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Miami-Dade County Public Schools

Division of Academics

Required ESSENTIAL

Laboratory Activities

M/J Comprehensive Science 1TEACHER EDITION

REVISED July 2017

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Dr. Lawrence S. Feldman, Chair

Dr. Marta Pérez, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Dr. Steve Gallon III

Ms. Perla Tabares Hantman

Dr. Martin Karp

Ms. Lubby Navarro

Ms. Mari Tere Rojas

Mr. Sebastian LorenzoStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Ms. Lisset AlvesAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Teacher

Table of ContentsIntroduction......................................................................................................................................5

Materials .........................................................................................................................................6

Next Generation Sunshine State Standards ...................................................................................11

Lab Roles.......................................................................................................................................14

Lab Safety Information and Contract............................................................................................15

Pre-Lab Safety Worksheet and Approval Form.............................................................................16

Parts of a Lab Report.....................................................................................................................18

Experimental Design Diagram and Hints......................................................................................20

Engineering Design Process..........................................................................................................22

Conclusion Writing........................................................................................................................23

Project Based STEM Activity (PBSA) Rubric..............................................................................24

Essential Labs and STEM ActivitiesMelting Ice (STEM 2.0) (Simple) (Topic 1)..................................................................................26

Tornado Movements (STEM 2.0) (Topic 2)..................................................................................32

Hurricane House (STEM 4.0) (Topic 2) .......................................................................................36

Heat Transfer Inquiry (STEM 2.0) (Topic 3).................................................................................40

Heating Earth’s Surface (STEM 2.0) (Topic 3).............................................................................44

Weather or Not? - Weather vs. Climate (STEM 4.0) (Topic 4) ....................................................50

Modeling the Greenhouse Effect (STEM 2.0) (Topic 5)...............................................................54

An Investigative Look at Florida's Sinkholes (STEM 2.0) (Topic 6)............................................60

South Florida Beaches Are Running Out of Sand (STEM 3.0) (Topic 6) ....................................70

The Physics of Rollercoasters (STEM 2.0) (Topic 7)....................................................................73

Miami TOY (Teach Our Youth) Company (STEM 4.0) (Topic 7) ...............................................78

Rocket Car (STEM 3.0) (Topic 8).................................................................................................82

May the Force be with You (STEM 2.0) (Topic 9)........................................................................86

The Effect of Mass on Gravity (STEM 2.0) (Topic 10).................................................................90

Egg-cellent Parachute (STEM 4.0) (Topic 10) .............................................................................92

Balancing Act (STEM 3.0) (Topic 11) ........................................................................................100

Hierarchy of Living Things (STEM 1.0) (Topic 12)...................................................................103

Modeling Homeostasis in Cells (STEM 3.0) (Topic 12) ............................................................105

Comparing Plant and Animal Cells (STEM 2.0) (Topic 13).......................................................108

Classifying Pests (STEM 2.0) (Topic 14)....................................................................................112EL6_2017 M-DCPS Department of Science 3

TeacherMaking Mimics (STEM 3.0) (Topic 14) .....................................................................................120

Human Body Quest (STEM 3.0) (Topic 15)................................................................................116

Build a Body (STEM 3.0) (Topic 15) .........................................................................................126

Germs-B-Gone (STEM 3.0) (Topic 16) ......................................................................................127

Additional Lab ResourcesShowing Off the Heat (STEM 2.0) with Differentiated Lab.......................................................131

Using a Solar Cooker to Demonstrate Energy Transfer (STEM 2.0) with Differentiated Lab....134

Sinkhole Lab – Two Cups (STEM 1.0) with Differentiated Lab.................................................139

Using the Microscope (STEM 2.0) (Advanced)..........................................................................141

Cell City Activity (STEM 1.0) with Differentiated Lab..............................................................144

The Six Kingdoms (STEM 1.0)...................................................................................................148

EL6_2017 M-DCPS Department of Science 4

TeacherIntroduction

The purpose of this packet is to provide the M/J Comprehensive Science 1 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 1 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 1. 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.

Melting Ice thermometers stirring rods two 400 mL beakers 300 mL water paper towels ice 1,000 mL beaker

hot plate gloves for hot surfaces or beaker

tongs goggles lab aprons stop watch or clock with a second

hand graph paper Cotton balls Water Dropper

Tornado Movements 1 one quart plastic or glass jar water 100 mL beaker 10 mL graduated cylinder (2 per group)

10 mL of liquid dish soap 10 mL of vinegar a few drops of food coloring paper towels

Hurricane House Pencil Glue stick Ruler 2 sheets of paper 2 straws Scissors Tape Paper plate Goggles Hair dryer Stopwatch Leaf blower

Heat Transfer Inquiry Lab 6 thermometers one large glass beaker A flat strip of aluminum 1”x ¼” x 6 to 8” (or other suitable heat conducting material) A small low flow fan or suitable hand fan - 2 heat lamps

Heating Earth’s Surface

2 250-mL beakers ruler dry sand 2 thermometers 2 flat wooden sticks ring stand tap water light source


TeacherWeather or Not? – Weather vs. Climate

Beads of varied colors Ziploc bags or small cups Construction paper Markers Index cards for each climatic region

Modeling The Greenhouse Effect

2 clear plastic cups potting soil clear plastic wrap watch or clock 2 thermometers lamp with 100 watt light bulb 2 rubber bands

An Investigative Look at Florida’s Sinkholes 5 Styrofoam bowls per group Triple beam or electronic balance Stick of clay per group Stopwatch 5 Alka-Seltzer tablets per group 250mL beaker per group 100mL graduated cylinder

Class set:• 2.5 lb. of sand per class period • Access to sand and water• Coffee Pot to heat water

South Florida Beaches Are Running Out of Sand

Large shallow container or tub with long sides (or stream table)

Water

Sand Pebbles (To represent reefs) Recycled items (barrier)

The Physics of Rollercoasters Marbles (2 marbles with different masses) Pipe insulation (flexible foam cut in half, 4 meters per group – Buy from hardware stores.) Masking tape (1 meter per team) Plastic cup to be placed at the end of the coaster ( to collect the marbles after each trial ) Stop watch

Miami Toy (Teach Our Youth) Company Rubber band Wheel Wood Glue Battery Note Card Gear Straw Light Bulb Popsicle stick Bell Paper clip Wire Masking Tape (12”)

Rocket Car Balloons Straws Masking tape

Cardboard Foam sheets Pipe cleaners


Teacher Wooden dowels Wood craft wheels Plastic wheels and rods Foam wheels Paper clips Popsicle sticks

Any other items available that might be used as wheels

Meter sticks Timers String

May the Force Be With You

Activity 1 Soccer Ball

Activity 2 2-3 Bar magnets Various metal and

non-metal items Iron filings

Activity 3 Balloons Empty soda cans

The Effect of Mass on Gravity

2 x 2 meter cloth/blanket Marbles Baseball or Tennis ball Empty toilet paper or paper towel roll Basketball Stopwatch

Egg-cellent Parachute

1 raw egg (extras may be needed) 15 cotton balls 2 feet of masking tape 3 rubber bands White Glue 10 Popsicle sticks A drop target such as a taped off area,

painted area on grass or chalk on a sidewalk.

6 feet of yarn

1 tape measure of meter stick Coffee filter 10 sheets of regular 8.5" x 11 copy

paper Scissors

1 large black plastic trash bag Stop watch 10 pipe cleaners

Balancing Act

Wire hanger Raffia, cotton yarn, or fishing line Clothes pens Wood beads Cellophane tape Styrofoam balls Glue Construction paper Craft Pliers or wire cutter Hole punch Scissors Recycled items (i.e. nuts, bolts, CDs,

coins) Balsa wood sticks or straws Raffia, cotton yarn, or fishing line

Hierarchy of Living Things 1 set of student parts cards


TeacherModeling Homeostasis in Cells

Digital resources (see activity) Physical Model:

Colored round sticker labels (various sizes and colors)

String

Construction paper Beads

Scissors

Cardboard Glue Chart paper Index cards Markers

Comparing Plant and Animal Cells

Medicine Droppers Onion skin Water Methylene Blue

Microscope Forceps Prepared slide of an animal cell

(cheek cell or muscle cell)

Classifying Pests

One set of pictures of various pests (insects, rodents, etc.) per group. One Classification Sheet for each pest pictured. Scissors for each student group 1 roll of scotch tape for each student group

Making Mimics

Technology devices

Human Body Quest

Technology devices

Build a Body Butcher paper Construction paper Markers Modeling clay Balloons Popsicle sticks Cotton balls

Tape String Scissors Rulers Toothpicks Index cards

Germ-B-Gone

How germs are spread in the classroom activity

1 Glo-Germ bottle 1 ultraviolet (UV)

light (Small light or pen)

Germ-B-Gone KitThe students of each team will donate items, which includes the container that the items will be stored. The items must be for the sole

Germ-B-Gone Poster Markers or colored

pencils Poster paper or poster

board


Teacher or Spray bottle Glitter

purpose of germ prevention.


TeacherGrade 6 Science Next Generation of Sunshine State Standards Benchmarks

included in the Essentials Labs

SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.N.1.1 Define a problem from the sixth 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 (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)

SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence (Cognitive Complexity : Level 2:Basic Application of Skills & Concepts


TeacherSC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational (Cognitive Complexity: Level 2:Basic Application of Skills & Concepts)

SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. (Cognitive Complexity: Level 1: Recall)

SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)


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;1 Always assign the group members, preferably trying to combine in each group a variety of

skills. 2 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 performing up 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 all accidents and possible hazards to the teachers.

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 fire-fighting 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: ___________________PRE-LAB SAFETY WORKSHEET AND APPROVAL FORM

This form must be completed with the teacher’s collaboration before the lab.


TeacherStudent Researcher’s 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

PARTS OF A LAB REPORTA STEP-BY-STEP CHECKLIST


TeacherGood 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 will affect the outcome variable

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

(choose an action).Materials:

Record precise details of all equipment used. For example: a balance that measures with an accuracy of +/- 0.001 g. Record precise formulas and amounts of any chemicals used

For example: 5 g of CuSO4 or 5 mL H2O

Procedure: Do not copy the procedures from the lab manual or handout. Summarize the procedures in sequential order; be sure to include critical steps. 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. Test variable : (also known as the independent variable) the factor that can be changed by the

investigator (the cause). Outcome variable : (also known as the dependent variable) the observable factor of an

investigation that is the result or what happened when the test variable was changed. Controlled variables : the other identified variables in the investigation that are kept constant

or remain the same during the investigation. 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 variable resulting from changes made to the test 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.Results:

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


TeacherConclusion 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.


TeacherParts of a Lab Report Reminder

Step 1: Stating the Purpose/Problem What do you want to find out? Write a statement that describes what you want to do. It should be

as specific as possible. Often, scientists read relevant information pertaining to their experiment beforehand. The purpose/problem will most likely be stated as a question such as:

“What are the effects of _________ on ___________?”Step 2: Defining Variables TEST VARIABLE (TV) (also called the independent variable) – The variable that is changed on

purpose for the experiment; you may have several levels of your test variable. OUTCOME VARIABLE (OV) (also called the dependent variable) – The variable that acts in

response to or because of the manipulation of the test variable. CONTROLLED VARIABLES (CV) – All factors in the experiment that are NOT allowed to

change throughout the entire experiment. Controlling variables is very important to assure that the results are due only to the changes in the test variable; everything (except the test variable) must be kept constant in order to provide accurate results.

Step 3: Forming a Hypothesis A hypothesis is an inferring statement that can be tested. The hypothesis describes how you think the test variable will respond to the outcome variable. (i.e.,

If…, then… or other predictive statement) It is based on research and is written prior to the experiment. Never change your hypothesis during the

experiment. For example: If the temperature increases, then the rate of the reaction will increase. Never use “I,” “we,” or “you” in your hypothesis (i.e. I believe or I think that…) It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected

results should be given in the conclusion Step 4: Designing an Experimental Procedure Select only one thing to change in each experimental group (test variable). Change a variable that will help test the hypothesis. The procedure must tell how the variable will be changed (what are you doing?). The procedure must explain how the change in the variable will be measured. The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for

class experiments). It must be written in a way that someone can copy your experiment, in step by step format.Step 5: Results (Data) Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster….). Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams) The results of the experiment will usually be compiled into a table/chart for easy interpretation. A graph of the data (results) may be made to more easily observe trends.


TeacherStep 6: ConclusionThe conclusion should be written in paragraph form. Regardless of the format, a good conclusion will have a scientific explanation containing three key elements: Claim-Evidence-Reasoning. It is a summary of the experiment, not a step-by-step description. Does the data support the hypothesis? If so, you state that the hypothesis is accepted. If not, you reject the hypothesis and offer an explanation for the unexpected result. You should summarize the trend in data in a concluding statement (ex: To conclude, the increase in temperature caused the rate of change to increase as shown by the above stated data.). Compare or contrast your results to those from similar experiments. You should also discuss the implications for further study. Could a variation of this experiment be used for another study? How does the experiment relate to situations outside the lab? (How could you apply it to real world situations?)


TeacherName: ________________________________ Date: ______________ Period: _________

EXPERIMENTAL DESIGN DIAGRAM

This form should be completed before experimentation.

Title:

Problem Statement:

Null Hypothesis:

Research Hypothesis:

Test Variable (Independent Variable) Number of Tests:Subdivide this box to specify each variety.Control Test:

# of Trials per Test:Outcome Variable (Dependent Variable) Controlled Variables

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 Test Variable (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 untreated, 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 (Variables Held Constant): Controlled variables are conditions that you keep the same 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

a. Identify the need or problem b. 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

c. 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

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

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

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

g. 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)

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

presentation.


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).

Research shows 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 when providing evidence to support a claim, the 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.Source(s): Massachusetts Department of Elementary and Secondary Education


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.

Test

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

Melting Ice(STEM 2.0)

Benchmarks: SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.SC.6.N.1.1 Define a problem from the sixth 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 conclusionsSC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

Objective/Purpose: Students will be able to describe the states of matter and explain that the transfer of heat energy may

produce a change in the state of matter. Students will identify the different states of matter: solid, liquid, and gas. Students will understand the difference between evaporation and condensation.

Background Information:There are 3 main states of matter. In the solid state of matter, the particles or molecules are tightly packed and they vibrate in place. In the liquid state of matter, the molecules are loose, moving freely, and they take the shape of any container, but have a fixed volume. The third state is the gas form, where the molecules are very loose, moving rapidly, and they expand freely to completely occupy any space.


Teacher

Teacher Notes:The teacher should present the engagement question for discussion. Each student should form a hypothesis in response to the problem statement. Students should be made aware that there could be more than one hypothesis in the class because a hypothesis is an educated guess which may be either accepted or rejected after conducting an experiment. In the closure activity, the teacher should discuss how being biased could have an effect on the results of an experiment. Students should discuss why the increase of temperature increases the rate of melting of the ice cubes. Finally, the teacher should explain to students that there are 2 main types of energy, kinetic and potential. Students should be able to explain that kinetic energy is being added to the water via the hot plate and that this energy of motion makes molecules move faster. To help demonstrate to them that temperature is a measure of the average kinetic energy of the particles in a substance, you could have them stand and then, assign each student to be a number 1, 2, or 3. Then, tell the number ones to jump once every 3 seconds, the number 2’s to jump once every 2 seconds and the number 3’s to jump once every second. Tell them that they represent water molecules in a lake (part of the hydrosphere) and that the temperature of the water would be the average of all of their speeds of motion.

Problem Statement: How does the addition of heat energy affect the rate at which water changes from a solid to a liquid?

Materials: thermometersstirring rodstwo 400 mL beakers300 mL water paper towelsice1,000 mL beaker

hot plate gloves for hot surfaces or beaker tongsgoggleslab apronsstop watch or clock with a second handgraph paperCotton ballsWater Dropper

Before activity:

What the teacher will do:Engage Ask the students the following question: Have you noticed that water exists on Earth in all three states of matter – solid, liquid, and gas. Can you explain how that is possible? Does temperature affect the melting rate of ice? We will conduct an experiment to find an answer to this. Have students consider the problem statement below and then, write a hypothesis.

During activity:

What the teacher will do:Explore

Procedure: 1. Students will work in groups of 4. 2. Review Safety Symbols and Precautions. Students need to wear protective gear:

goggles, gloves to handle hot objects.3. Decide which student will be the timekeeper, who will read the thermometer, stir

the water in the beaker, record the observations, and who will keep an eye on the process of experiment.

4. Label the first beaker, Beaker A.5. Label the second beaker, Beaker B.


Teacher

6. Turn on hot plate to number 3. Wait for the hot plate to get warmed up. Use safety precautions when handling hot objects.

7. Fill Beaker A and Beaker B with ice cubes.8. Place Beaker A on one part of the science lab table. Beaker A will be at room

temperature. 9. Place Beaker B on the hot plate.

Use safety precautions when handling hot objects and glass objects!

10. Take initial temperature of Beaker A and Beaker B. Record the initial temperature in the appropriate Data Log for each beaker.

11. Start the stopwatch.12. Read and record (in the Trial #1 column) the temperature of the thermometers at 5

minute intervals, for a total of 30 minutes.13. Repeat the whole experiment again, from step 6 to step 12 and record the results

for trial 2 in the appropriate column.14. At the end of the second trial add a 1,000 mL beaker over the beaker on the

hotplate. Turn the hotplate heat off. Observe how condensation and precipitation occur on the glass of the larger beaker.

15. After all data is gathered, have one student in-group to be in charge of returning all lab equipment. Other group members should put goggles away, fold aprons, and wipe off the lab table.

Data (Log and Observations):

Time vs. TemperatureBeaker A

Elapsed Time (min.)

Trial #1 Temperature

(◦C)

QualitativeObservations

Trial #2Temperature

(◦C)


0 (initial)51015202530

Time vs. Temperature


Teacher

Beaker BElapsed

Time (min.)

Trial #1 Temperature

(◦C)


Trial #2Temperature

(◦C)


0 (initial)51015202530

Safety Reminder: Use safety precautions when handling hot objects and glass objects.

Data Analysis (calculations): Create a line graph from which you may determine at which temperature the ice

cube melted the fastest. Use your own graph paper and label the x-axis and y-axis. Hint: Time on X-axis

and temperature on Y-axis. Be sure to include a title for the graph. There will be two lines of different colors;

one line will represent the mean data for water at room temperature and the other line will represent the line for the mean temperature readings from the beaker on the hot plate (Remember to prepare a Key).

After activity:

Explain:

Results and Conclusions1. Was your hypothesis supported by the data?2. What were the states of matter that you observed while doing the experiment?3. At which temperature did the ice cubes melt the fastest?4. Does adding heat to ice water affect the rate of melting? Explain.5. What are 2 controlled variables in this experiment (things kept the same)?6. Identify the independent variable (test variable) and dependent variable?7. Look at the graph. What information can you learn from the data you gathered?8. What is the most interesting discovery you made from the graph?9. List 3 questions that you can answer using the graph (make believe you are the

teacher).10. What does the hot plate represent in your model of the water cycle? Answer: the

sun.11. When the large beaker was placed over the smaller when did precipitation occur?

Answer: When the water hits the hotplate it sizzles.

What the teacher will do: Create a class data table, determine the mean results of each condition for the

class, and compare and contrast all the data collected from different groups. Class Discussion: Discuss why some data are the same and why some data are

different. Analyze whole class data and have each group share their


Teacher

observations.

Extension

Activity 1:Procedure:

1. Hold a cotton ball over an empty beaker.2. Have students add drops of water to a cotton ball to model saturation point

of clouds. 3. Record the number of drops to reach the saturation point.

_______________.4. What processes of the water cycle were observable?

Explain.___________________5. Students share the number of drops that it took to reach the saturation point.

Create a class data table, determine the mean results of each condition for the class, and compare and contrast all the data collected from different groups. Discuss why some data are the same and why some data are different. Analyze

whole class data and share each group’s observations. Explain how water cycles between the hydrosphere and atmosphere as a result

of energy from the sun and include how this cycle relates to weather patterns. Draw a model of the water cycle labeling condensation and evaporation

including the three states of matter.

Activity 2: Have the students complete: See Gizmo Teacher Guide

Relative Humidity - Gizmo

Evaluate SSA Connection

1. A scientist performs an experiment and asks other scientists around the world to replicate it. Why would other scientists most likely try to perform the same experiment?

A. to find out if weather of various regions of the world would affect the resultsB. to see if the experiment would be less expensive in another part of the worldC. to confirm the results of the experiment conducted by the scientistD. to verify that the hypothesis of the experiment is a scientific law

2. If a scientist does an experiment but no one else can get the same results when they replicate the scientist's experiment, what does that mean?

A. We should assume everyone else did the experiment incorrectly.B. We should conclude he is a better scientist than the others.C. We should not trust the results of the original experiment. D. We should assume the notes he kept on his experiment were incomplete.


https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=425

Teacher

3. On a hot Summer day, a glass of sweet iced tea sits on a table that is on a backyard porch. Which of the following demonstrates the effect of heat on the glass of iced tea?

A. The potential energy of the iced tea’s particles is increasingB. Heat from the sun is increasing the kinetic energy of the system, forming

condensed water dropletsC. Heat from the sun is increasing the potential energy of the system, forming

condensed water droplets.D. The kinetic energy of the iced tea’s particles is decreasing.


Teacher

TORNADO MOVEMENTS (STEM 2.0)

Benchmarks:SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. (Not Assessed)SC.6.E.7.8 Describe the ways human beings protect themselves from hazardous weather and conditions. (Not Assessed)SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.LAFS.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:Make a model of a tornado and explain how a tornado is one of the natural disasters that affect human life.

Background Information: A tornado is violent storm made of a column of air that starts from the cloud to the ground. Most tornadoes form because of wind shear in a cloud. The meaning of wind shear is that the wind is moving at different directions at different heights. The wind shear can then cause the air to move around in circles. If the spinning occurs and the wind shear goes down then a tornado can form.

Problem Statement:“Can we predict the damage caused by a tornado using a model of how it forms and how the air moves within the tornado? Make sure to talk about the advantages and limitations of your model.”


Teacher

Materials: 1 one quart plastic or glass jar water 100 mL beaker 10 mL graduated cylinder (2 per

group)

10 mL of liquid dish soap 10 mL of vinegar a few drops of food coloring paper towels

Before activity:

What the teacher will do:Engage Activate student’s prior knowledge by Showing a video clip or pictures of tornados, focusing on Florida. Tornadoes-101 from National GeographicImages of tornadoes for kidsAsk them to describe any evidence of property or environmental destruction shown in the images. Have them describe the shape of the wind pattern and infer what makes the wind in a tornado visible. Ask the students to describe the terms and images that they saw. Use this as an opportunity to clarify or introduce other terms and concepts. Discuss the lead question: How does the air move in a tornado?Based on the observations recorded by students ask them to discuss how they will move the plastic bottle to create the tornado as close as possible to the real phenomena.

During activity:

a. Review the experimental design diagram by asking individual students in groups to explain how they will simulate the movement of tornado.

b. Monitor students to make sure they are remaining on task and are following proper lab protocol.

c. Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment.

d. Emphasize importance of recording qualitative observations by groups.e. Model the set-up of the lab and how it should work when completedf. After the initial modeling of the lab, allow students to make their own

modifications to the model and explain their reasons for doing so.Lab procedures-

1. Have students work in groups of 3-4 students.2. Gather all necessary materials for the experiment.3. Make sure that students are wearing lab aprons and safety goggles.4. One student in the group will measure 10 mL of liquid soap using the graduated

cylinder.5. Another student in the group will measure 10 mL of vinegar using the

graduated cylinder.6. A third student will measure 100 mL of water in a beaker.7. Start by putting the liquid dish soap, vinegar, and water in the 1-quart plastic or

glass jar.8. Add just a few drops of food coloring to the mix.9. In their group, students will decide on how they will model the movement of a

tornado.10. Students will decide on the procedure they will use to make a tornado in a jar.11. After approval your approval, students will perform experiment and record

observations in a chart.12. One group member should clean and return all lab materials. Others should


https://www.google.com/search?q=tornadoes+for+kids&tbm=isch&tbo=u&source=univ&sa=X&ei=RYt-U82hNsGWqAbiq4HYDg&ved=0CCwQsAQ&biw=1280&bih=551

http://video.nationalgeographic.com/video/101-videos/tornadoes-101

Teacher

fold aprons, clean the lab table and return goggles.13. After completing clean up, student should complete lab write up.

After activity:

What the teacher will do:Explain and Elaboratea. Have each group share their observations.b. Explain to students that tornadoes are shaped like funnels and that they reach down

from a thunderstorm to the ground. When a cold dry air (coming from Canada) meets with a warm moist air (coming from the Gulf of Mexico), the cold air moves under the warm air forming a column of rotating winds.

c. Show the Tornado movement simulation and ask students to explain how similar or different is the model that they observed to the real movement of tornado from the simulation.

d. Lead discussion about the benefits and limitations of using this model to visualize the formation and movement of the tornado.

ExtendResearch and explain in a one page report or PowerPoint this information a) the frequency of tornadoes in Florida, b) how they form, c) the mechanisms of a tornado, including wind speed, duration, and d) speed of movement over land.

EvaluateStudents will write a Claim-Evidence-Reasoning paper explaining the benefits and limitations of using this model to visualize the formation and movement of a tornado.Prompt to develop claim: Can we predict the damage caused by a tornado using a model of how it forms and how the air moves within the tornado? Make sure to talk about the advantages and limitations of your model.

SSA Connection1. Which of the following is true of a scientific model?

A. It must be a computer simulation.B. It involves electricity.C. It helps scientists visualize concepts. D. It is always accurate.

2. Doug is learning about how day length changes during the year in the Canadian Arctic. Which of the following types of models of Earth would be most useful for him in trying to visualize what causes days to be longer in summer and shorter in winter?

A. a globe tilted on its axis B. a satellite photo of EarthC. a road atlas of Canada showing time zonesD. a wall map of Earth showing latitude and longitude

3. Zoe builds a volcano out of clay. She knows that mixing baking soda and vinegar produces a reaction that in some way resembles lava erupting. She pours some baking soda and vinegar into the clay volcano and observes what happens next. What is Zoe using to help her make her observations?

A. a mechanical system


http://www.classzone.com/books/earth_science/terc/content/visualizations/es2006/es2006page01.cfm?chapter_no=visualization

Teacher

B. a modelC. a scientific lawD. feedback

4. Which of the following questions CANNOT be answered with a scientific investigation?

A. How many buds does an average rose bush produce in a season?B. Is a red rose more beautiful than a white rose?C. What color will be produced by crossing a red rose with a white rose?D. Will fertilizer X produce more growth on rose bushes than fertilizer Y?


Teacher

Hurricane House(STEM 4.0)

Project Based STEM Activities - 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

her S

et-U

p

Engagement or Introduction:

Engineers strive to design sturdy structures that can protect people from violent wind forces. Following storms, they collect evidence to analyze storm (i.e. hurricanes and tornadoes) behavior and find better ways to economically build safer structures in high-risk areas. To test the strength and durability of materials and construction methods, engineers re-create hurricane conditions. Creative hurricane-proof engineering techniques include improved roof shingles and roof design, well-secured house walls, an anchored foundation, and enhanced building materials.

Standard Alignment: SC.6.E.7.7 Investigate how natural disasters affect human life in

Florida. (Not Assessed)

SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but in also creating explanations that fit evidence.

Suggested Student Timeframe:

2-3 traditional class periods

Cross-Curricular Standards:

LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context


Teacher

Step

1Id

entif

y th

e N

eed

or P

robl

emDefine Problem/Scenario:

Recently, Hurricane Victoria came through South Florida and damaged a significant number of homes. Communities within the storm-ravaged areas will have to rebuild. It is important for engineers and architects to design and build homes that will withstand the tremendous forces of future hurricanes.

Expected Task: Student teams will use their knowledge of hurricanes and the damage the cause to design and create a house that will withstand wind and protect people. Each team will also design and create a product (i.e. brochure, poster, commercial, magazine cover) with the name of their engineering firm and a picture/model of the structure they created and present the product and model to the class.

Step

2R

esea

rch

the

Nee

d or

Pr

oble

m

Research and Citations: Students are to do the following:

Develop focus research questions/hypotheses Locate, evaluate and use both primary and secondary resources Find and evaluate information Organize information and/or data Use the writing process (prewriting, drafting, revising, editing,

publishing) Create a bibliography

Vocabulary: Weather, natural disaster, hurricane, model

Step

3D

evel

op P

ossi

ble

Solu

tion(

s)

Criteria: - Must be able to describe when the damage started to occur and the type of damage.

- Each group should consist of 3-4 studentsConstraints: - May not have access to leaf blower

- Your house must have four walls, a roof, two windows and a door.- Base must not be smaller than 10 x 13 cm.- Your team must use both sheets of paper.

Materials: Pencil Glue stick Ruler2 sheets of paper 2 straws ScissorsTape Paper plate GogglesHair dryerFile Folders

Stopwatch Leaf blower

Step

4Se

lect

the

Best

Pos

sible

So

lutio

n(s)

/St

ep 5

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

Build a model house using the materials supplied to you. Your house must have 4 walls, a roof, a door, 2 windows, and a base no smaller than 10 x 13 cm.


Teacher

Step

6Te

st a

nd E

valu

ate

the

Solu

tion(

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

Test the model and record the amount of time it takes to blow it down. Compare your house with another house from the class (how were they alike/different).

Sample of how to test the house: To test the house, leaf blower will be turned on about 10 feet away from the home (a tropical storm), then up close (a category 1 hurricane). A wind gauge can be used to determine the actual speed of the wind. Then the nozzle is added that directs all the air on the home. The students holds the house with arms extended and turns the house around 360 degrees slowly. This is done because hurricanes eventually hit every side of each home it passes over.

How might you combine features of any of the houses in the class to create one that is better at withstanding hurricanes?

Peer-Review Questions: 1. What hurricane

damage did your house suffer with the use of the hair dryer?

2. What hurricane damage did your house suffer with the use of the leaf blower?

3. What were the weaknesses in your house?

4. What were the strengths in your house?

Step

7C

omm

unic

ate

the

Solu

tion(

s)

Project Summary:

Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts:

-Notes

- Journal/sketchbook entries

- Records of conversations, decisions

- Interviews

- Reflective paragraphs describing the progress of the project

- Group progress reports


Teacher

Presentation of Final Solution:

Groups/Teams will present their artifact(s) and demonstrate their model to the class.

Step

8Re

desig

n

Re-designing of the Prototype

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

Teacher Notes: - Possible extension: Ask students to calculate the volume and surface area and then determine if the surface area of the house affected the success of the house withstanding the hurricane winds.

- Potential alternatives to a leaf blow include a hair dryer or box fan.- Safety note: Regardless of the method of simulating hurricane winds,

be sure to have students direct the winds away from people and to use appropriate protective eyewear.


Teacher

HEAT TRANSFER INQUIRY LAB(STEM 2.0)

Benchmark:SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.

Purpose of the Lab/Activity: Students will be able to observe, record, interpret and analyze the transfer of heat by radiation, conduction and convection.Prerequisite:Students should know Radiant energy from the Sun can heat objects and when

the Sun is not present, heat may be lost. The ways heat is transferred through the atmosphere. Be able to read the thermometers and plot coordinates in

a graph.Problem statement/ Research Question: “How is heat transferred through the Earth’s surface and the atmosphere?”

Materials: Equipment per team - 6 thermometers - one large glass beaker- a flat strip of aluminum 1”x ¼” x 6 to 8” (or other suitable heat conducting material)- a small low flow fan or suitable hand fan - 2 heat lamps

Before activity:

Overview: Students will set up three stations and then observe and measure the temperature change, They will also analyze the method of transfer and apply it to everyday situations.Engage: Use this demo to discuss the different ways in which heat can be transferred.Materials: aluminum pie plate or paper plateheavy scissorshole punchstringcandle, hot plate, or incandescent lightmetric rulerNote: A piece of thin cardboard or a heavy-duty paper plate can be substituted for the pie plate.Procedures1. Use the scissors to cut the flat part out of the bottom of the aluminum pie plate. Then cut the flat piece of pie plate you’ve just removed into a spiral, as shown in the illustration. CAUTION: The edges of the pie plate might be sharp.2. Use the hole punch to make a small hole in the end of the spiral that forms the center of the spiral. Use this hole to tie a 30-centimeter piece of string to the middle of the spiral.3. Hold the spiral over a source of heat, such as a candle, a hot plate, or an incandescent


Teacher

light bulb. Be sure that the spiral is not actually touching the heat source. Ask students to observe and describe what happens. CAUTION: The hot plate, candle, or bulb will be hot. Do not attempt to touch it.Ask the following questions:What did you observe when you placed the spiral over a heat source? The spiral spun around.What do you infer caused this to happen? Look for answers that indicate the students understand that the spiral spun because warm air rose from the heat source and pushed against the spiral.Use this opportunity to review the concepts of convection, conduction and radiation. Clarify any misconceptions.Science background: Heat is thermal energy that is transferred from a hotter object to a cooler one. There are three natural processes that can be used to transfer heat. These processes are called radiation, conduction, and convection. Conduction is heat transfer through direct contact. Convection is heat transfer between a solid object and the liquid or gas that is passing by it. Convection is common in both the atmosphere as well as in the oceans. Heated air in our atmosphere expands, becoming less dense. Because it is less dense, it rises upward. Cooler air rushes in to replace the air that lifted up. As warm air rises and cool air falls, a giant circular pattern is created. Eventually the warmer air cools and begins to fall again. Radiation is heat transfer in the form of electromagnetic waves that carry energy from one object to another. The most common example of radiation is energy from the sun.

During activity:

What the teacher will do:Explore:Set Up: Set up one thermometer in the front of the room as a control. Each station set up takes 5 minutes and 15 minutes to record temperature changeA. Radiation. One thermometer is placed in a glass beaker not touching the glass. A heat

lamp is turned on and the temperature is recorded. B. Conduction. Three thermometers are placed (both ends and middle) on a conducting

material while a heat source is applied to one end. The temperature is recorded on all three thermometers in 30 sec intervals. (set heat lamp, Bunsen burner or other source to only apply to one end of material)

C. Convection. Set 2 thermometers upright each one meter from a heat source but in different directions. Students will fan the air towards one of the thermometers. Record both temperature readings on one minute intervals

Procedures:1. Explain each station and MODEL how they will be conducted2. Remind students of proper temperature measurement procedures (only touch the top

of the thermometer, etc.)3. Hand out materials or explain rotation to stations4. Students conduct lab and take measurements5. Fill out lab report as a team then pick up worksheet for individual work and

evaluation- Monitor students to make sure they are remaining on task and are following proper lab protocol.

- Review the experimental design diagram by asking individual students in groups to


Teacher

explain the different parts of the experiment.- Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment.

- Emphasize importance of data collection by groups.Differentiation: 1. Have lab stations set up ahead of class time, number of each station depends on class

size and have teams rotate to each station.2. Have three stations, conduct labs with student participation as class wide demos. Fill

out the temperature data cart as a class on the smart board.After activity:

What the teacher will do:Explain and Elaborate:a. Have each group share their observations.b. Record each group’s data for each investigation on the board discussing each set of

results as you record them.c. Lead discussion that focuses on how heat is transferred by conduction, convection and

radiation through the Earth’s surface and the atmosphere.d. Watch video Heat transfer and ask students to take notes on the three mechanisms of

heat transfer to help elaborate the Reasoning when completing Claim-Evidence-Reasoning (CER) template.

Evaluate:1. Identify and label the way in which heat is being transferred in the picture below

(Radiation, Conduction and Convection)1_Radiation_________

2_Conduction_______

3_Conduction_______

4_Convection_______

2. Write a Claim-Evidence-Reasoning paper based on the results of your investigation.

Problem statement/ Research Question: Using the model built in this lab, explain: “How is heat transferred through the Earth’s surface and the atmosphere?”

SSA CONNECTION1. If you walk barefoot on hot asphalt, energy is transferred by which process?

A. convectionB. radiationC. conduction D. reflection

2. In which atmospheric action can we see evidence of conduction? A. Radiation from the Sun heats the surface of the Earth.B. The surface of the Earth heats the air that contacts it. C. Cold air pushes warm air upward creating a current.D. Air increases in density and sinks back towards the Earth.


http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm

Teacher

3. What is happening at point C in the diagram?

A. The sun warms Earth’s surface through radiation.B. The ground warms the atmosphere through conduction.C. The air warms the ground through convection.D. Heat moves through the air due to convection.

4. Which statement best describes how energy transfer within earth’s atmosphere can affect a weather condition?

A. During radiation, objects directly transfer heat to each other which affects the air temperature.

B. During radiation, electromagnetic waves transfer heat and light energy which affects the air temperature.

C. During convection, objects directly transfer heat to each other which affects the amount of precipitation.

D. During convection, electromagnetic waves transfer heat and light energy which affects the amount of precipitation.


Teacher

HEATING EARTH’S SURFACE(STEM 2.0)

Which Absorbs and Loses Heat Faster––Land or Water?

StandardsSC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systemic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Objectives/Purpose:• Develop and test a hypothesis about how quickly different

materials (sand and water) heat up and cool down when exposed to radiation.

• Explain how the properties of water influence coastal climates.

Prerequisites: The ways heat is transferred through the atmosphere is

discussed. Basic understanding of formation of sea and land breezes. Be able to read the thermometers and plot coordinates in a

graph.

Problem Statement/ Research Question: How does the Sun’s energy influence the movement of air?


Teacher

Materials (per group):• 2 250-mL beakers • ruler• dry sand • 2 flat wooden sticks• tap water • 2 thermometers• ring stand • light source • 2 different-colored pencils (brown and blue)

Before activity:

What the teacher will do:Engage

A. Activate student’s prior knowledge by asking students these questions:When you are at the beach, is there a different amount of sunlight hitting the water compared to the sand? Explain. When you walk on the sand, compared to in the water, is there a difference in temperature? Why? When do you think the sand is at its hottest?

B. Display Gizmo: Coastal Winds and Clouds, then complete Gizmo Warm-up with the class as a whole group discussion. (Provide students T he Student Exploration handout for Costal Winds and Clouds gizmo.)

C. Introduce the question to be answered during lab activityQuestion: How does the rate at which sand (land) and water (oceans) absorb heat (get warmer) & lose heat (get cooler) differ?

D. Ask students to write their hypothesis in the student handouts.

Background information to lead discussionThis investigation will illustrate that water heats more slowly than land and therefore the surface of the Earth must heat at different rates, causing our weather.The core physical principle at work in this lab is the specific heat capacity of different materials. Since this is an introductory topic in middle school, it is really not important that students understand the details of specific heat capacity at this point! It is just important that students understand that different materials (in this case sand and water) heat up and cool down at different rates, causing uneven heating of the Earth’s surface.The uneven heating of the Earth’s surface causes weather. When you have differences in air temperature, the hot air will rise and the cold air will sink. These movements create wind (which also is affected by the rotation of the Earth). This activity will demonstrate how, even at this small scale, water heats up much more slowly that land. This will lead into a discussion about how continents will be warmer, the air above continents will be warmer and therefore the different temperatures of the air will lead to wind and weather. The activity also gives a good lead-in to a discussion of sea and land breezes, and why there are more moderate temperatures along ocean coasts. Cities on the coast are milder in winter, cooler in the summer (think San Francisco). Inland areas (think South Dakota) can be in the upper 90’s in the summer, and well below zero in the winter.

RecommendationsIf you do not have a block schedule, you may shorten the time spent heating up and cooling. Usually it takes 20 minutes of heating and 15 minutes of cooling, but you want to make sure you have high wattage light bulbs or the experiment won’t work well. Also use smaller amounts of sand and water.


https://el-gizmos.s3.amazonaws.com/materials/CoastalWindsCloudsSE.pdf

https://el-gizmos.s3.amazonaws.com/materials/CoastalWindsCloudsSE.pdf


Teacher

Emphasize that it’s important that the sand and water start at the same temperatures.Have students gather materials and check to make sure set up is correct (most importantly that the heat source is directly over the two cups evenly!). Make sure each group has a reliable timekeeper and that they all know how to read the thermometers.

During activity:

What the teacher will do:Explore and Explaina. During the wait time of students collecting data,

students will explore activity A and B of the Gizmo: Coastal Winds and Clouds in the groups. Assign students to computers or personal devices. Students can work individually or in small groups. Ask students to work through the activities in the Student Exploration using the Gizmo. Alternatively, you can use a projector and do the Exploration as a teacher-led activity.

b. Assign student lab roles to ensure proper lab protocol and data collection management of this activity and the gizmo.

c. Monitor students to make sure they are remaining on task and are following proper lab protocol.

d. Review the experimental design diagram by asking individual students in groups to explain the different parts of the experiment.1. Follow laboratory procedural plan; making sure to model proper laboratory

safety and use of equipment.2. While walking around, ask students within their group what is the temperature

in the thermometer to make sure they remember how to read it.3. Emphasize importance of data collection by groups.4. Guiding Questions: How does the temperature of materials compare when

exposed to the same amount of light? Does the state (solid, liquid, gas) of the materials determine the rate of heat absorption?

After activity:

What the teacher will do:Elaboratea. Record each group’s data for each

investigation on the board or transparency, discussing each set of results as you record them.

b. Identify the meaning of radiation, convection and conduction as ways in which heat is transferred between the sun, the land and the air above it.

c. Have each group share their observations.d. Lead discussion that focuses on questions in the investigation:

1. Calculate the total change in temperature for each material.Sand: heated by _see class data_ degrees in 15 minutes; cooled by _ see class data _ degrees in 15 minutes




Teacher

Water: heated by _ see class data _ degrees in 15 minutes; cooled by _ see class data _ degrees in 15 minutes2. Based on your data, which material was heated faster by the “sun”? __sand_Which material cooled faster when the light was shut off? ___sand__

Part I3. As surface materials are warmed by the sun, they in turn warm the air above them. As the sun shines, is the air above the sand or the water warmer?The air above the sand is warmer4. Use Figure 3 to complete the following tasks.a. Based on your answer to Question 3 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in Figure 3 indicating the general direction of air movement over the sand and the water on a sunny day.b. The two vertical arrows you have drawn form the basis of a circular convection current.c. Now draw two horizontal arrows that complete the path of this convection current.

Figure 3: A sunny day at the beach

5. Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? _The sea_. Is this a sea breeze or a land breeze? _Sea breeze_

Part II6. According to your data, which material cooled faster, the water or the sand? __The sand_7. As surface materials cool, they in turn cool the air above them. After the sun goes down and the warm surfaces cool, is the air above the sand or the water warmer? __Cooler_8. Use Figure 4 to complete the following tasks.a. Based on your answer to Question 7 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in the diagram indicating the general direction of air movement over the sand and the water after the sun goes down.b. The two vertical arrows you have drawn form the basis of a circular convection current.c. Draw two horizontal arrows that complete the path of this convection current.

Figure 4: Night time at the beach


Teacher

Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? __the land__. Is this a sea breeze or a land breeze? _Land breeze_.9. Fill in the blanks.On a sunny day at the beach, the wind will usually blow from the _sea__ to the__land__. This is called a __sea_ breeze. As evening falls, the wind will shift and blow from the __land_ to the _sea_. This is called a __land_ breeze.

Evaluate

Closing Activity: Imagine two areas of the planet that are exactly the same except that one contains a large body of water. Based on the results from the lab investigation, which will area will experience a wider range in temperature throughout the year? The area that will experience a wider range in the temperature throughout the year is the one farther away from the body of water. Sand or soil heats up and cools down faster than water; this causes higher temperatures during the day and lower temperatures during the night.

SSA Connection1. Wind is caused by which of the following?

A. the gravity of the SunB. Unpredictable changes in the atmosphere.C. the uneven heating of Earth's surface D. the changes in the ozone layer

2. In coastal areas, land and sea breezes may exist due to the uneven heating of the land and water. Which process is responsible for the breeze?

A. Conduction B. Radiation C. Convection D. Refraction

3. In which atmospheric action can we see evidence of conduction? A. Radiation from the Sun heats the surface of the Earth.B. The surface of the Earth heats the air that contacts it. C. Cold air pushes warm air upward creating a current.D. Air increases in density and sinks back towards the Earth.

4. In December, Bill was driving through Florida with his family. As they drove closer to the coast, Bill noticed that the air grew a little warmer. Which of the following statements best explains the temperature difference?


Teacher

A. Air expands at higher temperatures.B. Water heats and cools more slowly than land does.C. Warm air moves towards the coastline from inland areas.D. Cool air moves form coastal areas to inland areas in a sea breeze.

5. The picture below shows a place where air currents will form due to the uneven heating of Earth.

In which direction will air currents most likely move? A. straight down over the land B. from the land toward the sea C. straight up above the sea D. from the sea toward the land


Teacher

Weather or Not? – Weather vs. Climate (STEM 4.0)

Project Based STEM Activities for Middle Grades Science


Teac

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et-U

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Each team will distinguish between weather and climate. It is important that students understand how weather patterns and the kinds of weather that occur relate to climate.

Standard Alignment: SC.6.E.7.6 Differentiate between weather and climate.

SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.




MAFS.6.SP.1 Develop understanding of statistical variability.

MAFS.6.SP.1.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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Define Problem/Scenario:

You have been recruited by your local weather station to develop climatographs for several cities. The weather station’s data has been tampered with and it not identified by the city. Luckily, you still have access to climatographs.


Teacher

Expected Task: Each team will distinguish between weather and climate. It is important that students understand how weather patterns and the kinds of weather that occur relate to climate.

Sample data sets (from NOAA site) and climatographs (from U.S. climate data site) can be accessed at the link below:Sample Weather and Climate Data (you may need to first log into OneDrive to access the data files)

Task 1: Analyze data. Next, compare data findings to all of the 7 know

cities’ climatographs and draw a conclusion identifying your mystery city.

- Note: Be sure to multiply daily precipitation and temperature averages by 30, before comparing your data with all of the known 7 cities’ climatographs.

Task 2: Using chart paper and research data, develop a model to

demonstrate the differences between weather and climate for your mystery region.

Select one month in a calendar year. Then select your year ranges for example filter data for 3 to 5 years or parameters set from your teacher for your selected month.

- Calculate the number of days of precipitation in for your selected month

o Days of Precipitation =________o Days of No Precipitation = _______

Calculate Temperature ranges Days Ranges

Based on your calculations create a model that best represents the climate for that particular month. It must contain probabilities of daily atmospheric conditions.

Your model should be used to help verify you identify your city.


https://miamidadeschools-my.sharepoint.com/personal/292641_dadeschools_net/Documents/Weather%20Data%20by%20City

Teacher

Research and Citations:

Research : 1. Introduce challenge of developing a model that can demonstrate

the differences between weather and climate within a specific climatic zone.

2. Review engineering design cycle.3. Research daily weather conditions for a specific location.

Sample sources:http://www.usclimatedata.com/https://www.ncdc.noaa.gov/cdo-web/datasets http://cdiac.ornl.gov/epubs/ndp/ushcn/ushcn_map_interface.html

Vocabulary: Climate, weather, atmosphere, precipitation, temperature

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Criteria: Model must: Include an appropriate range of weather condition for the

climatic zone. Have average monthly conditions similar to actual climate It must contain probabilities of daily atmospheric conditions. Include a key to reference coding of events by color Have moveable parts

Constraints: Models cannot: Exceed 8 unique sets weather combinations (i.e. specific

ranges of temperature and precipitation)

Materials: • Beads or beans of varied colors/sizes• Ziploc bags or small cups• Construction paper• Markers• Index cards

Step

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the

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s)/ Building of the

Product (Prototype, model or Artifact):

Based on research and brainstorming of solutions, build a prototype of your model and design a method of using the model on Discovery Board Builder, PowerPoint, or another presentation application. Groups may take pictures of their models to upload in their presentations.

Step

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

Testing of the model by other groups will allow students to record results from their model to evaluate the model using the criteria and constraints to inform the group if any adjustments are needed.

Peer-Review Questions:

How does the model simulate the conditions within the climatic zone?

How can the model show the randomness of weather while also showing the consistency of climate?


http://cdiac.ornl.gov/epubs/ndp/ushcn/ushcn_map_interface.html

https://www.ncdc.noaa.gov/cdo-web/datasets

http://www.usclimatedata.com/

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Project Summary:


Notes Journal/sketchbook entries Records of prototype testing and next steps to improve the

model Reflective analysis of progress towards meeting the objective of

the project (expected task)


Teams will provide their models to other groups to use and learn about the weather and climate of different climatic zones.


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: The concept for this activity was developed from http://littleshop.physics.colostate.edu/activities/atmos1/WeatherClimate.pdf Hint: the contents of a cup may represent the climate of a region in which each bead represents certain weather patterns within the climate.

The Sample Weather and Climate Data (you may need to first log into OneDrive to access the data files) contain climatographs and city data for 7 US cities. It also contains a copy of the weather data files with city identifies removed and a key to identify cities. If using this data set, students should only have access to the climatographs and unlabeled city data: Files with names City 1, City 2, etc.

Hint: When taking averages of the precipitation from the sample data, it is important to realize the data is daily precipitation and your students may be trying to obtain monthly precipitation


https://miamidadeschools-my.sharepoint.com/personal/292641_dadeschools_net/Documents/Weather%20Data%20by%20City

Teacher

MODELING THE GREENHOUSE EFFECT(STEM 2.0)

Adopted from: NOAA Earth System Research Laboratory

Benchmarks:SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet.SC.6.N.1.1 Define a problem from the sixth 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: Create models of Earth with and without heat-trapping greenhouse gases. Demonstrate how the greenhouse effect contributes to many interactions among

“spheres” of the Earth.

Prerequisites: Basic understanding of the Greenhouse Effect and global climate change. Basic understanding that the greenhouse effect is a necessary phenomenon for life

on Earth.

Problem Statement / Research Question: “How does the Greenhouse Effect influence temperature on Earth?”

Materials:

2 clear plastic cups Clear plastic wrap 2 thermometers 2 rubber bands Potting soil Stopwatch or clock Lamp with 100 watt light bulb Copy paper Colored pencils or markers


http://www.esrl.noaa.gov/gmd/outreach/lesson_plans/Modeling%20the%20Greenhouse%20Effect.pdf

Teacher

Procedures: Day of Activity:

BeforeActivity

:

What the teacher will do:Engage:

Part 1

1. The teacher will introduce the lesson by asking students to brainstorm examples of natural events that occur on the Earth.

2. The teacher will then ask how those events affect features and living things in the Earth.

3. The teacher then describes and show features of the five systems of the Earth: the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere

The students will watch a slide show (EarthSystemsPresentationSimpleandComplex.pptx) of pictures of the Earth and, by show of fingers, tell which system is depicted. (Cryosphere = 1, biosphere = 2, etc.) Allow students to defend their point of view. Accept all valid reasoning. (See Teacher Notes)

Part 2

a. Probe student understanding by asking the following questions:1. Are greenhouse gases, carbon dioxide in particular, good or bad? Accept all

responses and indicate that responses will be accepted or modified after the experiment.

2. What is the difference between weather and climate? The difference between weather and climate is a measure of time. Weather is what conditions of the atmosphere are over a short period of time, and climate is how the atmosphere "behaves" over relatively long periods of time.

b. Explain what a greenhouse is and how it is used to maintain a temperature at which plants are able to grow even though the temperature outside the greenhouse sometimes will not support plant life. A glass building in which plants are grown that need protection from cold weather.

c. Ask students to explain the correlation between the “greenhouse effect” and weather and climate. The continued increase in “greenhouse” gases, such as Carbon Dioxide (CO2), on the planet leads to a change in climate, which can affect weather in various ways.

d. Have students watch The Greenhouse Effect presentation from National Geographic.http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive.html

DuringActivity

:

What the teacher will do:Explore:

a. Monitor students to make sure they are remaining on task and are following proper lab protocol.

b. Instruct students that their team will design an experiment that will measure the different amount of heat retained in a glass jar beneath a heat lamp.


http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive.html

http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive.html

http://www.cpalms.org/uploads/resources/128958/EarthSystemsPresentationSimpleandComplex.pptx

Teacher

c. This activity will model how carbon dioxide and other greenhouse gases warm our Earth.

d. Each team will investigate the following question: “How does the Greenhouse Effect influence temperature on Earth?”

e. During the investigation, the students may develop and perform procedures similar to the following:

1. Place equal volume of soil in the bottom of each plastic cup.2. Place the thermometer inside of each container at the same height relative to

the soil. Record the initial temperature in degrees Celsius (0C)3. Seal the top of one container with plastic wrap held in place with the rubber

band while leaving the second container open.4. Place the lamp with the exposed 100 watt bulb between the two containers.

The light bulb should be kept on during the whole experiment.5. Record the temperature in each container every 2 minutes for the next 20

minutes.6. Construct a multiple line graph with both sets of data on the same axes

(temperature on Y, time on X).f. Review the experimental design diagram by asking students to explain the different

parts of the experiment.1. Instruct students to title their experiment written as “the effect of the

Independent Variable (IV) on the Dependent Variable (DV)”2. Instruct students to form their hypothesis in the form of an “if-then” statement.3. Instruct students to identify the Independent Variable.4. Instruct students to state the number of trials they will be conducting in this

experiment.5. Instruct students to identify the Dependent Variable and state how they will be

measured.6. Instruct students to identify the constants.

What the teacher will do:Explain:

a. Ask each team to share their findings from the activity. b. Have the students to summarize the results of the activity.c. Ask the students to reflect on the experiment and describe how the Greenhouse Effect

influence temperature on Earth d. Students are to state their claim – The conclusion to the question.e. Students are to identify the evidence – The scientific data that that support the claim. f. Students are to explain their reasoning – The justification that links the evidence to

the claim.g. Ask the students what happened to the temperature of the jar over time?h. Have students illustrate how the setup of the glass jar beneath a heat lamp modeled

the greenhouse effect on Earth.i. Have students complete the evaluation.

Elaborate: Have students watch the Global Warming and Greenhouse Effect video.


Teacher

http://www.pbslearningmedia.org/asset/tdc02_vid_greenhouse/ Have students research how changes in greenhouse gases in the atmosphere affect the

other "spheres" (biosphere, cryosphere, geosphere, hydrosphere) and then create a story line tracing how these changes affect each sphere.

After Activity

:

Evaluate:

SSA Connection

1. The atmosphere surrounding Earth helps to maintain the various climates found around the world and keeps Earth from becoming extremely cold all over. How does the atmosphere help to keep Earth insulated and warm?

A. The atmosphere creates heat as Earth moves through space, helping to insulate Earth.B. The atmosphere traps the heat generated by Earth's core and helps maintain Earth's

climate.C. The atmosphere helps spread the warmth from the water near the equator to other

parts of Earth.D. The atmosphere helps trap heat energy from the Sun and energy radiated from Earth

to maintain the climate.

2. Increased amounts of carbon dioxide in Earth’s atmosphere may lead to global warming. What might global warming then lead to?

A. more photochemical smogB. melting of the polar ice capsC. a hole in the ozone layerD. less of a greenhouse effect

3. Which human activity can have the greatest positive effective on global climate change?A. Removing trees to build housesB. Recycling plastics to manufacture new productsC. Limiting the use of internal combustion engines that power automobilesD. Using alternatives to chlorofluorocarbons (CFCs) for refrigeration

4. Which of the following could increase average global temperatures?A. Increased use of fossil fuelsB. Increased ocean algal bloomsC. Increased efficiency of electrical appliancesD. Increased number of animal species

Teachers Note: Part I of the Engage was adopted from: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128958


http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128958

http://www.pbslearningmedia.org/asset/tdc02_vid_greenhouse/

Teacher

Extension:1. Activity # 1. Students may want to continue the experiment and record the two

temperatures every day at the same time for a week. Graph the data and discuss how the temperatures fluctuate from day to day.

2. Activity # 2. Green House Gases.

There is no scientific dispute about the presence of "greenhouse gases" (including carbon dioxide-CO2) in the Earth’s atmosphere that function to trap heat from the Sun. There is also no dispute that the amount of CO2 in the atmosphere has increased 25%. Does this mean that global warming is occurring? Nobody knows for certain, but many atmospheric scientists are becoming concerned about the increasing amount of CO2 in the atmosphere.

What does this mean to you? Despite the uncertainties, if global warming does occur (or if it has already begun), it will profoundly affect human societies. Global warming may result in severe droughts, reducing crop production necessary to feed billions of people. Rising sea levels will threaten beaches, coastal cities, and people. The migration of millions of people would strain economic, health, and social services. Conflicts over remaining resources could escalate. Wildlife habitat will be destroyed, with countless species facing extinction. With the potential devastating effects of global warming, 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 #3: With parental supervision, students will visit two parking lots in different areas, and list the types of cars present to determine the amounts of CO2 these cars release.(1) Select two areas in your town with substantial parking lots. These parking lots can be in different parts of town, surrounding different types of stores (food stores,


Teacher

clothing stores, discount stores), or can be of different sizes (shopping malls, "mom and pop" stores, specialty shops).(2) Walk through each parking lot, writing down the following information for 10 cars (it helps if at least one person knows about cars):

Car type (Be specific! For example: Ford F350 pickup truck) The condition of the car (new, used but excellent, badly used, etc.) The size of the car (very big, large, medium, compact, etc.) Approximately weight of the car in tons. Since CO2 emissions are tied

to the weight of the car, assume that each car emits as much CO2 per year as it weighs. Record this amount for each car. Alternatively, students can research specifications of the vehicles such as weight and fuel economy along with amount of CO2 released from a gallon of gas and typical vehicle mileage per year (or use 10,000 miles a year for simpler calculations) to develop a more accurate estimate.

Questions:

1. Were there significant differences in the types and ages of the cars you saw in the different parking lots? Why or why not?

2. Did there seem to be a correlation between the cars and the type of store?3. Did there seem to be a correlation between the size and age of the cars?4. Which parking lot had the cars with the most estimated CO2 emissions? Why

might this be?5. Look up the weight information for your car. What type of CO2 emissions does

it have?6. Would you consider emissions of air pollutants in the purchase of your next

car? Why or why not?

Sources: http://www.enviroliteracy.org/pdf/labge1.pdf http://www.myteacherpages.com/webpages/SBrenneman/files/

EXPERIMENTAL%20DESIGN11.doc http://www.climatechangenorth.ca/section-lp/LP_06_I_B_greenhouse.html http://highered.mcgraw-hill.com/sites/dl/free/0072315474/26241/

pollution_1.htm http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html


http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html

http://highered.mcgraw-hill.com/sites/dl/free/0072315474/26241/pollution_1.htm

http://highered.mcgraw-hill.com/sites/dl/free/0072315474/26241/pollution_1.htm

http://www.climatechangenorth.ca/section-lp/LP_06_I_B_greenhouse.html

http://www.myteacherpages.com/webpages/SBrenneman/files/EXPERIMENTAL%20DESIGN11.doc

http://www.myteacherpages.com/webpages/SBrenneman/files/EXPERIMENTAL%20DESIGN11.doc

http://www.enviroliteracy.org/pdf/labge1.pdf

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An Investigative Look at Florida's Sinkholes(STEM 2.0)

Adapted from http://www.cpalms.org/Public/PreviewResourceUrl/Preview/129086

Benchmarks: SC.6.E.6.1: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.SC.6.N.1.1: Define a problem from the sixth 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

Background Information:Sinkholes are a common feature of Florida's landscape. They are only one of many kinds of karst landforms, including caves, disappearing streams, springs, and underground drainage systems. Karst refers to a type of terrain produced by erosional processes associated with the chemical weathering and break down of limestone, which is one of the most common carbonate rocks in Florida. The breaking down of carbonate rocks begins when they are exposed to acidic water. Most rainwater is slightly acidic and usually becomes more acidic as it moves through decaying plant debris. Limestone in Florida is porous, meaning it has a lot of tiny holes within it. This allows acidic water to penetrate through the rocks layers, dissolving some limestone and carrying it away in solution. Over long periods of time, this erosional process has created extensive underground voids and drainage systems in much of the carbonate rocks throughout the state. Collapse of overlying sediments into the underground areas produces sinkholes. When groundwater discharges from an underground drainage system, it is a spring, such as Wakulla Springs, Silver Springs, or Rainbow Springs. Sinkholes can occur in the beds of streams, sometimes taking all of the stream's flow, creating a disappearing stream. Dry caves are parts of karst drainage systems that are above the water table, such as Marianna Caverns located on the Florida Panhandle.

Purpose The students will create a model to investigate the factors that affect sinkhole formation and apply concepts of weathering and erosion to explain the process occurring in their model.


http://www.cbsnews.com/pictures/giant-si 1

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/129086

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Objectives:1. The students will be able to use the model they created in this lesson to correctly

describe when erosion and weathering is occurring.2. The students will be able to correctly state, based on their data, that a larger amount

of rainfall, acidification of ground water and depth of the limestone layer all play a role in the formation of sinkholes.

Prerequisites: • A basic understanding of weathering and erosion.• Landforms in Florida and their basic characteristics.

Problem Statement/Research Question: What factors increase the likelihood of sinkholes?

Material (per group): 5 Styrofoam bowls per group Stick of clay per group 5 Alka-Seltzer tablets per group 250mL beaker per group 100mL graduated cylinder Triple beam or electronic balance Stopwatch

Class set:• 2.5 lb. of sand per class period • Access water• Coffee Pot or other method of safely heating water without boiling.

Before Activity:

Engage1. From NBC Learn, play: Florida’s Costly “Sinkhole Alley” (for link to work probably, you must first access NBC Learn through the employee portal).

2. Using the How to construct your Sinkhole Model, have students discuss the similarities of this model to the sinkholes in the video and possible causes of sinkholes and develop a method to demonstrate a sink hole to test factors that lead to the formation of sinkholes using the materials for the lab.

During Activity:

Explore:1. Students need to determine what they want to test from the three options below:

a. If the amount of soil causes sinkholes to form.(If you choose thickness of soil, the only thing you may change is the amount of soil.)b. If the amount of water causes sinkholes to form.(If you chose amount of water, the only thing you may change is the amount of water.)c. If the pH (acidity) of water causes sinkholes to form. (If you chose pH, the only


http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=66315

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thing you may change is the pH of the water you are using.) NOTE: See below for important information related to this option.

2. Students fill out their lab sheet by developing a hypothesis, identifying the testing variable and the outcome variable. 3. Demonstrate the control as a class, or have the students complete the control using 100g of sand and 100mL of water. Have students record the data on their lab sheet. The typical amount of time it takes for the sinkhole to form is between 1 minute 30 seconds and 2 minutes 30 seconds. If you get a group that achieves 8 minutes for a control they had one of the following errors:

a. Their hole is too small. b. They used too much clay, covering

the Alka-Seltzer tablet. c. The crushed the sand down.

4. Students should use the How to Construct Your Sinkhole Model to create their initial model.

5. Students will experiment with their model, measuring the amount of time it takes for the sinkhole to form.

a. Students will complete a series of experiments testing different levels of the independent (test) variable. The group only changes one variable and keeps all others constant which is the control amounts. For example, if testing a. the thickness or (depth) of the limestone layer and its effect on sinkhole formation, the student would want to test different amount of sand. For example, if our control is 100g of sand and 100mL of water, we may want to experiment with 50g of sand and 100mL of water


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After activity: Explain:

1. Students will reflect on their data by answering the following questions:a. Is there a pattern with either the amount of soil, amount of water or pH of the water used?

- Possible student response: responses will vary based on student data.b. What was the longest amount of time it took for the sinkhole to appear? Was there a reason for this?

- Possible student response: responses will vary based on student data.c. What was the shortest amount of time it took for the sinkhole to appear? Was there a reason for this?

- Possible student response: responses will vary based on student data.2. Students will answer questions connecting the science content to their model:a. At what point did your model demonstrate chemical weathering?

- Possible student response: when bubbles appear in the water, chemical weathering is occurring.

b. Did your model demonstrate physical weathering? If so, when?- Possible student response: this model does not really demonstrate physical

weathering.c. Did your model demonstrate erosion? If so, when?

- Possible student response: the water carrying the sand into the beaker (through the hole) could be an example of erosion because the water is taking the sand to a new location.

d. How do you know a sinkhole occurred?- Possible student response: I know a sinkhole occurred because there was a dip

and then an opening in the middle of my bowl. It allowed the sand to sink down into lower layers of the “earth.”

3. Students will read the additional information and answer the questions below:a. What is a karst? How are karsts related to sinkholes?

- Possible student response: karsts are a type of terrain produced by erosionalprocesses associated with the chemical weathering and break down of limestone. A sinkhole is a type of Karst.

b. What are some of the causes of sinkholes?- Possible student response: Sinkholes can be caused by too much rain, increased

pH of the rain, too much weight on the land above, a weakening of the limestone layer.

c. Why are sinkholes common in Florida?- Possible student response: Sinkholes are common in Florida because we have a

large amount of limestone under the soil and a large aquifer system.d. In your model, you are using an Alka-Seltzer tablet. Over time, the tablet dissolved and broke down. What layer of rock does the Alka-Seltzer tablet represent?

- Possible student response: The Alka-Seltzer tablet represents the limestone layer.

e. What similarities are there between the sinkhole described in the reading and the one you created with your model?

- Possible student response: Answers will vary, but students may suggest the limestone layer, the amount of sand/water used, the type of topography, etc.


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4. Students will create a Claim/Evidence/Reasoning explaining their reasoning behind the formation of sinkholes.

Elaborate: 1. There were 3 factors that were tested, and each group was only permitted to test one. These included the effect of amount of water on sinkhole formation, the depth of the limestone layer/amount of sand on sinkhole formation, and the acidification of ground water on sinkhole formation. The teacher will lead a class discussion of data on how these 3 interactions each could possibly cause a sinkhole to form.

a. For the group that tested amount/pH/amount of sand of water, “Do your results support the idea of sinkhole formation?” (Propose this question 3 different ways, so

each group can respond).

b. Why do you believe we used sand in our model instead of topsoil? Would we use a different soil type if this model represented Nebraska?

c. What factors were important to keep constant during your experimentation?

2. The students will analyze the USGS map of Florida, which indicates the amount and depth of the limestone layer and determine the area’s susceptibility to the formation of sinkholes.

3. Class discussion of what Floridians should do if their area is prone to the formation of sinkholes.

4. here is a link to USGS Map of Florida http://publicfiles.dep.state.fl.us/FGS/FGS_Publications/MS/MS110SinkholeType/sinkholetype3.pdf

5. The USGS Map is quite large. You may want to display the map up on the overhead to drive discussion.

Questions to consider for class discussion: 1. On the USGS Map, which areas are most susceptible to sinkhole formation? Why might these areas be more prone to sinkholes?

2. Find Sumter County on the Florida map. What would you expect to discover about the limestone layer if you were to dig deep into the Earth there?

3. If you were to build on an area that is prone to sinkhole formation, what precautions should the developer consider before beginning development of the land?


http://publicfiles.dep.state.fl.us/FGS/FGS_Publications/MS/MS110SinkholeType/sinkholetype3.pdf

http://publicfiles.dep.state.fl.us/FGS/FGS_Publications/MS/MS110SinkholeType/sinkholetype3.pdf

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4. Create a definition for a sinkhole incorporating the terms weathering and erosion.

5. Do you believe the peninsula landform of Florida contributes to sinkhole formation? Discuss.

Teacher Note: Important Note for the educator: To simulate the effect pH has on sinkhole formation, use different temperatures of warm water. Using an acid such as vinegar will result in the formation of carbonic acid, causing the antacid tablet (representing the limestone layer) to break down slower, which is the opposite of the desired results. In actuality, limestone chemically reacts to weak acids, which happens gradually over time with rainwater. Rainwater has a pH of around 5.6, and it becomes acidic as it comes in contact with carbon dioxide in the atmosphere and the soil including living and decaying plant matter, creating a mild carbonic acid. As this acid propagates through the ground, it breaks down the limestone layer, which in turn causes sinkhole formation over time. When discussing this with your students, you need to put it into terminology they will understand, especially since this is a sixth grade Florida standard. In class, indicate that the warm water represents rainwater that has come into contact with the carbon dioxide in our atmosphere and the soil for prolonged periods of time and has acidified, whereas room temperature water will represent water that has not come into contact with the soil for a prolonged period and in turn, is not as acidic. If you would like to simulate an industrialized zone which has had prolonged periods of acid rain, we would use the warmest possible water. This would simulate more acidic groundwater than the other two scenarios. Please be sure the students do not confuse the “temperature of the water with pH.” The different temperature water represents different pH levels of water in our model. Do NOT reference temperature at all when referring to the pH. Please exercise caution, making sure the water is not too hot for the students. Before students enter the classroom:

- Create three different types of “acidic water.” Make slightly acidic, acidic, and very acidic using different temperatures of water. Do NOT reference the temperature. Label the beakers containing the hot water using the following names: slightly acidic, acidic, and very acidic. When students ask about the temperature, simply tell them we are not using temperature, simply go off what the label says.

Click here to Return to “Explore Section”


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Adopted from http://www.cpalms.org/Public/PreviewResourceUrl/Preview/129086



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Adopted from http://www.cpalms.org/Public/PreviewResourceUrl/Preview/129086



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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.

2. The Appalachian Mountains, which extend from Canada to Alabama, were much taller in the past than they are today. Which of the following processes are most responsible for the decrease in the height of the mountains?A. Weather and erosionB. Sedimentation and floodingC. Volcanic eruptions and land slidesD. Tectonic collisions and earthquakes

3. Three funnels were filled with equal volumes of pebbles, fine sand and course sand as shown in the diagram below. The same amount of water was poured into each funnel.

Which correctly lists the order in which the water will pass through the funnels from fastest to slowest?

A. Pebbles, fine sand, course sandB. Pebbles, course sand, fine sandC. Fine sand, course sand, pebblesD. Course sand, pebbles, fine sand


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South Florida Beaches are Running Out of Sand(STEM 3.0)



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Formative Assessment: Beach Sand The purpose of this assessment probe is to elicit students’ ideas about weathering, erosion, deposition, and landforms.

Have you ever returned to a favorite beach and wondered where did all the sand go? Decreased sand on South Florida beaches is due to erosion either from hurricanes, or tidal action over time. So, is it possible for South Florida to run out of sand for its beaches? According to the U.S. Army Corps of Engineers, the answer is yes. Miami-Dade and Broward counties have depleted their offshore sources of sand that would eventually be used for beach re-nourishment projects.

Standard Alignment:

SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.




LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.


https://village.dadeschools.net/lvcontentitems_114/lvcontentitems_114/Attachments/1/UncoveringV1-ch22-Beach%20Sand.pdf

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In South Florida, there is a small coastal town that relies on its well-known beach boardwalk. There are several businesses that bring in revenue for the town, which includes small restaurants, water sports, and fun carnival, rides. When school is out for the summer, spring and winter breaks, kids and adults enjoy rollerblading, skateboarding, jogging, and biking along the scenic route. Every summer the boardwalk hosts its biggest Fundraiser of the year: The Annual Sand Castle Contest. The funding pays for technology for the local schools in the area. This year, the town was notified that in a few years they would no longer be able to continue this annual event due to the depletion of sand caused by wave erosion.

Expected Task: Student teams will use their knowledge of erosion and construct a wave device, from recycled items, that will simulate wave action and erosion. They will create a barrier that will prevent or significantly lesson erosion of the sand.

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- Discovery Education: Beach Erosion Simulation : In Part 1, choose a cause of beach erosion and watch its effects on the sample beach over the three different time periods. Then, in Part 2, choose a type of beach-erosion remedy and see how - or if - it helps stop the beach erosion that takes place on a beach over a 20-year period.

- Develop focus research questions/hypotheses- Locate, evaluate and use both primary and secondary resources- Find and evaluate information- Organize information and/or data- Use the writing process (prewriting, drafting, revising, editing,

publishing)- Create a bibliography

Vocabulary: Erosion, waves, barrier

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s) Criteria: - Must be able to explain how waves cause coastline erosion- Barriers must demonstrate reduced coastline erosion while

allowing water to flow.- Each group should consist of 3-4 students

Constraints: The availability of recycled items to be utilized in the design.Materials: - Large shallow container or tub with long sides (or stream table)

- Sand- Recycled items (i.e. card board, chip bags, soda bottles, juice

pouches)- Water- Pebbles (To represent reefs)


https://app.discoveryeducation.com/player/view/assetGuid/e97e0ab6-9f79-488f-9575-335ff165f400

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Build a model wave device that will simulate wave action. Then create/add a barrier that will reduce or stop sand erosion from recycled items.

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Test the model ensuring that waves are created. Vary the time the waves are created or the depth of the water to simulate different conditions such as duration of a storm or tide level. Add a barrier and test if it will reduce or stop sand erosion. Conduct three trials to demonstrate the extent of erosion without a barrier and with a barrier. Observe the effect of the wave and record observations. Observe the effectiveness of the barrier and record observations. Evaluate the design and the solutions to problem of their project as well as the other teams.


1. Why do barriers prevent erosion? 2. What are some different approaches this town could use to

protect its coastline?3. Is a higher barrier more effective than a lower barrier? 4. Which barrier is more effective: An artificial or natural barrier?

Why or why not?

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- Notes- Journal/sketchbook entries- Records of conversations, decisions- Interviews- Reflective paragraphs describing the progress of the project- Group progress reports


Groups/Teams will present their artifact(s) and demonstrate their model to the class and determine which group created the best barrier to use.

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


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Teacher Notes: Students will have a better understanding of:- What erosion is, and the different forces that cause it- How erosion shapes our environment- Why erosion can be a problem- Problem solving skills when faced with a scenario in which

they must apply their understanding to prevent erosion


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The Physics of Rollercoasters(STEM 2.0)

Benchmarks: SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.SC.6.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.6.N.1.1 Define a problem from the sixth 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.SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.

Purpose of the Lab/Activity: Construct a model roller coaster. Students will differentiate between kinetic and potential

energy. Use the law of conservation of energy to explain

observations. Students will represent the energy transformations in given

system (roller coaster).

Problem Statement/Research Question: How does the energy of a roller coaster car changed as it travels along a roller coaster?

Materials (per group): Marbles (2 marbles with different masses) Pipe insulation (flexible foam cut in half, 4 meters per group – available at hardware stores.) or

swimming noodles (available at dollar stores) Masking tape (1 meter per team) Plastic cup to be placed at the end of the coaster (to collect the marbles after each trial) Stop watch


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Procedures: Day of ActivityBefore activity: What the teacher will do:

EngageA. Inform the students that

will be exploring the difference between potential and kinetic energy by designing a rollercoaster for the City of Dade.

B. Roller Coaster Physics (Teacher Resource)

C. Probe student understanding by asking the following questions:- What is energy? The ability to do work.- What is the difference between potential and kinetic energy? Stored energy is potential energy and moving energy is kinetic energy.

D. Have students place their pencils on the top of their desk. Ask the students what type of energy does the pencil have as rests on the desk? Potential Energy

E. Now ask them to push the pencil off of the edge of the desk to the floor. What type of energy does the pencil have as it is moving? Kinetic Energy

F. Prior to the lab, cut the flexible foam pipe insulation in half throughout its entire length.

G. Give each team two halves of the pipes.

During activity:

What the teacher will do:Explore

A. Monitor students to make sure they are remaining on task and are following proper lab protocol.

B. Instruct students that their team will design an experiment that will test the scientific and physical principles in roller coaster design.

C. An interesting feature of this lab is that students should be allowed to use only the given material.

D. Students should not ask for more masking tape or pipe. The challenge is to build the best roller coaster using the same amount of materials per team.

E. Conduct Experiment:1. On your paper, design your roller coaster. Your design should have at least 2

hills, one loop, and one turn. Discuss with your team which design will make the best coaster. Choose the best design within your team. Get your teacher’s approval

before you start building your coaster. Using the given materials build your team’s selected coaster. Release the small marble from the top of the first hill, and observe how

the speed of the marble changes as it travels along the roller coaster. Record your observations.

Repeat step 5 using the biggest marble. Record your observations.2. Review the experimental design diagram by asking students to explain the


https://www.teachingchannel.org/videos/teaching-stem-strategies

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different parts of the experiment. Instruct students to title their experiment written as “the effect of the

Independent Variable (IV) on the Dependent Variable (DV)” Instruct students to form their hypothesis in the form of an “if-then”

statement. Instruct students to identify the Independent Variable. Instruct students to state the number of trials they will be conducting in

this experiment. Instruct students to identify the Dependent Variable and state how they

will be measured. Instruct students to identify the constants.

After activity: What the teacher will do:ExplainStudents should complete a Claim-Evidence-Reasoning based conclusion responding to the initial research question, then:

- Have students compare and contrast their conclusions with other students in the class.

- Lead discussion that focuses on questions in the investigations.- Record each group’s data for each investigation on the board.- Have the students explain how the energy of a roller coaster car

changed as it traveled along a roller coaster.

Elaborate:Students should apply an engineering design process to develop the highest possible rollercoaster on which a marble can safely travel (i.e. the marble should remain in contact with the track at all times including a smooth stop at the end of the track.

Evaluate:

SSA Connection

1. The diagram shows a cart at four positions as it moves along its track.


Teacher

At which positions is the sum of the potential energy and kinetic energy of the cart the same?

A. A and B onlyB. B and C onlyC. C and D onlyD. All positions A through D

2. As an object falls towards the Earth, what is true about the gravitational potential energy of the object?

A. It will increaseB. It will decreaseC. It will stay the sameD. Depending on the mass of the object, it will either increase or decrease

3. Three people of equal mass climb a mountain using paths A, B, and C shown in the diagram below.

4. Along which path(s) does a person gain the greatest amount of gravitational potential energy from start to finish?

A. AB. BC. CD. Each climber gains the same amount of gravitational potential energy

3. The diagram shown represents a frictionless track. A 10 kg black starts from rest at point A and slides along the track.


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5. Which of the following is true of the speed of the block at point B?A. The speed of the block is increasing at point B.B. The speed of the block is decreasing at point B.C. The speed of the block is not changing at point B.D. The block will stop at point B.


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Miami TOY (Teach our Youth) Company(STEM 4.0)



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Students will explore and learn how toys work. Toys are a great tool to use when learning about the Law of Conservation of Energy, the relationship between potential and kinetic energy, and the different forms of energy.

Standard Alignment: SC.6.P.11.1 Explore the Law of Conservation of Energy by

differentiating between potential and kinetic energy. Identify situations where potential energy is transformed into kinetic energy and vice versa.

Suggested Student Timeframe: 3-4 traditional class periods


LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

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Over the summer Hurricane Sebastian struck South Florida as a category 3 storm. Many children lost their toys. Working as an engineer for the Miami TOY (Teach Our Youth) Company, you will be asked to create new toys for the children who no longer have theirs to play with.

Expected Task: Teams will use their knowledge of potential and kinetic energy and the Law of Conservation of Energy to design to develop and build a toy.


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Research the forms of energy that exists and what type of energy is being transformed in the toy they decide to create.

Locate, evaluate and use both primary and secondary resources

Find and evaluate information Organize information and/or data Use the writing process (prewriting, drafting, revising,

editing, publishing) Create a bibliography

Vocabulary: Thermal energy, electric energy, sound energy, magnetic energy, chemical energy, light energy, kinetic energy, potential energy, Laws of Conservation of Energy, force, mass, velocity

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Criteria: Must be able to develop a toy that takes one for of energy and converts that energy to another form of energy.

Must create an energy flow chart and schematic diagram of their creation to show energy conservation and transfer.

Each group should consist of 3-4 studentsConstraints: Each team will have a budget of $70.00 to help engineer new toys

for the children of South Florida who lost their toys in the storm. Materials: Old Toys (Some that can be disassembled):

Examples: Bicycle, scooter, roller blade, skateboard, trucks, hot wheels car, Frisbee, hula hoop, jump rope, glow bracelets, hand held video game, slinky, paddle ball, motorized cars, trains, or trucks.

New ToyPer item cost:

Rubber band $1.00Wood $20.00Battery $10.00Gear $5.00Light Bulb $5.00Bell $5.00Wire $1.00Wheel $5.00Glue $1.00Note Card $1.00Straw $2.00Popsicle stick $2.00Paper clip $1.00Masking Tape (12”) $1.00


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Prior to developing the new toy, investigate an old toy and take it apart. Determine if energy is conserved in the toy and justify your answer.

Develop a toy that takes one form of energy and converts that energy to another form of energy.

List how much of each material your team will need to build the toy. Multiply the amount your team will need by the cost of the material and then add all of the amounts together to determine the total cost of the toy.

Name your team’s toy Draw a design of your toy making sure to label each part.

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Describe how well your toy worked when you tested it. Demonstrate the energy transfer in terms of the Law of

Conservation of Energy in the toy. Demonstrate the relationship between potential and kinetic

energy in the toy.

Peer-Review Questions: 1. What types of energy does your new toy demonstrate?

2. What is the energy transformation being demonstrated in the toy your team created?

3. How would you compare and contrast the different forms of energy found in the old toy that was disassembled?

4. Was energy conserved in the new toy that was constructed?

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Project Summary: Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts:

Chart of budget Notes Journal/sketchbook entries Records of conversations, decisions Interviews Reflective paragraphs describing the progress of the

project Group progress reports


Each design team will present their toy to an audience of donors to fund the development and building of the toy to disseminate to the boys and girls of South Florida that lost their toys in this year’s summer hurricane. They must convince the donors to fund their project for manufacturing.


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As a team, what are two things that you would change about the toy to make it better?

Teacher Notes: Safety practices must be closely monitored as students are disassembling toys.


Teacher

Rocket Car(STEM 3.0)

Benchmarks: SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. SC.6.N.1.1 Define a problem from the sixth 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: Design, build, and modify balloon powered rocket

cars and use them to explore force and motion concepts.

Measure and calculate speed, velocity, acceleration, net force, and weight; convert measurements within the metric system; identify balanced and unbalanced forces.

Identify and explain the difference between contact and non-contact forces

Explain Newton’s Second Law of Motion and cite evidence to support the Laws.

Prerequisites: Investigate and explain that energy has the ability to cause motion or create change.


Teacher

Background: The basic principle behind a balloon zooming across a string is exactly the same principle behind a space rocket launching into space. When the fuel burns, gas escapes from the rocket's bottom, pushing the rocket upward. When the balloon is blown up the air is pushing on the balloon, keeping it inflated. Covering the balloon opening keeps the pressure trapped therefore all the forces are balanced. Once it is opened and air starts to escape, the forces inside the balloon become unbalanced. This then produces the thrust and the car then accelerates.

Problem Statement/Research Question: How can forces be optimized to create a faster or further traveling car?

Materials: (per team) Balloons (Motor) Flexible Straws (Nozzle for motor and/or axles) Rubber bands or masking tape Cardboard (Chassis) Wooden dowels (Axles) Various materials for wheels (i.e. plastic bottle caps) Timer Measuring Tape or Meter Stick Scale Various small items to me used as cargo

Procedures: Day of Activity

Before Activity:

What the teacher will do: Teacher preparationsHave all materials listed placed in a central location and assign one Materials Manager for each group who is in charge of going to collect/exchange materials.

Engage: Tape or rubber band an inflated (but not sealed) balloon to straw for the balloon rocket. Release the balloon and have students observe the result and brainstorm responses to the problem statement.a. Have students break-up into teams of

four or five students. Begin class by reading the Warm-up “Rockets and Newton’s Laws of Motion” worksheet.

b. Have a classroom discussion of the passage as well as other real life examples students may have experienced that demonstrate action and reaction forces (such as jumping from a boat to a dock, kicking a ball, etc.).

c. Prepare students to design, build, and modify balloon powered rocket cars and use them to explore force and motion concepts.

d. Explain to the class that they are going to build a balloon-powered car that travels the greatest distance.

e. As students the following questions:


Teacher

1. What is speed?2. What allows speed to decrease?3. What role might friction plan in this lab activity?

Additional resources: Science Learning Balloon Car Challenge

During Activity:

What the teacher will do:Explore:As students are designing, building, testing and modifying their balloon rocket cars, ensure the students keep in mind the following considerations/questions:

a. For sanitary reasons, one group member should be the Racecar Driver, so that only one student is placing their mouth on the straw to inflate the balloon. (Before class, blow up one balloon and use it as a guide). This is both to keep the inflation consistent, and prevent students from over inflating and popping their balloons.

b. How are distance and time related?c. Ask the students what might be a way to demonstrate the concept of speed by

using the following materials; a balloon, straw, masking tape, meter stick, string, scissors, and wheels?

d. Say to the students: Balloons are considered to be the simplest rockets. Ask students to think about why someone would describe a balloon as a rocket. Students should pair-up and discuss their thoughts, then share their ideas with the class, their explanation of how a balloon is like a rocket.

e. Ask the students the following questions:i. What forces are acting on the Rocket Car? (Friction and Air

Resistance)ii. How will the balloon’s nozzle size affect the distance the Rocket

Car will travel?f. Have students complete the Rocket Car Test Report.g. Technology Extension: Have each team create an Excel Spreadsheet and record

the weight of the Rocket Car, cargo weight, distance traveled, and speed. The students will present their data and determine which Team’s car had the best results and why.

After Activity

What the teacher will do:Explain:

a. Have students complete the Rocket Car Test Report – Summary.

b. Have each group share their observations.c. Review the experimental design diagram by

asking students to explain the different parts of the experiment.

d. Instruct students to title their experiment written as “the effect of the Independent


http://sciencelearn.org.nz/Contexts/Rockets/Teaching-and-Learning-Approaches/Balloon-car-challenge

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Variable (IV) on the Dependent Variable (DV)”e. Instruct students to form their hypothesis in the form of an “if-then” statement.f. Instruct students to identify the Independent Variable.g. Instruct students to state the number of trials they will be conducting in this

experiment.h. Instruct students to identify the Dependent Variable and state how they will be

measured.i. Instruct students to identify the constants.j. Have students complete a Claim-Evidence-Reasoning conclusion.

Evaluate: SSA Connection

1. Adam is studying forces in the lab. If he applies an unbalanced force to an object, what could happen?

A. Only the object's speed can change.B. Only the object's direction can change.C. Neither the object's speed nor direction can change.D. The object's speed, direction, or both can change.

2. Paula pushes a skateboard and it gradually slows down to a stop. Why does the skateboard come to a stop?

A. Gravity alone stops the skateboard.B. Paula did not push the skateboard with enough force.C. The skateboard has positive acceleration.D. Friction and gravity slow the skateboard.

3. What happens when the forces applied to an object at rest produce a net force of zero?A. The object will move at constant speed.B. The object will have positive acceleration.C. The object will have negative acceleration.D. The object will not move at all.

4. Carla pushes a toy car and lets it go. The toy car rolls and gradually comes to a stop. What would make the car stop?

A. A force must be applied to the car in a direction opposite to that in which it is moving.

B. A force must be applied pushing the car forward in the same direction as the moving car.

C. A force must be applied in a direction pushing the car upward to make the car stop.

D. A force must be applied in a direction pulling the car downward causing the car to stop.

Adapted from the following:http://er.jsc.nasa.gov/seh/Rocket_Car.pdfhttp://www.stevespanglerscience.com/lab/experiments/balloon-powered-race-car


http://er.jsc.nasa.gov/seh/Rocket_Car.pdf

Teacher

May the Force Be With You(STEM 2.0)

Benchmark:SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting from a distance, such as electrical, magnetic and gravitational.

Purpose of the Lab/Activity: Demonstrate that some forces act by contact and others at a distance. Demonstrate that a force is a push or pull by one object on another. Demonstrate contact and non-contact forces to change the motion of an object.

Prerequisites: Understand that forces can change motion and that changes in motion can be observed, described and

measured. Relate the size of change in motion to the strength of unbalanced forces and the mass of the object. An understanding of balanced and unbalanced forces.

Problem Statement/Research Question: How can objects be moved?

Materials (per group):Activity 1Soccer Ball

Activity 22-3 Bar magnets Various metal and non-metal itemsIron filings

Activity 3BalloonsEmpty soda cans


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Before Activity

Engage: Watch https://www.youtube.com/watch?v=HkmR6dsMiQ4 (2-min. Benchmark Video)

Review safety procedures when using a soccer ball and iron filings.

During Activity

Monitor students to make sure they are remaining on task and are following proper lab protocol.

Explore:Activity 1 - GravityStart the activity by throwing a soccer ball into the air and catching it. Ask the students what made the soccer ball go up into the air. A throw or “push” into the air.Ask the students if the ball would have gone into the air without the push you gave it.Place the ball on a table. Ask the students if the ball is being pushed or pulled now?Ask the students if the ball is moving?Ask the students if gravity is pulling down on the ball as it sits on the table?

Ask the students if there are forces acting on the ball right now?Drop the ball from above your head and ask the students why there was motion in the ball if there was no force applied.Ask the students what forces are affecting the ball’s motion when you throw the ball up and then if falls to the ground?

Activity 2- Magnetic Force Ask the students to share what they already know about magnets. Write their responses on the board.Ask students to write a testable list of items that they predict will be attracted to the magnet.Encourage students to test different areas of their magnets and determine if any parts of the magnet are stronger than others.Ask the students to explain how magnetic poles interact with each other and other materials?Ask the students to brainstorm what would happen if they put a magnet near the metal objects collected and predict which of the metal objects would be attracted to the magnet.Ask students to share their predictions.


https://www.youtube.com/watch?v=HkmR6dsMiQ4

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Activity 3 – Electrical ForceAsk the students what happens when objects that are statically charged interact with each other?Have students place the empty soda can on top of a table, on its side. Have students blow up their balloon.Student is to rub the balloon back and forth on their hair very quickly for about 30 seconds.Hold the balloon about 2 cm. away from the empty can and slowly move the balloon away from the can slowly and record their observations. Move the balloon to the other side of the can and record what happens next.

After Activity Explain:

Class Discussion:Have students share their findings and summarize the results of the activity.Is there force on an object that is not moving?How can objects be moved without touching them?Ask students to share one prediction that was not correct in any of the Types of Forces Activities. Ask students what they could infer about the relationship between the can and the balloon. Have students list any similarities between the balloons and can activity and the previous activity with magnets.Ask students what are the electric charges between interactions are called? ElectricityHow are the positive and negative charges similar to the North and South Poles of a magnet? Explain to students that the force between charged objects is called an electric force. Have students compare and contrast the three activities on Types of Forces.Ask students to draw a diagram showing one listed thing they learned from the activities.

Students complete a Claim-Evidence-Reasoning conclusion to the Problem statement/Research question. Research Question – How can objects be moved?

Evaluate:SSA Connection

1. Gordon is making a list of forces for his science class. Which of the following should Gordon NOT list as a force?

A. gravityB. frictionC. a push or pullD. mass


Teacher

2. Some forces require direct contact, while others, like gravity, act at a distance. Which of the following is NOT influenced by gravity?

A. Earth's tidesB. your weightC. Earth's orbitD. magnetism

3. Luis rubbed a balloon on his hair and held the balloon next to the wall. He observed the balloon stick to the wall. Which of the following is responsible for the balloon sticking to the wall?

A. frictionB. gravityC. electric forceD. magnetic force


Teacher

THE EFFECT OF MASS ON GRAVITY(STEM 2.0)

Adapted from “Big Kids on the Block” http://www.lpi.usra.edu/education/explore/solar_system/activities/bigKid/

Benchmarks: SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.LAFS.6.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a format style. E. Provide a concluding statement or section that follows from the argument presented.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.

Objective: Demonstrate how gravity is the force that exists between any two objects that have mass. Demonstrate how weight is a measure of the force of gravity pulling on an object. Explain that this force is not the same on each planet/satellite.

Problem Statement/Research Question: How does the mass of a planet effect its gravity?


http://www.lpi.usra.edu/education/explore/solar_system/activities/bigKid/

Teacher

Background: Gravity is a universal, natural force that attracts objects to each other. Gravity is the pull toward the center of an object—let's say, of a planet or a satellite. When you weigh yourself, you are measuring the amount of gravitational attraction exerted on you by Earth. The Moon has a weaker gravitational attraction than Earth. In fact, the Moon's gravity is only 1/6 of Earth's gravity, so you would weigh less on the Moon.

Teacher Only: Watch the SC.6.P.13.2 Massive Effect Video: https://www.youtube.com/watch?v=g0cHjxArSOA and for clarification on how to do the lab watch:https://www.youtube.com/watch?v=MTY1Kje0yLg

Materials: 2 x 2 meter cloth/blanket Baseball or Tennis ball Basketball

Marbles Empty toilet paper or paper towel roll Stopwatch

Before Activity

Engage: Students will complete the Mass vs. Weight: Double-Bubble activity sheet and review what they know about these two physical properties.

Ask the students the following questions prior to the lab activity:How do you think the mass of a planet effects its gravity?How do think weight is related to gravitational force?Watch the 2:30”- Pre-lab video at https://www.youtube.com/watch?v=g0cHjxArSOA Massive Effect

During Activity

Explore: Students will learn that the force of gravity is greater on heavier objects, and increases as distances decrease.

Students will construct models of two solar systems demonstrating mass and gravity. The models will be of a Basketball and a Baseball Solar System that is located somewhere around the galaxy.

Advise students to do the following:1) Stretch the 2 x 2-meter cloth by the four corners leaving a bit of

slack in the middle. They are to place the first ball in the center until it makes a small indentation.

2) Drop the marble through the paper roll at a 45-degree angle. 3) Students are to observe and record how long the marble takes to

reach the center of the ball. 4) Ask the students which solar system had the least gravitational pull

and why?5) Have students complete the Pull of the Planets Activity Sheet.6) Ask the students to find the relationship between the slope and the

gravitational pull of each solar system and figure out the following: A. Does this have anything to do with the mass of the

basketball and the baseball?


https://www.youtube.com/watch?v=g0cHjxArSOA


https://www.youtube.com/watch?v=MTY1Kje0yLg


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After Activity

Explain:Have the students share their findings and summarize the results of the activity. Use the Critical Thinking and Application questions on the student handout to guide the discussion.

Students complete a Claim-Evidence-Reasoning conclusion responding to the problem statement/research question.

Elaborate:Take a look at a poster of the Solar System. Besides mass what other factor affects the gravity between two celestial bodies?

Evaluate:

SSA Connection:

1. Ignoring mass and weight contributed by fuel, what happens when the space shuttle takes off and moves away from Earth?

A. Its mass decreases and weight increases.B. Its mass increases and weight decreases.C. Its mass remains constant and weight decreases. D. Its mass remains constant and weight increases.

2. Jermaine is being weighed at the doctor's office. Jermaine's weight depends on which of the following?

A. his heightB. his mass C. his densityD. his volume

3. On the moon, a bag of sugar has a weight of 3.7 Newtons (N) and a mass of 2.26 kilograms (kg). Which of the following describes the mass of the sugar on Earth?

A. more than its mass on the MoonB. same as its mass on the Moon C. less than its mass on the MoonD. same as its weight on the Moon


Teacher

Mass Vs. Weight Double-Bubble Thinking Map(Sample of possible answers)


Mass WeightProperty

Of Matter

PhysicalProperty

Changes

Needed to determine

density

Based on gravitational

pull

Measure on Mass

Measure on scales

The amount of matter in an

object

Remains the same

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Research Question: “How would your weight change on the Moon and on the other planets?” Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

Evidence: (Data that supports your claim. The data needs to be appropriate, accurate, and sufficient to support your claim.)

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


Teacher

PULL OF THE PLANETS

After testing the gravitational pull of the Basketball and Baseball Solar Systems, describe the sizes and densities of their “planets”.

PLANET

Choose the words that best describe the “planet’s” properties(Circle Two)

Predict: Describe how you think the marbles will move when they are dropped onto the sheet

Choose the words that best describe this “planet’s” gravitational pull(Circle one)

Adapted from “Big Kids on the Block”.

Egg-cellent Parachute(STEM 4.0)


Dense

Not Dense

Large

Small

Dense

Not Dense

Large

Small

Strong

Weak

Strong

Weak

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Aerospace engineering is one of the most exciting divisions of the engineering. Some aerospace engineers focus on parachute design. They also focus on the construction, forces, and physical properties. Teams will design and construct a parachute for the military that will transport payload to a targeted area with the slowest possible rate of speed on descent.

Standard Alignment:

SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.


3-4 traditional class periods / 2 block periods


MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context.

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The United States military employs aerospace engineers to design and construct parachutes to be utilized in a variety of missions. Parachute technology has been developed to ensure consistency and safety for mission success. The military needs your team’s specialization in design and performance for the successful transport of payloads.

Expected Task: Your team is to design and construct an autonomous parachute that will transport a payload to a designated ground target. This mission must occur at the slowest rate of descent in order to ensure that the cargo is not damaged upon reaching the target.


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1. Research how “Scientific Laws” defer from “Scientific Theories”2. Research the statement and description of the “Law of Universal

Gravitation” 3. Summarize your findings in a written report, using complete ideas

and explanations of the research topics 1 and 2.4. NASA suggested site:

https://www.grc.nasa.gov/www/k-12/airplane/newton1a.html

Vocabulary: Gravity, mass, weight, distance, force, velocity, impact, acceleration, Laws of Falling Bodies, Newton’s Law of Universal Gravitation, Newton’s Laws of Motion

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Criteria: - Each team will develop a parachute that will carry a payload to as close as possible to a 20 cm diameter target on the ground at the slowest rate of descent.

- Each group should consist of 3-4 studentsConstraints: - Egg must remain intact upon ground impact.

- Must design something that will protect the payload (egg)- Must land in or close to the target area- Design supplies are limited to what each team will receive- Parachute and egg protection system will be tested from more than

one height.

Materials: For each team:1 raw egg (extras may be needed)2 feet of masking tapeWhite GlueA drop target such as a taped off area, painted area on grass or chalk on a sidewalk. 1 tape measure of meter stick10 sheets of regular 8.5" x 11 copy paper1 large black plastic trash bag10 pipe cleaners15 cotton balls3 rubber bands10 Popsicle sticks6 feet of yarnCoffee filterScissorsStop watch


https://www.grc.nasa.gov/www/k-12/airplane/newton1a.html

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1. Each team must develop a parachute from the items given to them that will carry one egg to the ground on or near the designated target, from a starting height of 4 feet, then 6 feet, then 15 feet (higher if possible). The parachute has to hit or come close to a 20-cm diameter ground target at the slowest rate of speed.

2. Each team will have to agree on which materials they will utilize from the items given to them.

3. Each team must brainstorm and develop a plan by drawing and writing a paragraph describing their parachute.

4. Each team will present their plan to the class prior to actual launch.5. Teams may trade unlimited materials with other teams.6. After launch, test for broken eggs.7. Students are to measure and record the distances from the target.

8. The most successful group is the one that survived the longest and landed the closest to the ground target.

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- Each team will test their parachute making sure that the parachute can support the egg and achieve the slowest rate of descent.

- Each team is to apply their data in a data chart.


Parachute Mission DataDrop

Height(m)

Drop Time(s)

Velocity(m/s)

Distance landed from

TargetTest 1Test 2Test 3Test 4Average

Teacher


1. What worked best to protect the payload (egg)?2. How did friction affect the parachute?3. How are the Laws of Motion and the Law of Universal

Gravitation related to this project?4. Did you succeed in creating a parachute that could hit or land

close to the target?5. How did you use the data to modify your prototype?

Which ideas did your team have that did not work well?

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Project Summary:


Research topic written reports Notes Journal/sketchbook entries Records of conversations, decisions Interviews Reflective paragraphs describing the progress of the project Group progress reports


Teams will present their data and design solutions to the class.

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- How would you improve your designs to better protect the egg?- How would you improve your designs for more accurate landings?

Teacher Notes: - Demonstrate an understanding of the use of evidence to construct their prototype.

- Show an understanding of the Law of Universal Gravitation and the difference between Laws and Theories.

- In addition, it will be necessary to generate and compare multiple possible solutions to the problem.


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Balancing Act(STEM 3.0)



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Engagement or Introduction: Engineering principles affect our daily life. These principles will be

utilized to explore the bridge between art and engineering through the development of large mobiles. Forces of gravity, convection currents, and the balancing of forces will be important considerations in this design.

Standard Alignment: SC.6.P.13.3 Investigate and describe that an unbalanced force acting

on an object changes its speed, or direction of motion, or both.




MAFS.6.SP.2.5a Reporting the number of observations.

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Engineering contributes to our daily lives in ways that are not always obvious to us. Using engineering design principles your team of artists will develop and build a balanced, multiple tiered, hanging sculpture and then investigate its properties.

Expected Task: Some artists are engineers and some engineers are artist. You belong to team that are artists who need to use engineering principles as they create a three-foot tall, multi-tiered mobile. Newton’s First Law of Motion will be applied and special attention will be made to balanced forces throughout the art piece.


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1. Research Newton’s Laws of Motion and decide how these laws may affect their sculpture.

2. Research how balanced and unbalanced forces act on objects on earth, and how they will affect their sculpture.

3. Organize information in a written report to be reached at any time, as the sculpture is designed and re-designed.

Vocabulary: Gravity, center of gravity, balanced and unbalanced forces, counter forces, equilibrium.

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Criteria: - Each team must build a 3-foot high balanced mobile. - The mobile must demonstrate the concept of equilibrium.- The structure must be multi-tiered (A minimum of 3 tiers) and each

tier must move independently.- Each group should consist of 3-4 students.

Constraints: - Each team must be monitored when cutting materials- Each team must use a minimum of four supports- The entire mobile must be supported by one string- No single horizontal support can be supported at its midpoint- Each team will build the mobile and adjust the points of suspension

until the mobile is balancedMaterials: For each team:

- Wire hanger- Clothespins- Cellophane tape- Glue- Craft pliers or wire cutter- Scissors - Balsa wood sticks or straws- Raffia, cotton yarn, or fishing line- Wood beads- Styrofoam balls- Construction paper- Hole punch- Recycled items (i.e. nuts, bolts, CDs, coins)

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- Each team member must sketch a personal design/solution to the problem, considering the criteria and the constraints.

- Each team member must present his/her personal solution to the group.

- The best solution selected by the group should be then sketched on a group paper as the “Mobile Prototype Engineering Design” or blueprint that will guide the building of the first prototype.

- Students must work in group to build the selected design.


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Does the prototype: Meet the criteria of the project? Meet all the constraints of the project?


1. What forces are acting on the structure?2. Why would an artist need to know about forces when creating a

mobile? 3. Explain the concept of “equilibrium” and the factors affecting it

with your prototype.

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- Mobile Prototype Engineering Design- Notes- Journal/sketchbook entries- Records of conversations, decisions- Interviews- Reflective paragraphs describing the progress of the project- Group progress reports


- Teams will present their mobile structures to the class. - Presentations will focus on Balanced and Unbalanced forces

concepts used to design and build their prototypes.

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- What items would your team remove or add to your prototype engineering design?

- Re-design: Create a new engineering design that shows these changes.

- Apply the changes to the prototype and test again.Teacher Notes: Let the students know that the center of gravity is not consistent with

the center of an object. The center is a geometric definition. The center of gravity focuses the forces and counter-forces acting on an object. This determines the point of balance where all forces are equal.


Teacher

Hierarchy of Living Things(STEM 1.0)

Benchmark:SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.

Purpose of the Lab:Students will model the hierarchy of the parts of living things.

Prerequisites:Vocabulary: Cell, Tissue, Organ, Organ System, Organism.

Research Question: How are the parts of an organism organized?

Material (per group): 1 set of student parts cards.


Before Activity:

Engage:Have students describe the organization/structure of living things. The human body maybe used a reference point for students since it will make the prompt more concrete for students and since a later topic will focus on human body systems.

View the Discovery Education video, An Overview of the Structure of Living Things and have students reflect on their previous description of the organization/structure of living things.

Be sure to provide students one card sheet per groups and one CER handout per student.

During Activity:

Explore:

Part A:Students will use the information on the cards to sort them from smallest part to largest thing. Then students will draw a model of how they are organized.

Part B: Students will access the Hierarchical Organization of Life simulation. Students should complete Part 1 (Animation) and Part 2: (Exercise 1), preferably on their own devices or computer stations if available.Hierarchical Organization of Life

Ask students to explain orally or through illustration what hierarchy they have deduced.

After activity:

Explain:Students complete a Claim-Evidence-Reasoning conclusion responding to the problem statement/research question.After class discussion of C-E-R responses, reinforce students’ understanding with Discovery ED: Tissues, Organs, and Organ Systems.Elaborate:


https://app.discoveryeducation.com/learn/videos/1af6d427-dcba-411b-b116-133c26b430bb

https://app.discoveryeducation.com/learn/videos/1af6d427-dcba-411b-b116-133c26b430bb

http://wps.prenhall.com/wps/media/objects/1108/1135370/1_2.html

http://player.discoveryeducation.com/index.cfm?guidAssetId=12587037-1A0E-45CC-9850-38ADF5EF0EDA

Teacher

Students will use their CER as a basis for other methods of presenting their learning, such as physical models, comic strips, or videos.

Evaluate:SSA Connection1. Epithelial tissue covers the entire surface of many organisms. Which term describes the structure directly below tissues in the hierarchical organization of life?

A. atomsB. cells C. moleculesD. organs

2. The nervous system is the body's switchboard, sending signals between different parts of the body. The central hub of the nervous system is the brain. The brain is an example of which level of hierarchical organization within the body?

A. cellB. tissueC. organ D. organ system

3. In a human body, which of the following represents the highest level of structural organization?

A. an atom in the lungB. lung tissueC. the lungsD. the respiratory system

4. Humans and other complex organisms have a hierarchical system of organization. Which of the following statements is true regarding this system of organization?

A. Atoms are made of cells.B. Organs are made of organ systems.C. Cells are made of tissues.D. Organs are made of tissues.


Teacher

Modeling Homeostasis in Cells (STEM 3.0)



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Engagement or

Introduction:

Discovery Ed: Introduction to Cells

Introduces the topic of cells, which are called the building blocks of life because all living things are composed of them. Cells are the smallest living part of any organism. They contain biological information an organism needs to survive, and work hard to convert energy, digest food, eliminate waste, take in oxygen, and reproduce.

After the video, note on the white board the students’ ideas of the function of cell: responses may include: convert energy, digest food, eliminate waste, take in oxygen, and reproduce. Also, have students share what was mentioned in the video in relation to the cell theory.

Students will need to recognize that all the functions of an organism (including homeostasis) start at the cellular level.

For example, The human body requires a great deal of internal balance know as homeostasis. If homeostasis is disrupted at the cellular level, then the Body Control Center can simulate the difficulty of maintaining homeostasis for an entire body.

Have the students explore the simulation: Body Control Center (try using the Explorer browser if simulation does not launch in Chrome)

Standard Alignment:

SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

Suggested Student

Timeframe:

3-4 days (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


http://www.pbslearningmedia.org/resource/tdc02.sci.life.reg.bodycontrol/body-control-center/

http://www.pbslearningmedia.org/resource/tdc02.sci.life.reg.bodycontrol/body-control-center/

https://app.discoveryeducation.com/learn/videos/2d155c20-191d-46b8-a5d3-3386fb3176d2

Teacher

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.

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Define Problem or Scenario:

In order to better study how a cell works, a groups of research needs a model or simulation that can mimic the balance a cell must keep to maintain homeostasis.

Expected Task:

Students will be assigned to create a plant, animal, or bacteria cell model or simulation that demonstrates the maintenance of homeostasis.

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

- Students may want to consider on how plants, animal, and bacteria obtain their energy and get rid of waste at the cellular level.

Vocabulary: homeostasis, energy, waste

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Criteria: - The model must specifically demonstrate the process of extracting energy from food and getting rid of waste.

- The model must respond to various amounts food to maintain consistent high amounts of energy and low waste.

- The model should have moveable parts. - If models are digital, use a presentation application

(Discovery Board Builder, PowerPoint, Prezi, etc.)Constraints: Physical Model:

½ sheet of each circle labels per group

Digital Model:Set limitations on applications if desired.

Materials: Materials are variable. (Teacher Notes (end of the teacher version)

Physical Model:Colored round sticker labels (various sizes and colors)Construction paperCardboardChart paperBeadsToothpicks MarkersStringScissorsGlueIndex cards


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Based on research and brainstorming of solutions, the students are to build a prototype or artifact of their model, product, etc.

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Testing of the Product

(Prototype, model or Artifact):

Students test the functionality of their model.


How does your system respond to changes in the amount of food presented and the removal of waste that builds up over time?

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Project Summary:

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

Claim-Evidence-Reasoning (CER): How does cells undergo similar processes (i.e. extracting energy from food, getting rid of waste, and reproducing) to maintain homeostasis?

Presentation of Final

Solution:

Method of presenting task/model/product to the public.

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

Teacher Notes:

Materials will vary depending on the type of model students will make. If students have access to a computer based simulation developer no materials will be needed. Physical models should consider using varied marbles (by color, size, etc.) or colored round sticker labels (various sizes and colors) to represent different components (food, energy, waste, etc.).


Teacher

Comparing Plant and Animal Cells(STEM 2.0)

**If your students are not familiar with using a microscope, please see the “Using the Microscope” activity in the additional resources section of this Essential Labs document**

Benchmarks: SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (AA)SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. (AA)SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the term theory in science is very different than how it is used in everyday life.

Background Information:All living things are made up of cells. Cells are the basic units of structure and function of living things. There are many types of cells. Whether they are plant or animal cells, most cells share certain characteristics. Plant cells and animal cell have many organelles, or parts, in common but plant cells have a few extra organelles.

In this investigation, students will compare the structures of a typical cell (onion skin cell) and a typical animal cell (human cheek cell, muscle cell, etc.).

Problem:Are there the similarities or differences between plant and animal cells?

Materials: Medicine DroppersOnion skinWaterMethylene Blue

MicroscopeForcepsPrepared slide of an animal cell (cheek cell or muscle cell)

**Teacher Note: Please view onion root wet mount video prior to activity. Virtual Microscope: http://www1.udel.edu/biology/ketcham/microscope/scope.html (works better in Internet Explorer browser)

Before Activity:

Engage:Formative Assessment: Is It Made of Cells?


https://village.dadeschools.net/lvcontentitems_114/lvcontentitems_114/Attachments/1/UncoveringV1-ch18-Is_It_Made_of_Cells.pdf

http://www1.udel.edu/biology/ketcham/microscope/scope.html

https://www.youtube.com/watch?v=PrX3h-AflZI

Teacher

The purpose of this assessment probe is to elicit students’ ideas about objects and materials that are made up of cells. The probe is designed to find out how students decide whether something is or was once made up of cells by providing a variety of examples, including living and once-living things, materials that are manufactured by cells but are not composed of cells, parts of a cell, inorganic substances that did not originate from cells, and building blocks of all matter.

Have students examine pictures in a text or projected pictures of plant and animal cells. Ask them to identify the most notable differences between the two.

Ensure students have basic focusing skills using the microscope. If students do not have previous microscope experience, refer to how to use a microscope lab activity.

During Activity:

Explore: Students will prepare microscope slides for the plant sample and examine the observable similarities and difference between plant and animal samples.

Students will record their observation by sketching a replica of what they view under the microscopes. Have the students note the observable differences in structure of cells that depicts whether it is a plant or animal cell. As an alternative for of data collection, many smartphone cameras can capture what a student is viewing under the microscope when held against the eye piece of the microscope.

After activity:

Explain


Teacher

- Students should complete a Claim-Evidence-Reasoning conclusion responding to the problem statement/research question.

- Students may wish to begin with the written form for CER and use that as a basis for other projects, such as physical models, comic strips, or videos.

- Use the Critical Thinking and Application questions on the student handout to guide a discussion regarding student observations. During discussion, highlight the cell theory components. Also, ask students: how was the cell theory evident in your exploration?

- Then, allow students to view video: Discovery Education: Plant Cells. Before the video, have the students create a two-column note, which they will use to identify characteristics of plant and animal cells. Then, have the students discuss the components of plant cells and how they are different from animal cells.

Elaborate:Students may select various parts of a plant or various forms of organisms (i.e. pond water sample for various protists) to relate cellular structure to the function of the cells, tissues, organs or organisms.

Evaluate:SSA Connection:

1. Which of the following is a major difference between plant and animals cells?

A. Animal cells have a cell membrane and plant cells do not.B. Only animal cells have a nucleus.C. Animal cells have much larger vacuoles than plant cells.D. Plant cells have a cell wall and animal cells do not.

2. Which cell organelle directs all the activities of the cell?

A. chloroplastB. nucleus C. mitochondriaD. vacuole


https://app.discoveryeducation.com/learn/videos/e356662c-c8a3-44c1-a77c-f219e4503e18?hasLocalHost=false

Teacher

3. In an animal, a muscle cell requires more energy than other cells. Because of this, you would expect to find more of which type of organelles in muscle cells than in other cells?

A. vacuolesB. chloroplastsC. cell wallsD. mitochondria

4. The presence of which organelles causes many plants to appear green?

A. cell wallsB. vacuolesC. mitochondriaD. chloroplasts

5. Jordan is making a model of a cell. Where should Jordan place all of the cell's organelles?

A. the nucleusB. the cytoplasm C. the cell membraneD. the vacuole


Teacher

Classifying Pests(STEM 2.0)

This lab is a modified version of a lab found at www.pestworldforkids.org. This website may be used as a resource for students to use during in the lab. The original PDF version of this lab can be found at http://www.pestworldforkids.org/media/12591/lesson-taxonomy.pdf.

Benchmarks:SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concepts of Domains.LAFS.6.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence.

Objective/Purpose: Students will group different pests according to their shared characteristics. Students will begin by grouping pests by their physical attributes. Students will then research each pest’s Linnaean classification and compare these results to their original grouping.

Background information: It is extremely important that scientists are able to accurately and consistently communicate with each other, and this is very obvious when it comes to discussing organisms. Any specific organisms can have several different common names depending on the region in which it is being discussed. For example, depending on which part of the United States you are in a groundhog could be called a woodchuck, whistle-pig, or land beaver. Scientists avoid this type of miscommunication by utilizing a formal naming system created by Carl Linnaeus, now known as the Linnaean system. The Linnaean naming system uses a two-part naming system (binomial nomenclature). Each individual organism has specific Genus Species name, Marmota monax for our groundhog. The genus and species are the two most specific levels of the naming system. The entire naming system, from least specific to most specific, runs Domain, Kingdom, Phylum, Class, Order, Family, Genus, and Species.


http://www.pestworldforkids.org/media/12591/lesson-taxonomy.pdf

http://www.pestworldforkids.org/

Teacher

Each level indicates a new set of shared characteristics. Today we will be taking a look at how this naming system can be used to identify everyday pests.

Problem: How do scientists from around the world accurately and consistently classify organisms?

Materials:

One set of pictures of various pests (insects, rodents, etc.) per group. One Classification Sheet for each pest pictured. Scissors for each student group 1 roll of scotch tape for each student group

Before Activity:

Engage:Display an image of an organism with several common names and have students discuss what they would call the organism. Puma concolor is an example of one species that is known by several different common names including cougar, puma, mountain lion, and catamount. The Florida Panther is also a subspecies known as Puma concolor coryi. Many images are available online sites such as http://www.arkive.org/puma/puma-concolor/photos.html.

During Activity:

Explore:Groups of students will organize provided pictures based on similar characteristics and compare their groupings to the organisms’ taxa in the Linnaean system. Procedures:

1. Explain that today they will be working in the Domain Eukarya. 2. Display two similar plants or animals (Oak and Maple tree, lion and tiger). Ask the

students compare and contrast the two. 3. Display another plant or animal that is similar to the first two (Redwood, panther).

Again, ask students to compare and contrast the different organisms and discuss how they might be “classified”.

4. Explain that while all three organisms essentially do the same thing but they have different characteristics.

5. Display a picture of a cockroach from the “Pest Research” section of PestWorldforKids.org: http://www.pestworldforkids.org/cockroaches.html.

6. Scroll through the page with students, pointing out that although each cockroach shares the same characteristics, they are also slightly different – just like the organisms from earlier.

7. Pose central question: Just how do scientists keep track of all the different types of organisms in the world? How do they make sure what a scientist calls a Brown-Banded Cockroach is the same name a scientist in Mexico or Canada or even in the next state calls a cockroach?

8. Explain that scientists use the Linnaean system of taxonomy. 9. Emphasize that Latin is used because an animal may have many common names

but will only have one Latin name. That allows scientists to discuss and research the animal all around the world without confusion.

10. Call students’ attention back to the cockroach page on PestWorldforKids.org. Point out that each cockroach has a different species name.


http://www.pestworldforkids.org/cockroaches.html

http://www.arkive.org/puma/puma-concolor/photos.html

Teacher

11. Point out that each cockroach belongs to the same group with the exception of Genus/Species. Each individual animal has its own unique Genus/Species name.

12. Point out that each Genus/Species name has two words. All the cockroaches profiled share the first. The second word, the species, is unique to each cockroach.

13. Provide another example. Display the rats page from the “Pest Research” section of PestWorldforKids.org: http://www.pestworldforkids.org/rats.html

14. Point out where the two very different animals share just one common name –the same kingdom. Explain that after Domain, Kingdom is the highest level organization. The animal kingdom includes all animals. Other kingdoms contain plants, fungi, and single-celled organisms.

15. Emphasize that it would make sense that they would only share the same kingdom category – after all they are very different animals.

16. Explain that the order of this classification system runs from the largest group, Domain, to smaller and smaller groups that share similar characteristics.

17. Pose questions: Aside from kingdom, just how many categories do pests share? 18. How many species of common pests are there? Suggest that to answer these

questions, an organizational chart would be handy to have. 19. Explain that the class will work in small groups to use Linnaean taxonomy to create

an organizational chart. Assign students to small groups and distribute the handout Classification Sheet.

20. Direct student groups to organize the pictures of pests at their station, noting that their goal is to get closely related pests near each other. The more closely related the pests, the closer they should physically be to each other.

21. Instruct students to complete the Classification Sheets for all their pests. You may assign each student specific pests or let them choose their own. Students may access the “Pest Research” section of PestWorldforKids.org to find information about their pests.

22. Instruct students to reorganize their pests after completing the Classification Sheets and answer the questions.

23. Have students begin taping their Classification Sheets to the whiteboard, once again grouping together pests they believe to be closely related. Students will then answer the corresponding questions.

The following is sample list of common pests found in the southern Florida region. Please feel free to add more.

After activity:

Explain:Discussion Questions: To be answered in their groups, in their individual notebooks as a part of results, and discussed in class as peer discussions and review.

1. What method did the group use to sort the pests?2. Describe the benefits and limitations to the groups sorting method.3. How did the group sort the pests this time?4. Compare and contrast the first sorting and the second sorting.5. Which sorting method is more accurate and why?6. Describe any trends you see as all the pests are grouped together.7. Explain why it is beneficial to have a system that allows different groups to organize a

large number of species in the same way?8. Explain why a common naming system is helpful for research and communication between


http://www.pestworldforkids.org/rats.html

Teacher

scientists

Students will complete a Claim-Evidence-Reasoning response to the original research question.

Elaborate: Students should begin with the written form for CER and use it as a basis for other projects, such as physical models, comic strips, or videos.

Evaluate:SSA Connection1. According to the modern classification system, which list is written correctly from least specific to most specific?

A. species, genus, family, orderB. phylum, class, genus, orderC. class, order, genus, species D. phylum, order, species, family

2. In the modern classification system, what category has the most organisms? A. familyB. orderC. kingdom D. phylum

3. A biologist believes that two organisms are of the same species, even though they look different from one another. What would cause the biologist to come to this conclusion?

A. They live in the same habitat.B. They do not eat each other.C. They are similar in size and both have fur.D. They mate and have fertile offspring.

4. What is the main benefit of using scientific names instead of common names for organisms?

A. Scientific names have been around for much longer than common names have.B. Scientific names give everyone a shared terminology while common names can vary

around the world. C. Scientific names include a code for classification while common names do not.D. Scientific names are more descriptive than common names for an organism.

5. A biologist discovers a new organism. What helps the biologist classify the new organism into a specific group?

A. how long the organism livesB. where the organism livesC. traits shared with other organisms D. how recently the organism was discovered


Teacher

Carpenter Ants Odorous House Ants

Red Imported Fire Ants Bed Bugs

Bumble Bees Honey Bees


Teacher

Killer Bees Pigeons

Starlings Woodpeckers

American Cockroaches Brown Banded Cockroaches

Oriental Cockroaches Fleas


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Deer Mice House Mice

Mosquitoes Opossum

Norway Rats Roof Rats


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Black Widow Spider Brown Recluse Spider

Drywood Termites Subterranean Termites


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Making Mimics(STEM 3.0)



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Examine a variety of organisms for similarities and differences and place organisms into distinct groups.

Standard Alignment:

SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics, with emphasis on the Linnaean system combined with the concept of Domains.


3-4 days (2 blocks)


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.

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A group of taxonomists need your help developing a simple and effective tool for classifying organisms known as a dichotomous key into specific kingdoms. To ensure your dichotomous key works in all scenarios, you have also been tasked identifying organisms and testing your key.

Expected Task:

Develop organisms for each Kingdom and a corresponding dichotomous key that can be used to classify your organisms and the organisms of others accurately into each kingdom.

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Written information by the students about the need or problem being solved with citations noted. Students should view samples of other dichotomous keys.

Vocabulary: domain, kingdom, fungus, protist, bacteria, plant, animal, prokaryote, eukaryote, dichotomous key

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Criteria: Accurately develop one organism for each kingdom.Develop a dichotomous key that accurately classifies your organisms and the organisms of others.

Constraints: To keep your dichotomous key simple, you will limit the number of steps to 7

Materials: See “Presentation of Final Solution”


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Using contrasting statements at each step, build a key that classifies your group’s organisms.

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Test your key using the organisms of other groups.


What characteristics are the focus of your group’s dichotomous key?How have you made adjustments to for key during testing?

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Project Summary:

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


Develop a digital presentation of their organisms and dichotomous key. Sample platforms to use include PowerPoint, Prezi and Discovery Education Board Builder.

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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 dichotomous key.

Teacher Notes:


Teacher

Human Body Quest(STEM 3.0)


Benchmark:SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.

Purpose of the Lab: Students will digitally model the relationships between organ systems that maintain homeostasis.

Prerequisites: Vocabulary: Cell, Tissue, Organ, Organ System, and Organism

Problem Statement/Research Question: How do organ systems work together to maintain homeostasis?

Material (per group): Technology devices.


Before Activity:

Engage: Students are going to investigate the general functions of the major systems of the human body and how they interact to maintain homeostasis. Show this YouTube video: So Many Systems - Human Body Systems Rap

During Activity:

Explore: Students are to do the following:

Research the body systems and how they interact to maintain homeostasis

Part A: Students will explore how the body systems work together to maintain homeostasis: Organ Surgery (try to use Internet Explorer if it does not launch in Chrome. Devices should have Adobe Flash Player installed.)

Scenario: A patient is having an operation. The surgeon has taken all of the patient’s body parts out. You need to put his organs back in to make the body work properly. You haven’t go much time, the clock is ticking, don’t let your patient die.

Part B:Each team will also be provided with a Body System Checklist of important terms or items that must be included in the presentation. Teams may use their reference materials, and/or online resources to research their organ system. Your team’s job is preparing a digital presentation to educate your classmates about one of the body systems that makes up the human body.


https://www.centreofthecell.org/learn-play/games/organ-surgery/

https://www.youtube.com/watch?v=0yjLJfz6saU&list=PLVcIELi4efnQ3AwIbIMP_F26ghTPcH3P


Teacher

- Your presentation must include the following requirements:Part 1: Introduction

Tell the name of your organ system and describe the major functions.Part 2: Diagram

Provide a diagram of your body system with the major partsOr organs labeled with their name and functions.

Part 3: TeamworkExplain how your body system works with others in the body.

Part 4: Fun FactsFind 5 facts about your body system or its parts.

After activity:

Explain: Students will develop a digital presentation: sample platforms to use include

PowerPoint, Prezi and Discovery Education Board Builder. Students will complete a Claim-Evidence-Reasoning response to the original

research question.

Elaborate: Students may wish to begin with the written form for CER and use that as a basis for other projects, such as physical models, comic strips, or videos.

Evaluate:SSA Connection

1. Eleonora is learning about the nervous system in school. She learns the nervous system is made up of many parts. What is the main purpose of the nervous system in the human body?

A. relaying messages between the body and brain B. circulating oxygen throughout the bodyC. releasing hormones to regulate body functionsD. protecting the body from foreign invaders

2. Manuel eats lunch in the cafeteria every day. How does his digestive system make use of the lunch he eats?

A. It changes the food into cells that protect the body from illness.B. It converts food into oxygen that is absorbed into the blood.C. It breaks down some food into usable material for the body and discards the rest. D. It breaks down food into the chemicals needed by the body to regulate

temperature.


Teacher

Build a Body(STEM 3.0)



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Provide an example of a condition for which homeostasis is typically maintained in the human body such as body temperature, blood sugar, amount of water, etc. Then have students discuss how such a balance is maintained.

Standard Alignment: SC.6.L.14.5 Identify and investigate the general functions of the

major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.

Suggested Student Timeframe: 3-4 traditional class periodsCross-Curricular Standards:

LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.

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Define Problem/Scenario: You have been recruited by an anatomical modeling company to

build a model of the human body systems and how their interactions maintain homeostasis. This model will be used to help the company develop a human body systems educational tool for science classes nationwide.

Expected Task: Students will construct a model of the body systems demonstrating various forms of homeostasis that the systems work together to maintain.

Remind students that they should focus on the function of their entire organ system, not the structure or function of individual organs.


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Research the body systems and how they interact to maintain homeostasis

- Each member will be assigned on organ system to research

Vocabulary: Cell, Tissue, Organ, Organ System, Organism, Homeostasis

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Criteria: The model must demonstrate how body systems work together to maintain homeostasis.

The model must highlight the major functions of the body systems

Constraints: Each member must be able to deliver the function of his body system and provide examples how that body systems work with other systems.

Modeled parts of organs must remain in place during presentation.

Materials: **Butcher paper, Construction paper, markers, tape, string (blue, red), modeling clay, balloons, scissors, rulers, toothpicks, cardboard, index cards, popsicle sticks, and cotton balls.

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Create a technical sketch of your proposed model Combine all team members research findings to construct

your model based on your sketch.


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Test the effectiveness in the delivery of the body systems and how they interact to maintain hemostasis.


Does your model demonstrate how the organs systems interact to maintain homeostasis?

Did you provide the major functions of your system? Did you provide a diagram of your body system with the

major parts or organs labeled?

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


Students will complete a Claim-Evidence-Reasoning response to the original research question: How do organ systems work together to maintain homeostasis?

Explain how your model demonstrates the interrelationships of the organs systems in order to maintain homeostasis.

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What improvements would you make to your model? What other resources would help improve your model?

Teacher Notes:** Materials may vary for model construction

Be sure to provide students one butcher paper per group, and one student handout per student.


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Germs-B-Gone (STEM 3.0)



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The Centers for Disease Control and Prevention (CDC) believe classrooms transmit a lot of infections because kids are in close contact and share supplies. This activity focuses on the closing gap between engineering and public safety in terms of pathogens spreading in the classroom and around the school. Students will combine their design and problem solving skills to improve the classroom environment against diseases.

Standard Alignment:

SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.




HE.6.C.1.3 Identify environmental factors that affect personal health.LAFS.68.RST.3.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

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The custodians at STEMming Middle School do a great job of keeping things clean. However, the battle against germs in the classroom is never-ending. Your teacher needs your help keeping students healthy and you must contain the spread of germs. Germs are found in various places in the classroom and are also transmitted from person-to-person. We need you to design and develop a “Germ-B-Gone” kit for your classroom and create a PSA poster.

Expected Task:

Communicable diseases spread quickly in the classroom. Your task is to research how germs are spread in the classroom and from person-to-person. Your team will also find places in the classroom that harbor the most germs.

The class will do a quick activity on how germs are spread in the classroom.Each team will write a different scenario about common disease transmissions at school.

Each team will design and develop a “Germs-B-Gone” kit for the classroom. The kit should have items to help keep your classroom germ free as well as information on how to prevent the spread of diseases such as influenza and other illnesses that affect students. The team is to get as many items in their kit, however staying within their budget.

Each team will also create a “Germs-B-Gone” Poster educating their peers on disease prevention in school.


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Students are to do the following:Research disease prevention and how colds and influenza are spread from person-to-personLocate, evaluate and use both primary and secondary resourcesFind and evaluate information (Use evaluation chart)Organize information and/or dataUse the writing process (prewriting, drafting, revising, editing, publishing)Create a bibliography

Vocabulary: Infectious diseases, disease prevention, influenza

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Criteria: Your goal is to develop a Germs-B-Gone kit to help fight germs in the classroom. Each group should consist of 3-4 students

Constraints: Design supplies are limited to what is brought in by the studentsMaterials: How germs are spread in the classroom activity

1 Glo-Germ bottle 1 ultraviolet (UV) light (Small light or pen)orSpray bottle Glitter

Germ-B-Gone KitThe students of each team will donate items, which includes the container that the items will be stored. The items must be for the sole purpose of germ prevention.

Germ-B-Gone PosterMarkers or colored pencilsPoster paper or poster board

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Each team will decide on the items to place in their container.The collective items, not including the container, cannot exceed $20.00The container must have a creatively designed cover.The literature included in the box should be able to educate other students on the effectiveness of a clean classroom and the prevention and reduction of illness.

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Product (Prototype, model or Artifact):

The Germs-B-Gone kit must be beneficial to the classroom in preventing the spread of germs and not exceed the budget.The poster must clearly portray and emphasize appropriate methods for preventing transmission of diseases.


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1. What was the most commonly used items in all of the Germs-B-Gone kits?

2. What will you do differently to improve the health environment of your classroom?

3. Prior to this activity, what cleaning strategies to prevent illness were in place?

4. What strategies would your team put in place to monitor the cleanliness of the classroom against the spread of germs?

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Project Summary:

Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts:NotesJournal/sketchbook entriesRecords of conversations, decisionsInterviewsReflective paragraphs describing the progress of the projectGroup progress reports


Teams will present their Germs-B-Gone kit to the classroom. The team with the most items in their kit will be the G-B-G champions.Place all Germs-B-Gone posters around the school for students to read and learn how to change their classroom environments.

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What items would you remove from your kit and what would you replace it with?

Teacher Notes:

Spray Glo-Germ on the doorknob of the classroom prior to the students entering the room. Have students examine their hands under black light. Explain how Glo-Germ simulates germs. Glitter in a spray bottle can be utilized in place of Glo-Germ.


Teacher

ADDITIONAL LAB RESOURCES


TeacherShowing off the Heat

(STEM 2.0)

Benchmarks: SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.SC.6.N.1.1 Define a problem from the sixth 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 conclusionsSC.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)

Objectives/Purpose: 1. Compare and contrast how heat passes through different materials. 2. Demonstrate that different materials contain varying amounts of thermal energy.3. Describe that heat moves from a warmer object to a cooler one when the substances are in direct contact

and identify this process as heat transfer by conduction.4. Demonstrate how convection and radiation are occurring.5. Relate conduction, convection and radiation to the weather.

Background Information: Heat energy may be transferred by conduction, convection or radiation When heat energy moves from one object to another by direct contact (from one molecule contacting another) the method of heat transfer is known as conduction. An example of conduction is the heat transfer from a stove surface burner to the bottom of a cooking pot. The transfer of heat as a result of the movement of molecules in a fluid (ex., liquid, gas) is called convection. An example of this process would be the rising of hot air and the sinking of cold air. Radiation is energy that travels through space from a source. For example, bread in a toaster. If watched closely, the bread does not touch the hot, glowing coils. The Sun is a great source of radiant energy.

Heat energy transfers more easily through some materials than others. These materials that attract heat are called conductors. The materials that do not conduct heat well are called insulators. In this experiment you will find out which materials conduct heat better.Teacher Notes: The teacher should engage students with a demo and prompt them to discuss the engagement question. Each student should then form a hypothesis in response to the problem statement. Students should be made aware that there could be more than one hypothesis in the class because a hypothesis is an educated guess and could be either supported or not supported by the results from an experiment. In the closure activity, students should explain the different types of materials that can serve as heat conductors and discuss how we use them in our homes or for developing new products or inventions.

Engage: Teacher will lead class into discussion by asking the lead question: When cooking, why does the handle of a metal frying feel hot in spite of the fact that the handle is not touching the stove? Why do some frying pans


Teacherhave wooden or metal handles? Why does a kitchen glove prevent you from burning your hand?

Problem statement: Will a wooden spoon, plastic spoon or a metal spoon transfer more heat?

Materials: metal spoon hot plate wooden spoon safety gloves for handling hot objects plastic spoon paper towels beaker lab aprons water safety aprons thermometers Glitter or rice Food coloring

ExplorePart A1. Designing the Experiment

b. Based on both, the materials given by your teacher and the problem statement of this activity, you and your team will design an experiment that will help you to find out which spoon will absorb the most heat (will be the best conductor of heat).

c. Your experimental design should include the Parts of a Lab Report. Note: Be sure to obtain your teacher’s approval before setting up your experiment. Your teacher’s approval will be based on your experimental design.

2. Set up your experiment using the given materials.3. Collect, record, and analyze your results; then, form conclusions.4. Present your findings to your classmates. Be ready for a class discussion based on the following questions:

a. What happened to each spoon when placed in the hot water?b. What were the temperatures of each spoon?c. Was your hypothesis supported by the data? Why or why not? d. How could you demonstrate that thermal energy tends to flow from a system of high

temperature to a system of lower temperature?e. What would happen if you used hot water instead of warm water? f. Is heat ever transferred when objects are not touching one another? If so, give examples and

identify the other methods of heat transfer (label as radiation or conduction – refer to background information for help).

g. Compare your findings with other lab groups. Did you all get similar results?

Part B1. Observe convection through the movement of glitter or rice when placed in gently boiling water. 2. Observe radiation through feeling warmth from the hot plate.

Evaluate: EL6_2017 M-DCPS Department of Science 133

Teacher1. Complete discussion questions.2. Prepare a class data table on the board and calculate the mean, median and mode of the results. A member

from each group will contribute to a discussion about their findings.3. Explain similarities and/or differences in results between groups.4. Identify and provide evidence of heat transfer demonstrated in the experiment.5. Create a triple Venn diagram to demonstrate mastery.

Extension: Students can design their own lab experiment by testing different materials such as aluminum and newspaper. Jars are easy to obtain and could be used for this experiment. Students will write lab reports using all parts of the experimental design. They will include problem statement, hypothesis, materials, procedures, data table, data analysis, and conclusion.

Students could also complete an Experimental Design Diagram to review the necessary components of an experiment and identify those parts in this lab activity.


Teacher

Using a Solar Cooker to Demonstrate Energy Transfer(STEM 2.0)

Benchmarks:SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet.SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.

Background Information:Common fuel sources used for cooking include gas, electricity, microwaves, or wood. What if we ran out of all of these sources or if they were unavailable for use? What could we use instead?

In this lab we will investigate how to use solar power as a cooking fuel.The Sun may shine all day, but is it warm enough to cook something? Can we simply put the food outside in the Sunshine to cook it? These questions should be considered as you build your solar cooker. The idea is simple. If you have ever started a fire with a magnifying glass, you have used an uncontrolled solar cooker. The solar cooker you will build will concentrate the Sun's rays in order to achieve a temperature suitable for cooking food. This heat from the Sun must be stored or trapped, in order to reach cooking temperature. In order to trap the heat efficiently, reflectors, a glass or Plexiglas window, and insulation around the perimeter will be used. As you build your solar cooker, think about how it would fit into your lifestyle and how this technology could be used as an alternative fuel source.

After performing this experiment, you will be able to design an apparatus with the ability to cook food with energy from the Sun. You also be able to will explain the energy changes that take place during the process of cooking or warming some foods.

Lesson Overview:Students will use the design of a solar cooker to demonstrate energy transfer. An engineering design will also be used to determine the best design for increasing the efficiency of a solar cooker that could be sent to a family that does not have electricity to cook food.

Unit Outcome(s):Describe and demonstrate the three methods energy transfer involved in the operation of a solar cooker.Implement the engineering design to increase efficiency of energy transfer. Students will also infer how a solar cooker is a model for demonstrating the greenhouse effect.

Materials: Cardboard (boxes) Tape Miscellaneous materials for insulation, conduction or reflection Aluminum foil Watch or stop watch


Teacher Plastic wrap Thermometer Beaker with water to boil

Engage the Learner1. Read the first paragraph of the background information for teacher 2. Think about families who are not able to afford electricity.3. Have you ever cooked food without electricity?4. Are there countries that currently do not use electricity to cook their food?5. Do you think that you could use only the materials listed above and the Sun’s energy to cook food?

Alternate Engage: 1. Elicit from students the two primary types of energy and place the energy signs on the board with either

magnets or tape. (Find these signs in “The Many forms of Energy” essential lab.)2. Elicit from students all the different forms of energy and place these signs on the board with either

magnets or tape.3. Have students classify which category (KE or PE) each form of energy should be placed. Note each

form could be placed in either category.4. Ask students which forms of energy are involved in the operation of a solar cooker.

Explore: Use materials to create a solar cooker (limit and keep time, there will be opportunity for redesign)

Test the Prototype:Have students create a data log that begins with a safety statement: Caution: Do not look directly at the Sun or at reflected Sunlight.

They should sketch their design and then list: - general environmental conditions (outdoor temperature, cloud conditions), - starting temperature inside their cooker- a place to record the ending time- a place to record the final temperature.

Students can attempt to boil water with the Sun’s energy by placing a small beaker of water in the solar cooker.

Explain the Concept and Define the Terms:Students should use a concept map, figure, foldable, or expository writing to describe and explain what they think occurred.

Review: thermal energy, heat, temperature, reflection, conduction, radiation, convection, and insulation – use demonstrations, images. Refer to Reverences for article “Principles of Solar Box Cooker Design”. (http://solarcooking.org/sbcdes.htm) then continue to add or update concept map, figure, foldable, or writing.

Elaborate on the Concept: Small group discussion of how they have experienced or know of other examples of solar energy transfer. Students should identify and record improvements that should be made. Students should discuss and infer how a solar cooker is a model that demonstrates the greenhouse effect. Report out to whole group.


http://solarcooking.org/sbcdes.htm

Teacher

Evaluate Students' Understanding of the Concept:Use engineering design to improve solar cooker: students should bring additional materials to improve solar cooker’s ability to transfer solar energy and retain heat.If they are successful, what should increase? Explain how and why.

Additional questions to evaluate (with possible answers below):1. Identify the collector, storage, and controls on your solar cooker. 2. How does the Sunlight cook the food? Which energy transformation occurred during the process of

warming or cooking the food?3. In which parts of the world would a solar cooker work the best? The worst? 4. What are some disadvantages of using a solar cooker?5. What are some advantages of using a solar cooker?6. What are some health benefits of using a solar cooker in developing countries?7. How are solar cookers beneficial to the environment?8. What other types of materials could be used in the construction of a solar cooker? 9. Would cost have to be a consideration for question #9?


TeacherTeacher’s Notes:Students will measure the temperature inside the cooker and also the ambient temperature. They should discuss the possible causes of the differences in temperature.This lab may be done in groups or as an individual project for solar cooker design. Students could experiment with different insulation materials (do not use Styrofoam, they may emit toxic fumes at high temperatures), reflector angles, and general design materials. This could also be a good science fair project, or it might make a fun project for a class competition to see whose cooker can most completely cook a certain type of food in a given time.

Possible Answers to the questions mentioned above:

1. Identify the collector, storage and controls on your solar cooker. a. collector: the transparent cover that lets the Sunlight in the cooker. b. storage: the newspaper/insulation prevents heat from escaping and the food also will absorb the heat. c. controls: the reflectors direct the Sun's rays into the cooking area. 2. How does the Sunlight cook the food? The Sun's rays are absorbed by the cooker's inside surface and transformed into thermal energy.Which energy transformation occurred during the process of warming or cooking the food? The thermal energy transfers as heat by convection which is absorbed by the food. If food is touching the pan, then heat is also transferred by conduction.3. What parts of the world would a solar cooker work the best? The worst? Areas that get lots of Sunshine on a consistent basis would be the best. Areas where the Sunlight is less intense such that it takes a long time to collect the same amount of energy as from a Sunny place would be the worst. 4. What are some disadvantages of using a solar cooker? Need a lengthy span of available Sunlight, longer cooking times, and smaller portions. 5. What are some advantages of using a solar cooker? There isn't any waste product, and you can cook in the summer without heating the entire house. 6. What are some health benefits of using a solar cooker in developing countries? a. temperatures can reach the point to purify water and to kill bacteria and dangerous diseases, but only on Sunny days. b. eliminates disease caused by inhaling toxins common to food cooked over wood. c. decrease health problems related to constant exposure to smoke and fire. d. decrease malnutrition due to the decreased availability of firewood 7. How could solar cookers be beneficial to the environment? They could reduce the need of fuel gathering (wood, coal, or gas) that can lead to the destruction of forest and agricultural lands. In addition, much of the waste products from burning fossil fuels would be reduced. However, remember that the majority of our energy is consumed for transportation, not cooking food. 8. What other types of materials could be used in the construction of a solar cooker? Would cost have to be a consideration?Answers may vary. Materials should be capable of providing insulation, absorption, storage and reflection. Answers may vary on cost consideration.

Extension: Students can build the same design of solar oven but change one variable such as type of insulation or material used for the window. Identify the test (independent) variable, outcome (dependent) variable and controlled variables in this experiment. Explain why controlled variables are important in an experiment.


TeacherSource: http://matse1.mse.uiuc.edu/energy/g.html

References: URLs used in this lesson planhttp://solarcooking.org/sbcdes.htm

http://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm


http://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm

http://solarcooking.org/sbcdes.htm

http://matse1.mse.uiuc.edu/energy/g.html

TeacherSinkhole Lab – Two Cups

(STEM 1.0)

Benchmarks:SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.SC.6.N.1.1 Define a problem from the sixth grade curriculum: use appropriate reference materials to support scientific understanding; plan and carry out scientific investigations 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: Model the causes of sinkholes, a Florida Landform.Model the causes and effects of weather, erosion, and deposition.

Material (per group): 2 Paper Cups, 1 Paper Towel, 1L Water, 200 ml Sand, 100 ml Sugar, Spray bottle, 1 Post-it note, 1 Large container, 1 pair of scissors.


Before Activity: Engage: Show one or more videos on the effects and causes of sinkholes – especially as they relate to water.

Pre-assess explicit vocabulary instruction about scientific methods (key words regarding weathering, erosion, and deposition may be mentioned to explain the process being observed but is not taught until later topic).

Model lab procedures and check for understanding. Soil may be substituted for sand, but we recommend testing procedures following any substitutions. Replacing the sugar with a different soluble substance has been shown to have mixed results. The diameter of the tube made from the post-it note should be approximately as wide as your thumb. Wider columns are more like it to cause visible sinkholes.

During Activity: Explore: Follow student procedures for the lab. Allow for student modifications to


Teacherthe original set up and facilitate discussions on different ways to set up the lab. Let the student chosen questions/hypotheses drive the direction of the lab discussions.

Watch closely that students have placed the paper towel over the hole at the bottom of the cups to prevent a messy problem.

Ask students to explain orally or through illustration what they think is happening inside of the cups. Probing students about how the materials are moving may help elicit responses that have a direct relationship to their observations.

After activity: Explain: The Claim/Evidence/Reasoning model is to be followed. Students may wish to begin with the written form for CER and use that as a basis for other projects, such as physical models, comic strips, or videos.


Teacher

Using the Microscope(STEM 1.0)

Benchmarks: The proper use of the microscope will enable students to study some of the standards covered in the NGSSS Life Science Body of Knowledge.

SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. (AA)

Objectives/Purpose: correctly prepare a wet-mount slide observe an object under the microscope properly use a scientific tool used to observe cells

Background Information: In the science laboratory, the microscope is used to examine organisms and objects that are too small to be seen with the unaided eye. The objects to be viewed are placed on a glass slide. The glass slide may be either a dry-mount or a wet-mount slide. In a dry-mount slide, the object to be examined is placed on the slide and covered with a cover slip. In a wet-mount slide, a drop of the liquid containing the object to be examined is placed on the slide and then covered with a cover slip.

Problem: How do you prepare an object to be viewed under the microscope? How do you see the microscope to observe an object?


Teacher

Materials:MicroscopeMicroscope slideCover slipNewspaper

Medicine dropperWaterForceps or pinScissors

Procedures:1. Cut a small letter “d” from the newspaper and place it in the center of a clean microscope

slide so that it is in the normal reading position. Note: For you to observe any specimen with a compound microscope, the specimen must be thin enough for light to pass through it.

2. To make a wet-mount slide, use the medicine dropper to carefully place a small drop of water over the specimen (letter “d”) to be observed.

3. Place one side of a clean cover slip at the edge of the drop of water at a 45ọ angle. Using forceps or a pin, carefully lower the cover slip over the letter “d” and the drop of water. Try not to trap air bubbles under the cover slip, since these will interfere with your view of the specimen. Now you have a wet-mount slide.

4. In Figure 2, draw a picture of the letter “d” as you see it on the slide.5. Clip the slide into place on the stage of the microscope and position it so that the letter “d” is

directly over the center of the stage opening.6. Look at the microscope from the side and use the coarse adjustment knob to lower the body

tube until the low-power objective lens almost touches the slide.7. Looking through the eyepiece, use the coarse adjustment knob to raise the body tube until the

specimen comes into view. 8. Turning no more than one-fourth of a turn, use the fine adjustment knob to focus the letter

clearly.9. Tilt the mirror and adjust the diaphragm until you get the best light for viewing the specimen.10. In Plate 1, draw a picture of the letter “d” as viewed through the microscope. Note the

magnification.11. While looking through the eyepiece, move the slide to the left. Notice which way the letter

seems to move. Now move the slide to the right. Again, notice which way the letter seems to move.

12. To switch to the high-power objective lens, look at the microscope from the side. Revolve the nosepiece so that the high-power objective lens clicks into place. Using the fine adjustment knob only, bring the specimen into focus.

13. In Plate 2, draw a picture of the letter “d” as seen with the high-power objective lens. Note the magnification.


Teacher

Observations:Figure 2

Plate 1 Plate 2

Conclusions:1. Briefly describe how to make a wet-mount slide.

2. How does the letter “d” as seen through the microscope differ from the way a “d” normally appears?

3. When you move the slide to the right, in what direction does the letter “d” appear to move?

4. When you move the slide to the left, in what direction does the letter “d” appear to move?

5. How does the ink that was used to print the letter differ in appearance when you see it with the unaided eye from the way it appears under the microscope?

Critical Thinking and Application:Explain why a specimen to be viewed under the microscope must be thin.


High-power objectiveMagnification __________

Low-power objectiveMagnification ________

Teacher

Cell City Activity(STEM 1.0)

Below is a list of parts of a cell and their general functions. You are to determine a part of a city that would perform a similar function and add it to the chart. Then you are to draw your city in the general shape of a cell. {Note: students would not be given the clues / descriptions or a picture of the cell. They would use their textbook to find the functions and structure of a cell for comparison.}

Benchmarks:SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (AA)Engage: “Cell Organization and Specialization ” Or Brainpop: “Cell Structures.”Explain to students how the cell operates like an office (Discovery Video) or a factory (Brainpop). Each organelle has a role and contributes to the entire cell system. Tell students we will be comparing the cell in this lab to how a city operates. Materials: Chart paper or computer paper Pencils Markers or colored pencils Ruler


Teacher

Cell Organelles City Analogies Clues / Descriptions

Cell Membrane Provides the boundaries for activities that go on within the cell.

Cytoplasm The part of the cell outside of the nucleus.

Endoplasmic Reticulum

A system of membranes throughout the cell that functions a packaging (with Golgi bodies and ribosomes) and transportation system.

Ribosomes

Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city.

Golgi Bodies Packages up things made in the cell, and ships them out.

Nuclear Membrane Surrounds the nucleus.

Mitochondria Creates and stores energy/power for the cell.

Nucleus

Control center for the cell. Gives directions for construction within the cell. Holds the blue prints for building.

Nucleolus Figure for the cell, and the most noticeable part of the nucleus.

Lysosomes Breaks down old or damaged parts of the cell.

Vacuole Stores nutrients or waste within the cell.

Conclusions: 1. What kind of cell tissue in the human body would have more mitochondrion and why?.2. Where would the blueprints of the city (DNA) be located within your city? 3. How would the vacuole be different if this were a plant cell? What part of the city would

be different?


http://www.enchantedlearning.com/subjects/biology/cells/

Teacher

Cell City Activity – Answer SheetThe participants will design a cell “city.” Provide a list of parts of a cell that they are to include in their drawing, and their functions. They must find city components to represent the parts of the cell. They will draw their city (or cut pictures from magazines and paste onto paper) and list what part of the city corresponds to which part of the cell. Some suggestions are below.

Cell Organelles City Analogies Clues / Descriptions

Cell Membrane City border, city limits Provides the boundaries for activities that go on within the cell.

Cytoplasm Lawns The part of the cell outside of the nucleus.

Endoplasmic Reticulum Highway or road system

A system of membranes throughout the cell that functions a packaging and transportation system.

Ribosomes Lumber or brick yard, workers

Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city.

Golgi Bodies Post Office or UPS Packages up things made in the cell, and ships them out.

Nuclear Membrane City Hall Fence with security guard

Surrounds the nucleus.

Mitochondria Energy Plants Creates and stores energy/power for the cell.

Nucleus City Hall

Control center for the cell. Gives directions for construction within the cell. Holds the blue prints for building.

Nucleolus Copy Machine, Mayor Figure for the cell, and the most noticeable part of the nucleus.

Lysosomes Waste Disposal/ Recyclers Breaks down old or damaged parts of the cell.

Vacuole Warehouses, water towers or garbage dumps

Stores nutrients or waste within the cell.

Conclusions: Answer Sheet1.) What kind of cell tissue in the human body would have more mitochondrion and why? Muscle tissue because it is more active than other cells and needs more mitochondria.2.) Where would the blueprints of the city (DNA) be located within your city? In the city hall.3.) How would the vacuole be different if this were a plant cell? What part of the city would be different? The warehouses, water towers, or garbage dumps would be larger.

Source: http://www.flpromise.org - flpromise.org


http://www.flpromise.org/

Teacher

The Six Kingdoms (STEM 1.0)

Benchmarks:SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.

Background: When Linnaeus developed his system of classification, there were only two kingdoms, Plants and Animals. But the use of the microscope led to the discovery of new organisms and the identification of differences in cells. A two-kingdom system was no longer useful. Today the system of classification includes six kingdoms. Organisms are placed into a kingdom by three main characteristics - complex or simple cell type, ability to make food, and the number of cells the organism possesses.

When a scientist encounters an unknown organism he/she will ask these questions:How does this organism get its food, does it make its own food (autotroph) or does it consume food (heterotroph) (AUTO VS HETERO)?Is this organism multicellular or unicellular (UNI VS MULTI)?Are the cells of this organism simple (no nucleus present) or complex (nucleus present) (SIM VS COMP)?

Procedures: 1. Prior to lab print (in color if possible) organisms cards and laminate. If you are not able to

access a laminator, you can use packing tape instead. 2. Place all cards in an envelope for students to have access to during the activity.3. Explain that today will be working in all of the Kingdoms. 4. Display two similar plants or animals (Oak and Maple tree, lion and tiger). Ask the

students compare and contrast the two.


Teacher

5. Display another plant or animal that is similar to the first two (Redwood, panther). Again, ask students to compare and contrast the different organisms and discuss how they might be “classified”.

6. As a class, read through the Six Kingdom Student Sheet and highlight cell type, cell number, and mode of nutrition in each of the kingdoms.

7. Explain to student that there is a key at the bottom of each kingdom that reminds them of these items.

8. Students will then use this information to classify each of the organisms cards given.9. Assign students to small groups and distribute the organism envelopes. 10. Direct student groups to organize the pictures of organisms at their station, into the six

kingdoms. 11. Instruct students to complete the Six Kingdom Sheet Question for each of the Classification

Sheets for all their pests. You may assign each student specific organism, or let them choose their own.

12. Have students complete evaluation questions after and once they have completed activity they should place all cards back in envelope.

Teacher Notes: Prior to this activity the teachers should print the student cards (in color) and laminate if possible. Teacher should let students jump-in or popcorn read the background and chart below. Students should take time highlight the mode of nutrition, number of cells, and type of cells. Teacher should place all cards in envelopes and distribute one envelope per group. Students will then sort the cards into groups and name the kingdom each group represents.

Before Activity:

Engage:Display an image of an organism with several common names and have students discuss what they would call the organism. Puma concolor is an example of one species that is known by several different common names including cougar, puma, mountain lion and catamount. The Florida Panther is also a subspecies known as Puma concolor coryi. Many images are available online sites such as http://www.arkive.org/puma/puma-concolor/photos.html.

During Activity:

Explore:Groups of students will organize provided pictures based on similar characteristics and compare their groupings to the kingdom characteristic sheet provided.

After activity:

Explain: Students will create a CER (claim-evidence-reasoning) based on the problem statement.

Discussion Questions: To be answered in their groups, in their individual notebooks as a part of results, and discussed in class as peer discussions and review.

9. What method did the group use to sort your organisms?10. Describe the benefits and limitations to the groups sorting method.11. Describe any trends you see as all organisms grouped together.12. Explain why it is beneficial to have a system that allows different groups to organize a

large number of species in the same way?


http://www.arkive.org/puma/puma-concolor/photos.html

Teacher

Elaborate:Students should begin with the written form for CER and use it as a basis for other projects, such as physical models, comic strips, or videos.

Evaluate:SSA Connection1. Mushrooms, bread molds, and yeasts are classified together in the fungi kingdom. Specific characteristics are used to classify these organisms. Which of the following is a characteristic used to classify these organisms as fungi?

They are parasites. They are unicellular. They are prokaryotes. They are heterotrophs.

2. In the modern classification system, what category has the most organisms? E. familyF. orderG. kingdom H. phylum

3. A biologist believes that two organisms are of the same species, even though they look different from one another. What would cause the biologist to come to this conclusion?

E. They live in the same habitat.F. They do not eat each other.G. They are similar in size and both have fur.H. They mate and have fertile offspring.

4. What is the main benefit of using scientific names instead of common names for organisms?

E. Scientific names have been around for much longer than common names have.F. Scientific names give everyone a shared terminology while common names can vary

around the world. G. Scientific names include a code for classification while common names do not.H. Scientific names are more descriptive than common names for an organism.

5. A biologist discovers a new organism. What helps the biologist classify the new organism into a specific group?

E. how long the organism livesF. where the organism livesG. traits shared with other organisms H. how recently the organism was discovered


Teacher

Evaluation Questions:What organisms did you place in the Animal Kingdom? What characteristics let you know that these organisms all belonged together?

The organisms that should be placed in the Animal Kingdom are the koala, turtle, and skunk. The characteristics that they share in common are their cells are complex because they have a nucleus, they are all multi-cellular, and they are heterotrophs.

What organisms did you place in the Plant Kingdom? What characteristics let you know that these organisms all belonged together?The organisms that should be placed in the Plant Kingdom are the pine tree, bluebonnet, and cactus. The characteristics that they share in common are their cells are complex because they have a nucleus, they are all multi-cellular, and they are autotrophs..

What organisms did you place in the Fungi Kingdom? What characteristics let you know that these organisms all belonged together?

The organisms that should be placed in the Fungi Kingdom are mushroom and mold. The characteristics that they share in common are their cells are complex because they have a nucleus, they are all multi-cellular or uni-cellular, and they are heterotrophs.

What organisms did you place in the Protista Kingdom? What characteristics let you know that these organisms all belonged together?

The organisms that should be placed in the Protista Kingdom are the paramecium, euglena, and amoeba. The characteristics that they share in common are their cells are complex because they have a nucleus, they are all uni-cellular, and they are heterotrophs or autotrophs.

What organisms did you place in the Eubacteria Kingdom? What characteristics let you know that these organisms all belonged together?

The organisms that should be placed in the Eubacteria Kingdom are the Cyanobacteria and bacteria. The characteristics that they share in common are their cells are simple because they do not have a nucleus, they are all uni-cellular, and they are autotrophs.

What organisms did you place in the Archaebacteria Kingdom? What characteristics let you know that these organisms all belonged together?

The organisms that should be placed in the Archebacteria Kingdom are the halophiles and thermophiles. The characteristics that they share in common are their cells are simple because they do not have a nucleus, they are all uni-cellular, and they are autotrophs. The one thing that make them unique from Eubacteria is that they exist in harsh environments.


Teacher


Teacher


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