-
- Contributed By: Joshua Marks
What is marine biology?Who studies this field? What does a typical day for marine biologist look like? Can I be a marine biologist if I don't know how to swim? Why do we care about a part of the earth that we don't even live in anyway?
This unit will answer these burning questions and several others. Strap on your swim fins and scuba tanks and we will dive into this fascinating world together!
Meniscus and Displacement Lab
Name: __________________
Name: __________________
Problem: How much liquid is displaced when baking soda is added to a container of vinegar? How much mass is lost when baking soda is added to vinegar?
Background information:
Define and illustrate meniscus.
Define and illustrate displacement.
Define Acid:
Define Base:
Hypothesis:
Define Conservation of Mass:
Materials: Beaker, graduated cylinder, baking soda, vinegar
Procedure:
1. Measure 50 mL of vinegar in a graduated cylinder.
2. Draw the meniscus.
3. Measure the mass of an empty 250 mL beaker. Record.
4. Pour the vinegar into a 250 mL beaker.
5. Repeat steps 1 and 2, then pour the vinegar into the beaker.
6. Record volume and mass.
7. Draw the meniscus.
8. Obtain a teaspoon of baking soda and measure the mass. Record.
9. Gently place the baking soda in the beaker of vinegar.
10. Record the new volume of the contents of the beaker.
11. Determine the displacement of vinegar in the beaker. Record.
12. Measure the mass of the beaker containing the vinegar and baking soda. Record.
13. Measure the mass of an empty 50mL graduated cylinder. Record.
14. Measure 40 mL of vinegar in a graduated cylinder.
15. Draw the meniscus of the graduated cylinder.
16. Measure the mass of one teaspoon of baking soda. Record.
17. Gently place the baking soda in the graduated cylinder of vinegar.
18. Record the new volume.
19. Record the new mass.
20. Repeat steps 14 through 19 with 20 mL of vinegar.
21. Clean table and equipment. Return clean materials to cart.
Data:
| Trial Number | 1 | 2 | 3 | |
|---|---|---|---|---|
| Initial Mass of Beaker (g) | ||||
| Init. Mass of Graduated Cylinder (g) | ||||
| Volume of Vinegar (mL) | ||||
| Mass of vinegar and beaker/graduate cylinder (g) | ||||
| Mass of baking soda (g) | ||||
| Mass of vinegar, baking soda and beaker/grad. cyl (g) | ||||
| Volume of vinegar and baking soda (mL) | ||||
| Displacement (mL) | ||||
Illustrations:
Analysis: Please answer these questions.
1. How did the amount of displacement vary with the initial volume of vinegar?
2. How did the mass of the beaker, vinegar, and baking soda vary with each trial?Conclusion:
1. Was your hypothesis supported? Why or why not? 2. Was the mass of the system conserved (the mass of the beaker and vinegar + the mass of the baking soda = the final mass)? Explain. 3. What sources of error did you have? 4. If the mass was not conserved, what happened to it?Reflection:
Part 2: How can you conserve the mass of the system?
Develop a procedure to measure the volume and mass of vinegar and baking soda before and after reacting with each other. How can you be sure to conserve the mass? Show your teacher your proposed procedure before gathering materials.
Hypothesis: Think about this when you develop your hypothesis: Can you conserve the mass of this system? How?
Materials:
Procedure:
Data:
| Trial | 1 | 2 | 3 |
|---|---|---|---|
| Mass of container (g) | |||
| Mass of container and vinegar (g) | |||
| Mass of baking soda (g) | |||
| Mass of system after reaction (g) | |||
| Difference in mass before and after (g) |
Analysis: Explain in words what your data shows
Conclusion:
1. Was your hypothesis supported? Why or why not?
2. Was the mass of the system conserved? Explain.
3. What sources of error did you have?
4. If the mass was not conserved, what happened to it?
Reflection:
Goal
Understand and use variables in a symbolic way Objective
Gain practice in solving for a variable using given numbers Materials
Magic Square handout Time
About an hour of direct instruction to explain the concept of magic squares. Students use the rest of the week to practice solving existing magic squares and experiment with making their own. Activities
Students are individually presented with magic squares in which variables appear. They replace the variable with a number that creates an equal sum, whether one adds the numbers horizontally, vertically, or diagonally. Students complete handouts that provide practice in finding the value for the missing variables:
Handout "A magic square is an arrangement of numbers in a square in which the rows, columns, and diagonals each have the same sum. A magic square is shown below:
To find the missing values in a magic square first identify a row,
column, or diagonal in which all the values appear. The sum of the
completed diagonal in the magic square shown above can be represented
by the numerical expression 8 + 5 + 2. A numerical expression contains only numbers and mathematical symbols.
1. What is the sum of each row, column, and diagonal of the magic square shown above? (answer: 15)
You can represent the missing value in each square by a variable, as shown below. A variable is a symbol, usually a letter, that stands for a number.
2. Name the variables in the magic square. (answer: a,b,c) The variable expression a + 7 + 2 represents the sum of the entries in the first row. A variable expression is an expression that contains at least one variable. 3. What is the value of a? (answer: 6) (handout adapted from Prentice Hall Mathematics, 6th Grade Edition, 2000)
Closure
Discuss problems and answers. Assessment
In having each student complete problems from the handouts, the teacher will be able to monitor whether or not students are able to apply the vocabulary to the manipulation of symbols. Extensions
Students create their own magic square
Understand and use variables in a symbolic way Objective
Gain practice in solving for a variable using given numbers Materials
Magic Square handout Time
About an hour of direct instruction to explain the concept of magic squares. Students use the rest of the week to practice solving existing magic squares and experiment with making their own. Activities
Students are individually presented with magic squares in which variables appear. They replace the variable with a number that creates an equal sum, whether one adds the numbers horizontally, vertically, or diagonally. Students complete handouts that provide practice in finding the value for the missing variables:
Handout "A magic square is an arrangement of numbers in a square in which the rows, columns, and diagonals each have the same sum. A magic square is shown below:
|
7
|
2
|
|
|
1
|
5
|
|
|
8
|
4
|
You can represent the missing value in each square by a variable, as shown below. A variable is a symbol, usually a letter, that stands for a number.
|
a
|
7
|
2
|
|
1
|
5
|
b
|
|
8
|
c
|
4
|
2. Name the variables in the magic square. (answer: a,b,c) The variable expression a + 7 + 2 represents the sum of the entries in the first row. A variable expression is an expression that contains at least one variable. 3. What is the value of a? (answer: 6) (handout adapted from Prentice Hall Mathematics, 6th Grade Edition, 2000)
Closure
Discuss problems and answers. Assessment
In having each student complete problems from the handouts, the teacher will be able to monitor whether or not students are able to apply the vocabulary to the manipulation of symbols. Extensions
Students create their own magic square
Name: _________________________
A Separate Peace Chapters 1-4 Quiz
Answer each question in sentences or phrases. Each question (except number one) is worth 2 points, for a total of 30 possible points.
1. As the older Gene narrates Chapter One, what sort of mood or feeling seems to surround the Devon School? Give one example in Gene’s description to support this. (4 points)
2. Why was the Summer Session started at the Devon School?
3. Why do the upper class students at Devon jump from the tree into the river?
4. What does Finny declare is his “emblem”?
5. When Finny is caught wearing a school tie as a belt, how is he punished?
6. What does Finny think about religion?
7. Where did the name, “Blitzball” come from?
8. Gene states that, “Everyone has a moment in history which belongs particularly to him.” What is that moment for Gene?
9. When Finny breaks the school swimming record, what does Gene suggest they do?
10. Why does Gene decide that he needs to be valedictorian of his class?
11. Why does Gene think that Finny has been pressuring him to play Blitzball, jump out of the tree each night, and go on a trip to the beach?
12. Why is Finny surprised when Gene says that he can’t go to the Suicide Society meeting because he has to study?
13. How did Gene feel when he realized that Finny was not jealous of him?
14. What happens when Gene and Finny decide to jump together? (be specific)
Extra Credit:
For two extra credit points, you must get this EXACTLY right.
In chapter 3, Gene says that one of Finny’s “commandments” that he lived by was “You
always win at ____________________.”
A Separate Peace Chapters 1-4 Quiz
Answer each question in sentences or phrases. Each question (except number one) is worth 2 points, for a total of 30 possible points.
1. As the older Gene narrates Chapter One, what sort of mood or feeling seems to surround the Devon School? Give one example in Gene’s description to support this. (4 points)
2. Why was the Summer Session started at the Devon School?
3. Why do the upper class students at Devon jump from the tree into the river?
4. What does Finny declare is his “emblem”?
5. When Finny is caught wearing a school tie as a belt, how is he punished?
6. What does Finny think about religion?
7. Where did the name, “Blitzball” come from?
8. Gene states that, “Everyone has a moment in history which belongs particularly to him.” What is that moment for Gene?
9. When Finny breaks the school swimming record, what does Gene suggest they do?
10. Why does Gene decide that he needs to be valedictorian of his class?
11. Why does Gene think that Finny has been pressuring him to play Blitzball, jump out of the tree each night, and go on a trip to the beach?
12. Why is Finny surprised when Gene says that he can’t go to the Suicide Society meeting because he has to study?
13. How did Gene feel when he realized that Finny was not jealous of him?
14. What happens when Gene and Finny decide to jump together? (be specific)
Extra Credit:
For two extra credit points, you must get this EXACTLY right.
In chapter 3, Gene says that one of Finny’s “commandments” that he lived by was “You
always win at ____________________.”
Introduction
In this unit you will learn about 21st Century Skills and how they relate to education. You will report on what you've learned by creating a document, presentation, or chart using Internet collaboration tools.
Objectives
1) Identify 21st Century Skills
2) Categorize 21st Century Skills Readings Access the following readings from the http://del.icio.us/virtualedworld/21stcenturyskills network (del.icio.us.com is a social bookmarking application). 1) The Intellectual and Policy Foundations of the 21st Century Skills Framework, Partnership for 21st Century Skills, 2007. 2) Virtual Schools and 21st Century Skills, written by The North American Council for Online Learning And the Partnership for 21st Century Skills, November 2006. Optional: 3) Chapter 3, pp 59-88, Online Games for 21st Century Skills of Gibson, D., Aldrich, C., and Prensky, M. (2007). Games and Simulations in Online Learning: Research and Development Frameworks, Information Science Publishing, PA. See http://del.icio.us/virtualedworld/books. Video Access the following videos from http://del.icio.us/virtualedworld/video and watch: 1) You Tube video, A Vision of Students Today (5 minutes). 2) Frontline video, Growing Up Online: Chapter 1: Living Their Lives Essentially Online (7:34 minutes), and Chapter 2: A Revolution in Classrooms and Social Life (9:04 minutes). Activities For this activity you will create a document, presentation, chart, etc. using an Internet collaboration tool such as Google Docs or Zoho. 1. Register for an account for the Internet collaboration tool you select; some suggestions are located at http://del.icio.us/virtualedworld/collaboration. 2. In the document you prepare categorize some of the 21st Century Skills from the readings, video, or any other resources you have collected. 3. Publish and share the document on http://virtualedworld.ning.com in the 21st Century Skills forum. Note: You must register and become a member at http://virtualedworld.ning.com to post or notify me of your publication.
2) Categorize 21st Century Skills Readings Access the following readings from the http://del.icio.us/virtualedworld/21stcenturyskills network (del.icio.us.com is a social bookmarking application). 1) The Intellectual and Policy Foundations of the 21st Century Skills Framework, Partnership for 21st Century Skills, 2007. 2) Virtual Schools and 21st Century Skills, written by The North American Council for Online Learning And the Partnership for 21st Century Skills, November 2006. Optional: 3) Chapter 3, pp 59-88, Online Games for 21st Century Skills of Gibson, D., Aldrich, C., and Prensky, M. (2007). Games and Simulations in Online Learning: Research and Development Frameworks, Information Science Publishing, PA. See http://del.icio.us/virtualedworld/books. Video Access the following videos from http://del.icio.us/virtualedworld/video and watch: 1) You Tube video, A Vision of Students Today (5 minutes). 2) Frontline video, Growing Up Online: Chapter 1: Living Their Lives Essentially Online (7:34 minutes), and Chapter 2: A Revolution in Classrooms and Social Life (9:04 minutes). Activities For this activity you will create a document, presentation, chart, etc. using an Internet collaboration tool such as Google Docs or Zoho. 1. Register for an account for the Internet collaboration tool you select; some suggestions are located at http://del.icio.us/virtualedworld/collaboration. 2. In the document you prepare categorize some of the 21st Century Skills from the readings, video, or any other resources you have collected. 3. Publish and share the document on http://virtualedworld.ning.com in the 21st Century Skills forum. Note: You must register and become a member at http://virtualedworld.ning.com to post or notify me of your publication.
Group Size: Any
Learning Objectives:
1. Create a scale model of an object. 2. Understand the factors that contribute to erosion. 3. Understand that erosion effects both natural and man-made structures. Erosion is one of the contributing factors to the destruction of archaeology sites. 4. A greater understanding of the Maya civilization and their engineering and mathematical accomplishments.
Materials: -Graphing Paper -Pencils -Pens -Rulers -Sugar Cubes (2 lbs per group of 4-6 students) -Glue -Cardboard -Aluminum Foil -Spray bottle -Hair drier -Lamp -CyArk Tikal Maps (Maps can be downloaded free from http://archive.cyark.org/education-lesson-plans) -Digital Camera (optional) -Computer with Internet Access Procedures:
Day 1
Time: 45 minutes
1. Introduce students to Tikal as an example of a Mayan site. Tikal is located in
modern day Guatemala and is one of the largest Mayan sites, with six stepped
pyramids rising from the jungle. Media from the CyArk website
(http://archive.cyark.org/tikal-intro) is available for free to educators and students and
can be used to create a slideshow introduction to the site. The CyArk website has
background on the city of Tikal and images, videos, and 3-D models of the city.
Each media item also contains a detailed description and information relating to that
media pieces.
A Power Point introduction to the site of Tikal created by CyArk can be downloaded
at SlideShare and is free to be used in classrooms.
http://www.slideshare.net/namedina/tikalthe-ancient-city-of-the-maya
2. Go to the CyArk website and view the 3-D models of Tikal Temple 1. (http://archive.cyark.org/tikal-gallery-3D) Explain to
students that they will be re-building this pyramid as their assignment.
3. Review scale, ratios, and proportion with students if necessary.
4. Have students form groups of 4-6 and distribute copies of the Tikal Temple 1
Map(Can be downloaded free from http://archive.cyark.org/education-lesson-plans). Alternatively, you can make your own Tikal Temple 1 map using the CyArk 3-D
viewer by creating slices and measuring the temple. Explain to students that they
will be creating a scale model of a Mayan pyramid using real archaeological data and
sugar cubes to construct a physical scale model. Using the Temple 1 Map
measurements, students will apply ratios and proportions to create a scale model of
the Tikal's Temple 1.
5. Ask students to design a scale model of the temple. When constructing the
temple, 1 sugar cube will represent 3 meters. Using the laser scan cross section
image of Temple 1, students will calculate dimensions based off the actual
measurements and then design a model plan by breaking the pyramid into basic
shapes. Have students round to the nearest whole number for the construction of
their models.
Once students have completed calculations for the models, ask students compare
their calculations with another group. Have students discuss their methods of
determining the various dimensions of the model. Are there any recognizable
patterns? What can these patterns tell us about the ancient Maya and their
construction techniques?
Student should notice that each pyramid tier in a ratio is exactly one less sugar cube
in length than the tier below it. This shows the Maya's considerable skill and
precision in engineering and architecture.
6. Provide each group with a 2 lb box of sugar cubes and bottle of glue. Each group
will be construct their own scale model using the Tikal Temple 1 Map. To reduce the
number of sugar cubes used, it is recommended that students only construct a 4 tier
pyramid, consisting of the 4 top most tiers and the pyramid's temple and roof comb.
For the purposes of constructing the pyramid, students will assume that the pyramid is a square
pyramid. Students should wrap a piece of cardboard in a sheet of aluminum foil and
then construct their pyramid on top of the foil, using glue to hold the sugar cubes
together.
Once students have completed their scale model, have each group label their
pyramid with their group name and carefully set the pyramids in safe place.
Day 2
Time 45 minutes
1. Introduce students to the concept of erosion and weathering. Ask the students to
think of examples of erosion that they have witnessed or evidence of erosion that
they have seen.
2. Explain to students that erosion can affect both natural and man-made objects,
including archaeological sites. Archaeological sites can be damaged by the process
of erosion, which can include water, wind, and heat. Tikal's temples are constructed
of stone, and can be eroded. Tell students that they will be conducting a scientific
experiment to determine the effects of erosion on archaeological sites.
3. Have students follow the procedure in next section. This procedure is also
included in the student sheets for this activity.
4. During their experiment, students should record their changes in their notebook.
If available, have students use a digital camera to assist in recording their
experiment results.
5. Once the students have completed their experiment, have each group briefly
describe to the class their procedure and results.
6. After the experiment, students should analyze their results and write a
conclusion. Each student should turn in a copy of their experiment, including their
hypothesis, materials, procedure, recorded results and conclusion. Students should
answer the following questions: How did erosion affect their sugar cube pyramid?
How do you think erosion affects archaeological sites?
Erosion Experiment
Procedure:
1. Each group will be assigned to test one aspect of erosion: water, wind, and
sunlight.
Water Group
Day 1
1. Record any observations on the sugar cube pyramid. If possible, take a picture of
the pyramid using a digital camera. When taking a picture, create a label with your
group name, date, class period and "Day 1 -0 sprays of water"
2. Fill a spray bottle with water and set the spray bottle to mist. Spray the pyramid
evenly with water. Spray the pyramid with a total of 20 sprays.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -20 sprays of water"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1. Wind Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no wind applied"
2. Using a blow drier, blow dry the pyramid evenly for 10 minutes. If using a blow
drier with multiple settings, select the "cool" setting.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of wind"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session.
Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Sunlight Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no sunlight applied"
2. Using a lamp, shine the light on the pyramid for 10 minutes.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of sunlight
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Extension Activities
Have students view Temple II at the CyArk website. The eighth-century Tikal king
Jasaw Chan K`awiil commissioned Temples I and II during his reign. Temple II is
dedicated to his wife, Lady Twelve Macaw (died 704 A.D.), and she is interred within
it. Though its roofcomb is now eroded, Temple II has also been known as the Temple
of the Masks on account of its upper frieze once having been adorned with gigantic
stone and stucco masks. Roof combs were used as grand billboards for the display of
religious and political imagery. Have students examine Temple II. How is it different than Temple I? How is it the
same? How many levels does the temple have? Does it have similar motifs to
TempleI? How tall is it compared to Temple I? Measure it in the CyArk 3-D viewer.
Benchmark or Standards:
California State Standards
This lesson plan is compliant with the following California State Standards:
Grade Five
Mathematics Content Standards.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects. Grade Six
Science Content Standards.
Focus on Earth Science: Shaping Earth's Surface
2. Topography is reshaped by the weathering of rock and soil and by the
transportation and deposition of sediment. As a basis for understanding this concept:
1. Students know water running downhill is the dominant process in shaping
the landscape, including California's landscape.
2. Students know rivers and streams are dynamic systems that erode,
transport sediment, change course, and flood their banks in natural and recurring
patterns.
3. Students know beaches are dynamic systems in which the sand is supplied
by rivers and moved along the coast by the action of waves.
4. Students know earthquakes, volcanic eruptions, landslides, and floods
change human and wildlife habitats.
Grade Six
Mathematics Content Standards
Algebra and Functions
2.0 Students analyze and use tables, graphs, and rules to solve problems involving
rates and proportions:
Grade Seven
Mathematics Content Standards.
Measurement and Geometry
1.2 Construct and read drawings and models made to scale.
Social Studies Content Standards
7.7 Compare and contrast the geographic, political, economic, religious, and social
structures of the Meso-American and Andean civilizations.
Learning Objectives:
1. Create a scale model of an object. 2. Understand the factors that contribute to erosion. 3. Understand that erosion effects both natural and man-made structures. Erosion is one of the contributing factors to the destruction of archaeology sites. 4. A greater understanding of the Maya civilization and their engineering and mathematical accomplishments.
Materials: -Graphing Paper -Pencils -Pens -Rulers -Sugar Cubes (2 lbs per group of 4-6 students) -Glue -Cardboard -Aluminum Foil -Spray bottle -Hair drier -Lamp -CyArk Tikal Maps (Maps can be downloaded free from http://archive.cyark.org/education-lesson-plans) -Digital Camera (optional) -Computer with Internet Access Procedures:
Day 1
Time: 45 minutes
1. Introduce students to Tikal as an example of a Mayan site. Tikal is located in
modern day Guatemala and is one of the largest Mayan sites, with six stepped
pyramids rising from the jungle. Media from the CyArk website
(http://archive.cyark.org/tikal-intro) is available for free to educators and students and
can be used to create a slideshow introduction to the site. The CyArk website has
background on the city of Tikal and images, videos, and 3-D models of the city.
Each media item also contains a detailed description and information relating to that
media pieces.
A Power Point introduction to the site of Tikal created by CyArk can be downloaded
at SlideShare and is free to be used in classrooms.
http://www.slideshare.net/namedina/tikalthe-ancient-city-of-the-maya
2. Go to the CyArk website and view the 3-D models of Tikal Temple 1. (http://archive.cyark.org/tikal-gallery-3D) Explain to
students that they will be re-building this pyramid as their assignment.
3. Review scale, ratios, and proportion with students if necessary.
4. Have students form groups of 4-6 and distribute copies of the Tikal Temple 1
Map(Can be downloaded free from http://archive.cyark.org/education-lesson-plans). Alternatively, you can make your own Tikal Temple 1 map using the CyArk 3-D
viewer by creating slices and measuring the temple. Explain to students that they
will be creating a scale model of a Mayan pyramid using real archaeological data and
sugar cubes to construct a physical scale model. Using the Temple 1 Map
measurements, students will apply ratios and proportions to create a scale model of
the Tikal's Temple 1.
5. Ask students to design a scale model of the temple. When constructing the
temple, 1 sugar cube will represent 3 meters. Using the laser scan cross section
image of Temple 1, students will calculate dimensions based off the actual
measurements and then design a model plan by breaking the pyramid into basic
shapes. Have students round to the nearest whole number for the construction of
their models.
Once students have completed calculations for the models, ask students compare
their calculations with another group. Have students discuss their methods of
determining the various dimensions of the model. Are there any recognizable
patterns? What can these patterns tell us about the ancient Maya and their
construction techniques?
Student should notice that each pyramid tier in a ratio is exactly one less sugar cube
in length than the tier below it. This shows the Maya's considerable skill and
precision in engineering and architecture.
6. Provide each group with a 2 lb box of sugar cubes and bottle of glue. Each group
will be construct their own scale model using the Tikal Temple 1 Map. To reduce the
number of sugar cubes used, it is recommended that students only construct a 4 tier
pyramid, consisting of the 4 top most tiers and the pyramid's temple and roof comb.
For the purposes of constructing the pyramid, students will assume that the pyramid is a square
pyramid. Students should wrap a piece of cardboard in a sheet of aluminum foil and
then construct their pyramid on top of the foil, using glue to hold the sugar cubes
together.
Once students have completed their scale model, have each group label their
pyramid with their group name and carefully set the pyramids in safe place.
Day 2
Time 45 minutes
1. Introduce students to the concept of erosion and weathering. Ask the students to
think of examples of erosion that they have witnessed or evidence of erosion that
they have seen.
2. Explain to students that erosion can affect both natural and man-made objects,
including archaeological sites. Archaeological sites can be damaged by the process
of erosion, which can include water, wind, and heat. Tikal's temples are constructed
of stone, and can be eroded. Tell students that they will be conducting a scientific
experiment to determine the effects of erosion on archaeological sites.
3. Have students follow the procedure in next section. This procedure is also
included in the student sheets for this activity.
4. During their experiment, students should record their changes in their notebook.
If available, have students use a digital camera to assist in recording their
experiment results.
5. Once the students have completed their experiment, have each group briefly
describe to the class their procedure and results.
6. After the experiment, students should analyze their results and write a
conclusion. Each student should turn in a copy of their experiment, including their
hypothesis, materials, procedure, recorded results and conclusion. Students should
answer the following questions: How did erosion affect their sugar cube pyramid?
How do you think erosion affects archaeological sites?
Erosion Experiment
Procedure:
1. Each group will be assigned to test one aspect of erosion: water, wind, and
sunlight.
Water Group
Day 1
1. Record any observations on the sugar cube pyramid. If possible, take a picture of
the pyramid using a digital camera. When taking a picture, create a label with your
group name, date, class period and "Day 1 -0 sprays of water"
2. Fill a spray bottle with water and set the spray bottle to mist. Spray the pyramid
evenly with water. Spray the pyramid with a total of 20 sprays.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -20 sprays of water"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1. Wind Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no wind applied"
2. Using a blow drier, blow dry the pyramid evenly for 10 minutes. If using a blow
drier with multiple settings, select the "cool" setting.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of wind"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session.
Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Sunlight Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no sunlight applied"
2. Using a lamp, shine the light on the pyramid for 10 minutes.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of sunlight
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Extension Activities
Have students view Temple II at the CyArk website. The eighth-century Tikal king
Jasaw Chan K`awiil commissioned Temples I and II during his reign. Temple II is
dedicated to his wife, Lady Twelve Macaw (died 704 A.D.), and she is interred within
it. Though its roofcomb is now eroded, Temple II has also been known as the Temple
of the Masks on account of its upper frieze once having been adorned with gigantic
stone and stucco masks. Roof combs were used as grand billboards for the display of
religious and political imagery. Have students examine Temple II. How is it different than Temple I? How is it the
same? How many levels does the temple have? Does it have similar motifs to
TempleI? How tall is it compared to Temple I? Measure it in the CyArk 3-D viewer.
Benchmark or Standards:
California State Standards
This lesson plan is compliant with the following California State Standards:
Grade Five
Mathematics Content Standards.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects. Grade Six
Science Content Standards.
Focus on Earth Science: Shaping Earth's Surface
2. Topography is reshaped by the weathering of rock and soil and by the
transportation and deposition of sediment. As a basis for understanding this concept:
1. Students know water running downhill is the dominant process in shaping
the landscape, including California's landscape.
2. Students know rivers and streams are dynamic systems that erode,
transport sediment, change course, and flood their banks in natural and recurring
patterns.
3. Students know beaches are dynamic systems in which the sand is supplied
by rivers and moved along the coast by the action of waves.
4. Students know earthquakes, volcanic eruptions, landslides, and floods
change human and wildlife habitats.
Grade Six
Mathematics Content Standards
Algebra and Functions
2.0 Students analyze and use tables, graphs, and rules to solve problems involving
rates and proportions:
Grade Seven
Mathematics Content Standards.
Measurement and Geometry
1.2 Construct and read drawings and models made to scale.
Social Studies Content Standards
7.7 Compare and contrast the geographic, political, economic, religious, and social
structures of the Meso-American and Andean civilizations.
Lesson Plan Title: CHOICES
Concept / Topic To Teach: Making Choices, Graphing Data
Standards Addressed:
7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots* and justify the choice of display.
7.6.4 Analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results.
Communication The ability to read, write, listen, ask questions, think, and communicate about math will develop and deepen students’ understanding of mathematical concepts. Students should read text, data, tables, and graphs with comprehension and understanding. Their writing should be detailed and coherent, and they should use correct mathematical vocabulary. Students should write to explain answers, justify mathematical reasoning, and describe problem-solving strategies. General Goal(s): Students will use math in the context of a larger problem situation to evaluate choices and support the decision they make. Specific Objectives: Students will make a “snap decision,” then investigate the details of the choices presented. Using graphing to analyze those details, they will explain whether they agree or disagree with the original decision. Hopefully, students will make a connection to the decision making process outside of mathematics, and see that stopping to analyze a decision can sometimes lead to different results. Required Materials: Handouts for each student, calculators, colored pencils, rulers (optional). Step-By-Step Procedures: Ideally, the teacher will pass out page one (introduction) and talk about the two choices in a rapid-fire, no-time-to-think way. “Hurry, hurry, pick one! Circle your choice! Let’s go!” Without time to evaluate the choices, most students will pick choice A: $1 million per month. Part I might follow in class, with children working independently or in partners to check work and discuss the value of a graph to see the results. Part II could happen the same day, the next day, or as homework, although the nature of the results might be best handled in class where students can check their answers with one another or the teacher. Part III might be best left for the next day once students have had a chance to reflect on the results of their data analysis. Closure (Reflect Anticipatory Set): This lesson might be used at the beginning of the year to introduce students to decision making, following directions, working in groups, or even reviewing graphing for the ISTEP. Call backs to this lesson can then be made throughout the year as students are faced with decisions about math, decisions about academics, and decisions about behavior. Is it always best to weigh the facts before making a decision? Most students will say that it is after working on this lesson. Assessment Based On Objectives: If the lesson is used near the beginning of the year, the grading rubric should be given to students as part of the lesson so they understand how they will be assessed. It may be passed out at the beginning, or left until the end to use to check their work before submitting it. Students should be assessed leniently based on the rubric if this is a new process. Adaptations (For Students With Learning Disabilities): Students may work in pairs or in groups, with an item added to the rubric to reflect group work. The use of a calculator, spreadsheet, or even having calculations done for a student may be appropriate based on a student’s IEP. A student could be provided with a “fill-in-the-blank” type of graph if needed. Extensions (For Gifted Students): Students may be asked to pose a similar question with appropriate numbers when the dollar amounts don’t reset each month, or to extend the time. Additional questions for reflection might be added to the reflection in part III. Possible Connections To Other Subjects: Clear connections to writing and character education are present in this lesson.
7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots* and justify the choice of display.
7.6.4 Analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results.
Communication The ability to read, write, listen, ask questions, think, and communicate about math will develop and deepen students’ understanding of mathematical concepts. Students should read text, data, tables, and graphs with comprehension and understanding. Their writing should be detailed and coherent, and they should use correct mathematical vocabulary. Students should write to explain answers, justify mathematical reasoning, and describe problem-solving strategies. General Goal(s): Students will use math in the context of a larger problem situation to evaluate choices and support the decision they make. Specific Objectives: Students will make a “snap decision,” then investigate the details of the choices presented. Using graphing to analyze those details, they will explain whether they agree or disagree with the original decision. Hopefully, students will make a connection to the decision making process outside of mathematics, and see that stopping to analyze a decision can sometimes lead to different results. Required Materials: Handouts for each student, calculators, colored pencils, rulers (optional). Step-By-Step Procedures: Ideally, the teacher will pass out page one (introduction) and talk about the two choices in a rapid-fire, no-time-to-think way. “Hurry, hurry, pick one! Circle your choice! Let’s go!” Without time to evaluate the choices, most students will pick choice A: $1 million per month. Part I might follow in class, with children working independently or in partners to check work and discuss the value of a graph to see the results. Part II could happen the same day, the next day, or as homework, although the nature of the results might be best handled in class where students can check their answers with one another or the teacher. Part III might be best left for the next day once students have had a chance to reflect on the results of their data analysis. Closure (Reflect Anticipatory Set): This lesson might be used at the beginning of the year to introduce students to decision making, following directions, working in groups, or even reviewing graphing for the ISTEP. Call backs to this lesson can then be made throughout the year as students are faced with decisions about math, decisions about academics, and decisions about behavior. Is it always best to weigh the facts before making a decision? Most students will say that it is after working on this lesson. Assessment Based On Objectives: If the lesson is used near the beginning of the year, the grading rubric should be given to students as part of the lesson so they understand how they will be assessed. It may be passed out at the beginning, or left until the end to use to check their work before submitting it. Students should be assessed leniently based on the rubric if this is a new process. Adaptations (For Students With Learning Disabilities): Students may work in pairs or in groups, with an item added to the rubric to reflect group work. The use of a calculator, spreadsheet, or even having calculations done for a student may be appropriate based on a student’s IEP. A student could be provided with a “fill-in-the-blank” type of graph if needed. Extensions (For Gifted Students): Students may be asked to pose a similar question with appropriate numbers when the dollar amounts don’t reset each month, or to extend the time. Additional questions for reflection might be added to the reflection in part III. Possible Connections To Other Subjects: Clear connections to writing and character education are present in this lesson.
Introduction:
This is the introduction to a long-term project for an Algebra I class in which the class works collaboratively to design, plan, run, and evalutate a small business. Throughout this process, the students will be introduced to, and practice, various Algebraic concepts related to linear equations and then apply these concepts to their project. The purpose of this lesson is simply to expose students to what they will be expected to do and to generate a high level of enthusiasm for the project.
Group Size: Whole class
Learning Objectives:
1. Students will gain a general understanding of the structure of the business project and how it will proceed. 2. Students will gain a clear understanding of the expectations on them for this project in terms of participation, classwork, and assessment. 3. Students will begin constructing their portfolio by going over the checklist and rubric together.
Materials:
Attached checklist and rubric Colored folder for each student (to become their portfolio)
Procedures:
This lesson is very simply an introduction to the project. The teacher should introduce the new unit by telling the students that they will get to experience Algebra at work in the real world. They should reference the fact that while not everything in the Algebra curriculum is commonly useful in the "real world", the information that we will be covering over the next 8 weeks is extremely common and useful. The class will create and run a small business from the ground up. They will have to come up with the ideas for the product, determine how much to charge for the product and how much to produce, actually sell the product, and report back as to how much money they've made. To make it more interesting, any net profit (which will be explained tomorrow) that they make will go towards buying pizza or ice cream, or something else with which they can have a class party at the end! The teacher should then outline the various phases of the project, giving a minimum of explanation for each phase:
Attached Files:
This is the introduction to a long-term project for an Algebra I class in which the class works collaboratively to design, plan, run, and evalutate a small business. Throughout this process, the students will be introduced to, and practice, various Algebraic concepts related to linear equations and then apply these concepts to their project. The purpose of this lesson is simply to expose students to what they will be expected to do and to generate a high level of enthusiasm for the project.
Group Size: Whole class
Learning Objectives:
1. Students will gain a general understanding of the structure of the business project and how it will proceed. 2. Students will gain a clear understanding of the expectations on them for this project in terms of participation, classwork, and assessment. 3. Students will begin constructing their portfolio by going over the checklist and rubric together.
Materials:
Attached checklist and rubric Colored folder for each student (to become their portfolio)
Procedures:
This lesson is very simply an introduction to the project. The teacher should introduce the new unit by telling the students that they will get to experience Algebra at work in the real world. They should reference the fact that while not everything in the Algebra curriculum is commonly useful in the "real world", the information that we will be covering over the next 8 weeks is extremely common and useful. The class will create and run a small business from the ground up. They will have to come up with the ideas for the product, determine how much to charge for the product and how much to produce, actually sell the product, and report back as to how much money they've made. To make it more interesting, any net profit (which will be explained tomorrow) that they make will go towards buying pizza or ice cream, or something else with which they can have a class party at the end! The teacher should then outline the various phases of the project, giving a minimum of explanation for each phase:
- Planning -- we need to figure out what we want to sell, how much we will be able to sell at our school, and how much people are willing to pay for our product. We will also need to predict how many units of our product we will need to be able to sell before we begin making money, because we will need to borrow money from the principal in order to begin our business (and s/he will want to have some guaranty of getting that money back!).
- Research -- we will need to do some "market research" to see how much of our product the school will really want to buy, and at what price.
- Proposal -- we will need to ask for a loan from the principal for our start-up costs. We'll need to work together to create a snazzy proposal using Powerpoint to convince him/her that we are a good credit risk.
- Execution -- after all of this, we'll run the business for two weeks, keeping track of our sales and money every day.
- Evaluation and Reporting -- once we've finished selling, we won't be done! We need to report back to the principal how much money we've made, and how the project went. We will also need to create an Annual Report for our business to let our parents and other teachers know how we did.
- Party!
Attached Files:
| AlgebraI--BusinessProjectPortfolioContents.doc |
Introduction:
Display the following website on a projector for the class to see. It is a map of recent earthquakes http://earthquake.usgs.gov/eqcenter/recenteqsww/ Earthquakes are more common than we hear about. This map of the world shows the locations of all the Earthquakes that have happened in the world in the last week. What do we notice about their locations. Why are there some areas that seem overloaded with Earthquakes and some areas that have none? What geological feature have we been studying that explain this map.
Group Size: Small groups
Learning Objectives:
The students will research Earthquakes using the internet.
The students will define geological terms relating to Earthquakes.
The students will answer frequently asked questions about Earthquakes.
Guiding Question:
By completing the KWL chart in small groups, students will dictate the guiding questions of this unit. What is an Earthquake? Why are there different magnitudes? Why are Earthquakes concentrated in certain areas of the world?
Materials:
FAQ’s about Earthquakes http://seismo.berkeley.edu/faq/ Map of earthquakes http://earthquake.usgs.gov/eqcenter/recenteqsww/ Animated Guide to Earthquakes http://news.bbc.co.uk/cbbcnews/hi/newsid_4130000/newsid_4132300/4132319.stm USGS Earthquakes http://earthquake.usgs.gov/learning/kids/
Procedures:
Continue to use the running record. Collect completed KWL charts and use the graphic organizer rubric.
Answer Key or Rubric:
KWL.doc organizerrubric.doc
Benchmark or Standards:
Students will develop an understanding of…
Display the following website on a projector for the class to see. It is a map of recent earthquakes http://earthquake.usgs.gov/eqcenter/recenteqsww/ Earthquakes are more common than we hear about. This map of the world shows the locations of all the Earthquakes that have happened in the world in the last week. What do we notice about their locations. Why are there some areas that seem overloaded with Earthquakes and some areas that have none? What geological feature have we been studying that explain this map.
Group Size: Small groups
Learning Objectives:
The students will research Earthquakes using the internet.
The students will define geological terms relating to Earthquakes.
The students will answer frequently asked questions about Earthquakes.
Guiding Question:
By completing the KWL chart in small groups, students will dictate the guiding questions of this unit. What is an Earthquake? Why are there different magnitudes? Why are Earthquakes concentrated in certain areas of the world?
Materials:
FAQ’s about Earthquakes http://seismo.berkeley.edu/faq/ Map of earthquakes http://earthquake.usgs.gov/eqcenter/recenteqsww/ Animated Guide to Earthquakes http://news.bbc.co.uk/cbbcnews/hi/newsid_4130000/newsid_4132300/4132319.stm USGS Earthquakes http://earthquake.usgs.gov/learning/kids/
Procedures:
- After completing the introduction allow the class to work in small groups and complete the KWL chart attached below. The questions they come up with will dictate their research and discussions.
- The students will then split into partners and explore the websites listed below: FAQ’s about Earthquakes
http://seismo.berkeley.edu/faq/
Map of earthquakes
http://earthquake.usgs.gov/eqcenter/recenteqsww/
Animated Guide to Earthquakes
http://news.bbc.co.uk/cbbcnews/hi/newsid_4130000/newsid_4132300/4132319.stm
USGS Earthquakes
http://earthquake.usgs.gov/learning/kids/ - Before students can search websites they find on their own they must go through these sites to find the answers to their questions.
- As terminology comes up add it to a large poster board about Earthquakes. This will be a bank of basic terms when referring to Earthquakes.
- Terms that should come up are: fault, upheaval, debris, aftershock, richter scale, magnitude, seismograph, epicenter, and seismic activity.
Continue to use the running record. Collect completed KWL charts and use the graphic organizer rubric.
Answer Key or Rubric:
KWL.doc organizerrubric.doc
Benchmark or Standards:
Students will develop an understanding of…
- Structure of the earth system
- Earth's history
- The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.
- Land forms are the result of a combination of constructive and destructive forces.
- Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions
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| KWL.doc |
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| organizerrubric.doc |
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| RunningRecordEarth.doc |
