ALEX Classroom Resource

  

Steve Trash Science: Plants/Wicked Waves of Sound

  Classroom Resource Information  

Title:

 Steve Trash Science: Plants/Wicked Waves of Sound

URL:

 https://www.pbs.org/video/plantswicked-waves-of-sound-xd4yzu/

Content Source:

 PBS
Type: Audio/Video

Overview:

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama

Join Steve Trash for a deep dive into the world of plants. Learn what goes on inside plants, how they turn sunlight into energy, and why they are SO important. After that, explore how sound moves from one place to another as Steve demonstrates the secrets of sound waves.

Content Standard(s):
Science
SC2015 (2015)
Grade: 4
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

NAEP Framework
NAEP Statement::
P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy).

NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.§

NAEP Statement::
P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
  • Plan and carry out investigations that explain transference of energy from place to place by sound.
  • Plan and carry out investigations that explain transference of energy from place to place by light.
  • Plan and carry out investigations that explain transference of energy from place to place by heat.
  • Plan and carry out investigations that explain transference of energy from place to place by electric currents.
  • Provide evidence that heat can be produced in many ways.
  • Provide evidence that heat can move from one object to another by conduction.
  • Demonstrate that different objects can absorb energy.
  • Demonstrate that different objects can reflect energy.
  • Demonstrate that different objects can conduct energy.
  • Demonstrate that electric circuits require a complete loop for the electric current to pass through.
Teacher Vocabulary:
  • Construct
  • Transfer
  • Energy
  • Potential energy
  • Kinetic energy
  • Friction
  • Conduction
  • Absorb
  • Reflect
  • Circuit
  • Open circuit
  • Close circuit
  • Heat
  • Radiation
  • Convection
  • Collision
  • Motion
  • Electrical energy
  • Stored energy
Knowledge:
Students know:
  • Energy is present whenever there are moving objects, sound, light, or heat.
  • The transfer of energy, including the following:
    • Collisions between objects.
    • Light traveling from one place to another.
    • Electric currents producing motion, sound, heat, or light.
    • Sound traveling from one place to another.
    • Heat passing from one object to another.
    • Motion, sound, heat, and light causing a different type of energy to be observed after an interaction.
  • Heat is produced in many ways.
  • Heat can move via conduction.
  • The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
  • Electric currents pass through a circuit.
Skills:
Students are able to:
  • Collaboratively plan and carry out an investigation that converts energy one form to another.
    • Identify the phenomenon.
    • Identify the evidence to address the purpose of the investigation.
    • Collect the data.
  • Construct an explanation using evidence about heat production.
  • Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
  • Develop a model demonstrating electric circuits.
Understanding:
Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Heat energy can be produced in many ways.
  • The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
  • Electric energy can be transferred through circuits.
AMSTI Resources:
AMSTI Module:
Energy and Waves
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.2- Recognize different sources of heat; Identify materials that are conductors of heat, such as metals.
Science
SC2015 (2015)
Grade: 4
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
  • Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction.
Teacher Vocabulary:
  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction
Knowledge:
Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.
Skills:
Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.
Understanding:
Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
AMSTI Resources:
AMSTI Module:
Animal Studies
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.9- Identify basic parts of plants and animals.
Science
SC2015 (2015)
Grade: 5
8 ) Defend the position that plants obtain materials needed for growth primarily from air and water.

Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Support an argument that plants get the materials they need for growth chiefly from air and water.
Teacher Vocabulary:
  • claim
  • evidence
  • hydroponic
Knowledge:
Students know:
  • How plants obtain nutrients.
  • How to measure growth of a plant.
Skills:
Students are able to:
  • Collect and analyze evidence about plant growth.
  • Determine whether evidence supports the claim that plants do not acquire most of the material for growth from soil.
  • Use reasoning to connect the evidence to support the claim. A chain of reasoning should include the following:
    • During plant growth in soil, the weight of the soil changes very little over time, but the weight of the plant changes a lot. Additionally, some plants grow without soil at all.
    • Because some plants don't need soil to grow, and others show increases in plant matter but not accompanying decreases in soil matter, the material from the soil must not enter the plant in sufficient quantities to be the chief contributor to plant growth.
    • Therefore, plants do not acquire most of the material fro growth from soil.
    • A plant cannot grow without water or air. Because both air and water are matter and are transported into the plant system, they can provide the materials plants need for growth.
    • Since soil cannot account for the change in weight as a plant grows and since plants take in water and air, both of which could contribute to the increase in weight during plant growth, plant growth must come chiefly from water and air.
Understanding:
Students understand that:
  • Matter, including air and water, is transported into, out of, and within plant systems.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.8- Recognize that plants obtain materials needed for growth primarily from air and water.
Science
SC2015 (2015)
Grade: 5
9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Construct and label an illustration that demonstrates the process of photosynthesis and the conversion of carbon dioxide and water into storable fuel, carbohydrates and oxygen.
Teacher Vocabulary:
  • convert
  • carbohydrates
  • waste product
  • photosynthesis
  • carbon dioxide
  • produces
  • oxygen
Knowledge:
Students know:
  • What plants need to survive.
  • Parts of plants and their functions in the process of photosynthesis.
  • The sun is the source of energy.
  • Plants are producers.
Skills:
Students are able to:
  • Construct an illustration to explain the scientific phenomenon of photosynthesis.
Understanding:
Students understand that:
  • Plants are producers of energy through the process of photosynthesis.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.9- Using a given model, recognize that plants use light energy to make their own food during the process of photosynthesis.
Tags: Alabama Public Television, APTV, cell, chloroplast, crest, frequency, photosynthesis, plant, sound, Steve Trash, stomata, trough, wavelength, waves
License Type: Custom Permission Type
See Terms: https://www.pbs.org/about/about-pbs/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

The first half of this video describes plants, their requirements to live, and the process of photosynthesis. Students will be introduced to scientific vocabulary words like chloroplasts, cell, and stomata. The second half of this video describes the features of sound waves and how they are created. Students will also learn definitions of words related to waves, such as crest, trough, amplitude, and frequency. 

  This resource provided by:  
Author: Hannah Bradley
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