Grade 3 Content in NGSS

1. Grade 3 Content in NGSS Fundamentals and applications

2. Pedagogy and Andragogy Andragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000). What do you mean by 'adult learning principles'? • Adults are internally motivated and self-directed • Adults bring life experiences and knowledge to learning experiences • Adults are goal oriented • Adults are relevancy oriented • Adults are practical • Adult learners like to be respected http://www.qotfc.edu.au/resource/?page=65375

3. Discussion In what ways are the practices that are appropriate for andragogy and pedagogy alike and different? Adult learning principles • Adults are internally motivated and self-directed • Adults bring life experiences and knowledge to learning experiences • Adults are goal oriented • Adults are relevancy oriented • Adults are practical • Adult learners like to be respected

4. What It Means to Learn Science The NRC report Taking Science to Schoolconcluded that proficiency in science is multifaceted and therefore requires a range of experiences to support students’ learning. That report defined the following four strands of proficiency, which it maintained are interwoven in successful science learning: • Knowing, using, and interpreting scientific explanations of the natural world. • Generating and evaluating scientific evidence and explanations. • Understanding the nature and development of scientific knowledge. • Participating productively in scientific practices and discourse. Framework, p. 251.

5. Some Assumptions for Today • Adults can learn content through direct instruction—even lecture—when they are motivated to do so • Content knowledge is important—a teacher does not have to know all the science in the world, but needs to know the science being taught • It is a good idea for the teacher to know more content than will be shared in the lesson • It is a good idea for the teacher to know some likely misconceptions and how to address them • It is a good idea for the teacher to know what sorts of ideas are and are not age appropriate • Some modeling of pedagogy is valuable, but creative teachers are capable of recognizing “curriculum potential” • One of the most valuable resources in education is the pedagogical content knowledge (PCK) of teachers—not just content knowledge, but also how to teach the content • It is more important to gain understanding than to be right, which means asking questions is often better than knowing answers

6. Today’s Activities Many great activities are available at: Toys from Trash http://www.arvindguptatoys.com/toys.html Steve Spangler (Experiments) http://www.stevespanglerscience.com/lab/experiments

7. Next Generation Science Standards

8. Grade 3 • 3-PS2 Motion and Stability: Forces and Interactions • 3-LS1 From molecules to Organisms: Structures and Processes • 3-LS2 Ecosystems: Interactions, Energy, and Dynamics • 3-LS3 Heredity: Inheritance and Variation of Traits • 3-LS4 Biological Evolution: Unity and Diversity • 3-ESS2 Earth's Systems • 3-ESS3 Earth and Human Activity • 3-5-ETS1 Engineering Design

9. Collisions Build the device. When everyone is ready, drop the device from 10 cm. Describe what happens to the objects. Predict will happen if you drop the device from different heights. 5 cm 20 cm 100 cm Describe the relationship between the height at which the device is dropped and the action after it hits the surface. http://www.arvindguptatoys.com/toys/twoballs.html

10. Collisions -- Momentum Momentum = m x v In a collision, momentum transfers from one object to another. Momentum is related to what we call “kinetic energy”, which is “energy of motion” This means that when momentum is transferred, energy is transferred.

11. Collisions – in real life Not all the energy transfers as momentum. An object not connected to the colliding object will continue to move due to inertia.

12. First Law of Thermodynamics The total energy of an isolated system is constant; energy can be transformed from one form to another, but cannot be created or destroyed. (Note: This can be stated in several ways.) But what is “energy”? Energy is the capacity to do work or cause change. Work = force x distance Change is, well…change.

13. Collisions -- Momentum When the only change in energy is the transfer of momentum, then conservation of energy implies: Momentum before = Momentum after Momentum1 = Momentum2 m1 x v1 = m2 x v2 If m1 is large and m2 is small, Then v1 can be small and v2will be large. m1x v1 = m2 x v2

14. Simulating Forces – Collisions, Pushes, and Pulls • Force and motion basics https://phet.colorado.edu/en/simulation/forces-and-motion-basics • Forces and motion https://phet.colorado.edu/en/simulation/forces-and-motion • Ramp forces and motion https://phet.colorado.edu/en/simulation/ramp-forces-and-motion • Motion 2D https://phet.colorado.edu/en/simulation/motion-2d • Ladybug Motion 2D https://phet.colorado.edu/en/simulation/ladybug-motion-2d • Collision Lab https://phet.colorado.edu/en/simulation/collision-lab

15. Forms of Energy (One list) Forms of Kinetic Energy Mechanical- changing motion or position of an object, including living things. Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction. Radiant – light and other forms of electromagnetic radiation Sound – A special case of Mechanical energy caused by vibrations that people can hear. Electrical Energy- moving electrical charges. Example: static electricity, current electricity. Forms of Potential Energy Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax. Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars. Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them. Adapted from: www.bisd.us/

16. Changing forms of energy…

17. Object In A Balloon • http://www.arvindguptatoys.com/toys/deatofwell.html

18. Forms of Energy (One list) Forms of Kinetic Energy Mechanical- changing motion or position of an object, including living things. Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction. Radiant – light and other forms of electromagnetic radiation Sound – A special case of Mechanical energy caused by vibrations that people can hear. Electrical Energy- moving electrical charges. Example: static electricity, current electricity. Forms of Potential Energy Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax. Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars. Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them. Adapted from: www.bisd.us/

19. Forces & Inertia • Inertia – the tendency for a body to stay in motion or at rest • Friction – force between two objects in contact—always opposes motion • Centripetal – force acting toward the center of a system in which at least one body is revolving • Gravity – pull that results from masses interacting—objects do not need to be in contact Why does one object behave differently? How do we know the forces are not balanced? When are the forces balanced?

20. Forms of Energy (One list) Forms of Kinetic Energy Mechanical- changing motion or position of an object, including living things. Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction. Radiant – light and other forms of electromagnetic radiation Sound – A special case of Mechanical energy caused by vibrations that people can hear. Electrical Energy- moving electrical charges. Example: static electricity, current electricity. Forms of Potential Energy Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax. Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars. Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them. Adapted from: www.bisd.us/

21. It makes my head spin… • http://www.arvindguptatoys.com/toys/paperstatic.html

22. Oh My Stars…

23. Water Molecules

24. Drops on a Penny

25. Basics… • Bohr Model

26. Probably more like an electron cloud… Are you sure? I'm positive. • http://imgur.com/cVwIso2 • http://imgur.com/cVwIso2 • http://physicsworld.com/cws/article/news/2013/may/23/quantum-microscope-peers-into-the-hydrogen-atom

27. Electron Clouds • /munger/2009/09/first-detailed-pics-of-single.html

28. Nanographene molecule http://www.zmescience.com/research/individual-chemical-bonds-imaged-ibm-zurich-0123332/

29. Spin, Orbit, Charge… April 20, 2012 • Until now, standard physics generally accepted that an Electron was a fundamental particle – that it was not made of smaller components. • However, as early as 1980 theorists had predicted an electron could be made of three smaller pieces: A “Spinon” (providing spin), an “Orbiton” (providing the orbit) and a “Holon” (carrying the charge). • http://cosmologyscience.com/cosblog/electron-is-not-a-fundamental-particle/

30. The “Higgs Event” • http://home.web.cern.ch/topics/higgs-boson

31. Or, by analogy… • http://scico.gr/articles/what-is-the-higgs-boson/ Most importantly, the “Higgs Boson” completes the “theory of everything”. Every field has a particle: Electro-magnetism = electron Radiation (light) = photon Gravity = Higgs boson For a more correct list: http://en.wikipedia.org/wiki/Force_carrier

32. But getting back to fundamentals…

33. Static Electricity is Fun!!! http://www.stevespanglerscience.com/lab/experiments/static-flyer-flying-bag

34. Getting a charge out of science… • http://phet.colorado.edu/en/simulation/balloons

35. How is this like and unlike… • Magnets around us

36. Static Electricity and Magnetism The are different in that… • Static charges are + and – • Magnet poles are north seeking and south seeking • Static can “discharge” spontaneously – returning to balance • Magnetism tends to be longer lasting, though can be lost • Static discharge generally produces heat and light • Magnetism generally does not produce heat or light They are alike in that… • There is a connection between at the subatomic level • Like repels like; Opposites attract

37. Magnetic needle • Rub a needle with a magnet • Put two pieces of styrofoam on the needle. • Float the needle on the water • http://www.arvindguptatoys.com/toys/magneticneedle.html

38. Which image is correct? • The Earth acts as a giant magnet with field lines extending from pole to pole.

39. Magnetic North vs. Geographic North

40. Magnetism – aligned magnetic domains

41. Curie Temperature

42. And now for…Sir Francis Bacon • Portrait 1617 “The Scientific Method”

43. Alfred Wegener – 1912

44. Alfred Wegener – Continental Drift Reaction to Wegener's theory was almost uniformly hostile, and often exceptionally harsh and scathing; Dr. Rollin T. Chamberlin of the University of Chicago said, "Wegener's hypothesis in general is of the footloose type, in that it takes considerable liberty with our globe, and is less bound by restrictions or tied down by awkward, ugly facts than most of its rival theories." Part of the problem was that Wegener had no convincing mechanism for how the continents might move. • http://www.ucmp.berkeley.edu/history/wegener.html • http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/

45. Fossil Evidence for Pangea

46. Geologic Evidence for Pangea • http://www.geology.ohio-state.edu/~vonfrese/gs100/lect25/

47. Sea Floor Spreading and Plate Tectonics • In a 1962 paper entitled "History of Ocean Basins," Harry Hess, a geologist at Princeton University, proposed that the mid-ocean ridges marked regions where hot magma rose close to the surface (Hess, 1962). Further, he suggested that the extrusion of magma at the ridges pushed the ocean floor away from the ridges like a conveyor belt. In deep trenches like those found off the coast of South America and Japan, the spreading ocean floor was forced down below the thick continents in regions he called subduction zones. Hess's theory of "seafloor spreading" offered a compelling driving mechanism for Wegener's continental drift, but it needed more proof. • http://www.visionlearning.com/en/library/Earth-Science/6/The-Origins-of-Plate-Tectonic-Theory/65 • http://pubs.usgs.gov/gip/dynamic/HHH.htmlhttp://pubs.usgs.gov/gip/dynamic/HHH.html

48. Paleomagnetism—magnetic reversals http://cosscience1.pbworks.com/w/page/8286032/Lesson%2010-6%20Testing%20Plate%20Tectonics

49. Magnetic Reversals • http://istp.gsfc.nasa.gov/earthmag/reversal.htm • http://earthref.org/drupal/content/magnetic-anomaly-mapping-and-walvis-ridge

50. Curie Temperature and Lava