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Miami-Dade County Public Schools

Division of Academics

RequiredESSENTIAL

Laboratory Activities

M/J Comprehensive Science 2TEACHER EDITION

REVISED July 2016

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Dorothy Bendross-Mindingall, Vice Chair

Ms. Susie V. Castillo Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” HollowayDr. Martin Karp

Ms. Lubby NavarroMs. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Ms. Lissette M. AlvesAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Teacher

Table of Contents

Introduction....................................................................................................................................................5

Materials List.................................................................................................................................................6

Next Generation Sunshine State Standards....................................................................................................7

Lab Roles and Their Descriptions..................................................................................................................9

Laboratory Safety and Contract...................................................................................................................10

Pre-Lab Safety Worksheet and Approval Form...........................................................................................11

0Parts of a Lab Report.................................................................................................................................12

Experimental Design Diagram.....................................................................................................................14

Engineering Design Process.........................................................................................................................16

Conclusion Writing......................................................................................................................................17

Project Based STEM Activity (PBSA) Rubric............................................................................................18

Essential Labs and STEM Activities

Temperature Changes Everything (STEM 2.0) (Topic 1)...........................................................................20

Chemical Change in a Bag (STEM 2.0) ( Topic 2)......................................................................................23

Keeping Out the Heat (STEM 4.0)..............................................................................................................26

Stations: Energy Transformations (STEM 2.0) (Topic 3)..........................................................................29

Power, Work and the Waterwheel (STEM 4.0)...........................................................................................32

Solar Energy vs. Color (Topic 4).................................................................................................................36

Wave Speed (STEM 2.0) & Literature Connection: Rogue Waves (Topic 5)............................................40

Laser Target – Saving the Earth (STEM 4.0)..............................................................................................44

Density Driven Fluid Flow (STEM 2.0) (Topic 7)......................................................................................46

Standing Through an Earthquake (STEM 4.0)............................................................................................51

Crayon Rock Cycle (STEM 2.0) (Topic 8)..................................................................................................54

Water Filtration (STEM 4.0)........................................................................................................................58

Fossils and Law of Superposition (STEM 2.0) (Topic 9)............................................................................61

Becoming Whales: Fossil Records (STEM 2.0) ( Topic 10)........................................................................67

Moth Catcher (STEM 2.0) ( Topic 10).........................................................................................................76

Bird Beak Adaptations (STEM 2.0) (Topic 11)...........................................................................................79

Beak Design (STEM 4.0).............................................................................................................................86

Everglades Biodiversity (STEM 1.0) (Topic 12).........................................................................................90

Modeling Limiting Factors (STEM 4.0) ......................................................................................................95

Cleaning Up an Oil Spill (Topic 13)........................................................................................................98

Genetic Offspring (STEM 2.0) (Topic 14)................................................................................................101

Perfect Baby (STEM 2.0) (Topic 15).........................................................................................................104EL7_2016 M-DCPS Department of Science 3

TeacherHuman Variations (STEM 2.0) ..................................................................................................................106

Additional Lab Activities

Hydroelectric Energy (STEM 2.0).............................................................................................................113

Energy Pipeline ( STEM 2.0) ......................................................................................................................115

Water and Air Acidification (STEM 2.0) ................................................................................................119

Incomplete Dominance Lab (STEM 2.0) (Advance).................................................................................127

Calculating Grandchild (STEM 4.0)..........................................................................................................134

EL7_2016 M-DCPS Department of Science 4

Teacher

Introduction

The purpose of this packet is to provide the M/J Comprehensive Science 2 teachers with a list of basic laboratory and hands-on activities that students should experience in class. Each activity is aligned with the M/J Comprehensive Science 2 Curriculum Guide and the Next Generation Sunshine State Standards (NGSSS). Emphasis should be placed on those activities that are aligned to the Annually Assessed benchmarks, which are consistently assessed in the Florida Comprehensive Assessment Test 2.0 (FCAT 2.0).

All hands-on activities were designed to cover most concepts found in M/J Comprehensive Science 2. In some cases, more than one lab was included to cover a specific benchmark. In most cases, the activities were designed as simple as possible without the use of advanced technological equipment to make it possible for all teachers to use these activities. All activities and supplements (i.e., Parts of a Lab Report) should be modified, if necessary, to fit the needs of an individual class and/or student ability.

This document is intended to be used by science departments in M-DCPS so that all science teachers can work together, plan together, and rotate lab materials among classrooms. Through this practice, all students and teachers will have the same opportunities to participate in these experiences and promote discourse among learners, forming the building blocks of authentic learning communities.

Acknowledgement:

M-DCPS Department of Mathematics and Science would like to acknowledge the efforts of the teachers who worked arduously and diligently on the preparation of this document.


TeacherMaterials

Each list corresponds to the amount of materials needed per station (whether one student or a group of students uses the station). Safety goggles should be assigned to each student and lab aprons on all labs requiring mixtures of chemicals.

Temperature Changes EverythingTopic II: Heat EnergyPage: 27

one small party balloon one small bottle/flask hot plate/bunsen burner balance safety goggles oven mitt.

Chemical Change in a BagTopic II: Heat Energy Page: 35

4 ziploc bags 2 tbsp. sodium hydrogen carbonate 2 plastic spoons 1 test tube 1 0° - 100° C thermometer 30 mL indicator solution (phenol red or

phenolphthalein) 2 tbsp. calcium chloride safety goggles

Substitute materials 2 tbsp. Damp Rid (calcium carbonate) 2 tbsp. baking soda 1 small paper cup 30 mL red cabbage juice

Materials for teacher’s demonstration: Matches and wooden splint

Stations: Energy TransformationsTopic III: Conservation of Energy & Energy TransformationsPage: 44

Wire Wax Batteries Small Pan Battery Holders Rubber Ball Light bulb sockets Ruler

Small light bulbs Solar cells Hot plate


Teacher

Power, Work and the WaterwheelTopic III: Conservation of Energy & Energy TransformationsPage: 52

2-liter bottle with caps scissors ¼-inch dowel rod (must be longer than

the 2-liter bottle) tape

15 index cards pitcher or water jug 1.2 meters of string funnel

Solar Energy vs. ColorTopic IV: Electromagnetic SpectrumPage: 52

pieces of construction paper (recommended size 12cm by 16cm).

Construction paper : suggested colors- white, black, gray, brown

stop watch Celsius thermometers safety goggles tape

Wave SpeedTopic V Properties of WavesPage: 60

2-Liter clear plastic bottles with cap (remove label)

stop watch

Grease pencil/permanent marker Metric ruler Water Oil Eye protection

Laser Target – Saving the EarthTopic V Properties of WavesPage: 74

4 mirrors (3”x3”) mounted in plastic holders

2 plastic protractors

prism masking tape 2 lenses copy of paper target 1 laser 1 yardstick stop watch

Density Driven Fluid FlowTopic VII Plate TectonicsPage: 84


Teacher

(2) opaque, shoe-box sized plastic container

(2) large test tube

test tube rack salt plastic spoon or stirring rod (plastic

straws will work here) rubber cork (to fit the top of the test

tube; your thumb can serve as an alternate)

food coloring safety goggles

Standing Through an EarthquakeTopic VII Plate TectonicsPage: 84

Straws (large smoothie straws) Scissors Plastic plates Glue Plastic cups Glue Sticks/Hot glue apparatus Construction paper Tape Skewers 2 cardboard base (approximately 10 cm

by 8 cm) or 2 scrub sponges per group Popsicle sticks Scissors

Water FiltrationTopic VIII- Rock Cycle and Processes that Shape Earth’s SurfacePage: 91

Gravel Cheese Cloth Sand Screen Cotton Ball Plastic cup with hole in bottom for each

group Coffee Filter ‘Polluted” Water prepared by the

teacher

Crayon Rock CycleTopic VIII- Rock Cycle and Processes that Shape Earth’s SurfacePage: 91

1 penny per student 2 crayons per student 2 paper plates per group 1 Styrofoam cup per group 2 large sheets of large/heavy text book Newspaper sheets to cover work area Boiling water

Fossils and the Law of SuperpositionTopic IX- Age of Earth/ Geological TimePage: 99

Pencils Handouts: Colored Pencils -Nonsense Cards Set A Drawing Paper -Fossils Cards Set B (1)


http://www.uen.org/Lessonplan/downloadFile.cgi?file=16319-2-22434-nonsense_cards_a.pdf&filename=nonsense_cards_a.pdf

Teacher

Cardstock -Fossils Cards Set B (2)

Becoming Whales: Fossil RecordsTopic X- Evidence of Species ChangePage: 111

Handouts Scissors

Moth CatcherTopic X- Evidence of Species ChangePage: 124

Tape Scissors Crayons and/or markers Drawing Paper

Bird Beak AdaptationTopic XI- Natural SelectionPage: 132

Red beans Black beans Brown beans (Chick peas or Garbanzos) Chop Sticks Tweezers Fork Broken Fork Spoon Plastic cup Alternative Materials - large binder clip, paper

clips, toothpicks, dried macaroni

Beak DesignTopic XI- Natural SelectionPage: 132

Tweezers Masking Tape Plastic Forks Paper Clips Binder Clips Squares of Screen Material Chop Sticks Toothpicks Clothes Pins

Everglades BiodiversityTopic: XII- Relationships in EcosystemsPage: 140

Everglades Biodiversity Reading Butcher paper or poster paper Everglades Biodiversity Organism

Pictures Colored pencils / Markers

Modeling Limiting Factors


TeacherTopic: XII- Relationships in EcosystemsPage: 140

Index Cards (assorted colors) Poster paper Markers (assorted colors) Pictures of flora and fauna in the

environment being simulated Dice Poster paper

Cleaning Up an Oil SpillTopic XIII- Human Impact on EarthPage: 149

container or 4 wide rimed containers per group that fits over 2500ml of water

4 table spoons of vegetable oil

1-3 drops of food coloring 2 sponges 2 - 4 cotton balls 2 paper towel pieces Dish soap

Genetic OffspringTopic XIV- DNA, Chromosomes, and HeredityPage: 156

Lab Sheet Colored Pencils 2 pennies

Perfect BabyTopic XV- Genetic Traits and HeredityPage: 164

Lab Sheet Colored Pencils

Human VariationsTopic XV- Genetic Traits and HeredityPage: 164

Lab Sheet Colored Pencils Coins

Additional Lab Resource Materials Not Listed. Please see individual lab resources for additional materials needed.

Hydroelectric Energy Page 170 Energy Pipeline Page 175 Water & Air Acidification Page 182 Incomplete Dominance Lab Page 191 Calculating Grandchildren


Teacher

Grade 7 Science Next Generation Sunshine State Standards Benchmarks included in Essential Labs

SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 1: Recall)

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. (Assessed as SC.6.N.2.2) (Cognitive Complexity: Level 1: Recall)

SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)(Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)


TeacherSC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. (Assessed as SC.7.P.10.3) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.P.10.3 The student recognizes that light waves, sound waves and other waves move at different speeds in different materials. (AA) (Cognitive Complexity: Level 1: Recall)

SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. (Cognitive Complexity: Level 1: Recall)

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Assessed as SC.7.P.11.2) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)(AA)= Annually Assessed Benchmarks


TeacherLab Roles and Their Descriptions

Cooperative learning activities are made up of four parts: group accountability, positive interdependence, individual responsibility, and face-to-face interaction. The key to making cooperative learning activities work successfully in the classroom is to have clearly defined tasks for all members of the group. An individual science experiment can be transformed into a cooperative learning activity by using these lab roles.

Project Director (PD)The project director is responsible for the group.Roles and responsibilities:

Reads directions to the group Keeps group on task Is the only group member allowed to talk

to the teacher Shares summary of group work and results

with the class

Materials Manager (MM)The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.Roles and responsibilities:

The only person allowed to be out of his/her seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures Returns all materials at the end of the lab to

the designated area

Technical Manager (TM)The technical manager is in charge of recording all data.Roles and responsibilities:

Records data in tables and/or graphs Operation of digital devices (computer,

laptops, tablets) Completes conclusions and final

summaries Assists with conducting the lab procedures Assists with the cleanup

Safety Director (SD)The safety director is responsible for enforcing all safety rules and conducting the lab.Roles and responsibilities:

Assists the PD with keeping the group on-task

Conducts lab procedures Reports any accident to the teacher Keeps track of time Ensures group research using electronic

sources is done in a productive and ethical manner

Assists the MM as needed.

When assigning lab groups, various factors need to be taken in consideration; Always assign the group members, preferably trying to combine in each group a variety of

skills. Evaluate the groups constantly and observe if they are on-task and if the members of the

group support each other in a positive way. Once you realize that a group is not working to expectations, re-assign the members to another group.


TeacherLaboratory Safety

Rules:

Know the primary and secondary exit routes from the classroom.

Know the location of and how to use the safety equipment in the classroom.

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teacher’s permission.

Follow laboratory procedures as explained and do not perform unauthorized experiments.

Work as quietly as possible and cooperate with your lab partner.

Wear appropriate clothing, proper footwear, and eye protection.

Report to the teachers all accidents and possible hazards.

Remove all unnecessary materials from the work area and completely clean up the work area after the experiment.

Always make safety your first consideration in the laboratory.

Safety Contract:

I will: Follow all instructions given by the teacher. Protect eyes, face and hands, and body while conducting class activities. Carry out good housekeeping practices. Know where to get help fast. Know the location of the first aid and firefighting equipment. Conduct myself in a responsible manner at all times in a laboratory situation.

I, _______________________, have read and agree to abide by the safety regulations as set forth above and also any additional printed instructions provided by the teacher. I further agree to follow all other written and verbal instructions given in class.

Student’s Signature: ____________________________ Date: ___________________

Parent’s Signature: Date: ___________________


TeacherPre-Lab Safety Worksheet and Approval Form

This form must be completed with the teacher’s collaboration before the lab.Student Researcher Name: _______________________________________Period # ______Title of Experiment: ___________________________________________________________

Place a check mark in front of each true statement below: 1. I have reviewed the safety rules and guidelines.2. This lab activity involves one or more of the following: Human subjects (Permission from participants required. Subjects must indicate

willingness to participate by signing this form below.) Vertebrate Animals (requires an additional form) Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA, tissues, including blood or blood products, all require an additional form.) Hazardous chemicals (such as: strong acids or bases) Hazardous devices (such as: sharp objects or electrical equipment) Potentially Hazardous Activities (such as: heating liquids or using flames)3. I understand the possible risks and ethical considerations/concerns involved in this experiment.4. I have completed an Experimental/Engineering Design Diagram.

Show that you understand the safety and ethical concerns related to this lab by responding to the questions below. Then, sign and submit this form to your teacher before you proceed with the experiment (use back of paper, if necessary).

A. Describe what you will be doing during this lab.

B. What are the safety concerns with this lab that were explained by your teacher? How will you address them?

C. What additional safety concerns or questions do you have?

D. What ethical concerns related to this lab do you have? How will you address them?

Student Researcher’s Signature/ Date: Teacher Approval Signature:

____________________________________ ______________________________

Human Subjects’ Agreement to Participate:

_______________________________ ____________________________Printed Name/Signature/Date Printed Name/Signature/Date

__________________________________ ________________________________Printed Name/Signature/Date Printed Name/Signature/Date


TeacherParts of a Lab Report

A Step-by-Step Checklist

Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a scientist investigated. It is made up of the following parts.

Title (underlined and on the top center of the page)

Benchmarks Covered: Your teacher should provide this information for you. It is a summary of the main concepts that you will learn about while conducting the experiment.

Problem Statement:Identify the research question/problem and state it clearly in the form of a question.

Potential Hypothesis (es): State the hypothesis carefully. Do not just guess, but also try to arrive at the hypothesis logically

and, if appropriate, with a calculation. Write down your prediction as to how the test variable (independent variable) will affect the

outcome variable (dependent variable) using an “if” and “then” statement. o If (state the test variable (independent variable) is (choose an action), then (state the outcome

variable (dependent variable) will (choose an action).Materials:

Record precise details of all equipment used.o For example: a balance that measures with an accuracy of +/- 0.001 g.

Record precise formulas and amounts of any chemicals usedo For example: 5 g of CuSO4

or 5 mL H2O Procedure:

1 Do not copy the procedures from the lab manual or handout.2 Summarize the procedures in sequential order; be sure to include critical steps.3 Give accurate and concise details about the apparatus and materials used.

Variables and Control Test: Identify the variables in the experiment. State those over which you have control. There are three

types of variables.1. Test variable (independent variable): the factor that can be changed by the investigator (the

cause).2. Outcome variable (dependent variable): the observable factor of an investigation that is the

result or what happened when the test variable (independent variable) was changed.3. Controlled variables (variables held constant): the other identified test variables (independent

variables) in the investigation that are kept or remain the same during the investigation.4. Identify the control test. A control test is the separate experiment that serves as the standard for

comparison to identify experimental effects, changes of the outcome (dependent) variable resulting from changes made to the test variable (independent variable).

Data:Ensure that all data is recorded.Pay particular attention to significant figures and make sure that all units are stated.Present your results clearly. Often it is better to use a table or a graph.If using a graph, make sure that the graph has a title, each axis is labeled clearly, and the correct scale is chosen to utilize most of the graph space.Record qualitative observations. Also list the environmental conditions.

Include color changes, solubility changes, and whether heat was released or absorbed.


Teacher

Results:1 Ensure that you have recorded your data correctly to produce accurate results.2 Include any errors or uncertainties that may affect the validity of your result.

Conclusion and Evaluation:A conclusion statement answers the following 7 questions in at least three paragraphs.I. First Paragraph: Introduction

1. What was investigated?a) Describe the problem or state the purpose of the experiment.

2. Was the hypothesis supported by the data?a) Compare your actual result to the expected result (either from the literature, textbook, or your

hypothesis)b) Include a valid conclusion that relates to the initial problem or hypothesis.

3. What were your major findings?a) Did the findings support or not support the hypothesis as the solution to the restated problem?b) Calculate the percentage error from the expected value.

II. Middle Paragraphs: These paragraphs answer question 4 and discuss the major findings of the experiment using data.4. How did your findings compare with other researchers?

a) Compare your result to other students’ results in the class.i) The body paragraphs support the introductory paragraph by elaborating on the different

pieces of information that were collected as data that either supported or did not support the original hypothesis.

ii) Each finding needs its own sentence and relates back to supporting or not supporting the hypothesis.

iii) The number of body paragraphs you have will depend on how many different types of data were collected. They will always refer back to the findings in the first paragraph.

III.Last Paragraph: Conclusion5. What possible explanations can you offer for your findings?

a) Evaluate your method.b) State any procedural or measurement errors that were made.

6. What recommendations do you have for further study and for improving the experiment?a) Comment on the limitations of the method chosen.b) Suggest how the method chosen could be improved to obtain more accurate and reliable

results.7. What are some possible applications of the experiment?

a) How can this experiment or the findings of this experiment be used in the real world for the benefit of society.


TeacherName: _____________________________________ Date: _____________________________Period: _____

Experimental Design DiagramThis form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test variable (TV) or (Independent variable) (IV)Number of Tests:Subdivide this box to specify each variety.Control Test:

# of Trials per Test:Outcome Variable (OV)or Dependent Variable (DV)Controlled Variables or VariablesHeldConstant

1.

2.

3.

4.

5.

6.


Teacher

Experimental Design Diagram Hints:

Title: A clear, scientific way to communicate what you’re changing and what you’re measuring is to state your title as, "The Effect of ____________on__________." The test variable is written on the first line above and the outcome variable is written on the second line.

Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the sentence with words such as: How many, How often, Where, Will, or What. Avoid Why.

Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............, then........... form. After If, you should state the TV, and after the then, you should state that there will be no significant difference in the results of each test group.

Research Hypothesis: If ____________ (state the conditions of the experiment), then ____________ (state the predicted measurable results). Do not use pronouns (no I, you, or we) following If in your hypothesis.

Test Variable (TV): This is the condition the experimenter sets up, so it is known before the experiment (I know the TV before). In middle school, there is usually only one TV. It is also called the independent variable, the IV.

Number of Tests: State the number of variations of the TV and identify how they are different from one another. For example, if the TV is "Amount of Calcium Chloride" and 4 different amounts are used, there would be 4 tests. Then, specify the amount used in each test.

Control Test: This is usually the experimental set up that does not use the TV. Another type of control test is one in which the experimenter decides to use the normal or usual condition as the control test to serve as a standard to compare experimental results against. The control is not counted as one of the tests of the TV. In comparison experiments there may be no control test.

Number of Trials: This is the number of repetitions of one test. You will do the same number of repetitions of each variety of the TV and also the same number of repetitions of the control test. If you have 4 test groups and you repeat each test 30 times, you are doing 30 trials. Do not multiply 4 x 30 and state that there were 120 trials.

Outcome Variable(s) (OV): This is the result that you observe, measure and record during the experiment. It’s also known as the dependent variable, DV. (I don’t know the measurement of the OV before doing the experiment.) You may have more than one OV.

Controlled Variables or Variables Held Constant: Constants are conditions that you keep the same way while conducting each variation (test) and the control test. All conditions must be the same in each test except for the TV in order to conclude that the TV was the cause of any differences in the results. Examples of Controlled Variables: Same experimenter, same place, time, environmental conditions, same measuring tools, and same techniques.


TeacherENGINEERING DESIGN PROCESS

1. Identify the need or problem 2. Research the need or problem

a. Examine current state of the issue and current solutions b. Explore other options via the internet, library, interviews, etc.c. Determine design criteria

3. Develop possible solution(s) a. Brainstorm possible solutions b. Draw on mathematics and science c. Articulate the possible solutions in two and three dimensions d. Refine the possible solutions

4. Select the best possible solution(s) a. Determine which solution(s) best meet(s) the original requirements

5. Construct a prototype a. Model the selected solution(s) in two and three dimensions

6. Test and evaluate the solution(s) a. Does it work? b. Does it meet the original design constraints?

7. Communicate the solution(s) a. Make an engineering presentation that includes a discussion of how the solution(s) best

meet(s) the needs of the initial problem, opportunity, or need b. Discuss societal impact and tradeoffs of the solution(s)

8. Redesign a. Overhaul the solution(s) based on information gathered during the tests and presentation

Source(s): Massachusetts Department of Elementary and Secondary Education


Step 4Select the Best

Possible Solution(s)Step 5

Construct a Prototype

Step 8Redesign

Step 7Communicate the Solution(s)

Step 6Test and Evaluate

the Solution(s)

Step 2Research the

Need or Problem

Step 3Develop Possible

Solution(s)

Step 1Identify the

Need or Problem

TeacherCONCLUSION WRITINGClaim, Evidence and Reasoning

Students should support their own written claims with appropriate justification. Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne 2000). Engaging students in explanation and argumentation can result in numerous benefits for students. When students develop and provide support for their claims they develop a better and stronger understanding of the content knowledge (Zohar and Nemet, 2002).

When students construct explanations, they actively use the scientific principles to explain different phenomena, developing a deeper understanding of the content. Constructing explanations may also help change students’ views of science (Bell and Linn, 2000). Often students view science as a static set of facts that they need to memorize. They do not understand that scientists socially construct scientific ideas and that this science knowledge can change over time. By engaging in this inquiry practice, students can also improve their ability to justify their own written claims (McNeill et al.2006). Remember evidence must always be:

Appropriate Accurate Sufficient

The rubric below should be used when grading lab reports/conclusions to ensure that students are effectively connecting their claim to their evidence to provide logical reasons for their conclusions.Base Explanation RubricComponent Level

0 1 2Claim - A conclusion that answers the original question.

Does not make a claim, or makes an inaccurate claim.

Makes an accurate but incomplete claim.

Makes an accurate and complete claim.

Evidence – Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Does not provide evidence, or only provides inappropriate evidence (evidence that does not support the claim).

Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence.

Provides appropriate and sufficient evidence to support claim.

Reasoning – A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles.

Does not provide reasoning, or only provides reasoning that does not link evidence to claim

Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some – but not sufficient – scientific principles.

Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.

McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.


Project: _______________________________ Score: _________________Project Based STEM Activity (PBSA) Rubric

Score 4 Score 3 Score 2 Score 1 Score 0

Purp

ose Students demonstrate

outstanding understanding of the problem, criteria, and constraints.

Students demonstrate adequate understanding of the problem,

criteria, and constraints.

Students demonstrate minimal understanding of the problem,

criteria, and constraints.

Student understanding of the problem, criteria, and constraints in

inadequate or unclear.

Student understanding of the problem, criteria, and constraints

is not evident or not recorded.

Bra

inst

orm

Student uses prior knowledge and lesson content knowledge to

brainstorm a clear, focused idea(s). Idea(s) selected from brainstorming are excellently

aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to

brainstorm a clear, focused idea(s Idea(s) selected from brainstorming are adequately aligned to the intent

of the problem.


brainstorm an idea(s). Idea(s) selected from brainstorming are

minimally aligned to the intent of the problem and a clear connection is

not readily apparent without explanation.


brainstorm an idea(s). Idea(s) selected from brainstorming are impractical for the intent of the

problem and/or connection to the problem is inadequate or unclear.

Brainstorming idea(s) are not aligned with the intent of the

problem, no idea(s) were given by the student, or no

brainstorming is evident or recorded.

Des

ign/

Plan

Student proposes and designs a plan that excellently aligns with

the criteria, constraints, and intent of the problem.

Design sketch is complete and includes exceptional, relevant details that will be referenced

when building the solution to the problem.

Student proposes and designs a plan that adequately aligns with the

criteria, constraints, and intent of the problem.

Design sketch is complete and includes details that will be

referenced when building the solution to the problem.

Student proposes and designs a plan that minimally aligns with the

criteria, constraints, and intent of the problem.

Design sketch is complete and a clear connection is not readily apparent without explanation.

Student proposes and designs a plan that does not align with the criteria,

constraints, and intent of the problem.

Design sketch is impractical and/or connection to the problem is

inadequate or unclear.

Design plan is not completed by the student or no plan is evident

or recorded.

Cre

ate/

Bui

ld a

W

orki

ng M

odel Student builds a working model

that excellently aligns with the criteria, constraints, and intent of

the problem.The working model can be tested using appropriate tools, materials

and resources.

Student builds a working model that adequately aligns with the criteria,


The working model can be tested using appropriate tools, materials

and resources.

Student builds a working model that minimally aligns with the criteria,


The working model can be tested using modified tools, materials and

resources.

Student builds a working model that does not align with the criteria,


The working model can be tested using modified tools, materials and resources OR completed working

model cannot be tested.

Working model is not built.

Tes

t and

R

edes

ign Student tests the working

model’s effectiveness to solve the problem. Accurate and

detailed records are collected and an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem. Adequate records are collected and

an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem.

Minimal records are collected. Analysis of data is not present.

Student tests the working model’s effectiveness to solve the problem.

Minimal records are collected. Analysis of data is not present.

Testing is not performed due to an inability to test based on the quality of the working model, there is no working model to

test, or no testing is evident or recorded.

Bud

get(

if ap

plic

able

)

Student record of budget is exceptionally clear and complete.

Students were on or under budget.

Student record of budget is exceptionally clear and complete.

Students were over budget, but less than 10% over.

Student record of budget is clear and complete. OR the student went 10%

or more over budget.

Student record of budget is unclear or incomplete. OR the student went

15% or more over budget.

Student did not include a record of the budget or it is not evident.


Project: _______________________________ Score: _________________Pr

oduc

tion

Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design

process to adequately articulate why their project is ready for production

and use.

Student uses data, observations, and anecdotal notes from the design

process to minimally articulate why their project is ready for production

and use.

Student uses data, observations, and anecdotal notes but production notes

are unclear or incomplete.Or no data was used to support

statement.

Student does not provide reasoning for why the project is ready for production or use or

this is not evident.

Dis

cuss

and

Sha

re

Student is excellently prepared for and participates in project discussion without prompting.

Summarized results from testing are communicated clearly and effectively. Student poses and

responds to specific questions to clarify or follow up on

information shared from other classmates.

Student is adequately prepared for and participates in project

discussion without prompting. Summarized results from testing are

communicated clearly. Student poses and responds to specific

questions to clarify or follow up on information shared from other

classmates.

Student is minimally prepared for and participates in project discussion

with prompting. Summarized results from testing are shared. Student infrequently poses and

responds to questions to clarify or follow up on information shared

from other classmates.

Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are

incomplete or unclear. Communication with classmates by posing and responding to questions

is limited.

Student does not participate in project discussion with judge.

Con

stru

ct v

iabl

e ar

gum

ents

.

Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or

actions from the activity for a viable argument of whether not

their design plan was successful.

Student can adequately interpret data, using this knowledge to

communicate findings based on evidence. Student can appropriately

reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was

successful.

Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or

actions from the activity for a viable argument of whether not their design

plan was successful.

Student inadequately communicates findings, or analysis of data is

present, but flawed.

Student does not participate in project discussion with judge.


Teacher

Temperature Changes EverythingAdapted from Science NetLinks Activity Sheet - Temperature Changes Everything

(STEM 2.0)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)

Purpose of the Lab/ Activity: Explain how adding or removing heat from a system may result in a change in temperature or a

change of state. Predict how heat will flow in a system i.e., from warmer to cooler until they reach the same

temperature.

Background Information:One of the most important concepts for students to understand is that temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart. Some students may have difficulty with this concept because they lack an appreciation of the very small size of particles or may attribute macroscopic properties to particles. Students might also believe that there must be something in the space between particles. Finally, students may have difficulty in appreciating the intrinsic motion of particles in solids, liquids, and gases; and have problems in conceptualizing forces between particles. In order to clarify student thinking about molecules and their relationship to temperature, instruction has to make the molecular world understandable to students.

Problem Statement: How can adding or removing heat from a system result in a change of state?

Prerequisites: Temperature affects the motion of molecules. As air is warmed, the energy from the heat causes the molecules of air to move faster and farther

apart.

Materials: one small party balloon balance one small bottle/flask oven mitt hot plate/Bunsen burner water

Procedures: Day of Activity:Before activity:

What the teacher will do:Engage

a. Activate student’s prior knowledge by the following video.b. Play the “Behavior of Matter” interactive video for students to see how the molecules

in solids, liquids, and gas behave as heat is added or removed (http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/behaviour_of_matter/activity.shtml ).

During What the teacher will do:


Teacheractivity: Explore

1. Form groups of 3-4 students.2. Facilitate the collection of materials by students.3. Walk about the groups as they conduct their labs. Ask higher order thinking questions.4. Facilitate the observations and completion of data writing for the activities by asking

questions.Lab Procedures:1. Pour about 15 ml. of water into an empty glass bottle/flask.2. Calculate the mass of the bottle, water, and balloon using the balance. Record the mass on

the data table. Measure the initial temperature of the water.3. Partially blow up the balloon, and then let the air out of it. Do this several times as this

helps to stretch the balloon.4. Stretch the open balloon over the top of the bottle.5. Heat the bottle until the water boils vigorously. Measure the temperature of the water.

Write down your observations of the water and the balloon on the data table.6. Using an oven mitt, place the bottle with balloon on the balance; record the mass on the

data table.7. Allow the bottle to cool. Measure temperature. Write down observations of the balloon,

the bottle, final temperature.8. Place the bottle with balloon on the balance. Record information on the data table.

AfterActivity: Evaluate

a. Use the “Claim, Evidence & Reasoning” rubric to defend your claims in the conclusion.

SSA Connection

1. Beth takes a sip of very hot soup and decides to put an ice cube in her bowl. Which best describes what happens next?

A. The cold from the ice evaporates in the air.B. Heat is destroyed as the ice melts.C. Heat from the soup flows into the ice cube.D. Cold from the ice cube flows into the soup.

2. Federico removes a metal spoon from a freezer and places it into a beaker of water that is at room temperature. Which of the following will occur?

A. Heat will flow from the water to the spoon.B. Heat will flow from the spoon to the water.C. The temperature of the spoon will decrease.D. The water and the spoon will exchange heat at the same rate.

3. Car engines generate a lot of heat. In a water-cooled engine, a water pump prevents the engine from burning up by circulating liquid coolant through the engine. That liquid is then pumped to the radiator. A fan then causes air to flow through the radiator. Which


Teacherbest describes the flow of heat through this system?

A. The fan blows cool air through the engine, and heat leaves the engine in one continuous movement.B. The coolness from the water pump's liquid coolant flows into the hot radiator, cooling the system.C. Heat from the engine is transferred to the liquid coolant, which transfers to the radiator and then to the air.D. Heat is transferred to the air flowing through the radiator. It is then dissipated into the atmosphere.

4. When a liquid substance, such as water, gains heat energy, which of the following will happen?

A. The water will always change state and become a gas.B. The water may become a solid.C. The water will remain in the liquid state regardless of the amount of heat gained.D. The water may change states depending on the amount of heat gained.

5. Eric places some room-temperature strawberries into his freezer. Which of the following correctly describes what happens to the strawberries?

A. The heat from the strawberries is transferred to the freezer and causes the strawberries to freeze.B. Some of the cold from the freezer is transferred to the strawberries and causes the strawberries to freeze.C. The temperature of the freezer remains the same as the temperature of the strawberries decreases.D. Heat is transferred from the freezer to the strawberries and causes the temperature of the strawberries to decrease.


TeacherCHEMICAL CHANGE IN A BAG

(STEM 2.0)Adapted from: Chemistry in a Bag Demonstration (http://www.middleschoolscience.com/bag.htm) and

Ziptop Bag Chemistry (http://www.science-house.org/learn/CountertopChem/exp5.html)

Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possible a change in state.SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.

Purpose of the Lab/Activity: Describe physical changes. Identify when a chemical change has taken place. Compare/contrast physical and chemical changes. Measure changes in temperature. Compare endothermic and exothermic reactions.

Background Information: Chemistry is the study of the composition of and the changes that occur in matter. A chemist must be able to identify the changes that occur in a chemical reaction. When a chemical reaction occurs, the particles that make up matter reorganize in some way. This reorganization of particles leads to modifications such as color changes, release or absorption of heat, and gas release or “fizzing,” among others. If a chemical reaction occurs, a new substance with different properties always forms.

Prerequisites: Adding heat or removing heat from a system may result in a temperature change. Adding heat or removing heat may result in a change of state. Physical changes are reversible. Chemical changes are not reversible and yield new substances. Some chemical reactions release heat, while others absorb heat.

Problem Statement:How does heat move during a chemical reaction? How can a substance change during the chemical reaction?

Materials: Materials per lab group 4 Ziploc bags 2 plastic spoons 1 0o-100o C thermometer 2 tbsp. calcium chloride 2 tbsp. sodium hydrogen

carbonate 1 test tube 30 mL indicator solution (phenol red/ phenolphthalein)

Materials for Teacher’s Matches and wooden splint


23

http://www.middleschoolscience.com/bag.htm

TeacherSubstitute Materials

2 tbsp. Damp Rid (calcium chloride) 2 tbsp. baking soda (sodium hydrogen carbonate) 1 small paper cup 30 mL red cabbage juice

Before activity

What the teacher will do:EngageChemical reactions happen all around us. Can you name some chemical reactions that we observe in our everyday lives?

During activity

What the teacher will do:ExploreLab procedures- (use Student Handout for full procedures)

1. Form groups of 3-4 students.2. For part 1 of the activity, place 2 tsp. of sodium hydrogen carbonate (NaHCO3) to

a Ziploc bag for each group.3. For part 2 of the activity, place 2 tsp. of calcium chloride (CaCl2) to a second

Ziploc bag.4. For part 3, place 2 tsp. of sodium hydrogen carbonate (NaHCO3) into a third

Ziploc bag. After, place 2 tsp. of calcium chloride (CaCl2) into the third Ziploc bag.

5. Observe students as the phenol red is added to the Ziploc bags.6. Facilitate the observations and completion of data writing for the activities by

asking questions.After activity

What the teacher will do:Explain

1. After a class discussion about the changes in the three bags, light a match.2. Light the splint with the match.3. Hold the third bag, open it, and quickly place the burning splint into the bag.4. Ask students to describe what happened during this demonstration.

NOTE:You might want to double the bags. Small tears in the bag might occur. The third bag may burst; it gets pretty full and tight. The flame will go out (even though the kids hope for a huge explosion) and you can have them guess why it went out.The phenolphthalein turns pink in a base and clear for an acid or neutral substance.Cabbage juice will turn greenish blue for a base, purplish for neutral, and pink for acid.Some students are afraid of matches or have never used them before. Advise them regarding the safety procedures pertaining to the use of matches.

Cautions! Do not do a flame test for bags 1 and 2. It will ignite. Phenolphthalein is flammable.

Elaborate Develop a problem statement based on the concept of heat being added or being

removed from a system using the materials provided (think carefully about the impact of those changes on the system.)


24

Teacher State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.

Evaluate Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing

your conclusion.

SSA Connection

1. Cassandra notices that when she breathes on a cool window, the water vapor in her breath forms liquid water. What happens to turn the water vapor in her breath into liquid water?

A. Heat is added to the water vapor from the surrounding air.B. The temperature of the water vapor increases as it leaves her body.C. The water molecules become more spread apart as they touch the window.D. Heat leaves the water vapor as it touches the cool window.


25

Teacher

Keeping Out the Heat (STEM 4.0)

Project Based STEM Activities for Middle Grades Science

Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a student-centered learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals.

Teac

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et-U

p

Engagement or Introduction:

Examine Household Energy Use in Florida and determine areas or energy conservation.

Standard Alignment:

SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another.SC.7.P.10.1: Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.

Suggested Student Timeframe:

2 sessions of class (block schedule)4 sessions of class (regular schedule)

Cross-Curricular Standards:

LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Step

1Id

entif

y th

e N

eed

or

Prob

lem

Define Problem/Scenario:

In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer.

Expected Task: Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings) demonstrating effects of their insulation efforts. Present model to as a sales pitch to a community developer

Step

2R

esea

rch

the

Nee

d or

Pr

oble

m

Research and Citations:

Written information by the students about the need or problem being solved with citations noted.

Vocabulary: Conduction, convection, radiation, heat, thermal energy, temperature, insolation, infrared


26

TeacherSt

ep 3

Dev

elop

Pos

sibl

e So

lutio

n(s)

Criteria: The House must have at least two scale windows per side and 2 doors (1 front door and 1 back door).

The initial test for the house should be done without any insulation to determine the effects of insulation.

To mimic different times of the day, the heat lamp should

Constraints: Base area maximum of 645cm2 (100in2), maximum height of 40cm (15.75in).

File folder must only be one layer thick.

Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Android) or Seek Heat (multiple platforms).

Step

4Se

lect

the

Best

Po

ssib

le

Solu

tion(

s)/ Building of the

Product (Prototype, model or Artifact):

Based on research and brainstorming of solutions, the students are to build a prototype of their house without any cotton ball insulation first. This will allow students to develop a method of insulating the house that is specific to the heat inefficiencies of their model.

Step

6Te

st a

nd E

valu

ate

the

Solu

tion(

s)

Testing of the Product (Prototype, model or Artifact):

Students test the models to determine the amount heat entering the house and identify hot spots where large amounts of heat enter the model. This should be done using a thermal imaging app and measuring the actual temperature of the interior of the house after 4 minutes of heating against walls, joints, windows, doors, etc.

Peer-Review Questions:

Describe how your team collected thermal energy data during testing.What adjustments did you make to limit the amount of heat entering the house?Which data (thermal imagining or temperature recordings) were most helpful in the development of your model?

Step

7C

omm

unic

ate

the

Solu

tion(

s)

Project Summary:

Written description of completed task and proposed solution to presented problem or scenario. Students should include reference to their thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design.

Presentation of Final Solution:

Students should present their project as a sales pitch for a community developer including the highlights from their project summary

Step

8

Rede

sig

n

Re-designing of the Prototype

Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.


27

Teacher

Teacher Notes: You will need to have a method of taking pictures/temperature readings from the interior of the house. A suggested method is to test the models on a platform such as a piece of cardboard with a hole cutout held between two desks. The model should be placed over the hole to allow for access from a thermometer and imaging device.

If class devices are not available to install a thermal camera app ahead of time, students should be informed of the need for an app to have at least one team member to use a personal device to access the app prior to the day of testing using thermal images.

This activity has been adopted from Teaching Channel's Stem Lesson Ideas: Heat Loss Project to invert the cold weather problem of heat loss to better match our climate and desire to keep heat our of South Florida homes.


28

TeacherStations: Energy Transformations

(STEM 2.0)Benchmarks:SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed SC.8.N.1.1)

Purpose of the Lab/ Activity:Investigate and describe the transformation of energy from one form to another.

Background Information: The laws of thermodynamics are very important not just to scientists but also in our everyday lives. The first law of thermodynamics explains that the amount of energy that is present before and after work is the same. Energy is conserved. For example, if you drop a ball, scientists are able to measure the energy before, during, and after the fall. The amount of energy remains constant throughout the procedure. Similarly, when a ball is thrown or a spring released or a match is burned, the energy can be measured. This is the reason behind the first law of thermodynamics: “Energy can neither be created nor destroyed; it can only be converted from one form to another.” Scientists have found that the amount of energy in a closed system remains constant.

Problem Statement: How does energy transfer during different types of movement?

Prerequisites: Energy is conserved. Energy can neither be created nor destroyed; it can only be converted from one form to another. The amount of energy in a closed system remains constant.

Materials (per group)

Wire Mini Fans Batteries Hot plate Battery Holders Wax Light bulb sockets Small Pan Small light bulbs Rubber Ball Solar cells Ruler

Before activity

What the teacher will do:Engage1. Ask students to explain energy transformation. Have students identify examples of

energy transformations in their daily lives.2. Prepare each station with necessary materials.3. Explain the directions for each lab station to the students.

Directions: Complete each activity at each lab station and answer all the questions before moving on to the next part. Identify the energy transformation that is


29

Teacheroccurring in each activity.

During activity

What the teacher will do:Explore and Explain

1. Form groups of 3-4 students.2. Prepare each station with the materials for students3. Allow groups to remain at each station for 15-20 minutes4. Conduct a rotation of the lab stations.5. Walk about the groups as they perform the activities. Ask higher order

thinking questions.6. Facilitate the observations and completion of data writing for the activities by

asking questions.After activity

What the teacher will do:Elaborate and Extend

1. Direct students to identify and explain real world energy transformations.2. Develop a problem statement based on the concept that different forms of energy

may change, but nothing is created or destroyed.3. State your hypothesis.4. Design an experiment to test your hypothesis.5. Carry out the experiment you designed.6. Submit a completed lab report to your teacher.

EvaluateUse the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion.

SSA Connection

1. When Charlie came home from school, he turned on a garden hose that had been sitting in the sun all day. The water that came out of the hose was so hot, he could hardly touch it. What happened to the water molecules that made the water feel so hot?

A. The solar energy hitting the hose made the water molecules move faster.B. The individual water molecules got larger as they absorbed the solar energy.C. The warmth of the soil around the hose made the water molecules move slower.D. The heat energy from the Sun was stored as chemical energy in the water molecules.

2. Which of the following is the best example of chemical energy being transformed into light energy and heat energy?

A. boiling water on an electric stoveB. turning on a battery-powered flashlightC. watching a movie on televisionD. using a solar panel to charge batteries

3. Thomas goes into his room to do his homework. He turns on his desk lamp, which uses a 60-watt (60 W) light bulb. After an hour he finishes his homework and reaches


30

Teacherto turn off the lamp. When he touches the top of the lamp, he notices that it feels warm. Why does the top of the lamp feel warm?

A. Some of the electrical energy was changed to heat.B. Some of the electrical energy was destroyed.C. The light bulb used more watts than it needed to.D. The light bulb was faulty and did not work correctly.

4. An empty paper cup is the same temperature as the air in the room. A student fills the cup with cold water. Which of the following describes how thermal energy is transferred?

A. Thermal energy is transferred from the cold water to the cup until they are at the same temperature.B. Thermal energy is transferred from the cup to the cold water until they are at the same temperature.C. Thermal energy is transferred from the cup to the cold water until the cup has no more thermal energy.D. Thermal energy is not transferred between the cup and the cold water.

5. Randy is observing an experiment on heat flow. He has three objects at differing temperatures, as shown in the table below. Randy places the objects in a beaker of water that has been heated to 100 degrees Celsius (°C).

Object A Object B Object CTemperature (oC) 10o 30o 99o

Which of the following correctly describes the flow of heat in this system?A. Heat from the water moves into Objects A, B, and C.B. Heat from Object C moves into the water and into Objects A and B.C. Heat from the water moves into Object A, but not Objects B and C.D. Heat from the water moves into Objects A and B, but not Object C.


31

TeacherPower, Work and Waterwheel

Project Based STEM Activities for Middle Grades Science(STEM 4.0)


Teac

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What is an energy transformation?

Teacher ask: At the top of a hill a roller coaster car has potential energy, what happens to that potential energy as the car travels down the hill?

Wait for student responses, then say…Think about electricity, and where does it come from. We don’t “make” electricity, but transform energy, for example in a coal burning power plant the chemical energy in coal is transformed into electricity.

Teacher ask: How do you think we get electricity out of moving water?First let’s see this video and discuss hydroelectric power (view video).

https://app.discoveryeducation.com/player/view/assetGuid/D45652B1-53DB-4608-9FA4-F9A4BC864678

After discussion, then say…A hydroelectric power plant involves moving water, but if you look back in history, you will find that people used water wheels to create energy to perform specific tasks, such as grinding grain or sawing wood. Today’s modern hydroelectric power plants use the same waterwheel concept to spin turbines in a dam to produce electricity.

Standard Alignment:

SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.




LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context


32

TeacherSt

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Iden

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the

Nee

d or

Pro

blem


In this activity, you are working for an engineering design firm that works mostly with waterwheels and water energy. Your city wants to use hydropower instead of coal to make energy because they are worried about air pollution. The city has hired you to design an efficient watermill. The firm (our class) has been organized into several engineering teams (student groups).Activity from: Hands-on Activity: Power, Work and the WaterwheelContributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulderhttps://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml

Expected Task:

Using the available materials, each team will research, brainstorm and design a model of a water wheel which must be able to pull up a specific weight when water is poured over the wheel. Each team must create a technical diagram of their model and calculate power and work by measuring force, distance and time for their model of the waterwheel.

Step

2R

esea

rch

the

Nee

d Research and Citations:


Vocabulary: Energy, Work, Force, Joule, Watts

Step

3D

evel

op P

ossi

ble

Solu

tion(

s)

Criteria: Each team must design and test their original design Must only use materials provided by the teacher Teams can’t have extra materials such as index cards Teams must tie the string to the cap end and during testing the other

end of the string they will tie the weight. As the waterwheel rotates the string must wrap around the neck of

the bottle, pulling up the weight. During testing, teams must time how long the waterwheel takes to

lift the weight a distance of 1 meter (distance). During testing, teams must record the mass of the object in

kilograms (kg) and multiply the mass by gravity (~10) to calculate force.

You will calculate power and work by measuring force, distance and time for your team-built waterwheel.

Constraints: Each team will use the same weight when testing Each team must use the same size and type of funnel and it must be

the same distance above the waterwheel for each test. Each team must use the same amount of water (one full jug or

pitcher) During testing, two students from each team must hold the ends of

the dowel rod while another student pours the water over the waterwheel.

Materials: 2-liter bottle with caps ¼-inch dowel rod (must be longer than the 2-liter bottle)


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Teacher 15 index cards 1.2 meters of string scissors tape 100-200 gram weight (about 1/3 pound) stopwatch electronic balance pitcher or water jug funnel

Step

4Se

lect

the

Bes

t

Building of the Product (Prototype, model or Artifact):

Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a model of a waterwheel. Each group must create a technical diagram of their waterwheel.

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The team should record their predictions on how they think their waterwheel will perform during testing. Before testing teams should place the dowel through the bottle, tie the string to the cap end of the bottle and tie the weight to the other end of the string. Two students from the team should hold the ends of the dowel as another student pours the water over the waterwheel. Another team member should time how long it takes the motion of the waterwheel to pull up the weight a distance of 1 meter. Students will record data and calculate the work and power of their waterwheel.


Why did you choose this design for your waterwheel? Will your waterwheel do more work or have more power than the

models from other groups? Does your model perform the way you expected? Why do you think your waterwheel model is efficient? What are the strengths and weaknesses of your model? What are the energy transformations taking place in the working

waterwheel? Explain how you can relate the water wheel to a hydroelectric

power plant.

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Project Summary:

Students should include a description and explanation of their model and summarize how the model performed during testing, including their calculations for work and power. Students must also include their technical diagram.


Students will explain the results of how their waterwheel performed during testing and refer to the model and the technical diagram during the presentation. Students should present like they talking to the board of the engineering design firm and explain why their design is an efficient waterwheel.

Step

8


Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their design.


34

TeacherR

edes

ign

Teacher Notes: Before the Activity: Review force, work and power. Drill 3/8-inch holes into the end of the two-liter bottle and the cap.

This allows the bottles to spin symmetrically and freely about the dowel rod. (If you do not have the hole in the cap, the dowel rod will not spin symmetrically.)

Ideas: Can test waterwheels over a sink or container to capture the water Testing waterwheels outside is a good idea to prevent water from

covering the floor Students can rebuild and change the distance from which they pour

the water or use a different amount of weight.

The website below is where this activity came from:https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy/cub_energy_lesson02_activity1.xml


35

TeacherSolar Energy vs. Color

Adapted from Sharon Goldblatt Greco Middle School Project CLASS(STEM 3.0)

Benchmarks:SC.7.P.10.2 The student observes and explains that light can be reflected, refracted, and absorbed. SC.7.P.11.2 Investigate and describe the transformation of energyFrom one form to another. (AA)SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Purpose of the Lab/ Activity: The student will demonstrate the efficiency of a solar collector is based on its design and color

selection. The student will explain the different temperatures obtained in various solar collectors. The students will demonstrate that certain materials absorb solar energy better than others while

certain colors reflect more energy than others. The students will identify variables in a solar energy-collection investigation.

Background: In order to utilize solar energy, a solar collector is necessary. A solar collector is a device which absorbs the sun’s energy. The color of the collector has a drastic impact on the amount of sunlight that it collects. Darker solar collectors are more effective in absorbing sunlight than lighter solar collectors. For this reason, solar collectors are commonly black, dark blue and dark red. In physics, white, black and grey are not colors because they do not emit a specific wavelength of light. Black absorbs all colors of the visible light spectrum and white reflects all colors. When radiant energy is absorbed, thermal energy in the object increases. When thermal energy moves from the warm object to cooler surroundings by conduction or convection, the thermal energy changes to heat energy.

Prerequisites: Light behaves in three ways- reflection, refraction, and absorption. Light moves directly through transparent materials. Light refracts (bends) as it moves through different types of matter. Light is absorbed within opaque materials. Visible light is described as white light which breaks up into the colors of the visible

spectrum when it passes through a prism.

Vocabulary: wave, thermal energy, temperature, radiation, medium/media, wave speed, reflection, refraction, absorption, experiment, investigation, model, observation, replication, variable


36

Teacher

Problem Statement: How does color affect how much solar energy is absorbed within a solar collector?

Materials (per group): pieces of construction paper (recommended size 12cm by 16cm)

Colors - white, light blue, orange, brown 4 Celsius thermometers tape stop watch Optional materials if done inside: ring stand, clip on lamps.

Procedures: Day of ActivityBefore activity

What the teacher will do: EngageActivate prior knowledge:

Show students the following materials: a flashlight, a prism, small mirror, a plastic cup of water, a pencil, and a piece of black construction paper. Ask them to demonstrate ways to use the materials to show reflection, refraction, transmission and absorption of light. Some students may suggest that reflection can be shown by placing a mirror perpendicular to the paper which is resting on a table. Then, place a flashlight on the table and aim the light beam toward the mirror at an angle. They should see the reflected ray on the black paper.Another may share that refraction can be observed when a pencil is placed in a cup of water and it will appear too broken and bent away from the pencil portion that is not in water. Refraction can also be shown by shining the flashlight into the prism. Students should feel absorption of light energy when they touch the face of the lighted flashlight. Light will be transmitted when it shines through the cup.

Read the following homeowner’s dilemma about choosing an energy efficient roof color:

Dear Florida Power and Light Consumer Affairs Representative: I’ve read that you provide advice to customers about ways to improve energy efficiency in their homes. I want to know which roof color would be best to help reduce my energy costs. I’ve heard that white is the most energy efficient roof color, but it is not compatible with my house color. I’d like to use brown, light blue or orange. Which color would you recommend?

After reading the letter, divide students into groups of 4, and ask them to design an investigation that will help to answer the question. Show them the lab materials and have them brain storm how to investigate the effect of color on the absorption of radiant energy. Tell them to identify the test variable and the measurable outcome variable; then, create a data table for recording of observations.

During activity

What the teacher will do:Explore and Explain 1. Form groups of 3-4 students. Ask students to share their ideas about a possible


37

Teacherprocedure to demonstrate the effect of color on light absorption.

2. Describe the procedure you want them to use. Tell them that white will be used as the control test because white reflects all wavelengths of visible light. .

3. Show them how to make a hamburger style pocket using construction paper. 4. Tell students to copy the following safety statement on their data logs: a. Be careful when handling glass thermometers. Each student is responsible for

one thermometer. b. Do not look directly at the sun.5. Tell students to write a hypothesis (If orange, brown and light blue solar collectors

are exposed equally to sunlight, then the _________solar collector will have the lowest temperature.)

Procedures:1. Fold each sheet of construction paper hamburger style and tape on 2 sides to make

a pocket2. Place one thermometer in the center of each paper pocket.3. Place the four paper pockets in a row on cement (what most homes in South Florida

are constructed)4. Place one thermometer on the cement surface without any construction paper.5. Make sure all of the thermometers are exposed to the light equally and can be read

easily.6. Take the temperature then every 5 minutes for 25 minutes.

After activity

What the teacher will do:ElaborationAsk students the following question: Why is dark colored clothing typically worn in the winter and light colored clothing worn in the summer? Which colors should be used on playground equipment?

ExtensionFacilitate open inquiry based on the concept that certain colors absorb more solar energy than others using the materials provided. Develop a problem statement based on the concept that certain colors absorb more

solar energy than others using the materials provided. State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.

Evaluate Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing

your conclusion.

SSA Connection

1. Why does it get so hot inside a car parked in the Sun?


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TeacherA. Sunlight heats the roof which then heats the interior.B. The air around the car is heated which heats up the car.C. Energy from light waves is trapped inside the car as heat energy.D. The light waves attract heat from the surrounding ground or pavement.

2. Anna turned on a light in her room. What types of energy are produced by the light bulb as it burns?

A. light energy and heat energyB. electrical energy and light energyC. heat energy and electrical energyD. light energy and mechanical energy

3. Andrea held her hand up in front of a light and a shadow in the shape of her hand appeared on the opposite wall. What property of light explains why the shadow appeared?

A. Light passes through all objects.B. Light travels in a straight line.C. Light bends around objects in its path.D. Light waves are refracted by solid objects.

4. A large amount of energy is emitted from the Sun. This energy then travels millions of miles from the Sun to the Earth. The energy that comes from the Sun is best categorized as what type of energy?

A. potential energyB. kinetic energyC. mechanical energyD. radiant energy

Teacher Note:

This activity may be performed indoors on window sills or with lamps connected to ring stands on countertops. If you prefer outside, do the lab on a concrete surface with direct sun exposure.1. Be sure to assist students in making connections with these standards:

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)

SC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible and ultraviolet, and that white light is made up of a spectrum of different colors.

2. Walk about the groups as students conduct their labs and ask students higher order thinking questions related to the benchmarks.


39

Teacher


40

TeacherWAVE SPEED

(STEM 2.0)

Benchmarks:SC.7.P.10.3 The student recognizes that light waves, sound waves, and other waves move at different speeds in different materials. (AA)SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1)SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1)

Purpose of the Lab/ Activity: The student will be able to compare the speeds of two different

waves. The student will determine that wave speed does affect the speed

of ships.

Background Knowledge: Waves are regular patterns of motion which can be made in water by disturbing the surface. As waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. Different types of waves can differ in amplitude (height of the wave) and wavelength (the space between wave peaks). Simple waves have a repeating pattern with a specific wavelength, frequency, and amplitude.

Prerequisites: Light waves and sound waves travel at different speeds in different material. Light travels fastest through gas, travels slower through liquids, and slowest through solids. Sound travels fastest through solids, travels slower through liquids, and slowest through gas.

Problem Statements: How does the material/medium affect the speed (frequency) of waves?

Materials: (per group) 2-Liter clear plastic bottles with caps (remove

label) Grease pencil/permanent marker

metric ruler water stop watch Optional material: food coloring for the water

so that the wave motion is easier to observe

oil


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Teacher

Procedures: Day of Activity:Before activity


Start class with clip from deadliest catch http://science.howstuffworks.com/rogue-wave.htm

Discuss waves. What are some examples of waves? What do all wave transfer? (Energy, not matter) What are some different mediums that waves travel in? Ask students to tap on their desks with the end of a pen. Then,

lay their heads on the desk with face turned to one side. Tap on the desk again. Ask them whether the sound was louder in air or when it travelled through the desk.

Discuss and define with students the terms frequency, wavelength, trough, crest, and viscosity.

Have students draw a diagram, labeling the crest, trough and wavelength and wave height.

Have students identify test and outcome variables, and prepare a data log for recording qualitative and quantitative observations.

Discuss procedures and assign lab roles.

Prepare the Materials:1. Label two plastic bottles, Bottle 1 and Bottle 2.

2. Fill bottle 1 with water to a depth that is half the height of the bottle. (Optional – add food coloring to make the wave motion easier to view.) 3. Fill Bottle 2 with oil to the same depth as Bottle 1. 4. Replace the top on each bottle. Close the bottles tightly.

During activity

What the teacher will do:Explore and Explain 1. Discuss procedures and assign lab roles

2. Form groups of 3-4 students.3. Facilitate the collection of materials by students.

4. Walk about the groups as students conduct their labs. Ask higher order-thinking questions related to the benchmarks.

5. Facilitate the observations and completion of data writing for the activities.

Procedures:1. Lay bottle #1 on its side on a flat table.2. Press down on the bottle cap so that it touches the table. Then, hold the bottle in

that position while waiting for the liquid to stop moving.3. When the timer says, “Go,” the person holding the cap down starts the wave by

releasing the bottle so that it drops and rests flat on the table.4. The timer is activated when the bottle is released. Timer stops when observers see

the wave return to the cap end and call out “stop.”5. Record the wave speed (time for one oscillation, i.e., one forward and back to the

origin of wave motion).


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Teacher6. Repeat steps 1-5, three times for Bottle1 (water) and Bottle 2 (oil).7. Find the mean wave speed for each substance.

After activity

What the teacher will do:ElaborateAsk students whether wave speed affects the speed of a boat travelling in the same direction as the wave. Students should be able to infer from their own experiences at the beach that a faster moving wave will cause the boat to move faster along with the wave.Real world applications:

In a thunder storm, do you hear the thunder before, after, or at the same time as you see the lightening? In air, does light travel faster than sound?

When you are in a room and there is a noise, how do you know where it is coming from?

If you are swimming under water and you hear a noise, do you know where it is coming from? Why or why not? Students should recall from the lab introduction that sound travels faster in water than in air.

ExtensionFacilitate the following extension activity. Develop a problem statement based on the concept that waves travel at different

speeds in different materials. State your hypothesis. Design an experiment to test your hypothesis. Carry out the experiment you designed. Submit a completed lab report to your teacher.

Evaluate1. Which liquid had the greatest viscosity (resistance to flow)? oil2. Use the term “viscosity” to explain the relationship between the medium/ material and

the speed of the wave. The greater the viscosity, the slower the wave.3. All waves transport energy, not matter.4. Describe a real world application that demonstrates that the speed of a wave

is different in different mediums (can be a light, wave, sound or water wave. Light changes speed and refracts as it passes from air into water drops, creating a rainbow. Water waves slow down as a result of an oil spill in the ocean, making it more difficult for fish to swim. Sound wave travel faster through a train track than through the air, making it possible to hear the train coming if your ear is touching the track, but not able to heard when the ear does not contact the track.

5. Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing a conclusion to this experiment.

SSA Connection

1. Sound waves need to travel through something made of atoms or molecules in order to keep moving. They travel at different speeds through different materials. Through which of the following would they be likely to travel fastest?


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TeacherA. airB. waterC. steelD. wood

2. Jacob went down to the lake on a very still day. The water's surface was completely smooth and he could see a tree reflected perfectly in the water. A breeze came up and disturbed the surface of the water and the reflection of the tree disappeared. Why could he see the tree's reflection when the water was still, but not when it was disturbed?

A. The disturbed surface made the light waves reflect in many directions, breaking up the image.B. The disturbed surface allowed some of the light waves to penetrate into the water, making gaps in the image.C. The disturbed surface kept the light waves from reflecting, making it impossible to see an image.D. The disturbed surface changed the light waves' wavelengths, changing the reflected image.


44

TeacherLaser Target - Saving Planet Earth



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Without lasers it would be impossible to listen to your favorite CDs. Lasers also make it possible to view our favorite DVDs. New uses for lasers are being invented all the time.

Standard Alignment:

SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.




LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

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There is an asteroid hurtling towards Earth which needs to be destroyed quickly by a laser target device. Once the target explodes, new targets will appear and will also need to be destroyed by the laser.

Expected Task: Your mission is to produce a model which will position the laser and use mirrors, a prism and lenses to hit the intended targets in the least amount of time and save planet Earth.

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Using data from the internet students (using Microsoft format program i.e. Word, Publisher, PowerPoint) will illustrate the Sun’s energy and how it arrives as radiation, illustration needs to include a wide range of wavelengths, including infrared, ultraviolet, and visible light (white light) spectrum of different colors.

Use research findings to support your claim-evidence-reasoning (CER)


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TeacherVocabulary: Wavelength, radiation, ultraviolet, white light, reflection,

refraction, prism, laser, concave, convex,St

ep 3

Dev

elop

Pos

sibl

e So

lutio

n(s)

Criteria: It must hit all the targets in the shortest amount of time. Mirrors must be 1-4 feet away from each other and the laser Each group should consist of 3-4 students

Constraints: Laser cannot be moved. Maximum of 4 mirrors used Maximum of 2 lenses used Maximum of one prism used Laser cannot be turned on until the course is ready to be

tested and there is an instructor presentMaterials: 4 mirrors (3”x3”) mounted in plastic holders, prism, 2 lenses, 1

laser, 2 plastic protractors, masking tape, copy of paper target, 1 yardstick, stop watch

Step

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lect

the

Best

Po

ssib

le

Solu

tion(

s)Building of the Product (Prototype, model or Artifact):

Brainstorm ways in which to set up the course that will hit the target and additional targets. Create a drawing which includes the angles in which the light will travel through the course. Then build the model to replicate the drawing using the materials provided.

Step

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Test the model and record the amount of time it takes to hit additional targets.Students test the success of their prototype/ artifact/ model


Did the light travel in the direction you predicted? What adjustments or modifications does your team need to

make to hit the original target? Should your team use more or less mirrors/lenses? Does the distance between the lenses and laser make a

difference? Was the light absorbed, reflected, or refracted?

Step

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Solu

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s) Project Summary:

Written description of completed task and proposed solution to presented problem or scenario.


Students will present their drawings and demonstrate their model to the class.

Step

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Students will adjust or re-design their models and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Teacher Notes: Adjust the number of mirrors or lenses according to materials available


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Teacher

DENSITY DRIVEN FLUID FLOW(STEM 2.0)

Adapted from NASA's "A Teacher's Guide with Activities", Walls, Bryan. Microgravity Science and Applications Division,

. Office of Space Science and Applications, and NASA's Education Division http://science.nasa.gov/msl1/ground_lab/ground_lab.htm

Benchmarks:SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

Purpose of the Lab/ Activity: Observe that fluid flow is caused by differences in solution density. Model the convection flow occurring in the mantle

Background:All matter takes up space and has mass. The ratio of an object’s mass to its volume is an important physical property called density. This important property is commonly measured in grams per milliliter if the substance is a liquid or grams per centimeter cubed if it is a solid. Density is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume. The Earth is composed of materials of different densities.

Recall that the rock cycle is, in part, a result of the exchange of materials between the layers of the Earth. The layer below the crust of the Earth is the viscous, hot mantle that drives the movement of the plates as a result of convection currents occurring in the mantle.

Problem Statement:

Part A: How does a less dense liquid substance move within a denser liquid substance? Part B: How does a dense liquid substance move within a less dense liquid?

Vocabulary: heat, temperature, kinetic energy, density, model, rock cycle, igneous rock, sedimentary rock, metamorphic rock

Prerequisites: All matter takes up space and has mass. The ratio of an object’s mass to its volume is its physical property called density. Density is measured in grams per milliliter if the substance is a liquid or grams per centimeter

cubed if it is a solid. Each element and compound has a unique density associated with it.

Materials (per group): EL7_2016 M-DCPS Department of Science 47

47

Teacher (2) opaque, shoe-box sized plastic container (2) large test tube (1) test tube rack (2) rubber cork (to fit the top of the test tube; your thumb can serve as an alternate) food coloring salt plastic spoon or stirring rod (plastic straws will work as well)

Extensions: Additional Materials Needed:

(1) Hot Plate (2) 250 mL beaker

Procedures: Day of the Activity:

Before activity

(10 min.)

What the teacher will do:EngageDiscuss the following question with your class: “Why do huge cruise ships float and small rocks sink?”

During activity(30-45 min.)

Procedures:Part A:1. Have the students write hypotheses:

a. Write a hypothesis for Part A-1: If blue, fresh water is released into the top of a salt water tank, then the fresh water will _____________________ (Predict how the fresh water will flow).

b. Write a hypothesis for Part A-2: If blue, fresh water is released into the bottom of a salt water tank, then the fresh water will _____________________ (Predict how the fresh water will flow).

c. Write a hypothesis for Part B-1: If red, salt water is released into the bottom of a fresh water tank, then the salt water will _____________________ (Predict how the salt water will flow).

d. Write a hypothesis for Part B-2: If red, salt water is released into the top of fresh water tank, then the salt water will _____________________ (Predict how the salt water will flow).

2. Prepare a Data Log for the students to record qualitative observations.

a. Draw and label Diagram A (Include: container with colorless salt water and test tube with blue fresh water positioned at the top).

b. Draw and label Diagram B (Include: container with colorless salt water and test tube with blue fresh water positioned at the bottom).

c. Draw and label Diagram C (Include: container with colorless fresh water and test tube with red salt water positioned at the bottom).

d. Draw and label Diagram D (Include: container with colorless fresh water and test tube with red salt water positioned at the top).

Part A-1:EL7_2016 M-DCPS Department of Science 48

48

Teacher1. Fill the plastic container ¾ full with water (H2O).2. Mix in enough salt (NaCl) so the water becomes cloudy. Use the stirring rod to mix in the salt. You are making a salt water solution.3. Fill the test tube with unsalted water and add two drops of blue food coloring to

make it a dark color. Swirl the test tube to mix in the food coloring.4. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely.5. Lower the test tube horizontally just below the surface of the water. Remove the cork

(thumb) while holding the test tube and observe the direction the colored water flows.

6. In Diagram A, record your observations by drawing how the blue, fresh water flowed.

Color the flow blue and draw arrows to indicate the flow direction.

Part A-2:1. Repeat steps 1-4 from Part A-1.2. Lower the test tube horizontally to the bottom of the saltwater container. When it is lying flat on the bottom, remove the cork (thumb) and let the test tube sit on the bottom undisturbed. Remove the cork (thumb) while holding the test tube and observe the direction the colored water flows.3. In Diagram B, record your observations by drawing how the blue, fresh water

flowed. Color the flow blue and draw arrows to indicate the flow direction.4. Remove the test tube from the plastic container. Rinse both with water and dry.

Part B-1:1. Fill the plastic container ¾ full with water (H2O).2. Fill the test tube ½ full with water.3. Mix 2-3 teaspoons of salt (NaCl) into the testube.4. Add two drops of red food coloring to make it a dark color. Swirl the test tube to mix the food coloring and salt.5. Place the rubber cork (or your thumb) over the opening of the test tube and cover completely. Turn the test tube down and up several times to ensure that the solutes mix as completely as possible6. Lower the test tube horizontally to the bottom of the fresh water tank. When it is

lying flat on the bottom, remove the cork (thumb), and let the test tube sit on the bottom undisturbed. Observe the direction the colored water flows.7. In Diagram C, record your observations by drawing how the red salt water flowed. Color the flow red and draw arrows to indicate the flow direction.

Part B-2:1. Repeat steps 1-4 from Part B-2.2. Lower the test tube horizontally, just below the surface of the water. Remove the cork (thumb) while holding the test tube and observe the direction the red salt water flows.3. In Diagram D, record your observations by drawing how the red salt water flowed.


49

Teacher Color the flow blue and draw arrows to indicate the flow direction.4. Remove the test tube from the plastic container. Rinse both with water and dry.

Observations/ Data:(Part A)

Diagram A Diagram B

(Part B)Diagram C Diagram D

After activity

(30 min.)

What the teacher will do:ElaborateHave students clarify their answers to “Why do huge cruise ships float and small rocks sink?”

ExtensionFacilitate the extension through open inquiry using the alternate procedures below.Additional Materials Needed:

(1) Hot Plate (2) 250 mL beaker

Alternative proceduresA. Repeat the experiment, but replace the water in the test tube with hot, unsalted

water.B. Replace the salt water in the large container with cold, unsalted water.C. Repeat the experiment with different amounts of salt.D. Try replacing the salt in the experiment with sugar and/or baking soda.


50

Teacher


SSA Connection

1. When two objects at different temperatures are in contact, heat A. flows from the hotter to the cooler object. B. flows from the cooler to the hotter object. C. does not flow if the temperatures are not equal D. flows from the object with less thermal energy to the one with more.


51

Research Questions: How does a less dense substance move within a denser substance? How does a denser substance move within a less dense substance?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

Evidence: (Support your claim by citing data you collected in your lab procedure)

Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim)

TeacherStanding through an Earthquake



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What happens when two tectonic plates slide past each other? Students should know earthquakes) When the plates slide, energy is released and travels through the Earth as seismic waves. The seismic waves travel through the Earth and can damage roads, buildings and other man-made structures as well as change the structure of the Earth’s surface. Show a video clip https://app.discoveryeducation.com/player/view/assetGuid/AB404F3A-2E09-49B7-A562-AC5E0689A875Engineers design buildings that must be able to withstand the forces generated by earthquakes. Should buildings be strong and stiff or flexible and able to sway? Does the make-up of the soil (ground) have an effect on how much it will shake? Does the height and shape of the building effect how much the building will shake?

(Discovery Education: STEM Camp: Urban Infrastructure) Materials (per group): 3 wooden blocks, 2 small plastic

plates, marbles

Have the students build a variety of structures out of wooden blocks. Their goal is to determine which combination of blocks produces the most stable structure and the least stable structure in a simulated “earthquake”. Each structure they test should contain exactly three blocks stacked one of top of the other.

Standard Alignment:

SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building.SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions and creates mountains and ocean basins.

Suggested 2 sessions of class (block schedule)


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TeacherStudent Timeframe:

4 sessions of class (regular schedule)


LAFS.68.WHST.1.1: Write arguments to support claims with clear reasons and relevant evidence.LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5: Summarize numerical data sets in relation to their context, such as by: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

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Define Problem /Scenario:

An engineering firm has recently hired you to create a model that can demonstrate how subsurface movements of the Earth can result in an earthquake ultimately causing damages to Earth surface.

Expected Task: Build a model that demonstrates how subsurface events affect the outcomes of surface events. You must present your research and explain why you made this particular design.

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Vocabulary: Earthquake, Transform Boundary, Seismic Waves, Tectonic Plates, Tension, Compression,

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Criteria: Models should have moveable parts. Subsurface structure must be clearly identifiable. Models must be able to demonstrate the damaging effects of

an earthquake

Constraints: Limited to 6 circular objects from the materials list Demonstrations of the model must be under 2min in length

Materials: Straws (large smoothie straws) Plastic plates Plastic cups Construction paper Skewers Popsicle sticks Scissors Glue Glue Sticks/Hot glue apparatus Tape 2 cardboard base (approximately 10 cm by 8 cm) or 2 scrub

sponges per group


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Each group must do research, brainstorm ideas, come to a consensus and build a prototype of their building. Each group must complete a technical drawing with measurements and analysis of their design. Drawing must include possible surface and surface events that may affect Earth’s structure.

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Test the models and record observations of what happened to the model during the test.


During construction, how did you test the stability of the building on your earthquake simulator model?

Does your model demonstrates how the subsurface events ultimately effect the surface events of the Earth?

Does building fit on testing base for the earthquake simulation of your model?

Where did you use the circular objects? Why? Where did you use flat plane objects? Why?

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Project Summary:

Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing.


Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the group of engineers at the firm (new job).

Students will complete a Claim-Evidence-Reasoning to the following statement: How do subsurface events in the Earth cause changes to its surface?

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Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.

Teacher Notes:


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TeacherCRAYON ROCK CYCLE LAB

(STEM 2.0)

Benchmarks:SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA LACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Purpose of the Lab/ Activity:

Describe the processes that allow rocks to change from one type to another in a continuous cycle.

Background:The rock cycle describes the continuous processes that break down and form the three main rocks- igneous, sedimentary and metamorphic. Igneous rock is formed by the cooling and hardening of magma. Sedimentary rock is formed through weathering and erosion, deposition, compaction, and cementation of rock fragments. Metamorphic rock is formed by great heat and pressure on a rock that causes it to change form into a metamorphic rock.

Prerequisites: Students should know the basics of the rock cycle and know how each rock can change into any of

the other types of rocks depending on the process it undergoes either under Earth’s crust or at Earth’s surface.

Student should have an understanding of weathering and erosion. Students should have an understanding of plate tectonics and mountain building. Students should have an understanding of the properties of the layers inside Earth

Problem Statement: How can crayons be used to model the rock cycle?

Materials

1 penny per student 2 large sheets of tin foil per group 1-2 crayons per student 1 large/heavy textbook 2 paper plates per group Newspaper to cover work area 1 Styrofoam cup per group Boiling hot water


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TeacherProcedures:

Before activity:

(10 min.)


1. Cut a piece of Ferro Roche candy in half, and then walk around the classroom so that students may examine the layers. Ask students to explain what similarities there are between the candy and Earth’s layers (The relatively thin, rocky, uneven outer layer with the thin, solid wafer below it is similar to Earth’s crust. The soft chocolate layer represents Earth’s mantle which is so hot that the materials there move around in convection currents. The nut in the center represents the solid core). Discuss the limitations of this model by identifying how it is different from Earth’s interior (no broken plates, no liquid outer core, no increasing heat and pressure with depth).

2. Show students a granola bar and ask what type of rock is it most similar to. Put two Mars candy bars next to one another and press the ends together. Ask students which land feature is created by two plates colliding. Tell students that in this activity they will be creating and observing changes in crayons and that they are to identify how these processes and changes represent rocks changing in the rock cycle.

Preparation for Lab1. Discuss safety and have students write a safety statement on their data logs.2. Have students first cover their work spaces with newspaper.

During activity:(45-60 min.)


1. Form groups of 3-4 students.2. Facilitate the collection of materials by students.3. Peel the paper off of crayons. Have students hold a crayon over a paper plate and use

a penny to shave it down into small pieces. Set a time limit of 5 minutes to this.4. Have lab groups describe and identify the process in the rock

cycle they are completing. Record answer on their data logs.5. Ask students, “What remains when a rock is weathered or

broken down into pieces?”6. Have students transfer or erode the sediments onto a sheet of

tin foil so that the entire pile is in the center of the foil (Place as much sediment as possible from all group members on the foil).

7. Have students fold the piece of foil over of the pile, place the text book on top, and gently push twice on the text book. Students should unfold the foil and observe the rock.

8. Ask students: What type of rock has now been created? Sedimentary rock. What processes occurred? compaction and cementation

9. What characteristics do you notice about the rock? It easily breaks apart, becoming sediments again. Record responses on data log.

10. As you bring water a boil in a tea kettle or on a hot plate, have students place their “rock” back inside the tin foil and fold it on all edges, completely covering the “sediments."

11. One student from each group should come to you with a cup, paper plate, and foil package. Pour some boiling water into each of the students’ cups. Have them use tongs to hold the foil above the boiling water for about 15 seconds. Use tongs to transfer the foil to a paper plate and immediately take it to the lab group table.

12. Have a lab partner stack a textbook on top of the foil again and push down harder this EL7_2016 M-DCPS Department of Science 56

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Teachertime.

13. Have students unfold the foil and view the “rock.” Ask students: What type of rock has been created? Metamorphic rock. What processes did it undergo in order to be changed? Heat and pressure. What characteristics do you notice about the rock? It is smoother and the colors have blended together more. Record responses in data log.

14. Have students shape their unused, second piece of foil into a boat shape so that there is a space in the middle for the rock and the foil is high on the sides.

15. Have them break the metamorphic rock into just enough pieces so that it fits into the boat. Place their rock in the center of the boat (Again, use as much sediment as possible).

16. Have a different group member bring the filled boat and a paper plate to you and then use tongs to place it on the boiling water. Let it float for about 30 seconds. (This is the coolest part because the crayons completely melt back into wax and all of the colors blend together.)

17. Have students use tongs to carefully pull their boats out of the water and then place it on the paper plate for transfer back to the lab group.

18. When cool, they can pop their rock out of the boat.19. Ask students: What type of rock has now been created? Igneous rock. What process

occurred? Melting and cooling. What characteristics do you notice about the rock? It is very smooth and all of the original sediments are now completely molded together. Record responses in data log.

20. As the lab is being conducted, ask higher order thinking questions regarding the analogy of this lab activity to processes in the rock cycle and tectonic activity.

21. Facilitate the observations and completion of data writing for the activities by asking questions.

After activity:

(30 min.)

What the teacher will do:Elaborate

Repeat some of these steps to demonstrate that the igneous rock can now be weathered back into sediment after it was melted and then that it is possible to be forced back under Earth’s crust and melted again into an Igneous rock when it meets lava. This should help solidify the point of this being a continuous cycle. This lab is simply meant to model what is occurring over millions of years continuously as new rocks are created for decades and centuries. It is important to also emphasize this length of time so that students realize this process is long and never ending.



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SSA Connection

1. What must happen in order for a metamorphic rock to be transformed into an igneous rock?

A. It must be compressed by high temperatures and pressure within Earth's crust.B. It must be soaked in water until it dissolves and reforms in a different shape.C. It must be pulled under Earth's crust, melted, and forced out above the crust to cool.D. It must be weathered into sand grains and compressed into multiple layers.

2. The processes involved in the rock cycle take place over millions of years. Which of the following describes a phase of the rock cycle that takes longer to produce results?

A. Rocks are eroded by wind and rain.B. Eroded rocks travel by wind or moving water.C. Rocks form layers of sediment and solidify into new rocks.D. Rocks are pushed to Earth's surface by tectonic forces.

3. Both Ocala, Florida, and Lexington, Kentucky, are good places to raise racehorses, in part because of the limestone near the surface in both places. Calcium from the limestone helps make a horse's leg bones stronger and better able to withstand the pounding stress of running. Knowing that the Bluegrass Region around Lexington also sits on top of limestone, what other land features are also likely to be found there?

A. sand dunes, lakes, and springsB. prairies, swamps, and marshesC. sinkholes, caves, and aquifersD. shallow rivers, flat land, and quartz sand

4. The oldest rocks on Earth are found in Canada near the center of the North American Plate. Where would be the most likely place to find very young rocks?

A. in Northern India, where the plates are collidingB. in the Hawaiian Islands, where a plate passes over a hot spotC. in Southern California, where two plates are sliding past each otherD. in the middle of the South American Plate, where there is no plate boundary

Teacher Note:

With consideration of the hazards associated with the use of boiling water, you may want to modify the procedure to lessen the chance that a student could be burned. When students come to your with their foil packages, they will wait as you use tongs to hold the foil package over the boiling water and transfer it to the plate (step 9). They would immediately carry the foil on a paper plate back to their group and then place the book on top. In step 11, they would return to you with their boats/plates, and you would use tongs to place the boat in boiling water. After 30 seconds, you transfer the boat to their paper plates.


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TeacherWater Filtration



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Water is one of Earth’s most valuable resources but due to human actions, many areas of the world don’t have clean water. Before water is sent to your homes, the water must go through a series of processes to ensure that it is clean enough for human use and consumption. How is polluted water turned into clean water?

Standard Alignment:

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.


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The main mall in your neighborhood is having a problem with cloudy water in their stream that runs through their scenic garden area. The owner of the mall contacts the We Filter the Water Company about the problem with the stream and they ask a group of their employees to come up with a way to filter the water so that it is crystal clear. The water does not have to be clean enough to drink since it is only used in the stream.

Expected Task:

Using the available materials, students will brainstorm and devise a filtration process that will result in the cloudy water being clearer. Students will be given a $50 budget to purchase materials for their filtration process. Students must provide a written explanation of their process and a technical diagram of their design.

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Vocabulary: Pollutant, Filtration, Sediments

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Criteria: Your team has a $50 budget to buy materials for your water filter. All filter materials must be put into the cup with a hole at the bottom. You must use at least 4 of the materials provided.

Constraints: 30 Minutes to purchase materials and construct the filter Must fit into the filter cup with hole at the bottom Must use 4 or more of the materials Effectiveness of the filter will be based on water quality - how clean it

looks Your filter will have 10 minutes to get ½ cup of cleaned water You can put water through the filter more than once in the 10 minutes

Materials: Gravel $10 per ½ cup Sand $10 per ½ cup Cotton Ball $1 each Coffee Filter $10 each Cheese Cloth $5 each Screen $5 each Plastic cup with hole in bottom for each group “Polluted” Water prepared by the teacher

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Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a prototype of the water filtration system. Each group must draw a diagram of their water filter and calculate the cost of their filter.

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the Product (Prototype, model or Artifact):

Test the water filters and record observations of how clean (clear) the water becomes.Students will compare their filtered water to three samples prepared by the teacher.


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What is the goal of the design challenge? What are the limits (constraints) that you need to consider when

designing your water filter? How can you determine how successful your design is? Will the filter work quickly? Did you use a lot of material in your filter? Is your filter “expensive”? What are your strengths and weaknesses in your water filter design?

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Project Summary:

Students should include a description and explanation of their design and summarize how the model performed during testing.


Students will present their diagram of their water filter and explain the cost of their design and explain the results of how their design performed during testing. Students should present like they talking to the owner of the water company, to “sell” their water filter the best idea to clean the water in the mall’s stream.

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Teacher Notes:

This activity was adapted from activities found on the website provided below.Each website provides lessons plans and handouts that will assist in your students completing this engineering challenge. A rubric is also provided on the Teach Engineering Site that will assist in determining the effectiveness of the water filters.Teachers need to prepare a “polluted” sample of water prepared in advance with soil and sand in it until it is thin but relatively opaque, which represents the water from the stream. They also need to prepare three samples of water of varying levels of clearness. Example: 3 test tubes prepared with the water standards "A," "B" and "C" (C is filtered through some grass, B is filtered through a coffee filter, and A is filtered through 2 coffee filters with a paper towel in the middle). The information for preparation of water samples comes from the Teach Engineering Site.

http://www.stem.neu.edu/programs/k-12-school-field-trips/water-filtration/

https://www.teachengineering.org/view_activity.php?url=collection/wpi_/activities/wpi_water_filtration/water_filtration.xml


TeacherFOSSILS AND THE LAW OF SUPERPOSITION

(STEM 2.0)Adapted from: http://www.uen.org/Lessonplan/preview.cgi?LPid=16319

Benchmarks:SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4)SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (AA)

Objective/Purpose: Students will use their knowledge about fossils to arrange fossil pictures in sequence from oldest

to youngest. Explain how fossils can be used to make inferences about past life, climate, geology, and

environments.

Materials: Pencils, Colored Pencils, Drawing Paper, Cardstock, Handouts:

Nonsense Cards Set A Fossils Cards Set B (1) , Fossils Cards Set B (2) , Stratigraphic Section for Set B ,

Additional Web Sites The Relative Time Scale

Background: Scientists have good evidence that Earth is very old, approximately four and one-half billion years old. Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers themselves to find the relative age of rock layers. Specific rock formations indicate a particular type of environment existing when the rock was being formed. For example, most limestone represents marine environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.

The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early 19th century to propose that the rock layers could be correlated from place to place. Locally, physical characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed horizontal sequence of rocks, the oldest rock layers will be on the bottom, with successively younger rocks on top. The Law of Superposition allows geologists to correlate rock layers around the world. This also means that fossils found in the lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial sequences, the truly oldest layers with fossils can be identified.


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TeacherBy correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata (layers). This is called relative dating. Relative dating tells scientists if a rock layer is “older” or “younger” than another, based on the fact that older rocks are pushed down and newer rocks are found above. If certain fossils are typically found only in a certain rock unit and are found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated strata. By using this information from rock formations in various parts of the world and correlating the studies, scientists have been able to construct the Geologic Time Scale. This relative time scale divides the vast amount of Earth history into various sections based on geological events (sea encroachments, mountain-building, and depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life forms). In this activity, you will use the Law of Superposition to fossils in the correct order in which they formed.

Problem Statement: How do paleontologists/scientists use fossils to give relative dates to rock strata?

Procedures:Before Activity:

(15 min.)

What the teacher will do:Engage - Part 1:Have the students define and identify the Law of Superposition, Radiometric Dating vs. Relative Dating. You may want to have the students compare Radiometric Dating vs. Relative Dating.Read and discuss “Background” reading passage with the students.Hand out Nonsense Cards, Set A in random order. Students place on the table and work in small groups to sequence the eight cards by comparing letters that are common to individual cards, and therefore, overlap. There should be lots of discussion. The first card in the sequence has “TC” on it. If the letters “T” and “C” represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.Optional: PowerPoint of this activity (http://middleschoolscience.com/superposition-fossils.ppt) & student handout (http://middleschoolscience.com/superposition-ppt-worksheet.pdf).

During Activity:

(45 min.)

What the teacher will do:Explore and ExplainRead Procedures for Activity 1 with the students.Verify that the cards are stacked in the correct column order with the oldest rocks at the bottom.Have students complete Activity 2 with other students.Ask students to let you know when the fossil layer is correct & completedVerify responses or help them correct as needed.

After Activity

:(45

min.)

What the teacher will do:Review and discuss Analysis & Conclusion questions with the students.Reiterate that although you are reproducing Relative Dating, Radiometric Dating shows actual numbers.

Evaluate Checking individual stacks of cards. Verbal answers to the discussion questions. Students write a short paragraph explaining the Law of Superposition.

Sequence information using items which overlap specific sets; students will relate EL7_2016 M-DCPS Department of Science 63

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Teachersequencing to the Law of Superposition and then show how fossils can be used to give relative dates to rock layers

Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion.

Extensions Students research different fossils to see where they are on the geologic time scale. Research the internet for fossil trivia, then write a question and answer game for the

class. Students write a story telling the life of an animal that is facing extinction. Draw a fossil Pop-up book. Write a short definition below each picture. Students may take family field trips to a nearby fossil bed. Visit virtual dinosaur quarries Take home card sets A and B and teach a family member about the Law of

SuperpositionSSA Connection

1. Why is it most likely that fossils will be found in sedimentary rock rather than igneous or metamorphic rock?

A. Molten sedimentary rock burns up living organisms and fossilizes them as it cools.B. Animals can dig into sedimentary rock, and some are trapped inside and fossilize.C. Sedimentary rock breaks apart most easily, so fossils inside are seen more often.D. Organisms can get trapped and fossilize as the layers of sedimentary rock form.

2. When archaeologists were looking for remains of the first British settlement in America at Jamestown, Virginia, they had to dig more than a meter into the ground before they began finding things the settlers had left, such as pottery, buttons, glass bottles, and wooden posts. Why did they have to dig so deep to find these things?

A. The settlers must have buried their trash in deep pits for these things to be so far down.B. Over time, soil layers built up over the remains of the settlement and buried it.C. When the settlers had to leave, they hid their valuables underground.D. The weight of the houses they built made the items sink into the ground.

3. Jason lives on a ranch in Wyoming. There is a large sedimentary rock outcrop on the ranch. He found one fossil embedded in the rock near the top of the outcrop and another embedded in the rock almost at the bottom of the outcrop. What do their positions tell him about the two fossils?

A. The lower fossil is older than the upper fossil.B. The upper fossil is older than the lower fossil.C. The upper fossil must be that of a climbing animal.D. The lower fossil must have washed down from the top.

4. Sometimes the layers in a rock face look as if they have been bent or broken. What is the most likely cause of this?


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TeacherA. uneven deposition of sediment as the rock formedB. folding and faulting in an earthquakeC. weathering and erosion of some rock layersD. lava flows in a volcanic eruption


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BECOMING WHALES: FOSSIL RECORDS(STEM 2.0)

Source: http://www2.edc.org/weblabs/ExploringEvolution/evolution.swf\Adapted from Becoming Whales: Experiencing Discoveries of Whale Evolution by Larry Flammer, 8

October 1997 [revised Nov. 2002] http://www.indiana.edu/~ensiweb/lessons/whale.ev.html

Benchmarks:SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2)

Objectives/Purpose: 1. Examine evidence of evolutionary history of modern whales by investigating the fossil record (paleontological evidence) of several whale “cousins” from the Eocene Epoch (~58-35 mya).2. Construct the evolution of modern whales along a timeline of the history of the Earth and discuss the age of the Earth. 3. Identify the evidence to the understanding evolution of whales to the scientific theory of evolution.

Materials: Whales in the Making Pictures, Handout with Background, Lab Data sheet.


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TeacherProcedures: Before Activity

(15 min.)

What the teacher will do:EngageHas anyone seen a real whale? Where? What kind? See smaller whales and larger whales (Examine “Some Modern Whales”. Compare the baleen and toothed)What kind of animal is a whale? What are some of their mammalian featuresHow big are these whales? As big as a room? Bigger? Smaller?Examine the size of whales from smallest to largest-about 1.4 m to 21 m) use a meter tape/stick or rope to visualize the size humpback or gray whale which is half that of a blue whale or use an Interactive white board if available to view the actual size of a blue whaleMath connection: Whale length-table for overhead projector, so students can make full size strips of adding machine tape to match actual whale lengths (modern and extinct) to get a realistic sense of relative sizes (optional).Discuss “What Kind of Creature is a Whale”[a Mammal]..... Some of their features? Big, swim in oceans, nurse their young, hair,Hind limb buds on whale embryo, Hip bones in adult whalesHow long have whales been on Earth? Where did they come from? Display time line-Cenozoic Time LineHave students individually hypothesize where they believe whales came from and illustrate what whales may have looked like long ago.Assign groups of 2-4 if needed.

During Activity

(30 min.)

What the teacher will do:Explore and ExplainModel the completion of the Data Table as needed per class.


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TeacherAfter

Activity(45

min.)

What the teacher will do:Discuss and Review Data Table and Extension questions.Review and discuss how the arrangement of the whale fossils differed from that suggested by the handouts.

Elaborate/ExtensionIf you have access, view the short (5 minute) PBS video online at: http://www.pbs.org/wgbh/evolution/library/03/4/l_034_05.html

Using History of Earth timeline, situate the Eocene Epoch and Cenozoic in its proper location along the timeline tape. Discuss the relative length of the history of the Earth compared to the length of the evolutionary history of whales. If it doesn’t arise in the discussion, point out that the evolutionary process is an extremely lengthy process; the common misconception is the confusion of macroevolution with microevolution.Prepare a Timeline to scale – 3 cm = 1 million years Also available is the timeline for the 4.5 billion year history of our Solar System and other models.Evolution of Whales and Virtual Lab

EvaluateReturn to the explanation of how whales may have evolved from a land-dwelling ancestor. Reflect on what you have learned about the origins of whales and revise your response to this prompt.

FCAT Connection

1. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes.C. The animal ate too much food.D. The Glyptodon had genetic variation.

2. When paleontologists study fossils, which is true of the fossil record that they find?

A. The fossil record shows that organisms have changed very little over time.B. The fossil record is inconsistent with the scientific theory of evolution.C. The fossil record is very limited and offers little knowledge about the history of life.D. The fossil record shows how different groups of organisms have changed over time.

3. Scientists believe that the modern horse developed from a short, horse-like mammal about the size of a dog. Over millions of years, the horse increased in size and developed much longer legs. Horses with longer legs had a better chance of surviving than the shorter-legged members of the herd. How did longer legs help horses survive?


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TeacherA. They allowed the horses to reach nuts in trees.B. They allowed the horses to outrun predators.C. They allowed the horses to carry more body weight.D. They allowed the horses to capture prey.

Extension Whales may be related to deer-like creature : ; http://www.indiana.edu/~ensiweb/lessons/wh.ph.os.html ; The organsystems of ancient whales that we study: http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html


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TeacherWhales in the Making

1. Archaelcetes(primitive whales)

Dorudon


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Teacher2. Mesonychids

(extinct land mammals with whale- like teeth)

Pachyaena

3. Pakicetus inactus


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4.Basilosaurus isis

5.Rodhocetus kasrani


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6.Ambulacetus natans


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TeacherWHALE HUNT: BACKGROUND SEARCHING FOR WHALE FOSSILS

1. We have NO fossils of modern whales earlier than about 25 million years ago (mya). However, for many years, we have been finding a number of fossils of various primitive whales (archaeocetes) between 25 and 45 million years old, and somewhat different from modern whales, e.g. with very distinctive teeth. An example of these early whales would be Dorudon. Place the fossil picture strip of Dorudon at about 36 mya on your timeline (actual range about 39-36 mya); (“mya”=millions of years ago). Dorudon lived in the shallow warm seas around the world. This is supported by their fossils usually found in deposits indicative of fully marine environments, lacking any freshwater influx. They were probably distributed throughout the tropical and subtropical seas of the world.

2. As more fossils have been discovered from the early Eocene (55 to 34 mya), we searched for a land mammal from which whales most likely evolved. The group of animals that had features like those distinctive teeth that are also found in the earliest primitive whales are called the Mesonychids. A typical example of these animals was Pachyaena. The legs were presumably functional both on land and in the sea. It could easily support its own weight while on land; the tibia differs little from that of the fully terrestrial mesonychid. The Pachyaena live near the coastal areas, typically foraging in shallow water, wetlands and nearby shore vegetation. Mesonychids also had hooves, suggesting that whales may be related to other animals with hooves, like cows, horses, deer and pigs. Place the Pachyaena strip at about the 55 mya level on your timeline. Mesonychids lived from 58-34 mya.

3. In 1983, all we had were these primitive whales and mesonychids, with a big gap in between. This year, paleontologist Philip Gingerich was searching in Eocene deposits in Pakistan, and found the skull of an amazing fossil. It had teeth like the Dorudon whale, with whale-like ear bones and other features, but it was much older (50 mya), and there were indications that it had four legs. But the skull also had characteristics in common with the Archaeocetes, the oldest known whales. The new bones, dubbed Pakicetus, proved to have key features that were transitional between terrestrial mammals and the earliest true whales. One of the most interesting was the ear region of the skull. In whales, it is extensively modified for directional hearing underwater. In Pakicetus, the ear region is intermediate between that of terrestrial and fully aquatic animals. Possible semi-aquatic nature. However, in 2009 Thewissen et al. argued that "the orbits ... of these cetaceans were located close together on top of the skull, as is common in aquatic animals that live in water but look at emerged objects. Just like Indohyus, limb bones of pakicetids suggestive of aquatic habitat” (since heavy bones provide ballast).Somewhat more complete skeletal remains were discovered in 2001, prompting the view that Pakicetus was primarily a land animal about the size of a wolf. He called this Pakicetus, so place your Pakicetus strip on your timeline at 50 mya. Later, more complete fossils confirmed that it had 4 walking legs, with tiny hooves!

4. In 1990, in Egypt, Gingerich’s team found the tiny hind limb bones of Basilosaurus. There were lots of Basilosaurus skeletons there (once covered by the Mediterranean). Basilosaurus had first been discovered in the Appalachians of America. These new leg fossils were about 37 mya old, so place the Basilosaurus strip at 37 mya on your time line. The legs were about 2 feet long, and useless for carrying the animal on land. By 40 million years ago, Basilosaurus -- clearly an animal fully adapted to an aquatic environment -- was swimming the ancient seas, propelled by its sturdy flippers and long, flexible body. Yet Basilosaurus still retained small, weak hind legs -- baggage from its evolutionary past -- even though it could not walk on land. Both basilosaurids and dorudontids have skeletons that are immediately recognizable as cetaceans. A basilosaurid was as big as the larger modern whales, up to 18 m (60 ft.) long; dorudontids were smaller, about 5 m (16 ft.) long. They had a tail fluke, but their body proportions suggest that it swam by caudal undulation and that the fluke was not the propulsive organ. The forelimbs of basilosaurids and dorudontids


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Teacherwere probably flipper-shaped, and the external hind limbs were tiny and are certainly not involved in locomotion. Their fingers, on the other hand, still retain the mobile joints of their ambulocetid relatives

5. In early 1994, Gingerich was hunting in Pakistan again, in Eocene sediments, and found the fossil remains of a 4-legged early whale that was more recent than Pakicetus, and with more aquatic features (shorter legs, whale-like ear bones, skull with nostril between eyes and tip of nose). Rhodocetus shows evidence of an increasingly marine lifestyle. Its neck vertebrae are shorter, giving it a less flexible, more stable neck -- an adaptation for swimming also seen in other aquatic animals such as sea cows, and in an extreme form in modern whales. The ear region of its skull is more specialized for underwater hearing and its legs are disengaged from its pelvis, symbolizing the severance of the connection to land locomotion. The ear bones of Rodhocetus are already very whale-like, though the swimming style is very different. Rodhocetus is more obviously aquatic than earlier known species and had large, paddling hind feet to propel it through the water. It also had a strong tail which may have helped to act as a rudder. He called it Rodhocetus. Place the Rodhocetus strip at 46 mya. Rodhocetus also had tiny hooves on its toes!

6. NOW, notice the gap between the very terrestrial Pakicetus at 50 mya and the clearly more aquatic Rodhocetus at 46 mya. Talk with your partners about what you think an animal intermediate between Pakicetus and Rodhocetus might look like, and where you would most likely find that animal. Make a sketch of what you think it would look like and what habitat it might have lived in.

7. After most of you have “made your predictions” (show your drawings to your teacher), you will be shown the next discovery...

8. In late 1994, Hans Thewissen (one of Gingerich’s students) was searching ....where?.....[right, Pakistan]... in 49 my old deposits, and found a nearly complete fossil of what he called “The Walking Whale” - Ambulocetus. Place the Ambulocetus strip at 49 mya years ago, between Pakicetus and Rodhocetus. It was about the size of a large sea lion, and with its huge hind feet, probably swam like an otter. It also had whale-like ear-bones and little hooves on its toes! Ambulocetus, was an amphibious animal. Its forelimbs were equipped with fingers and small hooves. The hind feet of Ambulocetus, however, were clearly adapted for swimming. Functional analysis of its skeleton shows that it could get around effectively on land and could swim by pushing back with its hind feet and undulating its tail, as otters do today. Having the appearance of a 3 meter (10-foot) long mammalian crocodile, it was clearly amphibious, as its back legs are better adapted for swimming than for walking on land, and it probably swam by undulating its back vertically, as otters and whales do. It has been speculated that Ambulocetids hunted like crocodiles, lurking in the shallows to snatch unsuspecting prey. Chemical analysis of its teeth shows that it was able to move between salt and fresh water. Scientists consider Ambulocetus to be an early whale because it shares underwater adaptations with them: it had an adaptation in the nose that enabled it to swallow underwater, and its periotic bones had a structure like those of whales, enabling it to hear well underwater. In addition, its teeth are similar to those of early cetaceans. Ambulocetus ("walking whale") was an early cetacean that could walk as well as swim. Ambulocetids inhabited the bays and estuaries of the Tethys Ocean in northern Pakistan. It is clear that ambulocetids tolerated a wide range of salt concentrations. Hence, ambulocetids represent the transition phase of cetacean ancestors between fresh water and marine habitat.


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http://en.wikipedia.org/wiki/File:Lichte_en_zwarte_versie_berkenspanner.jpg

TeacherMOTH CATCHER

(STEM 2.0)Source: Predator Avoidance

Camouflage (http://www.flmnh.ufl.edu/education/guides/butterfly-guide.pdf)

Benchmarks:SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (AA)

Background Information: Butterflies and moths have evolved several strategies to keep from being eaten. These include warning coloration, camouflage, and even Mimicry. In bright warning coloration, yellow-and-black, orange, or red, warn birds and other predators that such insects may bite, sting, taste badly or are poisonous. In camouflage Moths and many butterflies, particularly females, have earth-tone colors or patterns that resemble tree bark, lichens, or leaves. This “cryptic coloration” allows them to avoid predators by blending into their surroundings. In Mimicry, some butterflies and moths deter predators by copying the color pattern of other less edible species or other insects, plants, and animals. There are two types of mimicry known. Batesian Mimicry and Mullerian Mimicry. In Batesian Mimicry, some harmless Lepidoptera species “pretend” to be poisonous and predators avoid them. In Mullerian Mimicry, two different species copy the warning characteristics of one another and are both poisonous or distasteful. When a predator attacks one of the two, it remembers the color. Mimicry, Camouflage and warning coloration has been studied continuously and are a great examples of how environmental factors contribute to evolution and diversity of organisms. In this lab, you will practice camouflage and survival.

Problem Statement: How does genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms?

Objectives/Purpose: Identify ways in which genetic variation and environmental factors contribute to evolution by

natural selection and diversity of organisms.

Materials: Tape Crayons and/or markers Scissors Drawing paper

Before Activit

y(15

min.)


1. Review camouflage briefly with the class.2. Ask students to brainstorm animals that relay on Butterflies, moths, or insects for food.3. Discuss how some animals (for example, birds, bats, spiders, dragonflies, and mice) rely

heavily on Lepidoptera which are butterflies, moths, and insects for food.4. Ask students: What are some strategies butterflies, moths and insects have evolved to

keep from being eaten.


Teacher5. Lead discussion to camouflage and tell students that they are going to mimic camouflage

in this lab.During Activit

y(45

min.)

What the teacher will do:Explore

1. Have students draw, cut, and color a butterfly or moth.2. Ask each child to make a butterfly that would be camouflaged in the classroom.3. When completed, have kids attach a piece of tape to the back and break the class into

groups of 5-8.4. Have the students hide their butterflies around the room in places where their butterflies

would be difficult to see.5. Read procedures with the students.6. You can choose to assign the kids the role of a bird, bat, dragonfly, spider, mice, lizard.7. When the first group is done have the rest of the class get up and try to find the

camouflaged butterflies.8. When all butterflies have been found, let the next group hide their butterflies.9. Continue this process until all students have had a chance to hide their butterflies.

After Activit

y(45

min.)


1. Review the Analysis questions with the students.2. Discuss how over time, the species that blend in the best are able to grow and reproduce, hence leading to evolutionary changes and genetic variation.

Elaborate Research more about the Peppered Moth and the debate and Virtual Lab

(http://www.biologycorner.com/worksheets/pepperedmoth.html ) Adapted from Florida Museum of Natural History http://www.flmnh.ufl.edu lesson 13

Evaluate Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your

conclusion.

SSA Connection

1. Which of the following causes gradual changes in a population to produce a new species and is often referred to as "survival of the fittest?"

A. natural selectionB. symbiosisC. isolationD. adaptation

2. Most tortoises have large domed-shaped shells rather than flat shells. Which of the following best explains why?

A. Tortoises are amphibians, and domed shells are better for swimming.B. There is little genetic variation in tortoises.C. Having a flat shell is the result of injury.D. Domed shells offer an advantage for survival.


Teacher

3. The Glyptodon is a giant, armadillo-like animal that once lived on Earth and weighed over 2000 kilograms (kg) and lived almost exclusively in warm, wet coastal regions. In many ways it resembled the 4 kg armadillo that lives today. From the information given, what is the probable reason the Glyptodon is not alive today?

A. Predators hunted the animal for food to the point of extinction.B. The animal could not adapt to environmental changes.C. The animal ate too much food.D. The Glyptodon had genetic variation.


Teacher

Bird Beak Adaptation(STEM 2.0)

Adapted from Bertha M. Vazquez, TIES Teaching Materials

Benchmark:

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.) SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

Purpose: To learn about the advantage of phenotype variation and food as a limiting factor through a simulation of birds with different types of beaks competing for different foods. This lab activity will help students understand how natural selection, the driving force of evolution, acts on a population.

Background: Animals depend on their physical features to help them obtain food, keep safe, build homes, withstand weather, and attract mates. These physical features are called physical adaptations. In the wild, animals with variations that enable them to take advantage of available foods and resources will be more likely to survive. This process ensures that beneficial adaptations will continue in future generations, while disadvantageous characteristics will not.

A population includes all of the individuals within a given species. Sometimes, an individual in a population can be born with a trait that hurts his/her chances for survival. Chances are, this individual will not survive or reproduce. However, an individual can also be born with a trait that actually helps him/her survive. If the individual passes this helpful trait along to its offspring, the trait may ultimately become more common in the population. Sometimes, a change in the environment where a population lives can also cause a change in the population itself, some individuals will be more successful at surviving and reproducing than others.

Understanding adaptive variations is essential to understanding how populations in ecosystems evolve over time. The shape of a bird's beak, color, thickness or thinness of the fur, and even the shape of the nose or ears are physical adaptations that help animals survive. In this lab, students will investigate how different utensil “beaks” make collecting different food types easier or more difficult.

Problem Statement:Which beak type has the best features for collecting “food” and helping an individual bird survive in a changing environment?

Prerequisite Information: Natural selection can cause a population to change overtime, or evolve. For natural selection to occur, four basic conditions must exist:


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Teacher

1. There must be variation in a population. 2. Not all individuals in the population survive to reproduce. 3. Survival is not random; the ones who do survive and reproduce have an advantage over their fellow members of the same population. They have an advantageous trait, a trait that helps them survive. 4. This advantageous trait possessed by the survivors MUST be heritable; it is genetically passed on to its offspring.

Materials (per group of 4):

Hard food item – dried beans, Skittles or M&Ms

Soft food item – raisins or mini marshmallows

Stop watch

4 beak models: a plastic spoon,a plastic knife, a plastic fork and a toothpick (can be changed to using other tools such as binder clips, clothes pins, plastic forceps or chopsticks)

4 cups (model mouths) 2 large paper plates

Procedures:Before Activity

What the teacher will do:1. Prepare Ziploc bags with materials for each group.2. Engagea. Activate Prior knowledge by asking students the following: What do animals compete

for in the wild? Can you think of any physical traitsthat help predators capture their prey?

b. Read and discuss the background information. Ask students to explain how helpful adaptations are passed on to offspring.c. Read the following Bird Beak Lab introduction to students.

There tends to be variation within a population. For example, some humans have blue eyes and others have brown or green eyes. Can you think of another variation within our own human species?Utensil birds also exhibit variation in their species. Utensil birds have beaks that look like single toothpicks, spoons, forks, or knives. Today, you and your classmates are all members of a bird species called, Utensil Birds, or Aves utensilis. These are the 4 beak phenotypes in Aves utensilis. Phenotypes are the physical expressions of a gene in a population.

d. Assign students to groups with four members. e. Read instructions with the students. f. Have a practice round so the students can practice “feeding” with one hand while placing their other hand behind their backs.

During What the teacher will do:Explore and Explain


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Teacher

Activity 1. Start and stop the stopwatch to ensure that each feeding round is only 10 seconds.2. Allow the students time to count their food pieces collected and record the results

on the data table.Directions 1. The tool represents your “beak”. You can only use your beak to pick up food. The cup is your mouth/stomach. You must hold your beak in one hand and place your other hand behind your back. Only food that is placed in the cup by the beak has been “eaten”. Select a “beak” for each trial. Teacher Note: You may choose to have each group member use the same beak throughout the lab, but this may cause factors such as student motivation to “win,” and eye-hand coordination affect the results.

2. While “feeding” you may only collect one food item at a time. You must pick up the items and place them in your cup (model mouth). You may not “rake” items towards yourself, nor pick them up with your other hand. The other hand should be behind your back.3. Be nice to your fellow birds!! Mother Nature (teacher) will select you for extinction (exclusion from the activity). Aggression is a disadvantageous trait; you will not survive.

ProceduresSoft Food Trials: 1. Fill your group’s paper plate with the soft food items and place it in the center of the lab table.

2. When the teacher says “go,” each person will have 10 seconds to collect as many food items as possible, but each student must collect only one item at a time.

3. When the teacher says “stop,” all birds will put down their beaks. 4. Record data after each feeding session on the data log titled, “Food Items Collected by Each Beak Type: Soft Food Trials.”

5. After each trail, you are to use a different “beak”.6. Repeat steps 1-5 for 3 additional trials so that each group member will have a turn to feed with each beak type.7. Calculate the mean number of soft food items collected by each bird.

Read the following scenario about a Changing Environment to students. You and your fellow birds live on an island with plentiful rainfall; that is why your food items are soft. However, a terrible drought begins and the trees on your island begin producing much harder seeds. You and your fellow birds must adapt to this change in the environment or starve to death.

Hard Food Trials: 1. Fill your group’s paper plate with the hard food items and place it in the center of the lab table.

2. When the teacher says “go,” each person will have 10 seconds to


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Teacher

collect as many food items as possible, but each student must collect only one item at a time.

3. When the teacher says “stop,” all birds will put down their beaks. 4. Record data after each feeding session on the data log titled, “Food Items Collected by Each Beak Type: Hard Food Trials.”

5. After each trail, you are to use a different “beak”.6. Repeat steps 1-5 for 3 additional trials so that each group member will have a turn to feed with each beak type.

7. Calculate the mean number of soft food items collected by each bird.

After collecting your data, you will share it with the rest of a class to create a class data table.

Conclusion:1. The first basic condition for natural selection to occur is that there must be variability within a species. What variability was present in the population of utensil birds? (Describe the features of each beak.)

2. Before the terrible drought, which beak types gathered the most food items?

3. After the terrible drought, which beak type was most successful?

4. Over time, if drought conditions continue, what will happen to the number of birds with the spoon beaks in the population? What will happen to the birds with the other beak types?

5. As the individuals of the species change over time, the whole species may begin to look very different. It may even become a completely different species. What is the name of this process thatcauses species to evolve?

Food Items Collected by each Beak Type (Phenotype)Soft Food Trials

Beak Type Mean of


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Teacher

(Phenotype) Trial 1 Trial 2 Trial 3 Trial 4 Trials1-4

ToothpickSpoonForkKnife

Food Items Collected by each Beak Type (Phenotype)Hard Food Trials

Beak Type(Phenotype) Trial 1 Trial 2 Trial 3 Trial 4

Mean of Trials1-4

ToothpickSpoonForkKnife

Food Items Collected by each Beak Type (Phenotype)Class Data:Class Results: Mean Soft Food Items Collected by each Beak Type (Phenotype)

BeakType

MeanResultsGroup 1

MeanResultsGroup 2

MeanResultsGroup 3

MeanResultsGroup 4

MeanResultsGroup 5

MeanResultsGroup 6

ClassMeanResults

ToothPickSpoonForkKnife

Class Results: Mean Hard Food Items Collected by each Beak Type (Phenotype)BeakType

MeanResultsGroup 1

MeanResultsGroup 2

MeanResultsGroup 3

MeanResultsGroup 4

MeanResultsGroup 5

MeanResultsGroup 6

ClassMeanResults

ToothPickForkKnifeSpoon

After Activity

What the teacher will do:Elaborate and Extenda. Lead discussion focusing on the conclusion questions.


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Teacher

b. Discuss how variation occurs over many generations.

Research other examples of organisms that have genetics variations that have resulted in survival of their species. Using this information, create a PowerPoint presentation which shows how species have passed on beneficial characteristics (adaptations) to their offspring to ensure the survival of the species.


SSA Connection

1. A certain reptile species is an herbivore and exists only on an isolated island. Which of the following would most likely result in the extinction of the reptile species over a period of twenty thousand years?

A. The reptile species produces many offspring with many unique traits, and the vegetation remains constant.

B. The reptile species produces few offspring with some unique traits, and the vegetation remains constant.C. The reptile species produces few offspring with no unique traits, and the vegetation changes quickly.D. The reptile species produces many offspring with some unique traits, and the vegetation changes slowly.

2. How is natural selection the driving mechanism of evolution? A. Stronger individuals in a population kill weaker members of the species. B. Individuals that are better adapted to their environment survive and reproduce. C. Overproduction provides food for all members of the species equally. D. Environmental changes kill weaker members of the species.

3. A group of individuals who are all members of the same species that live together in a certain place is called a:

A. FamilyB. ClassC. PopulationD. Ecosystem

4. What must exist in a population of organisms for natural selection to take place?

A. The individuals in the population must have variation in a certain trait, like bird beaksB. The individuals in the population must live very far apart from each


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Teacher

other.C. The individuals in the population must all be exactly alike.D. The individuals in the population must breed with individuals that are not part of their group.

5. Chameleons can change color to match the color of their surroundings. If a chameleon were born with a mutation that prevented it from being able to change color, what will most likely happen to this chameleon? A. The mutation will help the chameleon survive and reproduce. B. The chameleon would have to find another chameleon with the same trait to pass the trait on. C. The chameleon would be unlikely to survive long enough to reproduce and pass on the trait. D. The mutation will not make a difference in the chameleon’s ability to survive and reproduce.


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Teacher

Beak Design(STEM 4.0)

Project Based STEM Activities Middle Grades Science


General Guidelines

Teac

her S

et-U

p


Bird beaks come in a variety of different shapes and sizes. The type of beak a bird has determines what type of food it is able to eat. For example, some birds have beaks which enable them to eat: seeds, insects, worms, strain food out of water, and eat nectar from a flower.

When Charles Darwin went to the Galapagos Islands, he observed finches with different types of beaks on the different islands. He also observed that each island’s environment was slightly different and the finches ate different types of food. Darwin hypothesized that the finches had all been the same at one time, (probably blown over from the coast of South America), and over time the finches developed variations in their beaks which made some beak types better adapted to the food on each island and so the birds with those beaks survived and reproduced and the others did not survive. Over time new species of finches evolved on each island.

Natural Selection: Examples from the Galapagos

Standard Alignment:

SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.15.2-Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites

Suggested Student 2 sessions of class (block schedule)EL7_2016 M-DCPS Department of Science 89

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Teacher

Timeframe: 4 sessions of class (regular schedule)Cross-Curricular Standards:

LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered.

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The environment is slowly changing on this planet, and this change affects all life that lives here. Birds are a good example of how they have evolved (changed) over time to ensure their survival. Think about different types of birds and relate their shape and size of beak to what they eat. An organization that focuses on saving bird species has hired several people to investigate the survival of birds on a group of islands in the middle of the ocean. Scientist have observed that these islands are evolving and they want a study done that will predict what changes in the birds’ beak design will ensure they are able to find food in the future.

Expected Task: Using the available materials, students will research, brainstorm and design a model of a bird beak that will be able to pick up as much available food as possible in a given amount of time.

Step

2R

esea

rch

the

Nee

d or

Pr

oble

m Research and Citations:


Vocabulary: Traits, Natural Selection, Evolution, Variation

Step

3D

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Solu

tion(

s) &

Step

4

Criteria: You can only use up to two of the materials provided.

Each plate represents an island with a specific environment and type of food

Your model is only to be used on one of the islands and therefore one type of food.

The model of the bird beak must be operated by one person.

Constraints: When testing your bird beak model, you will only have 10 seconds to pick up as much food as


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TeacherSe

lect

the

Bes

t Pos

sibl

e So

lutio

n(s)

/possible.

The food MUST be deposited in the cup which represents the bird’s stomach.

You may NOT use your hands to aid in the collection of food.

Only one person from the group can operate the bird beak model while testing.

Another team member will hold the cup (bird’s stomach).

You must use the same type of food for each testing trial.

Materials: Provide a variety of materials(for bird beaks) Tweezers Plastic Forks Binder Clips Chop Sticks Clothes Pins Masking Tape Paper Clips Squares of Screen Material Toothpicks

Other Materials: Paper Plates which represent feeding ground

(optional to cover with Easter grass or other material)

Bird Food: raisins, bird seed, thin rubber bands, bean seeds

Cup (represents bird’s stomach) Stopwatch

Step

5C

onst

ruct

a

Prot

otyp

e Building of the Product (Prototype, model or Artifact):

Each group of students is to do research, brainstorm with ideas, come to a consensus and using from the materials provided, build a model of their bird beak. Each group must create a technical diagram of their model bird beak.

Step

6Te

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Solu

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Groups will test their model of the bird beak multiple times (six times) using the plate of food (represents one of the islands) they choose. Students will complete a data analysis.


Why did you choose this design and materials for your bird beak?

Does your model perform the way you expected? What are the strengths and weaknesses of your

model? What role does natural selection play in the

evolution of birds?


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Project Summary: Students should include a description and explanation of their model and summarize how the model performed during testing. Students must also include their technical diagram.


Students will present their technical diagram of their bird beak model and explain the results of how their design performed during testing. Students should present like they talking to the members of the bird organization which focuses on the survival of bird species.

Step

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Teacher Notes: I used some ideas from two activities:

http://extension.oregonstate.edu/hoodriver/sites/default/files/4h/stem_activity_-_biologist_-_bird_beak_buffet_lesson.pdf

http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak/

Teachers can change materials that students use to build their bird beaks and the types of food.

Optional: Look at the website below for an activity which brings heredity into this activity.http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak /


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http://www.epa.gov/

Teacher

Everglades Biodiversity (STEM 1.0)

Benchmarks: SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.)SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2)

Purpose of the Lab/Activity: To identify the roles of producers and consumers in a food web. To recognize the effects of human interaction in a natural ecosystem.

Background: (Source: www.epa.gov)All organisms in an ecosystem need energy to survive. This energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms for energy. This dependence on other organisms for food leads to feeding relationships that interconnect all living things in an ecosystem. A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows this pathway of food consumption.

You could probably think of another food chain for a forest ecosystem. In fact, many different food chains exist in ecosystems. Although there are many different kinds of food chains, each food chain follows the same general pattern. A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the primary, secondary, and tertiary consumer levels, starting with the producers.

In this activity, you will be constructing a food web of Everglades Ecosystems and identifying the impact within their environment.

Problem Statement: Part A: How does energy flow in an ecosystem as it transferred through the food web? Part B: In what ways do human activities positively and negatively impact ecosystems?


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Prerequisites: None

Materials: (per group)

Everglades Biodiversity Reading Everglades Biodiversity Organism Pictures

butcher paper or poster paper

Procedures:Before

Activity:

(10 min.)

What the teacher will do:EngageNOTE: Get pictures or have students access and print images of the following organisms:1. Snail Kite Hawk (Rostrhamus sociabilis) 2. Turkey Vulture (Cathartes aura) 3. Florida panther (Felis concolor) 4. Apple snail (Pomacea paludosa)5. Alligator Gar (Atractosteus spatula), 6. American Alligator (Alligator mississippiensis) 7. Opossum (Didelphis virginiana) 8. Wood Stork (Mycteria Americana) 9. Salifin Catfish (Pterygoplichthys multiradiatus) 10. Burmese Python (Python bivitatus) 11. Zooplankton 12. Phytoplankton 13. Mosquito fish (Gambusia affinis) (Due to copyright issues, pictures are not provided)

a. Activate prior knowledge by discussing vocabulary and asking students to identify a Producer, primary consumer, secondary consumer, and tertiary consumer.

b. Define and tell the students that they will be identifying the roles or organisms in the Everglades Ecosystem.

During Activity

:(30-45 min.)


a. Assign students to groups of 3-4 students.b. Monitor students to make sure they are remaining on task and are following

proper lab protocol.c. Assign students the task of each reading one of the organisms to decide on their

position as producer, and level of consumer.

Procedures:1. As a group, read and review the Background information on each of the Everglades

Biodiversity.2. Each student should read an organism to the group.3. Discuss and arrange each of the Everglades organisms into a food web on the Poster board or Butcher paper. Draw arrows between each food source and the organism that eats that food. (Remember that the arrow represents the flow of energy.)Note: Some omnivores may be primary consumers or secondary consumers and so on.


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Teacher

After Activity

:(30

min.)

What the teacher will do:Evaluate

a. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.


ElaborateHave students create a food web for another ecosystem or Biome. Ask students to identify the producers, and levels of consumers.Research individualized relationships amongst a specific ecosystem and share the information with a peer.

SSA Connection

1. Sharks are the apex (top) predator of the marine ecosystem. They maintain the balance of the marine environment by eating many of the smaller fish and other marine animals. If shark populations decrease, many of these animals will reproduce at such a rate that it would cause a great strain on marine resources. Which of the following relationships is most similar to the relationship of the shark to the marine ecosystem?

A. A frog eats flies and lizards in a swamp ecosystem.B. A grasshopper eats leaves in a grassland ecosystem.C. A wolf eats small mammals an in a forest ecosystem.D. A scorpion eats insects and arthropods in a desert ecosystem.

2. Sadie knows that bacteria can make people sick. Her teacher told her that bacteria are also necessary in any ecosystem. What positive role do bacteria play in an ecosystem?

A. Bacteria help in the transfer of oxygen between cells in multi-cellular organisms.B. Bacteria break down organic material and return nutrients to the surrounding environment.C. Bacteria use photosynthesis to create a major food source for animals in an ecosystem.D. Bacteria release large amounts of oxygen into the atmosphere.

Diagram Citation: Radcliffe / Centreville Middle School, Centreville MD, George M. N.p., n.d.


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Everglades Biodiversity

Snail Kite Hawk - The slender, curved bill of this medium-sized raptor is an adaptation for extracting the kite’s primary prey, the apple snail, from its shell. Because of its highly specific diet composed almost entirely of apple snails, survival of the Snail Kite depends directly on the hydrology and water quality of these watersheds, each of which has experienced pervasive degradation as a result of urban development and agricultural activities. Snail Kite was listed as endangered in 1967.

Turkey vulture - Vultures are primarily scavengers, feeding on dead animals. They soar the south Florida skies sometimes miles apart from each other but when a vulture sees or smells food, others may be watching and may move in that direction. Soon, a large group of vultures may be circling gracefully over a carcass.

Florida Panther - Once common throughout the southeastern United States, fewer than 100 Florida panthers are estimated to live in South Florida today, making it a highly endangered species. Florida panthers were heavily hunted after 1832 because they were perceived as a threat to humans, livestock, and game animals. The species was nearly extinct by the mid-1950s. Today, the primary threats to the remaining panther population are habitat loss and lack of genetic variation due to inbreeding. Urban development and the expansion of agricultural farmland have reduced the amount of suitable panther habitat. Other factors include mortalities from collisions with automobiles, territorial disputes with other panthers, disease, and environmental toxins. Florida Apple Snail - This golf - ball sized wetland snail is a critical food web component in Florida wetlands, contributing to the diets of turtles, fish, alligators and wading birds. The apple snail feeds on plants both above and under the water. These snails have both a gill and an air sac that functions as a lung. Even though this allows them to be able to breathe both above and below the water, the effects of dry downs, a hydrologic event where the water table drops below ground level, are of special concern. Although dry downs occur naturally in Florida wetlands, increases in the frequency and duration of dry downs, a result of water control projects, are generally believed to negatively affect apple snails because they can only live in dry conditions for a limited amount of time.

Alligator Gar - This odd-looking fish has a long body covered with hard, diamond-shaped plates called ganoid scales that Native Americans once used as arrowheads. Young Florida gars feed on zooplankton, insect larvae and small fish. Adults feed primarily on fish, along with some crustaceans and insects. The gar floats silently near the surface of the water, disguised as a stick or log. When it comes upon a fish, it propels itself slowly forward with a flick of its fins. Once into position the gar snaps its head sideways and secures the prey with its sharp teeth.

American Alligator - The American Alligator is the largest reptile in North America and is considered a keystone species in the Everglades ecosystem. A keystone species is a species that plays a critical role in maintaining the balance of an ecological community. The American Alligator was hunted without limit until it became an endangered species, on the verge of extinction. Then people realized that as the alligators disappeared, so did all those game fish that people liked to catch. That was when they realized that the alligators' favorite food, a large fish called a gar, had had a population explosion with no alligators to keep their numbers down. Gar fishes like to eat many kinds of game fish. So, with no alligators to keep their numbers down, there were too many Gar fishes gobbling up all the smaller fishes.


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The Alligator was put on the Endangered Species list in 1967 and protected from hunting. Over time, their numbers began to recover and the Gar population was again under control.

Opossum - Opossums are common creatures to many habitats. They tend to be semi-aboreal, which means they spend their time both in the trees and on the ground. Their diets vary, as they will eat anything from small aquatic animals, birds, amphibians and insects to fruits and plant material. The opossum is the only marsupial (pouched) animal in the Everglades.

Wood Stork - The Wood Stork is a large, bald-headed wading bird that stands more than 3 feet tall. It is the only stork breeding in the United States and was placed on the Federal Endangered Species list in 1984. The Wood Stork used to thrive in south Florida because it is a specialized species that prefers habitats with distinct wet and dry seasons. A stork locates food — mostly small, freshwater fish and snails — not by sight but by tactolocation, with its bill in shallow water. The stork sweeps its submerged bill from side to side as it walks slowly forward. Its bill snaps shut with a 25-millisecond reflex action — the fastest known for vertebrates — whenever it touches prey. The effectiveness of this feeding technique increases as fish are concentrated in pools by seasonal water-level declines that result from the prolonged dry seasons. When the natural hydrologic cycle is upset by human-controlled water-management activities, Wood Storks fail to feed and nest successfully because they will not attempt to nest if sufficient food is not available. Hydrologic conditions resulting from recent water-management activities often are unfavorable to Wood Stork feeding and nesting requirements.

Sailfin Catfish - This catfish, also known as the Suckermouth catfish, is an invasive species in the Everglades ecosystem. It is an efficient aquarium cleaner because it feeds on algae and weeds. These fishes were introduced to the Everglades when they outgrow their aquariums and people decide to release them into the wild. Their feeding on algae and weeds competes with smaller native fishes. Birds that attempt to eat them can be harmed or suffocated by their spiny dorsal fins of the Catfish.

Python Snake- The exotic invasive python was introduced into the Everglades as unwanted pets. As an alien to the Everglades, it has no natural predators to keep the population under control. It has a voracious appetite for other animals, has been found to compete and even eat the American Alligator, and is very versatile in that it can live in all habitats and ecosystems.

Zooplankton - Zooplankton are a key component of almost all aquatic ecosystems. They are tiny organisms found near the surface of the water and feed on phytoplankton.

Phytoplankton - Phytoplankton, also known as algae, are also a key component of many aquatic ecosystems. They are tiny autotrophic organisms found near the surface of the water where they can harness the sun’s energy. Phytoplankton is the base of the Everglades Food chain and serves as habitat for many small organisms such as shrimp, crawfish, crabs, etc.

Mosquitofish - The Gambusia is commonly called the Mosquito fish because it consumes a large amount of mosquito larvae, relative to its body size. The Gambusia’s main diet however consists of zooplankton, and insects. They play a major role on the Everglades food web.


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https://app.discoveryeducation.com/player/view/assetGuid/5cf60df6-5eb4-49e9-93f3-937bb2df18ee

https://app.discoveryeducation.com/player/view/assetGuid/5cf60df6-5eb4-49e9-93f3-937bb2df18ee

Teacher

Modeling Limiting Factors(STEM 4.0)



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Watch the Discovery Education video Food Chains and Food Webs to give students an introduction the subject. Ask students to identify any local food webs they can think of.

Standard Alignment:

SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.LAFS.68.RST.2.4: Use illustrations from searching the internet and explanations using Microsoft Word of the roles and relationships among producers, consumers and decomposers in the process of energy transfer in a food web.


4 days or 2 blocks


LAFS.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

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A game developer is trying to create a game that will simulate the interdependencies among organisms and between organisms and their environment.

Expected Task:

Create a simulation (game) that allows players to vary the quantity of various factors and demonstrate the effects of those variations on local populations.


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Student groups will research their assigned environment and its food web.Each group will write a summary of the information they found.Groups will be required to cite their sources.

Vocabulary: decomposer, consumer, producer, symbiosis, herbivore, carnivore, omnivore, food web, food chain, mutualism, commensalism, parasitism, predation, ecosystem, primary consumer, secondary consumer, tertiary consumer, energy pyramid, competition, limiting factors, population, autotroph, heterotroph, niche

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Criteria: The simulation (game) accurately displays the interdependencies in the food web of their assigned environment.The simulation must allow players to manipulate the quantity of limiting factors and show an accurate reaction to this manipulation.Resources to be manipulated are food, shelter, water, space, disease, parasitism, predation, and availability of nesting sites.The simulation should also taking into account random natural events (natural disasters, habitat destruction, etc.).The simulation must include relevant vocabularyThe simulation must accurately depict relationships among organisms such as parasitism, mutualism, and commensalism

Constraints: Focus should be on quantity of limiting factors, not quality.Human impact (positive or negative) is not a factor to be used.Rules in the game must be on how organisms interact with each other and the environment.

Materials: Index Cards (assorted colors)Markers (assorted colors)DicePoster paperPictures of flora and fauna in the environment being simulated

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Student will design a simulation (game) that allows players to simulate the effects of changes in the quantity of limiting factors and the relationships that exist between organisms in their assigned environment.


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Product (Prototype, model or Artifact):

Students will play through their simulation to examine what effect the change in limiting factors will have on their environment.


Did the simulation include the appropriate limiting factors (food. Water, shelter, space, disease, parasitism, and predation)?Were the effects of the limiting factors accurate? If not, what changes could be made to accurate reflect their effects?Were the random natural events effectively incorporated? If not, how could they be?

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Project Summary:

Students will present their research summary and simulation.Each group will describe the unique limiting factors present in their environment.Groups will present their simulations and describe how it works.Groups will describe the process they went through to get to their final simulation setup.


Students will present their simulations to their classmates.

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Students should redesign their simulations into an app. Students must develop the app and explain how the app would work, the cost etc.

Teacher Notes: Each group of students should be assigned a specific environment (rain forest, Everglades, coral reef…) to simulate.Materials may need to be varied depending on the style of game (board game, card game, etc.) students develop


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http://education.nationalgeographic.com/education/activity/simulate-oil-spill-cleanup/?ar_a=1

TeacherCleaning Up an Oil Spill

(STEM 2.0)Adapted Activity from National Geographic Education


Benchmarks: SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Assessed as SC.7.E.6.2, SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). AA

Purpose of the Lab/Activity: Understand how oil spills are a major problem for biodiversity, humans, food sources, tourism, and

health. To investigate methods used to clean up oil spills.

Prerequisites: NoneProblem Statement: What are the most effective methods of cleaning up oil spills?Materials: (per group)

2 sponges 2 - 4 cotton balls 4 tablespoons of vegetable oil 2 paper towel pieces 1-3 drops of food coloring dish soap container or 4 wide rimmed containers

per group that fits over 2500ml of waterBackground: An increased need to drill for oil and petroleum has led to multiple oil spills. Oil spills affect the overall health of marine animals, their environments, coastal areas, and even our seafood supply. These spills affect the livelihood of wildlife as well as coastal residents, fishermen, restaurants, tourism industry and overall economy of a state.

In April 20, 2010, British Petroleum (BP) had a deep water ocean oil rig, known as the Deepwater Horizon explodes, killing 11 people and spilling an estimated 4.9 million barrels of crude oil over 86 days into the Gulf of Mexico. After finally stopping the leak in mid-July, the disaster was deemed as the largest environmental oil spill disaster of our time. The oil has invaded coastal environments and estuaries in Louisiana, Mississippi, Alabama and even us here in Florida.

BP was held accountable for the disaster and had to use several strategies corralling, burning, skimming, absorbing and dispersing oil to reduce the detrimental effects of the oil spill disaster. In this lab activity, you will investigate the effectiveness of using absorbers to collect oil and soap as dispersers of oil.

Unfortunately, according to government scientist in October 2010, BP removed a quarter of the oil, another quarter is believed to have dispersed into smaller molecules, a third quarter was dispersed into smaller molecules by dispersers, and the last quarter is still found as in sleeks that invade our shores and coast lines.


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http://education.nationalgeographic.com/media/file/A_Geography_of_Offshore_Oil-Map.pdf

TeacherProcedures:

Before Activity:

(10 min.)

What the teacher will do:EngageHave sponges, and paper towels cut up for the students to use. (It is recommended that you keep everything at about 1inch.Sponges and paper towels should be cut into smaller pieces to simulate a smaller scale model.Read and discuss Background and introduction with the students.Build background on the 2010 Gulf of Mexico oil spill.Download and display the map Gulf of Mexico: http://education.nationalgeographic.com/media/file/A_Geography_of_Offshore_Oil-Map.pdf On the map, identify the location of the Macondo well—the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Ask the students, What do you think has caused for the oil to spread towards shore? Explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides.Ask students to brainstorm some ways in which oil spills are cleaned up. Lead discussion to include: absorber removers (sponges, cotton ball, paper towels, sandbags), and dispersers (chemical such as dish soap that breaks down oil and makes it sink or distributes it elsewhere).Assign lab groups of 4-6 students if needed.

During Activity:(30-45 min.)

What the teacher will do:ExploreAllow students to investigate ways of cleaning up the oil.Make sure students understand that oil and food coloring will not mix in completely.Make sure students test all absorbers before they test dispersers.

Procedures:1. In your lab groups of 4-6 students, you are going to simulate an oil spill. Taking a

container fill up with 2500 ml of water; put 4 Table spoons of Vegetable Oil and 1-2 drops of food coloring. (If there are enough containers, you may choose to complete this with 3 containers total.

2. Mix oil, and food coloring first. Then place mixed food coloring and oil with water. Carefully trying to keep oil and food coloring together, pour it into the center of the water container.

Part A: Using Absorbers.3. Observe the supplies you have available and decide as a group how those supplies might

represent each type of equipment used to clean up oil spills.4. Test out different materials as Absorbers. Try to collect the oil before it gets to the edges

of the container or containers.5. Complete Data I Table.

Part B: Using Dispersants.6. Pour 4 more tablespoons of oil if needed for Dispersant part of the experiment.7. Simulate Clean-up efforts after the use of a dispersant by pouring 3-4 drops of

dishwashing liquid on the oil.


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Teacher8. Complete Data II after making observations.9. Use a clean sponge, cotton ball, and piece of paper towel to test absorption of oil after the

use of a disperser (soap).10. Complete Data II Table.11. Clean up. Vegetable Oil is biodegradable.

After Activity:

(30 min.)

What the teacher will do:ExplainDiscuss extension questions.Make sure students understand that food coloring represents chemicals trapped inside crude oil. (Discussion? 1.)Discuss how effective cleanup efforts have been in the Gulf or other Oil Spills and the Long term implications and impact it may have on Environment, Wildlife, Economy, etc.Since oil used is vegetable oil, it will biodegrade and makes for easy clean up.

Evaluatea. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.


ExtensionsHave students design their own Oil Absorber or Disperser method and test its effectiveness. Research Corexit 9500 (used to clean up the Gulf spill) investigate the possible ecological effects that this chemical could have on marine ecosystems.

SSA Connection

1. In some places, timber companies remove all the trees from entire hillsides when they are harvesting logs, and farmers till the soil in the fall and leave the ground bare of plants until it is time to plant in spring. What is the most likely effect of doing either of these things?

A. Plants will sprout better.B. Erosion will happen faster.C. Soil will stay cooler.D. Decomposition will speed up.

Teacher Note

Adapted Activity from National Geographic EducationBrown, J. Riska, C., and Schwille, K. "Simulate an Oil Spill Cleanup." - National Geographic Education. National Geographic Society, Ed. http://education.nationalgeographic.com/education/activity/simulate-oil-spill-cleanup/?ar_a=1. Retrieved 5/24/14.


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Teacher

Genetic Offspring(STEM 2.0)

Benchmarks:SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. AA (Cognitive Complexity.: Level 3: Strategic Thinking & Complex Reasoning)SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations usingPunnett squares and pedigreesSC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society, and the environment.Purpose of the Lab/Activity:

To create imaginary organisms with pairs of chromosomes that represent phenotypes To understand that every organism will inherit traits from both parents. To understand the impact of biotechnology in regards to artificial selection and genetic engineering

Background: Have you ever wondered if you took two of your favorite fruit or vegetable and combined the best parts of them? What would it taste like or look like? Scientists are constantly changing the DNA of seeds and food in order to make crops grow, and be more appealing to the buyer. These vegetables and fruits are known as GMO foods. GMO stands for Genetically Modified Organisms. In this lab, your challenge is to take the alleles of two of your favorite fruit or vegetable and create a new fruit or vegetable that will appeal to children. A great example is the Grapple, which is a crossbreed between the apple and the grape!

Materials: (per group)

2 pennies Lab sheet

colored pencils

Procedures: Before

activity:(10 min.)

What the teacher will do:EngageWhat are some differences in your favorite fruits and vegetables – Ex. How do they look? (which will be known as the Phenotype).What are the attributes of the fruit or vegetables that classifies it as a fruit or vegetable? (that would be the genotype)(Students will then choose 2 alleles from their fruit or vegetable in which the pennies can be incorporated into the lab as the alleles for the attribute (characteristics) of their fruit or vegetable.)

During What the teacher will do:


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Teacheractivity:(30-45 min.)

Explorea. Make sure students are flipping coins and identifying the alleles correctly.b. Make sure students understand that they are flipping coins to identify the alleles

of the fruit and or vegetable. You may want to tell them that each coin toss represents alleles from the previous generation (fruit and or vegetable’s grandparents).

After activity:(45 min.)


a. If needed, review how to complete Punnett Squares with the students.b. Discuss Conclusion Questions with the students. Make sure students understand

that traits are inherited from the parents.c. Address misconception that all traits that are dominant “take over”. Students

confuse the word “dominance”; however they should not see dominant traits as being possessive or negative, but instead as simply being visible. Address how recessive alleles are expressed through transcription and translation, and that they may have functional gene products in offspring’s.

Evaluatea. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.


ExtensionUsing the computer, have students make a model of the GMO fruit or vegetable they created. Have them identify the phenotype, and design the environment it would be best suited given its alleles.

SSA Connection1. The gene for curled ears (C) is dominant over the gene for straight ears (c). The

picture below shows a cat with curled ears (Cc) and a cat with straight ears (cc).

2. What percent of the offspring are expected to have curled ears as a result of a cross


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Teacherbetween the cats shown?A. 25%B. 50%C. 75%D. 100%

3. Even though there is a great deal of variation between individuals within a species, all organisms tend to produce offspring that are generally like themselves. For instance, tomato seeds reliably grow into tomato plants and have never been known to spontaneously produce asparagus. How do parents manage to consistently produce offspring that are similar to themselves?

A. Bits of each tissue in the parents are incorporated into the offspring resulting in similar development.B. Hormones from the parents direct the development of the offspring.C. Parents pass their own DNA to their offspring so the same directions are provided for development.D. Proteins from each parent join together to form offspring similar to the parents.


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TeacherPerfect Baby

(STEM 2.0)Benchmarks:SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares

Purpose of this Lab/Activity: To understand that some phenotypic traits are more common than others. To recognize that phenotypic traits are observable traits passed down through genes.

Materials: Picture of parents or siblings Paper Selfie or picture of student Pencil/pen

Background Information: Review the terms Homozygous, Heterozygous, Phenotype, Genotype, Punnett Square

Procedures: Before

Activity:

(10 min.)


a. Activate prior knowledge or review prior concept by asking students to identify common phenotypic traits in 2 students.

b. Have students identify observable phenotypic traits around the class.c. Have students pick or bring in 2 celebrity or model pictures that they will use to identify

the phenotypic traits.During Activity

:(30 Min.)

What the teacher will do:Explore

a. Monitor to make sure students are on task and correctly identifying the Phenotypes.Procedure:1. Choose a mate. Your mate can be a celebrity or model. You may choose a “boyfriend” or

“girlfriend”, but they have to be in agreement. Make sure you are respectful and ask.2. Using the Data I have given you about these 6 traits, figure out what the genotypes are for

each of the characteristics for you and your mate as future parents.3. Complete Data II by putting a picture of you and your future mate.4. Complete Data III by identifying the Phenotypes (physical traits) and the Genotypes

(Genetic Alleles) for both you and your mate.4. Create and record all your data in the Punnett Square for each of the traits.5. List the probability for each of the traits.

After Activity

:(40 min.)

What the teacher will do:Explain and Evaluate

a. Review the analysis questions with the students.b. Review and discuss conclusion questions with the students.

Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your


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Teacherconclusion.

ExtendHave students research the frequency of specific traits and compare those to the class phenotypic traits.

SSA Connection

1. In pea plants, red flower color is dominant to white flower color.

If a homozygous red flowered plant is crossed with a white flowered plant, what percentage of their offspring will have red flowers?A. 0%B. 25%C. 50%D. 100%

2. Joe has a cat with black fur (BB) and a cat with white fur (bb). What would be the genotype of their offspring?A. BBB. BbC. bbD. Bbbb


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TeacherHuman Variations

(STEM 2.0)Benchmarks: SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (AA) SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1)

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percents

or percentages.

Materials: coins, 2 students, colored pencils or markers If making face model, construction paper for face features, crayons (skin-color set), curling ribbon

for hair (black, brown, yellow), paper plates, scissors

Procedures: Before Activity: What the teacher will do:

a. Decide if you want students to flip coins to make 1 or 2 offspringb. Decide if students will make a model or a drawing of the traits.c. Modify Student lab sheet to reflect Trait’s table for 1 or 2 offspring*, and if

traits are being drawn or made into a model. **d. Students need to pair up or flip 2 coins.e. Read review and discuss the Background and Student Procedures with students.f. Model how alleles are identified based on outcome of Heads, or Tails on coin.

*Benefit of making 2 offspring is being able to compare traits among siblings, but due to time restraints, lab may be done with 1 offspring.** Allowing students to choose to draw or make model may be a DI strategy.

During Activity: What the teacher will do:a. Monitor students to make sure they are completing the data table correctly

based on their coin outcome.b. A common mistake is that the kids want to put in 2 Alleles for each parent.

Refer them to Procedure #6.c. Facilitate instruction when completing the Evaluation and Conclusion

questions.After Activity: What the teacher will do:

a. Review and discuss Evaluation questions with the students.b. Address common misconceptions.

Common Misconceptions: Students often think that every person is unique because each has different

genes. This is not true. Emphasize that all humans have the same genes. In fact, our genes are even in the same order along chromosomes. We are each


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Teacherunique because we inherit different combinations of alleles, resulting in a unique combination of traits.

Students may interpret disease gene discovery to mean that only those who have the disease have the gene. This is not true. Emphasize that each of us has the newly discovered gene, but none of us will develop symptoms of that disease unless we inherit a form of the gene that is faulty due to mutation.

Assessment: Successful completion of data table, baby face drawing or model, and correct answers to

Evaluation Questions.

Home Learning:Students can complete a similar chart from this lab based on two generations of their own family members. Chart should include human traits such as widow’s peak, tongue roller, hitchhiker thumb, and attached ear lobes, etc.

Extensions:1. Research genetic diseases such as Tay-Sachs, sickle-cell anemia, or cystic fibrosis. 2. Create a pedigree chart for your family of one characteristic such as attached/unattached ear

lobes, tongue roller/tongue non-roller, hair/no hair on knuckles.


110

TeacherTrait Possible

GenotypesFather’s

AlleleMother’s

AlleleChild’s

GenotypeChild’s

PhenotypeAlleles

SexX Father will give an X or Y trait. XX- Female

XY - Male

faceshape

AA,Aa,aa

chinsize

BB,Bb,bb

haircolor

CH CH

CH CT

CT CT

hairtype

DH DH

DH DT

DT DT

widow’s peak

EE,Ee,ee

eyecolor

FF,Ff,ff6. Eye Color

Brown (FF) Green(Ff) Blue (ff)

Eye distanceGH GH

GH GT

GT GT


TeacherPossible

GenotypesFather’s

AlleleMother’s

AlleleChild’s

GenotypeChild’s

PhenotypeAlleles

HH HH

HH HT

HT HT

II,Ii, ii

JJ,Jj, jj

KK,Kk, kk

LH LH

LH LT

LT LT

MM ,Mm, mm

NN,Nn, nn

OH OH

OH OT

OT OT

PossibleGenotypes

Father’sGenes

Mother’s Genes

Child’sGenotype

Child’sPhenotype

Alleles

PP, Pp, pp


Teacher

QQ, Qq, qq

RH RH

RH RT

RT RT

SS, Ssss

TT,Tt, tt

UU ,Uu, uu

Now put it all together and draw your child:


TeacherEvaluation:

1. Where do the set of instructions that determines the alleles in organisms come from? ___________________________________________________________________________2. Explain why this statement is true: “Every child is a product of his/her parents.” ________3. __________________________________________________________________________4. Look around at all the other babies. Do any of your classmates create children that look alike?_____________Explain__________________________________________________________________________________________________________________________________.5. Every organism requires a set of instructions that specifies its traits or genotype contained in DNA. How does this lab relate to Heredity? Explain. ___________________________________________________________________________________________________________6. After examining all the children created, describe how sexual reproduction contributes to variation within a species. _______________________________________________________________________________________________________________________________7. Do you think that everyone has a “twin,” that is, someone living somewhere in the world who looks exactly like him/her? Explain your reasoning. __________________________________________________________________________________________________________

Answer the following questions. Show Punnett Square to prove your response.

1.What is the probability of a mother with genotype (HH) and a father with genotype (HH) have a child with free earlobes? ________________What will be the Genotype of the Offspring? _____________________ What will be the Phenotype of the Offspring? _______________________ _______________________________________________________________

2. What is the probability of a mother with genotype (FF) and a father with genotype (ff) having a child with a pointed nose? _______________

What are the Genotype of the Offspring? _________________________ What will be the Phenotype of the Offspring? _____________________

__________________________________________________________

3. What is the probability of a mother heterozygous for freckles and a father homozygous for no freckles having a child with freckles? ________________________________________________________What will be the Genotype of the Offspring? _____________________What will be the Phenotype of the Offspring? _____________________

4. How are Punnett Squares used to determine possible Allele outcomes in Genetics? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Teacher

Additional Resources


Teacher

Hydroelectric Energy (STEM 2.0)

Adapted from National Geographic JASON Project

Benchmarks: SC.7.P.11.2 Investigate and describe the transformation of energy from one form to another.SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

Objectives/Purpose: Construct a Water Wheel Analyze the energy transformations that occur in a water wheel.

Background information: Hydroelectric power plants use turbines to produce electrical energy. These power plants convert the mechanical energy of a spinning turbine into electrical energy by using the mechanical energy provided by water. A water wheel is a very simple device which when set in motion demonstrates the concept of hydroelectric energy production as the wheel is driven by the flow of water through its paddles. The efficiency of the entire process is dependent upon the design of the wheel. Wheels that are able to harness more of the water’s energy are able to meet higher energy demands. In this activity, you will have the opportunity to explore water wheel designs. You will construct a simple water wheel. From your observations, you will suggest and evaluate new designs.

Materials: several pieces of Rotelle (wagon-wheel) pasta paper clips 4 cups water-proof clay water materials provided by instructor e.g. popsicle sticks

Engage:Use print, online resources, and ThinkQuest: Hydroelectric Energy to learn about water wheels. Ask students how were water wheels used by ancient cultures and what tasks did they accomplish? How are historic water wheels different from the turbines found in today’s hydroelectric plants?


TeacherExploreStudents will use materials provided to build their own water wheel.

Procedures:1. Roll out a thin strip of waterproof clay. Firmly press this strip along the outer rim of a piece of

rotelle (wagon-wheel) pasta. Make sure that the rim is completely covered with a thick layer of clay.

2. Along the length of the clay, insert materials provided by your instructor to form a pattern of paddle-like extensions.

3. Open and straighten a paper clip. 4. Insert the straightened paper clip into the center of the pasta wheel so that the paper clip acts as an

axle. 5. Use two lumps of clay to anchor both ends of the axle to the rim of your wide mouth cup. The

wheel should be positioned over the center of the cup. Spin the wheel. Adjust as needed to ensure that the wheel rotates freely.

Explain:Fill the other cup with water. Carefully pour the water onto the paddles of your water wheel. What do you observe? Explain your observations in terms of the potential and kinetic energy conversions occurring in the water-wheel model

Elaborate/Extend:1. Consider what will happen if you increase the height from which the water was poured. How might

the change in height affect the kinetic energy of the spinning pasta? 2. Create a hypothesis. Then, test your hypothesis. 3. Create a list of factors that might affect the efficiency of the observed energy transformation. 4. When evaluating wheel efficiency, why do you think that it is critical to maintain the same height

from which the water is poured? 5. Select one of the listed factors, and explain how you would measure its effect on the efficiency of

the energy transfer and transformation. 6. With your teacher’s approval, create a new wheel design to improve efficiency of the

transformation.7. Compare your new design to your original design. 8. Is the new wheel more or less efficient? Explain. 9. Can you think of any other changes that can be made to further improve its operation? If so, how? 10. Once again, with your teacher’s approval, create a new design. 11. Is the new design more or less efficient? Explain.

Evaluate:Journal Question:How might using a denser liquid in place of water affect the wheel’s potential and kinetic energy and how could this relate to electrical energy generation.


Teacher

ENERGY PIPELINE(STEM 2.0)

Adapted Lesson from Project Wild K-12 Activity Guide

Benchmarks:SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Assessed as SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.)

Objectives/Purpose:The purpose of this study is for students to investigate energy flow in ecosystems through experience. By completing this activity students will learn that energy flow does not occur cyclically like water or nitrogen, but as a pyramid.

Background:In every ecosystem, the biotic and abiotic components are linked by energy flow and material cycling to form a functional unit which successive levels of consumers depend on organisms at lower levels. Each of these trophic levels is defined according to its major role at each level (producers, primary and secondary consumers, and decomposers). The trophic level that ultimately supports all others consists of autotrophs, the primary producers. These are mostly the plants that use Sunlight to make organic compounds (sugars), which provide energy for their metabolic process and growth. All other organisms are heterotrophs, consumers that are unable to make their own food. They are directly or indirectly dependent on the photosynthetic output of the producers. The primary consumers of the plants are the herbivores, and secondary consumers that eat herbivores are the carnivores.

Energy flows through the ecosystem according to the laws of thermodynamics, and it determines the trophic relationships. Unlike materials such as water, oxygen, carbon, phosphates, and nitrates that are recycled energy are lost at each level. Each successive trophic level contains less energy, less organic material, and fewer numbers of organisms. As a rule, about 90 percent of the available energy for any trophic level is lost through heat, movement, and other metabolic activities. Only 10 percent, on average, is available for transfer to the next level.

Consequently, food chains tend to be short, and the resulting energy pyramid has implications for human food supplies. Because humans are omnivores, they are capable of eating plants and animals. When human (or any consumer) consumes most of their food from a secondary or tertiary level, the transfer of energy is less efficient than it is when they consume at the primary level. There are relatively few top predators (secondary consumers) in an ecosystem because of this considerable loss of energy between levels.

The purpose of this activity is to demonstrate some of the complex trophic interactions resulting from the flow of energy throughout ecosystem. Although material substances such as water, nitrogen, carbon, and phosphorus cycle through ecosystems, energy takes a one-way course through an ecosystem and is dissipated at every trophic level

Materials: Large amount of pea-sized gravel or beans Large empty bucket or large graduated cylinder labeled “unused-calories” Cups


http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Teacher Metabolism cards. (each card glued inside a cup)

Engage:Teacher will ask students about what they had for dinner last night? Choose a “meat” scenario and a “green” scenario if possible. Travel backwards through a possible food chain. During this time, teacher will probe students’ knowledge about energy flow. Show the Study Jams video: Food Webs: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

Draw or show a food web and have the students identify: (producers, plants, autotrophs, herbivore, primary consumer, carnivore, secondary consumer, tertiary consumer, heterotroph, decomposers, Sunlight). Then have them give an example of each.

Explore:Students will explore the flow of energy through participating in the Energy Pipeline activity.

1. Divide the students into pairs a. One Sun (one Sun for 2 pairs of autotrophs/plants= 3 Suns)b. 6 pairs of autotrophs/plantsc. 2-3 pairs of herbivores/ primary consumersd. 1-2 pairs of carnivores/ secondary consumers

2. Distribute a set of cups/metabolism card to each pair of Suns and organisms. Look at each card; notice that each card explains a part of the metabolism processes. Each process indicates how many beans/gravels are placed in the cup.

3. Explain that the Sun pair will carefully hand 10 pieces of bean/gravel to each plant pair. Each piece of bean/gravel represents a photon of Sunlight containing one calorie of energy. The plant pair should place their bean/gravel in their cups as indicated by the metabolism cards. Sun pair will continue to hand 10 pieces continuously throughout the activity.

4. When a plant pair has placed all 10 beans/gravel in their proper cups, the Sun pair keeps supplying them with another 10 pieces and so on (10 at a time) until they accumulated 10 “calories” beans/gravel in the growth bowl. At that time the sufficiently large enough to be eaten by a primary consumer (herbivore). The 10 pieces from the growth cup is given to a primary consumer/herbivore pair. The discarded beans/gravel is placed in the “unused-calories” bucket.

5. Once the herbivores/primary consumer receives the 10 beans/gravel from the plant, they sort the beans/gravel into the corresponding herbivore metabolism cards.

6. Plants resume getting “calories” from the Sun and sorting.7. Each herbivore pairs sorts their beans/gravel according to the cards until they accumulate 10

“calories” in growth. Then they pass the 10 “calories to the carnivores/secondary consumers’ pair. The unused calories go into the bucket.

8. Herbivores continue receiving beans/gravel from the plants.9. The carnivores/secondary consumers pair then will sort their beans/gravel into their representative

metabolism cards.


TeacherExplain:Students will record on their activity sheet what the activity demonstrated about energy flow in ecosystems. Then, the teacher will conduct a brief classroom discussion to ensure that students have made intended/correct deductions.

Growth calories Growth calories Growth calories Growth caloriesCarnivores

Herbivores

Plant

Elaborate:The students will decide where nutrients would fit in the activity. Then the teacher will add nutrients to the activity.

Evaluate:1. Draw a diagram that illustrates the energy flow in a simple ecosystem.

2. Students will provide the following evidence for understanding energy flow through trophic levels.

Performance Criteria Evidence Points or Rating*

Students will understand how energy flows through an ecosystem.

Completion of Energy Pipeline activity with student explanation on activity sheet.

Students will practice keeping records using data charts.

Completion of pair and class data charts.

Students will demonstrate their understanding of nutrient cycling in ecosystems.

Class decision on the placement of nutrients in the activity.

Students will determine the difference between energy and nutrient flow in a simple ecosystem.

Completion of energy flow and nutrient flow diagrams.

*2-Student completed activity with full/correct explanation1-Student completed activity with partial explanation0-Student did not participate in activity or answer question(s)


TeacherPlant Metabolism Cards

ReproductionPlant uses energy to

produce seeds.

Place three calories in this cup.

Unused Sunlight

Not all Sunlight can be converted into organic matter.

Place two calories in this cup

GrowthPlant uses energy to grow.

Place one calorie in this cup

PhotosynthesisPlant absorbs energy from the Sun

and produces organic matter

Place three calories in this cup

Respiration Plants burn energy in the process of

photosynthesis


Herbivore Metabolism CardsRespiration

for Digestion

Herbivore uses energy to break down consumed food.


Respiration for Movement

Herbivore uses energy to search for water.


Respiration for Reproduction

Herbivore uses energy to create nest and raise young.


GrowthHerbivore uses energy to break and

storing energy in body tissues



Herbivore uses energy to evade for predators


Carnivore Metabolism CardsRespiration

for Digestion

Carnivore uses energy to break down consumed food.



Carnivore uses energy to search for prey and to hunt food



Carnivore uses energy to build a shelter


Respiration for ReproductionCarnivore uses energy for extensive courtship display and extra hunting to raise youngPlace three calories in

this cup

Growth

Carnivore uses energy to grow



http://www.us-ocb.org/

Teacher

WATER & AIR ACIDIFICATION(STEM 2.0)

Adapted from Sarah Cooley ([email protected]) The Ocean Acidification Subcommittee

Ocean Carbon and Biogeochemistry ProgramSources- www.us-ocb.org

Benchmarks:SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (Assessed as SC.7.E.6.2)

Background Information for the teacher:Burning fossil fuels releases carbon dioxide into Earth’s atmosphere. This not only leads to a warmer Earth (i.e., global warming, the greenhouse effect), but also changes the chemistry of Earth’s oceans. The ocean is a “carbon sink,” which means that it removes CO2 from the atmosphere. The ocean currently absorbs about one-third of the CO2 released by the burning of fossil fuels. However, beyond a certain level of atmospheric CO2, the ocean can no longer act as a carbon sink without it having a negative impact on marine life. When CO2 dissolves in seawater, it leads to decreased pH levels. The ocean becomes less alkaline. This is referred to as ocean acidification. As the ocean water becomes less alkaline, there is a resulting decrease in the amount of carbonate ions available for many marine organisms to form their calcium carbonate hard parts. Coral polyps are less able to precipitate the mineral aragonite, which they use to build or rebuild their skeletons. This means that a coral reef might stop growing and become more vulnerable to erosion. Other marine organisms, such as oysters, might also be harmed. Understanding ocean acidification is important for citizens engaged in debating global climate change


http://www.nrdc.org/oceans/acidification/aboutthefilm.asp

Teacherissues, policies, and solutions. If atmospheric CO2 levels continue to rise, coral reefs may disappear from all of Earth’s oceans by 2100.

Teacher’s notes:This activity is done in multi-sessions.

Equipment needsSeawater salt mixes and an alkalinity test kit can usually be found at a pet store or ordered online. The smallest size box of sea salt mix (to make 10 gallons of artificial seawater) costs less than $10, and an alkalinity test kit can be bought for about $10-20 (for approximately 75-200 analyses). We recommend alkalinity test kits that relate alkalinity to a numerical scale (KH, meq/l, or ppm CaCO3) rather than just indicating whether it is high/medium/low. A full complement of household acids, bases, and test solutions may add up to $20-30 at the grocery store. The experiments may be done in small clear plastic cups or in inexpensive student laboratory glassware that can be found from many sources\. Disposable glass test tubes are available in bulk for a relatively low cost from suppliers.

Setup notesThe Natural Resources Defense Council produced an excellent mini-documentary(http://www.nrdc.org/oceans/acidification/aboutthefilm.asp) on ocean acidification that may be used as an introduction to the unit. You may also choose to assign students to read one of the background articles listed at the end of this unit in conjunction with the lab activities.

Pre-Lab Set-up

*Artificial seawaterMaterials

Instant Ocean brand aquarium salt Water (If you live in an area where the water is very hard, you may wish to use distilled water

instead of tap water; using extremely hard water to make artificial seawater could keep the salts from dissolving correctly

Large jug or clean bucketMethodMix up artificial seawater according to the directions on the Instant Ocean salt package.Make enough that each student will have about 250 mL (1 cup) of artificial seawater.*Red cabbage pH indicator – bromothymol blue, phenol red, or phenolphthalein may be used as alternative pH indicators.Materials

1 head red/purple cabbage (not green) Water Stovetop/Bunsen burner/electric kettle Pot or stovetop-safe beaker Sieve or strainer 1 pair of oven mitts Storage bottle or jar with tightfitting lid,

about 500-1000 mL (~1-2 pints) Isopropyl alcohol Dropper bottle(s), one per lab group

(contact lens solution bottles, eyedroppers, etc.)


http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/PreparingCabbageExtract.htm

TeacherMethodRoughly chop 1 head red/purple (not green) cabbage and put in beaker or pot with enough water to cover the cabbage. Bring the water to a full rolling boil, then turn off the heat and allow the cabbage and water to sit for about 10 minutes until the water is dark purple. (Alternatively, pour boiling water over red cabbage in a beaker and let sit until water is dark.) Fill the clean storage bottle about 10% full with isopropyl alcohol1, and then fill it the rest of the way with cabbage extract. Use a strainer or sieve to filter out the cabbage pieces. Be careful to avoid spilling the cabbage juice, because it stains counters and clothing. Cap the bottle and shake up the solution to mix it. (The alcohol prevents the extract from spoiling). Extra cabbage juice can be flushed down the drain. Cool the solution. Label the bottle. Then, fill and label the dropper bottles with cabbage extract. 1 head of cabbage provides about 1L of solution; scale up as needed.(http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/PreparingCabbageExtract.htm provides a nice photo-essay about making and using cabbage-based pH)

Objectives/Purpose: In this investigation students will investigate the factors of acidification upon air and water quality In Ocean acidification in cup students will learn about alkalinity, which helps seawater resist

changes in pH, and test the alkalinity of four different types of water. Students will then compare the responses of different waters to carbon dioxide gas

I’m melting! Seashells in acid Simulates ocean acidification’s effects on the shells of mollusks.

Ocean acidification in a cupMaterials:For each group of 3-4 students:

Dropper bottle of pH indicator Aquarium alkalinity test kit Distilled water* Seawater* Tap water* Seltzer water* *(of each liquid, you need ~250 mL + enough to ½ fill a test tube)

Engage:Read the information: Sea salt gives seawater some unique properties. Sea salt includes a lot of sodium and chloride and gives seawater its salty taste. Sea salt also includes other positively and negatively charged ions. If acid is added to seawater, the negatively charged ions in sea salt [including mostly carbonate (CO3 2-), bicarbonate (HCO3 -), sulfate (SO42-), and orate (B(OH)4-)] react with the free hydrogen ions (H+) from the acid and help buffer (resist changes in) seawater pH. The ability of seawater’s negative ions to neutralize added acid is called alkalinity. In nature, the buffering provided by alkalinity helps keep seawater pH in a fairly small range. Every year, humans are releasing more carbon dioxide into the atmosphere, and the gas mixes into the ocean as well. When atmospheric carbon dioxide gas mixes with seawater, it creates carbonic acid and allows seawater to dissolve calcium carbonate minerals. This process is called ocean acidification. The hard shells and skeletons of marine creatures like scallops, oysters, and corals are made of calcium carbonate minerals. As more carbon dioxide from the atmosphere enters the ocean in the next 100 years, ocean chemistry will change in ways that marine creatures have not experienced in hundreds of thousands of years. The hard shells of marine creatures may become damaged from ocean acidification. Scientists are currently researching what this will do to populations of marine organisms.


Teacher

After reading the goal and background for this lab, write down predictions (hypotheses) about 1) how the alkalinities of tap water, distilled water, seawater, and seltzer water will compare to each other and 2) their ability to resist pH changes. Use complete sentences. The hypotheses for Parts 1 and 2 should be something like “I predict that the order from lowest to highest alkalinity will be tap water, distilled water, seawater, and seltzer water,” and “I predict that the order from most resistant to least resistant to pH change will be tap water, distilled water, seawater, and seltzer water.”

Relate how humans are releasing carbon dioxide into the atmosphere and its effects in sea water.

Explore: Part 1: Alkalinity (complete in groups of 3 or 4)

1) On your worksheet, write down the date of the experiment, the time of day, and your lab partners’ names. Fill in the data table with the names of the solutions you will test. It will look something like this:

Liquid Predicted Alkalinity Actual Alkalinity Rank

Seawater

Tap water

Distilled water

Under “predicted alkalinity”, rank the fluids based on how much alkalinity you think they will have. Use 1 for the fluid you think will have the least alkalinity and 4 for the fluid that you think will have the most alkalinity.

2) Follow the instructions on the alkalinity test kits to test the alkalinity of distilled water, seawater, and tap water.

3) Write down the alkalinity value (in dKH, meq/l, or ppm CaCO3 depending on your test kit) under “actual alkalinity”.

4) Rank the fluids based on your alkalinity test results. Use 1 for the fluid with least alkalinity and 4 for the fluid with the highest alkalinity.


TeacherPart 2: Ocean Acidification (complete in groups of 1 or 2)

1) Label your control test tubes with the four types of water: distilled water, seawater, and tap water. Fill them and place them in the rack.

2) Label your plastic cups with the four types of water. Fill them each with about 250 mL (1 cup) of fluid, following the labels. These are your experimental samples.

3) In your notebook, write down your lab partner’s name for this part of the experiment.4) Draw a data table that looks something like this:

Liquid Control/start color

Start pH Bubbling time(seconds)

Endcolor

End pH

Tap water

Seawater

Distilled water

5) Add a few drops of pH indicator to the fluids in each test tube and about 10 drops to the fluids in each cup. Under “control/start color”, write the colors of the controls (fluids in the test tubes). Check that the control colors match the sample colors. Again, hold the tubes or cups in front of the white paper if you need help telling apart the colors. Place a straw in each cup.

6) Without sucking up any colored water into your mouth, blow through the straw into the tap water sample so that bubbles come up through the water. Keep blowing for 45 seconds and move the bottom of the straw around to make sure bubbles flow through all the liquid. It’s ok to take quick breaks to breathe in, like you would if you were playing a flute. At the end of 45 seconds of bubbling, write down the color of the water under “end color”.

7) Repeat steps 5 and 6 for the other three water samples.

Based on both, the materials given by your teacher conduct the investigation. Write up lab. Include: your problem statement for this activity. Formulate a hypothesis. Using the given materials design and complete an experiment design.

Demonstration--I’m melting! Seashells in acidMaterials required for an entire class (1-2 days in advance)

White vinegar (500 mL) Water (1500 mL) 2 large glass beakers (1000 mL) Eggshells or very thin sea shells Heavy books

1) Dilute 1 part vinegar in at least 1 part fresh water. If you have multiple types of seashells, place one of each type in this mixture. Place one of each type in fresh water.


Teacher2) Check on the shells every few hours. When the vinegar-digested shells are visibly degraded (a day

or two, depending on vinegar mixture strength), drain all the shells and rinse off the vinegar-digested shells. Degraded shells will be dull, pitted, translucent, or even cracked.

3) Have students pile books on top of the shells to compare the strength of digested shells and undigested shells. Digested shells should break more easily than undigested shells.

4) If desired, show students the shells while they are in acid. Have them discuss why bubbles are generated and what the bubbles are composed of.

*Note: this demonstration requires 1-2 days of advanced preparation

Explain and Redesigning the Experiment:Students will share their findings from the explore activity. Summarize the results of your activity. What happened to the temperature of the jar over time? Relate how the set up represents the effects of carbon dioxide in ocean water. Can you identify the test (independent), and outcome (dependent) variables in your activity? Did you only change only one variable? Identify what you could do to improve this activity

Optional Extensions:1. Students can design an experiment to investigate the effects of acid concentrations on eggshells or

seashells.2. Students can design an experiment to investigate the effects of “acid rain” on plants

What does this mean to you?

When carbon dioxide (CO2) is absorbed by seawater, chemical reactions occur that reduce seawater pH, carbonate ion concentration, and saturation states of biologically important calcium carbonate minerals. These chemical reactions are termed "ocean acidification" or "OA" for short. Calcium carbonate minerals are the building blocks for the skeletons and shells of many marine organisms. In areas where most life now congregates in the ocean, the seawater is supersaturated with respect to calcium carbonate minerals. This means there are abundant building blocks for calcifying organisms to build their skeletons and shells. However, continued ocean acidification is causing many parts of the ocean to become under saturated with these minerals, which is likely to affect the ability of some organisms to produce and maintain their shells.

Since the beginning of the Industrial Revolution, the pH of surface ocean waters has fallen by 0.1 pH units. Since the pH scale, like the Richter scale, is logarithmic, this change represents approximately a 30 percent increase in acidity. Future predictions indicate that the oceans will continue to absorb carbon dioxide and become even more acidic. Estimates of future carbon dioxide levels, based on business as usual emission scenarios, indicate that by the end of this century the surface waters of the ocean could be nearly 150 percent more acidic, resulting in a pH that the oceans haven’t experienced for more than 20 million years. Ocean acidification is expected to impact ocean species to varying degrees. Photosynthetic algae and seagrasses may benefit from higher CO2 conditions in the ocean, as they require CO2 to live just like plants on land. On the other hand, studies have shown that a more acidic environment has a dramatic effect on some calcifying species, including oysters, clams, sea urchins, shallow water corals, deep sea corals, and calcareous plankton. When shelled organisms are at risk, the entire food web may also be at risk. Today, more than a billion people worldwide rely on food from the ocean as their primary source of protein. Many jobs and economies in the U.S. and around the world depend on the fish and shellfish in our oceans.


http://loer.tamug.edu/Loup/MARS281/Ocean-Acidification(SciAmer-2006).pdf

http://arjournals.annualreviews.org/eprint/QwPqRGcRzQM5ffhPjAdT/full/10.1146/annure

http://www.mcbi.org/what/current2.htm

http://ozreef.org/library/tables/alkalinity_convers



http://www.us-ocb.org/

http://icn2.umeche.maine.edu/genchemlabs/Anthocyanins/fruitjuice2.htm

http://www.micro-ox.com/chem_antho.htm

http://www.madsci.org/experiments/archive/859332497.Ch.html

http://science.howstuffworks.com/vegetable/question439.htm

http://www.webexhibits.org/causesofcolor/7G.html

TeacherWith the potential devastating effects of acidification in air and water, it is reasonable and prudent to examine alternatives to fossil fuels to decrease the amount of CO2 in the atmosphere. The transportation sector is one area that can, generally speaking, use alternative methods of fuel, since there are already a variety of alternate fuels available. The good news is that this transition can be done relatively easily, cheaply, and painlessly.

Activity: Research and discussion questions: answer on a separate sheet

1) Considering the chemical formula of each of the substances you tested, discuss why different acids and bases have slightly or widely different pH values.

2) The pH indicator we used was made from red cabbage. The purplish color is caused by a natural compound called cyanidin, which is a type of anthocyanin.

A) Research the way that anthocyanins react with acidic and basic fluids. Helpful links for researching this answer: http://www.webexhibits.org/causesofcolor/7G.html http://science.howstuffworks.com/vegetable/question439.htm http://www.madsci.org/experiments/archive/859332497.Ch.html http://www.micro-ox.com/chem_antho.htm http://icn2.umeche.maine.edu/genchemlabs/Anthocyanins/fruitjuice2.htm)Given what you now know about the chemical structure of anthocyanins, write down a hypothesis predicting how cyanidin can produce the multiple different colors you observed, depending on acidity.

B) In a paragraph, describe an experiment you could use to test this hypothesis if you were a researcher. (Assume that you could look up how to do anything and that you could build any equipment you needed for the analysis. Use your imagination. The goal is to describe how you would test this hypothesis using the scientific method. Will you need any controls? What test(s) would you perform? How many times should you repeat your test(s)? How would you interpret your results?)

Sources: www.us-ocb.org (http://www.chemistryland.com/CHM107Lab/Exp10_pHindicator/Lab/

PreparingCabbageExtract.htm) http://ozreef.org/library/tables/alkalinity_convers ion.html. dKH = degrees of carbonate hardness;

ppm = parts per million; meq/l = milliequivalents per liter.Overview documents

Ocean Acidification - From Ecological Impacts to Policy Opportunities”. Special issue of Current: The Journal of Marine Education, 29(1) 2009. http://www.mcbi.org/what/current2.htm

Doney, S.C., V.J. Fabry, R.A. Feely, and J.A. Kleypas. 2009. Ocean acidification: the other CO2

problem. Annual Reviews of Marine Science. 1:169-192. http://arjournals.annualreviews.org/eprint/QwPqRGcRzQM5ffhPjAdT/full/10.1146/annure v.marine.010908.163834

Doney, S.C. 2006. The dangers of ocean acidification. Scientific American. 294: 58-65. http://loer.tamug.edu/Loup/MARS281/Ocean-Acidification(SciAmer-2006).pdf


http://www.youtube.com/watch?v=kvUsSMa0nQU

http://royalsociety.org/document.asp?id=3249

http://www.ucar.edu/communications/Final_acidification.pdf

Teacher Kleypas, J.A., et al. 2006. Impacts of ocean acidification on coral reefs and other marine calcifiers:

a guide for future research. Report of a workshop sponsored by NSF, NOAA, and USGS. 96 pp http://www.ucar.edu/communications/Final_acidification.pdf

Raven, J. et al. 2005. Ocean acidification due to increasing atmospheric carbon dioxide. The Royal Society. http://royalsociety.org/document.asp?id=3249

Teaching tools Interactive tutorial about ocean acidification’s effects on marine organisms, with a virtual biology

lab about ocean acidification and sea urchins. http://i2i.stanford.edu/carbonlab/co2lab.swf Short video (21 min) about ocean acidification produced by the Natural Resources Defense

Council: “Acid Test: The global challenge of ocean acidification” http://www.nrdc.org/oceans/acidification/aboutthefilm.asp

other marine science educational kits from the Center for Microbial Oceanography: Research and Education website : http://cmore.soest.hawaii.edu/education/teachers/science_kits/ocean_acid_kit.htm

Short video (8 min) about ocean acidification produced by students in the UK: “The Other CO2 Problem” http://www.youtube.com/watch?v=kvUsSMa0nQU


TeacherIncomplete Dominance Lab (Advanced)

(STEM 2.0)

Benchmarks:SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.2)

Background: Understand and explain that every organism requires a set of instructions that specifies its traits, which this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.

Objectives/Purpose: Describe and explain that every organism requires a set of instructions that specifies traits. Determine the probabilities for genotype and phenotype combinations using Punnett Squares. Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percent or

percentages.

Materials: (per group) 2 purple plastic eggs 2 pink plastic eggs 2 orange plastic eggs 2 blue plastic eggs 2 yellow plastic eggs 2 green plastic eggs

purple plastic items pink plastic items 10 orange plastic items blue plastic items 7 yellow plastic items green plastic items


http://learn.genetics.utah.edu/content/begin/traits/tour_heredity.html

Teacher

Engage:

Introduce the concepts of dominance, recessiveness, Punnett Squares, genotype, phenotype, homozygous, heterozygous, pedigree, trait, allele, hybrid, pure-bred, etc. Play “What is Heredity?” short introductory video.

Explore:Teacher information page:

Setting up eggs: Make all 12 color combinations per lab group of 4 students. Inside each egg, place the 4 correct colored pieces to show the offspring. You can use candy, but I

would use plastic pieces of some type, like buttons, centimeter cubes, or any colored manipulative that will fit.

From the basket at each lab table, each student will select 5 eggs, one at a time. Students may work independently or with a partner, or a combination of both. Maybe have them do

3 together, and 2 on their own. Collect your eggs back for next year.

Directions: 1. On your lab table, there are a variety of plastic eggs. 2. Choose one egg, but do not open it yet. 3. Record the Phenotypes and Genotypes of your egg. 4. Place the genotypes of your egg into the Punnett Square. 5. Determine the genotypes and phenotypes of the offspring. 6. Open your egg – do your results match the results inside the egg?

a. If yes, then place the egg back together and pick another egg! b. If no, check your work and make corrections.

7. Continue until you have completed 5 eggs.

Example of how to fill in data:EL7_2016 M-DCPS Department of Science 131

Teacher

My Results: 2 (BB) Blue and 2 (Bb) Green

Inside the Egg: 2 Blue Pieces and 2 Green Pieces


Teacher

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________


Teacher

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________

My Results: _____________________________________________________________

Inside the Egg: __________________________________________________________


Teacher


http://sciencespot.net/Media/gen_spbobincdom.pdf

Teacher

Explain:1. Which phenotypes had the greatest probability of occurring and why?

Elaborate/Extension: Pass out plastic eggs from above but use white items to represent albinos or smush some of the candies to represent the incidence of mutation or genetic disease.

Evaluate:

Students complete a Bikini Bottom Genetics worksheet about Incomplete Dominance.

Answer Key : purple x purple = (PP x PP)= all (PP) or purple possibilitiespurple x pink = (PP x pp)= all (Pp) or orange possibilitiespink x pink = (pp x pp)= all (pp) or pink possibilitiesorange x orange = (Pp x Pp)= 1 purple (PP), 2 orange (Pp) and 1 pink (pp)orange x purple = (Pp x PP)= 2 purple (PP) and 2 orange (Pp)orange x pink = (Pp x pp)= 2 orange (Pp) and 2 pink (pp)

blue x blue = (BB x BB) = all (BB) or blue possibilities blue x yellow = (BB x bb) = all (Bb) or green possibilities blue x green = (BB x Bb) = 2 blue (BB) and 2 Green (Bb) yellow x yellow = (bb x bb) = all yellow (bb) possibilities green x yellow = (Bb x bb) = 2 green (Bb) and 2 yellow (bb) green x green = (Bb x Bb) = 1 Blue (BB), 2 Green (Bb), and 1 yellow (bb)


Teacher

Calculating Grandchildren (STEM 4.0)



Teac

her S

et-U

p


Why don’t we look exactly like our parents? How can a trait “skip a generation”? For example, an individual with blue eyes may have parents who both have brown eyes, but a grandparent that has blue eyes.

DNA is the genetic material found in cells and it makes up chromosomes. Genes are structures which control specific traits and they are found on chromosomes. Alleles are different forms of genes which include a dominant and recessive. The dominant allele for eye color is brown eyes (B) and the recessive allele is blue eyes (b). A person gets half their genes from their mother and half from their father. So how did the father with brown eyes have a child with blue eyes? Both the mother and father had to pass the recessive trait (b) for blue eyes. In order for a recessive trait to be expressed, both parents must contribute a recessive allele. A dominant trait can be expressed with either two dominant alleles or a dominant and a recessive allele.

Standard Alignment:

SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.




LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.MAFS.7.SP.3.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a


Teacher

likely event.St

ep 1

Iden

tify

the

Nee

d or

Pr

oble

mDefine Problem/Scenario:

You need to design a model or simulation that will demonstrate how a trait can skip a generation.

Expected Task: Create a model of how two different traits are passed from grandparents to parents to offspring. The model must be able to use all possible combinations of alleles represented by at least three sets of parents.

Step

2R

esea

rch

the

Nee

d or

Pr

oble

m



Vocabulary: Heredity, Genetics, Chromosomes, Genes, Alleles, Dominant, Recessive, Genotype, Phenotype, Punnett Square, Probability, Homozygous, Heterozygous

Step

3D

evel

op P

ossi

ble

Solu

tion(

s)

Criteria: Identify two traits that each have two separate alleles to be used in the model. (eye color is one trait that has a brown allele and a blue allele).

Determine which train it dominant and which is recessive.

The model must be able to predict the possible outcomes of different parents (not just one set of parents).

Materials should be used to physically distribute items that represent alleles.

Display how a trait can skip a generation.Constraints: Only select traits that display complete dominance.Materials: Many small objects of varied colors such as marbles, coins,

etc. and paper bags or cups

Step

4Se

lect

the

Bes

t Po

ssib

le

Solu

tion(

s)/

Step

5


Teams must come up with clears rules for separating alleles within individual parents and combining alleles from different parents. Each group must create a technical diagram which shows how their model works.

Step

6Te

st a

nd

Eval

uate

the

Solu

tion(

s)


When testing the model, each team should record the genotype (allele pairs) and phenotypes (appearance of trait) “input” of each grandparent and then the “output” which are the genotypes and phenotypes of the possible offspring. The teams should calculate the probability that the offspring will have a particular trait and provide the code to interpret the data..


https://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_genetics_mary_act/duk_genetics_mary_act.xml



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