This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
1: : Life Systems - Growth and Changes in Plants
1.G: : General Learning Outcomes
1.G.2: : Investigate the requirements of plants and the effects of changes in environmental conditions on plants; and
Growing Plants
Investigate the growth of three common garden plants: tomatoes, beans, and turnips. You can change the amount of light each plant gets, the amount of water added each day, and the type of soil the seed is planted in. Observe the effect of each variable on plant height, plant mass, leaf color and leaf size. Determine what conditions produce the tallest and healthiest plants. Height and mass data are displayed on tables and graphs.
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1.S.a: : Identify the major parts of plants (e.g., seeds, stem, leaves, pistil etc.) and describe their basic function;
Flower Pollination
Observe the steps of pollination and fertilization in flowering plants. Help with many parts of the process by dragging pollen grains to the stigma, dragging sperm to the ovules, and removing petals as the fruit begins to grow. Quiz yourself when you are done by dragging vocabulary words to the correct plant structure.
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1.S.c: : Describe using their own observations, the changes that plants (local/domestic) undergo in a complete life cycle (e.g., blueberry, cranberry, tomato seeds, germination, growth, seed production, seed disbursement);
Germination
Plant seeds and watch how many sprout. Examine what factors affect germination. Vary the amount of heat, water, and light the seeds get. Practice designing controlled experiments and using the scientific method.
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1.S.d: : Describe, using their own observations, the effects of the seasons on plants (germination/budding, leaf/stem growth, production of seeds, preparation for dormancy/end of life cycle);
Summer and Winter
Observe the tilt of Earth's axis and the angle that sunlight strikes Earth on June 21 and December 21. Compare day lengths, temperatures, and the angle of the Sun's rays for any latitude. The tilt of the Earth's axis can be varied to see how this would affect seasons.
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2: : Matter and Materials - Magnetic and Charged Materials
2.G: : General Learning Outcomes
2.G.1: : Demonstrate an understanding of the properties of materials that can be magnetized or charged and how materials are affected by magnets or static electric charges;
Magnetism
Drag bar magnets and a variety of other objects onto a piece of paper. Click Play to release the objects to see if they are attracted together, repelled apart, or unaffected. You can also sprinkle iron filings over the magnets and other objects to view the magnetic field lines that are produced.
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2.S.b: : Identify materials that can be magnetized (e.g., iron, nickel, ceramics, composites);
Magnetism
Drag bar magnets and a variety of other objects onto a piece of paper. Click Play to release the objects to see if they are attracted together, repelled apart, or unaffected. You can also sprinkle iron filings over the magnets and other objects to view the magnetic field lines that are produced.
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3.S.d: : Identify, through observation, different forms of energy and suggest how they might be used to provide power to devices and create movement (e.g., the release of energy from a tightly wound rubber band or spring could create movement in a wind up toy);
Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another.
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3.S.e: : Distinguish between the kind of motion and indicate whether the motion is caused indirectly (e.g., gravity, static electricity, magnets) or directly (e.g., by applied force); and
Free Fall Tower
Recreate Galileo's famous experiment by dropping objects off the Tower of Pisa. You can drop ping pong balls, golf balls, soccer balls or watermelons. Objects can be dropped in air or no air, with or without a parachute. The speed of each object is shown on a speedometer and a graph.
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4.S.e: : Describe, using their observations, the changes in the amount of effort needed to lift a specific load with a lever when the position of the fulcrum is changed; and
Levers
Use a lever to lift a pig, turkey, or sheep. A strongman provides up to 1000 newtons of effort. The fulcrum, strongman, and animals can be moved to any position to create first-, second-, or third-class levers.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
