Name_________________________________________________________________________

7th Grade - Grading Period 4 Overview Ohio's New Learning Standards The relative patterns of motions and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. (7.ES.4A)

The relative patterns of motions and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. (7.ES.4B) The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipse, tides, and phases of the moon.(7.ES.4C) Matter is transferred continuously between one organism to another and between organisms and their physical environments. (7.LS.1) In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. (7.LS.2)

Clear Learning Targets "I can" 1. ____ distinguish between photosynthesis and cellular respiration 2. ____ explain that the Earth and its solar system are a part the Milky Way Galaxy, which are a part of the universe.

3. ____ construct a model that represents the position of the moon, Earth and sun during the moon phases.

4. ____ recognize the different phases of the moon. 5. ____ explain what causes the phases of the moon. 6. ____ identify the positions of the Earth, moon and sun during the moon phase and what the moon looks like from Earth from those locations.

7. ____ construct a model of the sun, earth and moon to illustrate high and low tides. 8. ____ use a model to analyze when and what causes high and low tides. 9. ____ create a data chart and graph to predict high and low tide occurrences. 10. ____ identify and explain the causes for lunar and solar eclipses. 11. ____ explain why certain places around the world will experience a lunar and or solar eclipse. 12. ____ distinguish between photosynthesis and cellular respiration 13. ____ identify photosynthesis and respiration using chemical formulas 14. ____ carry out experiments that illustrate similarities and differences in photosynthesis and cellular respiration

15. ____ classify biomes based on topography, soil types, precipitation, solar radiation and temperature. 16. ____ explain how abiotic resources enable specific types of biotic organisms to live in a particular biome.

17. ____ investigate a photo and use observations to classify them as a particular biome. Students must also be able to defend their choices with evidence.

18. ____ explain how natural disasters affect an ecosystem in the short term and the long term.

Name_________________________________________________________________________

7th Grade - Grading Period 4 Overview

Essential Vocabulary/Concepts 7.ES.4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

7.LS.1 Angle Annular Axis Corona Crescent Cyclical Eclipse Full Moon Galaxy Gibbous Gravitational forces Gravitational Pull Gravity Hybrid Lunar eclipse Milky Way Neap New Moon Orbit Partial Path of Totality Penumbra Phases Position Reflection Revolution Revolution Rotation Solar eclipse Sphere Spring Tide Tilt Totality Umbra Waning Waxing

• • • •

Biomass Photosynthesis Respiration Sustainability

7.LS.2

• • • • • • • • • • • • •

Abiotic Aquatic Biome Biotic Climate Ecosystem Organism Precipitation Radiation Resource Taiga Topography Tundra

7th Grade Science Unit: Moon Phase Mania Unit Snapshot

Topic: Cycles and Patterns of the Earth and Moon

Duration: 4 Days

Grade Level: 7 Summary

The following activities engage students in finding relationships between the Earth, Sun and Moon. Students will be examining Earth's role in the universe.

CLEAR LEARNING TARGETS "I can"statements ____ explain that the Earth and its solar system are a part the Milky Way Galaxy, which are a part of the universe. ____ construct a model that represents the position of the moon, Earth and sun during the moon phases. ____ recognize the different phases of the moon. ____ explain what causes the phases of the moon. ____ identify the positions of the Earth, moon and sun during the moon phase and what the moon looks like from Earth from those locations.

Activity Highlights and Suggested Timeframe Engagement: The objective of this activity for students to gain understanding of

Days 1

how our Earth is part of a much larger system. Students will be examining Earth's presence in the Milky Way and our Universe.

Day 2

Exploration: The objective of this activity is to have students understand the principles causing the change of moon phases.

Day 3

Explanation: The objective of this activity is to have students create a moon phase manipulative that shows what the moon phase looks like on Earth in relationship to the position of the moon as it is revolving around the Earth.

Days 4

Elaboration: The objective of this activity is to allow students the opportunity to individually show and refine their knowledge of moon phases. This web quest walks students through the phases while prompting them with questions, videos and websites to guide their research.

On-going

Evaluation: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the relative patterns of motions and positions of the Earth, moon and sun that cause tides. A teacher-created short cycle assessment will be administered at the end of all EES.4 Space Science units to assess all clear learning targets.

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LESSON PLANS NEW LEARNING STANDARDS: 7.ESS.4 The relative patterns of motions and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.

•

The moon's orbit and its change of position relative to the Earth and sun result in a different parts of the moon being visible from Earth (phases of the moon).

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

•

Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts Related to Moon, Earth and Sun PreK-2: The moon, sun and stars can be observed at different times of the day or night. The observable shape of the moon changes throughout the month. The sun's position in the sky changes in a single day and from day to day. The sun is the principal source of energy. Grades 3-5: Earth's atmosphere, introduction to gravitational forces, orbits of planets and moons within the solar system, predictable cycles and patterns of motion between the Earth and sun, and the fact that Earth's axis is tilted are explored. Grade 6: Objects and substances in motion have kinetic energy. Objects and substances can store energy as a result of its position (gravitational potential energy). Future Application of Concepts Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational potential energy are explored. High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory and origin of the universe are explored. Forces and motion are investigated at depth.

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MATERIALS:

VOCABULARY:

Engage Primary • Know Your Galactic Address Postcard Cyclical Galaxy • (Computer Access for teacher) Gravitational forces Explore Milky Way o A Moonth of Phases Orbit • Room that can be darkened, with enough open floor space Phases to fit students standing in a circle Position • Bare light bulb on a stand (example: a floor lamp with shade removed) Secondary • Extension cord Axis o (Each student will need): Crescent Full • Pencil or pen Moon • 2"-4" (5-10 cm) Styrofoam ball Gibbous • Popsicle stick Gravity Explain New Moon o Moon Phases Manipulative Orbit • Moon Orbit Spin Chart (included) Reflection • Paper fastener Revolution • Moon Phase Chart (included) Rotation • Strip of eight Phase Squares (included) Sphere • Scissors Tilt • Glue stick Waning Elaborate Waxing • Computer • Provided Handout • Students will be following classroom expectations and procedures. SAFETY • Students should be following Lab Safety Guidelines.

ADVANCED PREPARATION

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Preview all recommended websites and handouts. Consider using a short cycle assessment to obtain data on student prior knowledge of content.

Objective: The objective of this activity for students to gain understanding of how our Earth is part of a much larger system. Students will be examining Earth's presence in the Milky Way and our Universe.

ENGAGE (1 day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?)

What is the teacher doing?

What are the students doing?

Cosmic Zoom: Know Your Galactic Address Postcard (Day 1) • See Teacher Page • Teacher will lead a discussion of our earth's presence in the Universe. • Teacher will pass out the Know Your Galactic Address Postcard. • Have students complete as much as they can to begin the activity. It is expected that some students will complete much of the postcard, while others may not. • Facilitate and manipulate the cosmic zoom website and assist students in filling out their postcards.

Cosmic Zoom: Know Your Galactic Address Postcard (Day 1) 1. Students will be observing the Cosmic Zoom website and will complete the Know Your Galactic Address Postcard. 2. Students will be engaged in discussion and in obtaining new knowledge.

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Objective: The objective of this activity is to have students understand the principles causing the change of moon phases.

EXPLORE (1 day) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

A Moonth of Phases (Day 2) • See Teacher Page • Show the lunar calendar from Moon Phases.net. Use the website http://www.moonphases.net • Instruct students how to complete the BEFORE section on the Anticipation Guide on their own. • Discuss the directions of the lab called A "Moonth" of Phases

A Moonth of Phases (Day 2)

• Facilitate the lab and provide •

support to student groups that are struggling. Have students work independently on the AFTER part on the Moon Phases Anticipation Guide.

1. Student will complete the Anticipation Guide before and after completion of lab. 2. Students read over directions and ask questions. 3. Students complete lab with a partner.

4. Students present answers from the lab to their classmates. 5. Students should self-correct any mistakes that they have on their own lab sheets.

Objective: The objective of this activity is to have students create a moon phase manipulative that shows what the moon phase looks like on Earth in relationship to the position of the moon as it is revolving around the Earth

EXPLAIN (30 minutes) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

Moon Phases Manipulative (Day 3) • Teacher shows one/all of the following animation(s): -Harcourt Publishers: http://www.harcourtschool.co m/activity/moon_phases/ -Aspire Animation:

Moon Phases Manipulative (Day 3) 1. Students watch the animation. 2. Student share their ideas about how much of the Moon/Earth is always lit up by the Sun. 3. Students watch the animation and ask questions or share their thoughts.

http://aspire.cosmicray.org/Labs/LunarPhases/ lunar_phase3.swf -Real Life Video of Moon Phases: http://www.solarviews.com/ca p/moon/vmoon2.htm

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• •

•

Ask the students "How much of the Moon/Earth is always lit up by the Sun." Answer: half of the Moon/Earth is always lit up. Demonstrate that the half of the sphere that is facing the Sun is always lit up and the other half is always dark by using a Styrofoam ball and a flashlight. Manipulate the animation to show each moon phase and talks about their position around the Earth in relationship to the sun. -Discuss what the moon looks like from the Earth.

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ELABORATE (1 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

Inform students that they will 4. Students create a Moon Phase be making a Moon Phase manipulative using the science manipulative using their textbooks or the animation as science books or by using the a resource to complete it. animation that can be playing 5. Student volunteers share their while the students are working. completed manipulative. • Facilitate the sharing of 6. Students revisit the AFTER part student manipulative with the on the Moon Phases class. Anticipation Guide and • Teacher has students revisit the decide if they want to keep AFTER part on their Moon their answers or change them. Phases Anticipation Guides 7. Students self check their and decide if they want to answers as the teacher goes change any of their answers. over them on the Moon Phases • Teacher goes over answers to Anticipation Guide. The the AFTER part on the Moon students mark the ones they Phases Anticipation Guide and missed and correct their has students mark the ones answers. they missed and correct their answers. • Teacher collects Moon Phases Anticipation Guides to inform future instruction. Objective: The objective of this activity is to allow students the opportunity to individually show and refine their knowledge of moon phases. This web quest walks students through the phases while prompting them with questions, videos and websites to guild their research. What is the teacher doing?

What are the students doing?

Moon Webquest (Day 4) • Advance Prep: reserve laptops/computer lab. Note: If you do not have computer access, students can complete the activity with textbooks or you could print out some of the webpages that are linked to the web quest so

Moon Webquest (Day 4)

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students can access the hard copy. If you do not have any computer access, consider completing Task 2 as a whole class as well using your own birthday or picking a student from the class.

• • •

• •

•

Show the following web quest page on the board: http://mrscienceut.net/phases ofthemoonwebquest.html. Distribute web quest worksheets. Teacher completes task 1 with the whole class. Task one includes some teacher tube videos to assist students in answering questions. This will be a great whole class review.

1. Students complete the Task 1 section of the WebQuest as a whole class. 2. Students watch the videos as a whole class associated with Task 1.

Sets expectations for student use of computers. Teacher is circulating classroom, making sure students are working and clarifying any misconceptions or questions. Teacher should be asking probing questions and instructing students to utilize their moon manipulative that they made earlier if they have confusions. Once WebQuest is finished, consider having students explain their answers to question 5. Allow them to visuals model by drawing and explaining on the board, or balls using a flash light and two Styrofoam balls to help them check/ explain their understanding.

3. Students explore website to answer Task 2 and Task 6 questions. (Or read text and use Moon Manipulative if there is no computer access.)

4. When WebQuest is complete, students volunteer to explain their answers to Task 6. 5. Students can model the from the worksheet with manipulative (Styrofoam and a flash light).

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Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the relative patterns of motions and positions of the Earth, moon and sun that cause tides. Formative How will you measure learning as it occurs?

EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

EXTENSION/ INTERVENTION

1. Anticipation Guide - after completing the Solar/Lunar Eclipse model part of the lesson plan have students revisit their Anticipation Guide and complete the AFTER section. Use information to from Anticipation Guide to reteach concepts. 2. Moon Phase Manipulative- This Model/Product - This can be used to assess the students' ability to create and construct a model based on scientific knowledge, as well as their knowledge of solar and lunar eclipses. EXTENSION 1. Amazing website with design cycle challenge to have students design their own rover for landing on the moon http://er.jsc.nasa.gov/seh/mai n_EDC_Packing_Up_for_the_M oon.pdf

(1 day or as needed)

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. A teacher-created short cycle assessment will be administered at the conclusion of all ESS.4 Space Science units to assess all learning targets.

INTERVENTION 1. Consider showing, Moon Phases—Bill Nye-You Tube (21:52)

https://www.youtube.com/watch? v=0ADmOZp3hs4 2. Students can create a Moon Phase Flipbook. 3. www.discoveryeducation.com videoclips.

• • • • • •

COMMON MISCONCEPTIONS

The Earth is flat. The Earth is not moving, but objects move around it. Space is only above the Earth. When it is daytime the moon does not exist. The moon can never appear during the daytime. NASA provides a list of overarching Earth Science questions that address many of the common misconceptions at this grade level. There are resources and information that help address questions that center on Earth Systems Science at http://science.nasa.gov/big-questions/ • NASA lists common misconceptions for all ages about the sun and the Earth at http://www.istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html Strategies to address misconceptions: Consider using www.discoveryeducation.com video clips, models, on-line simulation and diagrams to help address student misconceptions.

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Lower-Level: Pair students up while they are creating the moon manipulative. Consider reading directions to activities aloud. Higher-Level: Challenge students to complete moon manipulative individually. Allow them to research online or in the textbook if they forgot some of the moon phase names. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

DIFFERENTIATION

Textbook Resources: Holt Series Science Textbook • Earth in Space • Gravity and Motion • Phases, Eclipses & Tides • Earth's Moon

• A Moonth of Phases Websites: • Moon Phases Calendar- http://www.moon-phases.net • Cosmic Zoom- http://aspire.cosmicray.org/Labs/CosmicZoom/

• Web Quest from Elaborate Section of Lesson http://mrscienceut.net/phasesofthemoonwebquest.html

• Moon Phases ActivitiesADDITIONAL RESOURCES

http://pbskids.org/designsquad/parentseducators/guides/activity_guid e_moon.html Discovery Ed: • Space Exploration: Phases of the Moon (2:30) • A Spin around the Solar System: Moon Dance (15:00) Literature: • Crelin, Bob, Faces of the Moon (2009) Movies/Videos: • Mr. Parr Phases of the Moon-You Tube (3:42) https://www.youtube.com/watch?v=HkvlrWpsnuQ • Moon Phases—Bill Nye-You Tube (21:52)

https://www.youtube.com/watch?v=0ADmOZp3h s4

• The Universe; Phases of the Moon (3:16)https://www.youtube.com/watch?v=nXseTWTZlks

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COSMIC ZOOM - TEACHER PAGE

• • • • • • • • •

Cosmic Zoom-http://aspire.cosmic-ray.org/Labs/CosmicZoom/ The purpose of this website is to give visual representation of the size and scale of the universe. Each image is 10 times bigger or smaller than the one that comes before it or after it. The numbers are written using exponential notation. Note: Teacher may need to check for student understanding about exponential notation. The importance of the lesson is not to know exponential notation, but to understand how large our universe is. Instruct students that Earth and its solar system are part of the Milky Way galaxy, which are part of the universe. Raise questions as students go through the various pages of the website; discussing how large our Earth, Solar System and Universe are. As you zoom out, ask students what they observe. Question students about topographical features, lakes, oceans, etc. Teacher may consider checking prior knowledge of the concepts of rotation and revolution. These concepts will be important later in the 5E Lesson. For more student understanding do a close read on pp.661 in the Prentice Hall Earth Science Textbook. As you use Cosmic Zoom, orbit lines will be visible. Ask students what those lines represent. If students have little knowledge, do a close read on pp.661 from the text. As you are using the Cosmic Zoom site, students can be completing the Know Your Galactic Address Postcard making corrections and filling in blanks.

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Name_________________________________________Date_________________Period___________

Gloop Glorck Hercules Super Cluster Next to Black Hole Third Star from Left, 00001

Your Name _________________________________________________ Your Classroom _____________________________________________ School_____________________________________________________ City, State__________________________________________________ Zip Code___________________________________________________ Country____________________________________________________ Planet______________________________________________________ Star_______________________________________________________ Star System_________________________________________________ Galaxy_____________________________________________________ Galactic Cluster______________________________________________ Galactic Super Cluster_________________________________________

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A MOONTH OF PHASES - TEACHER PAGE

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• • • • • • • • • •

Show the lunar calendar from the following website http://www.moon-phases.net Explain to the students that this is a calendar showing the moon phases for the current month.

Instruct students how to complete the BEFORE section on the Anticipation Guide on their own. Teacher instructs students to raise their hands to indicate whether they choose a true or false answer to each statement on the BEFORE part on the Anticipation Guide. This is a formative assessment that will let the teacher know what misconceptions that they will need to address. The Anticipation Guide will be revisited throughout the lesson and the students will complete the AFTER part to show what they have learned. It will also help you figure out what you will need to reteach. Ask students what they notice about the phases of the moon. Ask the students why the phases of the moon are changing, but are in a cycle. Explain to the students that that they will be learning and examining what causes the phases of the moon. Discuss directions for the lab called A "Moonth" of Phases Models what is meant by a 45 degrees turn. Provides management instructions about how to complete the lab. Facilitate the lab and provide support to student groups that are struggling. Assign each group one part of the lab to present to the class. Facilitate as student groups share what they found out from the lab. Intervenes when groups have inappropriate answers or gives detailed feedback on each presentation. Have students work independently on the AFTER part on the Moon Phases Anticipation Guide.

Teacher instructs students to raise their hands to indicate whether they choose a true or false answer to each statement on the AFTER part on the Anticipation Guide. This is a formal assessment that will let the teacher know what misconceptions that they will need to address. It will also help you figure out what you will need to reteach.

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Name___________________________________________________Per.______________Date________

Moon Phase Anticipation Guide Directions: Read the following statements about the moon. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about moon phases. You will complete the AFTER part later. BEFORE True

False

AFTER Statement

True

False

The moon produces its own light.

It takes the moon about one month to revolve around the Earth. The Earth's shadow covers the moon causing moon phases. The moon phases we see at night are the same moon phases the rest of world sees. Half of the Moon is always lit up.

The phases of the Moon occur because clouds cover part of the Moon. The phases of the moon occur because the Earth's shadow falls upon the Moon. The phases of the moon occur because the Moon revolves around the Earth. There are 8 phases of the moon.

Eclipses occur because shadows are cast on the Earth or the Moon.

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Name_____Teacher's Key_______________________________Per.______________Date________

Moon Phase Anticipation Guide Directions: Read the following statements about the moon. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about moon phases. You will complete the AFTER part later. BEFORE True

AFTER

False X

X

X

X

X

X

False

The moon produces its own light.

The Earth's shadow covers the moon causing moon phases. The moon phases we see at night are the same moon phases the rest of world sees. Half of the Moon is always lit up.

X

X

True

It takes the moon about one month to revolve around the Earth. X

X

Statement

The phases of the Moon occur because clouds cover part of the Moon. The phases of the moon occur because the Earth's shadow falls upon the Moon. The phases of the moon occur because the Moon revolves around the Earth. There are 8 phases of the moon.

Eclipses occur because shadows are cast on the Earth or the Moon. 13

MOON PHASES MANIPULATIVE TEACHER BACKGROUND INFORMATION Once assembled, the chart will show and name the pattern of Moon phases throughout a lunar month. For best results and participation, ask the students to follow the steps together as a class. A simple mistake, like a reversed Phase Square, can throw off the rest of the phase pattern. 1.) First, ask students to separate the eight Phase Squares by cutting them apart along the white lines. Before cutting, many students will notice that the phases on the strip are out of sequence. Have students attempt to lay out the cut out phases in the correct order. Some students may be successful while others need more assistance. Gauge student understanding, to determine if this activity can be done individually or as a class. The directions below are for a whole class activity. 2.) Next, ask students to find the box marked #1 on their Moon Phase Chart. Remind students that this is where they began the Moon's orbit in the lab from yesterday. Ask if someone can identify the phase they saw when the Moon ball was in this position, between Earth (their head) and the Sun. (Answer: New Moon) 3.)Ask students to write "New Moon" on the line above box #1. Next ask the class what Phase Square would represent the New Moon phase. (Answer: the blank black square). Instruct students to glue the blank square in box #1. Tip: For less messy results, direct the students to apply glue to the blank box on the chart, instead of on the back of each Phase Square. 4.) Continue "in orbit" to box #2 on the chart. Ask if someone can identify what phase happens here. (Answer: Waxing Crescent) If there is hesitance, or confusion, give the students clues: "as you turned to your left, the light began to shine on the right side of the Moon ball," etc. Once students have identified the Waxing Crescent, have them write the phase name above box#2 and glue the correct Phase Square in place. 5.) For each phase, show the corresponding phase illustration from Faces of the Moon so students can double-check their Phase Square choice. Continue this procedure until all eight Phase Squares are correctly glued in place and all of the phase names are labeled (see Figure 5).

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Name___________________________________________________Per.__________Date_____________

MOON PHASES MANIPULATIVE Objective: You are going to be creating a manipulative that characterizes the different phases of the moon. 1.) First, separate the eight Phase Squares by cutting them apart along the white lines. Attempt to lay out the cut out phases in the correct order. It may be difficult, but try your best. 2.) Next, find the box marked #1 on your Moon Phase Chart. This is where you began the Moon's orbit in the lab from yesterday.

3.)Using your knowledge of the phases of the moon, place the correct moon phase into the correct position. Be careful to not get confused when orbiting the moon with the Earth. (Remember the direction that moon orbits the Earth). 4.) Continue "in orbit" to box #2 on the chart. Name___________________________________________________Per.__________Date_____________ MOON PHASES MANIPULATIVE Objective: You are going to be creating a manipulative that characterizes the different phases of the moon. 1.) First, separate the eight Phase Squares by cutting them apart along the white lines. Attempt to lay out the cut out phases in the correct order. It may be difficult, but try your best. 2.) Next, find the box marked #1 on your Moon Phase Chart. This is where you began the Moon's orbit in the lab from yesterday.

3.)Using your knowledge of the phases of the moon, place the correct moon phase into the correct position. Be careful to not get confused when orbiting the moon with the Earth. (Remember the direction that moon orbits the Earth). 4.) Continue "in orbit" to box #2 on the chart.

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Name________________________________________________Per.__________Date_______________

Moon Phases Manipulative

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Name____Teacher's Key____________________________Per.__________Date_______________

Moon Phases Manipulative

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Name _______________________________________________ Date: ____________ Period:_________

Phases of the Moon Web Quest As you observe the Moon over a month, you notice it changes. Sometimes the right side is in sunlight; other times it's the left. Sometimes you see it at night; sometimes you see it during daytime. This WebQuest will help you understand why the Moon changes shape throughout the month. You will need to read the information available on the webpages you visit. All answers can be found one or more of the websites. Your task is to read and find the information.

Task One (Whole Class) There are eight major phases of the Moon. In the top of each square, write the phase of the Moon. In the circle, draw a picture of what it looks like.

Task Two You have three terms that are used to describe the Moon. Define the following terms: Gibbous - _____________________________________________________ Waxing - _____________________________________________________ Waning - _____________________________________________________ Complete the table identifying which phases are waxing and which are waning.

Phases of Moon - Waxing

Phases of Moon - Waning

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Task Three Draw a picture of the Moon phase on the day you were born. My birthdate -

(Skip Tasks 4 and 5) Task Six The Moon changes appearance throughout the month because of the position of the Earth, Moon, and Sun. Complete the table below, identifying the phase and drawing a picture of the correct Moon phase.

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Name:________Teacher Answer Key_______________ Date: ____________ Period:_________

Phases of the Moon Web Quest As you observe the Moon over a month, you notice it changes. Sometimes the right side is in sunlight; other times it's the left. Sometimes you see it at night; sometimes you see it during daytime. This WebQuest will help you understand why the Moon changes shape throughout the month. You will need to read the information available on the webpages you visit. All answers can be found one or more of the websites. Your task is to read and find the information.

Task One (Whole Class) There are eight major phases of the Moon. In the top of each square, write the phase of the Moon. In the circle, draw a picture of what it looks like.

Task Two You have three terms that are used to describe the Moon. Define the following terms: Gibbous - Having the observable illuminated part greater than a semicircle and less than a circle. Waxing - Have a progressively larger part of its visible surface illuminated, increasing its apparent size. Waning - Have a progressively smaller part of its visible surface illuminated, so that it appears to decrease in size.

Complete the table identifying which phases are waxing and which are waning.

Phases of Moon - Waxing

Phases of Moon - Waning

Waxing Crescent

Waning Gibbous

First Quarter

Last Quarter

Waxing Gibbous

Waning Crescent

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Task Three Draw a picture of the Moon phase on the day you were born. My birthdate _____________Answers Will Vary_________________

(Skip Tasks 4 and 5) Task Six The Moon changes appearance throughout the month because of the position of the Earth, Moon, and Sun. Complete the table below, identifying the phase and drawing a picture of the correct Moon phase.

New Moon

Waxing Crescent

First Quarter

Waxing Gibbous

Full Moon

Waning Gibbous

Third Quarter

Waning Crescent 22

Moon Phases Flip Book - Intervention

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7th Grade Science Unit: Totally Tides Unit Snapshot

Topic: Cycles and Patterns of Earth and the Moon Duration: Grade Level: 7 5 Days

Summary The purpose of this lesson is to examine the gravitational force between the Earth and the moon that causes oceanic tides. Students will be identifying not only the causes for the rising and lowering of ocean levels, but why they are cyclical and can be predicted.

Student Learning Outcomes "I can"statements ____ construct a model of the sun, earth and moon to illustrate high and low tides. ____ use a model to analyze when and what causes high and low tides. ____ create a data chart and graph to predict high and low tide occurrences.

Activity Highlights and Suggested Timeframe Day 1

Engagement: The objective of this activity is to give students the opportunity to think about, discuss and brainstorm the causes of high and low tides.

(15 minutes)

Days 1 & 2

Exploration: The objective of this activity is to give students the opportunity to create and use a model to explore tides.

Day 3

Explanation: This is a set of four virtual labs that teach the basic concepts of gravitational force, and how it relates to tides on the Earth.

Days 4-5

On-going

Elaboration: The objective of this activity is to allow students the opportunity to research and predict different ocean tides using real world data simulations. Evaluation: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the relative patterns of motions and positions of the Earth, moon and sun that cause tides. A teacher-created short cycle assessment will be administered at the end of the all EES.4 space science units to assess all clear learning targets.

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LESSON PLANS NEW LEARNING STANDARDS: 7.ESS.4 The relative patterns of motions and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.

•

Gravitational forces between the Earth and the moon causes daily oceanic tides. When the gravitational forces from the sun and moon align (at new and full moons) spring tides occur. When the gravitational forces of the sun and moon are perpendicular (at first and last quarter moon), neap tides occur.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

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Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.7 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). *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts PreK-2: The moon, sun and stars can be observed at different times of the day or night. The observable shape of the moon changes throughout the month. The sun's position in the sky changes in a single day and from day to day. The sun is the principal source of energy. Grades 3-5: Earth's atmosphere, introduction to gravitational forces, orbits of planets and moons within the solar system, predictable cycles and patterns of motion between the Earth and sun, and the fact that Earth's axis is tilted and explored. Grade 6: Objects and substances in motion have kinetic energy. Objects and substances can store energy as a result of its position (gravitational potential energy).

Future Application of Concepts Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational potential energy are explored. High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory and origin of the universe are explored. Forces and motion are investigated at depth.

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MATERIALS:

VOCABULARY:

Engage • Computer Access • SMARTboard or Chart Paper Explore • Timely Tides Activity • Brass Fasteners • Coloring Materials Explain • Computer Access • SMARTboard • Activity Handouts Elaborate • Computer Access • SMARTboard • Activity Handouts

Primary Gravitational forces Neap Position Spring Tide

SAFETY

• •

Students should be following all classroom guidelines and procedures. Students should be following Safety Guidelines.

ADVANCED PREPARATION

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Teacher should preview all materials; movies, gizmos, animations, etc.

Objective: The objective of this activity is to give students the opportunity to think about, discuss and brainstorm the causes of high and low tides.

ENGAGE (15 minutes) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?)

What is the teacher doing?

What are the students doing?

(Day 1) • Project the following website for students to see picture of what land looks like during a high and low tide: http://www.amusingplanet.c om/2012/10/michaelmartens-dramatic-picturesof.html • Ask the students to make observations about the different pictures and to come up with an explanation about what caused the tidal changes in the pictures. • Call on students to share their explanations about what caused the tidal changes in the pictures. At this point, the teacher does not tell the students whether their ideas are right are wrong. Students will figure out whether their ideas were right or wrong as they progress through the lesson.

(Day 1) 1. Students observe the pictures.

2. Students make observations about the pictures and come up with an explanation about what caused the tide changes in the pictures.

3. Students share their explanations.

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•

Create a class chart of ideas about what caused the tidal changes in the picture. The class will revisit this chart at a later time.

Objective: The objective of this activity is to give students the opportunity to create and use a model to explore tides.

EXPLORE (1 ½ Days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

Timely Tides (Days 1 & 2) • Demonstrate how to create the tide model. • Monitor student as they assemble models. • Show students how to use the model by doing the first couple of questions with the students. • Assign students into groups to complete the Timely Tides Worksheet using their model. • Teacher goes over the Timely Tides worksheet with students and discusses how gravity has an effect on tides.

Timely Tides (Days 1 & 2) 1. Students assemble tides paper models. 2. Students use their models to help teacher answer the first couple of questions on the worksheet. 3. Students work in groups to complete the Timely Tides Worksheet using their model. 4. Students share their answers with the class from the Timely Tides worksheet.

Objective: The objective of this activity is to allow students the opportunity to research and predict different ocean tides using real world data simulations. What is the teacher doing?

What are the students doing?

Spring and Neap Tides (Day 3)

Spring and Neap Tides (Day 3)

• • EXPLAIN (1 Day) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

• • • • •

Teacher provides resources (e.g. books, internet access) for students to use for research. NOTE: This activity can be done as whole group, small group, or individual.

1. Students will conduct research to illustrate the positions of the Earth, moon and sun during spring and neap tides. 2. Students will illustrate the positions of the Earth, moon and sun on the provided graphic organizer.

Suggested Websites: http://home.hiwaay.net/~krc ool/Astro/moon/moontides/ http://oceanservice.noaa.g ov/education/kits/tides/tides 01_intro.html Teacher helps facilitate research and planning. Teacher helps to address misconceptions.

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Objective: The objective in this activity is to have students use tide data to explain how the position of the Earth, moon and sun causes tides.

ELABORATE (2 Days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

What is the teacher doing?

What are the students doing?

Graphing Tides (Day 4) • Teacher will review concepts reviewed from previous lessons. • Show a picture of Monterrey Bay in California. • http://mbari2010interns.files.wor dpress.com/2010/06/montereybay.jpg • Explain that there are many changes in the tides at this location. • Explain to the students that they will be using real data to calculate the reasons for the tides.

Graphing Tides (Day 4)

24 Hour Simulation: (whole class) • Project the following website:

24 Hour Simulation: (whole class) 1. Students use the data to complete the data chart and graph. 2. Students answer questions related to tides based utilizing their graph.

http://aspire.cosmicray.org/Labs/Tides/ind ex.html

• Teacher shows tidal

data from Monterey Bay, California for a 24hour period of time - using the March 30th date. • As a class, facilitate the gathering of the date using the simulation. -Round all numbers to the nearest tenth. 29-Day Simulation: (Day 5) • If possible, use the computer lab, laptops, or ipads. • Direct students to the following website: http://aspire.cosmicray.org/labs/tides/tides_main.ht ml • Teacher facilitates and manages the classroom/computer lab for collecting data. • Students use the 29-day simulation and pick a date to start. • Facilitate and assist students throughout activity.

29-Day Simulation: (Day 5) 1. In small group or individual, students use laptops/computers/ipads to view tidal data over a 29-day period. 2. Students pick a day to begin the cycle. 3. Students record the data in te data chart and then graph their data on the graph paper.

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Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the relative patterns of motions and positions of the Earth, moon and sun that cause tides.

EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

Formative How will you measure learning as it occurs?

1. Posing questions to elicit student responses and on-going teacher observations throughout each lesson can be used to formatively assess student knowledge related to tides.

EXTENSION 1. Students can use the website;

http://tidesandcurrents.noa a.gov/

to collect data for

EXTENSION/ INTERVENTION (1 day or as needed)

various places around the world. 2. Students create a fishing or surfing brochure marking the tidal times data in Hawaii. Use the following website: http://www.hawaiitides.com

• • • • COMMON MISCONCEPTIONS

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. Timely Tides - The questions related to the tides model can be used to assess students ability to answer questions based on a model. 2. Graphing Monterrey Bay- This can be used to assess student's abilities to apply real life tidal data and explanations of what causes tides to a real life situation. 3. A teacher-created short cycle assessment will be administered at the conclusion of all EES.4 Space Science units to assess all learning targets. INTERVENTION 1. Have students who are having misunderstandings use the explorelearning.com Gizmo. 2. Students can perform a close read 3. Have students observe one of the selected Discovery education videos and take notes and or make a manipulative.

High tides and low tides occur infrequently (on the order of days, weeks, and months rather than daily) Only the moon causes tides. NASA lists common misconceptions for all ages about the sun and the Earth at http://wwwistp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html NASA provides a list of overarching Earth Science questions that address many of the common misconceptions at this grade level. There are resources and information that help address questions that center on Earth Systems Science athttp://science.nasa.gov/big-questions/

Consider using www.discoveryeducation.com video clips, models, on-line simulation and diagrams to help address student misconceptions.

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Lower-Level: Read directions aloud to lower level readers. Pair lower-level students with students that may already understand the material or are a higher level reader. Higher-Level: Students may work on some of the extension activities. Pair with lower-level students to help improve mastery.

DIFFERENTIATION

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

(This refers to changes to the lesson plan for lower/higher groups and other student populations)

Textbook Resources: Holt Series Text Book • Tides • Phases, Eclipses & Tides Websites: • Ocean Link-All About the Oceanshttp://oceanlink.island.net/oinfo/tides/tides.html • Michael Marten's Dramatic Pictures of Low and High Tideshttp://www.amusingplanet.com/2012/10/michael-martens-dramaticpictures-of.html • Tides at the Bay of Fundyhttp://www.amusingplanet.com/2012/03/tides-at-bay-of-fundy.html

ADDITIONAL RESOURCES

Discovery Ed: • The Sun, the moon and Tides (3:16) • The Moon and Tides (4:00) • Oceans Alive: Tides (5:00) Literature: • Kehreg, Peg, Escaping the Giant Wave, 2003 • Plisson, Phillip and Robert Burleigh, The Sea: Exploring Life on an Ocean Planet, 2003 • MacQuitty, Miranda, Oceans, 2008

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Explorelearning.com-Gizmos: • Ocean Tides • Tides Videos: • Spring and Neap Tides, Mr. Parr-Youtube- (3:19) https://www.youtube.com/watch?v=KFYf_it461s • Ocean Odyssey-Tides and Waves-YouTube- (3:13) https://www.youtube.com/watch?v=Rn_ycVcyxlY

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Name:________________________________________________Per._____________________Date__________

Timely Tides ASSEMBLE THE TIDE MODEL

1) Cut along the broken line of the pattern page. 2) Cut out the Earth and lunar orbiter (ocean/moon) pattern. 3) Color the ocean blue. 4) Use a pencil to poke a hole at the center of the Earth, lunar orbiter and moon path. 5) Align the hole of each piece (moon path on the bottom, then the orbiter and the Earth on top). 6) Insert a fastener through the holes to connect the parts. 7) When complete, the lunar orbiter should be able to revolve around the Earth and the Earth should be able to rotate the ocean remains in place. 8) Fold the orbiter up at the point where the arrow and ocean water connect. From the Earth, the moon should be higher in the sky. Use your model to answer the following questions in your science journal. Making the Connections - Part I 1. Place the model on your desk with the sun's rays coming from the left. Turn the Earth until position D is at 12:00 noon. a) What part of the Earth is having midnight?

b) What part of the Earth is experiencing sunrise?

c) What part of the Earth is experiencing sunset?

2. Keep the model at position D. Turn the orbiter so the moon is at its full moon phase. How do you know this is the full moon phase? Explain.

3. Move the moon one time around the Earth. Be careful of the direction you move the moon. a) How many days should this take?

b) Would this movement around the Earth be a rotation or revolution? 4. Turn the Earth one time on its axis (the fastener) returning position D to 12:00 noon. a) How many hours does this movement take?

b) Is the Earth turning on its axis rotation or revolution? 8

Making the Connections - Part II 1. Using the original alignment (Position D at 12:00 noon AND a full moon). a) Where do the ocean bulges seem to be the highest?

b) Where do the ocean bulges seem to be the lowest?

2. Rotate Position B on the Earth 90º counterclockwise. Keep the moon at the full phase. a) How many hours did this movement take?

b) About what time is it at Position B?

c) Is the tide (ocean bulge) high or low?

3. Continue to rotate Position B another 90º. a) How long did this movement take?

b) What time is it at Position B?

c) Now, is the tide high or low?

4. Rotate Position B another six hours. At approximately sunset (6:00 p.m.), is Position B experiencing a high or low tide?

5. Rotate Position B to midnight. You should be back to where Position B started in Step 1 above. a) How many hours later is this from the last position (sunset)?

b) Is the tide high or low?

c) After one complete rotation of the Earth (24 hours), how many high and low tides occurred at Position B? ________ high tides ________ low tides 6. What seems to be the connection between the time between high and low tides and the time it takes the Earth takes to complete one rotation? Explain.

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Making the Connections - Part III 1. Your tide model should be at the original alignment (Position D at noon and a full moon). a) What two locations are experiencing high tide?

b) What moon phase is visible?

2. Turn the lunar orbiter ONLY so that the moon is between the sun and position D on the Earth. a) What two locations are experiencing high tide?

b) What moon phase is present?

3. Look back to steps 1 & 2 again. Observe the location of the moon. Was the moon in line with positions B & D (high tide) OR was the moon in line with Positions A & C (low tide)? 4. Return to the original alignment (Position D at noon and a full moon). Line up the lunar orbiter (moon) with Position A on the Earth. OBSERVE that the moon is above Position A. a) What moon phase is visible?

b) Now, line up the lunar orbiter with Position C on Earth. What moon phase is visible?

c) Are both Position A & C experiencing a high or low tide?

d) Are Positions A & C in line with the moon?

5. DO NOT change the positions. a) Is the moon above (in line with) Positions B & D?

b) Are Positions B & D experiencing a high or low tide?

c) Given the information from steps 1 through 5, what might you infer about the connection between high tides and position of the moon? 6. What force do you think causes high and low tides?

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Name:__Teacher Answer Key_____________________________Per.________Date:_________________

Timely Tides ASSEMBLE THE TIDE MODEL

1) Cut along the broken line of the pattern page. 2) Cut out the Earth and lunar orbiter (ocean/moon) pattern. 3) Color the ocean blue. 4) Use a pencil to poke a hole at the center of the Earth, lunar orbiter and moon path. 5) Align the hole of each piece (moon path on the bottom, then the orbiter and the Earth on top). 6) Insert a fastener through the holes to connect the parts. 7) When complete, the lunar orbiter should be able to revolve around the Earth and the Earth should be able to rotate the ocean remains in place. 8) Fold the orbiter up at the point where the arrow and ocean water connect. From the Earth, the moon should be higher in the sky. Use your model to answer the following questions in your science journal. Making the Connections - Part I 1. Place the model on your desk with the sun's rays coming from the left. Turn the Earth until position D is at 12:00 noon. d) What part of the Earth is having midnight? Position B e) What part of the Earth is experiencing sunrise? Position A f) What part of the Earth is experiencing sunset? Position C 2. Keep the model at position D. Turn the orbiter so the moon is at its full moon phase. How do you know this is the full moon phase? Explain. This is the full moon phase because half of the moon is lit up by the Sun. 3. Move the moon one time around the Earth. Be careful of the direction you move the moon. c) How many days should this take? It takes the moon about 29 days to revolve around the Earth.

d) Would this movement around the Earth be a rotation or revolution? Revolution 4. Turn the Earth one time on its axis (the fastener) returning position D to 12:00 noon. a. How many hours does this movement take? It take 24 hours for the Earth to spin once on its axis. b. Is the Earth turning on its axis rotation or revolution? Rotation

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Making the Connections - Part II 1. Using the original alignment (Position D at 12:00 noon AND a full moon). a) Where do the ocean bulges seem to be the highest? Positions B and D b) Where do the ocean bulges seem to be the lowest? Positions A and C 2. Rotate Position B on the Earth 90º counterclockwise. Keep the moon at the full phase. a. How many hours did this movement take? 6 hours b. About what time is it at Position B? 6 AM c. Is the tide (ocean bulge) high or low? Low tide 3. Continue to rotate Position B another 90º. a. How long did this movement take? 6 hours b. What time is it at Position B? 12:00 PM c. Now, is the tide high or low? High tide 4. Rotate Position B another six hours. At approximately sunset (6:00 p.m.), is Position B experiencing a high or low tide? Low tide 5. Rotate Position B to midnight. You should be back to where Position B started in Step 1 above. a. How many hours later is this from the last position (sunset)? 6 hours b. Is the tide high or low? High tide c. After one complete rotation of the Earth (24 hours), how many high and low tides occurred at Position B? ____2____ high tides ____2____ low tides 6. What seems to be the connection between the time between high and low tides and the time it takes the Earth takes to complete one rotation? Explain. Every six hours there is a high or low tide occurring on the Earth. The Earth takes 24 hours to rotate which means that each day two high and two low tide occur.

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Making the Connections - Part III 1. Your tide model should be at the original alignment (Position D at noon and a full moon). a. What two locations are experiencing high tide? Positions D and B b. What moon phase is visible? Full moon 2. Turn the lunar orbiter ONLY so that the moon is between the sun and position D on the Earth. a. What two locations are experiencing high tide? Positions D and B b. What moon phase is present? New moon 3. Look back to steps 1 & 2 again. Observe the location of the moon. Was the moon in line with positions B & D (high tide) OR was the moon in line with Positions A & C (low tide)? B and D (high tide) 4. Return to the original alignment (Position D at noon and a full moon). Line up the lunar orbiter (moon) with Position A on the Earth. OBSERVE that the moon is above Position A. a. What moon phase is visible? Last quarter b. Now, line up the lunar orbiter with Position C on Earth. What moon phase is visible? First quarter c. Are both Position A & C experiencing a high or low tide? High tide d. Are Positions A & C in line with the moon? Yes 5. DO NOT change the positions. a. Is the moon above (in line with) Positions B & D? No b. Are Positions B & D experiencing a high or low tide? Low tide c. Given the information from steps 1 through 5, what might you infer about the connection between high tides and position of the moon? High tides occur when the Earth is lined up with the moon. The moon has an effect on the tides. 6. What force do you think causes high and low tides? The force that causes high and low tides is gravity.

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.

Moon's path around the Earth

Sunlight

Cut along this line

A Earth

D

B

C Ocean

Moon Lunar Orbiter 14

Name________________________________________________Per.________________Date________ Spring and Neap Tides Directions: Illustrate the relative position of the Earth, sun, and moon during neap tides and spring tides. Neap Tide

Moon Phases:

What is a neap tide?

Spring Tide

Moon Phases:

What is a spring tide?

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Name_____Teacher's Key___________________________Per.________________Date________ Spring and Neap Tides Directions: Illustrate the relative position of the Earth, sun, and moon during neap tides and spring tides. Neap Tide

Moon Phases:

Neap tides occur during first and third quarter moon.

What is a neap tide During the moon's quarter phases the sun and moon work at right angles, causing the bulges to cancel each other. The result is a smaller difference between high and low tides and is known as a neap tide. Neap tides are especially weak tides. They occur when the gravitational forces of the Moon and the Sun are perpendicular to one another (with respect to the Earth). Neap tides occur during quarter moons.

Spring Tide

Moon Phases:

Spring tides occur during new and full moons.

What is a spring tide? When the moon is full or new, the gravitational pull of the moon and sun are combined. At these times, the high tides are very high and the low tides are very low. This is known as a spring high tide. Spring tides are especially strong tides (they do not have anything to do with the season Spring). They occur when the Earth, the Sun, and the Moon are in a line. The gravitational forces of the Moon and the Sun both contribute to the tides. Spring tides occur during the full moon and the new moon.

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Graphing Tides - TIDAL PATTERNS FROM MONTEREY BAY - 24 HOUR & 29 DAY TEACHER BACKGROUND INFORMATION 24 Hour Objective: Students will be able to analyze and describe the tidal patterns (change in elevation of water) of Monterey Bay over a 24-hour period of time. Time Allotted: 25 minutes Directions: 1.) Show the Monterey Bay flash movie from the ASPIRE web site. http://aspire.cosmicray.org/Labs/Tides/index.html 2.) You should see a graphic of the beach with some trees. On the right hand side of the screen, you will see a calendar, a clock bar with time of day, and phases of the moon. 3.) Students will need to collect data for an entire day. Select March 30th from the calendar. 4.) Adjust the clock bar all the way to the left (12 am). Record data every hour for 24 hours for the day you have selected. You will need to adjust the hour using the mouse, and then click on the "Record Data" icon for each hour during the day. 5.) Once students have recorded the data for each hour, click on the "View Data" icon. This will list all of the data students have selected. Students will plot this data on the graph to assist in completing the results and conclusions section below. You can also print this data if you choose. If you will be collecting data later for an entire month, wait to print the data then. 29 Day Objective: Students will be able to analyze and describe the tidal patterns (change in elevation of water) of Monterey Bay over a 29-day period of time and explain how these tidal patterns are affected by moon phases. Time Allotted: 25 minutes Directions: 1) Open up show the Monterey Bay flash movie from the ASPIRE web site. You should see a graphic of the beach with some trees. On the right hand side of the screen, you will see a calendar, a clock bar with time of day, and phases of the moon. 2) You will need to collect data for 29 days. Select a month and a day to begin collecting data from the calendar. 3) Select a time of day to collect data. It can be any time, but the time should remain the same for all 29 days of data collection. Remember, time of day stays the same; only the day changes. 4) Record the data for all 29 days using the "Record Data" icon. When you have finished, click on the "View Data" icon. This will list all of the data you have selected. Plot this data on the graph below to assist you in completing the results and conclusions section below. You can print this data now if you choose. DO NOT CLOSE THIS WINDOW NOW. 5) Plot the data on the graph below. 6) Go back through the days of data collection and underneath the horizontal "Days" portion of the graph draw what the moon looks like on each day. 7) Now label the following phases of the moon right beside your sketches of the moon: New Moon, 1st Quarter, Full Moon, 3rd quarter. 8) Use your data to identify patterns and answer the questions in the results and conclusions section.

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Name_____________________________________Date_________________________Period_______ Graphing Tides - 24 Hour GRAPH: Results and Conclusions: 1.) Use the graph to answer the following: a.

How many high tides are there?

b.

At what time(s) do the high tides occur?

c.

How many low tides are there?

d.

At what time(s) do the low tides occur?

e.

How many hours are there between high tide(s) and low tides(s)?

2.)

Explain the relationship between the number of tides per day and a 24-hour day.

3.)

What must be responsible for the pattern of tides that you see? a. The moon orbits the Earth once each day.

b.

4)

The Earth spins on its own axis once each day.

Hypothesize what would happen if the earth stopped spinning on its own axis. Which of the following would occur? (More than one answer is possible.) a. The pattern of tides would remain the same. b. There would be no tides. c. The temperature of the ocean would change. d. Circulation of ocean waters would decrease. 19

Name:______________________________________________________Period:_______________Date__________

TIDAL PATTERNS FOR MONTERREY BAY-29 DAYS Objective: Be able to analyze and describe the tidal patterns (change in elevation of water) of Monterey Bay over a 29-day period of time and explain how these tidal patterns are affected by moon phases. Directions: 1) View the Monterey Bay flash movie from the ASPIRE web site. You should see a graphic of the beach with some trees. On the right hand side of the screen, you will see a calendar, a clock bar with time of day, and phases of the moon. 2) You will need to collect data for 29 days. Select a month and a day to begin collecting data from the calendar. 3) Select a time of day to collect data. It can be any time, but the time should remain the same for all 29 days of data collection. Remember, time of day stays the same; only the day changes. 4) Record the data for all 29 days using the "Record Data" icon. When you have finished, click on the "View Data" icon. This will list all of the data you have selected. Plot this data on the graph below to assist you in completing the results and conclusions section below. You can print this data now if you choose. DO NOT CLOSE THIS WINDOW NOW. 5) Plot the data on the graph below. 6) Go back through the days of data collection and underneath the horizontal "Days" portion of the graph draw what the moon looks like on each day. 7) Now label the following phases of the moon right beside your sketches of the moon: New Moon, 1st Quarter, Full Moon, 3rd quarter. 8) Use your data to identify patterns and answer the questions in the results and

conclusions section.

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Name:______________________________________________________Period:____________Date_________

TIDAL PATTERNS DATA FOR MONTERREY BAY-29 DAYS Directions: Using the Tide Level Observer gather actual tidal data from Monterey Bay, California for a 29-day period of time. Analyze the data to determine the relationships between the tides and phases of the moon.

Date

Water Level

Moon Phase

Date

Water Level

Moon Phase

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Name:____________________________________________________________________________________Period:_______________Date__________

GRAPHING 29 DAYS TIDE DATA

1.6 m 1.5 m 1.4 m 1.3 m 1.2 m 1.1 m 1.0 m 0.9 m 0.8 m 0.7 m 0.6 m 0.5 m 0.4 m 0.3 m 0.2 m 0.1 m 0

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7th Grade Science Unit: Experiencing Eclipses Unit Snapshot

Topic: Cycles and Patterns of Earth and the Moon Duration: Grade Level: 7 7 Days

Summary The following activities allow students to examine and discover the causes for lunar and solar eclipses. Students will have the opportunity to discover past and future eclipses.

Clear Learning Targets

"I can"statements _______ identify and explain the causes for lunar and solar eclipses. _______ explain why certain places around the world will experience a lunar and or solar eclipse.

Activity Highlights and Suggested Timeframe Day 1 (1/2 Period) Day 2

Days 3-4

Day 5

Day 6 and on-going

Day 7

Engagement: The objective of this activity is to gauge the levels of student prior knowledge of the types of lunar and solar eclipses. Also, to create excitement and interest for the topic. Exploration: The objective of this activity is to participate in a hands-on experience through explorelearning.com-Gizmos.

Explanation: The objective of this activity is to allow students a way to show the knowledge that they have obtained by creating a newspaper front page.

Elaboration: The objective of this activity is to allow students the opportunity to research and predict future lunar and solar eclipses using the NASA Eclipse Website. Evaluation: Student will take an exit-ticket, similar to the pre-test that they took at the beginning of this mini-unit. A short-cycle assessment will be given covering eclipses, moon phases and tides. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities.

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LESSON PLANS NEW LEARNING STANDARDS: 7.ESS.4 The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipse, tides, and phases of the moon.

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A solar eclipse is when Earth moves into the shadow of the moon (during a new moon). A lunar eclipse is when the moon moves into the shadow of the Earth (during a full moon).

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

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Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering) that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts PreK-2: The moon, sun and stars can be observed at different times of day or night. The observable shape of the moon changes throughout the month. The sun's position in the sky changes in a single day and from day to day. The sun is the principle source of energy. Grade 3-5: Earth's atmosphere, introduction to gravitational forces, orbits of planets and moons within the solar system, predictable cycles and patterns f motion between the Earth and sun, and the fact that Earth's axis is tilted is explored. Grade 6: objects and substances in motion have kinetic energy. Objects and substances can store energy as a result of its position (gravitational potential energy). Future Application of Concepts Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational potential energy are explored. High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory and origin of the universe are explored. Forces and motion are investigated in depth.

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MATERIALS:

VOCABULARY:

Engage • Eclipse Pre-Test

Primary Eclipse Lunar eclipse Solar eclipse

Explore • Computer Access for each individual student • 3D Gizmos Handouts Explain • Newspaper Front Page Handout • Coloring Materials Elaborate • Computer Access • NASA Eclipse Website Handout

• SAFETY

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ADVANCED PREPARATION

• • • • •

Secondary Angle Annular Corona Gravitational Pull Hybrid Partial Path of Totality Penumbra Revolution Rotation Totality Umbra

Students should follow all classroom guidelines and procedures; all CCS lab safety rules apply. In previous days to this lesson, students should have learned about the phases of the moon, rotation vs. revolution and orbit. Teachers should have previewed all movies, movie segments, animations and gizmo activities. Teacher should have all handouts and documents printed. Teacher should have all lab equipment out and prepared for students. Teacher should have already created explorelearning.com (Gizmo) accounts for each of their student. Teacher should preview the NASA Eclipse Website: http://eclipse.gsfc.nasa.gov/eclipse.html Teacher should secure computer use for students for the elaborate section of the lesson (Day 4-5).

Objective: The objective of this activity is to gauge the levels of student prior knowledge of the types of lunar and solar eclipses. Also, to create excitement and interest for the topic.

ENGAGE (1 Day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?)

What is the teacher doing?

What are the students doing?

What Do You Know About Eclipses? (Day 1) • Introduce to the students that several times a year, spectacular events occur that involve our Sun and Moon. • Students should have an understanding of the phases of the moon and the Earth's rotation and revolution. • Distribute "What Do You Know About Eclipses" to the students. Tell the students that this is not a test, but a way to find out what they already know.

What Do You Know About Eclipses? (Day 1) 1. Students should be actively involved in taking part in the pre-test, showing what they already know about the types of eclipses. 2. Students should be participating in discussion, asking questions and being engaged in meaningful dialogue with their peers.

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• Allow students time to work on • •

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and complete the pre-test. The textbook, ,has a great deal of background information if need be. After students take the pre-test, show the following video clip from YouTube; it was shot in Turkey in 2006. It is approximately 6 minutes in length. http://www.youtube.com/watc h?v=K42UqWGdA_o After watching the clip, discuss with the students what they observed. Is this a common occurrence? Where in the world does it happen? Why is this happening? Teacher may draw out the positions of the eclipses to show the differences and why each occurs and the results of each.

3. Students should be watching the different videos on eclipses to get a basic understanding of what the phenomena is. 4. Students should be taking notes and or drawing the different patterns of each type of eclipse.

Objective: The objective of this activity is to participate in a hands-on experience through www.explorelearning.com - Gizmos.

EXPLORE (1 Days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?)

EXPLAIN (2 Days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

Eclipse GIZMO (Day 2) • This activity can be completed as a whole class by projecting the GIZMO on the board, or individually/small group using laptops, computers, or Ipads. • Distribute Eclipse GIZMO handouts to help facilitate the investigation. • While students are working on the Gizmo, teacher should be circulating to each of the students to help answer questions and to make sure students are on task.

Eclipse GIZMO (Day 2) 1. Students will complete the Eclipse Gizmo either individually or in small groups. 2. Students should be using the information that they have used to help understanding key vocabulary and concepts.

Objective: The objective of this activity is to allow students a way to show the knowledge that they have obtained by creating a newspaper front page. What is the teacher doing?

What are the students doing?

Eclipse News (Days 3 and 4) • Teacher will review and go over the Gizmo that the students worked on in class yesterday.

Eclipse News (Days 3 and 4) 1. Students will be engaged in reviewing their answers to the 3D Eclipse Gizmo.

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• Teacher can answer and clarify

ELABORATE (1 Day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

2. Students will use their knowledge any misconceptions or questions of eclipses and creativity to that students may be having. actively create a newspaper front • Explain to the students that they page. will be creating a Newspaper front page explaining about a recent solar eclipse. • Teacher will instruct students to create a mock newspaper front page about a solar eclipse that just occurred. Students will have to Include the following in their article: 1.) A description of what was visible during the eclipse. 2.) The location(s) from which the eclipse was visible, including a map. 3.) An illustration of an eclipse. 4.) A brief explanation of what an eclipse is (assume the audience has heard of them but is not an expert.) 5.) An advertisement for something related to the Sun or an eclipse. 6.) Students may use the provided template attached below, or create their own. 7.) Students will Use the rubric at the end of this lesson to guide their efforts. • Teacher will provide support for students in creating their newspaper. *This portion of lesson adapted from Mensa for Kids Website and the Mensa Education & Research Foundation • Students may have the opportunity to share what they have created with classmates either in a whole or small group setting. Objective: The objective of this activity is to allow students the opportunity to research and predict future lunar and solar eclipses using the NASA Eclipse Web Site. What is the teacher doing?

What are the students doing?

NASA Solar vs. Lunar Eclipses (Day 5) • Review the newspapers that the students created; ask the students, how often do we experience a solar and or lunar eclipse?

NASA Solar vs. Lunar Eclipses (Day 5)

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EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

Show the following website: http://eclipse.gsfc.nasa.gov/ eclipse.html Show students where eclipses will be occurring and on which date. Click on Solar Eclipse on the top menu bar. Show the students that we will be having several different types of eclipses. Explain the different types of solar and lunar eclipse. See Vocabulary for specific words.

1. Students will be exploring the NASA Eclipse Website for different information on solar and lunar eclipses

Show that on August 21, 2017, we will be having a total solar eclipse not far from Columbus. Bring up the map to show the path of totality. If you have computer access for students, allow students time to explore this website on their own, looking at eclipses during the birth year, or in future years. Students can try to find when the next total solar eclipse come near Ohio. Allow students to explore website and develop 10 interesting facts. Example facts may be: 1.) When the next total solar eclipse will occur. 2.) Location of next solar eclipse. Allow students to share their findings with their classmates.

2. Students attempt to figure out when the next total solar eclipse will will come near Ohio. 3. Students explore the NASA website and discover other interesting facts.

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson, and to become aware of students misconceptions related to the relative patterns of motions and positions of the Earth, moon and sun that cause eclipses. Formative

1. Students will take a five question assessment that involves writing and drawing of concepts that need to be mastered.

Summative

1. By reviewing student work during this unit, especially their newspapers and questions from the eclipse website, teachers can look for overall growth.

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2. Also, the scoring of the ExitTicket will help to establish if mastery of the various concepts has occurred. 3. A teacher created short-cycle assessment can be given related to eclipses, moon phases and tides to assess all learning targets.

EXTENSION/ INTERVENTION (1 day or as needed)

COMMON MISCONCEPTIONS

EXTENSION 1. Have students research what early civilizations believed eclipse were/what they brought/what caused them.

INTERVENTION 1. www.discoveryeducation.com video clips.

1. A solar eclipse can be seen from anywhere facing the sun. 2. The moon is completely visible during a lunar eclipse. 3. Every new and full moon there will be an eclipse. Strategies to address misconceptions: Consider using video clips, models, on-line simulation and diagrams to help address student misconceptions.

Lower-Level: Consider pairing up students during the Elaborate section of the lesson to review the webpage together and complete a newspaper together. Higher-Level: Consider having students complete a newspaper article on the computer to practice their technology skills. Have higher-level students who may finish a section of the lesson early complete the extension activity. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

DIFFERENTIATION

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Textbook Resources: Holt Series Science Textbook • Earth in Space • Gravity and Motion • Phases, Eclipses and Tides

ADDITIONAL RESOURCES

Websites: • Observing Solar Eclipseshttp://www.classzone.com/books/earth_science/terc/content/visualiza tions/es2505/es2505page01.cfm?chapter_no=25 • NASA Eclipse Website- http://eclipse.gsfc.nasa.gov/eclipse.html • Eclipse Interactive- http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::640::480::/sites/dl/free/00729 9181x/220730/eclipse_interactive.swf::Eclipse%20Interactive • Mechanics of Solar Eclipsehttp://www.hermit.org/Eclipse/why_lunar.html • Solar Eclipseshttp://csep10.phys.utk.edu/astr161/lect/time/eclipses.html • Mr. Eclipse- http://www.mreclipse.com/Special/LEprimer.html • Solar Eclipse Educational Videohttp://www.youtube.com/watch?v=E1B3RLf1A1s • Total Solar Eclipse- http://www.youtube.com/watch?v=K42UqWGdA_o • All About Solar Eclipseshttp://www.neok12.com/php/watch.php?v=zX767b534f7e076a0573626 7&t=Eclipse • Lunar Eclipseshttp://www.neok12.com/php/watch.php?v=zX027e52507b75487764406 3&t=Eclipse • Why are Solar Eclipses Only Visible in Some Places?http://www.neok12.com/php/watch.php?v=zX037f4505056b6978565c7 7&t=Eclipse Discovery Ed: • All About Eclipses: Solar, Lunar, Annular, and Umbra (6:19) • Observing the Sun's Corona During a Solar Eclipse (3:44) Literature: • Salvatore, Tocci, Experiments with the Sun and the Moon (2003). • Tesar, Jenny, The Moon, (1998). Gizmo: www.explorelearning.com • 3D Eclipse • 2D Eclipse • Penumbra Effect

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Name__________________________________________________Per.____________Date___________ WHAT DO YOU KNOW ABOUT ECLIPSES? Directions: Think about what you already know about eclipses. To the best of your ability, answer the following questions in complete sentences or in drawings and illustrations. 1.) What is the cause of an eclipse?

2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse.

3.) Explain the differences between the umbra and penumbra.

----------------------------------------------------------------------------------------------------------Name__________________________________________________Per.____________Date___________ WHAT DO YOU KNOW ABOUT ECLIPSES? Directions: Think about what you already know about eclipses. To the best of your ability, answer the following questions in complete sentences or in drawings and illustrations. 1.) What is the cause of an eclipse?

2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse.

3.) Explain the differences between the umbra and penumbra.

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Name______ANSWER KEY___________________________Per.____________Date___________ WHAT DO YOU KNOW ABOUT ECLIPSES? Directions: Think about what you already know about eclipses. To the best of your ability, answer the following questions in complete sentences or in drawings and illustrations. 1.) What is the cause of an eclipse? Eclipses are caused by the alignment of the sun, earth and moon. There are two main types of eclipses, a lunar and solar eclipse. Lunar Eclipses occur only during a Full moon, while a Solar Eclipse occur during a New Moon. 2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse. Students can explain and even draw a diagram like below.

3.) Explain the differences between the umbra and penumbra. The umbra is the darkest part of the shadow created by the moon or the earth, while the penumbra is a partial shadow.

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3D Eclipse

Answer Key

Vocabulary: eclipse, lunar eclipse, path of totality, penumbra, solar eclipse, umbra Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.] 1. Have you ever seen an eclipse? If so, describe what you saw. Answers will vary.

2. About how often do you think eclipses happen? Answers will vary. Gizmo Warm-up If you see a two-dimensional image of the Earth, Moon, and Sun, you might predict that an eclipse occurs every time the Moon passes in front of or behind Earth, or about twice a month. However, eclipses occur much more rarely. The 3D Eclipse Gizmo™ shows two views of the Earth, Moon, and Sun: a top view (above) and a side view (below). The sizes of the Earth, Moon, and Sun are not to scale. (If they were, the Earth and Moon would be microscopic!) 1. Set the speed slider to a middle value, and click Play ( ). Based on what you see in the top view on the SIMULATION pane, describe the motions of the Sun, Earth, and Moon. The Moon goes around Earth in a counterclockwise orbit. Earth rotates on its axis and also moves in a counterclockwise orbit around the Sun. The Sun rotates in a counterclockwise direction.

2. Click Reset ( ), and then click Play again. This time, focus on the side view at the bottom of the SIMULATION pane. What do you notice about the Moon's orbit? The Moon's orbit is not completely level. Sometimes the Moon is above Earth and sometimes it is below Earth.

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Get the Gizmo ready: Activity A: Solar eclipse

• Click Reset. • Under Shadows, select Moon. • Set the Moon angle to 0.0°.

Introduction: There are two parts to the Moon's shadow. The umbra is the central, darkest portion of the shadow. An observer standing in the umbra cannot see the Sun. The penumbra surrounds the umbra. An observer in the penumbra sees part of the Sun. Only the umbra is shown in the 3D Eclipse Gizmo. Question: What controls whether a solar eclipse will occur? 1. Observe: Click Play and then Pause ( ) when the Moon is directly between the Earth and Sun. (If you go too far, you can click the Back button to step back.) A. What do you notice about the Moon's shadow? The Moon's shadow forms a cone. The tip of the cone is striking Earth's surface. B. Under Views, select Earth. What do you see? The Moon's shadow is striking Earth's surface. Any person standing in the Moon's shadow will experience a solar eclipse. During a total solar eclipse, the entire disk of the Sun is blocked by the Moon. 2. Observe: Set the speed to a lower setting and click the Back button until just before the Moon's shadow crosses Earth's surface. Click Play and observe. A. What do you notice? The Moon's shadow passes across Earth's surface from west to east. B. The path the Moon's umbra traces across Earth's surface is called the path of totality. What would you see if you were standing in the path of totality? If you were standing in the path of totality, you would see the Moon cross in front of the Sun, blocking it out to create a solar eclipse. 3. Record: Click Reset. Set the speed to a higher setting and click Play. Use the Gizmo to determine the dates of the first six solar eclipses of the year. Record these dates below. January 9, February 9, March 9, April 8, May 7, June 6 [Note: Due to the geometry of the Gizmo simulation, each eclipse lasts for several days. Actual eclipses only last a few hours. Dates listed above and throughout this key are for the start of the eclipse.] Do you think solar eclipses really happen this often? Explain. Answers will vary. [Solar eclipses do not occur every month. Usually there are 2-4 solar eclipses in a year.] (Activity A continued on next page)

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Activity A (continued from previous page) 4. Explore: Click Reset. A solar eclipse does not occur every month because the Moon's orbit is tilted 5.14° relative to Earth's orbit. To model this, set the Moon angle to 5.1°. Play the simulation until January 9. Click Pause, reduce the speed, and click Play. What do you notice about the path of totality now? The path of totality passes across Earth's surface farther south than it did before.

5. Explore: Advance the simulation to February 8, and again play the simulation at a low speed. Does the umbra cross Earth's surface this time? No, it passes below the South Pole. In this situation, a total solar eclipse will not be visible from any location on Earth's surface. 6. Record: Use the Gizmo to find the dates of the next three solar eclipses. Be sure to check carefully whether the Moon's umbra crosses Earth's surface. Record these dates below. June 6, July 5, November 30 Do you think this frequency of solar eclipses is more realistic? Explain. Answers will vary. [This timing is more realistic. There are usually 2-4 solar eclipses in a year.] 7. On your own: Experiment with different Moon angle values. How does the angle of the Moon's orbit affect the number of solar eclipses that occur in a year? With the greater angle, there are still solar eclipses on January 9, June, 6, July 5, and November 30. However, these eclipses are shorter in duration and the Moon's umbra does not pass over as much of Earth. With a lower angle, solar eclipses occur every month. 8. On your own: Return the Moon angle to 5.1°, and increase the Moon distance to 1.50. How does increasing the Earth-Moon distance affect the occurrence of total solar eclipses? When the Moon distance is increased by a factor of 1.5, the Moon's umbra no longer reaches Earth's surface. Total solar eclipses will not occur in this scenario. [Annular solar eclipses will occur. In an annular eclipse, the Moon blocks part but not the entire solar disk.]

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Get the Gizmo ready: Activity B: Lunar eclipse

• Click Reset. Under Shadows, select Earth. • Set the Moon distance to 1.00 and the Moon angle to 0.0°.

Introduction: A lunar eclipse occurs when the Moon goes into Earth's shadow. If the Moon goes into Earth's penumbra, it is called a penumbral lunar eclipse. If the Moon goes into Earth's umbra, it is a total lunar eclipse. A partial lunar eclipse occurs when only part of the Moon goes into Earth's umbra. (Note: Earth's penumbra is not shown in the Gizmo.) Question: What controls whether a lunar eclipse will occur? 1. Observe: Click Play, and then click Pause when the Moon is in Earth's shadow. Select the Moon view. What do you see? The Moon is darkened by Earth's shadow. 2. Observe: Set the speed to a lower setting and click the Back button until just before Earth's shadow crosses the Moon. Click Play and describe what you see. Earth's shadow moves across the Moon from left to right (west to east).The edge of Earth's shadow is slightly curved.

3. Infer: Select the Earth view. Who on Earth would be able to see the lunar eclipse? Explain your answer. Anyone on the night time side of Earth during the eclipse will be able to see the eclipse. These observers will be facing away from the Sun and will be able to see the Moon. 4. Record: Click Reset and select the Moon view. Set the speed to a higher setting and click Play. Use the Gizmo to determine the dates of the first six lunar eclipses, and record below. January 24, February 23, March 24, April 23, May 22, June 21 Do you think lunar eclipses really happen this often? Explain. Answers will vary.

(Activity B continued on next page)

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Activity B (continued from previous page) 5. Explore: Click Reset. Set the Moon angle to 5.1°. Play the simulation until January 24. Click Pause, set the speed to a low value, and click Play. A. Is there a lunar eclipse this time? No B. Why not? (Hint: Look at the side view on the bottom of the SIMULATION pane.) Earth's shadow passes below the Moon. 6. Record: Use the Gizmo to find the dates of the first three lunar eclipses. Be sure the Moon is actually darkened by Earth's shadow for each eclipse. June 21, July 20, November 16 Do you think this frequency of lunar eclipses is more realistic? Explain. Answers will vary. [This timing is more realistic. There are usually 2-4 lunar eclipses in a year.] 7. Think and discuss: A person living in North America will be able to see 15 lunar eclipses in the 2010-2020 decade. In the same time period, only two solar eclipses can be observed in North America. Why will more lunar eclipses than solar eclipses be visible from North America in this decade? If possible, discuss your answer with your classmates and teacher. A total solar eclipse is only visible to observers on the path of totality, which only covers a small part of Earth's surface. A lunar eclipse is visible by anyone on the night half of Earth, which represents a much larger number of people than those who are on or near the path of totality.

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Name___________________________________________________________Per._______Date_________

Solar Eclipse Newspaper Front Page

Imagine that a solar eclipse just happened here in Youngstown, (there will be a total solar eclipse in Kentucky in 2017.) This happens very rarely so it would be worthy of front-page coverage. You are the editor and chief of the Youngstown Vindicator. Your job is to create a mock newspaper front page about the solar eclipse that just occurred.

Include the following in your article: 1.) A description of what was visible during the eclipse. 2.) The location(s) from which the eclipse was visible, including a map. 3.) An illustration of the eclipse. 4.) A brief explanation of what an eclipse is (assume your audience has heard of them but doesn't know exactly what they are). 5.) An advertisement for something related to the Sun or an eclipse. 6.) You may use the template provided, or create your own. 7.) Use the rubric at the end of this lesson to guide your efforts.

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Name________________________________________________________Per.________Date_________

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Name_____________________________________________________Per._________Date__________

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Name________________________________________________Per.___________Date_____________

20 pts.

http://eclipse.gsfc.nasa.gov/eclipse.html Directions: Explore the website regarding solar and lunar eclipses. Take some time to look around the website for data and facts that interest you. You goal today is to come up with 10 interesting facts from this website. (Each fact is worth 2 points.) An example of an interesting fact could be: There is going to be a solar eclipse near Columbus in 2017! How amazing to be able to see the eclipse so close to home. Interesting Facts: 1. _____________________________________________________________________ Space ________________________________________________________________________ ________________________________________________________________________ 2. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 7. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 8. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 9. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 10. _____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Diagrams Examples

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Name________________________________________________Per.___________Date_____________

WHAT DO YOU NOW KNOW ABOUT ECLIPSES??? 1.) Name and identify the two types of eclipses.

2.) Draw and label the position of the Sun, Earth and moon for a solar eclipse and a lunar eclipse. You should also include the umbra and penumbra in each drawing.

Solar

Lunar

3.) When a solar eclipse occurs, why can only a limited amount of people see the actual eclipse?

4.) How does revolution and rotation influence eclipses?

5.) What is the difference between the umbra and penumbra?

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Name: _______TEACHER ANSWER KEY_________ Per.___________Date_____________

WHAT DO YOU NOW KNOW ABOUT ECLIPSES??? 1.) Name and identify the two types of eclipses. The two types of solar eclipses are solar and lunar. 2.) Draw and label the position of the Sun, Earth and moon for a solar eclipse and a lunar eclipse. You should also include the umbra and penumbra in each drawing. Solar

Lunar

3.) When a solar eclipse occurs, why can only a limited amount of people see the actual eclipse? First, you must be on the side of the Earth that is being illuminated by the sun. Secondly, because of the scale of the Earth, moon and sun, the shadowed are will be very small. This small shadowed area is called the path of totality. 4.) How does revolution and rotation influence eclipses? As the moon comes between the Earth and the sun, a shadow is cast onto Earth (solar eclipse). The moon is rotating around the Earth as the Earth and the sun are revolving around the sun. For a solar eclipse, the Earth revolves around the sun. While the moon is rotating around the Earth the Earth is places between the moon and the sun, this causing a solar eclipse. 5.) What is the difference between the umbra and penumbra?

Penumbra - Partial Shadow (some light is blocked) Umbra - Full Shadow (all light is blocked)

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7th Grade Science Unit: Photosynthesis & Respiration Unit Snapshot

Topic: Cycles of Matter and Flow of Energy Duration: Grade Level: 7 10 Days Summary The following activities allow students to understand that matter is transferred continuously between one organism to another and between organisms and their physical environment.

Clear Learning Targets

"I can"statements ____ distinguish between photosynthesis and cellular respiration ____ identify photosynthesis and respiration using chemical formulas ____ carry out experiments that illustrate similarities and differences in photosynthesis and cellular respiration

Activity Highlights and Suggested Timeframe Day 1

Days 2-4

Engagement: The objective of this activity is to engage students and formatively assess student knowledge related to the cycles of matter and energy flow within the biotic components of an ecosystem (video). Exploration: The objective of the following activities is to give students the opportunity to explore the structures of a leaf, which contribute to the processes of photosynthesis and cellular respiration. Students will be engaged in using a microscope as well as completing an Explore Learning Gizmo examining Cell Energy.

Days 5-6

Explanation: The objective of the following activity is to develop students' knowledge of photosynthesis and respiration through the creation of a visual display in the form of a foldable or manipulative.

Day 7-9

Elaboration: The objective of the following activity is to develop students' knowledge of the processes of photosynthesis and cellular respiration through a variety of laboratory experiments.

Day 10 and on-going

Days 11-12

Evaluation: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson.

Extension/Intervention: Based on the results of the short-cycle assessment facilitate extension and/or intervention activities.

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LESSON PLANS NEW LEARNING STANDARDS: 7.LS.1 Matter is transferred continuously between one organism to another and between organisms and their physical environments.

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Plants use the energy in light to make sugars out of carbon dioxide and water (photosynthesis). These materials can be used and immediately stored for later use. Organisms that eat plants break down plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms. Energy can transform from one form to another in living things. Animals get energy from oxidizing food, releasing some of its energy as heat. The total amount of matter and energy remains constant, even though its form and location change.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

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Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

• • • • • • •

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.7 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). CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

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STUDENT KNOWLEDGE: Prior Concepts Grades 3-5: Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among organisms. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. Grade 6: Atomic Molecular Theory, Cell Theory and the function of cell organelles, including mitochondria and chloroplast, are studied. Future Application of Concepts High School: The chemical flow of energy during reactions will be explored as the molecular structure of molecules is studied.

MATERIALS: Engage • Computer Access Various Handouts

VOCABULARY:

•

Explore Gizmo Cell Energy Cycle • ExploreLearning.com Activity • Computer Access Preparing a Wet Mount Slide • Cover Glass • Distilled Water • Eye Dropper • Sample to be observed • Slides Examining Plants Observation • Cover Glass • Distilled Water • Eye Dropper • Microscope • Plant-Elodea Leaf etc. • Sample to be observed • Slides

Primary Biomass Photosynthesis Respiration Sustainability Secondary Bromothymol Blue Solution Chlorophyll Chloroplast Energy Guard cells Indicator Mitochondria Stomata Yeast

Explain • Science Textbook • Paper • Coloring Materials • Scissors Elaborate Elodea & Photosynthesis Lab • Distilled Water • Elodea Plant • Goggles • Light Source • Ruler/Meter Stick • Sodium Bicarbonate • Test Tubes

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BTB and Evidence of Photosynthesis Lab • Beaker • Bromothymol Blue Solution • Elodea • Foil • Goggles • Graduated cylinder • Straw • Test tubes Beastie Yeasties

• • • • • • • •

Balloon Dry Yeast Glass containers or soda bottle Measuring Tape Sugar Tablespoon/spoon Thermometer Warm Water

GIZMO Plants and Snails

• •

Computer Access GIZMO Handouts

• • • SAFETY

ADVANCED PREPARATION

• • • • •

Review and go over Lab Safety Guidelines and procedures. Reiterate safe usage of microscopes and glass slides. Reiterate to students that BRB Solution is poisonous and should not be consumed. Students should be wearing goggles when using glassware and or chemicals. Gather and check to see if microscopes are in working condition. Preview all unit plans, handouts and videos. Gather recommended materials for various activities. Prepare BRB solution with a 5 to 1 ratio to water.

Objective: The objective of this activity is to engage students and formatively assess student knowledge related to photosynthesis. Students will be creating several charts and viewing a video on the growth of a plant. What is the teacher doing?

•

ENGAGE (1 Day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?)

• • •

Teacher will introduce the lesson by showing a timed lapse video clip of a plant growing. Use the following website: http://www.dnalc.org/resour ces/dnatoday/120229maize-timelapse.html Ask questions about the video clip and have them complete handout. Ask the students about the term photosynthesis and have them discuss prior knowledge. Teacher will pass out prepared Alphabet Chart for

What are the students doing?

1.

Students will be engaged in completing handout while observing the Maize Plant Growth video.

2. Students will discuss Photosynthesis terms that they already know.

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• • • •

group or individual work. Review the expectations of the Alphabet Chart. Walk around the room to assist students. Facilitate share-out and have students fill in any missing letters. Time Depending: Have students watch o Biology: The Science of Life: The Flow of Matter and Energy in the Living World: Photosynthesis and Cellular Respiration from Discovery-Ed Streaming. o Have them use the 3, 2, 1 Literacy Review as they watch. They can use the movie to complete more information on their Alphabet Chart Page.

3. Complete Alphabet Chart

4. Students will discuss and share photosynthesis terms with peers.

5. Observe and complete 3,2,1 Literacy Review and/or complete for homework.

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Objective: The objective of the following activities is to give students the opportunity to explore the structures of a leaf, which contribute to the processes of photosynthesis and cellular respiration. Students will be engaged in using a microscope as well as completing an Explore Learning Gizmo examining Cell Energy.

EXPLORE (3 Days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

GIZMO Cell Energy Cycle (Day 2) • Review and discuss previous concepts covered and review homework. Students will go over the 3,2,1 Literacy Review. Use review to continue to fill in Photosynthesis Alphabet WS. • Students will be working on the explorelearning.com GIZMO Cell Energy Cycle. • Activity can be completed as a whole group or individually. • Use the Teacher Background Information for assistance on these topics. • For review or HW, students will work on Photosynthesis and Cellular Respiration: Pieces and Parts WS

Gizmo Cell Energy Cycle (Day 2) 1. Review the 3,2,1 Literacy Review through discussion. Students can add more words and concepts that are discussed to the Photosynthesis: Alphabet WS. 2. Students will be engaged in either working collaboratively as a class or individual to complete the Cell Energy Cycle. 3. For review or HW, students will work on Photosynthesis and Cellular Respiration: Pieces and Parts WS

How to Prepare a Wet Mount Slide (Day 3) • Review Lab Safety Rules and Guidelines. • Introduce using the microscope and how to create a Wet Mount Slide. • Students need to be careful when handling the glass slides. • Using the provided procedures, allow students to practice preparing wet mount slides.

How to Prepare a Wet Mount Slide (Day 3) 4. Students will be following all Lab Safety Guidelines 5. Students will work on creating wet mount slides. 6. Students should make two-three slides of practice.

Examining Plants Activity (Day 3 & 4)

Examining Plants Activity (Day 3 & 4)

•

•

After practicing how to prepare a wet mount slide, teacher will explain and review observations for the Elodea Examining Plants lab. (Elodea can be purchased at most local pet stores) Teacher can also use other

7. Students will use knowledge obtained from Preparing a Wet Mount Slide in this activity. 8. Make wet mount slide of an Elodea leaf or other plant. 9. Draw a detailed diagram of an elodea plant cell on all three

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•

•

• • •

plants to look at cell structure. Consider reviewing the different parts and functions of a plant cell. Note: Cell organelles and their functions were covered in sixth grade. Instruct students to label the following structures: Cell wall, cell membrane, nucleus, cytoplasm and chloroplasts, stomata, etc. Teacher can monitor student engagement levels by walking around the classroom. Assist students with questions and procedures. Review and go over when students are complete.

10. 11.

12.

13. 14. 15.

levels of the microscope. Calculate total magnification of all three levels. Label the following structures: Cell wall, cell membrane, nucleus, cytoplasm and chloroplasts. Using prior knowledge and material provided, students will identify the function of each structure. Which structure(s) are used in photosynthesis? Where are the mitochondria? Why can't we see the mitochondria on our slide?

Objective: The purpose of this activity is for students create a foldable/manipulative to illustrate their knowledge of photosynthesis and respiration. What is the teacher doing?

• Review the various concepts learned during the Explore Activities. • Consider doing a close read on the topics of Photosynthesis and Respiration. • Students can Science Textbook on Photosynthesis. Respiration is

What are the students doing?

1. Students will be engaged in active review and discussion of previous concepts. 2. Students will be reading to gain more information on the processes of photosynthesis and respiration.

EXPLAIN (2 Days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

• Consider having students complete section review

• Teacher will provide structure for photosynthesis and cellular respiration manipulative. • Introduce and identify important features that students will need to illustrate. • Consider reviewing worksheets/ activities from earlier in the lesson to use as resources for the foldable.

3. Students will be working on increasing vocabulary and knowledge of photosynthesis and cellular respiration using teacher provided resources.

4. Students will be working on foldable following guidelines and expectation set by the teacher.

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Objective: The objective of the following activity is to develop students' knowledge of the processes of photosynthesis and cellular respiration through a variety of laboratory experiments. What is the teacher doing?

•

•

• •

ELABORATE (3 Days )

Elodea & Photosynthesis Lab (Day 7)

(How will the new knowledge be

•

reinforced, transferred to new and unique situations, or integrated with related concepts?)

• •

Gather the different materials that are required for the lab. Explain to students to use great care when using the light and glassware. See Teacher Background Information.

BTB and Evidence of Photosynthesis Lab (Day 8)

• • •

Gather the different materials that are required for the lab. Explain to students to use great care when using the light and glassware. See Teacher Background Information.

Beastie Yeasties (Day 9)

• • •

What are the students doing?

Review the Photosynthesis/Respiration Foldables reiterating the differences and similarities with photosynthesis and respiration. For Elaborate Activities, teacher has choice of several different activities for students to work on to allow for learning and exploration. See Teacher Background Information for the different activities/labs for further instruction. When using Bromothymol Blue Solution, teacher should review proper safety procedures.

Gather the different materials that are required for the lab. Explain to students to use great care when using the light and glassware. See Teacher Background Information.

1. Students will be actively involved in reviewing concepts learned during the previous class days. 2. Students need to take care when using lab materials and follow all Lab Safety Guidelines.

Elodea & Photosynthesis Lab (Day 7) 3. Students need to take care when using lab materials and follow all CCS Lab Safety Guidelines.

BTB and Evidence of Photosynthesis Lab (Day 8) 4. Students need to take care when using lab materials and follow all Lab Safety Guidelines.

Beastie Yeasties (Day 9) 5. Students need to take care when using lab materials and follow all Lab Safety Guidelines.

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GIZMO Plants and Snails Students will be working on the Explorelearning.com GIZMO Cell Energy Cycle. • Activity can be completed as a whole group or individually. Use the Teacher Background Information for assistance on these topics.

•

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the lesson.

EVALUATE (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

Formative How will you measure learning as it occurs?

1. Alphabet Chart 2. All In One Teacher Resource Pages 3. Photosynthesis and Cellular Respiration Pieces and Parts Worksheet 4. Comparing Photosynthesis and Respiration Chart

• Extension/ Intervention

1. Photosynthesis and Cellar Respiration Foldable 2. Short Cycle Assessment

Intervention 1. Comparing Photosynthesis & Respiration WS

ml How to Make a Recycled Pop Bottle Hanging Planter http://www.urbanorganicgardener. com/2009/08/starting-a-hangingherb-garden-using-recycled-sodabottles/

• • • • • • • COMMON MISCONCEPTIONS

Extension Photosynthesis WebQuestNova Illumination http://www.pbs.org/wgbh/n ova/nature/photosynthesis.ht

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

Plants take in all substances they need to grow through their roots. Plants get energy they need through roots. Leaves take in water. Sunlight is helpful but not critical to the growth of a plant. Sun light helps a plant grow by keeping it warm. Plants breath by inhaling carbon dioxide and exhaling oxygen. Plants obtain their energy directly from the sun.

Strategies to address misconceptions: Consider using www.discoveryeducation.com video clips, models, on-line simulation and diagrams to help address student misconceptions.

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Lower-Level: Consider pairing students for completing the foldable. When completing lab activities consider making groups with a variety of levels and strengths. Higher-Level: Students can be paired with lower level students to help instruct and reinforce learning content. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

DIFFERENTIATION

Textbook Resources: Holt Series Science • Photosynthesis •Respiration

• Investigating Stoma Websites: • Nova Illuminating Photosynthesishttp://www.pbs.org/wgbh/nova/nature/photosynthesis.html Discovery Ed: • Cellular Energy: Cellular Respiration (1:15) • The Process of Photosynthesis (5:05)

ADDITIONAL RESOURCES

Movies: • The Photosynthesis Song-YouTube-(1:52) http://www.youtube.com/watch?v=C1_uez5WX1o • Bill Nye The Science Guy (23:06) -

https://www.youtube.com/watch?v=JnKAIXV_8f0

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Name__________________________________________________Per._________Date___________ Time Lapse of Growing Maize Plants http://www.dnalc.org/resources/dnatoday/120229-maize-timelapse.html Directions: Watch the video of a maize plant growing. Observe what is occurring and answer the following questions.

3.) 4.) 5.) 6.)

7.)

1.) How long does it take before you see the maize plant appear? _____________________________________________________________________________ 2.) Do you think this is a normal amount of time for a maize seedling to appear? Research the correct answer and cite your source. ___________________________________________________________________________________________ ___________________________________________________________________________________________ What is the "flashing" of light throughout the video? ___________________________________________________________________________________________ What is the significance of the "flashing" light? ___________________________________________________________________________________________ What is the weather like during the 105 day growing season? ___________________________________________________________________________________________ After watching the video, list the environmental conditions that help the plant to grow. ___________________________________________________________________________________________ ___________________________________________________________________________________________ In the box below draw a picture of a corn plant showing in each environmental condition.

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Name________Teacher's Key_____________________________Per._________Date___________ Time Lapse of Growing Maize Plants http://www.dnalc.org/resources/dnatoday/120229-maize-timelapse.html Directions: Watch the video of a maize plant growing. Observe what is occurring and answer the following questions. maize-timelapse.html

3.) 4.) 5.) 6.)

7.)

1.) How long does it take before you see the maize plant appear? ________One day____________________________________________________________ 2.) Do you think this is a normal amount of time for a maize seedling to appear? Research the correct answer and cite your source. _________________________________Answers will vary_________________________________________ What is the "flashing" of light throughout the video? ______It is the sun rising and setting each day. _____________________________________________ What is the significance of the "flashing" light? _______It shows the sun which plants need to grow __________________________________________ What is the weather like during the 105 day growing season? ________________________Sunny with some rain ______________________________________________ After watching the video, list the environmental conditions which help the plant to grow. _______________________________Sun and the rain ___________________________________________ ___________________________________________________________________________________________ In the box below draw a picture of a corn plant showing in each environmental condition. Have students draw arrows towards the plant. This will be the beginning of a first visual to understand photosynthesis. Tell students that with one more "ingredient/element/factor" they will have the beginning of a process called photosynthesis. Have them try and guess what else is in the atmosphere that might help plants grow.

Answer: carbon dioxide. Breathe heavy, as if you are out of breathe, as you walk around the room, giving them a clue about carbon dioxide. Have them add CO2 to the drawing above.

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Name____________________________________________________________________________Per._________________Date___________________

PHOTOSYNTHESIS ALHPABET CHART Directions: Place as many words/terms/phrases in each box that help define/describe/illustrate the word PHOTOSNYTHESIS. A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

XYZ

PHOTOSYNTHESIS

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Name_________________Teacher's Answer Key_________________________________________Per._________________Date___________________ PHOTOSYNTHESIS ALHPABET CHART Directions: Place as many words/terms/phrases in each box that help define/describe/illustrate the word PHOTOSNYTHESIS. A Absorb Adapted Atmosphere

B

C Carbon Dioxide Chemical Energy Chlorophyll Chloroplast

D

E

F Function

G Glucose Guard Cells

H

I

J

K

L Leaves Light

M

N Nutrients

O Oxygen

P

Q

R

S Starch Stomata Store Sugar

T Transfer

U

V

W Water Wilt

XYZ Xylem Tubes

PHOTOSYNTHESIS

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Name_______________________________________________________________________________Per.____________Date_________

3, 2, 1- Biology: The Science of Life: The Flow of Matter and Energy in the Living World Identify

3 facts from the video that are "NEW" to you:

________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Create your own definitions for

2 words that you "NOW" understand:

________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Summarize 1 idea that you still "DO NOT" understand: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________

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Teacher Guide: Cell Energy Cycle Learning Objectives Students will • Discover the reactants and products of the photosynthesis reaction. • Balance the photosynthesis equation. • Identify where in the cell photosynthesis occurs. • Discover the reactants and products of cellular respiration. • Balance the respiration equation. • Describe the stages of cellular respiration. • Compare the energy output of aerobic and anaerobic respiration. • Explain how cellular respiration and photosynthesis are related. Vocabulary aerobic respiration, anaerobic respiration, ATP, cellular respiration, chemical energy, chlorophyll, chloroplast, cytoplasm, glucose, glycolysis, mitochondria, photosynthesis, radiant energy Lesson Overview All day long we breathe in and out, but why? Oxygen is a key reactant in cellular respiration, the chemical reactions that release energy from food. Without oxygen, we would not be able to produce enough energy to live. Cellular respiration and the complementary photosynthesis reaction are explored in the Cell Energy Cycle Gizmo. The Student Exploration sheet contains three activities:

• • •

Activity A - Students explore the process of photosynthesis. Activity B - Students explore the process of cellular respiration. Activity C - Students determine how photosynthesis is related to cellular respiration.

Suggested Lesson Sequence 1. Pre-Gizmo activity ( 10 - 15 minutes) Ask your students what animals and plants need to survive. What substances are found in the air we exhale, and how might these substances be useful to a plant? What substances produced by plants are helpful to the survival of animals? Could animals survive on Earth without plants? Could plants survive without animals? 2. Prior to using the Gizmo ( 10 - 15 minutes) Before students are at the computers, pass out the Student Exploration sheets and ask students to complete the Prior Knowledge Questions. Discuss student answers as a class, but do not provide correct answers at this point. Afterwards, if possible, use a projector to introduce the Gizmo and demonstrate its basic operations. Demonstrate how to take a screenshot and paste the image into a blank document. 3. Gizmo activities ( 15 - 20 minutes per activity) Assign students to computers. Students can work individually or in small groups. Ask students to work through the activities in the Student Exploration using the Gizmo. Alternatively, you can use a projector and do the Exploration as a teacher-led activity. 4. Discussion questions

(

15 - 30 minutes)

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In many ways, cells can be compared to the structures and institutions that keep a city running. As students are working or just after they are done, discuss the following questions:

• • • • • • •

What two substances does a plant need for photosynthesis? What are the products of photosynthesis? What is the balanced equation for photosynthesis? What two substances do animals and plants need for cellular respiration? What are the two main stages of cellular respiration? How does the energy produced by anaerobic respiration compare to the energy produced by aerobic respiration? How is the equation for photosynthesis related to the equation for cellular respiration?

5. Follow-up activity: Respiring yeast cells ( 30 - 90 minutes) Yeasts are simple, unicellular fungi that are used to make bread and beer. When yeast undergoes aerobic respiration, they produce carbon dioxide gas. Bubbles of carbon dioxide in bread dough will cause the bread to expand as it is baked, giving it a fluffy texture. Yeast that undergoes anaerobic respiration will produce alcohol as a by-product. Several yeast experiments are described in the Selected Web Resources on page three of this document. Remember to follow all safety directions carefully. There are several other Gizmos that relate to the Cell Energy Cycle Gizmo. The Photosynthesis Lab Gizmo allows students to measure rates of photosynthesis, and Plants and Snails explores how photosynthesis and respiration are related. Links to these Gizmos can be found in the Selected Web Resources.

Scientific Background Photosynthesis and cellular respiration are complementary processes. During photosynthesis, the energy of sunlight is used to combine carbon dioxide (CO2) and water (H2O) into glucose (C6H12O6). Oxygen is released as a waste product of photosynthesis. The balanced chemical equation for photosynthesis is: 6CO2 + 6H2O + light

C6H12O6 + 6O2

During respiration, organisms use oxygen to extract energy from the chemical bonds in glucose. The balanced chemical equation for cellular respiration is the reverse of the photosynthesis equation: C6H12O6 + 6O2 6CO2 + 6H2O + energy The simple symmetry of these equations disguises the complexity of the processes involved. Cellular respiration, for example, takes place in three phases: glycolysis, the Krebs cycle, and the electron-transport chain.

•

•

Glycolysis occurs in the cytoplasm. A molecule of glucose (C6H12O6) is broken down into two molecules of pyruvic acid (C3H4O3) and two hydrogen ions (H+). Glycolysis produces a net gain of two ATP molecules. (ATP, or adenosine triphosphate, is a molecule that is used as an energy source in cellular reactions.) No oxygen is required for glycolysis. The Krebs cycle (also called the citrus acid cycle or the tricarboxylic acid cycle) occurs in the mitochondria. The Krebs cycle is a series of eight enzyme-regulated reactions that break down pyruvic acid into carbon dioxide. The result is a variety of high-energy molecules: 6 NADH, 2 FADH2, and 2 ATP.

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•

In the electron-transport chain (ETC), electrons from NADH and FADH2 are transferred from one substance to another. In the process their energy is harvested to form ATP molecules. A total of 32 to 34 ATP molecules are formed in this process. At the end of the chain, the electrons combine with hydrogen ions and oxygen to form water molecules, which are released as a waste product along with the carbon dioxide.

Biology connection: Deep-sea vent communities In 1977, a team of marine geologists was studying the sea floor near the 2,500-meter-deep Galapagos Rift zone. They weren't surprised to find plumes of hot water above the rift zone, an area where the ocean crust was splitting apart and new crust was forming from molten magma. What shocked the scientists were photographs of vigorous communities of tubeworms, crabs, snails, shrimp, and many other creatures living on the sea floor near the vents. How could these creatures thrive so far away from the energy of sunlight? It turned out that the base of the food chain in these communities was a group of primitive bacteria, called Archaea, that obtain energy from the oxidation of hydrogen sulfides. This process, called chemosynthesis, produces enough biomass to support a strange and diverse community of organisms. Selected Web Resources Yeast respiration lab: http://serendip.brynmawr.edu/exchange/waldron/cellrespiration Yeast lab: http://www.umsl.edu/~microbes/pdf/Swell%20Lab.pdf Yeast fermentation: http://www.the-aps.org/education/k12curric/activities/pdfs/sullivan.pdf Cellular respiration and fermentation: http://biology.clc.uc.edu/Courses/bio104/cellresp.htm Photosynthesis: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html Vent communities: http://en.wikipedia.org/wiki/Hydrothermal_vent Related Gizmos: Photosynthesis Lab: http://www.explorelearning.com/gizmo/id?395 Plants and Snails: http://www.explorelearning.com/gizmo/id?641

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Name: _____________________________________Per.___________Date: ________________________

Student Exploration: Cell Energy Cycle Vocabulary: aerobic respiration, anaerobic respiration, ATP, cellular respiration, chemical energy, chlorophyll, chloroplast, cytoplasm, glucose, glycolysis, mitochondria, photosynthesis, radiant energy

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What does a plant need to survive and grow? ____________________________________ _________________________________________________________________________

2. What does an animal need to survive and grow? _________________________________ ________________________________________________________________________

3. How do animals and plants depend on each other? _______________________________ ________________________________________________________________________ Gizmo Warm-up The Cell Energy Cycle Gizmo™ illustrates two processes that are essential to life: photosynthesis and cellular respiration. Although both of these reactions involve a series of complex steps, the basic reactants and products in each process are four relatively simple molecules. 1. What is the chemical formula of oxygen? _______ 2. Glucose is a simple sugar. What is the chemical formula of glucose? _________________________

3. What is the chemical formula of carbon dioxide? _______ 4. What is the chemical formula of water? _______ Get the Gizmo ready: Activity A: • If necessary, click Reset. Photosynthesis

• Check that the PHOTOSYNTHESIS tab is selected. Check that Description is turned on.

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Introduction: Photosynthesis occurs in the chloroplast, an organelle found in plant and algae cells. Within the chloroplast, a green pigment called chlorophyll converts the radiant energy of sunlight into chemical energy that the plant can use. Question: What are the reactants and products of photosynthesis? 1. Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in photosynthesis? Which do you think are products? Reactants: ___________________________

Products: ___________________________

2. Explore: Drag each molecule from the CHEMICALS pane to the chloroplast on the PHOTOSYNTHESIS pane. If a molecule is a reactant, it will stay in the chloroplast. Which molecules are reactants in photosynthesis? _________________________________

3. Observe: Click Add light and look at the Output. What are the products of photosynthesis? _________________________________________________________________________ 4. Summarize: A chemical equation shows reactants on the left side of an arrow, and products on the right, like this: reactant + reactant product + product. Based on your observations, what is the chemical equation for photosynthesis? _________________________________________________________________________ Turn on Show chemical equation to check. Were you correct? _____________ 5. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom. A. Is the equation balanced as written? Why or why not? ________________________ ___________________________________________________________________ B. If you are familiar with balancing equations, balance the photosynthesis equation. Write the balanced equation below, and then check your work by clicking Balance. ___________________________________________________________________

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Activity B: Cellular respiration

Get the Gizmo ready:

• Click Reset. • Select the RESPIRATION tab.

Introduction: Cellular respiration occurs in the cytoplasm of the cell and in mitochondria, organelles found in all complex cells. (Bacteria and other simple organisms do not contain mitochondria.) The Gizmo shows a green mitochondrion surrounded by blue cytoplasm. Question: What are the reactants and products of cellular respiration? 1. Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in cellular respiration? Which do you think are products? Reactants: ___________________________

Products: ___________________________

2. Explore: Drag each molecule from the CHEMICALS pane to the RESPIRATION pane. Which molecules are reactants in cellular respiration? ______________________________

3. Observe: Click Next. What happens in the cytoplasm? _____________________________ _________________________________________________________________________ This process is called glycolysis. The word Pyruvic is short for pyruvic acid, a product of glycolysis. Glycolysis produces energy, which is stored in the form of ATP (adenosine triphosphate) molecules. Glycolysis results in a net production of two ATP molecules.

4. Observe: Click Next. What happens now? _______________________________________ 5. Observe: Click Next. What happens in the mitochondrion? __________________________ _________________________________________________________________________ Energy from the mitochondrion is also stored in the form of ATP. Thirty ATP molecules are produced for every two molecules of pyruvic acid.

6. Analyze: Cellular respiration involves two phases. Anaerobic respiration does not involve oxygen, while aerobic respiration does. Where does each phase take place? Anaerobic respiration: _______________________________________________________ Aerobic respiration: _________________________________________________________ (Activity B continued on next page)

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Activity B (continued from previous page) 7. Summarize: Based on what you have seen, what is the overall chemical equation for cellular respiration? _______________________________________________________________ Turn on Show formula of chemical equation to check. Were you correct? _____________

8. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom. A. Is the equation balanced as written? Why or why not? ________________________ ___________________________________________________________________ B. If you are familiar with balancing equations, balance the cellular respiration equation. Write the balanced equation below, and then check your work by clicking Balance. ___________________________________________________________________ 9. Extend your thinking: When you think of the word "respiration," you might think about the process of breathing, which is actually called ventilation. (The respiratory system consists of the windpipe, lungs, etc.) How is breathing related to cellular respiration? (Hint: Think about both the reactants and the products of cellular respiration.) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 10. On your own: If no oxygen is present, pyruvic acid breaks down to form lactic acid. You can feel the effects of lactic acid if you exercise very hard. One way to produce lactic acid is to do a "wall sit," supporting yourself against a wall in a sitting position. Try doing this for a few minutes. What do you feel in your thigh muscles? ___________________________________________________ ___________________________________________________ ___________________________________________________

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Activity C: The carbonoxygen cycle

Get the Gizmo ready:

• Click Reset. • Select the CYCLE tab.

Question: How is photosynthesis related to cellular respiration? 1. Form a hypothesis: How do you think photosynthesis is related to cellular respiration? _________________________________________________________________________ _________________________________________________________________________

2. Predict: Look at the red arrows, and think about the photosynthesis and respiration reactions. Each red arrow connects a set of reactants to the products of the reaction. A. Which chemicals would you expect to find at the top of the diagram? Explain. ___________________________________________________________________ ___________________________________________________________________

B. Which chemicals would you expect to find at the bottom of the diagram? Explain. ___________________________________________________________________ ___________________________________________________________________ 3. Observe: Drag the Oxygen, Glucose, Carbon dioxide, and Water into the CYCLE pane. A. Which substances are reactants in photosynthesis? ____________ ____________ B. Which substances are products of photosynthesis? ____________ ____________ C. Which substances are reactants in respiration? ____________ ____________ D. Which substances are products of respiration? ____________ ____________

4. Compare: How are the reactants and products of photosynthesis and respiration related to one another? _________________________________________________________________________ _________________________________________________________________________ (Activity C continued on next page)

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Activity C (continued from previous page) 5. Review: In photosynthesis and respiration, energy is converted from one form to another. Light is a form of radiant energy. Glucose and ATP molecules store chemical energy. A. In the photosynthesis chemical equation, does the radiant energy of the Sun act as a reactant or a product? Explain your answer. ________________________________ ___________________________________________________________________ ___________________________________________________________________ B. In photosynthesis, what form of energy is sunlight converted to, and how is this energy stored? _______________________________________________________ ___________________________________________________________________ C. In the respiration equation, does energy act as a reactant or a product? Explain. ___________________________________________________________________ ___________________________________________________________________ D. How is the energy produced by respiration stored? __________________________ ___________________________________________________________________

6. Summarize: How are respiration and photosynthesis related to each other? _____________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

7. Think and discuss: In what ways are plants and animals dependent on each other? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Cell Energy Cycle

Answer Key

Vocabulary: aerobic respiration, anaerobic respiration, ATP, cellular respiration, chemical energy, chlorophyll, chloroplast, cytoplasm, glucose, glycolysis, mitochondria, photosynthesis, radiant energy Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.] 1. What does a plant need to survive and grow?

Answers will vary. [Plants need water, air (CO2), soil, and light.] 2. What does an animal need to survive and grow? Answers will vary. [Animals need food, oxygen, and water.]

3. How do animals and plants depend on each other? Answers will vary. [Plants provide animals with food, oxygen, and sometimes water. Animals provide plants with carbon dioxide and sometimes water.].

Gizmo Warm-up The Cell Energy Cycle Gizmo™ illustrates two processes that are essential to life: photosynthesis and cellular respiration. Although both of these reactions involve a series of complex steps, the basic reactants and products in each process are four relatively simple molecules. 4. What is the chemical formula of oxygen? O2

5. Glucose is a simple sugar. What is the chemical formula of glucose? C6H12O6 6. What is the chemical formula of carbon dioxide? CO2 7. What is the chemical formula of water? H2O

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Get the Gizmo ready:

• If necessary, click Reset. • Check that the PHOTOSYNTHESIS tab is

Activity A: Photosynthesis

selected. Check that Description is turned on. Introduction: Photosynthesis occurs in the chloroplast, an organelle found in plant and algae cells. Within the chloroplast, a green pigment called chlorophyll converts the radiant energy of sunlight into chemical energy that the plant can use. Question: What are the reactants and products of photosynthesis?

Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in photosynthesis? Which do you think are products? Reactants: ___________________________ Predictions will vary.

Products: ___________________________

8. Explore: Drag each molecule from the CHEMICALS pane to the chloroplast on the PHOTOSYNTHESIS pane. If a molecule is a reactant, it will stay in the chloroplast.

Which molecules are reactants in photosynthesis? CO2 and H2O 9. Observe: Click Add light and look at the Output. What are the products of photosynthesis? C6H12O6 and O2 are the products of photosynthesis. 10. Summarize: A chemical equation shows reactants on the left side of an arrow, and products on the right, like this: reactant + reactant product + product. Based on your observations, what is the chemical equation for photosynthesis? CO2 + H2O

C6H12O6 + O2

Turn on Show chemical equation to check. Were you correct? Check answers 11. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom. C. Is the equation balanced as written? Why or why not? No. There are more C, H, and O atoms on the right side of the equation. D. If you are familiar with balancing equations, balance the photosynthesis equation. Write the balanced equation below, and then check your work by clicking Balance. 6CO2 + 6H2O

C6H12O6 + 6O2

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Activity B: Cellular respiration

Get the Gizmo ready:

• Click Reset. • Select the RESPIRATION tab.

Introduction: Cellular respiration occurs in the cytoplasm of the cell and in mitochondria, organelles found in all complex cells. (Bacteria and other simple organisms do not contain mitochondria.) The Gizmo shows a green mitochondrion surrounded by blue cytoplasm. Question: What are the reactants and products of cellular respiration? 11. Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in cellular respiration? Which do you think are products? Reactants: ___________________________ Predictions will vary.

Products: ___________________________

12. Explore: Drag each molecule from the CHEMICALS pane to the RESPIRATION pane. Which molecules are reactants in cellular respiration? C6H12O6 and O2 13. Observe: Click Next. What happens in the cytoplasm? The C6H12O6 molecule turns into two Pyruvic acid molecules, releasing energy. This process is called glycolysis. The word Pyruvic is short for pyruvic acid, a product of glycolysis. Glycolysis produces energy, which is stored in the form of ATP (adenosine triphosphate) molecules. Glycolysis results in a net production of two ATP molecules.

14. Observe: Click Next. What happens now? The pyruvic acid molecules enter the mitochondrion.

15. Observe: Click Next. What happens in the mitochondrion? CO2, H2O, and a large amount of energy is released. Energy from the mitochondrion is also stored in the form of ATP. Thirty ATP molecules are produced for every two molecules of pyruvic acid.

16. Analyze: Cellular respiration involves two phases. Anaerobic respiration does not involve oxygen, while aerobic respiration does. Where does each phase take place? Anaerobic respiration: Anaerobic respiration takes place in the cytoplasm. Aerobic respiration: Aerobic respiration takes place in the mitochondrion. (Activity B continued on next page)

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Activity B (continued from previous page) 17. Summarize: Based on what you have seen, what is the overall chemical equation for cellular respiration? C6H12O6 + O2

CO2 + H2O

Turn on Show formula of chemical equation to check. Were you correct? Check answers 18. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom. C. Is the equation balanced as written? Why or why not? No. There are more C, H, and O atoms on the left side than the right. D. If you are familiar with balancing equations, balance the cellular respiration equation. Write the balanced equation below, and then check your work by clicking Balance. C6H12O6 + 6O2

6CO2 + 6H2O

19. Extend your thinking: When you think of the word "respiration," you might think about the process of breathing, which is actually called ventilation. (The respiratory system consists of the windpipe, lungs, etc.) How is breathing related to cellular respiration? (Hint: Think about both the reactants and the products of cellular respiration.) When we breathe in, we take in oxygen, which is one of the reactants in cellular respiration. When we breathe out, we release carbon dioxide and water vapor, two of the products of cellular respiration.

20. On your own: If no oxygen is present, pyruvic acid breaks down to form lactic acid. You can feel the effects of lactic acid if you exercise very hard. One way to produce lactic acid is to do a "wall sit," supporting yourself against a wall in a sitting position. Try doing this for a few minutes. What do you feel in your thigh muscles? The "wall sit" exercise will produce a burning sensation in the thigh muscles.

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Activity C:

Get the Gizmo ready:

The carbonoxygen cycle

• Click Reset. • Select the CYCLE tab.

Question: How is photosynthesis related to cellular respiration? 1. Form a hypothesis: How do you think photosynthesis is related to cellular respiration? Hypotheses will vary.

2. Predict: Look at the red arrows, and think about the photosynthesis and respiration reactions. Each red arrow connects a set of reactants to the products of the reaction. a. Which chemicals would you expect to find at the top of the diagram? Explain. C6H12O6 and O2: Both are products of photosynthesis and reactants in respiration. b. Which chemicals would you expect to find at the bottom of the diagram? Explain. CO2 and H2O: Both are products of respiration and reactants in photosynthesis. 3. Observe: Drag the Oxygen, Glucose, Carbon dioxide, and Water into the CYCLE pane. a. Which substances are reactants in photosynthesis? CO2 and H2O b. Which substances are products of photosynthesis? C6H12O6 and O2 c. Which substances are reactants in respiration? C6H12O6 and O2 d. Which substances are products of respiration? CO2 and H2O 4. Compare: How are the reactants and products of photosynthesis and respiration related to one another? The reactants of photosynthesis (CO2 and H2O) are the same as the products of respiration. The products of photosynthesis (C6H12O6 and O2) are the same as the reactants of respiration.

(Activity C continued on next page)

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Activity C (continued from previous page) 5. Review: In photosynthesis and respiration, energy is converted from one form to another. Light is a form of radiant energy. Glucose and ATP molecules store chemical energy. a. In the photosynthesis chemical equation, does the radiant energy of the Sun act as a reactant or a product? Explain your answer. The radiant energy of the Sun acts as a reactant because it is required by photosynthesis but is not produced by photosynthesis. b. In photosynthesis, what form of energy is sunlight converted to, and how is this energy stored? Photosynthesis converts radiant energy to chemical energy, which is stored in glucose molecules. c. In the respiration equation, does energy act as a reactant or a product? Explain. In respiration, energy acts as a product because energy is produced in the respiration reaction. d. How is the energy produced by respiration stored? The energy produced by respiration is stored as ATP molecules.

6. Summarize: How are respiration and photosynthesis related to each other? Respiration is the reverse of photosynthesis. Respiration uses glucose and oxygen to produce energy, carbon dioxide, and water. Photosynthesis uses carbon dioxide, water, and energy to produce glucose and oxygen.

7. Think and discuss: In what ways are plants and animals dependent on each other? Animals depend on plants for food, oxygen, and other uses such as shelter and clothing. Plants depend on animals for carbon dioxide and sometimes for water. [Some plants also depend on animals for pollination, seed dispersal, and soil nutrients.]

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Name___________________________________________________________Per.__________Date________________________ PHOTOSYNTHESIS AND CELLULAR RESPIRATION: PIECES AND PARTS Plants are incredible organisms! They can make all their own food from the simple inputs of: carbon dioxide from the air, water and radiant energy, better known sunlight. This process is called photosynthesis. The food that plants produce through photosynthesis is called glucose, which is a type of sugar. Plants also produce oxygen as a product of photosynthesis. This means that plants are able to capture the radiant energy of the sun to turn carbon dioxide (CO2) from the air into the carbon-based molecules of life called carbohydrates, thus establishing the foundation of energy for all living things. While at the same time plants provide oxygen essential to the survival of most living organisms as well. (Clipart from: 2.bp.blogspot.com)

A simpler way to rewrite this paragraph about the chemical process of photosynthesis would be in the form of a chemical equation: INPUTS/ REACTANTS = PRODUCTS Carbon dioxide + Water + Energy/ Sunlight = Sugar/ Glucose + Oxygen

OR

___________ + ________ + _______________ = __________________ + ___________ (Please note: that glucose which is the product of photosynthesis is a sugar which is a carbon based molecule better known as a carbohydrate.) Procedure: Part One Use the bold words in the paragraph above to complete the chart below and to design a diagram showing the process of photosynthesis: PHOTOSYNTHESIS

PHOTOSYNTHESIS INPUTS/ REACTANTS

PRODUCT

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Name___________________________________________________________Per.__________Date________________________ PHOTOSYNTHESIS AND CELLULAR RESPIRATION: PIECES AND PARTS Plants are incredible organisms! They can make all their own food from the simple inputs of: carbon dioxide from the air, water and radiant energy, better known sunlight. This process is called photosynthesis. The food that plants produce through photosynthesis is called glucose, which is a type of sugar. Plants also produce oxygen as a product of photosynthesis. This means that plants are able to capture the radiant energy of the sun to turn carbon dioxide (CO2) from the air into the carbon-based molecules of life called carbohydrates, thus establishing the foundation of energy for all living things. While at the same time plants provide oxygen essential to the survival of most living organisms as well. (Clipart from: 2.bp.blogspot.com) A simpler way to rewrite this paragraph about the chemical process of photosynthesis would be in the form of a chemical equation: INPUTS/ REACTANTS = PRODUCTS Carbon dioxide + Water + Energy/ Sunlight = Sugar/ Glucose + Oxygen 6CO2 + 6H 2O + Energy/ Light = C 6H12O6 + 6O2

OR

(Please note: that glucose which is the product of photosynthesis is a sugar which is a carbon based molecule better known as a carbohydrate.) Procedure: Part One Use the bold words in the paragraph above to complete the chart below and to design a diagram showing the process of photosynthesis:

PHOTOSYNTHESIS Sample drawing to show the process of photosynthesis. Teacher can help students create same the same type of diagram or allow the students to create their own. (Photo Courtesy of SheppardSoftware.com)

Misconception: Some students may think that soil provides the plant with food. Explain to your students that plants make their own food and soil only provides or "holds" one of the raw materials needed for photosynthesis (the process of using light to create "food") to take place: that raw material is WATER. See page 89 Addressing Misconceptions in the TE.

PHOTOSYNTHESIS INPUT Carbon dioxide Water Sunlight (radiant energy)

PRODUCT Oxygen Sugar (glucose)

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Name________________________________________________Per.__________Date_________________ Photosynthesis and Respiration Background Information Plants capture sunlight within their green leaves to combine carbon dioxide and water to make food. The captured light energy is then converted to chemical energy and is stored in the food that is made by green plants. The light used in photosynthesis is absorbed by green pigment within a plant cell called chlorophyll. Leaves appear green because of the presence of a pigment called chlorophyll which absorbs others colors of the light spectrum, while reflecting green light. Chlorophyll (as well as other pigments) is located within the plant cell's organelles called chloroplasts. In chloroplasts, light energy causes water drawn from the soil to split into molecules of hydrogen and oxygen. In plants, the roots absorb water from the soil. The water then moves up through the plant's stem to the leaves. Carbon dioxide is one of the gases in the air. Carbon dioxide enters the plant through small openings on the undersides of the leaves called stomata. Once in the leaves, the water and carbon dioxide move into the chloroplasts. In a series of chemical reactions, the hydrogen combines with carbon dioxide from the air, forming a simple sugar. Oxygen from the water molecules is given off in the process. From sugar, along with nutrients from the soil, green plants can make starch, fat, protein, vitamins, and other complex compounds necessary for life. Photosynthesis supplies the chemical energy needed to produce these compounds. Chloroplasts are tiny pill-shaped organelles and the site for photosynthesis. This is where the absorbed light energy produces glucose which "feeds" the plant and, in fact, the whole rest of the world, too! Most chemical activities that take place within a cell need an energy source to drive them. Inside a cell is and organelle called the mitochondria. Mitochondria releases energy from the food stored in the cell through the process of cellular respiration. Cellular respiration is the process in which oxygen (O2) is chemically combined with food (glucose) molecules within the cell to release energy. Both plant and animal cells get energy in the form they need through cellular respiration. Because respiration is a chemical process, it can be shown in a chemical equation. 33

Food (glucose) + oxygen = carbon dioxide + water+ energy Notice that in addition to releasing energy, cellular respiration also produces CO2 and H2O. NOTE: The term respiration has two meanings: 1. The process by which air is moved into and out of your lungs. 2. The process by which the chemical energy of "food" is released as energy.

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Name__________________________________________________Per.__________Date_______________ How to Prepare a Wet Mount Slide Wet mount microscope slides are used with live organisms when the observer needs to view the subject while it is in motion or is reacting to some sort of environmental stimulus. The wet mount preparation procedure is relatively simple Materials: Cover Glass Distilled Water Eye Dropper Sample to be observed Slides Procedures: How to Prepare a Slide 1.) Place a clean slide onto the work surface. 2.) Place the sample to be observed in the center of the slide. If the sample is already in a liquid suspension, skip to Step 5. If not, you will need to add a liquid medium to suspend the sample for viewing. 3.) Add a drop of distilled water over the top of the sample. 4.) Place the cover glass next to the droplet along one edge as shown in the diagram. The side resting against the glass will act as the pivot point as you lower the cover glass over the sample.

5.) Lower the cover glass into place. As you hinge the glass downward, the drop will spread outward and suspend the sample between the slide and cover glass for optimal viewing.

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Name________________________________________________Per.______________Date_____________ EXAMINING PLANTS ACTIVITY TEACHER BACKGROUND INFORMATION Objective: To locate the primary structures on a leaf that are used to complete photosynthesis. Materials: Cover Glass Distilled Water Eye Dropper Microscope Plant-Elodea Leaf etc. Sample to be observed Slides Procedures: 1.) Obtain a small piece of a plant/lettuce leaf and create a wet mount slide of the plant. (If the plant is too thick you may have to try and separate the plant into a thinner section. Do this by breaking the plant back and pulling gently, a thin piece of the plant should pull away.) 2.) Begin on lower power and using the course adjustment knob focus in on the plant slide. Continue to medium power and using the course adjustment knob, focus in on the plant slide. Lastly, move to high power and using the fine adjustment knob, focus in on the plant slide. 3.) Make a VERY DETAILED drawing of what you are observing on each of the three powers under the microscope. REMEMBER: Exact color is as important to your observation as is the size and scale of each drawing. Use the circle space below to draw the section of your slide that you are observing. 4.) Label the following structures on the diagram chloroplasts, chlorophyll, cytoplasm CELL PART

FUNCTION/PURPOSE

Chloroplast

Located in the plant cell, they help capture energy from sunlight

Chlorophyll

A green pigment found in the cells of plants that captures energy from sunlight to produce food.

Cytoplasm

The material within a cell apart from the nucleus.

5.) Describe the function of each of these parts. 37

Name___________TEACHER KEY________________________Per.______________Date_____________ Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 38

Name________________________________________________Per.______________Date_____________ EXAMINING PLANTS ACTIVITY Objective: To locate the primary structures on a leaf that are used to complete photosynthesis. Materials: Cover Glass Distilled Water Eye Dropper Microscope Plant-Elodea Leaf etc. Sample to be observed Slides Procedures: 1.) Obtain a small piece of a plant/lettuce leaf and create a wet mount slide of the plant. (If the plant is too thick you may have to try and separate the plant into a thinner section. Do this by breaking the plant back and pulling gently, a thin piece of the plant should pull away.) 2.) Begin on lower power and using the course adjustment knob focus in on the plant slide. Continue to medium power and using the course adustment knob, focus in on the plant slide. Lastly, move to high power and using the fine adjustment knob, focus in on the plant slide. 3.) Make a VERY DETAILED drawing of what you are observing on each of the three powers under the microscope. REMEMBER: Exact color is as important to your observation as is the size and scale of each drawing. Use the circle space below to draw the section of your slide that you are observing. 4.) Label the following structures on the diagram chloroplasts, chlorophyll, stomata 5.) Describe the function of each of these parts.

CELL PART

FUNCTION

Chloroplast

Chlorophyll

Stomata

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Name________________________________________________Per.______________Date_____________ Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

Magnification ________________________________ What do I See? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

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Name___________________________________________________________________________Per._____________Date_____________ COMPARING PHOTOSYNTHESIS & RESPIRATION Directions: Using knowledge that you have obtained, compare and contrast photosynthesis and respiration.

PHOTOSYNTHESIS

RESPIRATION

Where does it occur?

When does it occur?

What is needed?

What is created?

What happens to food?

Chemical Formula

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Name_____________________Teacher Key_________________________________________Per._____________Date_____________ COMPARING PHOTOSYNTHESIS & RESPIRATION Directions: Using knowledge that you have obtained, compare and contrast photosynthesis and respiration. PHOTOSYNTHESIS

RESPIRATION

Where does it occur?

Occurs in green plants bearing chlorophyll pigments

Occurs in living cells

When does it occur?

Occurs in the presence of light

Occurs all the time

What is needed?

Uses carbon dioxide and water

Uses oxygen and glucose

What is created?

Oxygen is created

Carbon dioxide is created

What happens to food?

Food manufactured

Food broken down

Chemical Formula

6CO2 + 6H2O + Energy/ Light = C6H12O6 + 6O2

Light energy is converted into chemical energy and stored

C6H12O6+ O2 = H2O + CO2 + Energy (36 ATP)

Chemical energy is partly converted into heat energy and partly into useful energy

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Name________________________________________________Per.____________Date__________ Teacher Background Page PHOTOSYNTHESIS & CELLULAR RESPIRATION FOLDABLE FOLD DIRECTIONS: 1. Fold a sheet of paper in half horizontally (hamburger) so that one side is one inch longer than the other side. 2. Cut the shorter side in half, up towards the fold (mountain top) to create two flaps. Sample Foldable

http://sciencemccoy.weebly.com/cellular-respiration-and-photosynthesis-foldable.html

LABEL FRONT OF FLAPS 1. Label the LEFT flap, PHOTOSYNTHESIS. Draw an accurate diagram of what occurs during photosynthesis. Be sure to label the different gasses and reactants that help make this process happen. 2. Label the RIGHT flap, CELLULAR RESPIRATION. Draw an accurate diagram of what occurs during cellular respiration. Be sure to label the different gasses and reactants that help make this process happen. LABEL BACK OF FLAPS 1. On the LEFT BACK flap include the following: a. Equation for photosynthesis? Chemical symbol and words. b. What are the reactants? Products? c. Define photosynthesis. 2. On the RIGHT BACK flap include the following: a. Equation for cellular respiration? Chemical symbol and words. b. Define cell respiration.

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Name________________________________________________Per.____________Date__________ PHOTOSYNTHESIS & CELLULAR RESPIRATION FOLDABLE FOLD DIRECTIONS: 3. Fold a sheet of paper in half horizontally (hamburger) so that one side is one inch longer than the other side. 4. Cut the shorter side in half, up towards the fold (mountain top) to create two flaps.

LABEL FRONT OF FLAPS 3. Label the LEFT flap, PHOTOSYNTHESIS. Draw an accurate diagram of what occurs during photosynthesis. Be sure to label the different gasses and reactants that help make this process happen. 4. Label the RIGHT flap, CELLULAR RESPIRATION. Draw an accurate diagram of what occurs during cellular respiration. Be sure to label the different gasses and reactants that help make this process happen. LABEL BACK OF FLAPS 3. On the LEFT BACK flap include the following: a. Equation for photosynthesis? Chemical symbol and words. b. What are the reactants? Products? c. Define photosynthesis. 4. On the RIGHT BACK flap include the following: a. Equation for cellular respiration? Chemical symbol and words. b. Define cell respiration.

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Name________________________________________________Per._____________Date___________ Elodea & Photosynthesis Lab Teacher Background Information

Background Information: Elodea is a common "exotic" aquarium plant that has also escaped into some local waterways. Elodea is an excellent plant for our studies of photosynthesis and cells because it is easy to grow, and readily available. The leaves are only a few cells thick so they will be easy for us to observe under the microscope to look at cells and cell parts. Recall from earlier discussions and studies, that photosynthesis requires certain raw materials and produces certain products, one of which is released by the cells as a gas. You have read about the process of photosynthesis, and now you will act as any scientist would and ask to see the proof! How can you see the proof however, since gases are colorless and oxygen and carbon dioxide are both odorless too? Problem: To what extent does distance from a light source (5cm, 10cm, & 15cm) affect the rate of photosynthesis (measured in bubbles / 3 min.) in Elodea water plants? Materials:

Elodea Plant Sodium Bicarbonate

Test Tubes Distilled Water Ruler/Meter Stick Goggles

Light Source

Research: 1) Write down the equation for photosynthesis? 2) Where do plants get the CO2 for this process (what organisms release this gas)? 3) What organelle in plants is responsible for photosynthesis (producing food)? 4) What is the pigment found in this organelle that absorbs light to power photosynthesis? 5) If a plant were under water and was photosynthesizing, what gas would be visibly bubbling from the plant? Hypothesis: _______________________________________________________________________________ _______________________________________________________________________________ PART A. Setting Up the Experiment 1. Obtain a green sprig of Elodea. Remove several leaves from around the cut end of the stem. Slice off a portion of the stem at an angle and lightly crush the cut end of the stem. 2. Place a small pinch of sodium bicarbonate into a test tube (this increases carbon dioxide in the water).

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3. Place the plant into the test tube, stem end up. 4. Filled the test with distilled water so that the stem is completely submersed. PART B. Running the Experiment 1. Place a source of light about 5 cm from the plant. 2. Wait one minute 3. After one minute, count and record the number of oxygen bubbles rising from the cut end of the stem for 3 minutes. If bubbles fail to appear after 2 minutes repeat part A. 4. Run a second 3 minute trial at 10 cm from the light sources (sun, room, overhead lamp, lamp, grow light). Record your results. 5. Run a third trial 3 minute trial with at a 15 cm distance from a light and record your results. 6. Prepare a graph of your results. The X-axis will be distance from light (IV) and the Y-axis will be number of bubbles (DV) in 3 minutes. Data Table: Distance from light source (cm)

# Bubbles / 3 min

Graph:

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Name______________________________________________Per._____________Date____________

1) Did your data support your hypothesis? Explain.

2) What went well with the experiment?

3) What went wrong with the experiment?

4) What new problems (questions for study) arose as you did this experiment?

5) What did you learn from this experiment?

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Name________________________________________________Per._____________Date___________ Elodea & Photosynthesis Lab Background Information: Elodea is a common "exotic" aquarium plant that has also escaped into some local waterways. Elodea is an excellent plant for our studies of photosynthesis and cells because it is easy to grow, and readily available. The leaves are only a few cells thick so they will be easy for us to observe under the microscope to look at cells and cell parts. Recall from earlier discussions and studies, that photosynthesis requires certain raw materials and produces certain products, one of which is released by the cells as a gas. You have read about the process of photosynthesis, and now you will act as any scientist would and ask to see the proof! How can you see the proof however, since gases are colorless and oxygen and carbon dioxide are both odorless too? Problem: To what extent does distance from a light source (5cm, 10cm, & 15cm) affect the rate of photosynthesis (measured in bubbles / 3 min.) in Elodea water plants? Materials:

Elodea Plant Sodium Bicarbonate

Test Tubes Distilled Water Ruler/Meter Stick Goggles

Light Source

Research: 1) Write down the equation for photosynthesis? 2) Where do plants get the CO2 for this process (what organisms release this gas)? 3) What organelle in plants is responsible for photosynthesis (producing food)? 4) What is the pigment found in this organelle that absorbs light to power photosynthesis? 5) If a plant were under water and was photosynthesizing, what gas would be visibly bubbling from the plant? Hypothesis: _______________________________________________________________________________ _______________________________________________________________________________ PART A. Setting Up the Experiment 1. Obtain a green sprig of Elodea. Remove several leaves from around the cut end of the stem. Slice off a portion of the stem at an angle and lightly crush the cut end of the stem. 2. Place a small pinch of sodium bicarbonate into a test tube (this increases carbon dioxide in the water). 48

3. Place the plant into the test tube, stem end up. 4. Filled the test with distilled water so that the stem is completely submersed. PART B. Running the Experiment 1. Place a source of light about 5 cm from the plant. 2. Wait one minute 3. After one minute, count and record the number of oxygen bubbles rising from the cut end of the stem for 3 minutes. If bubbles fail to appear after 2 minutes repeat part A. 4. Run a second 3 minute trial at 10 cm from the light sources (sun, room, overhead lamp, lamp, grow light). Record your results. 5. Run a third trial 3 minute trial with at a 15 cm distance from a light and record your results. 6. Prepare a graph of your results. The X-axis will be distance from light (IV) and the Y-axis will be number of bubbles (DV) in 3 minutes. Data Table: Distance from light source (cm)

# Bubbles / 3 min

Graph:

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Name______________________________________________Per._____________Date____________

1) Did your data support your hypothesis? Explain.

2) What went well with the experiment?

3) What went wrong with the experiment?

4) What new problems (questions for study) arose as you did this experiment?

5) What did you learn from this experiment?

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Name:___________________________________________Per.____________Date________________ BTB and Evidence of Photosynthesis TEACHER BACKGROUND INFORMATION Background Information: Photosynthesis is the process during which a plant's chlorophyll traps light energy and sugars (glucose) are produced. In plants, photosynthesis occurs only in cells with chloroplasts. The chemical reaction for photosynthesis is: Sunlight (light energy) + 6 H2O (water) + 6CO2 (carbon dioxide) ----> 6 O2 (oxygen gas) + C6H12O6 (glucose) (chloroplasts)

(roots)

(stomata)

(stomata) (food = glucose OR sugar)

In this experiment we will be using a chemical indicator called Bromothymol Blue (BTB). Bromothymol blue solution, BTB, can indicate the presence of carbon dioxide in water. When there is little or no carbon dioxide (CO2) present, BTB will show a blue color. Depending upon the amount of carbon dioxide, BTB will change to green or yellow. Yellow indicates more carbon dioxide. Materials:

3 test tubes Straw

Beaker Foil

Graduated cylinder Elodea

Bromothymol Blue Solution Goggles

***SAFETY NOTE*** Consider diluting the BTB Solution with water in a ratio of 5 to 1. Explain to students that when they are measuring the CO2 levels they should be exhaling not inhaling. Procedure: 1) Place 1 ml of Bromothymol Blue in a beaker and 30 ml of water. 2) Observe the color of the solution. 3) Pour 10 ml of the solution into a test tube and cap it. 4) Introduce CO2 into the remaining solution in the beaker. To do this: use a straw to slowly and gently blow carbon dioxide from your lungs into the solution until it turns yellow. Be sure to gently exhale not inhale. 5) Pour the remaining solution in the beaker (now yellow) evenly into the other two test tubes. Record the color of each. 6) Take one 6 cm piece of elodea and place it in one of the test tubes with the carbon dioxide rich BTB solution (yellow), and cap it. 7) Cap the remaining test tube that does not have an elodea plant in it. 8) Place the test tubes near a light source. 9) Allow the test tubes to sit undisturbed overnight. 10) Record the color of each test tube while holding each in front of a white background.

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Name:_________________________________________________Per.___________Date___________ Data Analysis Questions: 1) Which test tube(s) showed a color change in this investigation?

2) What does a color change indicate in this investigation?

3) Explain what is occurring in this lab.

Test Tube #1

Test Tube #2

Test Tube #3

BTB Solution

BTB Solution w/ CO2

Covered

Covered

BTB Solution w/ CO2 & Elodea Plant

(Control Group)

Covered

Color at Start (Include any other observations)

Hypothesis: What will happen to each test tube (color change) and why (scientific reason)?

Color after 24 Hours

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Name:___________________________________________Per.____________Date________________ BTB and Evidence of Photosynthesis Background Information: Photosynthesis is the process during which a plant's chlorophyll traps light energy and sugars (glucose) are produced. In plants, photosynthesis occurs only in cells with chloroplasts. The chemical reaction for photosynthesis is: Sunlight (light energy) + 6 H2O (water) + 6CO2 (carbon dioxide) ----> 6 O2 (oxygen gas) + C6H12O6 (glucose) (chloroplasts)

(roots)

(stomata)

(stomata) (food = glucose OR

sugar) In this experiment we will be using a chemical indicator called Bromothymol Blue (BTB). Bromothymol blue solution, BTB, can indicate the presence of carbon dioxide in water. When there is little or no carbon dioxide (CO2) present, BTB will show a blue color. Depending upon the amount of carbon dioxide, BTB will change to green or yellow. Yellow indicates more carbon dioxide. Materials: 3 test tubes Straw

Beaker Foil

Graduated cylinder Elodea

Bromothymol Blue Solution Goggles

Procedure: 1) Place 1 ml of Bromothymol Blue in a beaker and 30 ml of water. 2) Observe the color of the solution. 3) Pour 10 ml of the solution into a test tube and cap it. 4) Introduce CO2 into the remaining solution in the beaker. To do this: use a straw to slowly and gently blow carbon dioxide from your lungs into the solution until it turns yellow. Be sure to gently exhale not inhale. 5) Pour the remaining solution in the beaker (now yellow) evenly into the other two test tubes. Record the color of each. 6) Take one 6 cm piece of elodea and place it in one of the test tubes with the carbon dioxide rich BTB solution (yellow), and cap it. 7) Cap the remaining test tube that does not have an elodea plant in it. 8) Place the test tubes near a light source. 9) Allow the test tubes to sit undisturbed overnight. 53

10) Record the color of each test tube while holding each in front of a white background. Name:_________________________________________________Per.___________Date___________ Data Analysis Questions: 1) Which test tube(s) showed a color change in this investigation?

2) What does a color change indicate in this investigation?

3) Explain what is occurring in this lab.

Test Tube #1

Test Tube #2

Test Tube #3

BTB Solution

BTB Solution w/ CO2

Covered

Covered

BTB Solution w/ CO2 & Elodea Plant

(Control Group)

Covered

Color at Start (Include any other observations)

Hypothesis: What will happen to each test tube (color change) and why (scientific reason)?

Color after 24 Hours

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Name_________________________________________________Per.________________Date__________________ BEASTIE YEASTIES TEACHER BACKGROUND INFORMATION Background Information: Respiration is the process by which cells take in oxygen and release carbon dioxide and energy. It is the step-by-step breakdown of high energy glucose molecules to release energy. Respiration takes place in all living cells day and night. Cells carry out the process of cellular respiration in order to meet all of their needs. Energy produced from glucose by cellular respiration is required for the survival of all living things. The organelle where cellular respiration takes place in cell is the mitochondrion. The mitochondrion is the organelle that makes energy from food for the cell's activities. When living things respire they produce heat energy. The chemical equation for respiration is: (Photo from: amuslima.com) Glucose (C6H12O6) + Oxygen (6 O2) --- Carbon dioxide (6CO2) + Water (6H2O) + Energy Problem: To observe how organisms use sugar to create energy. Materials: • Balloon • Dry Yeast • Glass containers or soda bottle • Measuring Tape • Sugar • Tablespoon/spoon • Thermometer • Warm Water Procedures: 1) Put 1 spoonful of yeast and 2 spoonfuls of sugar in the soda bottle. 2) Fill the bottle ¾ full of warm water. 3) QUICKLY stretch the balloon over the opening of the bottle. 4) Seal with masking tape. 5) Shake the bottle to speed up the reaction. 6) Measure the diameter of the balloon every 2 minutes. 7) Shake as needed to mix the ingredients. 8) Repeat steps 1 and 2. 9) Insert a thermometer or temperature probe in the bottle. 10) Measure the temperature every 2 minutes. 11) Complete the data table and graphs. 12) Analyze your results and complete the Making Conclusions Questions.

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Data:

Data Analysis: Using the data from the table above create two graphs, one to measure the change in the diameter of the balloon and one to measure the temperature inside of the bottle. Remember to use a title and to label the X and Y axis.

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Making Conclusions: 1.) After completing your two graphs, describe the relationships shown in the graphs: a.) Time & temperature

b.) Time & diameter of the balloon

2.) What is the gas that filled the balloon? Where did it come from? Explain your answer.

3.) Explain why the temperature changed during the experiment.

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Name_________________________________________________Per.________________Date__________________ BEASTIE YEASTIES Background Information: Respiration is the process by which cells take in oxygen and release carbon dioxide and energy. It is the step-by-step breakdown of high energy glucose molecules to release energy. Respiration takes place in all living cells day and night. Cells carry out the process of cellular respiration in order to meet all of their needs. Energy produced from glucose by cellular respiration is required for the survival of all living things. The organelle where cellular respiration takes place in cell is the mitochondrion. The mitochondrion is the organelle that makes energy from food for the cell's activities. When living things respire they produce heat energy. The chemical equation for respiration is: (Photo from: amuslima.com) Glucose (C6H12O6) + Oxygen (6 O2) --- Carbon dioxide (6CO2) + Water (6H2O) + Energy Problem: To observe how organisms use sugar to create energy. Materials: • Balloon • Dry Yeast • Glass containers or soda bottle • Measuring Tape • Sugar • Tablespoon/spoon • Thermometer • Warm Water Procedures: 13) Put 1 spoonful of yeast and 2 spoonfuls of sugar in the soda bottle. 14) Fill the bottle ¾ full of warm water. 15) QUICKLY stretch the balloon over the opening of the bottle. 16) Seal with masking tape. 17) Shake the bottle to speed up the reaction. 18) Measure the diameter of the balloon every 2 minutes. 19) Shake as needed to mix the ingredients. 20) Repeat steps 1 and 2. 21) Insert a thermometer or temperature probe in the bottle. 22) Measure the temperature every 2 minutes. 23) Complete the data table and graphs. 24) Analyze your results and complete the Making Conclusions Questions.

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Data:

Data Analysis: Using the data from the table above create two graphs, one to measure the change in the diameter of the balloon and one to measure the temperature inside of the bottle. Remember to use a title and to label the X and Y axis.

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Making Conclusions: 1.) After completing your two graphs, describe the relationships shown in the graphs: a.) Time & temperature

b.) Time & diameter of the balloon

2.) What is the gas that filled the balloon? Where did it come from? Explain your answer.

3.) Explain why the temperature changed during the experiment.

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Teacher Guide: Plants and Snails Learning Objectives Students will: • Use an indicator to measure concentrations of oxygen and carbon dioxide. • Design controlled experiments to test hypotheses. • Discover what gases are used and produced by animals. • Discover what gases are used and produced by plants (in light and dark). • Explain how animals and plants help each other survive. Vocabulary bromthymol blue (BTB), carbon dioxide-oxygen cycle, interdependence

indicator,

Lesson Overview The Plants and Snails GizmoTM allows students to nature of oxygen intake and carbon dioxide release in animals in both light and in the dark.

discover the plants and

The Student Exploration contains three activities:

• • •

Activity A - Students design their own series of order to gather data on the changing levels of O2 plants and animals in both light and dark.

trials in and CO2 in

Activity B - Students look more closely at the effects of snails and plants together, studying the concept of interdependence.

combined

Activity C - Students discover the relationship between the changing gas levels, concluding that oxygen is converted to carbon dioxide and vice versa.

Suggested Lesson Sequence Pre-Gizmo Activity Use care in completing the Pre-Gizmo Activity 6.

( 5 - 10 minutes) Bromthymol blue's ability to indicate the presence of carbon dioxide in a solution is easily demonstrated. Place about 10 mL of bromthymol blue solution (inexpensive and available from major science supply shops) into a test tube. Then place a straw into the solution and blow gently through the straw. BE CAREFUL NOT TO INHALE! BTB IS POISONOUS. After a few minutes of blowing, the solution should begin to turn yellow, indicating the presence of carbon dioxide.

7. Prior to using the Gizmo ( 10 - 15 minutes) Before students are at the computers, pass out the Student Explorations and ask students to complete the Prior Knowledge Questions. Discuss student answers as a class, but do not provide correct answers yet. Afterwards, if possible, use a projector to introduce the Gizmo and demonstrate its basic operations.

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8. Gizmo activities ( 15 - 20 minutes per activity) Assign students to computers. Students can work individually or in small groups. Have them work through the Student Exploration with the help of the Gizmo. Walk around to check student progress and answer questions as students work. Alternatively, you can use a projector and do the Exploration as a teacher-led activity. 9. Discussion questions ( 10 - 20 minutes) As students are working or just after they are done, discuss the following questions:

• • •

Do plants breathe (exchange gases) in the same way that animals do? What is an "indicator" and how are they useful to scientists? Do plants create more oxygen than they use? How do you know?

10. Follow-up activity: Demonstrating gas exchange in plants ( 2 - 5 days) You can demonstrate parts of this laboratory in the classroom. Elodea is a popular aquarium plant and is likely available from local aquarium supply stores. Bromthymol blue is available from major science supply houses. Prepare several test tubes containing the BTB solution and several sprigs of Elodea. Cork the tubes and then place several of them in a dark location like a closet. Place several others on a sunny windowsill. Check the tubes periodically over the course of the next week. The tubes on the windowsill should turn blue. The tubes in the closet should turn yellow. Scientific Background Indicators are important tools used by biologists and chemists. An indicator is a substance that changes color when it comes in contact with some specific chemical. Bromthymol blue (also known as bromothymol blue and as BTB) is a commonly used indicator that indicates whether a solution is an acid, a base, or neutral. In a neutral solution, bromthymol blue is green. In an acid it turns yellow and in a base it turns blue. (See below.) Solution pH

Color (with bromthymol blue indicator)

Acidic

Yellow

Neutral

Green

Basic

Blue

When carbon dioxide (CO2) is dissolved in water, the water becomes a mild acid (the acid in soda) and bromthymol blue turns the water yellow. When oxygen (O2) is dissolved in water, the water becomes a base and bromthymol blue turns it blue. This makes BTB particularly useful in studying of respiration and photosynthesis, both of which involve oxygen and carbon dioxide. Respiration takes place all the time, day and night, in plants and in animals. During respiration the plant or animal takes in oxygen and releases carbon dioxide. Photosynthesis takes place only in plants AND only when light is present. During photosynthesis, plants take in carbon dioxide and they release oxygen. During the daylight hours, plants are engaged in both processes at the same time. However, the amount of oxygen produced through photosynthesis is usually greater than the amount of oxygen that the plant uses in respiration. In fact, the amount of oxygen produced by plants during the daylight hours is generally greater than the amount that they consume during an entire day/night cycle. As a result plants produce more oxygen than they use, which is critical for the survival of other living creatures (like animals), which require oxygen but don't produce any on their own.

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Environmental Connection A potential environment crisis has recently been receiving a great deal of attention from scientists, the news media, and governments around the world. The concern is global warming - a gradual increase in the temperature of Earth's atmosphere. Global warming is not an unnatural event. It has occurred many times throughout Earth's history (along with its counterpart, global cooling), but scientists are concerned that the current trend may be more than a natural cycle - that it may be a direct result of human activity. Earth's generally mild climate is due in large part to the greenhouse effect. The greenhouse effect refers to the fact that heat which radiates away from Earth's surface and its oceans is captured by certain "greenhouse gases." These gases hold the heat within the atmosphere rather than letting it escape to outer space. Without these gases, the temperature would fluctuate widely between day and night and the overall average temperature on Earth would be much colder. Carbon dioxide is one of the most common greenhouse gases. Recent human activities, such as the burning of fossil fuels, have greatly increased the amount of carbon dioxide in the atmosphere. (Carbon dioxide is a product of the burning process.) Another factor that may be playing a role in the increase in CO2 is ongoing deforestation - the felling of mature forests to make room for agriculture or urban expansion. Fewer trees means that less photosynthesis takes place. Concern is growing that the current global warming trend may be a direct result of our unnatural addition of greenhouse gases to the atmosphere.

Selected Web Resources Photosynthesis lab: http://passporttoknowledge.com/scic/photosynthesis/educators/plantsbreathe.html Newton's Apple - photosynthesis: http://www.newtonsapple.tv/TeacherGuide.php?id=915 PBS/Nova resource on photosynthesis: http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html# Carbon and oxygen cycles: http://www.natgeoeducationvideo.com/film/1226/the-carbon-and-oxygen-cycles, http://www.realtrees4kids.org/sixeight/cycles.htm EPA site on climate change: http://www.epa.gov/climatechange/science/index.html

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Name______________________________________________________Per.________Date______________

Student Exploration: Plants and Snails Vocabulary: bromthymol blue (BTB), carbon dioxide-oxygen cycle, indicator, interdependence

Prior Knowledge Questions (Do these BEFORE using the Gizmo.) 1. What important gas do we take in when we breathe? _________________________________________________________________________

2. Why don't we run out of the important gases that we need to stay alive? _________________________________________________________________________ _________________________________________________________________________ Gizmo Warm-up In the Plants and Snails Gizmo™, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change. 1. With the lights set to on, drag a snail into one test tube and a plant into another. Press Play ( ). After 24 hours, what is the color of each tube? ___________________________________________ ___________________________________________

2. Select Show oxygen and CO2 values. Place the O2/CO2 probe in each tube. The probe will show you the levels of two gases, oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels. A. When the water turns blue, which gas is most common? ______________________ B. When the water turns yellow, which gas is most common? _____________________ C. What does it tell you when the water is green? ______________________________ ___________________________________________________________________

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Get the Gizmo ready:

Activity A: Gases in and gases out

• • •

Click Reset ( ). Clear all of the test tubes. Turn on Show oxygen and CO2 values.

Question: What gases do plants and animals take in and what do they give off? 1. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try it in both light and dark. Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper. What is in the tube

Lights: on/off

Results

2. Analyze: Study your data on gases given off by plants. A. What gas do plants give off in the light? ___________________________________ B. How about in the dark? ________________________________________________ 3. Analyze: Study your data on gases given off by animals. A. What gas do animals give off in the light? __________________________________ B. How about in the dark? ________________________________________________ C. How do these results compare to your plant results? _________________________ ___________________________________________________________________

4. Infer: Describe the carbon dioxide-oxygen cycle by completing the sentences below: Animals breathe in ________________ and breathe out ________________. In sunlight, plants take in ________________ and release ________________.

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Activity B: Interdependence

Get the Gizmo ready: • Click Reset. • Clear all of the test tubes. Turn • the light switch to on. • Check Show oxygen and CO2 values.

Question: How do plants and animals depend on each other? 1. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play. A. Does the color of the water in the tube change? _____________________________ B. What happens to the O2 and CO2 levels? __________________________________ ___________________________________________________________________ 2. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in each case listed below. (Leave the Actual result column blank for now.) Tube

Prediction

Actual result

2 snails, 2 sprigs, lights on 1 snail, 2 sprigs, lights on 1 snail, 2 sprigs, lights off

3. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table. 4. Generalize: Describe how plants and animals each contribute to the survival of the other. (This type of cooperative relationship is called interdependence.) _________________________________________________________________________ _________________________________________________________________________ 5. Challenge: Simulate a 24-hour day (12 hours of light, 12 hours of dark). How many snails and plants do you need to keep a stable environment? Explain any discoveries you make. _________________________________________________________________________ _________________________________________________________________________

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Activity C: Linking O2 and CO2

Get the Gizmo ready: • Click Reset. • Clear all of the test tubes. Turn • the light switch to on. • Check Show oxygen and CO2 values.

Question: How are the amounts of oxygen and carbon dioxide related to each other? 1. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the Elodea. Click Play. As the Gizmo runs, Pause ( ) it a few times. A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time? ___________________________________________________________________ B. What is always true about the total amount of O2 and CO2 in the test tube? ___________________________________________________________________ C. What happens when the CO2 reaches zero? _______________________________ ___________________________________________________________________

2. Revise and repeat: Click Reset and run the experiment again, this time with the lights off. A. How do the gas levels change? O2 _________________ CO2 _________________ B. What is the total of O2 and CO2? _________________________________________ 3. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails. A. How do the gas levels change? O2 _________________ CO2 _________________ B. What is the total of O2 and CO2? _________________________________________ C. Why do the gas levels stop changing in this case? ___________________________ ___________________________________________________________________

4. Challenge: The total of the O2 and CO2 in the test tubes always stayed the same. Why do you think this is? (Hint: Molecules of carbon dioxide, CO2, are made of carbon, C, bonded together with two molecules of oxygen, O.) _________________________________________________________________________ _________________________________________________________________________

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Plants and Snails

Answer Key

Vocabulary: bromthymol blue (BTB), carbon dioxide-oxygen cycle, indicator, interdependence Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.] 3. What important gas do we take in when we breathe? Oxygen

4. Why don't we run out of the important gases that we need to stay alive? Answers may vary. [It's likely that not all students will know that plants make oxygen during photosynthesis.]

Gizmo Warm-up In the Plants and Snails Gizmo™, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change.

3. With the lights set to on, drag a snail into one test tube and a plant into another. Press Play ( ). After 24 hours, what is the color of each tube? The tube with the plant in it is kind of blue. The tube with the snail in it is kind of yellow.

4. Select Show oxygen and CO2 values. Place the O2/CO2 probe in each tube. The probe will show you the levels of two gases, oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels. A. When the water turns blue, which gas is most common? Oxygen (O2) B. When the water turns yellow, which gas is most common? Carbon dioxide (CO2) C. What does it tell you when the water is green? The levels of oxygen (O2) and carbon dioxide (CO2) are about equal.

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Get the Gizmo ready:

Activity A: Gases in and gases out

• • •

Click Reset ( ). Clear all of the test tubes. Turn on Show oxygen and CO2 values.

Question: What gases do plants and animals take in and what do they give off? 5. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try it in both light and dark. Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper. Answers will vary. [Below are some possible experiments with their expected results.] What is in the tube Lights: on/off Results The water turned pale green and the O2 level 2 plants Off went down. The O2 level went down The water turned 3 snails On yellow and the snails died. The O2 level went up. The water turned very blue and there were bubbles. Then the bubbles 3 plants On stopped and the plants turned brown. The O2 level went to zero, the snails died, and 4 plants and Off then the plants died as well. 4 snails

6. Analyze: Study your data on gases given off by plants. A. What gas do plants give off in the light? Oxygen (O2) B. How about in the dark? Carbon dioxide (CO2) 7. Analyze: Study your data on gases given off by animals. A. What gas do animals give off in the light? Carbon dioxide (CO2) B. How about in the dark? Carbon dioxide (CO2) How do these results compare to your plant results? In the light, plants give off oxygen. Animals give off carbon dioxide in the light.

8. Infer: Describe the carbon dioxide-oxygen cycle by completing the sentences below: Animals breathe in oxygen (O2) and breathe out carbon dioxide (CO2). In sunlight, plants take in carbon dioxide (CO2) and release oxygen (O2).

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Activity B: Interdependence

Get the Gizmo ready: • Click Reset. • Clear all of the test tubes. • Turn the light switch to on. • Check Show oxygen and CO2 values.

Question: How do plants and animals depend on each other? 6. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play. A. Does the color of the water in the tube change? No. B. What happens to the O2 and CO2 levels? Answers will vary, but students should note that the levels are both still close to 6.0. 7. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in each case listed below. (Leave the Actual result column blank for now.) Tube

Prediction

Actual result

2 snails, 2 sprigs, lights on

Predictions will vary.

O2 and CO2 levels both remain about 6.0.

1 snail, 2 sprigs, lights on

Predictions will vary.

The O2 level increases and the CO2 level decreases.

1 snail, 2 sprigs, lights off

Predictions will vary.

The CO2 level increases and the O2 level decreases.

8. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table. 9. Generalize: Describe how plants and animals each contribute to the survival of the other. (This type of cooperative relationship is called interdependence.) Animals need oxygen to live. They use the oxygen and make CO2. In light conditions, plants use CO2 and make oxygen. Animals depend on the oxygen produced by plants for survival, and plants depend on the CO2 produced by animals for survival. 10. Challenge: Simulate a 24-hour day (12 hours of light, 12 hours of dark). How many snails and plants do you need to keep a stable environment? Explain any discoveries you make. Answers may vary. [The most stable result comes from combining 4 plants with 1 snail. The combination of 3 plants and 1 snail works too; there is some excess oxygen, but the plants do still get enough carbon dioxide.]

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Activity C: Linking O2 and CO2

Get the Gizmo ready: • Click Reset. • Clear all of the test tubes. • Turn the light switch to on. • Check Show oxygen and CO2 values.

Question: How are the amounts of oxygen and carbon dioxide related to each other? 1. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the Elodea. Click Play. As the Gizmo runs, Pause ( ) it a few times. A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time? The O2 level goes up and the CO2 level goes down. B. What is always true about the total amount of O2 and CO2 in the test tube? The total of O2 and CO2 stays the same - about 12 ppm (parts per million). C. What happens when the CO2 reaches zero? The O2 level reaches 12 ppm and stays there. 2. Revise and repeat: Click Reset and run the experiment again, this time with the lights off. A. How do the gas levels change? O2 decreases

CO2 increases

B. What is the total of O2 and CO2? The total stays at 12 ppm. 3. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails. A. How do the gas levels change? O2 decreases

CO2 increases

B. What is the total of O2 and CO2? The total stays at 12 ppm. C. Why do the gas levels stop changing in this case? The snails die, so they stop using up oxygen and giving off carbon dioxide.

4. Challenge: The total of the O2 and CO2 in the test tubes always stayed the same. Why do you think this is? (Hint: Molecules of carbon dioxide, CO2, are made of carbon, C, bonded together with two molecules of oxygen, O.) Sample answer: The total amount of O2 and CO2 remains the same because the number of oxygen molecules produced by plants is equal to the number of carbon dioxide molecules produced by animals. [Note: CO2 is not directly converted to O2 by plants, but the numbers of molecules of each are the same in the photosynthesis equation.]

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Name ________________________________________________Per.___________Date___________ PHOTOSYNTHESIS WEBQUEST Illuminating Photosynthesis Type in the following link: http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html# Read the introduction entitled "Illuminating Photosynthesis" by Rick Groleau Click on the link that reads: "Go to Illuminating Photosynthesis." Read the introductory poem. Click on "The Cycle" at the top of the box 1. Click on each of the following items, and explain what happens: a. The shade over the window: b. The container of water: c. The child: 2. a. What gas does the child provide for the plant to use? b. What gas does the plant provide for the child to use? c. Will the plant continue to produce this gas if the shade over the window is closed? (try it out to see!) _________________________________________________________________________ 3. According to this animation, what 3 main things does the plant need for photosynthesis to occur? (1) (2) (3) Click on "The Atomic Shuffle" at the top of the box. Read the introductory poem, and click on "Next" 4. What type of molecule is shown in the leaf? ___________________ 5. Draw one of the molecules below, as it is shown in the leaf. 73

6. According to the reading, these molecules "do not come from the tap." What two places do they come from? (1)

(2)

Click on "Next" and watch carefully. You may click on "replay" to watch this again. 7. a. What is "stripped" from each water molecule? __________________________________________ b. From where does the cell get the energy to do this? ____________________ c. The stripped molecules form pairs. Where does it go after this?

Click on "Next" 8. a. What gas enters the leaf? _______________________ b. This gas enters through "holes" in the leaf. What are they called? ________________ Click on "Next" 9. What molecule is formed once again? Click on "Next" 10. Another molecule is formed ("and boy is it sweet"). Draw this molecule below as shown

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11. What is the name of this molecule? ________________________________ Click on "Three Puzzlers" at the top of the box. 12. Answer each of the following questions, and explain in your own words. a. Can a tree produce enough oxygen to keep a person alive? Explain.

b. Can a plant stay alive without light?

c. Can a plant survive without oxygen? Explain.

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7th Grade Science Unit: Biome Basics with a Disastrous Twist Unit Snapshot

Topic: Cycles of Matter and Energy Flow

Duration:

Grade Level: 7

13 days

Summary The following activities engage students in exploring biomes and seeing the links between climate zones and biomes and thus how entire ecosystems function through various activities, visuals, research and interactive models.

CLEAR LEARNING TARGETS

"I can"statements ____ classify biomes based on topography, soil types, precipitation, solar radiation and temperature. ____ explain how abiotic resources enable specific types of biotic organisms to live in a particular biome. ____ investigate a photo and use observations to classify them as a particular biome. Students must also be able to defend their choices with evidence. ____ explain how natural disasters effect an ecosystem in the short term and the long term.

Activity Highlights and Suggested Timeframe Day 1

Days 2-5

Days 7-8

Days 9-11

Engagement: These engagement activities will give the teacher the opportunity to formatively assess student knowledge related to weather and how different amount of precipitation and temperature affect the ecosystem of an area. Exploration: These activities will give students the opportunity to work with and begin to experience and develop a basic understanding of a specific biome through research/presentations. Explanation: These activities will give students the opportunity to explain what they have learned about their biome by creating a visual representation of their biome and the ecosystem associated with it. Students will present to the class and be experts on their biome. Elaboration: This activity will engage and motivate the students to stretch their newfound knowledge of their biome into how natural disasters would affect the abiotic and biotic organisms over time. Students will then complete an activity to learn how abiotic and biotic factors are linked in an ecosystem.

1

Days 12 and on-going

Day 13

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to biomes and ecosystems. Students will complete a gallery walk to examine the destructed biome and answer questions in a lab sheet (see attached). A teacher- created short cycle assessment will be administered at the end of the unit to assess all learning outcomes. A teacher created short cycle assessment will be administered at the end of the unit to assess clear learning targets based on the results of the short cycle assessment. Extension/Intervention: Based on the results of the short-cycle assessment facilitate extension and/or intervention activities.

LESSON PLANS NEW LEARNING STANDARDS: 7.LS.2 In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.

• Biomes are regional ecosystems characterized by distinct types of organisms that have developed under specific soil and climatic conditions.

• The variety of physical (abiotic) conditions that exists on Earth gives rise to diverse environments (biomes) and allows for the existence of a wide variety of organisms (biodiversity).

• Ecosystems are dynamic in nature; the number and types of species fluctuate over time. Disruptions, deliberate or inadvertent, to the physical (abiotic) or biological (biotic) components of an ecosystem impact the composition of an ecosystem. Note 1: Predator-prey and producer-consumer relation are addressed in grade 5.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

•

Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering) that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.7 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). CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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STUDENT KNOWLEDGE: Prior Concepts Related to Forces, Movement and Igneous Environments PreK-2: Plants and animals have traits that improve their chances of living in different environments. Living things have basic needs, which are met by obtaining materials from the physical environment. Grades 3-5: Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among organisms. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. Future Application of Concepts High School: The evolutionary mechanisms that build unity and diversity are studied.

MATERIALS:

VOCABULARY:

Engage • Biome Match Card Game • SMARTBoard • Observation/Inference WS Explore • Variety of books from the Public Library, or access to computers Biomes of the World Handouts Explain • Poster Paper • Scissors • Glue • Tape • Colored Paper • Markers • Colored Pencils • Access to computers and a printer • Magazines to clip images from Elaborate • Worksheet for group members to make Observations/ Answer questions about their biome after the natural disaster. • Kaibab Plateau Activity Lab Sheets

Primary Abiotic Aquatic Biome Biotic Climate Ecosystem Organism Precipitation Radiation Resource Taiga Topography Tundra

SAFETY

• • •

ADVANCED PREPARATION

• • • •

Secondary Carrying Capacity Habitat Limiting Factor Temperate Forest Tropical Forest

All Lab Safety Rules apply. Print Picture Cards for Observation/ Inference Biomes Visuals. Check out computer lab or laptop cart in advance (instead or in addition, check out a variety of texts from the public library.) Gather general craft materials listed in Explain Section of lesson. Make copies of attached worksheets. Before Elaboration Days, set aside planning time to change student created biomes to show the effects of natural disasters. This is explained in Elaborate Section of the unit. During the Elaboration, set up student created biomes in a gallery walk format around your classroom before school and or class periods. Write gallery walk question worksheet for your students based on the biomes that were created.

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Objective: The objective of this activity is to engage students and formatively assess their knowledge related to biomes. Students will begin to develop their vocabulary skills for the unit. They will also practice refining their observation and inference skills.

ENGAGE (1 day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?)

What is the teacher doing?

What are the students doing?

Observations/ Inference Biomes Visuals (Day 1) • Pass out engagement worksheet. • Review the definitions for observation and inference. • Have students share out observations and inferences about your classroom. Use this as a time to push for more detail. Consider to model/highlight great responses as well as improve and build on weaker ones. • Project the pictures of the biomes attached onto the SMARTBoard. • Facilitate a conversation about each photo and check to make sure students are writing down appropriate observations and inferences. • When complete, define the word biome to the students and explain how an area is classified as a particular biome. • Next, either project or pass out cards (attached with lesson) and have students try to match the names of the biome with the pictures. • When projecting the image onto the SMARTBoard, consider creating a word bank with biome names somewhere else in the classroom. • Lastly, discuss the upcoming research project. Have students select their top three biomes that they would be interested in studying. This will assist with grouping. Have students write their biome choices at the bottom of their worksheet. • Collect worksheets at the end of the class period.

Observations/ Inference Biomes Visuals (Day 1) 1. Students review definitions of observation and inference and record their answers on the provided worksheet.

2. Students share-out examples while teacher questions them. Students can expand answers to encompass more detail. 3. Students make observations and inferences about eight unnamed biomes that are projected on the SMARTBoard. 4. Discussion about each image is being held (About 2-3 min. total per picture.) 5. Students receive new vocabulary (names of biomes). They try and use their prior knowledge, their new observations and inferences to match the names of the biomes with the proper image. 6. Students check their answers as teacher reviews. 7. Students define what a biome is. 8. Students select 3 biomes they would be interested in studying.

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Objective: The objective of the following activity is to give students the opportunity to research factors of their biome while also beginning to develop ideas for biotic and abiotic factors that make up the biome's ecosystem. Students will work to research individually and then combine their knowledge with a group of students who did similar research in order to visually represent what they have learned about their biome as a group. The group's responsibility is to be experts on their biome and share their project and knowledge with the class as a whole.

EXPLORE (4 days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

(Day 2) • Before class, teacher looks at student selections of biomes from the engage lesson assign each student a biome. Note: Research will be individual, but the Elaborate Presentation will be a group task. When assigning biomes to students, consider how they will work with the other students who are assigned that same biome. • At the beginning of class, tell students what biome they will be studying. Instruct students to write the name of the biome they will be studying on their research packet so they will not forget. • Review expectations for research and the questions that all students must answer. • Clarify with students that research is individual and every student will have to do their own unique research packet in order to receive c re d it. • Discuss how the classroom set up will go. There are many option for research provided in this unit. Students can use library books, the Internet, articles and information the teacher prints ahead of time or a combination. Based on your decision for your classroom, set expectations for how students will navigate the classroom while completing this task. • Consider making classroom copies of Science Net World Biomes Background

(Day 2 & 3)

1. Receiving their research topic.

2. Completing research with articles, library books and/or the Internet.

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Information (attached below) Borrowed from: Biome Brochure

• •

their research packet. 4. Managing their time and working individually.

Distribute research packet. Circulate classroom while students research making sure they are on task while answering any questions.

(Day 3) • Review what went well from the day before. Discuss what the class can improve. • Remind the students that this is their last day to research before combining with their groups and creating their presentations.

•

3. Writing down their finding in

5. Involved in discussion of what went well during yesterday's research as well as what can be improved. 6. Finishing research.

Allow students time to finish research.

(Day 4) • Review expectations for final product. Consider making and example of a biome to show the students what you expect or show them a picture from this unit. • Have students form into their groups. • Distribute worksheet for students to define abiotic and biotic as well as for them to record what they, as an individual, contributed to the group project. • Review the definitions for abiotic and biotic. • Tell students that they need to create a visual representation of at least 4 biotic and 2 abiotic things that live in their biome. The students must record what they made on a worksheet for credit. • Allow students time to work on creating their biome. • Note: Consider having a student who works quickly also be in charge of making the background.

(Day 4)

1. Form into groups. 2. Define abiotic and biotic.

3. Create poster background and begin to create biotic and abiotic images to add to their biome. 4. Record what they made as an individual on the worksheet that they defined abiotic and biotic on.

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(Day 5) • Introduce that the student teams need to write a paragraph to attach to their biome that includes the following information: 1. Title 2. Precipitation amount 3. Temperature range 4. Topography description 5. Soil type 6. Examples of locations of the biome around the world 7. Interesting facts • Allow students time to finish creating their biomes. • If groups are done early, encourage them to add more organisms to their environment.

(Day 5) 1. Finishing Biome Collage Posters. 2. Recording their minimum 4 biotic and 2 abiotic images that they made. 3. Writing and informational paragraph to add to their biome. 4. Practicing for presentations.

Objective: The objective of the following activity is to give students the opportunity to present their knowledge and product to the class. Other students will be expected to pay attention to presentations and model what a good audience looks like. Presenters are expected to be experts on their topic, while the audience needs to be answering questions and gleaning knowledge about each biome.

EXPLAIN (2 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?)

What is the teacher doing?

What are the students doing?

(Days 7-8) • Set expectations for presentations. • Determine an order that groups will present in. • Allow groups 10 minutes to finalize presentations and get re a dy. • Discuss with the class what the proper etiquette is when listening to a presentation. • Distribute note-taking papers for students to fill out as they listen to other groups present. • Listen to presentations and grade with rubric. • Manage classroom, assuring that all students have time to

(Days 7-8) 1. Finalizing presentations and preparing to present. 2. Listening to presentations and taking note/asking questions at the end of presentation. 3. Presenting and being experts on their particular biome in order to teach the class.

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present in a respectful and safe classroom community.

Objective: The objective of this activity is to have students actively engaged in discovering how deliberate or inadvertent disruptions impact their biomes. Students will use their knowledge from earlier in the unit to elaborate on how an ecosystem is composed of linked interactions between abiotic and biotic factors.

ELABORATE (3 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?)

What is the teacher doing?

What are the students doing?

(Day 9) • Before class, teacher must spend time hanging all biomes around classroom for a gallery walk. Teacher must also modify biome to show deliberate or inadvertent disruptions to the student created biome (See Teacher Page). • At the beginning of class, Do NOT acknowledge the changed biomes hanging around your classroom. Students will slowly notice them and that will be the catalyst for the gallery walk, resulting in high levels of student engagement. • First 10 minutes of class- Have interactive website on the SMARTBoard. How do Organisms react to changes in Abiotic Factors? http://www.glencoe.com/sites/ common_assets/science/virtual _labs/CT08/CT08.html • Read aloud the information on the left of the screen to the whole class. • Following the brief article is a set of directions. Read these and have students come up to the SMARTBoard to manipulate the water temperature. • Consider counting the number of times the fish's gills move in 15 seconds as a whole class. • When activity is over, students should begin to realize that their biomes have been changed! • Facilitate a class discussion about the biomes. • Distribute the Gallery Walk

(Day 9) 1. Interacting with simulation by listening to story, observing various types of fish, and changing the temperature of the fish tank.

2. Discovering that their biome has had a natural disaster or negative human interaction occur. 3. Answer questions about how their biome was

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Worksheet to the students. Have them reform in their groups, starting with their own poster and then rotating clockwise around the room. • Consider giving students 5 minutes at each poster. Post the time on a timer on the SMARTBoard so students can self-monitor. (Days 10) • Finish Gallery Walk • Review answers with the whole class. • Collect Teacher Made Worksheets. • Have students watch the following video in anticipation for the next day's activity: A Day in the Life-Spend the day with a wildlife manager on the Kaibab Plateau in ArizonaYouTubehttps://www.youtube.com/wat ch?v=RHVgyjUNXJg (Day 11) • Wild Kids-What Happened to the Deer? http://www.azgfd.gov/i_e/ee/r esources/wild_kids/food712.pdf • The Lesson of Kaibab • Borrowed from: www.ridgefield.org/file/108526/ download

impacted in the short-term and long-term. 4. Rotate to other biomes, making observations and answering questions. 5. Self-monitoring time and managing the activity with their group members.

(Day 10) 1. Finish Gallery Walk and turn in work to teacher. 2. Actively watch video about the Kaibab to develop knowledge of the animal for the next day's activity as well as discuss and observe a real Life Science Career possibility.

(Day 11) 1. Read an article that will relate to the Lesson of the Kaibab Wild KidsWhat Happened to the Deer? 2. Answer questions 3. Complete the Lesson of the Kaibab Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to biomes, ecosystems and energy flow through an environment.

EVALUATE (1 days) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?)

Formative How will you measure learning as it occurs?

•

Consider developing a teacher-created formative assessment.

1. Research Packet 2. Gallery Walk Questions 3. Population Growth Activity: Lessons from the Kaibab Plateau Deer

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. Group Presentations of Biome Teacher-created short cycle assessment will assess all clear learning targets.

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•

•

• COMMON MISCONCEPTIONS

•

Biomes are only defined by their temperature and amount of precipitation. (True answer: Biomes are defined by abiotic components of the environment - topography, soil types, precipitation, solar radiation and temperature.) Highlighted in the explore section when students complete research and look categorize pictures of Biomes. A species at a high level of the food web is a predator of every animal and plant found below it. (True answer: Organisms higher in a food chain eat some, but not necessarily all, of the organisms below them in the food web.) Highlighted in the evaluate section when students complete questions during gallery walk. The proportions of the predator/ prey populations are not correlated with each other. (True answer: The sizes of predator and prey populations influence each other.) Highlighted in the evaluate section when students complete questions during gallery walk. Manipulating the population size of an organism may not have an impact on the ecosystem, because some organisms just aren't important. (True answer: All organisms are important within an ecosystem. Varying a species' population size may not affect all other species equally, but it will affect the ecosystem as a whole.) Highlighted in the evaluate section when students complete questions during gallery walk and also in the elaborate when students discuss the effects of the natural disaster on their biome's ecosystem.

• Ecosystems change little over time. (True answer: Ecosystems change as a

Extension/ Intervention (Day 13)

result of natural hazards, environmental changes, and human activity.) Highlighted in the elaborate section where students look at effects of natural disasters immediately and over time. Strategies to address misconceptions: Misconceptions can be addressed through the use of video clips, pictures/diagrams. This lesson has been designed to specifically allow opportunities to address and rectify all above misconceptions. EXTENSION INTERVENTION 1.http://www.marietta.edu/~biol/biom 1.www.discoveryeducation.com es/biome_main.htm higher level related videos interactive website for students to use 2. www.explorelearning.com during research. GIZMO: Prairie Ecosystem 2. Have students do a similar research 3.http://earthobservatory.nasa.gov/ project but for their own Experiments/Biome/ website to community. Allow students to give students who need explore what Biome Ohio falls assistance to kick of their research or vocabulary practice under. 4.http://www.eharcourtschool.com 3. Allow students who finish early to /tabnav/controller.jsp?isbn=0153443 select a dream place to live. Have them 081 (5th grade CCS Textbook has write about why they want to remedial chapters about live there and investigate the ecosystems under chapters 5 and 6. ecosystem of the area. Then allow Select a topic based on your the students to compare and student's needs. With this online contrast the differences and textbook there is an option to have the similarities between their selected computer read the text aloud, location's biome and Columbus Ohio's ecosystem. which could be great for many 4. Consider using an students who need that

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Explorelearning.com Gizmo for added student knowledge with biomes, ecosystems and energy transformation. See Additional Resources below.

differentiation.

Lower-Level: Provide additional text resources that are appropriate to the reading levels of your students. With readers who are struggling, given them an appropriate grade leveled text and/or graphic organizer for note taking strategies. Possible highlighting an article for specific students may be helpful.

DIFFERENTIATION

Higher-Level: During the presentation phase, purposefully group students based on their strengths. Have heterogeneous groupings. Suggestion: Utilize grouping of four students. Assign the students roles based on their strengths. For example, illustrator, presenter, reporter, recorder. All students must complete research and participate in all levels of the presentation. However, an effective management strategy can be having student roles to help encourage and assist the group as a whole. The illustrator is in charge of making sure the presentation is organized, neat, and beautiful. The presenter will help decide how the information will be communicated to the class. The reporter will be in charge of communicating and defending the group's ideas and plans to the teacher. Finally, the recorder will make sure the research is completed and every student is filling out his or her own individual sheet. This roll is perfect for a child who gets done early and is organized.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

ADDITIONAL RESOURCES

Textbook Resources: • Holt Series Science Textbook Energy Flow in Ecosystems Cycles of Matter Biogeography Biomes & Aquatic Ecosystems Websites: Possible extension activity for students as a whole class or a good activity for students who finish their research in the Explore section early. Possible Engage Activity to do as a whole class with teacher,

•

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leading short game on the SMARTBoard with whole class input.

• • •

http://www.arkive.org/education/games/design-a-habitat Great general research site to guide struggling students for researching biomes. Includes an organized page for each individual biome. http://www.worldbiomes.com/ Biomes Background Informationhttp://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html How do Organisms react to changes in Abiotic Factorswww.glencoe.com/sites/common_assets/science/virtual_labs/CT08/ CT08.html

Discovery Ed: • Elements of Biology: Biomes: The Adaptations of Organisms (56:00) • On Top of the World: The Arctic Tundra Biome (17:29) • Biomes: Adapting to Deserts and Other Ecosystems (56:01) • Real World Science Ecosystems and Biomes (17:30) ExploreLearning.com (GIZMOS): • Rabbit Population • Prairie Ecosystem • Forest Ecosystem • Pond Ecosystem • Food Chain Literature: • Consider going to your school's LLC to check out a variety of books about the various biomes. • Consider contacting Columbus Metropolitan Library for research books. Movies/Videos: • My Biome Song-Mr. Parr YouTube (4:03) https://www.youtube.com/watch?v=0A5eeE93uEA • World Biomes; An Introduction to Climate (5:51) https://www.youtube.com/watch?v=ZouWWVyz9v8 • A Day in the Life-Spend the day with a wildlife manager on the Kaibab Plateau in Arizona-YouTubehttps://www.youtube.com/watch?v=RHVgyjUNXJg

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Engage: Day 1 Day one - Have students look at pictures of biomes and make observations of the pictures as a whole class. From their observations, infer what the climate and weather are like as well as what animals/plants live there. After observations and inferences have been made (remember no vocabulary specific to this unit has been introduced yet and the teacher is just facilitating) have students try and match the names of the biomes to the pictures (Biome Match Card Game). This can be done as a whole class on the SMARTBoard. Make a list of the biome names on your chalk/dry erase board. Project the images onto SMARTBoard again and have students try and match words to images. Make them explain their reasoning, allowing students to share their thinking. Students in your classroom may have lived in different climates within the United States or even different countries. This prior knowledge the students have can be an amazing catalyst for rich discussion. Ideal Alternative idea: Make laminated cards for students to match with the attached worksheet. You will need a color printer. Students must match the picture card to a card with the biomes name on it. They must defend their answers. There will be letters on the back of the pictures so teachers will be easily able to check for accuracy. Example: "Picture card A matches with the word Ocean. " "Did you get this correct? What observations and inferences did you use to make this decision?" After card game activity has been discussed have students define what a biome is. Definition of Biome: Biomes are defined by soil type, amount of precipitation, temperature, solar radiation and topography (distance above or below sea level). As the teacher: Ask class if a student remembers the definition of topography. Have student share out. (Opportunity to assess prior knowledge.) Allow students to write to you a first, second and third choice for which biome they would like to study. Have them provide a rationale. As the teacher, you will take the students lists as well as your knowledge of their strengths to form groups for the next day.

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_________________ 20 points

Name: _________________________________

Engage: Goal: I can investigate a photo and use observations to classify them as a particular biome. Students must also be able to defend their choices with evidence. Define in your own words: What is an observation? __________________________________________________________________________________________ __________________________________________________________________________________________ What is an inference? __________________________________________________________________________________________ __________________________________________________________________________________________ Make an observation about our classroom: __________________________________________________________________________________________ __________________________________________________________________________________________ Make an inference about our classroom: __________________________________________________________________________________________ __________________________________________________________________________________________ Picture A: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture B: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture C: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture D: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

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Picture E: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture F: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture G: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________ Picture H: Observations: _______________________________________________ _______________________________________________ Inferences: _______________________________________________ _______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Class Activity: Match the picture to the name of the biome! Picture Letter A _____________ B _____________ C _____________ D _____________ E _____________ F _____________ G _____________ H _____________

Biome Name Word Bank Taiga Hot Desert Tropical Rainforest Aquatic Grassland Cold Desert Hot Desert Temperate Forest

Define Biome: __________________________________________________________________________________________ __________________________________________________________________________________________ We are going to be studying biomes in class. Which biomes would you be interested in studying? Please give me a list of your top three choices. Groups will be assigned tomorrow. Choice 1: _______________________ Choice 2: _______________________ Choice 3: _______________________

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_______KEY_____ 20 points

Name: ___KEY________________________

Engage: Goal: I can investigate a photo and use observations to classify them as a particular biome. Students must also be able to defend their choices with evidence. Define in your own words: What is an observation? An observation is something that can be made using your 5 senses. (Taster, Vision, Hearing, Touch, and Smell). What is an inference? Logical possible answer/conclusion based on observations and factual information. Make an observation about our classroom: There is a door in the classroom. Make an inference about our classroom: This classroom is a science classroom. (Observations that will support this inference: science equipment is out, science posters are up.) Picture A: Observations: There is water The water is blue

There are plants underwater There is a rock

Inferences: This is the ocean The rock like object on the right is coral The plants can grow and stay alive under water There are fish, just not in the picture Picture B: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________ Picture C: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________ Picture D: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

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Picture E: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________ Picture F: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________ Picture G: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________ Picture H: Observations: ________________________________________ ________________________________________ Inferences: ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

Class Activity: Match the picture to the name of the biome! Picture Letter A Aquatic B Grassland C Cold Desert D Temperate Forest E Tundra F Tropical Rainforest G Taiga H Hot Desert

Biome Name Word Bank Taiga Hot Desert Tropical Rainforest Aquatic Grassland Cold Desert Hot Desert Temperate Forest

Define Biome: Biomes are defined by soil type, amount of precipitation, temperature, solar radiation and topography (distance above or below sea level). As the teacher: Ask class if a student remembers the definition of topography. Have student share out. (Opportunity to assess prior knowledge.) We are going to be studying biomes in class. Which biomes would you be interested in studying? Please give me a list of your top three choices. Groups will be assigned tomorrow. Choice 1: Answers will vary

Choice 2: Answers will vary

Choice 3: Answers will vary

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Teacher Picture Answer Key:

Cold Desert

Aquatic

Grassland Tropical Forest

Taiga Temperate Forest

Tundra Hot Desert

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A

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B

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C

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D

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E

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F

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G

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H

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Biome Match Card Game Directions: Cut down the middle of the table vertically. Cut each strip horizontally between pictures all the way across. You will end up with 16 pieces, 2 squares per piece. Fold these in half on the black line. Laminate to make cards.

A Ocean

Ocean

B

Tropical Tropical Rainforest Rainforest

C

Temperate Temperate Forest Forest

D

Hot Desert Hot Desert

E

Cold Desert

Cold Desert 27

F

Grassland Grassland

G

Taiga

Taiga

H

Tundra

Tundra

Teacher Suggestion: Cards were made small to minimize amount of color printing required of teachers. Possible idea is to print group copies of the full-page images to give to students to use as a reference. Or you could put up the first image of biome A on a projector and have students find the corresponding card. Then students could look at the card and the projection to match the vocab word to the image. This would also assist students by guiding them through the process if they are unable to manage themselves in groups.

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Name ____________________________________________________ Name of Biome:

Paragraph Description of Biome:

Locations around the World Shade in the Locations above and list the names below:

• •••• •

Precipitation Amount

Temperature Range

Soil Type:

Definition of topography:

Describe the topography of your biome:

Abiotic Factors of the Biome 1. 2. 3. 4. 5.

Biotic Factors of the Biome 1. 2. 3. 4. 5. 29

Interesting Facts about Biome:

Animal Adaptations For Biome and why animals need the adaptation to survive in that Biome:

Does your Biome have any endangered animals? If so what kind?

Plant Adaptations For Biome and why animals need the adaptation to survive in that Biome:

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20 pts.

Name:________________________

Define Biotic: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Define Abiotic: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ You are responsible for creating biotic and abiotic things to add to your class's biome. You must work the whole period and make as many items as you can. Below is a place to record what you made for credit. Biotic (MINIMUM 4) Abiotic (MINIMUM 2)

1._____________________________ 1._____________________________ 2._____________________________ 2._____________________________ 3._____________________________ _____________________________ 4._____________________________ _____________________________ _____________________________ _____________________________ _____________________________ ---------------------------------------------------------------------------------------------------------------------

20 pts.

Name:________________________

Define Biotic: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Define Abiotic: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ You are responsible for creating biotic and abiotic things to add to your class's biome. You must work the whole period and make as many items as you can. Below is a place to record what you made for credit. Biotic (MINIMUM 4) Abiotic (MINIMUM 2)

1._____________________________ 2._____________________________ 3._____________________________ 4._____________________________ _____________________________ _____________________________

1._____________________________ 2._____________________________ _____________________________ _____________________________ _____________________________

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Elaborate: Examples of Student Made Biomes after they had been ravaged by natural disasters or human interference:

Above is an example of a student made hot desert biome. A group of 4 students created this biome. Originally the biome was twice this size. The teacher halved the space and slammed the abiotic and biotic items into a small area. This is an example of overcrowding. Students then answered questions and researched how this change would affect their ecosystem. Note: Have students use masking tape to attach items to background. Makes images movable.

Columbus City Schools Curriculum Leadership and Development Science Department June 2013

To the left is an example of a Temperate Forest Biome that 2 students worked on. In the picture the teacher has set the biome on fire. Students will investigate the short term and long term effects the fire will have on their biome. 46

Above is an example of a Tropical Rainforest Biome. The students created the biome and the teacher chopped down the trees and deforested the area. The chopped tree trunks are highlighted above.

To the right is an example that the teacher made to model for students. Consider making your own example to model or showing an example from this unit.

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Above is an example of an aquatic biome (ocean) that a group of 4 students made. The teacher created an oil spill on the biome after the presentations.

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Name________________________________________Per._______________Date_________________

Population Growth Activity: Lessons from the Kaibab Plateau Deer INTRODUCTION: An ecosystem may be changed by the things within the biotic community, as well as by relationships between organisms and their abiotic environment. The carrying capacity of an ecosystem is the maximum number of organisms that an area can support over time. An increase in population density can cause such huge changes in the environment that the environment no longer supports the survival of that species. Humans can interfere with these natural interactions and have either a positive or negative effect. This activity uses real data from a deer population in Arizona to illustrate the phenomena above. OBJECTIVES -1939.

PROCEDURE: Before 1905, there were approximately 4,000 deer on almost 30,000 hectares of land on the Kaibab Plateau in Arizona. (For reference, the field in Tiger's Hollow is about 1 hectare.) The average carrying capacity of the land at that time was estimated to be about 30,000 deer. Being concerned about the low number of deer, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect what he called the "finest deer herd in America." He did this on November 28, 1906. Unfortunately, by this time, the Kaibab forest area had already been overgrazed by sheep, cattle and horses. Most of the grasses - the main source of food for the Kaibab deer - were gone. The first step to protect the deer was to ban all hunting. In addition, in 1907, the Forest Service tried to kill all predators of the deer. Between 1907-1939, 816 mountain lions, 20 wolves, 7388 coyotes, and more than 500 bobcats were killed. All of these animals had been predators of the deer. 1. You will be plotting the size of the deer population between the years of 1900 and 1940. Label and title the graph on page 2 appropriately. 2. Using a colored pencil, draw a straight horizontal line across the graph to represent the carrying capacity of the environment. Label this line "Carrying Capacity." 3. Using a second colored pencil, graph the data from Table 1. Connect the data points ( do not get a line of best fit). 4. Answer the analysis questions 1-5 on page 3. Then, return to this procedure. Signs that the deer population was out of control began to appear as early as 1920. By 1923, the deer were close to starvation. A Kaibab Deer Investigating Committee suggested that all livestock not owned by local people be removed from the area right away and that the number of deer be cut in half as quickly as possible. Deer hunting was reopened during the fall of 1926. 5. Using a third colored pencil, plot the data from Table 2 on your graph. Connect the remaining data points. 6. Answer the rest of the analysis questions on page 3. 51

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Name_______________________________________________Per.__________Date_____________ KAIBAB ANALYSIS QUESTIONS 1. In the early 1900's, what were two limiting factors of the Kaibab deer population?

2. In 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer?

3. How many total predators were removed from the preserve between 1907 and 1939? ____________ 4. Compare the size of the deer population to the carrying capacity of the Kaibab plateau during the dates below. Write either below, near, or above. In 1910 ___________________

In 1915 __________________

In 1920 __________________

5. Did the Forest Service program seem to be a success between 1905 and 1924? Explain your answer. ________________________________________________________________________________ ________________________________________________________________________________ 6. Provide three reasons the deer population decreased between 1924 and 1925, even though the predators were being removed. ________________________________________________________________________________ ________________________________________________________________________________ 7. Do you think the carrying capacity of the area had changed from 1900 to 1940? Explain your answer. ________________________________________________________________________________ ________________________________________________________________________________ 8. If humans had not interfered, what do you think would have happened to the deer population after 1900? ________________________________________________________________________________ ________________________________________________________________________________ 10. What major lessons should have been learned from this Kaibab deer experience? ________________________________________________________________________________ ________________________________________________________________________________

11. Do you think human populations are vulnerable to the same limiting factors as the Kaibab deer population? Explain. _____________________________________________________________________________ _____________________________________________________________________________ 53