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. When assigning lab groups, various factors need to be taken in consideration; Always assign the group members, preferably trying to combine in each group a variety of skills. Evaluate the groups constantly and observe if they are on task and if the members of the group support each other in a positive way. Once you realize that a group is not performing up to expectations, re-assign the members to another group. 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 group. Roles and responsibilities: The only person allowed to be out of their 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 Completes conclusions and final summaries Assists with conducting the lab procedures Assists with the clean up 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 Assists the MM as needed.
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: ___________
(Title) Ms. Smith’s 5th Grade Class – Pulse Rate (Sample) 200 195 190 185 180 175 170 165 160 155 150 145 140 135 130 125 120 115 110 105 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 At Rest Walking Jumping Sample Data: 65 85 110
Objective/Purpose: Students will be able to explain, compare, and/or contrast how adaptations displayed by plants enable them to survive in different environments. Background Information: An adaptation is the way a plant species has changed over generations to better survive in its environment. Certain plants have special characteristics to help them survive in the wet, hot, and crowded tropics. Sunlight manufactures food energy through the process of photosynthesis. Water, usually taken up through the roots, helps the plant move nutrients through the plant. Air is necessary for the photosynthesis process. It allows the plant to take in carbon dioxide and release oxygen. Nutrients from the soil and decaying plants and insects are absorbed through the roots and help the plant grow strong. Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some rain forest plants have a surface that repels water and helps them stay dry. Teacher Notes Students sometimes assume an adaptation develops over the lifespan of a single plant. We therefore avoid referring to a plant as “adapting”, which infers that the plant actually thinks about adapting and then takes action to do so. Instead, we talk about the adaptation as a characteristic or structure that has developed over many thousands of generations of plants. Adaptations help meet the basic needs of a plant species. ENGAGE: Have students hold their thumbs against their palms and then untie and tie their shoes. If they don’t have laces, have them write their name on a sheet of paper. After a few minutes, re-focus them, and ask if these tasks were difficult. Explain that thumbs are an adaptation that help us do many things and that all animals have body parts and other physical adaptations that help them to survive. We will take a look at the physical adaptations that plants have for survival. ESSENTIAL QUESTION: Explain how characteristics of plants can be affected by the environment. EXPLORE:
Record each mineral’s identity in column one. Share mineral identification results with your group and the whole class. LAB # 12: PHYSICAL PROPERTIES OF MINERALs Name _______________________________Section ______Date______ Mystery Minerals Identification Lab Sheet Sample # Color Streak Color of mineral when it’s scratched across streak plate Luster Glassy-shines like glass Metallic-looks like metal a muted shine Hardness Mohs Scale Scratched by 1 Fingernail-easily 2 Fingernail 3 Penny-easily 4 Penny 5 Steel (paperclip) 6 glass 7-10 Will scratch Glass/steel Other Magnetic Texture Smell Shape Flakes into sheets #____ _________ (identity) #____ _________ (identity) #____ _________ (identity) #____ _________ (identity) #____