claim. that does not support the claim). evidence. 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. Source(s): Massachusetts Department of Elementary and Secondary Education
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.
3’s to jump once every second. Tell them that they represent water molecules in a lake and that the temperature of the water would be the average of all of their speeds of motion. Problem Statement: How does the addition of heat energy affect the rate at which water changes from a solid to a liquid? Materials: 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 Before activity: What the teacher will do: Engage Ask the students the following question: Have you noticed that water exists on Earth in all three states of matter – solid, liquid, and gas. Can you explain how that is possible? Does temperature affect the melting rate of ice? We will conduct an experiment to find an answer to this. Have students consider the problem statement below and then, write a hypothesis. During activity: What the teacher will do: Explore Procedure: Students will work in groups of 4. Review Safety Symbols and Precautions. Students need to wear protective gear: goggles, gloves to handle hot objects. 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. Label the first beaker, Beaker A. Label the second beaker, Beaker B. Turn on hot plate to number 3. Wait for the hot plate to get warmed up. Use safety precautions when handling hot objects. Fill Beaker A and Beaker B with ice cubes. Place Beaker A on one part of the science lab table. Beaker A will be at room temperature. Place Beaker B on the hot plate. Use safety precautions when handling hot objects and glass objects! Take initial temperature of Beaker A and Beaker B. Record the initial temperature
Research and Citations: Research : Introduce challenge of developing a model that can demonstrate the differences between weather and climate within a specific climatic zone. Review engineering design cycle. Research daily weather conditions for a specific location. Sample sources: Sample data sets (from NOAA site) and climatographs (from U.S. climate data site) can be accessed at the link below: Vocabulary: Climate, weather, atmosphere, precipitation, temperature Step 3 Develop Possible Solution(s) 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 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 model and design a method of using the model on Discovery Board Builder, PowerPoint, or another presentation application. Groups may take pictures of their models to upload in their presentations. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Testing of the model by other groups will allow students to record results from their model to evaluate the model using the criteria and constraints to inform the group if any adjustments are needed.
Step 2 Research the Need or Problem 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 Step 3 Develop Possible Solution(s) Criteria: Must be able to explain how waves cause coastline erosion Barriers must demonstrate reduced coastline erosion while allowing water to flow. Each group should consist of 3-4 students Constraints: The availability of recycled items to be utilized in the design. Materials: Large shallow container or tub with long sides (or stream table) Sand Recycled items (i.e. card board, chip bags, soda bottles, juice pouches) Water Pebbles (To represent reefs) Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): 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. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): 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. Peer-Review Questions: Why do barriers prevent erosion? What are some different approaches this town could use to protect its coastline? Is a higher barrier more effective than a lower barrier? Which barrier is more effective: An artificial or natural barrier? Why or why not?
Constraints: Physical Model: ½ sheet of each circle labels per group Digital Model: Set limitations on applications if desired. Materials: Materials are variable. (Teacher Notes (end of the teacher version) Physical Model: Colored round sticker labels (various sizes and colors) Construction paper Cardboard Chart paper Markers String Scissors Glue Index cards 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, the students are to build a prototype or artifact of their model, product, etc. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Students test the functionality of their model. Peer-Review Questions: How does your system respond to changes in the amount of food presented and the removal of waste that builds up over time? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented scenario. Claim-Evidence-Reasoning (CER) Presentation of Final Solution: Method of presenting task/model/product to the public. 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 their model. Teacher Notes: Materials will vary depending on the type of model students will make. If students have access to a computer based simulation developer no materials will be needed. Physical models should consider using varied marbles (by color, size, etc.) or colored round sticker labels (various sizes and colors) to represent different components (food, energy, waste, etc.). Comparing Plant and Animal Cells
Step 2 Research the Need or Problem Research and Citations: Students are to do the following: Research disease prevention and how colds and influenza are spread from person-to-person 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 Step 3 Develop Possible Solution(s) Criteria: Your goal is to develop a Germs-B-Gone kit to help fight germs in the classroom. Each group should consist of 3-4 students Constraints: Design supplies are limited to what is brought in by the students Materials: How germs are spread in the classroom activity 1 Glo-Germ bottle 1 ultraviolet (UV) light (Small light or pen) or Spray bottle Glitter Germ-B-Gone Kit The 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 Poster Markers or colored pencils Poster paper or poster board Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Each team will decide on the items to place in their container. The collective items, not including the container, cannot exceed $20.00 The 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. Step 6 Test and Evaluate the Solution(s) Testing of 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. Peer-Review Questions: What was the most commonly used items in all of the Germs-B-Gone kits? What will you do differently to improve the health environment of your classroom? Prior to this activity, what cleaning strategies to prevent illness were in place? What strategies would your team put in place to monitor the cleanliness of the classroom against the spread of germs?
Critical Thinking and Application: Explain why a specimen to be viewed under the microscope must be thin. Cell City Activity (STEM 1.0) Below is a list of parts of a cell and their general functions. You are to determine a part of a city that would perform a similar function and add it to the chart. Then you are to draw your city in the general shape of a cell. {Note: students would not be given the clues / descriptions or a picture of the cell. They would use their textbook to find the functions and structure of a cell for comparison.} Benchmarks: SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (AA) Engage: “Cell Organization and Specialization ” Or Brainpop: “Cell Structures.” Explain to students how the cell operates like an office (Discovery Video) or a factory (Brainpop). Each organelle has a role and contributes to the entire cell system. Tell students we will be comparing the cell in this lab to how a city operates. Materials: Chart paper or computer paper Pencils Markers or colored pencils Ruler 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