Science Bootcamp Training (Grade 8)

Science Bootcamp for Teachers

Participants will: create a daily classroom regimen with timed activities address common misconceptions in NGSSS Science learn how to maintain previously learned science skills explore journaling ideas for building depth of knowledge structure center-based interventions with games and labs master drawing strategies that help students learn science connect the Nature of Science Cluster to all science content

A TRAINING GUIDE FOR TEACHERS

SCIENCE Table of Contents Professional Development Highlights................................................. pp. 2 Integrating Science Bootcamp ........................................................... pp. 3 Build Your Own Classroom Routine .................................................... pp. 4 Sample Pacing Guide Connection ....................................................... pp. 5 - 6 Three-Quarter Foldable: The Rock Cycle ...................................... pp. 7 - 8 Interactive Notebook and Rubric ..................................................... pp. 9 - 10 4-3-2-1 Composition Notebook Activity........................................... pp. 11 4-Corner Journaling ..............................................................................pp. 12 - 13 Speed Bag Sample Drawings .............................................................. pp. 14 - 15 Speed Bag Student Booklet Activities ............................................ pp. 16 - 21 Types of Experiments .......................................................................... pp. 22 - 23 Proper Verbiage for Variables ........................................................... pp. 24 Lab Activity: Demonstrating the Rock Cycle ................................ pp. 25 - 27 Journal Pages ......................................................................................... pp. 28 - 31 Notes ........................................................................................................ pp. 32

SCIENCE BOOTCAMP FOR MIDDLE SCHOOL TEACHERS Next Generation Science 2.0

PROFESSIONAL DEVELOPMENT HIGHLIGHTS I. Overview A. B. C. D. E. F. G. H. I.

Classroom Integration Relay Race Game Vocabulary Fitness Game Foldable Notes Booklet PowerPoint by Benchmark CD Speed Bag Drawings/Booklet Laboratory Booklet Poster Review on CD Bench Press Game

II. Foldable Note Templates A. Three Quarter Foldable: Rock Cycle (SC.7.E.6.2) B. Four Door Foldable: Mixtures and Pure Substances(SC.8.P.8.8/ SC.8.P.8.9) III. PowerPoint Presentation A. PowerPoint by Benchmark- The Rock Cycle (SC.7.E.6.2) B. PowerPoint by Benchmark- Mixtures and Pure Substances (SC.8.P.8.8/ SC.8.P.8.9) IV. Speed Bag Drawings A. Photosynthesis and Cellular Respiration(SC.8.L.18.1/ SC.8.L.18.2) B. Weathering and Erosion (SC.7.E.6.2) C. Behavior of Light Waves (SC.7.P.10.2) D. Heat Transfer (SC.6.E.7.1) E. Mixtures and Pure Substances (SC.8.P.8.8/ SC.8.P.8.9) V. Speed bag Passages A. Rock Cycle Notes-4-3-2-1 Organizer B. Mixtures and Pure Substances (SC.8.P.8.8/ SC.8.P.8.9) VI. Science Bootcamp Laboratory Activities A. Conservation of Mass (SC.8.P.9.1) B. Light and Oxygen Production by Plants (SC.7.L.17.3) VII. Poster Review Challenge VIII. Relay Race Game Play IX. Vocabulary Fitness Challenge X. Bench Press Game

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SAMPLE

INTEGRATING THE SCIENCE BOOTCAMP PROGRAM INTO THE CLASSROOM ROUTINE

DAY 1 1 hour

DAY 2 1 hour

DAY 3 1 hour

DAY 4

1 hour

RTI

80 – 100 %

DAY 5

60 - 79%

59% or Lower

1 hour

XI.

ENGAGE:XII. Poster Drill (5 min.)

XIII. EXPLORE:XIV.Foldable Construction (10 min.)

EXPLAIN:XV. Benchmark Power Drill /Textbook Connection (35 min.)

XVI. ENGAGE:XVII.Vocabulary of the 4-3-2-1 Organizer (5 min.)

XVIII. ENGAGE:XIX.Poster Drill (5 min) XX. EXPLORE:XXI. Speed Bag Drawings with Explanation (10 min.)

XXII. XXIII. EXPLAIN:XXIV.Speed Bag Passage Strategies and Questions of the 4-3-2-1 Organizer (25 min.)

XXV. ENGAGE:XXVI.Graphic Organizer/Vocabulary Activity/ and Video Resource (20 min.)

XXVII. XXVIII. XXIX. XXX. ENGAGE:XXXI.Poster Drill/Benchmark Review (15 min.)

XXXII. EXPLORE:XXXIII. Boot Camp Lab, Essential Lab, or Gizmo Mini Lab (15 min.)

XXXIV. EXPLAIN:XXXV. Boot Camp Lab Report or Essential Lab Sheet (20 min.)

XXXVI. XXXVII. ELABORATE: Process Skills Guided Questions and 2 Facts How Lab Connects to Content XXXVIII. XXXIX. Organizer (10 min.) from 4-3-2-1 XL. XLI. ENGAGE:XLII.Speed Bag Review – 7 drawings (10 min.)

XLIII. ENGAGE:XLIV. Four Corners Activity (25 min.)

XLV. EXPLAIN:XLVI. Summary of Benchmark Content from 4-3-2-1 Organizer (5 min.)

XLVII. XLVIII.Speed Bag Assessment (20 min.)

EVALUATE:

XLIX. L. LI. LII. LIII. LIV. LV.

LVI.

INTENSIVE CARE UNIT RETEACH: Poster Review Science Readers 30 min.

FOLDABLE / CLASSROOM LIBRARY EXPLORE: ScienceSaurus or Classroom Library for Foldable Construction 30 min.

FOLDABLE / CLASSROOM LIBRARY EXPLORE: ScienceSaurus or Classroom Library for Foldable Construction 30 min.

INTENSIVE CARE UNIT RETEACH: Poster Review Science Leveled Readers 30 min.

FOLDABLE / CLASSROOM LIBRARY EXPLORE: ScienceSuarus or Classroom Library for Foldable Construction 30 min.

GAME CENTER ENRICH: Relay Race or Vocabulary Fitness or Sciencebootcamp.com 30 min.

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BUILD YOUR CLASSROOM ROUTINE TIME

1.

2.

3.

4.

5.

Day 1

TIME

1.

2.

3.

4.

5.

Day 2

TIME

1.

2.

3.

4.

5.

Day 3

TIME

1.

2.

3.

4.

5.

STATION: _______________________

STATION: _______________________

STATION: _______________________

STATION: _______________________

STATION: _______________________

STATION: _______________________

Below Level

Day 4

Below Level

On Level

CENTERS Day 5

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NGSSS SCIENCE BOOTCAMP PACING GUIDE - GRADE 8 (Palm Beach)

Foldable Connection 4

#

Week

FL Code

LESSON

1

Aug. 12– Aug. 16

SC.8.N.1.1

Scientific Investigations pp. 1 - 6

2

Aug. 19 – Aug. 23

SC.8.P.8.3 SC.8.P.8.4

Physical Properties of Matter pp. 85 -90

18

3

Aug. 26 – Aug. 30

Force and Motion pp. 127-132

25

4

Sept. 2 – Sept. 6 (4 days)

Physical and Chemical Changes pp. 103- 108

21

5

Sept. 9– Sept. 13

Sept. 16 – Sept.20

Separating Mixtures and Forming Solutions pp. 91 - 96 Properties of Compounds pp. 97- 102

20

6

7

Sept. 23 – Sept.27 Sept. 30 – Oct. 4 (4 Days) Oct. 7 – Oct. 11

Energy and the Electromagnetic Spectrum pp.109-114 Movement of Waves pp. 115-120 Energy Transformation pp.121-126 REVIEW WEEK

22

8

SC.8.P.8.2 SC.7.P.11.4 SC.6.P.13.1 SC.6.P.13.3 SC.8.P.9.1 SC.8.P.9.2 SC.8.P.9.3 SC.8.P.8.5 SC.8.P.8.1 SC.8.P.8.6 SC.8.P.8.7 SC.8.P.8.8 SC.8.P.8.9 SC.7.P.9.1 SC.8.E.5.11 SC.7.P.10.3 SC.7.P.10.2 SC.7.P.11.2

9 10

Oct. 14 – Oct. 18 (4 days)

19

23 24

Vocabulary Fitness, Relay Race, Bench Press, and Journal Entries on Physical Science

11

Oct. 21 – Oct. 25

SC.6.L.14.1

Organization and Development of Living Organism pp. 133-138

26

12

Oct. 28 – Nov.1 Nov. 4 – Nov. 8

14 15

Nov. 11 – Nov. 15 (4 days) Dec. 2 – Dec. 6

SC.7.L.15.2

16

Dec. 9- Dec.13

SC.6.L.17.2

17

Dec. 16- Dec. 20

SC.6.L.18.1 SC.6.L.18.2

Cell Theory and Organelles pp. 139-144 Human Body Systems pp.145-150 Classifying Organisms pp.151-156 Scientific Theory of Evolution pp.157-162 Interdependence Among Organisms pp.175-180 Photosynthesis and Cellular Respiration pp.181-186

27

13

SC.6.L.14.2 SC.6.L.14.4 SC.6.L.14.5 SC.6.L 15.1

28-29 30 31 34 35

5

18

Jan.6 - Jan.10 4 days Jan. 13- Jan.24

19

20 21

Jan.20- Jan.18 4 days Jan.27- Jan.31

22

Feb. 3 -Feb. 7

23

Feb. 10– Feb. 14

24

Feb. 17 – Feb. 21

25 26

Feb. 24 – Feb. 28 (4 days) March 2- March 6

27

March 9 – March 13

28

March 16 – March 20

29

March 22- March 27

30 31

SC.8.L.18.3 SC.8.L.18.4 SC.7.L.16.1 SC.7.L.16.2 SC.7.L.16.3 SC.8.E.5.1 SC.8.E.5.2 SC.8.E.5.3 SC.8.E.5.5 SC.8.E.5.6 SC.8.E.5.4 SC.8.E.5.7 SC.8.E.5.8 SC.8.E.5.9

Review Week and Mid Term Exams Matter and Energy Transformations pp.187-192 Determining Hereditary Probabilities pp.163-168 Heredity and Reproduction pp.169-174 Relationships Between Astronomical Bodies pp. 25 - 30 Properties of Stars pp. 31 - 36 Gravity and the Solar System pp.37 - 42

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32 33 8

9 10

Interaction Between Objects in Space pp. 43 - 48 The Rock Cycle and Earth’s Surface pp.49 – 54

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SC.6.E.6.2 SC.6.E.6.6 SC.7.E.6.4 SC.7.E.6.3

Earth and Floridian Landforms pp. 55 - 60 Earth’s Evolution and Dating pp.61 - 66 Spring Break

13

March 30– April 3 (4 days)

SC.7.E.6.5

The Movement of Earth’s Plates pp.67 - 72

15

SC.7.E.7.4

33

April 20 – April 24

34

April 27 – May 1

Earth’s Functional Systems pp. 73- 78 Global Patterns Influenced by the Sun pp.79-84 Repeating and Replicating Investigations pp. 7 - 12 REVIEW WEEK

16

32

April 6 – April 10 (4 days) April 13 – April 17

SC.7.E.6.2

SC.6.E.7.1 SC.6.E.7.5 SC.8.N.1.2 SC.7.N.1.2

Vocabulary Fitness, Relay Race, Bench Press, and journal entries on all standards

35

May 4- May 8

REVIEW WEEK Vocabulary Fitness, Relay Race, Bench Press, and journal entries on all standards

TESTING- NGSSS Science Begins Note: All weeks must include benchmarks listed in Big Idea 1 and Big Idea 2.

6

12

14

17 5

THE ROCK CYCLE SC.7.E.6.2

FOLDABLE: THREE-QUARTER FOLDABLE (p. 38) Directions: Match the title with its definition and its illustration.

METAMORPHIC ROCK SEDIMENTARY ROCK

Formed when molten rock is cooled.

Made up of smaller pieces of rocks and fossilized organisms that are compressed and cemented together.

IGNEOUS ROCK Rocks formed from being exposed to extreme heat and pressure.

Obsidian

Slate

Limestone

7

BLANK

8

Science Boot Camp Interactive Notebooks There are two approaches to creating interactive notebooks. One thought is to have the input, what the teacher provides, on the RIGHT side and the output, the student’s demonstrated understanding, on the LEFT. Some students find that it is more natural to fill their notebook from left to right, thus switching the input/output, as the teacher’s notes will usually be the first page to fill in any given content. Also, many teachers have said that students often run out of room when demonstrating understanding, which if on the right side they can continue onto the next page. It is completely your discretion as to what YOU want for YOUR class.

LEFT SIDE

RIGHT SIDE

Teacher Input:

Student Output:

 Reflection of how content ORGANIZER Foldables4-3-2-1 POWER POINT relates to the student’s everyday Notes given in class (List the vocabulary words and definitions stressed in life Notes from PowerPoint each powerpoint) 4-3-2-1 responses to content Notes from videos  Lab results/conclusions Lab activities/ instructions  Thinking Maps/ Graphic Notes from special speaker or Organizers presenter  Writing prompts  Speed Bag Drawings  Illustrations  Anything that the teacher  Connecting the Process Skills says, “Write this down.” questions

     

 Poems  Songs

Student Output is an excellent ticket-out/ formative assessment for teachers to discern what the student understands and re-teach accordingly. Students will become more comfortable with their writing, more critical thinkers, and learn to organize the information that is presented in a useful way. Students will take pride in their notebooks and have a ready-made study guide when it comes time to prepare for end of year testing.

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Rubric for Science Boot Camp Interactive Notebooks 4 Foldable

4-3-2-1

Foldable completed and notes from Benchmark Power Drill are in-depth.

All entries completed and show in-depth understanding of content.

Two or more student questions that require high level thinking.

Four vocabulary words and definitions from PowerPoint that the student determines necessary.

3 Foldable completed and notes from Benchmark Power Drill are present but limited.

All entries completed show basic understanding of content.

At least one student question requires high level thinking Four vocabulary words and definitions that are copied from foldable.

1

0

Foldable completed but no notes from Benchmark Power Drill are present.

2

Foldable present but not complete.

None present

Two to three entries completed and show inadequate understanding of content.

One to two entries completed and show inadequate content understanding.

None present

All student questions are recall/vocabulary.

Student questions are incomplete.

Three vocabulary words and definitions.

One to tow vocabulary words definitions.

Summary shows in-depth understanding of content that without errors and omissions in content and writing conventions.

Summary shows basic understanding of content and shows basic understanding without errors or omissions in content and writing conventions.

Summary shows inadequate understanding of content. Writing conventions evident but inadequate.

Summary incomplete and writing conventions not evident.

Speed Bag Drawing

Drawing is complete and student has added indepth notations to better understand concept.

Drawing is complete but no additional conceptual notations.

Drawing is incomplete.

None Present

Four Corner Journaling

All entries completed and show in-depth understanding of content.

Drawing is complete and student has added limited notations to better understand concept.

All entries completed show basic understanding of content.

Two to three entries completed and show inadequate understanding of content.

One to two entries completed and show inadequate content understanding.

None present

Drawing and explanation is complete and student has added in-depth notations to better understand concept.

Summary shows in-depth understanding of content that without errors and omissions in content and writing conventions.

10

Drawing and explanation is complete and student has added limited notations to better understand concept.

Summary shows basic understanding of content and shows basic understanding without errors or omissions in content and writing conventions.

Drawing and/or explanation is complete but no additional conceptual notations.

Summary shows inadequate understanding of content. Writing conventions evident but inadequate.

Drawing and explanation is incomplete.

Summary incomplete and writing conventions not evident.

4-3-2-1 Organizer

OUTPUT (Student Generated)

INPUT (Teacher Modeled) Any of the 4-3-2-1 elements can be placed on this side if the teacher has guided the lesson. For example, the teacher gives the 4 vocabulary words or the 2 interesting facts. Usually the foldable will be on this side with the notes taken from the PowerPoint.

3 – STUDENT CREATED QUESTIONS (Create THREE questions that may be answered by your classmates after they have viewed the PowerPoint presentation)

2 – INTERESTING FACTS

3 – STUDENT CREATED QUESTIONS

(List FOUR key vocabulary words and definitions in each PowerPoint presentation)

1 – SUMMARY

(List TWO interesting facts identified from the PowerPoint presentation)

Create THREE questions that may be answered by your classmates.

4 – KEY VOCABULARY WORDS

(Summarize the PowerPoint presentation in 25 words or less)

4 – KEY VOCABULARY WORDS List FOUR key vocabulary words and their definitions.

(1)

(1) (2) (2) (3)

(3) INPUT (Teacher Modeled)

2 – INTERESTING or LAB elements CONNECTION AnyFACTS of the 4-3-2-1 List TWO interesting facts ORput lab on connections content. can be this sideto if the

(1)

(2)

teacher has given it. For example, the teacher gives the 4 vocabulary words or the 2 interesting facts.

Usually the foldable will be on this side with the notes taken from the PowerPoint.

(4) OUTPUT (Student Generated) 3 – STUDENT CREATED QUESTIONS

4 – KEY VOCABULARY 1 – SUMMARY

Summarize the benchmark contentWORDS in 25 words or less.

(Create THREE questions (1) that may be answered by your classmates after they have viewed the PowerPoint presentation)

(List FOUR key vocabulary words and definitions in each PowerPoint presentation)

11

SC.E.7.6.2 4 Corner Journaling For Building DOK

12

DOK 4: Why is the mineral calcite not usually used in jewelry making?

DOK 2: Use the text features provided to explain the properties of quartz

DOK 1: What are the five properties of minerals?

13

14

15

ROCKS AND MINERALS Rocks are made of different types of minerals, once-living animals, and even pieces of dead plants. There are three different types of rocks found in nature: igneous, sedimentary, and metamorphic rocks. Rocks are classified according to how they are formed. The process by which one rock type changes into another is called the rock cycle.

Igneous rocks are formed when molten rock is cooled. Molten rock is called magma. Magma is rock that has been melted deep within the earth where the temperature is extremely high or as a result of an erupting volcano. Lava is magma that reaches the Earth’s surface. When a volcano erupts, it releases lava. Igneous rocks, like obsidian, are formed when the lava is cooled and hardened.

Sedimentary rocks are made up of smaller pieces of rocks and fossilized organisms such as: sand, shells, and the remains of plants and animals. When all these materials are compressed and cemented together, it forms sedimentary rocks.

Limestone, shale, and coal are examples of sedimentary rocks.

Metamorphic rocks are formed from existing rocks. When igneous and sedimentary rocks are exposed to extreme heat and pressure, metamorphic rocks are formed.

Examples of metamorphic rock are quartzite, marble, and slate.

There are huge plates of rock that float across Earth’s mantle called tectonic plates.

The mantle, filled with molten rock, lies between Earth’s core and crust. There are eight major tectonic plates around the world that move just centimeters each year.

When these plates make contact with one another, they may result in earthquakes.

Earthquakes open up the land with weathering and erosion following shortly thereafter. Colliding tectonic plates and/or erosion are also responsible for uplifting land resulting in extensive mountain ranges like the Himalayan Mountains in Asia.

On occasion, magma from beneath Earth’s surface is pushed up, but never reaches the surface. This magma eventually cools and hardens into rock like granite resulting in a dome-shaped mountain.

Earth is covered by landforms that are constantly changing and creating new features. Physical and chemical weathering, erosion, and deposition are causes of landform changes. Weathering is the process by which rocks break down through natural or chemical means. An example of physical weathering is rock that breaks down as a result of the pressure of raindrops over a period of years. Other examples of weathering include: rivers carving

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SC.7.E.6.2 canyons in rocks, wind causing rocks to break apart as they hit against each other, and water that seeps in between rocks and freezes causing them to eventually crack.

No movement is involved in weathering. Once rocks and soil are broken down by weathering, they can be carried to other places. The process of weathered rock being carried to another location is called erosion and deposition. Eroded rock and sand sediments are carried away by wind or water to another location where the land begins to build up due to deposition. Erosion tears down one area while building up another area through deposition.

Wind, water, ice, salt, plant roots, temperature, and even living organisms contribute to the tearing down of Earth’s surface through weathering. Earth’s landforms are slowly eroded by way of crashing waves, flowing rivers, moving glaciers, and chemical acids. Additionally, earthquakes, volcanoes, landslides, avalanches, floods, and tsunamis are examples of natural disasters that quickly change Earth’s landforms. Weathering and erosion can lead to igneous and metamorphic rocks being broken down into sedimentary rock.

The Rock Cycle and Earth’s Surface

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TYPE OF ROCK TYPE OF ROCK

TYPE OF ROCK HOW IS IT FORMED?

HOW IS IT FORMED?

HOW IS IT FORMED?

EXAMPLE EXAMPLE

EXAMPLE

Rocks

WEATHERING

4 Changes to the Earth

DEPOSITION

18

EROSION

KEY VOCABULARY ____ 1. The process by which rocks are broken down by natural or

A. Lava

chemical means.

____ 2. Rock formed from molten rock.

B. Sedimentary Rock

____ 3. Rock formed from fossilized organisms.

C. Tectonic Plates

____ 4. Magma that reaches the surface of the Earth.

D. Weathering

____ 5. Large floating pieces of rock that move across Earth’s mantle.

E. Igneous Rock

Writing to Tie It Together Describe the steps of the rock cycle and relate them to weathering, erosion, plate tectonics, and mountain building.

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PRACTICE QUESTIONS SC.6.E.6.1/SC.7.E.6.2

Which of the surface events listed below are not caused by events that occur in the rock cycle?

1

A

weathering

B

mountain building

C

eclipse

D plate tectonics

The Earth's surface is made up of a series of large plates that are in constant motion. The diagram below illustrates the collision of continental tectonic plates. Which of the following surface changes is most likely taking place?

2

3 3

20

A

Earthquake formation

B

Volcano Formation

C

Mountain formation

D

Delta Formation

Sand, soil, and small rocks are continuously moved from one area and deposited in another. Which of the following can be used to slow down erosion?

A glaciers B

grass

C

rain, rivers, and streams

D

wind and water

PRACTICE QUESTIONS SC.6.E.6.1/SC.7.E.6.2

4 3

5 6 3

6 7 7 6 3

Which of the following is the factor involved in the dynamics of rivers carving canyons in rocks?

A

weathering

B

tectonic movement

C

molten rock formation

D

metamorphic rock formation

The illustration below demonstrates a stream flowing downhill. At which position on the hill would you expect to find a greater amount of deposition?

A

Point A

B

Point B

C

Point C

D

Point D

The Rock Cycle is a series of changes. For example, sedimentary rock can change into metamorphic rock or into igneous rock. Igneous rock can also change into sedimentary rock or into metamorphic rock. There are natural factors which occur that cause these changes.

Which type of rock would be inserted in position A of the Rock Cycle diagram below?

A

Igneous rock

B

Metamorphic Rock

C

Sedimentary ocks

D

Sediments

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Controlled Experiment or Observation?

CONTROLLED EXPERIMENT An experiment is a method of investigating and solving research and practical problems. In a science experiment, the goal is to find out what happens to one thing if another thing is changed in some way. Typically, an experiment compares the results of more than one thing. For example: Where do rose bushes grow best? In this particular experiment, you might study three sets of rose bushes placed in three different locations, such as in direct sunlight, indirect sunlight, or in the shade.

Before the experiment gets underway, students might predict the end result, but they won’t know for certain until they actually perform the experiment. At the end of the experiment, students might find that their guess was correct or incorrect.

Regardless of the outcome, students will have acquired a deeper knowledge of understanding by becoming involved with the experiment themselves. Ultimately, students should walk away having learned something new by the end of the experiment and be able to apply what they learned on a larger scale.

OBSERVATIONS An observation explains a science concept by way of a quick display or show. In a observation, the outcome is known from the beginning and there is no in depth question for investigation. For example, an observation would be able to show students the reaction that occurs when vinegar and baking soda is mixed together.

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Models and Their Use in the Classroom

MODELS A model is a miniature replica of something such as a model of the orbital paths of planets in our solar system or a model of the phases of the moon. Like a demonstration, a model does not investigate a particular question; rather it gives students a visual representation of a particular concept.

USE IN THE CLASSROOM Science experiments, observations, and models are all great tools to use in the classroom. For the purpose of a science fair, students are judged on completing a true science experiment. Teachers want to make sure that students have mastered the scientific methods and an experiment is the best way to tell. Demonstrations and models are best used to open/close a chapter/unit and to drive home a difficult concept. They are fun things to do and are particularly favorable for visual learners.

Demos and models also break up the monotony of long, difficult reading passages and vocabulary typically associated with science textbooks by allowing students to interact with what the book is talking about. At the end of the day, interaction is what science is about anyways.

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Using the Proper Verbiage for the Variables Involved in Controlled Experiments The key to any successful controlled experiment is understanding and managing the three types of variables: independent, dependent, and controlled variables.

Independent (Test) Variable: The independent variable is the variable that you change on purpose. For example, if you are trying to figure out where rose bushes grow best, where you place the plants is the variable that you would intentionally change. You may put the rose bushes in direct sunlight, indirect sunlight, or in the shade.

Dependent (Outcome) Variable: The dependent variable is how you measure your outcome. This variable will change based on the independent variable. In the above example, the dependent variable would be the size of the rose bush after a specified amount of time.

Controlled (Constant/Fixed) Variables: The controlled (constant/fixed) variables are all the things that will stay the same during the experiment. These variables make sure that any change that occurs is only because of the independent variable. The controls in the rose bush example would be: the origin of the rose bush (they should come from the same store and should be roughly the same height and size at the beginning), the amount of water each receives, the type of soil used, and the size of the pot.

Control Group: A controlled experiment must always have a control group to which we can compare the results of the experimental group. The control group is subject to all the normal conditions with no altering variable.

A controlled experiment also requires that the variables be measurable. For instance, to keep tight control of our independent variable, the rose bushes should be kept in their given area for a precise amount of time. The data and results (dependent variable) from the experiment should be measured and recorded on a set schedule. Dependent variables can be recorded in terms of quantitative or qualitative observations. Quantitative observations are measurable attributes such as the height of the rose bush or the number of roses on the bush. This type of data is used to create graphs and data tables. We use metric units to display quantitative results. Qualitative results can be observed such as the color of the leaves on the rose bush.

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SYSTEMATIC OBSERVATIONS - RESPONSE FORM DEMONSTRATING THE ROCK CYCLE - SC.7.E.6.2 Student Name: _____________________________________ Date:

TITLE

PURPOSE

MATERIALS

__________________

DEMONSTRATING THE ROCK CYCLE

To determine the processes of rock formation.       

one pound - paraffin wax bar one - cheese grater two - sheets of aluminum foil (cut into 20cm x 10cm squares) one - hot plate two -wood blocks one - hammer one - mini-sized aluminum pie pan

Step 1: Grate about ¼ cups of the wax into a square of aluminum foil.

Step 2: Place the second sheet of foil on top of the wax and fold. Place the foil containing the wax between the blocks and press down. Open the foil and record your observations for your newly formed “rock”.

Step 3: Rewrap your “rock”. Using a hammer, pound on the foil. Open the foil and record your observations.

PROCEDURES

Step 4: Place the foil containing the wax between the blocks and press down. Open the foil and record your observations.

Step 5: Turn on the hot plate and place the aluminum pan on top.

Step 6: Place the foil in the pan and heat for about 4-5 minutes.

Step 7: Carefully remove the foil and allow it to cool. Open the foil and record your observations.

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Data Table:

Examples:

Describe your observations

What type of “rock” was formed?

Step # 2

OBSERVATIONS

Step # 4

Step # 7

DIRECTIONS: Label the parts of the rock cycle (metamorphic rock, sedimentary rock, igneous rock, and sediments).

LABELING

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TEACHER NOTES PURPOSE:

DEMONSTRATING THE ROCK CYCLE SC.7.E.6.2 To explore the processes of rock formation.

BACKGROUND INFORMATION: Rocks are made of different types of minerals, once-living animals, and even pieces of dead plants. There are three different types of rocks found in nature: igneous, sedimentary, and metamorphic rocks. Rocks are classified according to how they are formed. The process by which one rock type changes into another is called the rock cycle.

Igneous rocks are formed when molten rock is cooled. Molten rock is called magma.

Magma is rock that has been melted deep within the Earth where the temperature is extremely high or as a result of an erupting volcano. Sedimentary rocks are made up of smaller pieces of rocks and fossilized organisms such as: sand, shells, and the remains of plants and animals. When all these materials are compressed and cemented together, it forms sedimentary rocks.

DATA COLLECTION/OBSERVATIONS: (data collection will vary) Examples:

Describe your observations

What type of “rock” was formed?

Step # 2 Step # 4 Step # 7 Label: One example (other examples are possible)

Igneous Rock Metamorphic Rocks

Sediments Sedimentary Rocks

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29

30

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NOTES

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USER NAME: your email address PASSWORD: Training-2021

ED BASECAMP VIRTUAL PLATFORM FEATURES 

Florida Math Standards (grades K-5)



Florida Science Standards (grades 3-8)

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Ready-made Math and/or Science Bootcamp courses

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Animated and Interactive Quizzes and Games

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Actionable Insights Through Detailed Data Reports

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Progress Reports available to students, parents, teachers, and administrators, both at the school and district level

SAMPLE VIRTUAL SPEED BAG LESSONS https://rise.articulate.com/share/ha-KSniO96a6gRiYXLpaZRRoXZaoRuAg https://rise.articulate.com/share/QkgdGXcn3JiZgw_SKewk-g5Xilc-BCK9

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