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Miami-Dade County Public Schools

Division of Academics

Required ESSENTIAL

Laboratory Activities

M/J Comprehensive Science 1STUDENT EDITION

REVISED July 2016

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

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

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

Dr. Wilbert “Tee” HollowayDr. Martin Karp

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

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Ms. Lissette M. AlvesAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

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Table of ContentsNext Generation Sunshine State Standards ...................................................................................................5

Lab Roles.......................................................................................................................................................7

Lab Safety Information and Contract.............................................................................................................8

Pre-Lab Safety Worksheet and Approval Form.............................................................................................9

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

Experimental Design Diagram and Hints....................................................................................................14

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

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

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

Essential Labs and STEM ActivitiesMelting Ice (STEM 2.0) (Simple) (Topic 1)..................................................................................20

Tornado Movements (STEM 2.0) (Topic 2)..................................................................................26

Hurricane House (STEM 4.0) (Topic 2)........................................................................................30

Heat Transfer Inquiry (STEM 2.0) (Topic 3).................................................................................32

Heating Earth’s Surface (STEM 2.0) (Topic 3).............................................................................38

Weather or Not? - Weather vs. Climate (STEM 4.0) (Topic 4).....................................................44

Modeling the Greenhouse Effect (STEM 2.0) (Topic 5)...............................................................47

An Investigative Look at Florida's Sinkholes (STEM 2.0) (Topic 6)............................................51

South Florida Beaches Are Running Out of Sand (STEM 3.0) (Topic 6).....................................57

The Physics of Rollercoasters (STEM 2.0) (Topic 7)....................................................................60

Miami TOY (Teach Our Youth) Company (STEM 4.0) (Topic 7)................................................64

Rocket Car (STEM 3.0) (Topic 8).................................................................................................68

May the Force be with You (STEM 2.0) (Topic 9)........................................................................81

The Effect of Mass on Gravity (STEM 2.0) (Topic 10).................................................................87

Egg-cellent Parachute (STEM 4.0) (Topic 10)..............................................................................94

Balancing Act (STEM 3.0) (Topic 11)...........................................................................................97

Hierarchy of Living Things (STEM 1.0) (Topic 12)...................................................................100

Modeling Homeostasis in Cells (STEM 3.0) (Topic 12).............................................................103

Comparing Plant and Animal Cells (STEM 2.0) (Topic 13).......................................................105

Classifying Pests (STEM 2.0) (Topic 14)....................................................................................109

Making Mimics (STEM 3.0) (Topic 14)......................................................................................113

Human Body Quest (STEM 3.0) (Topic 15)................................................................................115

EL6_2016 M-DCPS Department of Science 3

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Build a Body (STEM 3.0) (Topic 15)..........................................................................................119

Germs-B-Gone (STEM 3.0) (Topic 16)......................................................................................121

Additional Lab ResourcesShowing Off the Heat (STEM 2.0) with Differentiated Lab.......................................................124

Using a Solar Cooker to Demonstrate Energy Transfer (STEM 2.0) with Differentiated Lab....126

Sinkhole Lab – Two Cups (STEM 1.0) with Differentiated Lab.................................................128

Using the Microscope (STEM 2.0) (Advanced)..........................................................................131

Cell City Activity (STEM 1.0) with Differentiated Lab..............................................................134

The Six Kingdoms (STEM 1.0)...................................................................................................136


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Grade 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


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SC.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)


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LAB 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.


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LABORATORY 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: ___________________


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PRE-LAB SAFETY WORKSHEET AND APPROVAL FORMThis form must be completed with the teacher’s collaboration before the lab.

Student 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


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PARTS OF A LAB REPORTA STEP-BY-STEP CHECKLIST

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

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

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

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

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

logically and, if appropriate, with a calculation. Write down your prediction as to how the test variable 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.


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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.

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

I. First Paragraph: Introduction1. 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.


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Parts 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……) 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.


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Step 6: ConclusionThe conclusion should be written in paragraph form. 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?)


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Name: ________________________________ Period: _________ Date:_______________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.


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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.


Step 1Identify the Need or Problem

Step 3Develop Possible Solution(s)

Step 2Research the Need or Problem

Step 6Test and Evaluate the Solution(s)

Step 7Communicate the Solution(s)

Step 8Redesign

Step 5Construct a Prototype

Step 4Select the Best Possible Solution(s)

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ENGINEERING 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.


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CONCLUSION 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


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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


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

Student builds a working model that excellently aligns with the


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

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 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.


StudentPr

oduc

tio

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

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.


Student

Melting Ice(STEM 2.0)

Benchmarks: 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.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.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.

Objective/Purpose: Describe the states of matter and explain that the transfer of heat energy may produce a change in the

state of matter. Explain that as water cycles between the atmosphere and hydrosphere, a change in water’s state of

matter occurs. This change is produced as a result of the addition of heat energy. Radiant energy from the Sun is absorbed by Earth’s waters and causes water to change from a liquid to its gas form, water vapor. Water vapor will rise as a result of convection and will eventually condense on atmospheric dust particles as it cools in the upper atmosphere.

Identify the different states of matter: solid, liquid, and gas. 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.


Student

Name____________________________ Date____________ Period______

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

Materials: 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

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.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.


Student

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 Beaker B

Elapsed 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).

Results and Conclusions:1. 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?


Student

_________________________________________________________________________________

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 or activity?__________________________________________________________________________________________________________________________________________________________________

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? __________________________________________________________________________________________________________________________________________________________________

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


Student

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

Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

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

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

Extension:Research to find a location in the world you could see the different states of matter in one geographic location. For example: mountain ranges. Students could draw a free form map of a mountain or other areas they found in their research and label where the different states of matter occur in the picture.Have students add drops of water to a cotton ball to model saturation point of clouds.

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


Student

Evaluate: 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.

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.


Figure 1 http://whyfiles.org/2014/tornad 1

Student

Name: ____________________________ Date: ________________ Period: _______

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 the limitations and advantages of using a tornado model to predict the effects of natural disasters on 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.”

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


Student

Procedures:1. Work in groups of 3-4 students.2. Gather all necessary materials for the experiment.3. Make sure to wear 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 your group, decide on how you will model the movement of a tornado.10. Decide on the procedure you will use to make a tornado in a jar.11. After approval from teacher, perform experiment and record observations in a chart.12. One group member should clean and return all lab materials. Others should fold aprons, clean

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

Data (table and observations):

Tornado Motion Observation Chart

Action Result

PROCESSING THE DATA1. Draw what you observed and explain what happened.2. Explain how the model of the tornado in a jar is similar to a tornado. Explain how it is

different.


Student

Results/ Conclusions:Research Question: “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.”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




Student

Extension:Research 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 .

SSA Connection:1. 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 systemB. a modelC. a scientific lawD. feedback

4. Which of the following questions is the testable 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?


StudentProject: _______________________________ Score: _________________

Hurricane House(STEM 4.0)

Benchmark:

SC.6.E.7.7 Investigate how natural disasters affect human life in Florida.

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Define 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: As a team, your mission is to design and build a house that will withstand wind and protect people. Your team will also 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

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Research and Citations:

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

3

Dev

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

Your group should consist of 3-4 students

Constraints: 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 dryer Stopwatch Leaf blower

Step

4Se

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the

Best

Po

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Solu

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s)/

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.


Student

Step

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s)

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

Safety note: Regardless of the method of simulating hurricane winds, be sure to direct the winds away from people and to use appropriate protective eyewear.

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).

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

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unic

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the

Solu

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s) Project Summary:

Prepare any of the following artifacts to summarize your group’s/team’s project: Notes Journal/sketchbook entries Records of conversations, decisions Interviews Reflective paragraphs describing the progress of the project Group progress reports

Presentation of Final Solution:

Your group will present their artifact(s) and demonstrate their model to the class highlighting your final solution.

Step

8Re

desig

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Adjust or re-design your model and re-test.


Student

Name: ____________________________ Date: ________________ Period: _______

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: Observe, record, interpret and analyze the transfer of heat by radiation, conduction and convection.

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.

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


Start Middle End

Student

Procedures:Station A: Radiation.

1. Place one thermometer inside the beaker, upright, facing the heat source, close but not touching the glass sides.

2. Place the beaker about 50 cm away, from the heat lamp. Heat lamp should be positions to shine straight at, parallel to the table.

3. Turn on heat lamp, record temperature at 1 minute interval for 10 to 15 minutes.

Station B. Conduction1. Place a conducting material on the table so that an inch over hangs the table edge. 2. The heat should be placed to shine up onto or to heat the metal over the edge of the table,

from about 4 inches away.3. Place a thermometer so that the bulb is touching the metal, one close to the beginning by the

table edge, one in the middle and one towards the far end.4. Record starting temps, they should all be room temperature.5. Apply the heat source to the end and take temperature reading of all three at one minute

intervals.

Station C. Convection1. Set 2 thermometers upright each one meter from identical heat sources 2. Set up small low flow fan directing air flow across one heat source towards

one thermometer3. Turn on heat lamps, fans and begin recording temperature at 1 minute intervals.


Student

Data Table for Temperature Readings

Station A Station B Station C

Time Start Middle End With Fan No Fan

Initial

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Analyzing the Data:


Student

1. Make a line graph with your findings. (Remember title, label axis, key, and use color if possible)2. Make three graphs, one for each station. OR Make one graph with all 6 data linesRadiation – The transfer of energy (heat) by electromagnetic waves3. What happened to the temperature inside the large beaker? 4. Was there any direct physical contact, molecules to molecules? 5. Was there any substantial air flow to carry heated molecules? 6. How did the heat travel through the air and glass? 7. Give 2 examples of radiation heat transfer: Conduction- Molecules vibrate faster when energy (heat) is applied, transferred by touch.8. Explain what happened to the temperature along the metal bar? 9. How did the heat, or energy, move along the length of the bar? 10. For conduction to occur which medium does it require? Air/Water Flow or Solids 11. Is this method of transfer able to move through vacuum of space? 12. Give 2 examples of conduction heat transfer.Convection – Energy being carried by fluid (air or water) flow from one place to another.13. What happened to the temperature where the fan was blowing? 14. What carried the heat to the thermometer? 15. Heated air or water becomes less dense, which causes it to? Rise or Sink16. Is this method of transfer able to move through vacuum of space? 17. Give 2 examples of convection heat transfer: _________________

Results/ Conclusion:1. Identify and label the way in which heat is being transferred in the picture below (Radiation,

Conduction and Convection)1__________________

2__________________

3__________________

4__________________


Student

2. Write a Claim-Evidence-Reasoning paper based on the results of your investigation.Research Question: “How is heat transferred through the Earth’s surface and the atmosphere?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)


Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim. Include information from observations and notes from video.)


Student

SSA Connection:

1. 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.

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.


Student

Name: ____________________________ Date: ________________ Period: _______ HEATING EARTH’S SURFACE

(STEM 2.0)Which Absorbs and Loses Heat Faster––Land or Water?

Benchmarks : SC.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. SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

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.

Background information: 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. Land breezes and sea breezes refer to winds that often occur near an ocean or lake. Both of these breezes are caused by uneven heating of the Earth’s surface. In this experiment, you will recreate the conditions under which these breezes form and study their causes.In Part B of this experiment, you will expose sand and water to a light source representing the sun. You will monitor the temperature of the sand and the water and compare their warming behaviors. Then, you will monitor the temperatures as warm sand and water cool. This simulates the situation when the sun goes down in the evening. You will then apply your results to local weather patterns.

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

Hypothesis:

Materials:• 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)


Student

Procedures: Part A: Preparing for the Experiment1. Pour 200 mL of dry sand into one of the beakers. Pour 200 mL of water into the other beaker.2. Place the lamp approximately 20 cm from the beakers. Make sure that both beakers are equal

distance from the lamp and that both receive light at the same angle.3. Using the wooden sticks, suspend a thermometer in each beaker, as shown in Figure 1. The

thermometer bulbs should be just barely below the surfaces of the sand and the water.

Part B: Heating the Beakers1. Use the Data Table to record your measurements.2. Record the starting temperature of the sand (land) : _____°C and water (ocean): _____°C CAUTION: Do not touch the light source or the beakers without using thermal mitts.3. Turn on the lamp. Read the temperature (°C) of the sand and water every minute for 15

minutes. Record the temperatures in the Light On (LEFT) column of the data table.4. Turn off the lamp. Read the temperature (°C) of the sand and water for another 15 minutes.

Record the temperatures in the Light Off (RIGHT) column of the data table.

DATA TABLETEMPERATURE WITH LIGHT ON

(°F)TEMPERATURE WITH LIGHT OFF

(°F)Time (min.) Land Water Time (min.) Land Water1 162 173 184 195 206 217 228 239 2410 2511 2612 2713 2814 2915 30

5. On the graph, shown on the next page, create two line graphs to show the data for the temperature change in land and water over time. You will draw both lines on the same graph. You should be able to tell the difference between the two line by labeling each line and using a different color for each line..


Student

LINE GRAPH

Tem

pera

ture

(°C

)145

140

135

130

125

120

115

110

105

100

959085804038363432302826242220

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Time (minutes)

PROCESSING THE DATA1. Calculate the total change in temperature for each material.Sand: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15 minutesWater: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15 minutes2. Based on your data, which material was heated faster by the “sun”? Which material cooled faster when the light was shut off?


Student

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? 4. 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.Now draw two horizontal arrows that complete the path of this convection current.


Student

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? ________________. Is this a sea breeze or a land breeze? __________________________

Part II6. According to your data, which material cooled faster, the water or 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? _______________________________________________________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.

Draw two horizontal arrows that complete the path of this convection current.Figure 4: Night time at the beach

Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? _______________________. Is this a sea breeze or a land breeze? _____________________.9. Fill in the blanks.On a sunny day at the beach, the wind will usually blow from the _______________ to the_______________. This is called a _______________ breeze. As evening falls, the wind will shift and blow from the _______________ to the _______________. This is called a _______________ breeze.


Student

Conclusion: Research Question: How does the Sun’s energy influence the movement of air?




EXTENSIONS1. Compare the heating rates of different-colored sands or soils.2. Compare the heating and cooling rates of dry and wet sand.


Student

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?

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.

1. 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


Student

Project: ________________________________________ Score: _____________

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

Benchmark: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.

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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.

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.Task 1:

Analyze data. Then compare data findings to all of the 7 know cities’ climatographs and draw a conclusion as to the identify of 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 rangesDays Ranges

Based on your calculations create a model that best represents the climate for that particular month. It must


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contain probabilities of daily atmospheric conditions. Your model should be used to help verify you identify your

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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/datasetshttp://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

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• Ziplock bags or small cups• Construction paper• Markers• Index cards

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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.


Testing of the model to see if your data best represents your model. Allow other group members to evaluate the model using the criteria and constraints to inform the group if any adjustments are needed.

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After a few weeks of each team’s PSA being on display, have each group survey the same again to see if their perceptions about environmental changes on Earth.


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

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

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Written description of completed task and proposed solution to presented problem or scenario and supporting data, develop a C-E-R displaying the engineering process by utilizing the Board Builder or another presentation application.

Use the following question to complete the CER: How are climate and weather different for your location?


Teams will present their classmates using a presentation application.

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Groups/Teams will review their research and determine how to better align their data to improve models.


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Name: ____________________________Date: ________________ Period: _______

MODELING THE GREENHOUSE EFFECT(STEM 2.0)

Global Carbon Dioxide Emissions. Source: Robert Simmons, NASABenchmarks: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.

Background:The Greenhouse Effect is an increase in the average temperature of our planet. This occurs when certain gases such as carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), ozone (O3) (in the lower atmosphere), water vapor (H2O) and chlorofluorocarbons (CFCs – used in refrigerators and spray cans) absorb infrared heat that would normally be radiated out into space. One greenhouse gas that has been increasing in the past 100 years is carbon dioxide. The more carbon dioxide there is in the atmosphere, the warmer the air will be since carbon dioxide absorbs heat. If the air gets too hot, the balance of life on Earth is disrupted. Plant and animal species will die off and which will directly affect the food chain. We also have a great loss of much needed rainforest that take in carbon dioxide. In addition, the burning of fossil fuels by cars, factories and plant, which releases carbon dioxide, is part of the cause leading to global warming which is a serious worldwide problem.


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Problem Statement(s): How does the Greenhouse Effect influence temperature on Earth and impact other “spheres” of the Earth?

Vocabulary: atmosphere, climate, Global warming, Greenhouse Effect, insulate, temperature

Materials (per group): 2 clear plastic cup potting soil clear plastic wrap watch or clock 2 thermometers lamp with 100 watt light bulb 2 rubber bands

Procedures:1. You and your team will design an experiment that will measure the different amount of

heat retained in a glass jar beneath a heat lamp. This activity will model how the greenhouse effect influences the temperatures in our Earth’s atmosphere. You will investigate “How does the Greenhouse Effect influence temperature on Earth?”

2. Using the given materials design and complete an experiment to test your hypothesis. 3. Explain how you tested your hypothesis. It should be as specific as possible. Often,

scientists read relevant information pertaining to their experiment beforehand.

Observations/Data:Container Time Temperature

Conclusion:

1) What happened to the temperature of the jar over time?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Describe how these temperatures may have an effect on other “spheres” of the Earth.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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3) Relate how the setup of the glass jar beneath a heat lamp models the greenhouse effect on Earth __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) Identify the test (independent), and outcome (dependent) variables in your activity. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) Identify what you could do to improve this activity.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Research Question: How does the Greenhouse Effect influence temperature on Earth and impact other “spheres” of the Earth?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




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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


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Name: ____________________________ Date: ________________ Period: _______

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

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

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. 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. 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.

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

You may choose/be assigned one of the following things to investigate with your model:

a. If the amount of sand causes sinkholes to form faster. o 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 faster. o If you chose amount of water, the only thing you may change is the amount of water.

c. If the pH (acidity) of the water causes sinkholes to form faster. o If you chose pH (acidity), the only thing you may change is the simulated pH of the

water you are using.

Hypothesis: Which letter do you believe will cause the fastest formation of sinkholes? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In each of the experiments, the groups are going to measure the amount of time it takes for the Alka-Seltzer tablet to break down. (The Alka-Seltzer represents the limestone layer) You will know when the tablet has fully broken down due to the appearance of a sinkhole in the container.

In your experiment, what is your independent (test) variable? __________________________________________


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

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In your experiment, what is your outcome (dependent) variable? ________________________________________

What must be held constant, or stay the same in each of your tests? _____________________________________

Materials (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 to sand and water• Coffee Pot to heat water

Procedure:

1. Create your sinkhole model using the, “How to Construct Your Sinkhole Model” (Figure 1).

2. Using your model, complete a control test using 100mL of water and 100g of sand. a. Measure 100 g of sand on a balance and place it over the Alka-Seltzer tablet. Do

not pound the sand down; gently flatten it out on the surface so it is smooth. b. Measure 100 mL of water using a graduated cylinder. c. Slowly and carefully pour the 100 mL of water onto the sand. Try not to cause

any erosion while dumping your water into your model. 3. Record the amount of time (Figure 2), in seconds, how long it takes until the sinkhole

forms from the first second you pour the water into the container. The timer should stop when you see the hole (Alka-Seltzer tablet) in the top of the Styrofoam bowl.

4. Once the sinkhole has formed, throw away your model in the garbage, and create a new model for your next trial. With each trial, you are to have different levels of the independent variable. For example, if you are testing the amount of sand, try 50g and 200g.

5. If you are testing for hypothesis letter c (pH), be sure to check for acidity using the litmus paper. Record observations in your data table.

6. Complete multiple trials, making a new model each time.


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Figure 1: Retrieved from science4inquiry.com


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Data:

Quantitative Data Collected:

We are testing the effect of _______________________on the amount of time it takes for our

sinkhole to form. Remember to ONLY change your independent variable, while keeping others

constant!

Trial Control Trial 1 Trial 2 Trial 3

Amount of Water

100mL

Amount of Sand

100 g

pH of water Normal

Time for sinkhole to form

Figure 2: Retrieved from science4inquiry.com

Lab Conclusion:

1. Answer the questions below after collecting all of your data :

a. Based on what you tested with your model, is there a pattern with either the amount of soil, amount of water or pH of the water used? ________________________________________________________________________________________________________________________________________________________________________________________________

b. What was the longest amount of time it took for the sinkhole to appear? Was there

a reason for this? ________________________________________________________________________________________________________________________________________________________________________________________________

c. What was the shortest amount of time it took for the sinkhole to appear? Was there a reason for this? ________________________________________________________________________________________________________________________________________________________________________________________________


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Complete a Claim-Evidence-Reasoning (CER):

Research Question: “What factors increase the likelihood of sinkholes?”




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


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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


StudentProject: _________________________________ Score: _____________

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

Benchmark: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.

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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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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:Erosion, waves, barrier

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coastline erosion- Barriers must demonstrate reduced coastline

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


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Constraints:The availability of recycled items to be utilized in the design may be limited.

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)

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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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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


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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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Name: ____________________________ Date: ________________ Period: _______

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.

Background:Riding a roller coaster can make your heart skip a beat. You speed up and slow down as you travel from hill to hill. The changes in speed occur as gravitational potential energy and kinetic energy are converted into each other.

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

Vocabulary: gravitational potential energy, potential energy, kinetic energy, mechanical energy

Procedures: 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.


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2. Choose the best design within your team. Get your teacher’s approval before you start building your coaster.

3. Using the given materials build your team’s selected coaster. 4. 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.5. Repeat step 5 using the biggest marble. Record your observations.

Observations/Data:

Results/Conclusion: 1. Compare the kinetic energy of the marbles at the bottom of the second hill to its kinetic energy at

the bottom of the first hill.2. Compare the potential energy of the marbles at the top of the second hill to its potential energy at

the top of the first hill.3. How did the mechanical energy of the marbles change as it moved along your roller coaster?

__________________________________________________________________________________________________________________________________________________________________


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Research Question: How does the energy of a roller coaster car changed as it travels along a roller coaster?Draw your design and label where the different forms of energy are illustrated.





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Evaluation:

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

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

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

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 BD. The block will stop at point B.


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Project: _________________________________ Score: _____________

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

Project Based STEM Activities for Middle Grades ScienceBenchmark: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.

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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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energy and converts that energy to another form of energy.

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

Each group should consist of 3-4 students


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Constraints: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

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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.


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


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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?


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Name: ____________________________ Date: ________________ Period: _______

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.

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.


Newton’s Third Law of MotionThis law states that when an object is pushed, it pushes back. When the opening of the balloon was released, the walls of the balloon pushed the air out. When the balloon pushed against the air, the air pushed back and the balloon moved forward, dragging the straw with it. The string and straw keep the balloon rocket on a straight course.

A good example of Newton’s third law is to think of two people standing on skateboards. If one skateboarder pushes the other,

Newton’s First Law of MotionAn object at rest will stay at rest and an object in motion will stay motion in a straight line unless acted upon by an unbalanced force. The forces pushing the Rocket car forward should be stronger than the force of the drag. Therefore the thrust of the balloon rocket car must be more than the forces acting on the car itself. This simply means that in order for the rocket car to start moving, a force must be involved.

Newton’s Second Law of Motion

The force required to move an object depends on the mass of the object as well as how fast the object is moving.

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MassA lighter mass will speed up more quickly than a heavier mass if the same force is applied. A lighter rocket will speed up more quickly and will also be easier to launch because it will have less gravity acting on it. A good example of the effect of mass is to think of a light person and a heavy person sitting on two swings. If each person is given the same size push, the lighter person will speed up more quickly. A light balloon car will speed up more quickly.

ForceA larger force will cause an object to speed up more.

MomentumOnce the car is moving, it will keep moving because of its momentum, even though the balloon is deflated. Momentum is equal to mass multiplied by velocity. Newton’s first law states that an object at rest will tend to remain at rest and that an object that is moving will tend to keep moving at a constant speed in a straight line until an external force acts on it.

FrictionThe car will slow down and stop due to the opposing force of friction.

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

Vocabulary: speed, friction, momentum, mass, weight

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:1. Each team captain will collect all of the necessary materials to design and build the Rocket Car.2. Each team is to design and build their Rocket Car.3. Each team is make a fun design on the chassis of their Rocket Car.4. Once the car is built, one team member (Driver) will blow up the balloon and twist and attach to the

straw.5. Once the driver releases the balloon the Team Member 2 will record the data below. 6. Team member 3 will measure the distance the Rocket Car traveled.


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7. Team member 4 will record the time the Rocket Car traveled.8. Team member 5 will calculate the speed.9. All Team members will copy all of the data on their data chart.

Observation/Data: Table 1: Speed of a Balloon Rocket Racer

Trial # Distance (m) Time (s) Speed (m/s) d/t

1

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Results/Conclusions:1. How would Newton’s Third Law affect you if you threw baseballs away from you while standing on

skates or sitting on a skateboard?2. Suppose you are in a spacesuit drifting weightless in space some distance away from your spaceship.

You have run out of compressed gas for your mini-thruster. Fortunately, you happen to have a bag of baseballs. What can you do to get back to your spaceship?


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Name: ____________________________ Date: ________________ Period: _______

WARM UP READING

Rockets & Newton’s Laws of Motion

A rocket in its simplest form is a chamber enclosing a gas under pressure. A small opening at one end of the chamber allows the gas to escape, and in doing so provides a thrust that propels the rocket in the opposite direction. A good example of this is a balloon. Air inside a balloon is compressed by the balloon's rubber walls. The air pushes back so that the inward and outward pressing forces balance. When the nozzle is released, air escapes through it and the balloon is propelled in the opposite direction.

When we think of rockets, we rarely think of balloons. Instead, our attention is drawn to the giant vehicles that carry satellites into orbit and spacecraft to the Moon and planets. Nevertheless, there is a strong similarity between the two. The only significant difference is the way the pressurized gas is produced. With space rockets, the gas is produced by burning propellants that can be solid or liquid in form or a combination of the two.

One of the interesting facts about the historical development of rockets is that while rockets and rocket-powered devices have been in use for more than two thousand years, it has been only in the last three hundred years that rocket experimenters have had a scientific basis for understanding how they work.

The science of rocketry began with the publishing of a book in 1687 by the great English scientist Sir Isaac Newton. His book, entitled Philosophize Naturalis Principia Mathematica, described physical principles in nature. Today, Newton's work is usually just called the Principia. In the Principia, Newton

stated three important scientific principles that govern the motion of all objects, whether on Earth or in space. Knowing these principles, now called Newton's Laws of Motion, rocketeers have been able to construct the modern giant rockets of the


Student

20th century such as the Saturn 5 and the Space Shuttle. Here now, in simple form, are Newton's Laws of Motion.

1. Objects at rest will stay at rest and objects in motion will stay in motion in a straight line unless acted upon by an unbalanced force.

2. Force is equal to mass times acceleration. 3. For every action there is always an opposite and equal reaction.

All three laws are really simple statements of how things move. But with them, precise determinations of rocket performance can be made.

The third law states that every action has an equal and opposite reaction. If you have ever stepped off a small boat that has not been properly tied to a pier, you will know exactly what this law means.

A rocket can liftoff from a launch pad only when it expels gas out of its engine. The rocket pushes on the gas, and the gas in turn pushes on the rocket. The whole process is very similar to riding a skateboard. Imagine that a skateboard and rider are in a state of rest (not moving). The rider jumps off the skateboard. In the Third Law, the jumping is called an action. The skateboard responds to that action by traveling some distance in the opposite direction. The skateboard's opposite motion is called a reaction. When the distance traveled by the rider and the skateboard are compared, it would appear that the skateboard has had a much greater reaction than the action of the rider. This is not the case. The reason the skateboard has traveled farther is that it has less mass than the rider. This concept is explained through the understanding of the Second Law.

With rockets, the action is the expelling of gas out of the engine. The reaction is the movement of the rocket in the opposite direction. To enable a rocket to lift off from the launch pad, the action, or thrust, from the engine must be greater than the weight of the rocket. While on the pad the weight of the rocket is balanced by the force of the ground pushing against it. Small amounts of thrust result in less force required by the ground to keep the rocket balanced. Only when the thrust is greater than the weight of the rocket does the force become unbalanced and the rocket lifts off. In space where unbalanced force is used to maintain the orbit, even tiny thrusts will cause a change in the unbalanced force and result in the rocket changing speed or direction.

One of the most commonly asked questions about rockets is how they can work in space where there is no air for them to push against. The answer to this question comes from the Third Law. Imagine the skateboard again. On the ground, the only part air plays in the motions of the rider and the skateboard is to slow them down. Moving through the air causes friction or as scientists call it, drag. The surrounding air impedes the action—reaction. As a result rockets actually work better in space than they do in air. As the exhaust gas leaves the rocket engine it must push away the surrounding air; this uses up some of the energy of the rocket. In space, the exhaust gases can escape freely.


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ROCKET CAR TEST REPORT

DRAW A PICTURE OF YOUR ROCKET CAR

BY

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------------------------------------------------------------

------------------------------------------------------------

DATE:----------------------------------------------------


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Rocket Car Test Report

Using the materials provided to your group, design and build a balloon rocket powered car.

Take your rocket car to the test track and measure how far it travels, and record the time it takes to travel that distance. Fill in the information on your data table.

1. Describe how your rocket car ran during the first trial run. (For example, did it travel in a straight or curved path?)

What was the average speed of your car? ____________ cm/s

2. Find a way to change and improve your rocket car and test it again (Modification #1). What did you change?


3. Find a way to change and improve your rocket car and test it again (Modification #2). What did you change?


4. Which car traveled the farthest? Why do think it did?

5. Which car had the greatest speed? Is it the same car that traveled the farthest? Explain why or why not it’s the same car.

6. Pick which car your group felt was the best car. Which one did you pick and why?

Complete the “Rocket Racer Design Sheet” for your best car.


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Rocket Car Data Table 1

Car

Trial 1 Trial 2 Trial 3

Average Distanc

e

(cm)

Average

Speed

(cm/s)

Distance

(cm)

Time

(s)

Speed

(cm/s)

Distance

(cm)

Time

(s)

Speed

(cm/s)

Distance

(cm)

Time

(s)

Speed

(cm/s)

Original Design

Modification #1

What was changed?

Modification #2

What was changed?


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Rocket RacerDesign Sheet

Draw a diagram showing your best design for a rocket racer.Show your racer as seen from the front, top and side.

Each square on the graph represents 1 cm.

Front View

Top View


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Side View


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Rocket Car Test Report – Summary

1. Describe the design of your best car.

2. Describe the motion of your rocket car.

3. What provided the power to move your car?

4. Explain how the movement of your rocket car is related to Newton’s Third Law of Motion.

5. If your car traveled in a curved path instead of straight, what did you do to the car to get the car to travel in a straight path?

6. Did you blow up the balloon to the same size each time? How would this effect how far the car traveled?

7. If you were to build one more car, what would you do differently? What other materials might you use and why?


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Research Question:How can forces be optimized to create a faster or further traveling car?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




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Evaluation

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.


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Name: ____________________________ Date: ________________ Period: _______

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.

Background:One of the types of forces that we are most familiar with is the force of friction. However, friction isn’t the only type of force. Any push or pull action is also a type of force.

When we look around us we can see several examples of people or things that are in motion. Motion is simply a change in position.

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

Vocabulary: gravity, magnetic force, electric force, force, motion

Materials (per group):Activity 1Soccer BallActivity 22-3 Bar magnets Various metal and non-metal itemsIron filings

Activity 3BalloonsEmpty soda cansPredictions and Outcomes Table

Procedures:Activity 1: Gravity

1. Watch your teacher throw a soccer ball into the air and catch it. What do you think made the soccer ball go up into the air? Complete the first two columns of the Predictions and Outcomes Table.

2. Do you think the ball would have gone into the air without the push you gave it?3. Watch your teacher place the ball on a table. Is the ball being pushed or pulled now?4. Is the ball moving?5. Do you think gravity is pulling down on the ball as it sits on the table?6. Are there any forces acting on the ball right now?7. Watch your teacher drop the ball from above his/her head. Why do you think there was motion

in the ball if there was no force applied?8. What forces are affecting the ball’s motion if you were to throw the ball up into the air and then

it falls to the ground?9. Share your team’s predictions and outcomes with the class. Complete the third column of the

Predictions and Outcomes Table.


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Activity 2 - Magnetic Force 10. Share with your team what you already know about magnets. Complete the first two columns of

the Predictions and Outcomes Table.11. Write a testable list of items that you predict will be attracted to the magnet.12. Your team should test different areas of their magnets and determine if any parts of the magnet

are stronger than others.13. Explain how magnetic poles interact with each other and other materials?14. Brainstorm, with your team, what would happen if you put a magnet near the metal objects

collected and predict which of the metal objects would be attracted to the magnet.15. Share your team’s predictions and outcomes with the class. Complete the third column of the


Activity 3 – Electrical Force16. What do you think happens when objects that are statically charged interact with each other?

Complete the first two columns of the Predictions and Outcomes Table.17. Place the empty soda can on top of a table, on its side. 18. Have one student from your team blow up a balloon.19. Have the student with the balloon rub it back and forth on their hair very quickly for about 30

seconds.20. Have this same student 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. 21. Now, move the balloon to the other side of the can and record what happens next.22. Share your team’s predictions and outcomes with the class. Complete the third column of the


Observations/Data:


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Results/Conclusion:Draw a diagram showing one the following:

1. Types of force(s) using touch2. Types of force(s) that does not use touch3. How you can change the speed and direction of an object in motion. 4. The unseen force of magnets.5. Comparing the speed of an object as it travels downward.6. The push or pull of an object to move it.


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Student Name/Team Name _______________________________________ Period ______________ Date ______________

May the Force Be With YouPredictions and Outcomes

Activities Prediction Explanation of Prediction Outcome

Activity 1:Gravity

Activity 2:Magnetic Force

Activity 3:Electrical Force


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Research Question – How can objects be moved?Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




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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

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


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Name: ____________________________ Date: ________________ Period: _______

THE EFFECT OF MASS ON GRAVITY(STEM 2.0)

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?

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.EL6_2016 M-DCPS Department of Science 88

88

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Student

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

Procedures

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 lease 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?

Data/Observation:

PULL OF THE PLANETS

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


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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”.


Dense

Not Dense

Large

Small

Dense

Not Dense

Large

Small

Strong

Weak

Strong

Weak

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Mass Vs. Weight Double-Bubble Thinking Map

Write a paragraph on the back, describing your Double-Bubble.


Mass WeightProperty

Of Matter

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Conclusion:Complete a Claim-Evidence-Reasoning conclusion responding to the problem statement/research question.

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.)


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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


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Project: _________________________________ Score: _____________

Egg-cellent Parachute(STEM 4.0)

Project Based STEM Activities for Middle Grades ScienceBenchmarks: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.

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

editing, publishing) Create a bibliography

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

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s) 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 students

Constraints: Egg must remain intact upon ground impact. Must design something that will protect the payload

(egg)


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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 pipecleaners15 cottonballs3 rubberbands10 Popsicle sticks6 feet of yarnCoffee filterScissorsStop watch

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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.

E

ach team is to apply their data in a data chart.


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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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.

EL6_2016 M-DCPS Department of Science

Parachute Mission DataDrop

Height(m)

Drop Time

(s)

Velocity(m/s)

Distance landed from

TargetTest 1Test 2Test 3Test 4Average

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Prototype How would you improve your designs to better protect the

egg? How would you improve your designs for more accurate

landings?


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Project: _________________________________ Score: _____________

Balancing Act(STEM 3.0)

Project Based STEM Activities for Middle Grades Science

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.

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

drafting, revising, editing, publishing) Create a bibliography

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

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Each team must build a mobile that is balanced and must me 3 feet in height.

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


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The entire mobile must be supported by one string

No single horizontal support can be support at its midpoint

Each team will build the mobile and adjust the points of suspension until the mobile is balanced

Materials:For each team:

Wire hanger Clothes pens 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 must use a minimum of four supports

The entire mobile must be supported by one string

No single horizontal support can be support at its midpoint

Each team will build the mobile and adjust the points of suspension until the mobile is balanced

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Test the mobile structure must demonstrate motions and forces.


1. How would convection currents affect the structure?

2. What forces are acting on the structure?3. Why would an artist need to know about

forces when creating a mobile?


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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. The more complex and intricate design of the mobile the better.

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


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Name: ____________________________ Date: ________________ Period: _______

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.

Procedure:Use the information on the cards to sort them from smallest part to largest thing.

Draw a model of how they are organized and answer the claim/evidence/reasoning.

Lab Conclusion:Research Question: “How are the parts of an organism organized?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




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SSA Connection

1. 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.


Student

I am a carbon atom.

I am made of protons, neutrons, and electrons

I can combine with other atoms to male molecules.

I am so small that millions of me could fit on the point of a pin.

I am a tissue.

I am made of lots of identical muscle cells. When we all squeeze at the same time we can make the whole muscle move.

When lots of tissues come together we make organs.

I am an organ system.

I am the digestive system. Each organ has a different job, but together we break down food and extract energy.

Lots of organ systems come together to make an organisms.

I am a red blood cell.

I am made of lots of molecules.

I float around in blood with millions of other cells like me.

I am a sugar molecule.

I am made of atoms. In my case I have 12 carbon atoms, 22 hydrogen atoms, and 11 oxygen atoms.

There are millions of me inside of every cell.

I am an organ.

I am the heart. My job is to move blood around the body.

I work together with other organs to do my job.

I am an organism.

I am a giraffe. I have lots of different organ systems inside of me, like a skeletal system to hold me up, and a muscular system so I can move around.


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Project: _________________________________ Score: _____________

Modeling Homeostasis in Cells (STEM 3.0)


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.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 multicellular), all cells come from preexisting cells, and cells are the basic unit of life.

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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: Create a system (can be physical model or simulation) that models the maintenance of homeostasis, specifically extracting energy from food and getting rid of waste.

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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.

Vocabulary: homeostasis, energy, waste

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Criteria: The model must respond to various amounts food to maintain consistent high amounts of energy and low waste. The model may respond independently or through a code/set of rules to determine how to respond. If models are digital, use a presentation application (Discovery Board Builder, PowerPoint, etc.)

Constraints: Physical Model:½ sheet of each circle labels per group

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


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Based on research and brainstorming of solutions, build a prototype or artifact of their model.

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Test the effectiveness of your model in how it addresses the need of the problem/scenario.


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)


Present 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.


Student

Name: ____________________________ Date: ________________ Period: _______

Comparing Plant and Animal Cells(STEM 2.0)

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.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.

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.

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

Materials: Medicine Droppers Onion skin Water

Microscope Forceps Images of an animal cell

Procedure:Part A: Examining Plant Cells

1. Put a drop of water in the center of a clean slide.2. With the forceps, remove a small piece of onion skin and place it on the slide. Make sure that the skin

is flat. If it is folded, straighten it with the forceps.3. Carefully place a cover slip over the drop of water and onion skin.4. Place the slide on the stage of the microscope with the onion skin directly over the opening in the

stage.5. Using the low-power objective lens, locate the leaf under the microscope. Turn the coarse adjustment

knob until the onion skin comes into focus. When you have focused the leaf, have your teacher check to see if it is focused correctly.

6. Switch to the high-power objective lens. CAUTION: When turning to the high-power objective lens,


Student

you should always look at the objective from the side of your microscope so that the objective lens does not hit or damage the slide.

7. Observe the cells of the onion skin. 8. On a separate sheet of paper draw and label what you see in Plate 1. See the Observations section

below.9. Carefully clean and dry your slide and cover slip.

Part B. Examining Animal Cells1. Place the prepared slide of the animal cells on the stage of the microscope.2. Using the low-power objective lens, locate the cells under the microscope. Turn the coarse adjustment

knob until the cells comes into focus. When you have focused the cells, have your teacher check to see if it is focused correctly.

3. Switch to the high-power objective lens. CAUTION: When turning to the high-power objective lens, you should always look at the objective from the side of your microscope so that the objective lens does not hit or damage the slide.

4. Observe the cells. 5. On a separate sheet of paper draw and label what you see in Plate 1. See the Observations section

below.

Observations:Plate 1: Plant Cell (Onion) Plate 2: Animal Cell (______________)High-power objective High-power objectiveMagnification:___________ Magnification:___________

Onion Skin Cell Muscle Cell (Plant cells) (Animal cells)

Critical Thinking and Applications:1. How is the cell wall different from the cell membrane?2. Explain why you could not use an oak leaf in place of an onion skin in this investigation.3. If you were given a slide containing living cells, how would you identify the cells as either plant or

animal?4. How was this lab different from an experiment? Explain your answer. Explain the benefits and

limitations of each.5. Explain how this investigation supports the Cell Theory. 6. Differentiate between the meaning of a scientific theory and the meaning of the word theory used in

everyday life.


Student

Research Question: “Are there similarities or differences between plant and animal cells?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



Extension:2. Remove the skin from some fruits and vegetables, such as tomatoes, lettuce and leeks. Prepare wet-

mount slides for each fruit or vegetable skin and observe them under the low-power objectives of your microscope. Sketch and label the organelles that you see. How do these cells compare with animal cells?

3. Observe prepared slides of a single celled organism such as an amoeba or paramecium. Sketch and label what you see. How are these single celled organisms similar to and different from the plant and animal cells observed in this investigation?


Student

Evaluation

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

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


Student

Name: ____________________________ Date: ________________ Period: _______

Classifying Pests(STEM 2.0)

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.RI.3.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.LAFS.6.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence.

Objective/Purpose: The purpose of this lab activity is to 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 come 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. 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:1. One set of pictures of various pests (insects, rodents, etc.) per group.2. One Classification Sheet for each pest pictured.3. Scissors for each student group 4. 1 roll of scotch tape for each student group

Procedures: 1. Organize the group of pictures so that the pests the group believes are closely related are close to

each other.2. Answer questions 1 and 2 in the Conclusion/Discussion section.3. Each group member will choose pests to research.4. Each group member will research their pests and complete a Classification Sheet for their pests. 5. Once all the Classification Sheets are complete, arrange all the Classification Sheets and pictures

so closely related pests are near each other. 6. Answer questions 3 to 5 in the Conclusion/Discussion section.7. When your teacher directs you, arrange your Classification Sheets on the whiteboard with the

rest of the class, once again placing closely related organism near each other.


Student

8. Answer questions 6 to 8 in the Conclusion/Discussion section.

Observations: Your observations will be your completed Classification Sheets.

Conclusions/Discussion: Answer the questions in your lab notebook or separate sheet of paper. What method did the group use to sort the pests? Describe the benefits and limitations to the groups sorting method. How did the group sort the pests this time? Compare and the contrast the first sorting and the second sorting. Which sorting method is more accurate and why? Describe any trends you see as all the pests are grouped together. Explain why it is beneficial to have a system that allows different groups to organize a large

number of species in the same way? Explain why a common naming system is helpful for research and communication between

scientists?

Critical Thinking/Application: Complete the CER in your lab notebook or separate sheet of paper below the Conclusion/Discussion questions.

Research Question: “How do scientists from around the world accurately and consistently classify organisms?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)




Student

Evaluation

1. 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


Student

Classification Sheet

PEST NAME:_________________________________________


Domain

Kingdom

Phylum

Class

Order

Family

Genus

Species

114

Project: __________________________________ Score: ________

Making Mimics(STEM 3.0)

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.

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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 to with creating organisms to test 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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Research information about the problem/scenario with cited notes. Also, research other 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: Technology devices

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


Project: __________________________________ Score: ________


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


Student

Name: ____________________________ Date: ________________ Period: _______

Human Body Quest(STEM 3.0)

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.

Organ Systems

Multicellular animals, such as humans need to maintain a comfortable internal environment. Organisms do best when they food, oxygen, and other important resources, get rid of waste, and can keep their internal temperature within a comfortable range, this is called “homeostasis.”

Name: ____________________________ Date: ________________ Period: _______


HOMEOSTASIS

Digestive System: Large intestine absorbs excess liquids to help maintain the proper amount of water in the body. Your small intestine absorbs the nutrients from food to provide energy to your cells.

Musculoskeletal System:Muscles begin to rapidly contract and relax involuntarily when you are cold. Friction from this rapid movement generates heat and helps your body maintain its core temperature.

Nervous System:Allows all parts of your body to communicate with each other; controls all functions of the body to allow organ systems to carry out processes in order to maintain homeostasis.

Endocrine System:Produces hormones that allow your body to function normally. EX – When you are scared, your endocrine system produces adrenaline so you can react quickly (“Fight or Flight” Response)

Excretory System:Removes wastes and toxins from your body so you can remain in a healthy, normal state.

Respiratory System:Exchanges carbon dioxide in your body with oxygen. Keeps them in the correct amounts so that you don’t have too much or not enough of both.

From the Greek words homoios which means

“same” and stasis which means “stationary.”

117

Student

Purpose of the Lab: Digitally model the relationships between organ systems that maintain homeostasis.

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

Problem Statement/Research Question: How do organ systems work together to maintain homeostasis?

Materials: Technology devices

Procedure: Research the body systems and how they interact to maintain homeostasis

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 prepare a digital presentation to educate your classmates about one of the body systems that makes up the human body.

1. 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.

2. 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.

3. Your digital presentation can be made in any of the following: PowerPoint, Prezi and Discovery Education Board Builder.

4. Complete a Claim-Evidence-Reasoning response to the original research question.


Student

Research Question: “How do organ systems work together to maintain homeostasis?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)



Lab Conclusion:


Student

Evaluation: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.

3. 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.


Project: __________________________________ Score: ________

Build a Body(STEM 3.0)


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.

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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: Construct a model of the body systems demonstrating various forms of homeostasis that the systems work together to maintain.

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.


Project: __________________________________ Score: ________St

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Test the effectiveness in the delivery of the body systems and how they interact to maintain hemostasis.


Does your model demonstrates 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.


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?


Project: __________________________________ Score: ______________

Germs-B-Gone(STEM 3.0)

SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.

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The custodians at STEMing 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 the students healthy and 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 characteristics and features that are essential for a

prosthetic leg.- Locate, evaluate and use both primary and secondary resources- Find and evaluate information (Use evaluation chart)- Organize information and/or data- Use the writing process (prewriting, drafting, revising, editing,

publishing)- Create a bibliography

Vocabulary Infectious diseases, disease prevention, influenza

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in the classroom.Each group should consist of 3-4 students

Constraints Design supplies are limited to what is brought in by the students

Materials: How germs are spread in the classroom activity1 Glo-Germ bottle1 ultraviolet (UV) light (Small light or pen)


Project: __________________________________ Score: ______________

orSpray bottleGlitterGerm-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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the 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.


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: Notes, journal/sketchbook entries, records of conversations, decisions, interviews, reflective paragraphs describing the progress of the project, or group 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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designing of the Prototype

- What items would you remove from your kit and what would you replace it with?


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ADDITIONAL LAB RESOURCES


Student

Showing 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.

Problem statement: Will a wooden spoon, plastic spoon or a metal spoon transfer more heat?Materials:

metal spoon hot plate wooden spoon safety gloves (hot objects) plastic spoon

paper towels beaker lab aprons water safety aprons

thermometers Glitter or rice Food coloring

Explore


Student

Part A1. Designing the Experiment

a. 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).

b. 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 B

1. Observe convection through the movement of glitter or rice when placed in gently boiling water and observe radiation through feeling warmth from the hot plate.

Evaluate: 2. Complete discussion questions.

3. 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.

4. Explain similarities and/or differences in results between groups.

5. Identify and provide evidence of heat transfer demonstrated in the experiment.

6. Create a triple Venn diagram to demonstrate mastery.


Student

Name: ___________________________________ Date: ______________ Period: _______

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. Students should describe and demonstrate the three methods energy transfer involved in the operation of a solar cooker and 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 Aluminum foil

Watch or stop watch

Plastic wrap Thermometer Beaker with water to

boilExplore:


Student

Use materials to create a solar cooker (limit and keep time, there will be opportunity for redesign)

Test the Prototype:Students should 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: 1. the general environmental conditions (outdoor temperature, cloud conditions), 2. the starting temperature inside their cooker,3. the starting time, and4. a place to record the ending time5. 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. 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.


http://solarcooking.org/sbcdes.htm

Student

Name: ___________________________________ Date: ______________ Period: _______

Sinkhole Lab – Two Cups(STEM 1.0)

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.

Background: Sinkholes are a type of natural disaster where the ground collapses because underlying rocks have dissolved. Limestone rock, a type of rock found in most of Florida, is prone to being dissolved. The soil above the holes left behind collapse and form sinkholes. We're going to make models of sinkholes to investigate what causes them. When we are done you are going to make a claim about this question: “What causes sinkholes?”

Materials: Paper Cups, Paper Towels, Water, Sand, Sugar, Post-it note, Large Container

Procedure:6. Cut a hole about the size of a quarter in the bottom of three cups. 7. Place paper towels in the bottom of your cups. 8. Make a tube from a post-it note and stand it up in the cup.9. Fill the cup outside the tube with sand and then fill the inside of the tube with sugar until it is level with

the sand.10. Remove the tube. You should see a circle of sugar in the middle of the sand. Cover the sugar with a very

thin layer of sand.11. You will need 2 cups, one will be dry (gets no water) one will get groundwater (placed in a tray to get

water from below until the cup is submerged to 4 cm deep) 12. After observing the process once, decide on what aspect to test and re-design the model and test again.


Student**

Data:

Cup Dry Groundwater

Observation(Describe what

you see happening)


Student

Lab Conclusion:Research Question: “What causes sinkholes?”Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)**Base your claim on the original question posed by the lab group.




Student

Using the Microscope(STEM 2.0)

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?

Materials: Microscope Microscope slide Cover slip Newspaper

Medicine dropper Water Forceps or pin Scissors


Student

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.

Observations:

Figure 2


Student

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 ________

135

Student

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 Pearson 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


Student

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/

Student

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:Sort the organism cards into groups and identify the kingdom that is represented. Use the sorted cards to answer the following review questions.


Student

Evaluation Questions:1.What organisms did you place in the Animal Kingdom? What characteristics let you know

that these organisms all belonged together?

2.What organisms did you place in the Plant Kingdom? What characteristics let you know that these organisms all belonged together?

3.What organisms did you place in the Fungi Kingdom? What characteristics let you know that these organisms all belonged together?

4.What organisms did you place in the Protista Kingdom? What characteristics let you know that these organisms all belonged together?

5.What organisms did you place in the Eubacteria Kingdom? What characteristics let you know that these organisms all belonged together?

6.What organisms did you place in the Archaebacteria Kingdom? What characteristics let you know that these organisms all belonged together?


Student


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