This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Physical Science Unit: Water Beach Vacation Lesson 1 Observations: | Students learn that making observations is an important aspect of scientific study. Students will review concepts about water by making observations based on different properties and states of matter of water. Students will also review how to measure volume, mass and temperature as they will use these skills throughout the unit.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 12 Engineering Design Problem: Beat the Heat Part 3: Testing a Cooler: | In this engineering design problem, students will have the opportunity to apply what they
learned about the changes water undergoes when it changes state through heating and
cooling by designing their own cooler. Students will be asked to use the engineering design
process to design a cooler that will reduce the melting of frozen water in hot temperatures
at the beach. Students will need to design and build their cooler, test their materials, and
justify their design decisions. In this lesson students will test their cooler’s effectiveness in
keeping ice from melting. In subsequent lessons students will improve their designs.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-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: Water Beach Vacation Lesson 6 Condensation Experiment: | Students set up an experiment and gather data to investigate the condensation of water.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-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: 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: Water Beach Vacation Lesson 4 Melting Experiment: | Students set up an experiment and gather data to investigate the melting of solid 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: Water Beach Vacation Lesson 2 Changes to Water: Boiling and Freezing: | Students learn water can change state of matter through the addition or removal of heat.
Students will learn the boiling and freezing points of water at standard pressure. Students
will also review how data can be used to create line graphs and these graphs can show
patterns and changes to temperature over time.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Properties Lesson 10 Grouping by Mass: | Students will make objects of given masses based on identified animal needs using a balance. This lesson could also be taught using mathematics 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 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 14 Volume: Solids Displacement: | Students will make learn how to find the volume of irregular objects using a graduated cylinder. Students will solve problems based on the volume of irregular objects and determine the volumes of given objects. This lesson could also be taught using mathematics 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 13 Introduction to Displacement: | Students will make learn how to find the volume of irregular objects using a graduated cylinder. Students will solve problems based on the volume of irregular objects and determine the volumes of given objects. This lesson could also be taught using mathematics 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 12 Volume: Liquids: | Students will learn how to use a graduated cylinder to make observations based on the volume of liquids. Students will solve word problems based on volume and measure out given liquid volumes. This lesson could also be taught using mathematics 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 11 Introduction to Volume: | Students will learn how to use a graduated cylinder to make observations based on the volume of liquids. This lesson could also be taught using mathematics 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 .
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| Physical Science Unit: Properties Lesson 7 Measuring Mass: | Students will make observations and sort items based on the mass of materials using a balance. This lesson could also be taught using mathematics 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 8 Mass Solids: | Students will make observations and sort items based on the mass of materials using a balance. This lesson could also be taught using mathematics 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 9 Mass: Liquids: | Students will make observations and sort liquid items based on the mass of materials using a balance. This lesson could also be taught using mathematics 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 .
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| Max Mass Movers: | In this design challenge, students will explore the measurement of mass and properties of matter as they design a container that can hold the most mass. |
| What's the Matter with a Crayon?: | In this lesson, students will cooperatively measure the mass and volume of three different-colored crayons as a solid. After recording measurements, students will place their crayons in molds in order to change the state of matter from a solid to a liquid through heating. The teacher will pour the liquefied crayon into a graduated cylinder to measure the volume. Following the measurements recording, the liquid will be poured back into the molds and placed in a cool/shaded environment so the crayons will change back into a solid state. Once the crayons re-solidify, the students will take their student-made, tie-dye crayon out of the mold and re-measure it. Lastly, the students will measure and compare their final measurements to the initial measurements. |
| 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. |
| Is that Estimate Correct?: | In this lesson, students will estimate water volume in three containers and record observations. Following estimations, students will directly measure the volumes using an appropriate method. After comparing those measurements to the estimates, students will be given a known volume of water and will be asked to divide the water into three predetermined volumes, again using estimation skills. A following measurement will be used to determine the difference between their volume estimate and the actual measured volume as distributed across three vessels. |
| Are we there yet? Elapsed time to the rescue!: | In this lesson students will learn how to use the "mountain strategy" to complete elapsed time word problems. This lesson incorporates hands on learning and building to make the process fun and engaging. |
| Wow! Where Has the Time Gone? A Lesson on Elapsed Time: | The lesson is designed to help students with the concept of elapsed time through the use of T-charts and number lines. Students will be able to tell and write time to the nearest time interval in minutes, and solve word problems involving addition and subtraction of time intervals in minutes using situational word problems. |
| How Long is Your Music Lesson?: | In this MEA, third graders will be required to rank musical instrument lesson packages based on the length, frequency, and quality of the lessons. Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Cuts In A Rush: | In this time rush to get a haircut, students will add elapsed time to find the total time spent at the hair salon and the time of departure from the salon. They must use this information determine which salon is the best for the new family in the neighborhood. Students will submit a letter to the client explaining their procedure for ranking the hair salons. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Kick The Can Man: | Students are asked to compare group observations, measure and estimate content of liquids, and prepare and participate in a range of conversations in order to design a method for choosing the healthiest beverage to supply to school children.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Time to Play!: | This is a 3rd grade MEA that asks the students to determine elapsed time to find the ideal day for another student to stay in and do chores. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Group Singing Lessons: | Third grade students will decide which performing arts facility their parents should choose for them to take group singing lessons at. They will apply multiplication, division, and time skills for telling time to the nearest minute and time intervals. Students will work collaboratively as a group to analyze this Model Eliciting Activity (MEA), and engage in collaborative discussion that involves higher level critical thinking. They will write argumentation letters on which performing arts facility is the best choice. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Fairies to the Rescue!: | During this activity, students will utilize reading passages and data tables to create a strategy to determine which parachute design is the best design to help the fairies solve their problem. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Scheduling a School Day: Creating your own classroom schedule.: | A group of students has been chosen to help create the classroom time schedule for the school year. The students will have to use the parameters set forth by the teacher and principal, as well as their own expertise about how they learn best, to create a schedule for the school day that includes all subjects and works around time set aside for lunch and special areas. Then the students will have to adapt the schedules they created to accommodate additional considerations by the teacher and principal. This MEA will require students to use their math skills to measure time intervals and their ELA skills to write a letter justifying and explaining the schedule they created. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Your Time Is Up!: | Time Out! In this lesson, students will learn about elapsed time. Watching one short video, working with number lines, and working with an online tool will all be ways that the students learn about elapsed time. |
| Hands on the Clock: | This lesson gives students an opportunity to apply time knowledge to identify time intervals to the nearest minute. |
| Do You Have a Minute?: | In this lesson students use an analog clock to tell time to the nearest minute. Addition word problems involving time increments of minutes are solved by students using a number line. |
| Rock Around the Clock: | In this lesson, students will use addition or subtraction strategies to solve a real-world problem about developing a music playlist. |
| Name |
Description |
| Physical Science Unit: Water Beach Vacation Lesson 15 Beat the Heat MEA Part 2: Cooler Experiment: | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will use ice to test
the coolers they designed in Beat the Heat Engineering Design Lessons. Students will take
measurements and collect data on their cooler. In part 3, students will analyze the data
they collected. Finally, in part 4 they will develop a procedure for selecting the most
effective cooler to keep water frozen the longest at the beach. In the optional twist,
students will need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 16 Beat the Heat MEA Part 3: Analyzing Cooler Data: | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In Part 3 of this activity,
students will analyze the data they collected in Part 2 by drawing and interpreting a scaled
bar graph and line graph. Students will participate in a discussion about how to interpret the
data that was collected. Finally, in part 4 they will develop a procedure for selecting the best
cooler to keep water frozen the longest at the beach. In the optional twist, students will
need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 17 Beat the Heat MEA Part 4: Ranking Procedure: | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In part 3, students will
analyze the data they collected. Finally, in part 4 they will develop a procedure for selecting
the best cooler to keep water frozen the longest at the beach. They will communicate their
findings and procedure via a letter to next year’s class. In the optional twist, students will
need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 9 Cool Cooler Design Model-Eliciting Activity (MEA): | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. Students
will be asked to rank coolers based on data to solve an open-ended, realistic problem, while
considering constraints and tradeoffs. In the optional twist, students will need to take the
mass of the cooler into account.
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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Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
