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Science 3rd Grade Ages 8–9
Forces, friction and magnets — Take-Home — 3rd Grade Predicts how a force changes motion, and explains friction and magnetic attraction. This one-page 3rd Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Fair Test Ramp" — 20 minutes with a plank or tray, a toy car, different surfaces: towel, foil, wood,…
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Forces, friction and magnets SCIENCE · 3RD GRADE Name Date TAKE-HOME PRACTICE Science · 3rd Grade 20 minutes WHAT THIS BUILDS Predicts how a force changes motion, and explains friction and magnetic attraction. 1 THE TWO-MINUTE CHECK ASK "Why does a ball rolling on grass stop sooner than on wood? What would make that test unfair?" A SOLID ANSWER Friction named, and one variable identified that must be kept the same. Not yet Getting there Solid 2 FAIR TEST RAMP You need: A plank or tray, A toy car, Different surfaces: towel, foil, wood, Tape measure Set a fixed ramp height and mark the release point. Same start every time — that's the fair test. Roll onto each surface and measure the distance travelled. Predict the order before testing, then compare. Repeat each surface three times and take the middle result. Talk about why once isn't enough. Graph the results and write one sentence explaining what the data shows. SAY THIS WHEN IT STALLS "If we change two things at once, we won't know which one did it. What has to stay the same?" Two surfaces, one roll each. Change the ramp height instead and keep the surface fixed, isolating one variable. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-3 www.littleactivity.com 3rd Grade · Science
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Forces, friction and magnets SCIENCE · 3RD GRADE Name Date TAKE-HOME PRACTICE Science · 3rd Grade 20 minutes WHAT THIS BUILDS Predicts how a force changes motion, and explains friction and magnetic attraction. 1 THE TWO-MINUTE CHECK ASK "Why does a ball rolling on grass stop sooner than on wood? What would make that test unfair?" A SOLID ANSWER Friction named, and one variable identified that must be kept the same. Not yet Getting there Solid 2 FAIR TEST RAMP You need: A plank or tray, A toy car, Different surfaces: towel, foil, wood, Tape measure Set a fixed ramp height and mark the release point. Same start every time — that's the fair test. Roll onto each surface and measure the distance travelled. Predict the order before testing, then compare. Repeat each surface three times and take the middle result. Talk about why once isn't enough. Graph the results and write one sentence explaining what the data shows. SAY THIS WHEN IT STALLS "If we change two things at once, we won't know which one did it. What has to stay the same?" Two surfaces, one roll each. Change the ramp height instead and keep the surface fixed, isolating one variable. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-3 www.littleactivity.com 3rd Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
