THE SPEED BAG TEACHER’S EDITION 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 and Answers – gives students practice in answering SSA-like questions. Multiple-choice items are scored by awarding one point for each correct answer.
The Science Section of the Science Statewide Assessment (SSA) The Statewide Science Assessment (SSA) evaluates students' knowledge of scientific process/content. Students analyze and apply these principles in order to demonstrate scientific understanding. The Assessment 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. Reading in Science Speed Bag, Teacher’s Edition Grade 3 Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: Chantel Styles Cover Design: Sadiq Malik Copyright © 2011 by Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 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 Educational Bootcamp. Printed in the United States of America ISBN: 0-85-8343001 10 9 8 7 6 5
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T A B L E Lesson
O F
FL Code
C O N T E N T S Page #
Florida Benchmark
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 scientists 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 may 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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pp. 84 - 91
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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 Light Energy: ALL ABOUT LIGHT ENERGY Light and Heat: CAMPING WITH MR. HARDIN
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 - 11
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.
SC.3.P.11.1
Investigate, observe, and explain that things that give off light often also give off heat.
SC.3.P.8.3
SC.3.P.9.1
pp. 132 - 139
Conduction: SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one object pp. 140 - 147 rubs against another, such as rubbing one’s hands together. HEAT IT UP STORY STRUCTURE & FIGURATIVE LANGUAGE 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: SC.3.L.17.1 Describe how animals and plants respond to changing seasons. pp. 182 - 189 GETTING THROUGH 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 pp. 198 - 200 Science Vocabulary Educational Bootcamp
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PHYSICAL SCIENCE with Theme and Topic Compare and Contrast Cause & Effect
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Compare & Contrast When you COMPARE things, you are looking for how those things are alike. Signal Words The signal words to the right are used when comparing two or more things.
alike
same
like
When you CONTRAST things, you are looking for how those things are different. Signal Words The signal words below are used when contrasting.
however
unlike
different
but
A Venn diagram is used when you are comparing and contrasting two things. The middle of the Venn Diagram contains the ways that the two things are alike. The outer parts of the circles contain the ways that the two things are different.
Differences
How the two things are alike
Differences
Compare & Contrast Warm-up Directions: Fill the Venn Diagram using the information below.
The Best Organ An organ is a group of tissues that have a specific function in the body. The heart and the brain are both organs. The heart is responsible for pumping blood throughout the body. The brain is responsible for controlling all the organs and systems in the body. Both the heart and brain have nerve tissues. The heart is located in a person’s chest, while the brain is located in a person’s head. Although they are both different, the heart and the brain are important organs in our bodies.
Heart
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Brain
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Temperature Changes
THE MELTING POT
Mark Kendall, a third-grader, was watching The Wizard of Oz on DVD with his dad and his little sister, Marie. When the movie got to the part where the wicked witch melts in water, Mark made a joke, “See; I told you it’s dangerous to take baths!” His dad, Jack, laughed heartily because he knew how much his son hated getting a bath. Left to his own devices, Mark would have green slime coming out of his eyes and ears. Marie, who had just started kindergarten, spoke in a more serious tone, “You can’t melt in water. But I know that ice melts when you leave it in a cup on the counter.” Mark and his dad knew that Marie was not quite a jokester. She took everything that was said at face value. Maybe it was because she was too young to really understand when someone was joking, or maybe it was because she was just a very serious little girl that prided herself on being the smartest in the class and in the house, for that matter. “That’s right, Marie. You are such a smart little girl!” their dad commended. “But Daddy, I don’t understand why things melt,” Marie frowned. “One time, I left my chocolate bar in Mom’s car, and it melted all over my boaster seat.” “And boy, was she mad!” laughed Mark. “I didn’t think you would survive that one, Marie. Mom made you scrub that seat until every trace of chocolate had vanished.” Marie glared at Mark. She did not like getting into trouble and disliked being reminded of her mishaps even more. Their dad sensed the tension in the air and decided to move the conversation forward. “Well, honey, many common materials like water, metal, and glass can be changed from one state to another when you alter their temperature.” “So you’re saying that just by changing an object’s temperature, we can send it from here to say, the state of Nebraska or Texas? That’s pretty cool!” Mark jumped up from the couch and headed for the kitchen. He wanted to heat some ice and see if his cousins in Nebraska would get it. “No, no, no! That’s not what I meant by state. I mean states of being,” their dad clarified. “I’m talking about the three states of matter --- solids, liquids, and gases. Oxygen in the air we breathe is a gas. Ice is solid. This apple juice I’m drinking is a liquid.” 76
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SC.3.P.8.1 Mark sat back down in bewilderment. “Oh, so you don’t mean one of the fifty states in the United States of America? You mean like, when the ice melts, it changes from the solid state to the liquid state, which is just water --- am I on the right track?” “Absolutely!” his dad smiled. “And if you heat that same water, then it will turn to steam which is a gas.” “So when I left my chocolate in Mom’s car, it was a solid, but because the car was so hot, it melted into liquid chocolate,” Marie analyzed. “But to think of it, that wasn’t really my fault. I didn’t heat the car; the sun did that all on its own. I think Mom owes me an apology!” Marie crossed her arms. “Yes and no,” their dad said. “Yes, the sun did heat up the car, and you had no control over that. But, no, your mother does not owe you an apology. You and your brother have a bad habit of leaving snacks and crumbs in the car, which can attract bugs and fowl smells. That’s exactly why I don’t let you all eat in my car,” Dad said matter-offactly. Marie didn’t like that answer, and she disagreed with her dad, but she knew better than to argue with her dad. She often pushed her luck with her mom, but she was much more careful controlling her attitude with her dad. “But since we’re on the topic of chocolate, let’s see how hot it had to have been in that car for that chocolate bar to have melted,” their Dad led them into the kitchen. Their dad placed a small bar of chocolate in the top half of a double boiler pot that was sat carefully on one of the stove’s burners. He turned the heat on under the pot and placed a kitchen thermometer into the pot to monitor the melting temperature. When the chocolate was a creamy liquid, the thermometer registered at 45° Celsius. “So, what have you learned from this experiment?” their dad questioned. “Chocolate melts at nearly 45° Celsius, so that car must have been pretty hot,” Mark said. “Never leave your chocolate on the seat of Mom’s car when it’s hot outdoors!” Marie smiled at her dad. “You’re both correct!” Dad agreed. “Now, let’s get some ice cream and make a few chocolate sundaes with whipped cream on top.” “Yummy!” Mark and Marie squealed with delight. Educational Bootcamp
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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
What is the best lesson that can be learned from this passage? A
Never leave a chocolate bar in a hot car.
B
Matter can transition through three states when heat is added or removed from the system.
C
Oxygen is a gas.
D
Witches cannot melt in water.
How is a solid SIMILAR to a liquid? A
Both are states of matter.
B
Both contain molecules that move at the same speed.
C
Both can melt in a warm car.
D
Both vanish in cold weather.
How is Mark DIFFERENT from Marie? A
Mark likes the Wizard of Oz, but Marie is scared of the witch in the movie.
B
Mark is a people-pleaser, but Marie is a trouble-maker.
C
Mark is in kindergarten, but Marie is in third grade.
D
Mark is a jokester, but Marie is very serious.
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PRACTICE QUESTIONS Theme & Topic, Cause & Effect, and Compare & Contrast
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Why did Marie believe that her mother owed her an apology? A
She wasn’t the person that left the chocolate bar in the car.
B
It was the Sun that caused the chocolate bar to melt.
C
She cleaned up the mess that the melted chocolate bar caused.
D
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6
Mark made fun of her for no reason.
Why did the children and their dad melt a chocolate bar on top of the stove? A
They wanted to make ice-cream sundaes.
B
They wanted to see how fast the chocolate would melt.
C
They wanted to find the melting temperature of the chocolate.
D
They wanted to surprise their mom with dessert.
How are the Sun and the stove SIMILAR?
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A
Both are sources of heat.
B
Both are electrical appliances.
C
Both can heat a car.
D
Both are dangerous to look at.
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Making the Science Connection
Matter is anything that has mass and occupies space. Common materials such as water, metal, and glass can be changed from one state of matter to the next by raising or lowering the temperature. Temperature changes affect how the molecules and atoms of a substance move around. Solids have a 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 a 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 a 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. Temperature is the measure of heat energy within a substance. The thermometer is an instrument used to measure temperature. The metric unit for temperature is degrees Celsius. Common materials such as water, metal, and glass can be changed from one state of matter to the next by raising or lowering the temperature. Temperature changes affect how the molecules and atoms of a substance move around. 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. A liquid is changed to a solid by cooling the substance until it reaches its freezing point. The freezing point of water is 0 °C.
Illustrate the Science Connection
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Vocabulary Drill Solids:
state of matter that has a definite shape and definite volume
Liquids:
state of matter that has a definite volume, but no definite shape
Temperature:
the measure of heat energy in a substance
Tie It Together How does the Science Connection relate to the story “The Melting Pot?”
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PRACTICE QUESTIONS Science Content Questions
1
2
Which phase of matter has definite shape and definite volume? A
gas
B
liquid
C
plasma
D
solid
Which phase change takes place when a liquid changes to a solid?
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 term is used to describe the measure of heat energy within a substance?
A
condensation
B
evaporation
A
condensation
C
freezing
B
Celsius
D
melting
C
thermometer
D
temperature
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LIFE SCIENCE With Story Structure Text Features Figurative Language
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Parts of a Story Organizer Directions: Use the story “Flat Tire” to fill out the graphic organizer.
Flat Tire
Sarah was on her way home from visiting her grandmother in the hospital. She was driving down a dark, curvy road. Suddenly, Sarah heard her tire pop. “Oh no!” she screamed as she pulled over to the side of the road. Sarah looked for her cell phone. Then, she called her friend Miguel and waited for him to arrive. When Miguel got to where Sarah was, he told her he had to change the tire. He pulled out an instrument from the back of his truck. Sarah had never seen it before. “This is a jack,” said Miguel. He explained that it was a type of lever, which is a simple machine used to decrease the amount of force needed to lift an object. Miguel placed the jack under the car. He then started pulling down on the handle. It raised the car. Then Miguel easily replaced the tire. Sarah gave him a big hug for fixing her tire. “You are my hero!” she said as she drove off.
PARTS OF A STORY SETTING (PLACE/TIME)
Character 1
Character 2
PLOT Beginning: Middle: End:
Solution (Outcome)
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Structures in Plants
BE FAIR TO PLANTS
Trish and Raylene are sisters who live in a small but well-kept house near Nashville, Tennessee. Trish is ten, and Raylene is almost three years older than Trish. One day their mother asked them to put in a half-hour of yard work. Trish decided to rake up the fallen leaves while Raylene chose to pull up the weeds and dead plants and flowers in the backyard garden. As Trish raked near where Raylene was working, she saw her older sister pull up a dying plant that still had two green leaves left on it. “You killed it!” she complained. “It was just about dead anyway,” Raylene said. “Maybe you want to hold a funeral?” “Don’t make fun of me! Plants are people too!” Trish protested. “No, they’re not,” Raylene argued. “Plants eat and sleep just like people!” “Did you ever hear one snoring?” laughed Raylene. “Perennial plants sleep during the winter and wake up again in the spring. And they do too eat – they just don’t do it the same way we do,” Trish argued. “Plants have organs, too, just like human beings.” “Yeah right—a liver and a pair of kidneys? A heart and lungs?” teased Raylene. “No! A plant’s organs are its roots, stem, leaves, flowers, and seeds. They may not be the same as our organs, but they’re still organs. The roots have two purposes. They anchor the plant in the soil, and they absorb water and nutrients. That’s how plants eat and drink.”
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SC.3.L.14.1 “Do they remember to wipe their mouths afterward? Ohhh, I better get this poor old plant a napkin,” Raylene said, giving her sister a hard time. “The leaves have the lead role in photosynthesis. They take in carbon dioxide that we exhale, and they release oxygen into the air for us to breathe in.” “They breathe oxygen? Through their mouths or their noses?” “Through their leaves, smarty pants! Stop making fun of me! Don’t you want to learn about how plants are like us?” “If they are so much like us, why didn’t that plant run away when it saw me coming to pull it up?” Raylene asked. “Plants respond to light, just like we do, and to heat, touch, and gravity, just like us.” “I’m smarter than some withered up old plant!” Raylene protested. That was too much for Trish. She went into the house and came back out five minutes later with a handmade sign she’d drawn on a poster board. Trish wrote in bright, bold colors, BE FAIR TO PLANTS! While Raylene continued her work, Trisha marched up and down the yard, waving her sign and chanting, “Be fair to plants! Be fair to plants!” “I’m going to tell Mama you’re goofing off,” Raylene threatened. “I’m not goofing off. I’m picketing. I’m defending the rights of our fellow sailors on the Good Ship Earth.” “There you go getting all poetic again!” complained Raylene. “Less poetry and more raking or else.” Trish didn’t want to get in trouble, so she picked up the rake and got back to work, but as she raked, she chanted, “Be fair to plants! Be fair to plants!” Although Raylene would never admit it, she would give careful consideration before she unearthed another seemingly dead plant.
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Parts of a Story Organizer PARTS OF A STORY SETTING (PLACE/TIME)
Character 1
Character 2
PLOT Beginning: Middle: End:
Solution (Outcome)
Text Features Organizer Directions: 1st Identify TWO DETAILS found in the passage (example: lines, numbers, footnotes, checkmarks, subheadings, timelines, bullets, etc.) 2nd Identify the purpose for each detail.
Detail from Text
Purpose for the Detail
Detail # 1:
Detail # 2:
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PRACTICE QUESTIONS
Story Structure, Text Features, and Figurative Language
1
2
The purpose of the illustration at the beginning of the passage is to show the reader _________________________ . A
the correct steps to planting a garden
B
why flowers smell good
C
the major organ parts of a flower
D
an example of a perennial plant
Read the sentence from the story. Plants eat and sleep just like people! Why does the author compare plants to people? A
to explain that plants live only in houses
B
to show that plants are living things
C D
to emphasize that plants must have sunshine to describe how to care for a plant
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PRACTICE QUESTIONS
Story Structure, Text Features, and Figurative Language What happens when Trish and Raylene get started with the yard work?
3
A
Trish refused to work.
B
Their mother wants the yard work done faster than they can work.
C
They do not want to take turns raking.
D
They disagree about weeding the plants.
How does Trish try to persuade Raylene to treat plants with respect?
4
5
A
She gets into a physical fight with Raylene.
B
She asks their mother to talk to Raylene.
C
She explains how plants are similar to people.
D
She refuses to work with Raylene.
Read the sentence from the passage. Perennial plants sleep during the winter and wake up again in the spring. Why does the author compare plants in the winter to plants in the spring?
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A
To explain why perennials appear lifeless in the winter.
B
To explain the process of photosynthesis.
C
To explain why flowers never actually die.
D
To explain how all plants live.
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Making the Science Connection Plants organs are important in that they respond to various stimuli and are necessary for carrying out the process of photosynthesis. The plant organs – roots, stem, leaves, flowers, and seeds are structural adaptations that help plants receive the essential things they need for survival and reproduction. The roots are buried underground to anchor the plant in the soil. The primary role of the roots is to absorb water and nutrients from the soil. Water is a necessary by-product of photosynthesis and is necessary for the process to take place. Tree roots also take nutrients and chemicals out of the soil and use them to produce what they need for the tree’s growth, development, and repair. The stems are the part of the plant that supports the leaves and flowers. The stem holds up the leaves so that they may receive the light energy necessary for photosynthesis. The leaves are the main photosynthetic organ. The leaves take in carbon dioxide (CO2) exhaled by animals and release oxygen (O2) back into the environment. The carbon dioxide and oxygen gases are exchanged through pores found on the underside of the leaves. These pores are called stomata. The process of photosynthesis takes place in the chloroplast of the leaves. The chloroplast contains a pigment called chlorophyll. Chlorophyll functions to give plants their green color and to trap energy from the sunlight. Flowers and seeds are plant parts that are required to make new plants. Warm temperature is required for seeds to germinate and sprout. Flowers will not grow and reproduce if the temperature is not ideal. Plants may remain in dormancy if the warm temperature requirements are not met.
Illustrate the Science Connection
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Vocabulary Drill Photosynthesis:
Chlorophyll:
Leaves:
the process by which green plants make their own food using the energy from the Sun
functions to give plants their green color and trap the Sun’s energy
the main photosynthetic organ of a plant
Tie It Together How does the Science Connection relate to the story “Be Fair to Plants”?
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PRACTICE QUESTIONS Science Content Questions
1
2
Which plant part is responsible for transporting water and nutrients to the leaves?
3
Which plant part is buried underground to anchor the plant in the soil?
A
the leaves
A
the leaves
B
the stem
B
the stem
C
the roots
C
the roots
D
the flowers
D
the flowers
Which plant part captures the energy of sunlight? A
the leaves
B
the stem
C
the roots
D
the flowers
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Which of the following plant parts is responsible for the support of the leaves and flowers? A
flowers
B
roots
C
leaves
D
stems
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