Third Grade

Integrating Technology

With

Science

Brain Pop/Brain Pop Jr.

All Modules – Third Grade

Topics of interest: Brain Pop – Science Brain Pop – Health Brain Pop Jr. – Science Acids and Bases Hearing Solids, Liquids, and Gases Crystals Eclipse Food Chains Matter Changing States Space States of Matter Overview: Students are able to watch a short video and take a quiz on the computer or on a printed version. Web Resources: www.brainpop.com www.brainpopjr.com Activity:

1. Log onto the site with the user name and password “deptford.” 2. Click on the Science icon. 3. A list of topics will appear. Click on the topic of interest. 4. Click on play the movie for the short instruction of the topic. 5. Students can take the online quiz by clicking onto take the quiz. 6. Students can also print out the quiz and complete it on paper and turn it in for an

assessment.

Related Web Sites Third Grade Science

Chemical Tests

• Chemical Tests Website – excellent resource! http://www.wastatelaser.org/_support/toolkits/stc/chemical_tests/index.asp

• Sorting by Properties http://sln.fi.edu/tfi/units/life/classify/clasact2.html

• BrainPop – Science - Acids and Bases http://www.brainpop.com/science/matter/acidsandbases/

• BrainPop – Science - Crystals http://www.brainpop.com/science/theearthsystem/crystals/

• Grow a Crystal http://pbskids.org/dragonflytv/superdoit/grow_a_crystal.html

• Science Projects for Beginners - Chemistry http://www.infoplease.com/cig/science-fair-projects/salt-sugar-dissolves-faster-different-liquids.html

Structures of Life • FOSS – Structures of Life

http://www.fossweb.com/modules3-6/StructuresofLife/index.html • Structures of Life Website – excellent resource!

http://www.wastatelaser.org/_support/toolkits/foss/structures/index.asp • BrainPop – Science – Food Chains

http://www.brainpop.com/science/populationsresourcesandenvironment/foodchains/ • All About Snails

http://www.kiddyhouse.com/snails/ • Pictures of Land and Sea Animals

http://www.photolib.noaa.gov/animals/index.html • Parts of a Plant

http://www.urbanext.uiuc.edu/gpe/index.html http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/flower.html

• My First Garden http://www.urbanext.uiuc.edu/firstgarden/fundamentals/index.html

• Animal Habitats http://www.bbc.co.uk/education/dynamo/lab/wheredo/index.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml http://ngfl.northumberland.gov.uk/ict/aaa/habitats.htm

• Hydroponics http://www.growingedge.com/kids/

• Plant Adaptations in different biomes http://www.mbgnet.net/bioplants/adapt.html

Physics of Sound • FOSS – Physics of Sound

http://www.fossweb.com/modules3-6/PhysicsofSound/index.html • Physics ofSound Website – excellent resource!

http://www.wastatelaser.org/_support/toolkits/foss/physics_of_sound/index.asp • Exploring Pitch and Volume

http://www.iknowthat.com/Scienceillustrations/sound/science_desk.html • BrainPopJr – Science - Solids Liquids and Gases

http://www.brainpopjr.com/science/matter/solidsliquidsandgases/ • BrainPop – Science - States of Matter

http://www.brainpop.com/science/matter/statesofmatter/ • BrainPop – Science - Matter Changing States

http://www.brainpop.com/science/matter/matterchangingstates/ • BrainPop – Health - Hearing

http://www.brainpop.com/health/senses/hearing/ • Sound Activities

http://www.fi.edu/fellows/fellow2/apr99/soundindex.html • Interactive Sound Ruler

http://www.nidcd.nih.gov/health/education/decibel/decibel.asp • Sound, Loudness, and Pitch

http://www.engineeringinteract.org/resources.htm

Objects in the Sky

• BrainPop – Science – Space http://www.brainpop.com/science/space/

• BrainPop – Science – Eclipse http://www.brainpop.com/science/space/eclipse/

• NASA for Kids http://www.nasa.gov/audience/forkids/home/index.html

• Amazing Space http://amazing-space.stsci.edu/

• Moon Phases http://liftoff.msfc.nasa.gov/academy/universe/MOON.HTML

• Space Games http://www.alfy.com/teachers/teach/thematic_units/Space/Space_1.asp

• Kids’ Astronomy http://www.kidsastronomy.com/

• Tenth Planet http://www.pbs.org/wgbh/nova/sciencenow/3302/01.html

• Virtual Planetarium http://jove.geol.niu.edu/faculty/stoddard/planetarium.html

• Find out your age on other planets http://www.exploratorium.edu/ronh/age/

• Earth and Moon matching quiz http://www.quia.com/mc/338580.html

• Astronomy for Kids http://www.frontiernet.net/~kidpower/astronomy.html

Physics of Sound Investigation 1

Backstage at an Orchestra NJCCCS – 5.1, 5.3, 5.4, 5.7, 5.8

Overview: Students investigate brass, percussion, woodwind and string instruments and the properties of sound produced by each instrument. Web resources: http://www.playmusic.org/stage.html Activity: Brass Match How to Play:

1. Click on the tiles to turn them over. 2. Match the brass instruments with their sound. 3. Turn over the "wild tile" before you get all the matches.

Percussion Face-Off How to Play:

1. Wait for Molly to finish her turn, and then repeat exactly what she played by clicking on the instruments with your mouse.

2. The sequence will get longer each time, so pay close attention! Name That Woodwind

How to Play: 1. In each of the 9 rounds of "Name that Woodwind", your goal is to

correctly guess which woodwind instrument the clues are for. 2. You should try to use as few clues as possible, and spend as few of your

points as you can.

3. There are five types of clues in each round. Since the different types of clues cost you different amounts of points, you have to be careful which ones you choose! Points are also deducted for wrong guesses.

Violin Pieces How to Play:

1. Help Dr. Strad put his violin back together before the big concert. 2. Just click on the pieces and drag them back together to reassemble the

violin. Explore the website to find several additional activities for each section!!

Physics of Sound Investigation 1

Changing Sounds NJCCCS – 5.1, 5.7, 5.8

Overview: Students will be able to see that sound is caused by vibrations and that it can travel through different states of matter. Students will also be able to change the pitch and loudness of a sound. Web Resources: http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/changing_sounds.shtml Activity:

1. Click on the first concept of sound. 2. Read the tutorial and click next from the bottom of the screen. 3. When all 4 concepts and tutorials have been read, click the activity

button from the bottom left. 4. Students can conduct the experiments to the instruments to create a

particular sound. 5. The selection quiz can also be taken or printed out.

Physics of Sound Investigation 1

Introduction to What Sound Is NJCCCS – 5.1, 5.3, 5.7

Overview: Students watch several demonstrations to learn more about sound. Web resources: http://www.fearofphysics.com/Sound/dist.html Activity:

1. Click on the above link. 2. Watch and discuss each demonstration, clicking on the link at the

bottom of the page to continue. 3. On the last page click on the tones to hear differences in pitch.

Physics of Sound Investigation 3

Solids, Liquids, and Gases NJCCCS – 5.6, 5.7, 5.8

Overview: You may use the SMART Board or laptop/projector to teach this whole group lesson. Students will understand what happens when an object changes states. Software: SMART software Web resources: Solids, Liquids, and Gases Activity:

1. Using a SMART Board or laptop/projector, click on the above link. 2. Watch and discuss the videos on the first two pages and try the test

questions at the end of each. 3. On the third page, demonstrate the different states of water as

temperature changes. 4. On the fourth page, follow the directions to decide whether each

item is a solid, liquid, or gas.

Physics of Sound Investigation 3

How Far Away Is It? NJCCCS- 5.1, 5.3, 5.4, 5.7, 5.8

Overview: Here you will learn how sound is made and how sound travels through different materials. In the activities section, have fun comparing how sound travels in air and water. This should be completed after Investigation 3, How Sound Travels. Web resources: http://www.fossweb.com/modules3-6/PhysicsofSound/index.html Activity:

1. From the left hand side, click on the activity How Far Away is It? 2. The first screen provides directions for the activity. 3. Click anywhere in the box to begin. 4. Set the location of the lightning rod by clicking on the foreground, or by

dragging the lightning rod. The distance the lightning rod is from you appears on the screen.

5. Click the “Zap!” button. Lightning will strike the lightning rod and start a timer.

6. After a short time you will hear thunder, and the timer will stop. 7. Set the lightning rod at several different locations, so you can make a

graph of distance versus time.

Mystery flash

1. Click the Mystery Flash button. 2. The lightning rod disappears, and the timer starts with the lightning

flash. 3. After you hear the thunder, look at the timer and calculate the distance

to the invisible lightning rod.

4. Enter your result into the distance box. (Click Calculate, and press Enter/Return after you type the numbers.)

5. Click Show Me the Answer to check your work.

C. Underwater sound

1. Click the Water button to go the underwater activity. 2. Instead of lightning and thunder, under water we will use a submarine

and sonar. 3. Position the submarine by clicking or dragging (just like the lightning

rod). 4. Click the Sonar Pulse to send a sonar pulse and start the timer. 5. Set the submarine at several different locations so you can make a

graph of distance versus time.

D. Mystery sonar

1. Click the Mystery Sonar button, 2. The submarine disappears, and the timer starts right away. (Notice the

red flash.) 3. After you hear the sonar, look at the timer and calculate the distance

to the invisible submarine. 4. Enter your result into the distance box. (Click Calculate, and press

Enter/Return after you type the numbers.) 5. Click Show Me the Answer to check your work.

Chemical Tests Lesson 1

The Oobleck NJCCCS- 5.1, 5.6, 5.8

Overview: This lesson can be used as an introduction to lesson 1 and the mystery goo. Students will be excited to make their own Oobleck! Web resources: http://www.science-house.org/learn/CountertopChem/exp18.html Activity:

1. Teachers should click the above link and read for background info and ideas.

2. Before completing lesson 1, read Bartholomew and the Oobleck. 3. Complete Lesson 1. 4. Allow students extra time to experiment with the mystery goo, using

some of the ideas from the above website’s procedure step 3. 5. Students can compare and contrast their goo to the Oobleck they just

read about.

Chemical Tests Lesson 5

Separating Mixtures NJCCCS- 5.1, 5.6

Overview: Students select the appropriate tool to separate a mixture of two compounds based on their physical properties. Web resources: http://www.harcourtschool.com/activity/mixture/mixture.html Activity:

6. Look at the mixtures and decide which tool would be used to separate the mixtures.

7. Click and drag the tool over the appropriate mixture. 8. The results will be posted on a chart. 9. Direct students to read the explanations located in the black box above

the mixtures.

Chemical Tests Lesson 15

Kitchen Chemistry NJCCCS – 5.1, 5.6

Overview: Students search a kitchen for 7 clues and log them into a notebook. They then test chemicals with red cabbage juice to see if they are an acid or a base. They can also test them with baking soda to see if they will produce carbon dioxide bubbles and send the chemical flying like a rocket into the air. Web resources: http://pbskids.org/zoom/games/kitchenchemistry/virtual-start.html Activity:

1. Read the challenge and click read on from the bottom of the text box. 2. Read the steps for the directions and click to the kitchen. 3. Slide pointer over the objects and click when a hand appears. The item

will provide a clue. 4. When all 7 clues are found, click on the notebook to try the

experiments. 5. Eight chemicals will appear in the lab book. Click on the cabbage juice or

the cork screw to test with these indicators. Each test can be performed on each chemical.

6. Click done when all tests are performed. 7. Answer the challenge question. 8. Click submit and read the explanation 9. Students can also collect a printable reward.

Chemical Tests Lesson 15

Acids and Bases – Cabbage Juice Indicator NJCCCS – 5.1, 5.2, 5.6, 5.7

Overview: In this video segment adapted from ZOOM, cast members demonstrate how to use cabbage juice to determine whether a solution is acidic or basic. Web Resources: http://www.teachersdomain.org/resources/phy03/sci/phys/matter/zcabbage/index.html#state Activity:

1. Click on the link. 2. Click “View” to watch the brief video. 3. Scroll down and click on the “Discussion Questions” tab and answer

together.

Structures of Life Investigation 1

Life Cycle of Plants NJCCCS- 5.1, 5.5, 5.8

Overview: This is a set of revision activities to familiarize students with the life cycle of plants from seed to dispersal. Web resources: http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm Activity:

1. Click on seed growth from the bottom of the page. 2. Students can manipulate the amount of water and light a plant receives

to see what happens to the plant. 3. Click menu from the bottom of the page to be taken to the next activity

in the life cycle of the plant.

Structures of Life Investigation 2

Life Cycles and Parts of a Plant NJCCCS- 5.1, 5.5, 5.8

Overview: Students will understand the parts of a plant and understand what each part of the plant does. Web resources: http://www.ngfl-cymru.org.uk/vtc/plant_life_cycles/eng/Introduct/mains.htm Activity:

1. Click on each of the 6 video cassette and press play to view the animation.

2. Select the part 2 tab from the top. Students can click and drag the appropriate word to the sentence to fill in the blank.

3. Select the part 3 tab from the top. Students can complete a plant and animal life cycle comparison chart. They can type the answers directly onto the chart. Answers should include what all living things need to survive.

Structures of Life Investigation 2

Life Cycles and Parts of a Flowering Plant NJCCCS- 5.1, 5.5, 5.8

Overview: Students will understand the parts of a flowering plant and understand what each part of the plant does. Web resources: http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm Activity:

1. Click on the instructions tab from the top. 2. Follow instructions for each tab.

Structures of Life Investigation 4

Life Cycles NJCCCS – 5.1, 5.5, 5.8

Overview: Students correctly order the life cycles of several different organisms. Web Resources: http://www.fossweb.com/modules3-6/StructuresofLife/activities/lifecycles.html Activity:

1. Click on the link. 2. Read the directions and continue to complete the life cycles of the

organisms given.

Structures of Life Investigation 4

Food Web NJCCCS – 5.1, 5.5

Overview: You may use the SMART Board or laptop/projector to teach this whole group lesson. Students will create their own food webs and review plant skills. Software: SMART software Web resources: http://www.nhm.ac.uk/education/activities/school-activities/gallery-guides/assets/food_chains.pdf Activity:

1. Open SMART Notebook and click the “Gallery” tab on the right hand side.

2. Click “Essentials for Educators,” then “Science and Technology,” then “Animals.”

3. Choose several animals to use in a food web and double click on each. 4. If you would like to add plants to your web, go back under the

“Science and Technology” section and choose “Biology,” then “Plants.” 5. Repeat several times with different animals and plants. 6. As an optional review of food webs and plant parts, click on the above

link, which provides a seven page activity sheet packet. This can be printed as an individual assignment or completed as a class using the SMART Board.

Objects in the Sky Lesson 5

Constellations NJCCCS- 5.1, 5.7, 5.8

Overview: Students will see a constellation along with some background information. They can either:

• Identify and click on the correct name for the constellation or • Type in the name of the constellation

Web resources: http://www.funbrain.com/constellation/index.html Activity:

1. Select the option you wish to play with the corresponding level of easy, medium, or hard.

2. Click play space hopper from the bottom of the screen. 3. Read the scientific background on the constellation and look at the

picture. 4. Select the correct constellation. 5. Continue to play. Levels can be changed to become easier or harder.

Objects in the Sky Lesson 7

The Relationship with the Sun, Moon and Earth NJCCCS 5.1, 5.7, 5.8

Overview: Students can view the motions of the sun, moon, and earth. Web resources: http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml Activity:

1. Click the play button to see how the sun, moon, and earth move in relation to one another.

2. Click the blue arrow at the top of the page for the next activity. 3. Use the red arrow keys to view the revolution for a specified amount

of time. 4. Continue to click the blue arrows for the next activity and follow the

instructions.

Objects in the Sky Lesson 9

The Solar System NJCCCS – 5.1, 5.8

Overview: You may use the SMART Board or laptop/projector to teach this whole group lesson. Students will review concepts learned about the Solar System. This lesson should be used after the completion of lesson 9. Software: SMART software Web resources: Solar System Activity:

1. Click on the link above to open the file. 2. The first two slides are simply meant to review skills already learned

in the lesson. 3. Beginning with slide 3, ask a student to name the object and tell one

fact about the object. 4. Continue through the entire solar system.

Objects in the Sky Lesson 9

Traveling the Solar System NJCCCS- 5.1, 5.7, 5.8

Overview: Students will travel to parts of the solar system and learn facts about that object. Web resources: http://www.artyastro.com/ Activity:

4. Click Travel the Solar System from the menu. Other games can be played as well at a later date.

5. Click on one of the planets as the destination and click go. 6. Once you arrive at a destination, click on info for facts about that

planet. 7. Clicking on statistics provides you with information about the length of

day, year, distance from the sun, etc. 8. Click on mythology to see the beliefs of the planets. 9. Select back to go to the main menu to select another object to travel to

in the space ship.

Objects in the Sky AND

Structures of Life Use after the completion of both units

Possibly as a culminating project Growing plants in space

NJCCCS- 5.1, 5.4, 5.5, 5.8

Overview: Students will determine how to grow plants on the Moon. They will need to work together to learn about the relationship between the Sun, Moon and Earth, about plants, soil, and heat and light. Web resources: http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm Activity:

1. Click on begin the mission from the bottom left hand side of the

page. 2. Have students read the urgent mission assignment and click to begin

the mission. 3. Read the explanation and click next from the bottom of the page or

mission 1 from the top of the page. 4. Read mission 1 and click Sun and Stars for the first informational

guide. 5. Students are asked to make entries into a notebook to hold the

information.

6. Scroll down and click on play under the 3 different sections for information on the sun and stars.

7. Each mission has several pages of information, pictures, and quizzes. There are 6 different missions to complete. Students are asked to make journal logs as well as complete different tasks along the way. This seems like a great end unit project for homework over a period of time.

Objects in the Sky Unit

Solar System, Earth, Sun, Moon NJCCCS 5.1, 5.7, 5.8

Overview: Students can take a walk through each of the above topics and investigate that object in the sky. Web resources: http://www.engineeringinteract.org/resources.htm Activity:

1. Click on solar system, earth, sun, or the moon module. 2. After it loads, pictures and information will flash on the screen. Do

not click the next button. A little gray triangle will appear after the slide is completed.

3. When the entire slide is finished, click the next button at the top of the page when it blinks.

4. View the entire module. There is a summary section at the end with review questions.

5. To get to the next module click the back button.