Additional Lab Activities 114 117 (STEM 2.0) 123 130 136 Grade 7 Science Next Generation Sunshine State Standards Benchmarks included in Essential Labs SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning) SC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials). (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. (Assessed as SC.8.N.1.1) (Cognitive Complexity: Level 1: Recall) SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (AA) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2) (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. (Assessed as SC.6.N.2.2) (Cognitive Complexity: Level 1: Recall) SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA) (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
Remember evidence must always be: Appropriate Accurate Sufficient The rubric below should be used when grading lab reports/conclusions to ensure that students are effectively connecting their claim to their evidence to provide logical reasons for their conclusions. Base Explanation Rubric Component Level 0 1 2 Claim - 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.
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. Discuss and Share 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. Construct viable arguments. 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.
Materials: Drinking straws or tongue depressor for the frame of the house, file folders for walls and roof, Glue (hot glue)/tape, lamp, thermometer, 15 Cotton balls, thermal imaging app such as Thermal Camera FREE by Fingersoft (App Store and Android) or Seek Heat (multiple platforms). Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Based on research and brainstorming of solutions, build a prototype of your house without any cotton ball insulation first. This will allow you to develop a method of insulating the house that is specific to the heat inefficiencies of your model. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Students test the models to determine the amount heat entering the house and identify hot spots where large amounts of heat enter the model. This should be done using a thermal imaging app and measuring the actual temperature of the interior of the house after 4 minutes of heating against walls, joints, windows, doors, etc. Peer-Review Questions: Describe how your team collected thermal energy data during testing. What adjustments did you make to limit the amount of heat entering the house? Which data (thermal imagining or temperature recordings) were most helpful in the development of your model? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include reference to their thermal images and recorded temperature before and after insulating the structure to provide evidence of effectiveness of their design. Presentation of Final Solution: Students should present their project as a sales pitch for a community developer including the highlights from their project summary Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, re-design and rebuild a prototype of your model.
Literature Connection: How Rogue Waves Work By: Browse the article Introduction to How Rogue Waves Work During the second season of "Deadliest Catch," a documentary series about crab fishing in 's Bering Sea, cameras recorded footage of a giant wave striking the ship "Aleutian Ballad." The 60-foot (18-meter) wave rolled the boat onto its side and caused significant damage, though fortunately none of the crew was seriously hurt. The Ballad limped back to port for repairs. The footage captures the suddenness of the massive wave, and just before the impact sends the operator tumbling, the "wall of water" breaking over the boat can be seen with frightening clarity. Photo courtesy A 60-foot rogue wave moves away after hitting a tanker off Charleston, S.C. See more . What was this colossal wave that appeared seemingly out of nowhere? It was a rogue wave. Rogue waves sound like something straight out of a sailor's tall tale: ominous, mysterious, solitary waves of enormous height crashing down on ships at sea in seemingly calm waters. But as improbable as they might seem, recent studies suggest these rogues are more common than anyone previously guessed. Imagine having an 80-foot wall of water barreling toward you. Actually, that might be too tall an order. It's easy to throw around heights like 50 feet or 90 feet without really grasping how huge a wave of such height would be. Here are some handy comparisons: The average room in your is probably about 8 feet high. A typical two-story house is between 20 and 30 feet high. The is 111 feet tall from her toes to the top of her head, not counting the pedestal or her arm and torch. Understanding these giant waves is more than just a scientific curiosity -- being able to predict and avoid them could save dozens of lives and hundreds of millions of dollars in cargo every year. In this article, you'll find out what separates rogue waves (also called freak waves) from other large waves and what causes them, and you'll learn about some of the better-known rogue wave incidents.
Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Each group must do research, brainstorm ideas, come to a consensus and build a prototype of their building. Each group must complete a technical drawing with measurements and analysis of their design. Drawing must include possible surface and surface events that may affect Earth’s structure. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Test the models and record observations of what happened to the model during the test. Peer-Review Questions: During construction, how did you test the stability of the building on your earthquake simulator model? Does your model demonstrates how the subsurface events ultimately effect the surface events of the Earth? Does building fit on testing base for the earthquake simulation of your model? Where did you use the circular objects? Why? Where did you use flat plane objects? Why? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing. Presentation of Final Solution: Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the group of engineers at the firm (new job). Students will complete a Claim-Evidence-Reasoning to the following statement: How do subsurface events in the Earth cause changes to its surface? Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model.
Name: ________________________ Date: ____________ Becoming Whales: Fossil Records (STEM 2.0) Adapted from Becoming Whales: Experiencing Discoveries of Whale Evolution by Larry Flammer, 8 October 1997 [revised Nov. 2002] Benchmark: SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Background: Have you ever wondered how whales got here? What did they once look like? If, as it is widely believed by paleontologists, whales did evolve from terrestrial mammals, we should be able to find the fossil remains of early “pre-whales”, probably somewhat whale-like, but with legs of varying degrees of reduction and certain other features of varying degrees of similarity to ancestral and modern whales. In this activity, you will be investigating how paleontologists believe whales have morphed. Procedures: 1. Take the five drawings of fossils whales (either in full or partial), that lived between 55 and 34 million years ago and analyze the difference between the whales. 2. Cut up the 5 different drawings of the reconstructions of what these “whales in the making” may have looked like. 3. Use the brief information sheet titled: WHALE HUNT: SEARCHING FOR WHALE FOSSILS which includes the critical morphological (=shape or form) features that paleontologists used to identify when the species existed during the Eocene Epoch approximately 58 million years ago to complete the Whale Evolution Data Table. 4. In groups of 2-4, arrange these early whale “cousins” in the order on the Eocene timeline in which you think they may have appeared in the fossil record. Be sure to write down the evidence upon which you based your decisions.
Trait Possible Genotypes Father’s Allele Mother’s Allele Child’s Genotype Child’s Phenotype Alleles Sex X Father will give an X or Y trait. XX- Female XY - Male face shape chin size hair color CH CH CH CT CT CT hair type DH DH DH DT DT DT widow’s peak EE,Ee,ee eye color FF,Ff,ff 6. Eye Color Brown (FF) Green(Ff) Blue (ff) Eye distance GH GH GH GT GT GT