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.
| Name |
Description |
| Ultimate Building Miami | Students will explore how climate change impacts Miami by examining issues such as sea level rise, intensified hurricanes, and extreme heat. Students will be given a scenario directing them to design a building in Miami that can withstand an issue exacerbated by climate change. They will then work together as a class to create the ultimate building in Miami, one that can withstand multiple impacts of climate change. |
| Drifting Science | Students will explore global ocean surface currents by completing an investigation using real-world ocean drifter data. Students will analyze maps of ocean drifters to make observations about why they appear in some places more than others. Using the resources provided, they will then select a specific ocean drifter from an interactive map and predict where it may drift to, what currents it might be carried by, and where it might end up in a specific amount of time. |
| Physical Science Unit: Water Beach Vacation Lesson 5 Evaporation Experiment | Students set up an experiment and gather data to investigate the evaporation of water.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Physical Science Unit: Properties Lesson 19 Sand Temperature Lab Investigation: Graphing Data for Evidence | Students will create line graphs from the collected data on the temperature of shaded and non-shaded sand from the previous lesson. Students will use the data and graphs as evidence to make conclusions on if the shading had an impact on sand temperature. This lesson could also be taught using Math instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 18 Sand Temperature Lab Investigation: Data Collection | Students will set up the lab investigation that they planned in the previous lesson and collect data on the temperature of shaded and non-shaded sand. This lesson could also be taught using Math instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 17 Sea Turtle Expert Interview | Students will use their listening and writing skills to watch a video to learn about sea turtles, preparing them for an investigation in subsequent lessons. This lesson could also be taught using ELA instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 15 Observing Sea Turtles | Students will use their listening and writing skills to watch a video to learn about sea turtles, preparing them for subsequent lessons in the unit. This lesson could also be taught using ELA instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Gr. 3 Lesson 3-Hurry for a Habitat! | Students will use a relay race activity to reinforce knowledge gained in Lesson One. They will demonstrate understanding of the different habitats of the Everglades and the flora and fauna found in each one. |
| Gr. 3 Lesson 1-Classifying Everglades Animals and Their Habitats | Students will learn about and become familiar with the different habitats of the Everglades and the flora and fauna found in each one. |
| Response to the Cues | This is a design challenge that requires students to cooperatively create a plant terrarium through the process of asking questions, imagining what the design would look like, planning the design, creating the design, testing the design, improving the design, and finally testing their redesign. |
| Rampin' It Up | Students will use their knowledge of properties of materials and measurement of length to determine how the properties of different surfaces affect the distance traveled by a toy car. |
| Let's Go, H2O! | This STEM challenge will engage 3rd grade students in thinking about the ways that a drought can affect a region or nation and how to find a solution to this problem. Students will construct a pipeline to transport water from point A to point B while overcoming gravity and will measure the volume of liquid before and after it travels through the pipeline. This STEM challenge combines architectural engineering with life science and mathematical measurement skills. |
| Mass and Volume, They Matter! | In this lesson students will investigate what mass and volume are and how they are measured. Students will practice measuring the masses of solids and volumes of liquids. Students will have a chance to work cooperatively with their peers and apply their knowledge to a real-world problem. |
| Plant Cycles: Photosynthesis and Transpiration | Students examine the effects of light and air on green plants, learning the processes of photosynthesis and transpiration. |
| A-maze-ing Plants | This Engineering Design Challenge is intended to help students apply the concepts of flowering plants, plant structures, and plant responses to stimuli as they build mazes to demonstrate a plant"s response to light. It is not intended as an initial introduction to this benchmark. |
| Is It Hot In The Light? | In this activity, students will make observations that things in direct sunlight are warmer than things that are not in as much sunlight. Also, they may notice that there may be more heat near asphalt, brick, or cement because heat can be stored and radiated from these materials. |
| How the Seasons Affect Plants | In this long-term lesson, students will put observation spots in a designated area at the school to observe how it changes throughout the school year. |
| Exploring Gravity | In this lesson, students engage in the engineering design process and explore gravity by designing and creating a parachute. |
| Discovering Dinosaurs | Students will examine evidence of dinosaurs, from which students will write a theory. Their theory must be supported by evidence. Students will then present their theory for a class discussion.
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| Follow the Water Lesson 1: Filtration Station | Water is essential for human health, but it can sometimes be contaminated. Water filtration can filter out contaminants and impurities making water much safer to consume. But what is the best way to filter water? Students will participate in a water filtration engineering challenge to try out different combinations of materials to find which works best. This lesson was developed by the Phillip and Patricia Frost Museum of Science with support from the Weo Foundation. |
| Follow the Water Lesson 2: Mission: Lunar Water | The search is on to locate water on the Moon! Modeled after NASA’s PRIME-1 mission to drill for water ice on the moon, students will create a simulated lunar crust that they will take cores from to search for water ice below the surface. They will then create a map to show others where their discoveries lie. This lesson was developed by the Phillip and Patricia Frost Museum of Science with support from the Weo Foundation. |
| Wild Wind | Students will learn the difference between global, prevailing and local winds. In this activity, students will make a wind vane out of paper, a straw and a soda bottle and use it to measure wind direction over time. Finally, they will analyze their data to draw conclusions about the prevailing winds in their area. |
| Name |
Description |
| Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures | In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas. |
| Lesson 20 Video MEA Animal Habitats Part 2 | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 17 Video: Sea Turtle Expert Interview | In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit. |
| Lesson 15 Video: Observing Sea Turtles | In this SaM-1 video, students will use their listening and writing skills to learn about sea turtles, preparing them for subsequent lessons in the unit. |
| Name |
Description |
| Earth, Wind and Fire | This teaching idea describes a project completed after an investigation on natural disasters. Each student researched and wrote a descriptive summary on a natural event. Students used colored pencils and oil pastels to create drawings of each disaster, and the summaries and artwork were made into trading cards using the Comic Life computer program. |
| The Occurrence of Water In Living Things | Students will have the opportunity to practice some of the steps of the scientific method while learning how much water is found in natural plant items. |
| A Shrimpy Home-SeaWorld Classroom Activity | In this activity, students will demonstrate how changes in an environment can affect the survival of an animal. |
| A Slick Operation: Oil Spill Lab-SeaWorld Classroom Activity | In this activity, given selected materials, the students will be able to demonstrate and discuss the effects of oil on a bird's feathers and discuss a variety of ways humans might be able to remove it. |
| Here Comes The Sun | This activity will have students predict, measure and record temperatures and provide evidence showing that the sun is the source of heat and light for Earth. |
| How Degrading-SeaWorld Classroom Activity | In this activity, given examples of trash generated by a family over a 24-hour period, the student will be able to demonstrate how some materials degrade in salt water better than others. They will be able to generate ideas for ways to reduce plastic pollution. |
| Invertebrate "Heads Up 7 Up"-SeaWorld Classroom Activity | In this activity, the student will identify biographical information about various tidepool animals. |
| Investigating Matter: Identifying Properties and States of Matter | This activity is a classroom lab in which students investigate and observe three types of balloons to help identify the states of matter and their properties. Students investigate the three states of matter by participating in a small group lab. Students will observe, question, and investigate the properties of solids, liquids, and gasses. |
| Seal Scientists-SeaWorld Classroom Activity | In this activity, students will review their knowledge of time and clocks during imaginary seal watching. |
| Webcams: Animal Inquiry and Observation | Observe animal habits and habitats using one of the many webcams broadcasting from zoos and aquariums around the United States and the world in this inquiry-based activity that focuses on observation logs, class discussion, questioning, and research. |
| Name |
Description |
| Light Energy | In this unit, students first explore the different forms of energy using their senses. In the next two lessons, emphasis is placed on light energy and how light interacts with other objects. |
| States of Matter | Inquiry in Action | In the first activity of this unit, students consider how heating and cooling affect molecular motion. The subsequent activities extend this idea to explore the relationship between temperature and the state changes of water. After considering their own experiences with evaporation and condensation, students discover that adding heat to water increases the rate of evaporation and cooling water vapor increases the rate of condensation. Students then investigate what causes moisture to form on the outside of a cold cup. As an extension, students see that at even lower temperatures water vapor can condense on the outside of a container and then freeze to form ice. |
| Physical properties and physical change in liquids | Inquiry in Action | In this investigation, students compare the way four known liquids behave, and then apply these observations to identify an unknown liquid. Students then compare how each liquid combines with water and use this property to identify unknown liquids. The activities throughout the investigation emphasize the characteristic properties of liquids, identifying and controlling variables, making observations, and analyzing results to answer a question. |
| Physical Properties & Physical Change in Solids | Curious Crystals | Inquiry in Action | In this investigation, students will carefully look at four known household crystals. After observing and describing the crystals, students will be given an unknown crystal, which is chemically the same as one of the four known crystals but looks different. When students realize that they cannot identify this crystal by its appearance alone, they will suggest other tests and ways to compare the crystals to eventually identify the unknown crystal. The other activities in this investigation are examples of tests students can conduct on the crystals. After a series of these tests, students will gather enough evidence to identify the unknown crystal. |
| Look-alike Liquids | Inquiry in Action | In this introductory activity, students will compare the way water and isopropyl alcohol appear on different surfaces. After seeing that these liquids behave differently, students will be given two other clear colorless liquids - salt water and detergent solution. Students will then test all four liquids on a brown paper towel to discover the differences between them. Through the activities in this investigation, students will see that liquids have characteristic properties that can be used to identify an unknown. |
| Name |
Description |
| Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures: | In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas. |
| Lesson 20 Video MEA Animal Habitats Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 17 Video: Sea Turtle Expert Interview : | In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit. |
| Lesson 15 Video: Observing Sea Turtles: | In this SaM-1 video, students will use their listening and writing skills to learn about sea turtles, preparing them for subsequent lessons in the unit. |
