Grade - 6 - Essential Labs 2017 Student Final - 6

Miami-Dade County Public Schools
Division of Academics
Required
ESSENTIAL
Laboratory Activities
M/J Comprehensive Science 1

STUDENT EDITION
REVISED July 2017

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Dr. Lawrence S. Feldman, Chair

Dr. Marta Pérez, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Dr. Steve Gallon III
Ms. Perla Tabares Hantman
Dr. Martin Karp
Ms. Lubby Navarro
Ms. Mari Tere Rojas
Mr. Sebastian Lorenzo

Student Advisor
Mr. Alberto M. Carvalho

Superintendent of Schools
Ms. Maria L. Izquierdo

Chief Academic Officer
Office of Academics and Transformation
Ms. Lisset Alves

Assistant Superintendent
Mr. Cristian Carranza

Administrative Director
Dr. Ava D. Rosales

Executive Director
Department of Mathematics and Science
Student
Table of Contents
Next Generation Sunshine State Standards .....................................................................................5
Lab Roles .........................................................................................................................................7
Lab Safety Information and Contract ..............................................................................................8
Pre-Lab Safety Worksheet and Approval Form...............................................................................9
Parts of a Lab Report .....................................................................................................................12
Experimental Design Diagram and Hints ......................................................................................14
Engineering Design Process ..........................................................................................................16
Conclusion Writing ........................................................................................................................17
Project Based STEM Activity (PBSA) Rubric ..............................................................................18
Essential Labs and STEM Activities
Melting Ice (STEM 2.0) (Simple) (Topic 1) ..................................................................................20
Tornado Movements (STEM 2.0) (Topic 2) ..................................................................................27
Hurricane House (STEM 4.0) (Topic 2) ........................................................................................31
Heat Transfer Inquiry (STEM 2.0) (Topic 3) ................................................................................33
Heating Earth’s Surface (STEM 2.0) (Topic 3) .............................................................................40
Weather or Not? - Weather vs. Climate (STEM 4.0) (Topic 4) ....................................................48
Modeling the Greenhouse Effect (STEM 2.0) (Topic 5) ...............................................................51
An Investigative Look at Florida's Sinkholes (STEM 2.0) (Topic 6) ............................................55
South Florida Beaches Are Running Out of Sand (STEM 3.0) (Topic 6) .....................................62
The Physics of Rollercoasters (STEM 2.0) (Topic 7)....................................................................65
Miami TOY (Teach Our Youth) Company (STEM 4.0) (Topic 7) ...............................................69
Rocket Car (STEM 3.0) (Topic 8) .................................................................................................72
May the Force be with You (STEM 2.0) (Topic 9) .......................................................................85
The Effect of Mass on Gravity (STEM 2.0) (Topic 10) ................................................................91
Egg-cellent Parachute (STEM 4.0) (Topic 10) ..............................................................................97
Balancing Act (STEM 3.0) (Topic 11) ........................................................................................100
Hierarchy of Living Things (STEM 1.0) (Topic 12) ...................................................................103
Modeling Homeostasis in Cells (STEM 3.0) (Topic 12) .............................................................106
Comparing Plant and Animal Cells (STEM 2.0) (Topic 13) .......................................................108
Classifying Pests (STEM 2.0) (Topic 14) ....................................................................................113
Making Mimics (STEM 3.0) (Topic 14)......................................................................................117
Human Body Quest (STEM 3.0) (Topic 15) ...............................................................................119
EL6_2017 M-DCPS Department of Science 3
Student
Build a Body (STEM 3.0) (Topic 15) ..........................................................................................123
Germs-B-Gone (STEM 3.0) (Topic 16).......................................................................................125
Additional Lab Resources
Showing Off the Heat (STEM 2.0) with Differentiated Lab .......................................................128
Using a Solar Cooker to Demonstrate Energy Transfer (STEM 2.0) with Differentiated Lab....130
Sinkhole Lab – Two Cups (STEM 1.0) with Differentiated Lab ................................................132
Using the Microscope (STEM 2.0) (Advanced) ..........................................................................135
Cell City Activity (STEM 1.0) with Differentiated Lab ..............................................................138
The Six Kingdoms (STEM 1.0) ...................................................................................................140

Student
Grade 6 Science Next Generation of Sunshine State Standards Benchmarks
included in the Essentials Labs
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by
which heat is transferred through Earth's system. (Cognitive Complexity: Level 2: Basic Application
of Skills & Concepts)
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere
has an effect on weather patterns and climate. (Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. (Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning)
SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. (Cognitive
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates
the planet. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all
organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing
cells, and cells are the basic unit of life. (Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts)
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. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to
support scientific understanding, plan and carry out scientific investigation of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend conclusions
(Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation,
and explain the relative benefits and limitations of each. (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among
groups of students conducting the same investigation (Cognitive Complexity: Level 3: Strategic
Thinking & Complex Reasoning)
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in
creating explanations that fit evidence (Cognitive Complexity : Level 2:Basic Application of Skills &
Concepts

Student
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
(Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and
kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice
versa (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a
distance, such as electrical, magnetic, and gravitational (Cognitive Complexity: Level 2:Basic
Application of Skills & Concepts)
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on
every other object and that the force depends on how much mass the objects have and how far apart
they are. (Cognitive Complexity: Level 1: Recall)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed,
or direction of motion, or both (Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts)

Student
LAB ROLES AND THEIR DESCRIPTIONS
Cooperative learning activities are made up of four parts: group accountability, positive
interdependence, individual responsibility, and face-to-face interaction. The key to making
cooperative learning activities work successfully in the classroom is to have clearly defined tasks for
all members of the group. An individual science experiment can be transformed into a cooperative
learning activity by using these lab roles.
Project Director (PD) Materials Manager (MM)

The project director is responsible for the group. The materials manager is responsible for obtaining
Roles and responsibilities: all necessary materials and/or equipment for the
 Reads directions to the group lab.
 Keeps group on task Roles and responsibilities:
 Is the only group member allowed to talk  The only person allowed to be out of his/her
to the teacher seat to pick up needed materials
 Shares summary of group work and results  Organizes materials and/or equipment in the
with the class work space
 Facilitates the use of materials during the
investigation
 Assists with conducting lab procedures
 Returns all materials at the end of the lab to
the designated area
Technical Manager (TM) Safety Director (SD)

The technical manager is in charge of recording The safety director is responsible for enforcing all
all data. safety rules and conducting the lab.
Roles and responsibilities: Roles and responsibilities:
 Records data in tables and/or graphs  Assists the PD with keeping the group on-task
 Operation of digital devices (computer,  Conducts lab procedures
laptops, tablets)  Reports any accident to the teacher
 Completes conclusions and final  Keeps track of time
summaries  Ensures group research using electronic
 Assists with conducting the lab sources is done in a productive and ethical
procedures manner
 Assists with the cleanup  Assists the MM as needed.
When assigning lab groups, various factors need to be taken in consideration;

 Always assign the group members, preferably trying to combine in each group a variety of skills.
 Evaluate the groups constantly and observe if they are on task and if the members of the group
support each other in a positive way. Once you realize that a group is not performing up to
expectations, re-assign the members to another group.

Student
LABORATORY SAFETY
Rules:
 Know the primary and secondary exit routes from the classroom.
 Know the location of and how to use the safety equipment in the classroom.
 Work at your assigned seat unless obtaining equipment and chemicals.
 Do not handle equipment or chemicals without the teacher’s permission.
 Follow laboratory procedures as explained and do not perform unauthorized experiments.
 Work as quietly as possible and cooperate with your lab partner.
 Wear appropriate clothing, proper footwear, and eye protection.
 Report all accidents and possible hazards to the teachers.
 Remove all unnecessary materials from the work area and completely clean up the work
area after the experiment.
 Always make safety your first consideration in the laboratory.
Safety Contract:
I will:
 Follow all instructions given by the teacher.
 Protect eyes, face and hands, and body while conducting class activities.
 Carry out good housekeeping practices.
 Know where to get help fast.
 Know the location of the first aid and fire-fighting equipment.
 Conduct myself in a responsible manner at all times in a laboratory situation.
I, _______________________, have read and agree to abide by the safety regulations as set forth above
and also any additional printed instructions provided by the teacher. I further agree to follow all other
written and verbal instructions given in class.
Student’s Signature: ____________________________Date: ___________________
Parent’s Signature: _____________________________Date: ___________________

Student
PRE-LAB SAFETY WORKSHEET AND APPROVAL FORM
This form must be completed with the teacher’s collaboration before the lab.
Student Researcher’s Name: _____________________________ Period # _______
Title of Experiment: ____________________________________________________

Place a check mark in front of each true statement below:
1. ⁯ I have reviewed the safety rules and guidelines.
2. This lab activity involves one or more of the following:
⁯ Human subjects (Permission from participants required. Subjects must indicate
willingness to participate by signing this form below.)
⁯ Vertebrate Animals (requires an additional form)
⁯ Potentially Hazardous Biological Agents (Microorganisms, molds, rDNA,
tissues, including blood or blood products, all require an additional form.)
⁯ Hazardous chemicals (such as: strong acids or bases)
⁯ Hazardous devices (such as: sharp objects or electrical equipment)
⁯ Potentially Hazardous Activities (such as: heating liquids or using flames)
3. ⁯ I understand the possible risks and ethical considerations/concerns involved in
this experiment.
4. ⁯ I have completed an Experimental/Engineering Design Diagram.
Show that you understand the safety and ethical concerns related to this lab by responding to
the questions below. Then, sign and submit this form to your teacher before you proceed with
the experiment (use back of paper, if necessary).
A. Describe what you will be doing during this lab.
B. What are the safety concerns with this lab that were explained by your
teacher? How will you address them?
C. What additional safety concerns or questions do you have?
D. What ethical concerns related to this lab do you have?

How will you address them?
Student Researcher’s Signature/Date: Teacher Approval Signature:
________________________________ ________________________________
Human Subjects’ Agreement to Participate:
__________________________ __________________________
Printed Name/Signature/Date Printed Name/Signature/Date
__________________________ __________________________
Printed Name/Signature/Date Printed Name/Signature/Date

Student
PARTS OF A LAB REPORT
A STEP-BY-STEP CHECKLIST
Good scientists reflect on their work by writing a lab report. A lab report is a recap of what a
scientist investigated. It is made up of the following parts.
Title (underlined and on the top center of the page)
Benchmarks Covered:
Your teacher should provide this information for you. It is a summary of the main concepts that
you will learn about while conducting the experiment.
Problem Statement:
 Identify the research question/problem and state it clearly in the form of a question.
Potential Hypothesis (es):
 State the hypothesis carefully. Do not just guess, but also try to arrive at the hypothesis
logically and, if appropriate, with a calculation.
 Write down your prediction as to how the test variable will affect the outcome variable using
an “if” and “then” statement.
 If (state the test variable) is (choose an action), then (state the outcome variable) will (choose
an action).
Materials:
 Record precise details of all equipment used.
For example: a balance that measures with an accuracy of +/- 0.001 g.
 Record precise formulas and amounts of any chemicals used
For example: 5 g of CuSO4 or 5 mL H2O
Procedure:
 Do not copy the procedures from the lab manual or handout.
 Summarize the procedures in sequential order; be sure to include critical steps.
 Give accurate and concise details about the apparatus and materials used.
Variables and Control Test:
 Identify the variables in the experiment. State those over which you have control. There are
three types of variables.
 Test variable: (also known as the independent variable) the factor that can be changed by the
investigator (the cause).
 Outcome variable: (also known as the dependent variable) the observable factor of an
investigation that is the result or what happened when the test variable was changed.
 Controlled variables: the other identified variables in the investigation that are kept constant or
remain the same during the investigation.
 Identify the control test. A control test is the separate experiment that serves as the standard for
comparison to identify experimental effects, changes of the outcome variable resulting from
changes made to the test variable.
Data:
 Ensure that all data is recorded.
 Pay particular attention to significant figures and make sure that all units are stated. Present
your results clearly. Often it is better to use a table or a graph.
 If using a graph, make sure that the graph has a title, each axis is labeled clearly, and the correct
scale is chosen to utilize most of the graph space.

Student
 Record qualitative observations. Also list the environmental conditions.
Include color changes, solubility changes, and whether heat was released or
absorbed.
Results:
 Ensure that you have recorded your data correctly to produce accurate results.
 Include any errors or uncertainties that may affect the validity of your result.
Conclusion and Evaluation:
 A conclusion statement answers the following 7 questions in at least three paragraphs.
I. First Paragraph: Introduction
1. What was investigated?
a) Describe the problem or state the purpose of the experiment.
2. Was the hypothesis supported by the data?
a) Compare your actual result to the expected result (either from the literature, textbook, or
your hypothesis)
b) Include a valid conclusion that relates to the initial problem or hypothesis.
3. What were your major findings?
a) Did the findings support or not support the hypothesis as the solution to the restated
problem?
b) Calculate the percentage error from the expected value.
II. Middle Paragraphs: These paragraphs answer question 4 and discuss the major findings of
the experiment using data.
4. How did your findings compare with other researchers?
a) Compare your result to other students’ results in the class.
i) The body paragraphs support the introductory paragraph by elaborating on the
different pieces of information that were collected as data that either supported or did
not support the original hypothesis.
ii) Each finding needs its own sentence and relates back to supporting or not supporting
the hypothesis.
iii) The number of body paragraphs you have will depend on how many different types of
data were collected. They will always refer back to the findings in the first paragraph.
III.Last Paragraph: Conclusion
5. What possible explanations can you offer for your findings?
a) Evaluate your method.
b) State any procedural or measurement errors that were made.
6. What recommendations do you have for further study and for improving the experiment?
a) Comment on the limitations of the method chosen.
b) Suggest how the method chosen could be improved to obtain more accurate and reliable
results.
7. What are some possible applications of the experiment?
a) How can this experiment or the findings of this experiment be used in the real world for
the benefit of society.

Student
Parts of a Lab Report Reminder
Step 1: Stating the Purpose/Problem
 What do you want to find out? Write a statement that describes what you want to do. It should be
as specific as possible. Often, scientists read relevant information pertaining to their experiment
beforehand. The purpose/problem will most likely be stated as a question such as:
“What are the effects of _________ on ___________?”
Step 2: Defining Variables
 TEST VARIABLE (TV) (also called the independent variable) – The variable that is changed on
purpose for the experiment; you may have several levels of your test variable.
 OUTCOME VARIABLE (OV) (also called the dependent variable) – The variable that acts in
response to or because of the manipulation of the test variable.
 CONTROLLED VARIABLES (CV) – All factors in the experiment that are NOT allowed to
change throughout the entire experiment. Controlling variables is very important to assure that the
results are due only to the changes in the test variable; everything (except the test variable) must be
kept constant in order to provide accurate results.
Step 3: Forming a Hypothesis
 A hypothesis is an inferring statement that can be tested.
 The hypothesis describes how you think the test variable will respond to the outcome variable. (i.e.,
If…, then… or another form of a predictive statement)
 It is based on research and is written prior to the experiment. Never change your hypothesis during the
experiment.
 For example: If the temperature increases, then the rate of the reaction will increase.
 Never use “I,” “we,” or “you” in your hypothesis (i.e. I believe or I think that…)
 It is OK if the hypothesis is not supported by the data. A possible explanation for the unexpected
results should be given in the conclusion
Step 4: Designing an Experimental Procedure
 Select only one thing to change in each experimental group (test variable).
 Change a variable that will help test the hypothesis.
 The procedure must tell how the variable will be changed (what are you doing?).
 The procedure must explain how the change in the variable will be measured.
 The procedure should indicate how many trials would be performed (usually a minimum of 3-4 for
class experiments).
 It must be written in a way that someone can copy your experiment, in step by step format.
Step 5: Results (Data)
 Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster….).
 Quantitative Data is comprised of results in numbers (i.e. 5 cm, 10.4 grams)
 The results of the experiment will usually be compiled into a table/chart for easy interpretation.
 A graph of the data (results) may be made to more easily observe trends.

Student
Step 6: Conclusion
The conclusion should be written in paragraph form. Regardless of the format, a good conclusion
will have a scientific explanation containing three key elements: Claim-Evidence-Reasoning. It
is a summary of the experiment, not a step-by-step description. Does the data support the
hypothesis? If so, you state that the hypothesis is accepted. If not, you reject the hypothesis and
offer an explanation for the unexpected result. You should summarize the trend in data in a
concluding statement (ex: To conclude, the increase in temperature caused the rate of change to
increase as shown by the above stated data.). Compare or contrast your results to those from
similar experiments. You should also discuss the implications for further study. Could a variation
of this experiment be used for another study? How does the experiment relate to situations outside
the lab? (How could you apply it to real world situations?)

Student
Name: ________________________________ Period: _________ Date:_______________
EXPERIMENTAL DESIGN DIAGRAM
This form should be completed before experimentation.
Title:
Problem
Statement:
Null Hypothesis:
Research
Hypothesis:
Test Variable
(Independent
Variable)
Number of Tests:
Subdivide this box to
specify each variety.
Control Test:
# of Trials per
Test:
Outcome
Variable
(Dependent
Variable)
Controlled 1.
Variables
2.
3.
4.
5.
6.

Student
EXPERIMENTAL DESIGN DIAGRAM HINTS:
Title: A clear, scientific way to communicate what you’re changing and what you’re measuring is to
state your title as, "The Effect of ____________on__________." The test variable is written on the first
line above and the outcome variable is written on the second line.
Problem Statement: Use an interrogative word and end the sentence with a question mark. Begin the
sentence with words such as: How many, How often, Where, Will, or What. Avoid Why.
Null Hypothesis: This begins just like the alternate hypothesis. The sentence should be in If ............,
then........... form. After If, you should state the Test Variable (TV), and after the then, you should state
that there will be no significant difference in the results of each test group.
Research Hypothesis: If ____________ (state the conditions of the experiment), then ____________
(state the predicted measurable results). Do not use pronouns (no I, you, or we) following If in your
hypothesis.
Test Variable (TV): This is the condition the experimenter sets up, so it is known before the experiment
(I know the TV before). In middle school, there is usually only one TV. It is also called the independent
variable, the IV.
Number of Tests: State the number of variations of the TV and identify how they are different from
one another. For example, if the TV is "Amount of Calcium Chloride" and 4 different amounts are
used, there would be 4 tests. Then, specify the amount used in each test.
Control Test: This is usually the experimental set up that does not use the TV. Another type of control
test is one in which the experimenter decides to use the untreated, normal or usual condition as the
control test to serve as a standard to compare experimental results against. The control is not counted
as one of the tests of the TV. In comparison experiments there may be no control test.
Number of Trials: This is the number of repetitions of one test. You will do the same number of
repetitions of each variety of the TV and also the same number of repetitions of the control test. If you
have 4 test groups and you repeat each test 30 times, you are doing 30 trials. Do not multiply 4 x 30
and state that there were 120 trials.
Outcome Variable(s) (OV): This is the result that you observe, measure and record during the
experiment. It’s also known as the dependent variable, DV. (I don’t know the measurement of the OV
before doing the experiment.) You may have more than one OV.
Controlled Variables (Variables Held Constant): Controlled variables are conditions that you keep
the same while conducting each variation (test) and the control test. All conditions must be the same in
each test except for the TV in order to conclude that the TV was the cause of any differences in the
results. Examples of Controlled Variables: Same experimenter, same place, time, environmental
conditions, same measuring tools, and same techniques.

Student
ENGINEERING DESIGN PROCESS
Step 1
Identify the Need
or Problem
Step 8
Redesign Step 2
Research the
Need or Problem
Step 7
Communicate Step 3
the Solution(s) Develop Possible
Solution(s)
Step 6
Test and Evaluate Step 4
the Solution(s) Select the Best
Possible Solution(s)
Step 5
Construct a
Prototype
a. Identify the need or problem

b. Research the need or problem
a. Examine current state of the issue and current solutions
b. Explore other options via the internet, library, interviews, etc.
c. Determine design criteria
c. Develop possible solution(s)
a. Brainstorm possible solutions
b. Draw on mathematics and science
c. Articulate the possible solutions in two and three dimensions
d. Refine the possible solutions
d. Select the best possible solution(s)
a. Determine which solution(s) best meet(s) the original requirements
e. Construct a prototype
a. Model the selected solution(s) in two and three dimensions
f. Test and evaluate the solution(s)
a. Does it work?
b. Does it meet the original design constraints?
g. Communicate the solution(s)
a. Make an engineering presentation that includes a discussion of how the solution(s) best
meet(s) the needs of the initial problem, opportunity, or need
b. Discuss societal impact and tradeoffs of the solution(s)
h. Redesign
a. Overhaul the solution(s) based on information gathered during the tests and
presentation.

Student
CONCLUSION WRITING
Claim, Evidence and Reasoning
Students should support their own written claims with appropriate justification. Science education
should help prepare students for this complex inquiry practice where students seek and provide
evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Engaging students in
explanation and argumentation can result in numerous benefits for students. When students develop
and provide support for their claims they develop a better and stronger understanding of the content
knowledge (Zohar and Nemet, 2002).
Research shows when students construct explanations, they actively use the scientific principles to
explain different phenomena, developing a deeper understanding of the content. Constructing
explanations may also help change students’ views of science (Bell and Linn, 2000). Often students
view science as a static set of facts that they need to memorize. They do not understand that scientists
socially construct scientific ideas and that this science knowledge can change over time. By engaging
in this inquiry practice, students can also improve their ability to justify their own written claims
(McNeill et al, 2006).
Remember when providing evidence to support a claim, the evidence must always be:
 Appropriate
 Accurate
 Sufficient
The rubric below should be used when grading lab reports/conclusions to ensure that students are
effectively connecting their claim to their evidence to provide logical reasons for their conclusions.
Base Explanation Rubric

Component Level
0 1 2
Claim - A conclusion Does not make a Makes an accurate Makes an accurate
that answers the original claim, or makes an but incomplete and complete claim.
question. inaccurate claim. claim.
Evidence – Scientific Does not provide Provides appropriate Provides appropriate
data that supports the evidence, or only but insufficient and sufficient
claim. The data needs to provides evidence to support evidence to support
be appropriate and inappropriate claim. May include claim.
sufficient to support the evidence (evidence some inappropriate
claim. that does not support evidence.
the claim).
Reasoning – A Does not provide Provides reasoning Provides reasoning
justification that links the reasoning, or only that links the claim that links evidence
claim and evidence. It provides reasoning and evidence. to claim. Includes
shows why the data count that does not link Repeats the evidence appropriate and
as evidence by using evidence to claim and/or includes some sufficient scientific
appropriate and sufficient – but not sufficient – principles.
scientific principles. scientific principles.
McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-
Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.
Source(s): Massachusetts Department of Elementary and Secondary Education

Student
Project Based STEM Activity (PBSA) Rubric

Score 4 Score 3 Score 2 Score 1 Score 0
Purpose
Students demonstrate Students demonstrate adequate Students demonstrate minimal Student understanding of the Student understanding of the
outstanding understanding of the understanding of the problem, understanding of the problem, problem, criteria, and constraints in problem, criteria, and constraints
problem, criteria, and constraints. criteria, and constraints. criteria, and constraints. inadequate or unclear. is not evident or not recorded.
Student uses prior knowledge and/or

Student uses prior knowledge Student uses prior knowledge and/or
Student uses prior knowledge and/or lesson content knowledge to Brainstorming idea(s) are not
and lesson content knowledge to lesson content knowledge to
Brainstorm
lesson content knowledge to brainstorm an idea(s). Idea(s) aligned with the intent of the
brainstorm a clear, focused brainstorm an idea(s). Idea(s)
brainstorm a clear, focused idea(s selected from brainstorming are problem, no idea(s) were given
idea(s). Idea(s) selected from selected from brainstorming are
Idea(s) selected from brainstorming minimally aligned to the intent of the by the student, or no
brainstorming are excellently impractical for the intent of the
are adequately aligned to the intent problem and a clear connection is brainstorming is evident or
aligned to the intent of the problem and/or connection to the
of the problem. not readily apparent without recorded.
problem. problem is inadequate or unclear.
explanation.
Student proposes and designs a
Student proposes and designs a plan
plan that excellently aligns with Student proposes and designs a plan Student proposes and designs a plan
that adequately aligns with the
the criteria, constraints, and that minimally aligns with the that does not align with the criteria,
Design/Plan
criteria, constraints, and intent of the

intent of the problem. criteria, constraints, and intent of the constraints, and intent of the Design plan is not completed by
problem.
Design sketch is complete and problem. problem. the student or no plan is evident
Design sketch is complete and
includes exceptional, relevant Design sketch is complete and a Design sketch is impractical and/or or recorded.
includes details that will be
details that will be referenced clear connection is not readily connection to the problem is
referenced when building the
when building the solution to the apparent without explanation. inadequate or unclear.
solution to the problem.
problem.
Student builds a working model that
Student builds a working model Student builds a working model that Student builds a working model that
Working Model
does not align with the criteria,

Create/Build a
that excellently aligns with the adequately aligns with the criteria, minimally aligns with the criteria,
constraints, and intent of the
criteria, constraints, and intent of constraints, and intent of the constraints, and intent of the
problem.
the problem. problem. problem. Working model is not built.
The working model can be tested
The working model can be tested The working model can be tested The working model can be tested
using modified tools, materials and
using appropriate tools, materials using appropriate tools, materials using modified tools, materials and
resources OR completed working
and resources. and resources. resources.
model cannot be tested.
Testing is not performed due to
Student tests the working
Student tests the working model’s Student tests the working model’s Student tests the working model’s an inability to test based on the
Redesign
Test and
model’s effectiveness to solve

effectiveness to solve the problem. effectiveness to solve the problem. effectiveness to solve the problem. quality of the working model,
the problem. Accurate and
Adequate records are collected and Minimal records are collected. Minimal records are collected. there is no working model to
detailed records are collected and
an analysis of data is present. Analysis of data is not present. Analysis of data is not present. test, or no testing is evident or
an analysis of data is present.
recorded.
applicable)
Student record of budget is Student record of budget is

Budget(if
Student record of budget is clear and Student record of budget is unclear

exceptionally clear and complete. exceptionally clear and complete. Student did not include a record
complete. OR the student went 10% or incomplete. OR the student went
Students were on or under Students were over budget, but less of the budget or it is not evident.
or more over budget. 15% or more over budget.
budget. than 10% over.

Student
Student uses data, observations, Student uses data, observations, and Student uses data, observations, and Student uses data, observations, and
Productio
Student does not provide
and anecdotal notes from the anecdotal notes from the design anecdotal notes from the design anecdotal notes but production notes
reasoning for why the project is
design process to excellently process to adequately articulate why process to minimally articulate why are unclear or incomplete.
n
ready for production or use or

articulate why their project is their project is ready for production their project is ready for production Or no data was used to support
this is not evident.
ready for production and use. and use. and use. statement.
Student is excellently prepared
Student is adequately prepared for
for and participates in project Student is minimally prepared for Student is not prepared for and
Discuss and Share
and participates in project

discussion without prompting. and participates in project discussion inadequately participates in project
discussion without prompting.
Summarized results from testing with prompting. Summarized discussion. Summarized results
Summarized results from testing are
are communicated clearly and results from testing are shared. from testing are shared, but are Student does not participate in
communicated clearly. Student
effectively. Student poses and Student infrequently poses and incomplete or unclear. project discussion with judge.
poses and responds to specific
responds to specific questions to responds to questions to clarify or Communication with classmates by
questions to clarify or follow up on
clarify or follow up on follow up on information shared posing and responding to questions
information shared from other
information shared from other from other classmates. is limited.
classmates.
classmates.
Student can reason inductively Student can adequately interpret
about data, using this knowledge data, using this knowledge to
Construct viable
Student can minimally communicate

to communicate findings clearly communicate findings based on
arguments.
findings by referring to objects,

based on evidence. Student can evidence. Student can appropriately Student inadequately communicates
diagrams, drawings, data, and/or Student does not participate in
appropriately reference objects, reference objects, diagrams, findings, or analysis of data is
actions from the activity for a viable project discussion with judge.
diagrams, drawings, data, and/or drawings, data, and/or actions from present, but flawed.
argument of whether not their
actions from the activity for a the activity for a viable argument of
design plan was successful.
viable argument of whether not whether not their design plan was
their design plan was successful. successful.

Student
Melting Ice
(STEM 2.0)
Benchmarks:
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an
effect on weather patterns and climate.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigation of various types, such as systematic
observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups
of students conducting the same investigation.
Objective/Purpose:
 Describe the states of matter and explain that the transfer of heat energy may produce a change in the
state of matter.
 Explain that as water cycles between the atmosphere and hydrosphere, a change in water’s state of
matter occurs. This change is produced as a result of the addition of heat energy. Radiant energy
from the Sun is absorbed by Earth’s waters and causes water to change from a liquid to its gas form,
water vapor. Water vapor will rise as a result of convection and will eventually condense on
atmospheric dust particles as it cools in the upper atmosphere.
 Identify the different states of matter: solid, liquid, and gas.
 Understand the difference between evaporation and condensation.
Background Information:
There are 3 main states of matter. In the solid state of matter, the particles or molecules are tightly packed
and they vibrate in place. In the liquid state of matter, the molecules are loose, moving freely, and they take
the shape of any container, but have a fixed volume. The third state is the gas form, where the molecules are
very loose, moving rapidly, and they expand freely to completely occupy any space.

Student
Name____________________________ Date____________ Period ____
Melting Ice
Benchmarks:
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an
effect on weather patterns and climate.
SC.6.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and
carry out scientific investigation of various types, such as systematic observations or experiments, identify
variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions
Objective/Purpose:
 You will be able to describe the states of matter and explain that the transfer of heat energy may produce
a change in the state of matter.
 Identify the different states of matter: solid, liquid, and gas.
 You will be to understand the difference between evaporation and condensation.
There are 3 main states of matter. In the solid state of matter, the particles or molecules are tightly packed and
they vibrate in place. In the liquid state of matter, the molecules are loose, moving freely, and they take the
shape of any container, but have a fixed volume. The third state is the gas form, where the molecules are very
loose, moving rapidly, and they expand freely to completely occupy any space.
Problem Statement:
How does the addition of heat energy affect the rate at which water changes from a solid to a liquid?
Hypothesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
Materials:
 thermometers  hot plate
 gloves for hot
 stirring rods surfaces or beaker
tongs
 two 400 mL  goggles
beakers  lab aprons
 300 mL  stop watch or clock
water with a second hand
 paper towels  graph paper
 ice  Cotton balls
 1,000 mL  Water Dropper
beaker

Student
Procedure:
1. Students will work in groups of 4.
2. Review Safety Symbols and Precautions. Students need to wear protective gear: goggles, gloves to
handle hot objects.
3. 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.
4. Label the first beaker, Beaker A.
5. Label the second beaker, Beaker B.
6. Turn on hot plate to number 3. Wait for the hot plate to get warmed up. Use safety precautions when
handling hot objects.
7. Fill Beaker A and Beaker B with ice cubes.
8. Take initial temperature of Beaker A and Beaker B. Record the initial temperature in the appropriate
Data Log for each beaker
9. Place Beaker A on one part of the science lab table. Beaker A will be at room temperature.
10. Place Beaker B on the hot plate. Use safety precautions when handling hot objects and glass
objects!
11. Start the stopwatch.
12. Read and record (in the Trial #1 column) the temperature of the thermometers at 5 minute intervals, for
a total of 30 minutes.
13. Repeat the whole experiment again, from step 6 to step 12 and record the results for trial 2 in the
appropriate column.
14. At the end of the second trial, turn the hotplate heat off. Flip a 1,000 mL beaker over the beaker on the
hotplate. Observe how condensation and precipitation occur on the glass of the larger beaker.
15. After all data is gathered, have one student in-group to be in charge of returning all lab equipment.
Other group members should put goggles away, fold aprons, and wipe off the lab table.
Data (Log and Observations):

Time vs. Temperature
Trial #1 Trial #2
Elapsed Time Qualitative Qualitative
Temperature Temperature
(min.) Observations Observations
(◦C) (◦C)
per Beaker Beaker A Beaker B
A B A B
0 (initial)
5
10
15
20
25
30

Student
Safety Reminder: Use safety precautions when handling hot objects and glass objects.
Data Analysis (calculations):

 Create a line graph from which you may determine at which temperature the ice cube melted the
fastest.
 Label the x-axis and y-axis. Hint: Time on X-axis and temperature on Y-axis.
 Be sure to include a title for the graph. There will be two lines of different colors; one line will
represent the mean data for water at room temperature and the other line will represent the line for the
mean temperature readings from the beaker on the hot plate (Remember to prepare a Key).

Student
Results and Conclusions:
1. Was your hypothesis supported by the data?
_________________________________________________________________________________
_________________________________________________________________________________
2. What were the states of matter that you observed while doing the experiment?
_________________________________________________________________________________
_________________________________________________________________________________
3. At which temperature did the ice cubes melt the fastest?

_________________________________________________________________________________
4. Does adding heat to ice water affect the rate of melting? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
5. What are 2 controlled variables in this experiment (things kept the same)?
_________________________________________________________________________________
_________________________________________________________________________________
6. Identify the independent variable (test variable) and dependent variable?

_________________________________________________________________________________
_________________________________________________________________________________
7. Look at the graph. What information can you learn from the data you gathered?
_________________________________________________________________________________
_________________________________________________________________________________
8. What is the most interesting discovery you made from the graph or activity?
_________________________________________________________________________________
_________________________________________________________________________________
9. List 3 questions that you can answer using the graph (make believe you are the teacher).
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
10. What does the hot plate represent in your model of the water cycle?
_________________________________________________________________________________
_________________________________________________________________________________
11. When the large beaker was placed over the smaller when did precipitation occur?
_________________________________________________________________________________
_________________________________________________________________________________

Student
Research Question: How does the addition of heat energy affect the rate at which water
changes from a solid to a liquid?
Claim: (Make a statement that answers the research question, based on what you observed in the
lab you performed)
Evidence: (Support your claim by citing data you collected in your lab procedure)
Reasoning: (Describe the science concepts that explain why or how the evidence you presented
supports your claim)
Activity 1:
Procedure:
1. Hold a cotton ball over an empty beaker.
2. Add drops of water to a cotton ball to model saturation point of clouds.
3. Record the number of drops to reach the saturation point. _______________.
4. What processes of the water cycle were observable?
Explain.________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Share the number of drops that it took to reach the saturation point.
Create a class data table, determine the mean results of each condition for the class, and compare and contrast
all the data collected from different groups.
 Discuss why some data are the same and why some data are different. Analyze whole class data and
share each group’s observations.
 Explain how water cycles between the hydrosphere and atmosphere as a result of energy from the sun
and include how this cycle relates to weather patterns.
 Draw a model of the water cycle labeling condensation and evaporation including the three states of
matter.
Student
Activity 2:
 Complete: Relative Humidity - Gizmo
Evaluate: SSA Connection
1. A scientist performs an experiment and asks other scientists around the world to replicate it. Why would
other scientists most likely try to perform the same experiment?
A. to find out if weather of various regions of the world would affect the results
B. to see if the experiment would be less expensive in another part of the world
C. to confirm the results of the experiment conducted by the scientist
D. to verify that the hypothesis of the experiment is a scientific law
2. If a scientist does an experiment but no one else can get the same results when they replicate the
scientist's experiment, what does that mean?
A. We should assume everyone else did the experiment incorrectly.

B. We should conclude he is a better scientist than the others.
C. We should not trust the results of the original experiment.
D. We should assume the notes he kept on his experiment were incomplete.
3. On a hot summer day, a glass of sweet iced tea sits on a table that is on a backyard porch. Which of the
following demonstrates the effect of heat on the glass of iced tea?
A. The potential energy of the iced tea’s particles is increasing

B. Heat from the sun is increasing the kinetic energy of the system, forming condensed water droplets
C. Heat from the sun is increasing the potential energy of the system, forming condensed water droplets.
D. The kinetic energy of the iced tea’s particles is decreasing.

Student
Name: ____________________________ Date: ________________ Period: _______
TORNADO MOVEMENTS
(STEM 2.0)
Benchmarks:
SC.6.E.7.7 Investigate how natural disasters have affected
human life in Florida. (Not Assessed)
SC.6.E.7.8 Describe the ways human beings protect
themselves from hazardous weather and conditions. (Not
Assessed)
SC.6.N.1.4 Discuss, compare, and negotiate methods used,
results obtained, and explanations among groups of students
conducting the same investigation.
LAFS.68.RST.3.7 Integrate quantitative or technical
information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
Figure 1 http://whyfiles.org/2014/tornad 1
Purpose:
Make a model of a tornado and explain the limitations and advantages of using a tornado model to predict the
effects of natural disasters on human life.
A tornado is violent storm made of a column of air that starts from the cloud to the ground. Most tornadoes
form because of wind shear in a cloud. The meaning of wind shear is that the wind is moving at different
directions at different heights. The wind shear can then cause the air to move around in circles. If the spinning
occurs and the wind shear goes down then a tornado can form.
Problem Statement:
“Can we predict the damage caused by a tornado using a model of how it forms and how the air moves
within the tornado? Make sure to talk about the advantages and limitations of your model.”
Materials:
 1 one quart plastic or glass jar

 water
 100 mL beaker
 10 mL graduated cylinder (2 per group)
 10 mL of liquid dish soap
 10 mL of vinegar
 a few drops of food coloring
 paper towels

Student
Procedures:
1. Work in groups of 3-4 students.
2. Gather all necessary materials for the experiment.
3. Make sure to wear lab aprons and safety goggles.
4. One student in the group will measure 10 mL of liquid soap using the graduated cylinder.
5. Another student in the group will measure 10 mL of vinegar using the graduated cylinder.
6. A third student will measure 100 mL of water in a beaker.
7. Start by putting the liquid dish soap, vinegar, and water in the 1-quart plastic or glass jar.
8. Add just a few drops of food coloring to the mix.
9. In your group, decide on how you will model the movement of a tornado.
10. Decide on the procedure you will use to make a tornado in a jar.
11. After approval from teacher, perform experiment and record observations in a chart.
12. One group member should clean and return all lab materials. Others should fold aprons, clean
the lab table and return goggles.
13. After completing clean up, student should complete lab write up.
Data (table and observations):
Tornado Motion Observation Chart

Action Result
PROCESSING THE DATA

1. Draw what you observed and explain what happened.
2. Explain how the model of the tornado in a jar is similar to a tornado. Explain how it is
different.

Student
Results/ Conclusions:
Research Question: “Can we predict the damage caused by a tornado using a model of how it
forms and how the air moves within the tornado? Make sure to talk about the advantages and
limitations of your model.”
Claim: (Make a statement that answers the research question, based on what you observed in the lab
you performed)

Student
Extension:
Research and explain in a one page report or PowerPoint this information a) the frequency of
tornadoes in Florida, b) how they form, c) the mechanisms of a tornado, including wind speed,
duration, and d) speed of movement over land .
SSA Connection:
1.Which of the following is true of a scientific model?
A. It must be a computer simulation.
B. It involves electricity.
C. It helps scientists visualize concepts.
D. It is always accurate.
2. Doug is learning about how day length changes during the year in the Canadian Arctic. Which
of the following types of models of Earth would be most useful for him in trying to visualize
what causes days to be longer in summer and shorter in winter?
A. a globe tilted on its axis
B. a satellite photo of Earth
C. a road atlas of Canada showing time zones
D. a wall map of Earth showing latitude and longitude
3. Zoe builds a volcano out of clay. She knows that mixing baking soda and vinegar produces a
reaction that in some way resembles lava erupting. She pours some baking soda and vinegar
into the clay volcano and observes what happens next. What is Zoe using to help her make her
observations?
A. a mechanical system
B. a model
C. a scientific law
D. feedback
4. Which of the following questions is the testable with a scientific investigation?

A. How many buds does an average rose bush produce in a season?
B. Is a red rose more beautiful than a white rose?
C. What color will be produced by crossing a red rose with a white rose?
D. Will fertilizer X produce more growth on rose bushes than fertilizer Y?

Student
Project: _______________________________ Score: _________________
Hurricane House
(STEM 4.0)
Benchmark:
SC.6.E.7.7 Investigate how natural disasters affect human life in Florida.
Define Recently, Hurricane Victoria came

Problem/Scenario: through South Florida and damaged
a significant number of homes.
Identify the Need or Problem
Communities within the storm-

ravaged areas will have to rebuild. It
is important for engineers and
architects to design and build homes
Step 1
that will withstand the tremendous

forces of future hurricanes.
Expected Task: As a team, your mission is to design and build a house that will
withstand wind and protect people. Your team will also create a
product (i.e. brochure, poster, commercial, magazine cover) with
the name of their engineering firm and a picture/model of the
structure they created and present the product and model to the
class.
Research and  Develop focus research questions/hypotheses
Research the Need or
Citations:  Locate, evaluate and use both primary and secondary resources
 Find and evaluate information
 Organize information and/or data
Problem
Step 2
 Use the writing process (prewriting, drafting, revising, editing,

publishing)
 Create a bibliography
Vocabulary: Weather, natural disaster, hurricane, model
 Must be able to describe when the damage started to occur

Develop Possible Solution(s)
Criteria: and the type of damage.

 Your group should consist of 3-4 students
 Your house must have four walls, a roof, two windows and a
Constraints: door.
Step 3
 Base must not be smaller than 10 x 13 cm.

 Your team must use both sheets of paper.
 Pencil  Glue stick  Ruler
Materials:  2 sheets of paper  2 straws  Scissors
 Tape  Paper plate  Goggles
 Hair dryer  Stopwatch  Leaf blower

Student
Building of the Build a model house using the materials supplied to you. Your
Prototype
Solution(s
Select the
Construct
Possible
Step 4
Step 5
Product house must have 4 walls, a roof, a door, 2 windows, and a base no
Best
)/
a
(Prototype, model smaller than 10 x 13 cm.
or Artifact):
Testing of the  Safety note: Regardless of the method of simulating hurricane

Product winds, be sure to direct the winds away from people and to use
(Prototype, appropriate protective eyewear.
Test and Evaluate the Solution(s)
model or  Test the model and record the amount of time it takes to blow
Artifact): it down.
 Compare your house with another house from the class (how
were they alike/different).
Peer-Review 1. What hurricane damage did your house suffer with the use of the
Step 6
Questions: hair dryer?
2. What hurricane damage did your house suffer with the use of the
leaf blower?
3. What were the weaknesses in your house?
4. What were the strengths in your house?
Project Prepare any of the following artifacts to summarize your

Communicate the Solution(s)
Summary: group’s/team’s project:

 Notes
 Journal/sketchbook entries
 Records of conversations, decisions
Step 7
 Interviews
 Reflective paragraphs describing the progress of the project
 Group progress reports
Presentation of Your group will present their artifact(s) and demonstrate their model
Final Solution: to the class highlighting your final solution.
Re-designing Adjust or re-design your model and re-test.

Redesign
of the
Step 8
Prototype

Student
Name: ____________________________ Date: ________________ Period: _______
Heat Transfer Inquiry Lab

(STEM 2.0)
Benchmark:
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by
which heat is transferred through Earth’s system.
Purpose of the Lab/Activity: Observe, record, interpret and analyze the transfer of heat by
radiation, conduction and convection.
Background:
Heat is thermal energy that is transferred from a hotter object to
a cooler one. There are three natural processes that can be used
to transfer heat. These processes are called radiation,
conduction, and convection. Conduction is heat transfer
through direct contact. Convection is heat transfer between a
solid object and the liquid or gas that is passing by it.
Convection is common in both the atmosphere as well as in the
oceans. Heated air in our atmosphere expands, becoming less
dense. Because it is less dense, it rises upward. Cooler air rushes
in to replace the air that lifted up. As warm air rises and cool air
falls, a giant circular pattern is created. Eventually the warmer
air cools and begins to fall again. Radiation is heat transfer in
the form of electromagnetic waves that carry energy from one
object to another. The most common example of radiation is
energy from the sun.
Problem statement/ Research Question: “How is heat transferred through the Earth’s surface and
the atmosphere?”
Materials:
Equipment per team
- 6 thermometers - one large glass beaker
- A flat strip of aluminum 1”x ¼” x 6 to 8” (or other suitable heat conducting material)
- A small low flow fan or suitable hand fan - 2 heat lamps

Student
Procedures:
Station A: Radiation.
1. Place one thermometer inside the beaker, upright,
facing the heat source, close but not touching the
glass sides.
2. Place the beaker about 50 cm away, from the heat
lamp. Heat lamp should be positions to shine
straight at, parallel to the table.
3. Turn on heat lamp, record temperature at 1 minute interval for 10 to 15 minutes.
Station B. Conduction
1. Place a conducting material on the table so that an inch over hangs the table edge.
2. The heat should be placed to shine up onto or to heat the metal over the edge of the table,
from about 4 inches away.
3. Place a thermometer so that the bulb is touching the metal, one close to the beginning by the
table edge, one in the middle and one towards the far end.
4. Record starting temps, they should all be
room temperature.
5. Apply the heat source to the end and
take temperature reading of
all three at one minute
Start Middle End
intervals.
Station C. Convection
1. Set 2 thermometers upright each one meter from identical heat sources
2. Set up small low flow fan directing air flow across one heat source towards one thermometer
3. Turn on heat lamps, fans and begin recording temperature at 1 minute intervals.

Student
Data Table for Temperature Readings
Station A Station B Station C
Time Start Middle End With Fan No Fan
Initial
10
11
12
13
14
15
16
17
18
19
20

Student
Analyzing the Data:
1. Make three line graphs, one for each station. OR Make one graph with all 6 data lines
(Remember title, label axis, key, and use color if possible)

Student
Radiation – The transfer of energy (heat) by electromagnetic waves.
1. What happened to the temperature inside the large beaker?
2. Was there any direct physical contact, molecules to molecules?
3. Was there any substantial air flow to carry heated molecules?
4. How did the heat travel through the air and glass?
5. Give 2 examples of radiation heat transfer:
Conduction- Molecules vibrate faster when energy (heat) is applied, transferred by touch.
1. Explain what happened to the temperature along the metal bar?
2. How did the heat, or energy, move along the length of the bar?
3. For conduction to occur which medium does it require? Air/Water Flow or Solids
4. Is this method of transfer able to move through vacuum of space?
5. Give 2 examples of conduction heat transfer.
Convection – Energy being carried by fluid (air or water) flow from one place to another.
1. What happened to the temperature where the fan was blowing?
2. What carried the heat to the thermometer?
3. Heated air or water becomes less dense, which causes it to? Rise or Sink
4. Is this method of transfer able to move through vacuum of space?
5. Give 2 examples of convection heat transfer: _________________
Results/ Conclusion:
1. Identify and label the way in which heat is being transferred in the picture below (Radiation,
Conduction and Convection)
1__________________
2__________________
3__________________
4__________________

Student
2. Write a Claim-Evidence-Reasoning paper based on the results of your investigation.
Research Question: “How is heat transferred through the Earth’s surface and the atmosphere?
you performed)
supports your claim. Include information from observations and notes from video.)

Student
SSA Connection:
1. If you walk barefoot on hot asphalt, energy is transferred by which process?

A. convection
B. radiation
C. conduction
D. reflection
2. In which atmospheric action can we see evidence of conduction?

A. Radiation from the Sun heats the surface of the Earth.
B. The surface of the Earth heats the air that contacts it.
C. Cold air pushes warm air upward creating a current.
D. Air increases in density and sinks back towards the Earth.
3. What is happening at point C in the diagram?
A. The sun warms Earth’s surface through radiation.

B. The ground warms the atmosphere through conduction.
C. The air warms the ground through convection.
D. Heat moves through the air due to convection.
4. Which statement best describes how energy transfer within earth’s atmosphere can affect a
weather condition?
A. During radiation, objects directly transfer heat to each other which affects the air
temperature.
B. During radiation, electromagnetic waves transfer heat and light energy which affects the
air temperature.
C. During convection, objects directly transfer heat to each other which affects the amount
of precipitation.
D. During convection, electromagnetic waves transfer heat and light energy which affects
the amount of precipitation.

Student
Name: ____________________________ Date: ________________ Period: _______
HEATING EARTH’S SURFACE

(STEM 2.0)
Which Absorbs and Loses Heat Faster––Land or Water?
Benchmarks:
SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric
movement and the temperature differences between air, water, and land.
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local
weather in measurable terms such as temperature, air pressure, wind direction and speed, and
humidity and precipitation.
SC.6.N.1.1 Define a problem from the sixth grade
curriculum, use appropriate reference materials to
support scientific understanding, plan and carry
out scientific investigation of various types, such
as systemic observations or experiments, identify
variables, collect and organize data, interpret data
in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Objectives/Purpose:
• Develop and test a hypothesis about how
quickly different materials (sand and water) heat up and cool down when exposed to radiation.
• Explain how the properties of water influence coastal climates.
Background information:
The uneven heating of the Earth’s surface causes weather. When you have differences in air
temperature, the hot air will rise and the cold air will sink. These movements create wind. Land
breezes and sea breezes refer to winds that often occur near an ocean or lake. Both of these breezes
are caused by uneven heating of the Earth’s surface.
In this experiment, you will recreate the conditions

under which these breezes form and study their causes.
In Part B of this experiment, you will expose sand

and water to a light source representing the sun. You
will monitor the temperature of the sand and the
water and compare their warming behaviors. Then,
you will monitor the temperatures as warm sand and
water cool. This simulates the situation when the sun
goes down in the evening. You will then apply your
results to local weather patterns.

Student
Complete the Warm-up section of the “Coastal Winds and Clouds Gizmo” with your group
before doing the lab. Use the Student Exploration handout provided by your teacher.
Problem Statement/ Research Question: How does the Sun’s energy influence the movement
of air?
Hypothesis:
______________________________________________________________________________
Materials:
• 2 250-mL beakers • ruler
• dry sand • 2 flat wooden sticks
• tap water • 2 thermometers
• ring stand • light source
• 2 different-colored pencils (brown and blue)
Procedures:
Part A: Preparing for the Experiment
1. Pour 200 mL of dry sand into one of the beakers. Pour 200 mL of water into the other beaker.
2. Place the lamp approximately 20 cm from the beakers. Make sure that both beakers are equal
distance from the lamp and that both receive light at the same angle.
3. Using the wooden sticks, suspend a thermometer in each beaker, as shown in Figure 1. The
thermometer bulbs should be just barely below the surfaces of the sand and the water.
Part B: Heating the Beakers

1. Use the Data Table to record your measurements.
2. Record the starting temperature of the sand (land)
: _____°C and water (ocean): _____°C
CAUTION: Do not touch the light source or the
beakers without using thermal mitts.
3. Turn on the lamp. Read the temperature (°C) of
the sand and water every minute for 15 minutes.
Record the temperatures in the Light On (LEFT)
column of the data table.
4. Turn off the lamp. Read the temperature (°C) of the sand and water for another 15 minutes.
Record the temperatures in the Light Off (RIGHT) column of the data table.

Student
DATA TABLE
TEMPERATURE WITH LIGHT ON (°F) TEMPERATURE WITH LIGHT OFF
(°F)
Time (min.) Land Water Time (min.) Land Water
1 16
2 17
3 18
4 19
5 20
6 21
7 22
8 23
9 24
10 25
11 26
12 27
13 28
14 29
15 30
5. As you wait to record your observations, explore Activity A and B of the Gizmo: Coastal
Winds and Clouds.
6. On the graph, shown on the next page, create two line graphs to show the data for the
temperature change in land and water over time. You will draw both lines on the same graph.
You should be able to tell the difference between the two line by labeling each line and using
a different color for each line.

Student
LINE GRAPH
145
140
135
130
125
120
115
110
105
Temperature (°C)
100
95
90
85
80
40
38
36
34
32
30
28
26
24
22
20
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Time (minutes)
PROCESSING THE DATA

1. Calculate the total change in temperature for each material.
Sand: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15
minutes
Water: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15
minutes
2. Based on your data, which material was heated faster by the “sun”? Which material cooled
faster when the light was shut off?

Student
Part I
3. As surface materials are warmed by the sun, they in turn warm the air above them. As the sun
shines, is the air above the sand or the water warmer?
4. Use Figure 3 to complete the following tasks.
A. Based on your answer to Question 3 and knowing that warm air rises and cool air
sinks, place arrowheads on the two vertical lines in Figure 3 indicating the general
direction of air movement over the sand and the water on a sunny day.
B. The two vertical arrows you have drawn form the basis of a circular convection
current.
C. Now draw two horizontal arrows that complete the path of this convection current.
Figure 3: A sunny day at the beach
5. Imagine yourself standing on the beach in the diagram above. According to the arrows you
drew, where would the breeze be coming from? ________________. Is this a sea breeze or a
land breeze? __________________________.
Part II
6. According to your data, which material cooled faster, the water or the sand?
_____________________________
7. As surface materials cool, they in turn cool the air above them. After the sun goes down and

Student
the warm surfaces cool, is the air above the sand or the water warmer?
_______________________________________________________
8. Use Figure 4 to complete the following tasks.
A. Based on your answer to Question 7 and knowing that warm air rises and cool air
sinks, place arrowheads on the two vertical lines in the diagram indicating the general
direction of air movement over the sand and the water after the sun goes down.
B. The two vertical arrows you have drawn form the basis of a circular convection
current.
C. Draw two horizontal arrows that complete the path of this convection current.
Figure 4: Night time at the beach
Imagine yourself standing on the beach in the diagram above. According to the arrows you drew,
where would the breeze be coming from? _______________________. Is this a sea breeze or a
land breeze? _____________________.
9. Fill in the blanks.
On a sunny day at the beach, the wind will usually blow from the _______________ to the
_______________. This is called a _______________ breeze. As evening falls, the wind will
shift and blow from the _______________ to the _______________. This is called a
_______________ breeze.

Student
Conclusion:
Research Question: How does the Sun’s energy influence the movement of air?
you performed)
EXTENSIONS
1. Compare the heating rates of different-colored sands or soils.
2. Compare the heating and cooling rates of dry and wet sand.

Student
SSA CONNECTION
1. Wind is caused by which of the following?
A. The gravity of the sun

B. Unpredictable changes in the atmosphere.
C. The uneven heating of earth's surface
D. The changes in the ozone layer
2. In coastal areas, land and sea breezes may exist due to the uneven heating of the land and
water. Which process is responsible for the breeze?
A. Conduction
B. Radiation
C. Convection
D. Refraction
3. In which atmospheric action can we see evidence of conduction?
A. Radiation from the Sun heats the surface of the Earth.

B. The surface of the Earth heats the air that contacts it.
C. Cold air pushes warm air upward creating a current.
D. Air increases in density and sinks back towards the Earth.
4. In December, Bill was driving through Florida with his family. As they drove closer to
the coast, Bill noticed that the air grew a little warmer. Which of the following statements
best explains the temperature difference?
A. Air expands at higher temperatures.

B. Water heats and cools more slowly than land does.
C. Warm air moves towards the coastline from inland areas.
D. Cool air moves form coastal areas to inland areas in a sea breeze.
1. The picture below shows a place where air currents will form due to the uneven heating of
Earth.
In which direction will air currents most likely move?

A. straight down over the land
B. from the land toward the sea
C. straight up above the sea
D. from the sea toward the land

Student
Project: ________________________________________ Score: _____________
Weather or Not? – Weather vs. Climate

(STEM 4.0)
Benchmark:
SC.6.E.7.6 Differentiate between weather and climate.
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean
currents influence local weather in measurable terms such as temperature,
air pressure, wind direction and speed, and humidity and precipitation.
Define You have been recruited by your local weather station to

Problem/Scenario: develop climatographs for several cities. The weather station’s
data has been tampered with and it not identified by the city.
Luckily, you still have access to climatographs.
Expected Task: Each team will distinguish between weather and climate. It is
important that students understand how weather patterns and
the kinds of weather that occur relate to climate.
Task 1:
 Analyze data. Next, compare data findings to all of
the 7 know cities’ climatographs and draw a
conclusion to identify of your mystery city.
- Note: Be sure to multiply daily
precipitation and temperature averages by
30, before comparing your data with all of

the known 7 cities’ climatographs.
Task 2:
 Using chart paper and research data, develop a model
Step 1
to demonstrate the differences between weather and

climate for your mystery region.
 Select one month in a calendar year. Then select your
year ranges for example filter data for 3 to 5 years or
parameters set from your teacher for your selected
month.
- Calculate the number of days of
precipitation in for your selected month
o Days of Precipitation =________
o Days of No Precipitation = _______
 Calculate Temperature ranges

Days Ranges

Student
 Based on your calculations create a model that best
represents the climate for that particular month. It must
contain probabilities of daily atmospheric conditions.
 Your model should be used to help verify you identify
your city.
Research and Research :

Citations: 1. Introduce challenge of developing a model that can
demonstrate the differences between weather and
Research the Need or Problem
climate within a specific climatic zone.

2. Review engineering design cycle.
3. Research daily weather conditions for a specific
location.
Step 2
Sample sources:
http://www.usclimatedata.com/
https://www.ncdc.noaa.gov/cdo-web/datasets
http://cdiac.ornl.gov/epubs/ndp/ushcn/ushcn_map_interface.ht
ml
Climate, weather, atmosphere, precipitation, temperature

Vocabulary:
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
 Have moveable parts
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

• Ziploc bags or small cups
• Construction paper
• Markers
Step 3
• Index cards

Student
Building of the Based on research and brainstorming of solutions, build a
Test and Evaluate the Select the Best Possible Product prototype of your model and design a method of using the
(Prototype, model model on Discovery Board Builder, PowerPoint, or another
Construct a Prototype
or Artifact): presentation application. Groups may take pictures of their
Step 4
models to upload in their presentations.

Testing of the Testing of the model to see if your data best represents your
Solution(s)/
Product model. Allow other group members to evaluate the model

(Prototype, model using the criteria and constraints to inform the group if any
Step 5
or Artifact): adjustments are needed.
Testing of the
Peer-Review After
1. a How
few weeks of each
does the modelteam’s PSAthe
simulate being on display,
conditions have
within the
Product
Questions: each group survey
climatic the same again to see if their perceptions
zone?
(Prototype, model about
2. environmental changes
How can the model on Earth.
show the randomness of weather
Step 6
or Artifact): while also showing the consistency of climate?

Solution(s)
Project Summary:  Written description of completed task and proposed

solution to presented problem or scenario and
supporting data, develop a C-E-R displaying the
engineering process by utilizing the Board Builder

or another presentation application.
Step 7
 Use the following question to complete the CER:

How are climate and weather different for your
location?
Presentation of Teams will present their classmates using a presentation
Final Solution: application.
Re-designing of Groups/Teams will review their research and determine how

Redesign
the Prototype to better align their data to improve models.

Step 8

Student
Name: ____________________________ Date: ________________ Period: _______
MODELING THE GREENHOUSE EFFECT

(STEM 2.0)
Benchmarks:
SC.6.E.7.4 Differentiate and show interactions among the
geosphere, hydrosphere, cryosphere, atmosphere, and
biosphere.
SC.6.E.7.9 Describe how the composition and structure of
the atmosphere protects life and insulates the planet.
curriculum, use appropriate reference materials to support
scientific understanding, plan and carry out scientific
investigation of various types, such as systematic
observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and
defend conclusions.
Purpose of the Lab:

 Create models of Earth with and without heat-trapping greenhouse gases.
 Demonstrate how the greenhouse effect contributes to many interactions among “spheres”
of the Earth.
Background:
The Greenhouse Effect is an increase in the average temperature of our planet. This occurs when
certain gases such as carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), ozone (O3) (in
the lower atmosphere), water vapor (H2O) and chlorofluorocarbons (CFCs – used in refrigerators
and spray cans) absorb infrared heat that would normally be radiated out into space. One
greenhouse gas that has been increasing in the past 100 years is carbon dioxide. The more carbon
dioxide there is in the atmosphere, the warmer the air will be since carbon dioxide absorbs heat. If
the air gets too hot, the balance of life on Earth is disrupted. Plant and animal species will die off
and which will directly affect the food chain. We also have a great loss of much needed rainforest
that take in carbon dioxide. In addition, the burning of fossil fuels by cars, factories and plant,
which releases carbon dioxide, is part of the cause leading to global warming which is a serious
worldwide problem.
Problem Statement: How does the Greenhouse Effect influence temperature on Earth and
impact other “spheres” of the Earth?
Vocabulary: atmosphere, climate, Global warming, Greenhouse Effect, insulate, temperature

Student
Materials (per group):
 2 clear plastic cup  potting soil
 clear plastic wrap  watch or clock
 2 thermometers  lamp with 100 watt light bulb
 2 rubber bands
Procedures:
1. You and your team will design an experiment that will
measure the different amount of heat retained in a glass
jar beneath a heat lamp. This activity will model how the
greenhouse effect influences the temperatures in our
Earth’s atmosphere. You will investigate “How does the
Greenhouse Effect influence temperature on Earth?”
2. Using the given materials design and complete an
experiment to test your hypothesis.
3. Explain how you tested your hypothesis. It should be as
specific as possible. Often, scientists read relevant
information pertaining to their experiment beforehand.
Observations/Data:
Container Time Temperature
Conclusion:
1) What happened to the temperature of the jar over time?

______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
2) Describe how these temperatures may have an effect on other “spheres” of the Earth.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Student
3) Relate how the setup of the glass jar beneath a heat lamp models the greenhouse effect on Earth
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5) Identify the test (independent), and outcome (dependent) variables in your activity.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6) Identify what you could do to improve this activity.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Research Question: How does the Greenhouse Effect influence temperature on Earth and impact
other “spheres” of the Earth?
you performed)

Student
SSA Connection:
1. The atmosphere surrounding Earth helps to maintain the various climates found around the
world and keeps Earth from becoming extremely cold all over. How does the atmosphere help
to keep Earth insulated and warm?
A. The atmosphere creates heat as Earth moves through space, helping to insulate Earth.
B. The atmosphere traps the heat generated by Earth's core and helps maintain Earth's
climate.
C. The atmosphere helps spread the warmth from the water near the equator to other parts of
Earth.
D. The atmosphere helps trap heat energy from the Sun and energy radiated from Earth to
maintain the climate.
2. Increased amounts of carbon dioxide in Earth’s atmosphere may lead to global warming. What
might global warming then lead to?
A. more photochemical smog
B. melting of the polar ice caps
C. a hole in the ozone layer
D. less of a greenhouse effect
3. Which human activity can have the greatest positive effective on global climate change?
A. Removing trees to build houses
B. Recycling plastics to manufacture new products
C. Limiting the use of internal combustion engines that power automobiles
D. Using alternatives to chlorofluorocarbons (CFCs) for refrigeration
4. Which of the following could increase average global temperatures?

A. Increased use of fossil fuels
B. Increased ocean algal blooms
C. Increased efficiency of electrical appliances
D. Increased number of animal species

Student
Name: ____________________________ Date: ________________ Period: _______
An Investigative Look at Florida's Sinkholes

(STEM 2.0)
Adapted from http://www.cpalms.org/Public/PreviewResourceUrl/Preview/129086
SC.6.E.6.1 Describe and give examples of ways in which

Earth’s surface is built up and torn down by physical and
chemical weathering, erosion, and deposition.
SC.6.E.6.2 Recognize that there are a variety of different
landforms on Earth’s surface, such as coastlines, dunes,
rivers, mountains, glaciers, deltas, and lakes, and relate
these landforms as they apply to Florida.
curriculum: use appropriate reference materials to support
scientific understanding; plan and carry out scientific
investigations of various types, such as systematic
observations or experiments; identify variables; collect and
organize data; interpret data in charts, tables, and graphics; analyze information; make predictions;
and defend conclusions.
Sinkholes are a common feature of Florida's landscape. They are only one of many kinds of karst
landforms, including caves, disappearing streams, springs, and underground drainage systems. Karst
refers to a type of terrain produced by erosional processes associated with the chemical weathering
and break down of limestone, which is one of the most common carbonate rocks in Florida. The
breaking down of carbonate rocks begins when they are exposed to acidic water. Most rainwater is
slightly acidic and usually becomes more acidic as it moves through decaying plant debris. Limestone
in Florida is porous, meaning it has a lot of tiny holes within it. This allows acidic water to penetrate
through the rocks layers, dissolving some limestone and carrying it away in solution. Over long
periods of time, this erosional process has created extensive underground voids and drainage systems
in much of the carbonate rocks throughout the state. Collapse of overlying sediments into the
underground areas produces sinkholes. When groundwater discharges from an underground drainage
system, it is a spring, such as Wakulla Springs, Silver Springs, or Rainbow Springs. Sinkholes can
occur in the beds of streams, sometimes taking all of the stream's flow, creating a disappearing stream.
Dry caves are parts of karst drainage systems that are above the water table, such as Marianna Caverns
located on the Florida Panhandle.
Problem Statement/Research Question:

What factors increase the likelihood of sinkholes?
You may choose/be assigned one of the following things to investigate with your model:
a. If the amount of sand causes sinkholes to form faster.

o If you choose thickness of soil, the only thing you may change is the amount of soil.
b. If the amount of water causes sinkholes to form faster.

Student
o If you chose amount of water, the only thing you may change is the amount of water.
c. If the pH (acidity) of the water causes sinkholes to form faster.
o If you chose pH (acidity), the only thing you may change is the simulated pH of the
water you are using.
Hypothesis: Which letter do you believe will cause the fastest formation of sinkholes?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
In each of the experiments, the groups are going to measure the amount of time it takes for the
Alka-Seltzer tablet to break down. (The Alka-Seltzer represents the limestone layer) You will
know when the tablet has fully broken down due to the appearance of a sinkhole in the container.
 In your experiment, what is your independent (test) variable?

__________________________________________
 In your experiment, what is your outcome (dependent) variable?

________________________________________
 What must be held constant, or stay the same in each of your tests?
_____________________________________

 5 Styrofoam bowls per group
 Stick of clay per group
 5 Alka-Seltzer tablets per group
 250mL beaker per group
 100mL graduated cylinder
 Triple beam or electronic balance
 Stopwatch
Class set:
• 2.5 lb. of sand per class period
• Access to sand and water
• Coffee Pot to heat water
Procedure:
1. Create your sinkhole model using the, “How to Construct Your Sinkhole Model” (Figure
1).
2. Using your model, complete a control test using 100mL of water and 100g of sand.
a. Measure 100 g of sand on a balance and place it over the Alka-Seltzer tablet. Do
not pound the sand down; gently flatten it out on the surface so it is smooth.
b. Measure 100 mL of water using a graduated cylinder.
c. Slowly and carefully pour the 100 mL of water onto the sand. Try not to cause
any erosion while dumping your water into your model.

Student
3. Record the amount of time (Figure 2), in seconds, how long it takes until the sinkhole
forms from the first second you pour the water into the container. The timer should stop
when you see the hole (Alka-Seltzer tablet) in the top
of the Styrofoam bowl.
4. Once the sinkhole has formed, throw away your model
in the garbage, and create a new model for your next
trial. With each trial, you are to have different levels of
the independent variable. For example, if you are testing
the amount of sand, try 50g and 200g.
5. If you are testing for hypothesis letter c (pH), be sure to
check for acidity using the litmus paper. Record
observations in your data table.
6. Complete multiple trials, making a new model each
time.

Student
Figure 1: Retrieved from science4inquiry.com

Student
Data:
Quantitative Data Collected:

We are testing the effect of _______________________on the amount of time it takes for our
sinkhole to form. Remember to ONLY change your independent variable, while keeping others
constant!
Trial Control Trial 1 Trial 2 Trial 3

Amount of 100mL
Water
Amount of 100 g
Sand
pH of water Normal
Time for
sinkhole to
form
Figure 2: Retrieved from science4inquiry.com
Lab Conclusion:
1. Answer the questions below after collecting all of your data:
a. Based on what you tested with your model, is there a pattern with either the
amount of soil, amount of water or pH of the water used?
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
b. What was the longest amount of time it took for the sinkhole to appear? Was there
a reason for this?
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
c. What was the shortest amount of time it took for the sinkhole to appear? Was there
a reason for this?
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

Student
Complete a Claim-Evidence-Reasoning (CER):
Research Question: “What factors increase the likelihood of sinkholes?”
Claim: (Make a statement that answers the research question, based on what you observed in the
lab you performed)
SSA Connection:
1. In some places, timber companies remove all the trees from entire hillsides when they are
harvesting logs, and farmers till the soil in the fall and leave the ground bare of plants until it is
time to plant in spring. What is the most likely effect of doing either of these things?
A. Plants will sprout better.

B. Erosion will happen faster.
C. Soil will stay cooler.
D. Decomposition will speed up.
2. The Appalachian Mountains, which extend from Canada to Alabama, were much taller in the past
than they are today. Which of the following processes are most responsible for the decrease in
the height of the mountains?
A. Weather and erosion
B. Sedimentation and flooding
C. Volcanic eruptions and land slides
D. Tectonic collisions and earthquakes

Student
3. Three funnels were filled with equal volumes of pebbles, fine sand and course sand as shown in
the diagram below. The same amount of water was poured into each funnel.
Which correctly lists the order in which the water will pass through the funnels from fastest to
slowest?
A. Pebbles, fine sand, course sand

B. Pebbles, course sand, fine sand
C. Fine sand, course sand, pebbles
D. Course sand, pebbles, fine sand

Student
Project: _________________________________ Score: _____________
South Florida Beaches Are Running Out of Sand

(STEM 3.0)
Benchmark:
SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is
built up and torn down by physical and chemical weathering, erosion, and
deposition.
Define In South Florida, there is a small coastal town that
Problem/Scenario: relies on its well-known beach boardwalk. There
are several businesses that bring in revenue for the
town, which includes small restaurants, water
sports, and fun carnival, rides. When school is out
for the summer, spring and winter breaks, kids and

adults enjoy rollerblading, skateboarding, jogging,
and biking along the scenic route. Every summer
the boardwalk hosts its biggest Fundraiser of the
Step 1
year: The Annual Sand Castle Contest. The

funding pays for technology for the local schools
in the area. This year, the town was notified that in
a few years they would no longer be able to
continue this annual event due to the depletion of
sand caused by wave erosion.
Expected Task: Student teams will use their knowledge of erosion
and construct a wave device, from recycled items,
that will simulate wave action and erosion. They
will create a barrier that will prevent or
significantly lesson erosion of the sand.
Research and
Citations: Students are to do the following:
- Discovery Education: Beach Erosion
Simulation : In Part 1, choose a cause of beach
erosion and watch its effects on the sample
beach over the three different time periods.

Then, in Part 2, choose a type of beach-erosion
remedy and see how - or if - it helps stop the
beach erosion that takes place on a beach over
a 20-year period.
Step 2
- 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
Erosion, waves, barrier
Vocabulary:

Student
- Must be able to explain how waves cause
Solution(s)
Criteria:
Develop
Possible
coastline erosion
Step 3 - Barriers must demonstrate reduced coastline
erosion while allowing water to flow.
- Each group should consist of 3-4 students
The availability of recycled items to be utilized in
Constraints: the design may be limited.
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)
Building of the
Best Possible
Solution(s)/
Construct a
Build a model wave device that will simulate wave

Prototype
Select the
Product
Step 4
Step 5
(Prototype, model action. Then create/add a barrier that will reduce

or Artifact): or stop sand erosion from recycled items.
Testing of the Test the model ensuring that waves are created.
Product Vary the time the waves are created or the depth of
the water to simulate different conditions such as
Test and Evaluate the
(Prototype, model
or Artifact): duration of a storm or tide level. Add a barrier and
Solution(s)
test if it will reduce or stop sand erosion. Conduct

Step 6
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.

Student
Peer-Review 1. Why do barriers prevent erosion?

Questions: 2. What are some different approaches this town could
use to protect its coastline?
3. Is a higher barrier more effective than a lower
barrier?
4. Which barrier is more effective: An artificial or
natural barrier? Why or why not?
Project Written description of completed task and proposed

Summary: solution to presented problem or scenario in any of the
following forms of artifacts:
-Notes
- Journal/sketchbook entries
- Records of conversations, decisions
Step 7
- Interviews
- Reflective paragraphs describing the progress of the
project
- Group progress reports
Presentation of Groups/Teams will present their artifact(s) and demonstrate
Final Solution: their model to the class and determine which group created
the best barrier to use.
Re-designing of Groups/Teams will adjust or re-design their models and re-

Redesi
Step 8
the Prototype test based on peer reviews, teacher input, and analysis of
gn
proposed solution.

Student
Name: ____________________________ Date: ________________ Period: _______
The Physics of Rollercoasters

(STEM 2.0)
Benchmarks:
SC.6.P.11.1 Explore the Law of Conservation of Energy by
differentiating between potential and kinetic energy. Identify
situations where kinetic energy is transformed into potential
energy and vice versa.
SC.6.P.11.2 Investigate and describe the transformation of energy
from one form to another. (AA)
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific
understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
SC.6.N.3.4 Identify the role of models in the context of the sixth
grade science benchmarks.
Background:
Riding a roller coaster can make your heart skip a beat. You speed up and slow down as you travel from hill
to hill. The changes in speed occur as gravitational potential energy and kinetic energy are converted into each
other.
Problem Statement/Research Question: How does the energy of a roller coaster car changed as it travels
along a roller coaster?
Vocabulary: gravitational potential energy, potential energy, kinetic energy, mechanical energy
Procedures:
1. On your paper, design your roller coaster. Your design should have at least 2 hills, one loop, and one
turn. Discuss with your team which design will make the best coaster.

Student
2. Choose the best design within your team. Get your teacher’s approval before you start building your
coaster. Use the materials provided by your teacher.
3. Using the given materials build your team’s selected coaster.
4. Release the small marble from the top of the first hill, and observe how the speed of the marble changes
as it travels along the roller coaster. Record your observations.
5. Repeat step 5 using the biggest marble. Record your observations.
Observations/Data:
Results/Conclusion:
1. Compare the kinetic energy of the marbles at the bottom of the second hill to its kinetic energy at the
bottom of the first hill.
2. Compare the potential energy of the marbles at the top of the second hill to its potential energy at the
top of the first hill.
3. How did the mechanical energy of the marbles change as it moved along your roller coaster?
_________________________________________________________________________________
_________________________________________________________________________________

Student
Research Question: How does the energy of a roller coaster car changed as it travels along a roller coaster?
Draw your design and label where the different forms of energy are illustrated.
Claim: (Make a statement that answers the research question, based on what you observed in the lab you
performed)
Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your
claim)

Student
SSA CONNECTION:
1. The diagram shows a cart at four positions as it moves along its track.
At which positions is the sum of the potential energy and kinetic

energy of the cart the same?
A. A and B only
B. B and C only
C. C and D only
D. All positions A through D
2. As an object falls towards the Earth, what is true about the gravitational potential energy of the object?
A. It will increase
B. It will decrease
C. It will stay the same
D. Depending on the mass of the object, it will either increase or decrease
3. Three people of equal mass climb a mountain using paths A, B, and C shown in the diagram below.
4. Along which path(s) does a person gain the greatest amount of gravitational potential energy from start to
finish?
A. A
B. B
C. C
D. Each climber gains the same amount of gravitational potential energy
1. The diagram shown represents a frictionless track. A 10 kg black starts from rest at point A and slides
along the track.
5. Which of the following is true of the speed of the block at

point B?
A. The speed of the block is increasing at point B.
B. The speed of the block is decreasing at point B.
C. The speed of the block is not changing at point B
D. The block will stop at point B.

Student
Project: _________________________________ Score: _____________
Miami TOY (Teach Our Youth) Company

(STEM 4.0)
Project Based STEM Activities for Middle Grades Science
Benchmark:
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic
energy. Identify situations where potential energy is transformed into kinetic energy and vice versa.
Define Over the summer Hurricane Sebastian struck South
Identify the Need or
Problem/Scenario: Florida as a category 3 storm. Many children lost their

toys. Working as an engineer for the Miami TOY (Teach
Problem
Our Youth) Company, you will be asked to create new

Step 1
toys for the children who no longer have theirs to play

with.
Expected Task: Teams will use their knowledge of potential and kinetic
energy and the Law of Conservation of Energy to design
to develop and build a toy.
Research and
 Research the forms of energy that exists and what
type of energy is being transformed in the toy they

decide to create.
 Locate, evaluate and use both primary and
secondary resources
 Find and evaluate information
Step 2
 Organize information and/or data

 Use the writing process (prewriting, drafting,
revising, editing, publishing)
 Create a bibliography
Thermal energy, electric energy, sound energy, magnetic
Vocabulary: energy, chemical energy, light energy, kinetic energy,
potential energy, Laws of Conservation of Energy, force,
mass, velocity
 Must be able to develop a toy that takes one for of
Develop Possible
Criteria: energy and converts that energy to another form of

Solution(s)
energy.
Step 3
 Must create an energy flow chart and schematic

diagram of their creation to show energy
conservation and transfer.
 Each group should consist of 3-4 students
Each team will have a budget of $70.00 to help engineer
Constraints: new toys for the children of South Florida who lost their
toys in the storm.

Student
Old Toys (Some that can be disassembled):
Materials: Examples: Bicycle, scooter, roller blade, skateboard,
trucks, hot wheels car, Frisbee, hula hoop, jump rope,
glow bracelets, hand held video game, slinky, paddle ball,
motorized cars, trains, or trucks.
New Toy
Per item cost:
Rubber band $1.00
Wood $20.00
Battery $10.00
Gear $5.00
Light Bulb $5.00
Bell $5.00
Wire $1.00
Wheel $5.00
Glue $1.00
Note Card $1.00
Straw $2.00
Popsicle stick $2.00
Paper clip $1.00
Masking Tape (12”) $1.00
Building of the
Product  Prior to developing the new toy, investigate an old
Select the Best Possible Solution(s)/
(Prototype, model toy and take it apart. Determine if energy is

or Artifact): conserved in the toy and justify your answer.
 Develop a toy that takes one form of energy and

converts that energy to another form of energy.
 List how much of each material your team will
Step 4
Step 5
need to build the toy. Multiply the amount your

team will need by the cost of the material and then
add all of the amounts together to determine the
total cost of the toy.
 Name your team’s toy
 Draw a design of your toy making sure to label
each part.
Testing of the

Test and Evaluate
Product Describe how well your toy worked when you

the Solution(s)
(Prototype, model tested it.

Step 6
or Artifact):  Demonstrate the energy transfer in terms of the

Law of Conservation of Energy in the toy.
 Demonstrate the relationship between potential
and kinetic energy in the toy.

Student
Peer-Review 1. What types of energy does your new toy
Questions: demonstrate?
2. What is the energy transformation being
demonstrated in the toy your team created?
3. How would you compare and contrast the different
forms of energy found in the old toy that was
disassembled?
4. Was energy conserved in the new toy that was
constructed?
Project Summary: Written description of completed task and proposed

solution to presented problem or scenario in any of the
following forms of artifacts:

Chart of budget
 Notes
Step 7
 Interviews
 Reflective paragraphs describing the progress of
the project
Presentation of Each design team will present their toy to an audience of
Final Solution: donors to fund the development and building of the toy to
disseminate to the boys and girls of South Florida that lost
their toys in this year’s summer hurricane. They must
convince the donors to fund their project for
manufacturing.
Re-designing of As a team, what are two things that you would change
Redesign
the Prototype about the toy to make it better?

Step 8

Student
Name: ____________________________ Date: ________________ Period: _______
Rocket Car
(STEM 3.0)
Benchmarks:
SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret
this relationship.
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance,
such as electrical, magnetic, and gravitational.
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or
direction of motion, or both.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigation of various types, such as systematic
observations or experiments, identify variables, collect and organize data, interpret data in charts, tables,
and graphics, analyze information, make predictions, and defend conclusions.
Background:
The basic principle behind a balloon zooming across a string is exactly the same principle behind a space
rocket launching into space. When the fuel burns, gas escapes from the rocket's bottom, pushing the rocket
upward. When the balloon is blown up the air is pushing on the balloon, keeping it inflated. Covering the
balloon opening keeps the pressure trapped therefore all the forces are balanced. Once it is opened and air
starts to escape, the forces inside the balloon become unbalanced. This then produces the thrust and the car
then accelerates.
Newton’s First Law of Newton’s Third Law of

Motion Motion
An object at rest will This law states that when
stay at rest and an object an object is pushed, it
in motion will stay pushes back. When the
motion in a straight line opening of the balloon
unless acted upon by an was released, the walls of
unbalanced force. The the balloon pushed the air
forces pushing the out. When the balloon
Rocket car forward Newton’s Second Law of pushed against the air, the
should be stronger than Motion air pushed back and the
the force of the drag. The force required to balloon moved forward,
Therefore the thrust of move an object depends dragging the straw with it.
the balloon rocket car on the mass of the The string and straw keep
must be more than the object as well as how the balloon rocket on a
forces acting on the car fast the object is straight course.
itself. This simply moving.  A good example
means that in order for of Newton’s third
the rocket car to start law is to think of
moving, a force must be two people
involved. standing on
skateboards. If
one skateboarder
Student
Mass
A lighter mass will speed up more quickly than a heavier mass if the same force is applied. A lighter
rocket will speed up more quickly and will also be easier to launch because it will have less gravity acting
on it. A good example of the effect of mass is to think of a light person and a heavy person sitting on two
swings. If each person is given the same size push, the lighter person will speed up more quickly. A light
balloon car will speed up more quickly.
Force
A larger force will cause an object to speed up more.
Momentum
Once the car is moving, it will keep moving because of its momentum, even though the balloon is
deflated. Momentum is equal to mass multiplied by velocity. Newton’s first law states that an object at
rest will tend to remain at rest and that an object that is moving will tend to keep moving at a constant
speed in a straight line until an external force acts on it.
Friction
The car will slow down and stop due to the opposing force of friction.
Problem Statement/Research Question:

How can forces be optimized to create a faster or further traveling car?
Vocabulary: speed, friction, momentum, mass, weight
Materials: (per team)

 Balloons (Motor)
 Flexible
 Straws (Nozzle for motor and/or axles)
 Rubber bands or masking tape
 Cardboard (Chassis)
 Wooden dowels (Axles)
 Various materials for wheels (i.e. plastic bottle caps)
 Timer
 Measuring Tape or Meter Stick
 Scale
 Various small items to me used as cargo
Procedures:
1. Each team captain will collect all of the necessary materials to design and build the Rocket Car.
2. Each team is to design and build their Rocket Car.
3. Each team is make a fun design on the chassis of their Rocket Car.
4. Once the car is built, one team member (Driver) will blow up the balloon and twist and attach to the
straw.

Student
5. Once the driver releases the balloon the Team Member 2 will record
the data below.
6. Team member 3 will measure the distance the Rocket Car traveled.
7. Team member 4 will record the time the Rocket Car traveled.
8. Team member 5 will calculate the speed.
9. All Team members will copy all of the data on their data chart.
Observation/Data:
Table 1: Speed of a Balloon Rocket Racer
Trial
Distance (m) Time (s) Speed (m/s) d/t
#
Results/Conclusions:
1. How would Newton’s Third Law affect you if you threw baseballs away from you while standing on
skates or sitting on a skateboard?
2. Suppose you are in a spacesuit drifting weightless in space some distance away from your spaceship.
You have run out of compressed gas for your mini-thruster. Fortunately, you happen to have a bag of
baseballs. What can you do to get back to your spaceship?

Student
Name: ____________________________ Date: ________________ Period: _______
WARM UP READING
Rockets & Newton’s Laws of Motion
A rocket in its simplest form is a chamber enclosing a gas under pressure. A small opening at one end of
the chamber allows the gas to escape, and in doing so provides a thrust that propels the rocket in the opposite
direction. A good example of this is a balloon. Air inside a balloon is compressed by the balloon's rubber
walls. The air pushes back so that the inward and outward pressing forces balance. When the nozzle is
released, air escapes through it and the balloon is propelled in the opposite direction.
When we think of rockets, we rarely think of balloons. Instead, our attention is drawn to the giant vehicles
that carry satellites into orbit and spacecraft to the Moon and planets. Nevertheless, there is a strong
similarity between the two. The only significant difference is the way the pressurized gas is produced. With
space rockets, the gas is produced by burning propellants that can be solid or liquid in form or a combination
of the two.
One of the interesting facts about the historical development of rockets is that while rockets and rocket-
powered devices have been in use for more than two
thousand years, it has been only in the last three
hundred years that rocket experimenters have had a
scientific basis for understanding how they work.
The science of rocketry began with the publishing
of a book in 1687 by the great English scientist Sir Isaac
Newton. His book, entitled Philosophize Naturalis
Principia Mathematica, described physical principles
in nature. Today, Newton's work is usually just called
the Principia. In the Principia, Newton stated three
important scientific principles that govern the motion
of all objects, whether on Earth or in space. Knowing

Student
these principles, now called Newton's Laws of Motion, rocketeers have been able to construct the modern
giant rockets of the 20th century such as the Saturn 5 and the Space Shuttle. Here now, in simple form, are
Newton's Laws of Motion.
1. Objects at rest will stay at rest and objects in motion will stay in motion in a straight line unless acted upon
by an unbalanced force.
2. Force is equal to mass times acceleration.
3. For every action there is always an opposite and equal reaction.
All three laws are really simple statements of how things move. But with them, precise determinations of
rocket performance can be made.
The third law states that every action has an equal and opposite reaction. If you have ever stepped off a
small boat that has not been properly tied to a pier, you will know exactly what this law means.
A rocket can liftoff from a launch pad only when it expels gas out of its engine. The rocket pushes on the
gas, and the gas in turn pushes on the rocket. The whole process is very similar to riding a skateboard.
Imagine that a skateboard and rider are in a state of rest (not moving). The rider jumps off the skateboard.
In the Third Law, the jumping is called an action. The skateboard responds to that action by traveling some
distance in the opposite direction. The skateboard's opposite motion is called a reaction. When the distance
traveled by the rider and the skateboard are compared, it would appear that the skateboard has had a much
greater reaction than the action of the rider. This is not the case. The reason the skateboard has traveled
farther is that it has less mass than the rider. This concept is explained through the understanding of the
Second Law.
With rockets, the action is the expelling of gas out of the engine. The reaction is the movement of the rocket
in the opposite direction. To enable a rocket to lift off from the launch pad, the action, or thrust, from the
engine must be greater than the weight of the rocket. While on the pad the weight of the rocket is balanced
by the force of the ground pushing against it. Small amounts of thrust result in less force required by the
ground to keep the rocket balanced. Only when the thrust is greater than the weight of the rocket does the
force become unbalanced and the rocket lifts off. In space where unbalanced force is used to maintain the
orbit, even tiny thrusts will cause a change in the unbalanced force and result in the rocket changing speed
or direction.
One of the most commonly asked questions about rockets is how they can work in space where there is no
air for them to push against. The answer to this question comes from the Third Law. Imagine the
skateboard again. On the ground, the only part air plays in the motions of the rider and the skateboard is to
slow them down. Moving through the air causes friction or as scientists call it, drag. The surrounding air
impedes the action—reaction. As a result rockets actually work better in space than they do in air. As the
exhaust gas leaves the rocket engine it must push away the surrounding air; this uses up some of the
energy of the rocket. In space, the exhaust gases can escape freely.

Student
ROCKET CAR TEST REPORT
DRAW A PICTURE OF YOUR ROCKET CAR
BY
-------------------------------------------------------------
------------------------------------------------------------
------------------------------------------------------------
DATE:----------------------------------------------------

Student
Rocket Car Test Report
Using the materials provided to your group, design and
build a balloon rocket powered car.
Take your rocket car to the test track and measure how far it
travels, and record the time it takes to travel that distance. Fill
in the information on your data table.
1. Describe how your rocket car ran during the first trial run.
(For example, did it travel in a straight or curved path?)
What was the average speed of your car? ____________ cm/s
2. Find a way to change and improve your rocket car and test it again (Modification #1).
What did you change?
3. Find a way to change and improve your rocket car and test it again (Modification #2).
What did you change?
4. Which car traveled the farthest? Why do think it did?
5. Which car had the greatest speed?

Is it the same car that traveled the farthest? Explain why or why not it’s the same car.
6. Pick which car your group felt was the best car. Which one did you pick and why?
Complete the “Rocket Racer Design Sheet” for your best car.

Student
Rocket Car Data Table 1
Trial 1 Trial 2 Trial 3

Avera
Average ge
Distanc
Car Distance Time Speed Time Speed Distance Time Speed Distanc
e Speed
e
(cm) (s) (cm/s) (s) (cm/s) (cm) (s) (cm/s)
(cm) (cm/s)
(cm)
Original Design
Modification #1
What was
changed?
Modification #2
What was
changed?

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Rocket Racer
Design Sheet
Draw a diagram showing your best design for a rocket racer.

Show your racer as seen from the front, top and side.
Each square on the graph represents 1 cm.
Front View
Top View

Student
Side View

Student
Rocket Car Test Report – Summary
1. Describe the design of your best car.
2. Describe the motion of your rocket car.
3. What provided the power to move your car?
4. Explain how the movement of your rocket car is related to Newton’s Third Law of Motion.
5. If your car traveled in a curved path instead of straight, what did you do to the car to get the car
to travel in a straight path?
6. Did you blow up the balloon to the same size each time? How would this effect how far the car
traveled?
7. If you were to build one more car, what would you do differently? What other materials might
you use and why?

Student
Research Question:
How can forces be optimized to create a faster or further traveling car?
performed)
Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports
your claim)

Student
SSA CONNECTION:
1. Adam is studying forces in the lab. If he applies an unbalanced force to an object, what could
happen?
A. Only the object's speed can change.

B. Only the object's direction can change.
C. Neither the object's speed nor direction can change.
D. The object's speed, direction, or both can change.
2. Paula pushes a skateboard and it gradually slows down to a stop. Why does the skateboard
come to a stop?
A. Gravity alone stops the skateboard.

B. Paula did not push the skateboard with enough force.
C. The skateboard has positive acceleration.
D. Friction and gravity slow the skateboard.
3. What happens when the forces applied to an object at rest produce a net force of zero?
A. The object will move at constant speed.

B. The object will have positive acceleration.
C. The object will have negative acceleration.
D. The object will not move at all.
4. Carla pushes a toy car and lets it go. The toy car rolls and gradually comes to a stop. What
would make the car stop?
A. A force must be applied to the car in a direction opposite to that in which it is moving.
B. A force must be applied pushing the car forward in the same direction as the moving car.
C. A force must be applied in a direction pushing the car upward to make the car stop.
D. A force must be applied in a direction pulling the car downward causing the car to stop.

Student
Name: ____________________________ Date: ________________ Period: _______
May the Force Be With You

(STEM 2.0)
Benchmark:
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting
from a distance, such as electrical, magnetic and gravitational.
Background:
One of the types of forces that we are most familiar with is the force of friction. However,
friction isn’t the only type of force. Any push or pull action is also a type of force.
When we look around us we can see several examples of people or things that are in motion.
Motion is simply a change in position. Watch the video provided by the teacher or find it at:
https://www.youtube.com/watch?v=HkmR6dsMiQ4
Problem Statement /Research Question: How can objects be moved?
Vocabulary: gravity, magnetic force, electric force, force, motion

Activity 1 Activity 3
Soccer Ball Balloons
Activity 2 Empty soda cans
2-3 Bar magnets Predictions and Outcomes Table
Various metal and non-metal items
Iron filings
Procedures:
Activity 1: Gravity
1. Watch your teacher throw a soccer ball into the air and catch it. What do you think made the
soccer ball go up into the air? Complete the first two columns of the Predictions and Outcomes
Table.
2. Do you think the ball would have gone into the air without the push you gave it?
3. Watch your teacher place the ball on a table. Is the ball being pushed or pulled now?
4. Is the ball moving?
5. Do you think gravity is pulling down on the ball as it sits on the table?
6. Are there any forces acting on the ball right now?
7. Watch your teacher drop the ball from above his/her head. Why do you think there was motion
in the ball if there was no force applied?
8. What forces are affecting the ball’s motion if you were to throw the ball up into the air and then
it falls to the ground?
9. Share your team’s predictions and outcomes with the class. Complete the third column of the
Predictions and Outcomes Table.

Student
Activity 2 - Magnetic Force

10. Share with your team what you already know about magnets. Complete the first two columns of
the Predictions and Outcomes Table.
11. Write a testable list of items that you predict will be attracted to the magnet.
12. Your team should test different areas of their magnets and determine if any parts of the magnet
are stronger than others.
13. Explain how magnetic poles interact with each other and other materials.
14. Brainstorm, with your team, what would happen if you put a magnet near the metal objects
collected and predict which of the metal objects would be attracted to the magnet.
Activity 3 – Electrical Force

16. What do you think happens when objects that are statically charged interact with each other?
Complete the first two columns of the Predictions and Outcomes Table.
17. Place the empty soda can on top of a table, on its side.
18. Have one student from your team blow up a balloon.
19. Have the student with the balloon rub it back and forth on their hair very quickly for about 30
seconds.
20. Have this same student hold the balloon about 2 cm. away from the empty can and slowly move
the balloon away from the can slowly and record their observations.
21. Now, move the balloon to the other side of the can and record what happens next.
Observations/Data:

Student
Results/Conclusion:
Draw a diagram showing one the following:
1. Types of force(s) using touch
2. Types of force(s) that does not use touch
3. How you can change the speed and direction of an object in motion.
4. The unseen force of magnets.
5. Comparing the speed of an object as it travels downward.
6. The push or pull of an object to move it.

Student
Student Name/Team Name _______________________________________ Period ______________ Date ______________
May the Force Be With You

Predictions and Outcomes
Activities Prediction Explanation of Prediction Outcome
Activity 1:
Gravity
Activity 2:
Magnetic Force
Activity 3:
Electrical Force

Student
Research Question – How can objects be moved?

performed)
claim)

Student
SSA CONNECTION:
1. Gordon is making a list of forces for his science class. Which of the following should Gordon NOT list
as a force?
A. gravity
B. friction
C. a push or pull
D. mass
2. Some forces require direct contact, while others, like gravity, act at a distance. Which of the following
is NOT influenced by gravity?
A. Earth's tides
B. your weight
C. Earth's orbit
D. magnetism
3. Luis rubbed a balloon on his hair and held the balloon next to the wall. He observed the balloon stick to
the wall. Which of the following is responsible for the balloon sticking to the wall?
A. friction
B. gravity
C. electric force
D. magnetic force

Student
Name: ____________________________ Date: ________________ Period: _______
THE EFFECT OF MASS ON GRAVITY

(STEM 2.0)
Benchmarks:
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force
on every other object and that the force depends on how much mass the objects have and how far
apart they are.
LAFS.6.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence.
A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with
clear reasons and relevant evidence, using credible sources and demonstrating an understanding
of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons. D. Establish and maintain a format style. E. Provide a concluding
statement or section that follows from the argument presented.
MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by describing
the nature of the attribute under investigation, including how it was measured and its units of
measurement.
Objective:
 Demonstrate how gravity is the force that exists between any two objects that have mass.
 Demonstrate how weight is a measure of the force of gravity pulling on an object.
 Explain that this force is not the same on each planet/satellite.
Problem Statement/Research Question: How does the mass of a planet effect its gravity?
Background:
Gravity is a universal, natural force that attracts objects to each other. Gravity is the pull toward
the center of an object—let's say, of a planet or a satellite. When you weigh yourself, you are
measuring the amount of gravitational attraction exerted on you by Earth. The Moon has a weaker
gravitational attraction than Earth. In fact, the Moon's gravity is only 1/6 of Earth's gravity, so you
would weigh less on the Moon. Watch the video provided by your teacher or find it at:
https://www.youtube.com/watch?v=g0cHjxArSOA

Student
Materials:
 2 x 2-meter cloth/blanket
 Baseball or Tennis ball
 Basketball
 Marbles
 Empty toilet paper or paper towel roll
 Stopwatch
Procedures
1. Stretch the 2 x 2 meter cloth by the four corners leaving a bit of slack in the middle. They
are to place the first ball in the center until it makes a small indentation.
2. Drop the marble through the paper roll at a 45-degree angle.
3. Students are to observe and record how long the marble takes to reach the center of the
ball.
4. Which solar system had the least gravitational pull and why?
5. Complete the Pull of the Planets Activity Sheet.
6. Find the relationship between the slope and the gravitational pull of each solar system and
figure out the following:
A. Does this have anything to do with the mass of the basketball and the baseball?
Data/Observation:

Student
PULL OF THE PLANETS

After testing the gravitational pull of the Basketball and Baseball Solar Systems, describe the
sizes and densities of their “planets”.
Choose the
Choose the
words that best
words that best
Predict: Describe how you think describe this
describe the
the marbles will move when they “planet’s”
PLANET “planet’s”
are dropped onto the sheet gravitational
properties
pull
(Circle Two)
(Circle one)
Dense
Strong
Not Dense
Weak
Large
Small
Dense
Strong
Not Dense
Weak
Large
Small
Adapted from “Big Kids on the Block”.

Student
Mass Vs. Weight

Double-Bubble Thinking Map
Property
Mass Of Weight
Matter
Write a paragraph on the back, describing your Double-Bubble.

Student
Conclusion:
Complete a Claim-Evidence-Reasoning conclusion responding to the problem statement/research
question.
Research Question: How does the mass of a planet effect its gravity?
you performed)
Evidence: (Data that supports your claim. The data needs to be appropriate, accurate, and sufficient
to support your claim.)
Reasoning: (A justification that links your claim and evidence. It shows why the data count as
evidence by using appropriate and sufficient scientific principles.)

Student
SSA CONNECTION:
1. Ignoring mass and weight contributed by fuel, what happens when the space shuttle takes off
and moves away from Earth?
A. Its mass decreases and weight increases.

B. Its mass increases and weight decreases.
C. Its mass remains constant and weight decreases.
D. Its mass remains constant and weight increases.
2. Jermaine is being weighed at the doctor's office. Jermaine's weight depends on which of the
following?
A. his height
B. his mass
C. his density
D. his volume
3. On the moon, a bag of sugar has a weight of 3.7 Newtons (N) and a mass of 2.26 kilograms
(kg). Which of the following describes the mass of the sugar on Earth?
A. more than its mass on the Moon

B. same as its mass on the Moon
C. less than its mass on the Moon
D. same as its weight on the Moon

Student
Project: _________________________________ Score: _____________
Egg-cellent Parachute
(STEM 4.0)
Benchmarks:
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object
exerts gravitational force on every other object and that the force depends
on how much mass the objects have and how far apart they are.
Define The United States military employs aerospace engineers to

Problem/Scenario: design and construct parachutes to be utilized in a variety of
missions. Parachute technology has been developed to ensure

consistency and safety for mission success. The military needs
your team’s specialization in design and performance for the
successful transport of payloads.
Step 1
Expected Task: Your team is to design and construct an autonomous parachute

that will transport a payload to a designated ground target. This
mission must occur at the slowest rate of descent in order to
ensure that the cargo is not damaged upon reaching the target.
Research and
1. Research how “Scientific Laws” defer from “Scientific

Theories”
2. Research the statement and description of the “Law of
Universal Gravitation” and “Newton’s Laws of Motion”.
Step 2
3. Summarize your findings in a written report, using complete

ideas and explanations of the research topics 1 and 2.
4. NASA suggested site: https://www.grc.nasa.gov/www/k-
12/airplane/newton1a.html
Gravity, mass, weight, distance, force, velocity, impact,

Vocabulary: acceleration, Laws of Falling Bodies, Newton’s Law of
Universal Gravitation, Newton’s Laws of Motion
 Each team will develop a parachute that will carry a
Solution(s)
Criteria: payload to as close as possible to a 20 cm diameter

Develop
Possible
Step 3
target on the ground at the slowest rate of descent.

 Each group should consist of 3-4 students

Student
 Egg must remain intact upon ground impact.
Constraints:  Must design something that will protect the payload
(egg)
 Must land in or close to the target area
 Design supplies are limited to what each team will
receive
 Parachute and egg protection system will be tested from
more than one height.
For each team:
Materials:  1 raw egg (extras may be needed)
 feet of masking tape
 White Glue
 A drop target such as a taped off area, painted area on
grass or chalk on a sidewalk.
 1 tape measure of meter stick
 10 sheets of regular 8.5" x 11 copy paper
 1 large black plastic trash bag
 10 pipe cleaners
 15 cotton balls
 rubber bands
 10 Popsicle sticks
 feet of yarn
 Coffee filter
 Scissors
 Stop watch
Building of the 1. Each team must develop a parachute from the items given to
Product (Prototype, them that will carry one egg to the ground on or near the
model or Artifact): designated target from a starting height of 4 feet, then 6
feet, then 15 feet (higher if possible). The parachute has to
hit or come close to a 20-cm diameter ground target at the

slowest rate of speed.
2. Each team will have to agree on which materials they will

utilize from the items given to them.
3. Each team must brainstorm and develop a plan by drawing
Step 4
Step 5
and writing a paragraph describing their parachute.

4. Each team will present their plan to the class prior to actual
launch.
5. Teams may trade unlimited materials with other teams.
6. After launch, test for broken eggs.
7. Students are to measure and record the distances from the
target.
8. The most successful group is the one that survived the
longest and landed the closest to the ground target.

Student
Testing of the  Each team will test their parachute making sure that the
Product (Prototype, parachute can support the egg and achieve the slowest rate
model or Artifact): of descent.
Parachute Mission Data

Drop Drop Velocity Distance
Height Time (m/s) landed
(m) (s) from
Test and Evaluate the Solution(s)
Target
Test 1
Test 2
Test 3
Step 6
Test 4
Average
 Each team is to apply their data in a data chart.
Peer-Review 1. What worked best to protect the payload (egg)?
Questions: 2. How did friction affect the parachute?
3. How are the Laws of Motion and the Law of Universal
Gravitation related to this project?
4. Did you succeed in creating a parachute that could hit or
land close to the target?
5. How did you use the data to modify your prototype?
6. Which ideas did your team have that did not work well?
Project Summary: Written description of completed task and proposed solution to

presented problem or scenario in any of the following forms of
artifacts:
 Research topic written reports

 Notes
Step 7
 Interviews
 Reflective paragraphs describing the progress of the project
Presentation of Teams will present their data and design solutions to the class.
Final Solution:
Re-designing of the  How would you improve your designs to better protect the
Redesign
Prototype egg?
Step 8
 How would you improve your designs for more accurate

landings?

Student
Project: _________________________________ Score: _____________
Balancing Act
(STEM 3.0)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or
direction of motion, or both.
Define Engineering contributes to our daily lives in ways
Problem/Scenario: that are not always obvious to us. Using
engineering design principles your team of artists

will develop and build a balanced, multiple tiered,
hanging sculpture and then investigate its
properties.
Step 1
Expected Task: Some artists are engineers and some engineers are
artist. You belong to team that are artists who need
to use engineering principles as they create a three-
foot tall, multi-tiered mobile. Newton’s First Law
of Motion will be applied and special attention will
be made to balanced forces throughout the art
piece.
Research and
1. Research Newton’s Laws of Motion and
Citations:
decide how these laws may affect their
sculpture.
2. Research how balanced and unbalanced
forces act on objects on earth, and how they
Step 2
will affect their sculpture.

3. Organize information in a written report to
be reached at any time, as the sculpture is
designed and re-designed.
Gravity, center of gravity, balanced and

Vocabulary: unbalanced forces, counter forces, equilibrium
 Each team must build a 3-foot high
Criteria:
Develop Possible
balanced mobile.
 The mobile must demonstrate the concept
Solution(s)
Step 3
of equilibrium.
 The structure must be multi-tiered (A
minimum of 3 tiers) and each tier must
move independently.
 Each group should consist of 3-4 students.

Student
 Each team must be monitored when cutting
Constraints: materials
 Each team must use a minimum of four
supports
 The entire mobile must be supported by
one string
 No single horizontal support can be
supported at its midpoint
 Each team will build the mobile and adjust
the points of suspension until the mobile is
balanced
For each team:
Materials:  Wire hanger
 Clothespins
 Cellophane tape
 Glue
 Craft pliers or wire cutter
 Scissors
 Balsa wood sticks or straws
 Raffia, cotton yarn, or fishing line
 Wood beads
 Styrofoam balls
 Construction paper
 Hole punch
 Recycled items (i.e. nuts, bolts, CDs,
coins)
Building of the - Each team member must sketch a personal

Product (Prototype, design/solution to the problem, considering the

model or Artifact): criteria and the constraints.
- Each team member must present his/her
personal solution to the group.

- The best solution selected by the group should
Step 4
Step 5
be then sketched on a group paper as the

“Mobile Prototype Engineering Design” or
blueprint that will guide the building of the first
prototype.
- Students must work in group to build the
selected design.

Testing of the Does the prototype:
Evaluate the
Solution(s)
Product (Prototype,  meet the criteria of the project?

Test and
Step 6
model or Artifact):  meet all the constraints of the project?

Student
Peer-Review
Questions: 1. What forces are acting on the structure?
2. Why would an artist need to know about
forces when creating a mobile?
3. Explain the concept of “equilibrium” and
the factors affecting it with your prototype.
Project Summary: Written description of completed task and

proposed solution to presented problem or scenario
in any of the following forms of artifacts:
 Mobile Prototype Engineering Design

 Notes
 Interviews
Step 7
 Reflective paragraphs describing the

progress of the project
Presentation of Teams will present their mobile structures to the
Final Solution: class.
- Presentations will focus on Balanced and
Unbalanced forces concepts used to design and
build their prototypes.
Re-designing of the What items would your team remove or add

Prototype to your prototype engineering design?
Redesign
- Re-design: Create a new engineering design

Step 8
that shows these changes.

- Apply the changes to the mobile prototype
and test again.

Student
Name: ____________________________ Date: ________________ Period: _______
Hierarchy of Living Things

(STEM 1.0)
Benchmark:
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to
molecules and cells to tissues to organs to organ systems to organisms.
Purpose of the Lab:

Students will model the hierarchy of the parts of living things.
Prerequisites:
Vocabulary: Cell, Tissue, Organ, Organ System, and Organism.
Research Question: How are the parts of an organism organized?
Material (per group): 1 set of student parts cards.
Procedure:
Part A:
Use the information on the cards to sort them from smallest part to largest thing. Then, draw a model
of how they are organized.
Part B:
Access the Hierarchical Organization of Life simulation. Complete Part 1 (Animation) and Part 2
(Exercise 1) accessible at: http://wps.prenhall.com/wps/media/objects/1108/1135370/1_2.html.
Preferably, use your own device or computer stations if available.
Explain
Discuss with your group or through illustration you understanding of hierarchy in living things. Then,
watch this video per instruction by your teacher: Discovery ED: Tissues, Organs, and Organ Systems
at https://app.discoveryeducation.com/learn/videos/1af6d427-dcba-411b-b116-133c26b430bb
Lab Conclusion:
Research Question: “How are the parts of an organism organized?”
performed)

Student
your claim)
SSA CONNNECTION:
1. Epithelial tissue covers the entire surface of many organisms. Which term describes the
structure directly below tissues in the hierarchical organization of life?
A. atoms
B. cells
C. molecules
D. organs
2. The nervous system is the body's switchboard, sending signals between different parts of the
body. The central hub of the nervous system is the brain. The brain is an example of which level
of hierarchical organization within the body?
A. cell
B. tissue
C. organ
D. organ system
3. In a human body, which of the following represents the highest level of structural
organization?
A. an atom in the lung

B. lung tissue
C. the lungs
D. the respiratory system
4. Humans and other complex organisms have a hierarchical system of organization. Which of
the following statements is true regarding this system of organization?
A. Atoms are made of cells.

B. Organs are made of organ systems.
C. Cells are made of tissues.
D. Organs are made of tissues.

Student
I am a carbon atom. I am a tissue.
I am made of lots of
I am made of protons, neutrons, identical muscle cells.
and electrons When we all squeeze at
the same time we can
I can combine with other atoms to make the whole muscle
male molecules. move.
I am so small that millions of me could fit on the When lots of tissues come together we make
point of a pin. organs.
I am an organ system. I am a red blood cell.
I am the digestive system. I am made of lots of

Each organ has a different molecules.
job, but together we break
down food and extract
energy.
I float around in blood with
Lots of organ systems come millions of other cells like me.
together to make an organisms.
I am a sugar molecule. I am an organ.
I am the heart. My job

I am made of atoms. In my is to move blood around
case I have 12 carbon atoms, the body.
22 hydrogen atoms, and 11
oxygen atoms. I work together with
other organs to do my
There are millions of me inside of every cell. job.
I am an organism.
I am a giraffe. I have lots of

different organ systems inside of
me, like a skeletal system to
hold me up, and a muscular
system so I can move around.

Student
Project: _________________________________ Score: _____________
Modeling Homeostasis in Cells

(STEM 3.0)
SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to maintain
homeostasis, including extracting energy from food, getting rid of waste, and reproducing.
Define In order to better study how a cell works, a groups of

Identify the
Problem/Scenario: research needs a model or simulation that can mimic

Problem
Need or
Step 1
the balance a cell must keep to maintain homeostasis.

Expected Task: You will be assigned to create a plant, animal, or
bacteria cell model or simulation that demonstrates the
maintenance of homeostasis.
Research and You may want to consider on how plants, animal, and
the Need or
Research
Problem
Citations: bacteria obtain their energy and get rid of waste at the
Step 2
cellular level.
Vocabulary: homeostasis, energy, waste

Criteria: - The model must specifically demonstrate the
process of extracting energy from food and
getting rid of waste.
- The model may respond independently or
through a code/set of rules to determine how to
respond.
- The model should have moveable parts.
- If models are digital, use a presentation
application (Discovery Board Builder,
PowerPoint, etc.)
Constraints: Physical Model:
½ sheet of each circle labels per group
Step 3
Materials: Physical Model:

Colored round sticker labels (various sizes and colors)
Construction paper
Cardboard
Chart paper
Beads
Markers
String
Scissors
Glue
Index cards

Student
Building of the Based on research and brainstorming of solutions, build
Possible Solution(s)/
Product (Prototype, a prototype or artifact of their model.
Select the Best
Construct a
model or Artifact):
Prototype
Step 4
Step 5
Testing of the Product Test the effectiveness of your model in how it

(Prototype, model or addresses the need of the problem/scenario.
Artifact):
Peer-Review How does your system respond to changes in the

Solution(s)
Questions: amount of food presented and the removal of waste that

Step 6
builds up over time?
Project Summary:  Written description of completed task and

proposed solution to presented scenario.

 Claim-Evidence-Reasoning (CER): How does
cells undergo similar processes (i.e. extracting
energy from food, getting rid of waste, and
Step 7
reproducing) to maintain homeostasis?

Presentation of Final Present task/model/product to the public.
Solution:
Re-designing of the Based on peer reviews, teacher input, and analysis of

Prototype proposed solution, the students are to re-design and
rebuild their model.
Redesign
Step 8

Student
Name: ____________________________ Date: ________________ Period: _______
Comparing Plant and Animal Cells

(STEM 2.0)
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)
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells
(cell theory): all organisms are composed of cells (single-celled or multi-cellular), all
cells come from pre-existing cells, and cells are the basic unit of life. (AA)
SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and
widely accepted explanation of nature and is not simply a claim posed by an individual.
Thus, the term theory in science is very different than how it is used in everyday life.
All living things are made up of cells. Cells are the basic units of structure and function
of living things. There are many types of cells. Whether they are plant or animal cells, most cells share certain
characteristics. Plant cells and animal cell have many organelles, or parts, in common but plant cells have a
few extra organelles.
Problem:
Are there similarities or differences between plant and animal cells?
Materials:
 Medicine Droppers  Microscope
 Onion skin  Forceps
 Water  Images of an animal cell
Procedure:
Pre-Lab: Access this virtual microscope, and familiarize yourself on how a microscope works.
Virtual Microscope: http://www1.udel.edu/biology/ketcham/microscope/scope.html (works better in

Internet Explorer browser)
Part A: Examining Plant Cells

1. Put a drop of water in the center of a clean slide.
2. With the forceps, remove a small piece of onion skin and place it
on the slide. Make sure that the skin is flat. If it is folded,
straighten it with the forceps.
3. Carefully place a cover slip over the drop of water and onion skin.
4. Place the slide on the stage of the microscope with the onion skin
directly over the opening in the stage.
5. Using the low-power objective lens, locate the leaf under the
microscope. Turn the coarse adjustment knob until the onion skin
comes into focus. When you have focused the leaf, have your
teacher check to see if it is focused correctly.

Student
6. Switch to the high-power objective lens. CAUTION: When turning to the high-power objective lens,
you should always look at the objective from the side of your microscope so that the objective lens
does not hit or damage the slide.
7. Observe the cells of the onion skin.
8. On a separate sheet of paper draw and label what you see in Plate 1. See the Observations section
below.
9. Carefully clean and dry your slide and cover slip.
Part B. Examining Animal Cells

1. Place the prepared slide of the animal cells on the stage of the microscope.
2. Using the low-power objective lens, locate the cells under the microscope. Turn the coarse
adjustment knob until the cells comes into focus. When you have focused the cells, have your teacher
check to see if it is focused correctly.
3. Switch to the high-power objective lens. CAUTION: When turning to the high-power objective lens,
you should always look at the objective from the side of your microscope so that the objective lens
does not hit or damage the slide.
4. Observe the cells.
5. On a separate sheet of paper draw and label what you see in Plate 1. See the Observations section
below.
Observations:
Plate 1: Plant Cell (Onion) Plate 2: Animal Cell (______________)
High-power objective High-power objective
Magnification:___________ Magnification:___________
Onion Skin Cell Muscle Cell

(Plant cells) (Animal cells)

Student
Critical Thinking and Applications:
1. How is the cell wall different from the cell membrane?
2. Explain why you could not use an oak leaf in place of an onion skin in this investigation.
3. If you were given a slide containing living cells, how would you identify the cells as either plant or
animal?
4. How was this lab different from an experiment? Explain your answer. Explain the benefits and
limitations of each.
5. Explain how this investigation supports the Cell Theory.
6. Differentiate between the meaning of a scientific theory and the meaning of the word theory used in
everyday life.
Explain:
- Watch video: Discovery Education: Plant Cells. Before the video create a two-column note per
your science teacher’s instruction, to identify characteristics of plant and animal cells. Then,
discuss the components of plant cells and how they are different from animal cells.
Research Question: How do the structure and function of major organelles of plant and animal cells
differ?
performed)
your claim)

Student
Extension:
2. Remove the skin from some fruits and vegetables, such as tomatoes, lettuce and leeks. Prepare wet-
mount slides for each fruit or vegetable skin and observe them under the low-power objectives of your
microscope. Sketch and label the organelles that you see. How do these cells compare with animal
cells?
3. Observe prepared slides of a single celled organism such as an amoeba or paramecium. Sketch and
label what you see. How are these single celled organisms similar to, and different from the plant and
animal cells observed in this investigation?
__________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

Student
SSA CONNECTION:
1. Which of the following is a major difference between plant and animals cells?
A. Animal cells have a cell membrane and plant cells do not.
B. Only animal cells have a nucleus.
C. Animal cells have much larger vacuoles than plant cells.
D. Plant cells have a cell wall and animal cells do not.
2. Which cell organelle directs all the activities of the cell?

A. chloroplast
B. nucleus
C. mitochondria
D. vacuole
3. In an animal, a muscle cell requires more energy than other cells. Because of this, you would expect
to find more of which type of organelles in muscle cells than in other cells?
A. vacuoles
B. chloroplasts
C. cell walls
D. mitochondria
4. The presence of which organelles causes many plants to appear green?

A. cell walls
B. vacuoles
C. mitochondria
D. chloroplasts
5. Jordan is making a model of a cell. Where should Jordan place all of the cell's organelles?
A. the nucleus
B. the cytoplasm
C. the cell membrane
D. the vacuole

Student
Name: ____________________________ Date: ________________ Period: _______
Classifying Pests
(STEM 2.0)
Benchmarks:
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared
characteristics with emphasis on the Linnaean system combined with the concepts of Domains.
LAFS.6.WHST.1.1 Write arguments to support claims with clear reasons and relevant evidence.
Objective/Purpose: The purpose of this lab activity is to group different pests according to their
shared characteristics. Students will begin by grouping pests by their physical attributes. Students will
then research each pest’s Linnaean classification and compare these results to their original grouping.
Background information: It is extremely important that scientists are able to accurately and
consistently communicate with each other, and this is very obvious when it comes to discussing
organisms. Any specific organisms can have several different common names depending on the region
in which it is being discussed. For example, depending on which part of the United States you are in a
groundhog could be called a woodchuck, whistle-pig, or land beaver. Scientists avoid this type of
miscommunication by utilizing a formal naming system created by Carl Linnaeus, now known as the
Linnaean system. The Linnaean naming system uses a two-part naming system (binomial
nomenclature). Each individual organism has specific Genus Species name, Marmota monax for our
groundhog. The genus and species are the two most specific levels of the naming system. The entire
naming system, from least specific to most specific, runs Domain, Kingdom, Phylum, Class, Order,
Family, Genus, and Species. Each level indicates a new set of shared characteristics. Today we will
be taking a look at how this naming system can be used to identify everyday pests.
Problem: How do scientists from around the world accurately and consistently classify organisms?
Materials:
1. One set of pictures of various pests (insects, rodents, etc.) per group.
2. One Classification Sheet for each pest pictured.
3. Scissors for each student group
4. 1 roll of scotch tape for each student group
Procedures:
1. Organize the group of pictures so that the pests the group
believes are closely related are close to each other.
2. Answer questions 1 and 2 in the Conclusion/Discussion
section.
3. Each group member will choose pests to research.
4. Each group member will research their pests and complete a
Classification Sheet for their pests.
5. Once all the Classification Sheets are complete, arrange all
the Classification Sheets and pictures so closely related
pests are near each other.
6. Answer questions 3 to 5 in the Conclusion/Discussion section.

Student
7. When your teacher directs you, arrange your Classification Sheets on the whiteboard with the
rest of the class, once again placing closely related organism near each other.
8. Answer questions 6 to 8 in the Conclusion/Discussion section.
Observations: Your observations will be your completed Classification Sheets.
Conclusions/Discussion: Answer the questions in your lab notebook or separate sheet of paper.
 What method did the group use to sort the pests?
 Describe the benefits and limitations to the groups sorting method.
 How did the group sort the pests this
time?
 Compare and the contrast the first
sorting and the second sorting.
 Which sorting method is more accurate
and why?
 Describe any trends you see as all the
pests are grouped together.
 Explain why it is beneficial to have a
system that allows different groups to organize a large number of species in the same way?
 Explain why a common naming system is helpful for research and communication between
scientists?
Critical Thinking/Application: Complete the CER in your lab notebook or separate sheet of paper
below the Conclusion/Discussion questions.
Research Question: “How do scientists from around the world accurately and consistently classify
organisms?”
performed)
your claim)

Student
SSA CONNECTION:
1. According to the modern classification system, which list is written correctly from least
specific to most specific?
A. species, genus, family, order

B. phylum, class, genus, order
C. class, order, genus, species
D. phylum, order, species, family
2. In the modern classification system, what category has the most organisms?
A. family
B. order
C. kingdom
D. phylum
3. A biologist believes that two organisms are of the same species, even though they look
different from one another. What would cause the biologist to come to this conclusion?
A. They live in the same habitat.

B. They do not eat each other.
C. They are similar in size and both have fur.
D. They mate and have fertile offspring.
4. What is the main benefit of using scientific names instead of common names for organisms?
A. Scientific names have been around for much longer than common names have.
B. Scientific names give everyone a shared terminology while common names can vary
around the world.
C. Scientific names include a code for classification while common names do not.
D. Scientific names are more descriptive than common names for an organism.
5. A biologist discovers a new organism. What helps the biologist classify the new organism into
a specific group?
A. how long the organism lives

B. where the organism lives
C. traits shared with other organisms
D. how recently the organism was discovered

Student
Classification Sheet
PEST NAME: _________________________________________
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

Project: __________________________________ Score: ________
Making Mimics
(STEM 3.0)
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared
characteristics, with emphasis on the Linnaean system combined with the concept of Domains.
Define A group of taxonomists need your help developing a simple
Problem/Scena and effective tool for classifying organisms known as a
Identify the Need or
rio: dichotomous key into specific kingdoms. To ensure your

dichotomous key works in all scenarios, you have also been
Problem
Step 1
tasked to with creating organisms to test your key.
Expected Task: Develop organisms for each Kingdom and a corresponding

dichotomous key that can be used to classify your organisms
and the organisms of others accurately into each kingdom.
Research and Research information about the problem/scenario with cited

Research the
Citations: notes. Also, research other samples of other dichotomous

Problem
Need or
Step 2
keys.
Vocabulary: domain, kingdom, fungus, protist, bacteria, plant, animal,
prokaryote, eukaryote, dichotomous key
Criteria: Accurately develop one organism for each kingdom.

Develop Possible
Develop a dichotomous key that accurately classifies your

organisms and the organisms of others.
Solution(s)
Step 3
Constraints: To keep your dichotomous key simple, you will limit the
number of steps to 7
Materials: Technology devices

Building of the Using contrasting statements at each step, build a key that
Solution(s)/
Construct a
Select the
Prototype
classifies your group’s organisms.

Possible
Product
Step 4
Step 5
Best
(Prototype,
model or
Artifact):
Testing of the Test your key using the organisms of other groups.
Product
(Prototype,
Solution(s)
model or
Step 6
Artifact):
Peer-Review What characteristics are the focus of your group’s
Questions: dichotomous key?
How have you made adjustments to for key during testing?
Project Written description of completed task and proposed solution

Soluti
muni
on(s)
Com
Step
cate
the
Summary: to presented problem or scenario.

7

Project: __________________________________ Score: ________
Presentation of Develop a digital presentation of their organisms and

Final Solution: dichotomous key. Sample platforms to use include
PowerPoint, Prezi and Discovery Education Board Builder.
Re-designing of Based on peer reviews, teacher input, and analysis of

Redesign
Step 8
the Prototype proposed solution, the students are to re-design and rebuild a
prototype of their dichotomous key.

Student
Name: ____________________________ Date: ________________ Period: _______
Human Body Quest

(STEM 3.0)
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body
(digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal)
and describe ways these systems interact with each other to maintain homeostasis.
Organ Systems
Multicellular animals, such as humans need to maintain a comfortable internal environment.

Organisms do best when their food, oxygen, and other important resources, get rid of waste, and can
keep their internal temperature within a comfortable range, this is called “homeostasis.”
Musculoskeletal System:
Digestive System: Large intestine absorbs
Muscles begin to rapidly
excess liquids to help maintain the proper
contract and relax
amount of water in the body. Your small
involuntarily when you are
intestine absorbs the nutrients from food to
cold. Friction from this
provide energy to your cells.
rapid movement generates
heat and helps your body
Nervous maintain its core
System: temperature.
Allows all parts
of your body
to
Respiratory
communicate HOMEOSTASIS
From the Greek words System:
with each
other; controls homoios which means Exchanges carbon
all functions of “same” and stasis which dioxide in your
the body to means “stationary.” body with oxygen.
allow organ Keeps them in the
systems to correct amounts so
carry out that you don’t
processes in have too much or
Endocrine System:
order to not enough of
Produces hormones
Excretory both.
maintain that allow your body
System:
homeostasis. to function normally.
Removes
EX – When you are
wastes and
scared, your
toxins from
endocrine system
your body so
produces adrenaline
you can
so you can react
remain in a
quickly (“Fight or
healthy,
Flight” Response)
normal state.

Student
Name: ____________________________ Date: ________________ Period: _______
Purpose of the Lab:

Digitally model the relationships between organ systems that maintain homeostasis.
Prerequisites:
Vocabulary: Cell, Tissue, Organ, Organ System, and Organism
Problem Statement/Research Question: How do organ systems work together to maintain homeostasis?
Materials: Technology devices
Procedure: Research the body systems and how they interact to maintain homeostasis
Part A:
 What this video: So Many Systems - Human Body Systems Rap
https://www.youtube.com/watch?v=0yjLJfz6saU&list=PLVcIELi4efnQ3AwIbIMP_F26
ghTPcH3P
You and your team will explore how the body systems work together to maintain homeostasis: Organ
Surgery (try to use Internet Explorer if it does not launch in Chrome. Devices should have Adobe
Flash Player installed.)
 Scenario: A patient is having an operation. The surgeon has taken all of the patient’s body parts
out. You need to put his organs back in to make the body work properly. You haven’t got much
time, the clock is ticking, don’t let your patient die.
Part B:
Each team will be provided with a Body System Checklist of important terms or items that must be
included in the presentation. Teams may use their reference materials, and/or online resources to
research their organ system. Your team’s job is preparing a digital presentation to educate your
classmates about one of the body systems that makes up the human body.
1. Your presentation must include the following requirements:

Part 1: Introduction
Tell the name of your organ system and describe the major functions.
Part 2: Diagram
Provide a diagram of your body system with the major parts
or organs labeled with their name and functions.
Part 3: Teamwork
Explain how your body system works with others in the body.
Part 4: Fun Facts
Find 5 facts about your body system or its parts.
2. Your digital presentation can be made in any of the following: PowerPoint, Prezi and
Discovery Education Board Builder.
3. Complete a Claim-Evidence-Reasoning response to the original research question.

Student
Lab Conclusion:
Research Question: “How do organ systems work together to maintain homeostasis?”
performed)
claim)

Student
SSA CONNECTION:
1. Eleonora is learning about the nervous system in school. She learns the nervous system is
made up of many parts.
What is the main purpose of the nervous system in the human body?
A. relaying messages between the body and brain

B. circulating oxygen throughout the body
C. releasing hormones to regulate body functions
D. protecting the body from foreign invaders
2. Manuel eats lunch in the cafeteria every day. How does his digestive system make use of the
lunch he eats?
A. It changes the food into cells that protect the body from illness.
B. It converts food into oxygen that is absorbed into the blood.
C. It breaks down some food into usable material for the body and discards the rest.
D. It breaks down food into the chemicals needed by the body to regulate temperature.

Project: __________________________________ Score: ________
Build a Body
(STEM 3.0)
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive,
respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways
these systems interact with each other to maintain homeostasis.
Define
Problem/Scenario: You have been recruited by an anatomical modeling company to
build a model of the human body systems and how their interactions
maintain homeostasis. This model will be used to help the company

develop a human body systems educational tool for science classes
nationwide.
Step 1
Expected Task:  Construct a model of the body systems demonstrating

various forms of homeostasis that the systems work together
to maintain.
 Focus on the function of their entire organ system, not the

structure or function of individual organs.
Research and  Research the body systems and how they interact to maintain
Research the Need
Citations: homeostasis
or Problem
- Each member will be assigned on organ system to

Step 2
research
Vocabulary: Cell, Tissue, Organ, Organ System, Organism, Homeostasis

Criteria:  The model must demonstrate how body systems work
together to maintain homeostasis.

 The model must highlight the major functions of the body
systems
Constraints:  Each member must be able to deliver the function of his
Step 3
body system and provide examples how that body systems

work with other systems.
 Modeled parts of organs must remain in place during
presentation.
Materials: **Butcher paper, Construction paper, markers, tape, string (blue, red),
modeling clay, balloons, scissors, rulers, toothpicks, cardboard,
index cards, popsicle sticks, and cotton balls.
Building of the
Construct a
Solution(s)
Select the
Prototype

Possible
Product Create a technical sketch of your proposed model

Step 4
Step 5
Best
(Prototype, model  Combine all team members research findings to construct

/
or Artifact): your model based on your sketch.

Project: __________________________________ Score: ________
Testing of the
Product Test the effectiveness in the delivery of the body systems and how
(Prototype, model they interact to maintain hemostasis.
or Artifact):
Solution(s)
Step 6
Peer-Review  Does your model demonstrate how the organs systems

Questions: interact to maintain homeostasis?
 Did you provide the major functions of your system?
 Did you provide a diagram of your body system with the
major parts or organs labeled?
Project Summary: Written description of completed task and proposed solution to

Communicate the
presented problem or scenario.

Solution(s)
Step 7
Presentation of  Complete a Claim-Evidence-Reasoning response to the

Final Solution: original research question: How do organ systems work
together to maintain homeostasis?
 Explain how your model demonstrates the interrelationships
of the organs systems in order to maintain homeostasis.
Re-designing of  What improvements would you make to your model?
Redes
Step
ign
the Prototype 
8
What other resources would help improve your model?

Project: __________________________________ Score: ______________
Germs-B-Gone
(STEM 3.0)
SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body,
including viruses, bacteria, fungi, and parasites.
Define The custodians at STEMing Middle School do a great job of
Problem keeping things clean. However, the battle against germs in the
or classroom is never-ending. Your teacher needs your help keeping
Scenario: the students healthy and contain the spread of germs. Germs are
found in various places in the classroom and are also transmitted
from person-to-person. We need you to design and develop a
“Germ-B-Gone” kit for your classroom and create a PSA poster.
Expected Communicable diseases spread quickly in the classroom. Your

Task: task is to research how germs are spread in the classroom and from
person-to-person. Your team will also find places in the classroom
that harbor the most germs.
Step 1
- The class will do a quick activity on how germs are spread in

the classroom.
- Each team will write a different scenario about common
disease transmissions at school.
- Each team will design and develop a “Germs-B-Gone” kit for
the classroom. The kit should have items to help keep your
classroom germ free as well as information on how to prevent
the spread of diseases such as influenza and other illnesses that
affect students. The team is to get as many items in their kit,
however staying within their budget.
- Each team will also create a “Germs-B-Gone” Poster
educating their peers on disease prevention in school.
Research
and Students are to do the following:

Citations: - Research characteristics and features that are essential for a
prosthetic leg.
- Locate, evaluate and use both primary and secondary resources
Step 2
- 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
Criteria: - Your goal is to develop a Germs-B-Gone kit to help fight germs
Solution
Develop
Possible
Step 3
in the classroom.
- Each group should consist of 3-4 students
Constraints Design supplies are limited to what is brought in by the students

Project: __________________________________ Score: ______________
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
Building of Each team will decide on the items to place in their container.
Select the Best
the Product- The collective items, not including the container, cannot exceed
Solution(s)/
Construct a
Prototype
Possible
(Prototype, $20.00
Step 4
Step 5
model or - The container must have a creatively designed cover.

Artifact): - 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.
Testing of The Germs-B-Gone kit must be beneficial to the classroom in
Solution(s)
Evaluate
Test and
the Product preventing the spread of germs and not exceed the budget.
Step 6
the
(Prototype,- The poster must clearly portray and emphasize appropriate methods
model or for preventing transmission of diseases.
Artifact):
Peer- 1. What was the most commonly used items in all of the Germs-B-
Review Gone kits?
Questions: 2. What will you do differently to improve the health environment of
your classroom?
3. Prior to this activity, what cleaning strategies to prevent illness were
in place?
4. What strategies would your team put in place to monitor the
cleanliness of the classroom against the spread of germs?
Project Written description of completed task and proposed solution to
Summary: presented problem or scenario in any of the following forms of
Communicate the
artifacts: Notes, journal/sketchbook entries, records of

Solution(s)
conversations, decisions, interviews, reflective paragraphs

Step 7
describing the progress of the project, or group progress reports

Presentatio - Teams will present their Germs-B-Gone kit to the classroom.
n of Final The team with the most items in their kit will be the G-B-G
Solution: champions.
- Place all Germs-B-Gone posters around the school for students
to read and learn how to change their classroom environments
Re- - What items would you remove from your kit and what would you
Redesign
designing replace it with?

Step 8
of the
Prototype

Student
ADDITIONAL LAB RESOURCES

Student
Showing Off the Heat
(STEM 2.0)
Benchmarks:
SC.6.E.7.1 Differentiate among radiation, conduction, and
convection, the three mechanisms by which heat is transferred through
Earth's system.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific understanding,
plan and carry out scientific investigation of various types, such as
systematic observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions
SC.7.P.11.4 Observe and describe that heat flows in predictable ways,
moving from warmer objects to cooler ones until they reach the same
temperature. (AA)
Objectives/Purpose:
1. Compare and contrast how heat passes through different materials.
2. Demonstrate that different materials contain varying amounts of thermal energy.
3. Describe that heat moves from a warmer object to a cooler one when the substances are in direct contact
and identify this process as heat transfer by conduction.
4. Demonstrate how convection and radiation are occurring.
5. Relate conduction, convection and radiation to the weather.
Heat energy may be transferred by conduction, convection or radiation When heat energy moves from one
object to another by direct contact (from one molecule contacting another) the method of heat transfer is known
as conduction. An example of conduction is the heat transfer from a stove surface burner to the bottom of a
cooking pot. The transfer of heat as a result of the movement of molecules in a fluid (ex., liquid, gas) is called
convection. An example of this process would be the rising of hot air and the sinking of cold air. Radiation
is energy that travels through space from a source. For example, bread in a toaster. If watched closely, the
bread does not touch the hot, glowing coils. The Sun is a great source of radiant energy.
Heat energy transfers more easily through some materials than others. These materials that attract heat are
called conductors. The materials that do not conduct heat well are called insulators. In this experiment you
will find out which materials conduct heat better.
Problem statement:
Will a wooden spoon, plastic spoon or a metal spoon transfer more heat?
Materials:
 metal spoon  paper towels  thermometers
 hot plate  beaker  Glitter or rice
 wooden spoon  lab aprons  Food coloring
 safety gloves (hot objects)  water
 plastic spoon  safety aprons

Student
Explore
Part A
1. Designing the Experiment
a. Based on both, the materials given by your teacher and the problem statement of this activity,
you and your team will design an experiment that will help you to find out which spoon will
absorb the most heat (will be the best conductor).
b. Your experimental design should include the Parts of a Lab Report. Note: Be sure to obtain
your teacher’s approval before setting up your experiment. Your teacher’s approval will be
based on your experimental design.
2. Set up your experiment using the given materials.
3. Collect, record, and analyze your results; then, form conclusions.
4. Present your findings to your classmates. Be ready for a class discussion based on the following
questions:
a. What happened to each spoon when placed in the hot water?
b. What were the temperatures of each spoon?
c. Was your hypothesis supported by the data? Why or why not?
d. How could you demonstrate that thermal energy tends to flow from a system of high temperature
to a system of lower temperature?
e. What would happen if you used hot water instead of warm water?
f. Is heat ever transferred when objects are not touching one another? If so, give examples and
identify the other methods of heat transfer (label as radiation or conduction – refer to background
information for help).
g. Compare your findings with other lab groups. Did you all get similar results?
Part B
1. Observe convection through the movement of glitter or rice when placed in gently boiling water and
observe radiation through feeling warmth from the hot plate.
Evaluate:
2. Complete discussion questions.
3. Prepare a class data table on the board and calculate the mean, median and mode of the results. A
member from each group will contribute to a discussion about their findings.
4. Explain similarities and/or differences in results between groups.
5. Identify and provide evidence of heat transfer demonstrated in the experiment.
6. Create a triple Venn diagram to demonstrate mastery.

Student
Name: ___________________________________ Date: ______________ Period: _______
Using a Solar Cooker to Demonstrate Energy Transfer

(STEM 2.0)
Benchmarks:
SC.6.E.7.1 Differentiate among radiation, conduction, and convection,
the three mechanisms by which heat is transferred through Earth's
system.
SC.6.E.7.9 Describe how the composition and structure of the
atmosphere protects life and insulates the planet.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade
science benchmarks.
Common fuel sources used for cooking include gas, electricity, microwaves, or wood. What if we ran out of
all of these sources or if they were unavailable for use? What could we use instead?
In this lab we will investigate how to use solar power as a cooking fuel.
The Sun may shine all day, but is it warm enough to cook something? Can we simply put the food outside in
the Sunshine to cook it? These questions should be considered as you build your solar cooker. The idea is
simple. If you have ever started a fire with a magnifying glass, you have used an uncontrolled solar cooker.
The solar cooker you will build will concentrate the Sun's rays in order to achieve a temperature suitable for
cooking food. This heat from the Sun must be stored or trapped, in order to reach cooking temperature. In
order to trap the heat efficiently, reflectors, a glass or Plexiglas window, and insulation around the perimeter
will be used. As you build your solar cooker, think about how it would fit into your lifestyle and how this
technology could be used as an alternative fuel source.
After performing this experiment, you will be able to design an apparatus with the ability to cook food with
energy from the Sun. You also be able to will explain the energy changes that take place during the process of
cooking or warming some foods.
Lesson Overview:
Students will use the design of a solar cooker to demonstrate energy transfer. An engineering design will also
be used to determine the best design for increasing the efficiency of a solar cooker that could be sent to a
family that does not have electricity to cook food. Students should
describe and demonstrate the three methods energy transfer involved in the operation of a solar cooker and
implement the engineering design to increase efficiency of energy transfer. Students will also infer how a solar
cooker is a model for demonstrating the greenhouse effect.
Materials:
 Cardboard (boxes)  Watch or stop  Thermometer
 Tape watch  Beaker with water
 Miscellaneous materials  Plastic wrap to boil
 Aluminum foil
Explore:
Use materials to create a solar cooker (limit and keep time, there will be opportunity for redesign)

Student
Test the Prototype:

Students should create a data log that begins with a safety statement: Caution: Do not look directly at
the Sun or at reflected Sunlight.
They should sketch their design and then list:

1. the general environmental conditions (outdoor temperature, cloud conditions),
2. the starting temperature inside their cooker,
3. the starting time, and
4. a place to record the ending time
5. a place to record the final temperature.
Students can attempt to boil water with the Sun’s energy by placing a small beaker of water in the solar
cooker. Students should use a concept map, figure, foldable, or expository writing to describe and
explain what they think occurred.
Review: thermal energy, heat, temperature, reflection, conduction, radiation, convection, and insulation
– use demonstrations, images. Refer to Reverences for article “Principles of Solar Box Cooker Design”.
(http://solarcooking.org/sbcdes.htm) then continue to add or update concept map, figure, foldable, or
writing.

Student
Name: ___________________________________ Date: ______________ Period: _______
Sinkhole Lab – Two Cups

(STEM 1.0)
SC.6.E.6.1 Describe and give examples of ways in which Earth’s

surface is built up and torn down by physical and chemical
weathering, erosion, and deposition.
SC.6.E.6.2 Recognize that there are a variety of different landforms
on Earth’s surface such as coastlines, dunes, rivers, mountains,
glaciers, deltas, and lakes and relate these landforms as they apply to
Florida.
SC.6.N.1.1 Define a problem from the sixth grade curriculum: use
appropriate reference materials to support scientific understanding;
plan and carry out scientific investigations of various types, such as
systematic observations or experiments; identify variables; collect
and organize data; interpret data in charts, tables, and graphics;
analyze information; make predictions; and defend conclusions.
Background: Sinkholes are a type of natural disaster where the ground collapses because
underlying rocks have dissolved. Limestone rock, a type of rock found in most of Florida, is prone
to being dissolved. The soil above the holes left behind collapse and form sinkholes.
We're going to make models of sinkholes to investigate what causes them. When we are done you
are going to make a claim about this question: “What causes sinkholes?”
Materials: Paper Cups, Paper Towels, Water, Sand, Sugar, Post-it note, Large Container
Procedure:
6. Cut a hole about the size of a quarter in the bottom of three cups.
7. Place paper towels in the bottom of your cups.
8. Make a tube from a post-it note and stand it up in the cup.
9. Fill the cup outside the tube with sand and then fill the inside of the tube with sugar until
it is level with the sand.
10. Remove the tube. You should see a circle of sugar in the middle of the sand. Cover the
sugar with a very thin layer of sand.
11. You will need 2 cups, one will be dry (gets no water) one will get groundwater (placed in
a tray to get water from below until the cup is submerged to 4 cm deep)
12. After observing the process once, decide on what aspect to test and re-design the model
Student
and test again. **
Data:
Cup Dry Groundwater
Observation
(Describe what
you see
happening)

Student
Lab Conclusion:
Research Question: “What causes sinkholes?”
performed)
**Base your claim on the original question posed by the lab group.
claim)

Student
Using the Microscope
(STEM 2.0)
Benchmarks:
The proper use of the microscope will enable students to study some of the standards covered in the
NGSSS Life Science Body of Knowledge.
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all
organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells,
and cells are the basic unit of life. (AA)
Objectives/Purpose:
 correctly prepare a wet-mount slide
 observe an object under the microscope
 properly use a scientific tool used to observe cells
Background Information: In the science laboratory, the microscope is used to examine organisms and
objects that are too small to be seen with the unaided eye. The objects to be viewed are placed on a glass
slide. The glass slide may be either a dry-mount or a wet-mount slide. In a dry-mount slide, the object
to be examined is placed on the slide and covered with a cover slip. In a wet-mount slide, a drop of the
liquid containing the object to be examined is placed on the slide and then covered with a cover slip.
Problem:
 How do you prepare an object to be viewed under the microscope?
 How do you see the microscope to observe an object?
Materials:
 Microscope  Medicine dropper
 Microscope slide  Water
 Cover slip  Forceps or pin
 Newspaper  Scissors

Student
Procedures:
1. Cut a small letter “d” from the newspaper and place it in the center of a clean microscope slide so
that it is in the normal reading position. Note: For you to observe any specimen with a compound
microscope, the specimen must be thin enough for light to pass through it.
2. To make a wet-mount slide, use the medicine dropper to carefully place a small drop of water over
the specimen (letter “d”) to be observed.
3. Place one side of a clean cover slip at the edge of the drop of water at a 45ọ angle. Using forceps or
a pin, carefully lower the cover slip over the letter “d” and the drop of water. Try not to trap air
bubbles under the cover slip, since these will interfere with your view of the specimen. Now you
have a wet-mount slide.
4. In Figure 2, draw a picture of the letter “d” as you see it on the slide.
5. Clip the slide into place on the stage of the microscope and position it so that the letter “d” is
directly over the center of the stage opening.
6. Look at the microscope from the side and use the coarse adjustment knob to lower the body tube
until the low-power objective lens almost touches the slide.
7. Looking through the eyepiece, use the coarse adjustment knob to raise the body tube until the
specimen comes into view.
8. Turning no more than one-fourth of a turn, use the fine adjustment knob to focus the letter clearly.
9. Tilt the mirror and adjust the diaphragm until you get the best light for viewing the specimen.
10. In Plate 1, draw a picture of the letter “d” as viewed through the microscope. Note the
magnification.
11. While looking through the eyepiece, move the slide to the left. Notice which way the letter seems
to move. Now move the slide to the right. Again, notice which way the letter seems to move.
12. To switch to the high-power objective lens, look at the microscope from the side. Revolve the
nosepiece so that the high-power objective lens clicks into place. Using the fine adjustment knob
only, bring the specimen into focus.
13. In Plate 2, draw a picture of the letter “d” as seen with the high-power objective lens. Note the
magnification.
Observations:
Figure 2

Student
Plate 1 Plate 2
Low-power objective High-power objective

Magnification ________ Magnification __________
Conclusions:
1. Briefly describe how to make a wet-mount slide.
2. How does the letter “d” as seen through the microscope differ from the way a “d” normally
appears?
3. When you move the slide to the right, in what direction does the letter “d” appear to move?
4. When you move the slide to the left, in what direction does the letter “d” appear to move?
5. How does the ink that was used to print the letter differ in appearance when you see it with
the unaided eye from the way it appears under the microscope?
Critical Thinking and Application:

Explain why a specimen to be viewed under the microscope must be thin.

Student
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 Pearson 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

Student
Cell Organelles City Analogies Clues / Descriptions

Provides the boundaries for activities
Cell Membrane
that go on within the cell.
The part of the cell outside of the
Cytoplasm
nucleus.
A system of membranes throughout the
Endoplasmic cell that functions a packaging (with
Reticulum Golgi bodies and ribosomes) and
transportation system.
Makes all kinds of things to use in the
cell and to send out of the cell. Works
Ribosomes
inside of larger buildings or free within
the city.
Packages up things made in the cell,
Golgi Bodies
and ships them out.
Nuclear Membrane Surrounds the nucleus.
Creates and stores energy/power for
Mitochondria
the cell.
Control center for the cell. Gives
Nucleus directions for construction within the
cell. Holds the blue prints for building.
Figure for the cell, and the most
Nucleolus
noticeable part of the nucleus.
Breaks down old or damaged parts of
Lysosomes
the cell.
Stores nutrients or waste within the
Vacuole
cell.
Conclusions:
1.) What kind of cell tissue in the human body would have more mitochondrion and why?
2.) Where would the blueprints of the city (DNA) be located within your city?
3.) How would the vacuole be different if this were a plant cell? What part of the city would be

Student
different?
The Six Kingdoms
(STEM 1.0)
Benchmarks:
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from
atoms to molecules and cells to tissues to organs to organ systems to organisms.
Background:
When Linnaeus developed his system of classification, there were only two kingdoms, Plants
and Animals. But the use of the microscope led to the discovery of new organisms and the
identification of differences in cells. A two-kingdom system was no longer useful. Today the
system of classification includes six kingdoms. Organisms are placed into a kingdom by three
main characteristics - complex or simple cell type, ability to make food, and the number of cells
the organism possesses.
When a scientist encounters an unknown organism he/she will ask these questions:
How does this organism get its food, does it make its own food (autotroph) or does it consume
food (heterotroph) (AUTO VS HETERO)?
Is this organism multicellular or unicellular (UNI VS MULTI)?
Are the cells of this organism simple (no nucleus present) or complex (nucleus present) (SIM VS
COMP)?
Procedures:
Sort the organism cards into groups and identify the kingdom that is represented. Use the sorted
cards to answer the following review questions.

Student
Evaluation Questions:
1. What organisms did you place in the Animal Kingdom? What characteristics let you know
that these organisms all belonged together?
2. What organisms did you place in the Plant Kingdom? What characteristics let you know
3. What organisms did you place in the Fungi Kingdom? What characteristics let you know
4. What organisms did you place in the Protista Kingdom? What characteristics let you know
5. What organisms did you place in the Eubacteria Kingdom? What characteristics let you
know that these organisms all belonged together?
6. What organisms did you place in the Archaebacteria Kingdom? What characteristics let
you know that these organisms all belonged together?

Student

Student

Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)

Grade - 6 - Essential Labs 2017 Student Final - 6

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Grade - 6 - Essential Labs 2017 Student Final - 6

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Miami-Dade County Public Schools

M/J Comprehensive Science 1

REVISED July 2017

Dr. Lawrence S. Feldman, Chair

Mr. Sebastian Lorenzo

Mr. Alberto M. Carvalho

Ms. Maria L. Izquierdo

Ms. Lisset Alves

Mr. Cristian Carranza

Dr. Ava D. Rosales

EL6_2017 M-DCPS Department of Science 4

EL6_2017 M-DCPS Department of Science 5

EL6_2017 M-DCPS Department of Science 6

Project Director (PD) Materials Manager (MM)

Technical Manager (TM) Safety Director (SD)

When assigning lab groups, various factors need to be taken in consideration;

EL6_2017 M-DCPS Department of Science 7

 Work at your assigned seat unless obtaining equipment and chemicals.

 Do not handle equipment or chemicals without the teacher’s permission.

 Follow laboratory procedures as explained and do not perform unauthorized experiments.

 Work as quietly as possible and cooperate with your lab partner.

 Wear appropriate clothing, proper footwear, and eye protection.

 Report all accidents and possible hazards to the teachers.

 Always make safety your first consideration in the laboratory.

Student’s Signature: ____________________________Date: ___________________

Parent’s Signature: _____________________________Date: ___________________

EL6_2017 M-DCPS Department of Science 8

Student Researcher’s Name: _____________________________ Period # _______

Title of Experiment: ____________________________________________________

A. Describe what you will be doing during this lab.

C. What additional safety concerns or questions do you have?

D. What ethical concerns related to this lab do you have?

Student Researcher’s Signature/Date: Teacher Approval Signature:

Human Subjects’ Agreement to Participate:

EL6_2017 M-DCPS Department of Science 9

Title (underlined and on the top center of the page)

EL6_2017 M-DCPS Department of Science 10

EL6_2017 M-DCPS Department of Science 11

EL6_2017 M-DCPS Department of Science 12

EL6_2017 M-DCPS Department of Science 13

EL6_2017 M-DCPS Department of Science 14

EL6_2017 M-DCPS Department of Science 15

a. Identify the need or problem

EL6_2017 M-DCPS Department of Science 16

Base Explanation Rubric

EL6_2017 M-DCPS Department of Science 17

Project Based STEM Activity (PBSA) Rubric

Student uses prior knowledge and/or

criteria, constraints, and intent of the

does not align with the criteria,

model’s effectiveness to solve

Student record of budget is Student record of budget is

Student record of budget is clear and Student record of budget is unclear

EL6_2016 M-DCPS Department of Science 18

ready for production or use or

and participates in project

Student can minimally communicate

findings by referring to objects,

EL6_2016 M-DCPS Department of Science 19

EL6_2017 M-DCPS Department of Science 20

EL6_2017 M-DCPS Department of Science 21

Data (Log and Observations):

EL6_2017 M-DCPS Department of Science 22

Student’s Signature: __________Date: _

Parent’s Signature: ___________Date: _

Student Researcher’s Name: _______________________ Period # _

Sand: heated by _ degrees in 15 minutes; cooled by degrees in 15

Water: heated by _ degrees in 15 minutes; cooled by degrees in 15