Infusion of Literacy Into the Science Curriculum s3

Infusion of Literacy into the Science Curriculum

Book Information

Title Clocks and More Clocks Author Hutchins, Pat Publisher New York: Macmillan

Copyright Year 1970 IBN# 590227289 Summary A tale about a gentleman who kept buying clocks because he wasn't sure his other clocks were keeping the right time. It concludes by sending him to a Clockmaker who helped him figure out which clock was right. Availability Arlington Central Library; APS Library system: Arlington Traditional, Ashlawn, Barcroft. Available at Amazon.

How can the book content be infused into the science curriculum? Grade Level K-5

Strands Scientific Investigation, Reasoning and Logic Force, Motion and Energy Kindergarten Scientific Investigation, Reasoning and Logic K.1; K.2- Five senses, descriptions and sequencing

Grade 1 Scientific Investigation, Reasoning and Logic 1.1 Classifying, measuring, predicting Force, Motion and Energy 1.2 Moving Objects

Grade 2 Scientific Investigation, Reasoning and Logic 2.1- Measurement, classification, graphs, unexpected data

Grade 3 Scientific Investigation, Reasoning and Logic 3.1- Making predications and observations, data charted, drawing conclusion Force Motion and Energy 3.2 Simple and Complex machines Grade 4 Scientific Investigation, Reasoning and Logic 4.1- Hypotheses, predictions, measurement Force, Motion and Energy Characteristics of motion;friction, kinetic energy

Grade 5 Scientific Investigation, Reasoning and Logic 5.1- Classification key, measurement, graphing data, variables

Sample Activities Grade K-2 1. Display clocks and various pictures of clocks. Ask: How are they alike? How are they different? Do any of them have a characteristic that is alike? Group them by different characteristics such as, power sources, digital or analog, types of numerals, with or without second hand, pendulum. 2. Students can make a clock with a paper plate and two strips of card stock. Move the clock to different times and discuss activities they do through out the day. Give them elapsed time story problems. (ie. If you went to the movies and the movie began at 3:00pm and the movie was 1 hour and 45 minutes long, when did the movie end?) 3. Construct a shadow clock using a lump of clay and a pencil placed on a large piece of card stock paper and place in full sunlight. At even intervals throughout the day draw the shadow created by the pencil and record the time beside the shadow. Observe and record the data and discuss the results. What patterns do you see? 4. Set up a pendulum using a pencil, tape, piece of string, an opened paper clip and a washer for weight taped to a desk. Start the pendulum swinging and count how many periods (complete swings back and forth) it makes in 5 seconds. Write the weight and length of the string in one column and the number of swings in a column next to it. Experiment by changing the weight and length of the string. Grade 3-5 Students can complete the above activities and : Pendulum Swing 1. Students will construct pendulums at various lengths using string (lengths from 10- 150 cm.) washers and masking tape. 2. The group measures the string and cuts the string to that length. (Add approximately 5 cm. to the total length that will be taken up with the knots at the ends of the string that attach the washers and the paper clip). 3. Attach a piece of tape to the end of the string. The older holds the pendulum using the piece of tape as a guide for measurement and for holding so the holder neither imparts nor takes away from energy from the pendulum. 4. One person will hold the washer parallel to the ground as the release point and tell them they will count how many cycles the pendulum makes in 30 seconds. 5. Record the number of swings. 6. Each group will make three tests of their pendulums to see the relationship between length of their pendulum and number of cycles. Put results in sequential order. The median score will be represented on the real graph. 7. Data will be represented on both a real graph using the pendulums and a graph constructed on grid paper. 8. They will then test how the frequency changes (or doesn’t change) by adding washers to the end of their string. As a challenge, students will attempt to estimate how long thirty seconds is based on their pendulum swings. 9. Ask: What patterns do you see? What predictions could you make? What questions would you want to ask? What is the relationship between the length of the pendulum and the number of cycles per thirty seconds?

(adapted from Michelson Exxon Mobil Teachers Academy).