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.
Vocabulary: Law of Superposition, Radiometric Dating, Absolute Age, Relative Dating, Relative Age, strata, paleontology, fossil, evolution Problem Statement: How do paleontologists use fossils to give relative ages to rock strata? Procedures: Before Activity: (15 min.) What the teacher will do: Engage - Part 1: Have the students define and identify the Law of Superposition, Radiometric Dating vs. Relative Dating. You may want to have the students compare Radiometric Dating vs. Relative Dating. Read and discuss “Background” reading passage with the students. Hand out , Set A in random order. Students place on the table and work in small groups to sequence the eight cards by comparing letters that are common to individual cards, and therefore, overlap. There should be lots of discussion. The first card in the sequence has “TC” on it. If the letters “T” and “C” represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers. Optional: PowerPoint of this activity () & (). During Activity: (45 min.) What the teacher will do: Explore and Explain Read Procedures for Activity 1 with the students. Verify that the cards are stacked in the correct column order with the oldest rocks at the bottom. Have students complete Activity 2 with other students. Ask students to let you know when the fossil layer is correct & completed Verify responses or help them correct as needed. After Activity: (45 min.) What the teacher will do: Review and discuss Analysis & Conclusion questions with the students. Reiterate that although you are reproducing Relative Dating, Radiometric Dating shows actual numbers. Evaluate Checking individual stacks of cards. Verbal answers to the discussion questions. Students write a short paragraph explaining the Law of Superposition. Sequence information using items which overlap specific sets; students will relate sequencing to the Law of Superposition and then show how fossils can be used to give relative dates to rock layers Use the “Claim, Evidence & Reasoning” rubric to defend your claims when writing your conclusion. Extensions Students research different fossils to see where they are on the geologic time scale. Research the internet for fossil trivia, then write a question and answer game for the class. Students write a story telling the life of an animal that is facing extinction. Draw a fossil Pop-up book. Write a short definition below each picture. Students may take family field trips to a nearby fossil bed.
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