create change. Moving water and moving molecules of air are sources of energy and can be used to move things. The energy of moving water can be used to turn turbines, start a generator, and create electricity. The energy within circulating air molecules can be a powerful force used to move windmills connected to a generator which again can create electricity. Hydroelectric energy is defined as the production of electricity created from the gravitational force of falling water. Hydroelectric energy is the most widely used form of renewable energy. A dam is built in an area where there are valleys and rivers so that the force of the water will be greater. The water is held in a reservoir and then funneled through a dam where its pressure turns a turbine, which drives a generator and produces electricity. Wind energy is the process by which the wind is used to generate mechanical energy used for producing electricity. When the atmosphere is heated, the hot air rises and the cooler wind replaces it causing the wind to blow. A wind turbine is built to capture the wind’s solar energy so that the attached generator spins in order to produce electricity. Geothermal energy is produced through a process in which heat from the Earth’s crust is used to make electricity. Below the Earth's crust, is a layer of hot molten rock called magma. A stream of water is pumped down a well to the hot spots within the Earth. The hot magma heats the water, turning it into steam. The steam travels back up through the recovery well and its pressure causes the turbines to rotate. The turbine then powers the electric generator, which in turn produces electricity Solar energy is an available renewable energy source received by the Earth from the Sun. The Sun’s electromagnetic waves in the form of radiant energy are captured and converted into usable forms of heat or electricity. Plants have been using the Sun’s solar energy for billions of years. Solar panels are the most common method for harvesting the Sun’s power for usable electrical energy.
Illustrate the Science Connection
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Vocabulary Drill Hydroelectric Energy:
Geothermal Energy:
Solar Energy:
Tie It Together How does the Science Connection relate to the story “Hydropower”?
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PRACTICE QUESTIONS Science Content Questions
1
Which renewable energy source uses the power of flowing water to create electricity? A
hydroelectric energy
B
geothermal energy
C
solar energy
D
2
A
hydroelectric energy
B
geothermal energy
D
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Which of the following is not a renewable energy source? A
hydroelectric energy
B
nuclear energy
C
solar energy
D
wind energy
wind energy
Which renewable energy source uses the heat from the Earth to create electricity?
C
3
solar energy
4
Which of the following uses wind power to create electricity? A
a dam
B
an electrical outlet
C
a fan
D
a windmill
wind energy
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Light Energy ALL ABOUT LIGHT ENERGY Did you know that when you lift up your arm, run around the playground, or chew your peanut butter and jelly sandwich, you are using energy? Energy is the ability to do work, and it comes in many different forms. There is mechanical energy, electrical energy, sound energy, heat energy, and light energy. Let’s talk more about light energy. Sure, when you think about your little brother who runs around like crazy from the time he wakes up until the time he falls asleep, you might think he’s full of energy --- and you’re probably right! But did you know that light is also a form of energy? Really it is! Light is energy, really! Light energy is a form of energy that travels in electromagnetic waves. Unlike sound energy, light energy may also travel in space. The sun, a light bulb, and a flashlight are all examples of things that give off light energy.
So light can travel, but how? Reflection --- Light travels in a straight line unless something interrupts it. What can interrupt it? Well, for one thing, it can strike a reflective surface. Reflective surfaces include mirrors and, to a lesser extent, glass, as well as bright metals. When light strikes a mirror (or another reflective surface), it is bounces off and you see a reflection. You probably see reflections everyday in your home. Pay attention for reflections in the car while you’re riding to school. Sunlight often reflects off the window of your parent’s car. It may even shine into your eyes and make you squint.
J & J Educational Boot Camp | Photosynthesis:
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SC.3.P.10.3/SC.3.P.10.4 So light can only be reflected? No, light can also be refracted and absorbed. Refraction --- Another thing that can interrupt the straight-line path of light is a refractive surface. Water is both reflective and refractive. It both reflects the light back in the direction it came from and also breaks it up. When light moves from one state of matter (liquid, solid, or gas) to another, it appears to bend. This is bending is called refraction. Moving from the air (a gas) to water (a liquid) will cause light to refract. Try this at home: Place a pencil in a glass of water. What do you notice? The pencil should appear to bend or perhaps grow fatter at the point where it enters the water. This is a simple example of refraction. Absorption --- The other thing that can interrupt light from continuing to travel in a straight line is absorption. Dark surfaces absorb light better than light surfaces. Try this: First, shine a flashlight at a piece of white construction paper. What happens? You should see the beam of light spread out across the paper. Now, shine the flashlight from the same distance, but this time, aim it at a piece of black construction paper. What do you observe? The light does not spread out as much --- it is absorbed by the surface. Copying is strictly prohibited by law.
You can’t have light without a little heat! All things that give off light also give off heat. Obviously some give off more heat than others. A flashlight does not give off as much heat as a candle does, for instance. A candle does not give off as much heat as an incandescent light bulb. And an incandescent light bulb does not give off anywhere near the amount of heat that the Sun produces. But all things that give off light give off some amount of heat. So, why does my mom bug me about wearing light colored clothes in the summer? Materials that absorb light also absorb heat. This is why lighter clothes are better to wear in warmer months than dark clothes. Light colored clothes reflect light and also reflect heat. Your new black, graphic t-shirt may look great on, but it’s a poor choice to wear on a hot summer’s day. As it absorbs the sunlight, it also holds the heat, making it a very miserably hot day for you. Wear that dark shirt, and you’ll learn the hard way that Mom really does know best!
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Cause & Effect Organizer CAUSE
EFFECT
Compare & Contrast Venn Diagram Target 1
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Target 2
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PRACTICE QUESTIONS Theme & Topic, Cause & Effect, and Compare & Contrast 1
2
3
How are reflection and refraction DIFFERENT in the way that light travels? A
Reflection causes heat to be released, while refraction does not.
B
Reflection moves light quickly, while refraction moves light slowly.
C
Reflection causes light to travel, while refraction causes light to remain still.
D
Reflection causes light to bounce off, while refraction causes light to bend.
What is the main topic covered in this article? A
Light energy and how it travels.
B
The release of heat from a candle.
C
The reflection of light waves.
D
The various forms of energy.
According to the article, it is useful to wear light colored clothes in the summer because ______________________ . A
they absorb light and heat better
B
they reflect light and heat better.
C
your mom says so.
D
they look more fashionable.
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PRACTICE QUESTIONS Theme & Topic, Cause & Effect, and Compare & Contrast
4
5
Why does a pencil seem to bend when placed in a glass of water?
A
The water absorbs the light.
B
All pencils naturally bend when they touch water.
C
Light is traveling from a gas to a liquid.
D
Light is being reflected.
How is a burning candle SIMILAR to an incandescent light bulb?
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A
They both are a form of refraction.
B
They both utilize electricity.
C
They both release the same amount of light.
D
They both release heat energy.
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Making the Science Connection Light energy is energy that travels in electromagnetic waves and may travel in space. Light travels in a straight line until it strikes an object or travels from one type of material to another. When light hits a surface it may be reflected, refracted, or absorbed. When light moves from one form of matter to another, it appears to bend. For example, when a pencil is placed in a glass of water, the pencil appears to bend at the point where it leaves the air (gas) and enters the liquid. Light can reflect or bounce back from the surface of some materials. Light can also be absorbed through some materials. All things that give off light also give off heat. Light waves and all other types of waves move through different mediums at varying speeds. A medium is a substance such as air, water, glass, etc. Though, waves are distinguished from one another by their unique wavelengths, frequencies, and amplitudes, these factors are irrelevant when determining how fast the wave will move through a specified medium. The speed of a wave through a medium is dependent only upon the physical properties of the medium, not the wave itself. Temperature, density, and elasticity are just a few physical properties of a medium that may alter the speed of a wave. The speed of light waves change, as they travel through different mediums. Light waves travel slower through dense materials. Light travels slower through air than in a vacuum, slower through glass than air, and slower in water than air or glass. Light in a vacuum moves at a full speed of nearly 3.0 108 m/s, but these very same light waves travel at a slower speed in all other materials.
Illustrate the Science Connection
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Vocabulary Drill Light Energy:
Medium:
Light Waves:
Tie It Together How does the Science Connection relate to the article “All About Light Energy”?
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PRACTICE QUESTIONS Science Content Questions
1
2
A solar-powered calculator uses which form of energy? A
electrical energy
B
hydroelectric energy
C
light energy
D
sound energy
Which of the following is NOT a way that light reacts when it hits a surface? A
absorbed
B
evaporated
C
reflected
D
transmitted
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3
4
Which of the following best describes the number of waves that move past a point in a given amount of time? A
crest
B
frequency
C
trough
D
wavelength
Light waves travel through which of the following materials the fastest? A
cardboard box
B
a cement wall
C
a glass jar
D
vertical blinds
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science
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