IB Inquirer 3
We Are Scientists – Unit 2
Transdisciplinary Theme:
How The World Works – how humans use their understanding of scientific
principles
Central Idea:
Understanding the way materials behave and interact determines how people
use them.
A study into (lines of inquiry):
 Properties of matter/Forces and motion (form)
 Effect of size and mass on an object (function)
 How materials work for specific purposes (causation)
Background:
Students investigate the states of matter (solid, liquid and gas) and why
properties move the way they do. They will look at push, pull and mass to see
their effect on the motion of an object. By participating in a variety of
experiments, and using simple machines, they learn the scientific method and
“become” scientists by manipulating variables and recording observations.
Student Final Project:
When given 2 real-world problems, students will design the solutions to the
problems using their knowledge of properties of matter, force and motion, and
use of materials.
Technology Tie-In:
During this unit, students will be learning how to use Voice Thread as a vehicle
to upload, share and discuss documents, presentations, images, audio files and
videos.
Grade 3/November 2015
Unit 2/How the World Works
“We Are Scientists”
Classroom Experiments:
Make sure to ask your children about the many science investigations during this unit: Hot
or Not: Conductors vs. Insulators; Sinking and Floating; Soggy Paper; Where Did It Go?;
Follow the Bouncing Ball; Push and Pull; and Simple Machines.
Learner Profiles & Attitudes:
Students will be curious about the movement of matter and how it changes states. Through
their investigations, they will enthusiastically work on finding answers to real-world
problems. They will be inquirers by using the scientific method to discover answers to their
questions about how force and motion can be used to manipulate materials in our daily lives.
They will be knowledgeable when they share solutions to real-world problems with
confidence; and cooperate while working in groups.
Key Concepts:
During this unit, students will be studying the form that matter takes, and what causes
matter to change its form. They will be looking at the function of pushing and pulling – and
the effect of size and mass on an object. They will manipulate everyday objects to see the
causes of change and motion.
Approaches to Learning:
Throughout the unit, students will use their research skills when they formulate questions
about properties of matter and change. They will observe what happens during
experiments, collect, record, and organize their data. Students will use their thinking skills
to analyze the data and apply it to new situations. They will then present their findings.
TRY THIS!


Try some investigations with friction: spread peanut butter on bread; slide a jar cover
on different surfaces; create a dance and experiment with what works best on
different surfaces (bare feet, shoes, socks, etc.). Which creates the most friction?
Look around the house and find ways that friction is useful (rubbery dots on socks or
pajama feet; the rubber grip used to open jars; the bottom of the tub).
Gases can dissolve in a liquid. But they won't stay there if you release the pressure
that holds them. Try this science project on states of matter, and see what happens.
What You'll Need: Bottle of soda, Balloon, Timer. Step 1: Open a bottle of soda.
Step 2: Immediately slip the end of a balloon over the neck of the bottle. Pull the
balloon's end well down over the bottle so that it fits tightly. Step 3: Check on the
balloon about every 10 minutes for any changes. What Happened? Soda is carbonated.
This means that carbon dioxide gas has been dissolved in the liquid under high
pressure. Opening the bottle releases the pressure, and the carbon dioxide gas begins
to escape from the liquid. The balloon trapped the carbon dioxide gas as it left the
bottle, and then the gas inflated the balloon.
Websites:
www.brainpop.com:
User Name: charteroakia Password: learn
Movies: Force (Push/Pull,
Sink/Float, Simple Machines); Matter (Changing States). You can watch the movies and do the activities together.
PARENTS: Additionally, on the Media Center webpage, for each unit there will be suggested titles for more reading
on the topics and ideas in the units. These books are available in the school library.
Grade 3/November 2015
Unit 2/How the World Works
“We Are Scientists”
IB AT HOME
Name ______________________
Teacher ____________________
Parents: please fill out any that apply and return to your child’s teacher.
My child is displaying the learner profiles from his/her IB unit
(inquirer, communicator). Here are some examples:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Here is how my child is showing the IB attitudes
(curiosity, enthusiasm, confidence, cooperation):
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has been demonstrating the approaches to learning (research, thinking) by:
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has taken action (additional investigations, trying to make a
difference, reading more about the subject, doing an independent project,
teaching others, etc.) regarding this unit. Here’s how:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Grade 3/November 2015
Unit 2/How the World Works
“We Are Scientists”
IB Elements that Grade 3 students are focusing on during Unit 2/How the World Works:
Thinking Skills
Approaches to
Learning
Acquisition of Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Dialectical Thought
Curiosity
INQUIRER
I ask questions and do research to learn new things.
I like to discover new
things about the world.
I am enthusiastic and
curious. I work to
find answers to my
questions. I will carry
this love of learning
throughout my life.
Key Concepts
How does it work?
Everything
form
with recognizable
Everything
has a has
formawith
recognizable
features which
features
whichidentified,
can be described
observed,
can
be observed,
andidentified,
categorized.
Everything has
a role,
a wayor
ofabehaving
Everything
hasa purpose,
a purpose,
a or
role,
way of
which
can can
be investigated.
behaving
which
be investigated.
What is…?
What are…?
What kind of…?
What is it like?
What patterns to you see?
How do you describe…?
How important is ________?
How do they work together?
What do we use _________ for?
Why do we ________?
How do we use ________?
How or why does it ________?
Grade 3/November 2015
Recording Data
Organizing Data
Interpreting Data
We are curious about the nature of learning.
We also wonder about the world, its people,
and cultures.
described and categorized.
Planning
Collecting Data
Presenting Research Findings
Cooperation
What is it like?
Observing
Metacognition
We cooperate, collaborate, and either lead or follow
as the situation demands.
Learner
Profiles
Formulating Questions
(thinking about different points of view)
(thinking about how you think and learn)
Attitudes
Research Skills
Unit 2/How the World Works
Enthusiasm
We enjoy learning and willingly put
effort into the process.
Confidence
We are confident in our abilities. We have the
courage to take risks, apply what we have
learned, and make appropriate choices/decisions.
KNOWLEDGEABLE
I try to learn about a variety of things.
I explore many
different ideas. I can
tell you about/show
you what I’ve learned.
I am interested in
issues that have
local and global
significance.
Why is it the way it is?
Things
do notdo
just
there are
casual
Things
nothappen;
just happen.
There
arerelationships
causal
relationships
atand
work
and actions
have consequences.
at work
actions
have consequences.
How did this begin?
What caused this to happen?
How did _____ lead to _____?
What influenced…?
How did _____ affect _____?
“We Are Scientists”