Miami-Dade County Public SchoolsDivision of AcademicsDepartment of Science

Science Content and Pacing Middle Q1 – 6th Grade

Facilitator: Paula Nelson-Shokar

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome and Opening Moves

8:45 – 9:50 Inquiry-based Thermal Energy Transfer Implementing writing standards while using NGSSS and the 5Es

9:50 – 10:00 Break

10:00 – 10:30 Discovery Education: Board Builder

10:30 – 11:30 Inquiry-based Weather and Climate Implementing MAFS while using NGSSS and the 5Es

11:30 – 12:30 Lunch

12:30 – 2:15 Inquiry-based Atmosphere and Spheres of the Earth Implementing LAFS while using NGSSS and the 5Es

2:15 – 2:45 Florida Standards Microlabs

2:45 – 3:15 Developing a 5E Lesson Pre-planning with the Pacing Guide and Technology Integration Infusion of Florida Standards

3:15 – 3:30 Ending Moves: One Word Summary

Follow up: (Due Wednesday, 8/27/14)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Florida Standards (LAFS AND MAFS).

2. Assignment must be turned in on Edmodo. (EdModo Code: hx6rxb)

Pacing guide updates

Heat Transfer Inquiry Lab SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by:MAFS.6.SP.2.5a Reporting the number of observations.MAFS.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

Purpose of the Lab/Activity: Observe, record, interpret and analyze the transfer of heat by radiation, conduction and convection.

Background:Heat is thermal energy that is transferred from a hotter object to a cooler one. There are three natural processes that can be used to transfer heat. These processes are called radiation, conduction, and convection. Conduction is heat transfer through direct contact. Convection is heat transfer between a solid object and the liquid or gas that is passing by it. Convection is common in both the atmosphere as well as in the oceans. Heated air in our atmosphere expands, becoming less dense. Because it is less dense, it rises upward. Cooler air rushes in to replace the air that lifted up. As warm air rises and cool air falls, a giant circular pattern is created. Eventually the warmer air cools and begins to fall again. Radiation is heat transfer in the form of electromagnetic waves that carry energy from one object to another. The most common example of radiation is energy from the sun.

Materials:Equipment per team - 6 thermometers - one large glass beaker- A flat strip of aluminum 1”x ¼” x 6 to 8” (or other suitable heat conducting material)- A small low flow fan or suitable hand fan - 2 heat lamps

Start Middle End

Procedures:Station A: Radiation.

1. Place one thermometer inside the beaker, upright, facing the heat source, close but not touching the glass sides.

2. Place the beaker about 50 cm away, from the heat lamp. Heat lamp should be positions to shine straight at, parallel to the table.

3. Turn on heat lamp, record temperature at 1 minute interval for 10 to 15 minutes.

Station B. Conduction1. Place a conducting material on the table so that an inch over hangs the table edge. 2. The heat should be placed to shine up onto or to heat the metal over the edge of the

table, from about 4 inches away.3. Place a thermometer so that the bulb is touching the metal, one close to the beginning

by the table edge, one in the middle and one towards the far end.4. Record starting temps, they should all be room temperature.5. Apply the heat source to the end and take temperature reading of all three at one

minute intervals.

Station C. Convection1. Set 2 thermometers

upright each one meter from identical heat sources 2. Set up small low flow fan directing air flow across one heat source towards

one thermometer3. Turn on heat lamps, fans and begin recording temperature at 1 minute intervals.

Data Table for Temperature ReadingsStation A Station B Station C

Time Start Middle End With Fan No Fan

Initial

1

2

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5

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18

CLOSING ACTIVITY:

1. Identify and label the way in which heat is being transferred in the picture below (, Conduction, Convection and Radiation)

1__________________

2__________________

3__________________

4__________________

2. Write a Claim-Evidence-Reasoning paper based on the results of your investigation.Prompt to develop claim: How is heat transferred through the Earth’s surface and the atmosphere?

Claim:

Evidence:

Reasoning:

Teacher

HEATING EARTH’S SURFACEWhich Absorbs and Loses Heat Faster––Land or Water?

Benchmarks: SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systemic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. f. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

g. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

h. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

i. Establish and maintain a formal style. j. Provide a concluding statement or section that follows from and supports the argument presented.

Objectives/Purpose:• Develop and test a hypothesis about how quickly different materials (sand and water)

heat up and cool down when exposed to radiation. • Explain how the properties of water influence coastal climates.

Teacher

Prerequisites: The ways heat is transferred through the atmosphere is discussed. Basic understanding of formation of sea and land breezes. Be able to read the thermometers and plot coordinates in a graph.

Materials (per group):• 2 250-mL beakers • ruler• dry sand • 2 flat wooden sticks• tap water • 2 thermometers• ring stand • light source • 2 different-colored pencils (brown and blue)

Before activity:

What the teacher will do:

Engage and Explorea. Activate student’s prior knowledge by asking students these questions:When you are at the beach, is there a different amount of sunlight hitting the water compared to the sand? Explain.When you walk on the sand, compared to in the water, is there a difference in temperature? Why?When do you think the sand is at its hottest?b. Introduce the question to be answered during lab activity

Question: How does the rate at which sand (land) and water (oceans) absorb heat (get warmer) & lose heat (get cooler) differ?

Background information to lead discussionThis investigation will illustrate that water heats more slowly than land and therefore the surface of the Earth must heat at different rates, causing our weather.The core physical principle at work in this lab is the specific heat capacity of different materials. Since this is an introductory topic in middle school, it is really not important that students understand the details of specific heat capacity at this point! It is just important that students understand that different materials (in this case sand and water) heat up and cool down at different rates, causing uneven heating of the Earth’s surface.The uneven heating of the Earth’s surface causes weather. When you have differences in air temperature, the hot air will rise and the cold air will sink. These movements create wind (which also is affected by the rotation of the Earth).This activity will demonstrate how, even at this small scale, water heats up much more slowly that land. This will lead into a discussion about how continents will be warmer, the air above continents will be warmer and therefore the different temperatures of the air will lead to wind and weather. The activity also gives a good lead-in to a discussion of sea and land breezes, and why there are more moderate temperatures along ocean coasts. Cities on the coast are milder in winter, cooler in the summer (think San Francisco). Inland areas (think South Dakota) can be in the upper 90’s in the summer, and well below zero in the winter.RecommendationsIf you do not have a block schedule, you may shorten the time spent heating up and cooling. Usually it takes 20 minutes of heating and 15 minutes of cooling, but you

Teacher

want to make sure you have high wattage light bulbs or the experiment won’t work well. Also use smaller amounts of sand and water.Emphasize that it’s important that the sand and water start at the same temperatures.Have students gather materials and check to make sure set up is correct (most importantly that the heat source is directly over the two cups evenly!). Make sure each group has a reliable timekeeper and that they all know how to read the thermometers.

During activity:

What the teacher will do:Explaina. Monitor students to make sure they are remaining on task and are following proper

lab protocol.b. Review the experimental design diagram by asking individual students in groups to

explain the different parts of the experiment.1. Follow laboratory procedural plan; making sure to model proper laboratory

safety and use of equipment.2. While walking around, ask students within their group what is the temperature

in the thermometer to make sure they remember how to read it.3. Emphasize importance of data collection by groups.

After activity:

What the teacher will do:Elaboratea. Record each group’s data for each investigation on the board or transparency,

discussing each set of results as you record them.b. Identify the meaning of radiation, convection and conduction as ways in which heat

is transferred between the sun, the land and the air above it.c. Have each group share their observations.d. Lead discussion that focuses on questions in the investigation:

1. Calculate the total change in temperature for each material.Sand: heated by _see class data_ degrees in 15 minutes; cooled by _ see class data _ degrees in 15 minutesWater: heated by _ see class data _ degrees in 15 minutes; cooled by _ see class data _ degrees in 15 minutes2. Based on your data, which material was heated faster by the “sun”? __sand_Which material cooled faster when the light was shut off? ___sand__

Part I3. As surface materials are warmed by the sun, they in turn warm the air above them. As the sun shines, is the air above the sand or the water warmer?The air above the sand is warmer4. Use Figure 3 to complete the following tasks.a. Based on your answer to Question 3 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in Figure 3 indicating the general direction of air movement over the sand and the water on a sunny day.b. The two vertical arrows you have drawn form the basis of a circular convection current.Now draw two horizontal arrows that complete the path of this convection current.

Teacher

Figure 3: A sunny day at the beach

5. Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? _The sea_. Is this a sea breeze or a land breeze? _Sea breeze_

Part II6. According to your data, which material cooled faster, the water or the sand? __The sand_7. As surface materials cool, they in turn cool the air above them. After the sun goes down and the warm surfaces cool, is the air above the sand or the water warmer? __Cooler_8. Use Figure 4 to complete the following tasks.a. Based on your answer to Question 7 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in the diagram indicating the general direction of air movement over the sand and the water after the sun goes down.b. The two vertical arrows you have drawn form the basis of a circular convection current.

Draw two horizontal arrows that complete the path of this convection current.

Figure 4: Night time at the beach

Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? __the land__. Is this a sea breeze or a land breeze? _Land breeze_.9. Fill in the blanks.On a sunny day at the beach, the wind will usually blow from the _sea__ to the

Teacher

__land__. This is called a __sea_ breeze. As evening falls, the wind will shift and blow from the __land_ to the _sea_. This is called a __land_ breeze.EvaluateCLOSING ACTIVITY: Imagine two areas of the planet that are exactly the same except that one contains a large body of water. Based on the results from the lab investigation, which will area will experience a wider range in temperature throughout the year? The area that will experience a wider range in the temperature throughout the year is the one farther away from the body of water. Sand or soil heats up and cools down faster than water; this causes higher temperatures during the day and lower temperatures during the night.

FCAT CONNECTION

1. Wind is caused by which of the following?A. the gravity of the SunB. Unpredictable changes in the atmosphere.C. the uneven heating of Earth's surfaceD. the changes in the ozone layer

2. In coastal areas, land and sea breezes may exist due to the uneven heating of the land and water. Which process is responsible for the breeze?

A. ConductionB. RadiationC. ConvectionD. Refraction

3. In which atmospheric action can we see evidence of conduction?A. Radiation from the Sun heats the surface of the Earth.B. The surface of the Earth heats the air that contacts it.C. Cold air pushes warm air upward creating a current.D. Air increases in density and sinks back towards the Earth.

4. In December, Bill was driving through Florida with his family. As they drove closer to the coast, Bill noticed that the air grew a little warmer. Which of the following statements best explains the temperature difference?

A. Air expands at higher temperatures.B. Water heats and cools more slowly than land does.C. Warm air moves towards the coastline from inland areas.D. Cool air moves form coastal areas to inland areas in a sea breeze.

5. The picture below shows a place where air currents will form due to the uneven heating of Earth.

Teacher

In which direction will air currents most likely move?A. straight down over the landB. from the land toward the seaC. straight up above the seaD. from the sea toward the land

Student

HEATING EARTH’S SURFACEWhich Absorbs and Loses Heat Faster––Land or Water?

Benchmarks: SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systemic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

Objectives/Purpose:• Develop and test a hypothesis about how quickly different materials (sand and water) heat up and

cool down when exposed to radiation. • Explain how the properties of water influence coastal climates.

Background information: The uneven heating of the Earth’s surface causes weather. When you have differences in air temperature, the hot air will rise and the cold air will sink. These movements create wind.Land breezes and sea breezes refer to winds that often occur near an ocean or lake. Both of these breezes are caused by uneven heating of the Earth’s surface. In this experiment, you will recreate the conditions under which these breezes form and study their causes.In Part B of this experiment, you will expose sand and water to a light source representing the sun.You will monitor the temperature of the sand and the water and compare their warming behaviors. Then, you will monitor the temperatures as warm sand and water cool. This simulates the situation when the sun goes down in the evening. You will then apply your results to local weather patterns.

Question: How does the rate at which sand (land) and water (oceans) absorb heat (get warmer) & lose heat (get cooler) differ?Hypothesis: Which do you think will heat up faster -- sand or water? Which do you think will cool down faster -- sand or water? Record your hypothesis, below: My hypothesis is that ___________________will HEAT UP FASTER than ________________.My hypothesis is that __________________ will COOL DOWN FASTER than _____________.

Materials:• 2 250-mL beakers • ruler• dry sand • 2 flat wooden sticks• tap water • 2 thermometers• ring stand • light source • 2 different-colored pencils (brown and blue)Procedures: Part A: Preparing for the Experiment

Student

1. Pour 200 mL of dry sand into one of the beakers. Pour 200 mL of water into the other beaker.2. Place the lamp approximately 20 cm from the beakers. Make sure that both beakers are equal

distance from the lamp and that both receive light at the same angle.3. Using the wooden sticks, suspend a thermometer in each beaker, as shown in Figure 1. The

thermometer bulbs should be just barely below the surfaces of the sand and the water.

Part B: Heating the Beakers1. Use the Data Table to record your measurements.2. Record the starting temperature of the sand (land) : _____°C and water (ocean): _____°C CAUTION: Do not touch the light source or the beakers without using thermal mitts.3. Turn on the lamp. Read the temperature (°C) of the sand and water every minute for 15 minutes.

Record the temperatures in the Light On (LEFT) column of the data table.4. Turn off the lamp. Read the temperature (°C) of the sand and water for another 15 minutes. Record

the temperatures in the Light Off (RIGHT) column of the data table.

DATA TABLETEMPERATURE WITH LIGHT ON

(°F)TEMPERATURE WITH LIGHT OFF

(°F)Time (min.) Land Water Time (min.) Land Water1 162 173 184 195 206 217 228 239 2410 2511 2612 2713 2814 2915 30

5. On the graph, shown on the next page, create two line graphs to show the data for the temperature change in land and water over time. You will draw both lines on the same graph. Make a brown line to show temperature change in land and make a blue line to show temperature change in water.

Student

LINE GRAPHTe

mpe

ratu

re (

°C)

145

140

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100

959085804038363432302826242220

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Time (minutes)

PROCESSING THE DATA1. Calculate the total change in temperature for each material.Sand: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15 minutesWater: heated by ___________ degrees in 15 minutes; cooled by __________ degrees in 15 minutes2. Based on your data, which material was heated faster by the “sun”? ______________________________Which material cooled faster when the light was shut off? _______________________________Part I3. As surface materials are warmed by the sun, they in turn warm the air above them. As the sun shines, is the air above the sand or the water warmer?

Student

______________________________________________________________________

4. Use Figure 3 to complete the following tasks.a. Based on your answer to Question 3 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in Figure 3 indicating the general direction of air movement over the sand and the water on a sunny day.b. The two vertical arrows you have drawn form the basis of a circular convection current.Now draw two horizontal arrows that complete the path of this convection current.

Figure 3: A sunny day at the beach

6. Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? ________________. Is this a sea breeze or a land breeze? __________________________

Part II6. According to your data, which material cooled faster, the water or the sand? _____________________________7. As surface materials cool, they in turn cool the air above them. After the sun goes down and the warm surfaces cool, is the air above the sand or the water warmer? _______________________________________________________8. Use Figure 4 to complete the following tasks.a. Based on your answer to Question 7 and knowing that warm air rises and cool air sinks, place arrowheads on the two vertical lines in the diagram indicating the general direction of air movement over the sand and the water after the sun goes down.b. The two vertical arrows you have drawn form the basis of a circular convection current.

Draw two horizontal arrows that complete the path of this convection current.

Figure 4: Night time at the beach

Student

Imagine yourself standing on the beach in the diagram above. According to the arrows you drew, where would the breeze be coming from? _______________________. Is this a sea breeze or a land breeze? _____________________.9. Fill in the blanks.On a sunny day at the beach, the wind will usually blow from the _______________ to the_______________. This is called a _______________ breeze. As evening falls, the wind will shift and blow from the _______________ to the _______________. This is called a _______________ breeze.

CLOSING ACTIVITY: Use this prompt to write the Claim-Evidence-Reasoning: Imagine two areas of the planet that are exactly the same except that one contains a large body of water. Based on the results from the lab investigation, which will area will experience a wider range in temperature throughout the year?

MODELING THE GREENHOUSE EFFECT

Global Carbon Dioxide Emissions. Source: Robert Simmons, NASANGSSS:SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet.SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.

Background:The Greenhouse Effect is an increase in the average temperature of our planet. This occurs when certain gases such as carbon dioxide (C02), methane (CH4), nitrous oxide (N20), ozone (O3) (in the lower atmosphere), water vapor (H20) and chlorofluorocarbons (CFCs – used in refrigerators and spray cans) absorb infrared heat that would normally be radiated out into space. One greenhouse gas that has been increasing in the past 100 years is carbon dioxide. The more carbon dioxide there is in the atmosphere, the warmer the air will be since carbon dioxide absorbs heat. If the air gets too hot, the balance of life on Earth is disrupted. Plant and animal species will die off and which will directly effect the food chain. We also have a great loss of much needed rainforest that take in carbon dioxide. In addition, the burning of fossil fuels by cars, factories and plant, which releases carbon dioxide, is part of the cause leading to global warming which is a serious worldwide problem.

Problem Statement(s): How does the Greenhouse Effect influence temperature on Earth?

Vocabulary: atmosphere, climate, Global warming, Greenhouse Effect, insulate, temperature

Materials (per group): 2 clear plastic cups clear plastic wrap 2 thermometers 2 rubber bands potting soil watch or clock lamp with 100 watt light bulb

Procedures:1. You and your team will design an experiment that will measure the different amount

of heat retained in a glass jar beneath a heat lamp. This activity will model how the greenhouse effect influences the temperatures in our Earth’s atmosphere. You will investigate “How does the greenhouse effect influence temperature on Earth”.

2. Using the given materials design and complete an experiment to test your hypothesis.

3. Explain how you tested your hypothesis. It should be as specific as possible. Often, scientists read relevant information pertaining to their experiment beforehand.

4. During the investigation, perform the following procedures:a. Place equal volume of soil in the bottom of each plastic cup.b. Place the thermometer inside of each container at the same height relative to the

soil. Record the initial temperature in degrees Celsius (0C)c. Seal the top of one container with plastic wrap held in place with the rubber band

while leaving the second container open.d. Place the lamp with the exposed 100-watt bulb between the two containers. The

light bulb should be kept on during the whole experiment.e. Record the temperature in each container every 2 minutes for the next 20

minutes.f. Construct a multiple line graph with both sets of data on the same axes

(temperature on Y, time on X).g. Title your experiment written as “the effect of the independent variable on the

dependent variable”.1. Instruct students to form their hypothesis in the form of an “if-then” statement.2. Instruct students to identify the Independent Variable (IV).3. Instruct students to state the number of trials they will be conducting in this

experiment.4. Instruct students to identify the Dependent Variable (DV) and state how they will be

measured.

Modeling the Greenhouse Effect Lab/Activity Sheet

1) State your Claim.

2) Identify the evidence.

3) Explain your reasoning.

4) What happened to the temperature of the jar over time?

3) Relate how the set up of the glass jar beneath a heat lamp models the greenhouse effect on Earth.

4) Identify the test (independent), and outcome (dependent) variables in your activity.

5) Did you only change one variable?

Identify what you could do to improve this activity.Students will share their findings from the explore activity. Summarize the results of your activity. What happened to the temperature of the jar over time?

After discussion, have students complete the following investigation: Have students write a problem statement and form a hypothesis before testing.Basically, during this investigation, the students should perform the following procedures:

1. Place equal volume of soil in the bottom of each plastic cup.2. Place the thermometer inside of each container at the same height relative to the soil.

Record the initial temperature in degrees Celsius (0C)3. Seal the top of one container with plastic wrap held in place with the rubber band while

leaving the second container open.4. Place the lamp with the exposed 100 watt bulb between the two containers. The light bulb

should be kept on during the whole experiment.5. Record the temperature in each container every 2 minutes for the next 20 minutes.6. Construct a multiple line graph with both sets of data on the same axes (temperature on Y, time on X)

Observations/Data:Data Table: Changes in Temperature

Time(min)

Temperature in open container (0C)

Temperature in sealed container (0C)

02468101214161820

Results/Conclusion:1. Interpret the graph and identify a trend for the change in temperature for each container

during the experiment. Did both jars show the same change in temperature? Calculate the change in temperature for each jar.

2. Did your results support your hypothesis?3. Explain why the temperature of the covered jar showed an increase in temperature. What

part of this setup contributed to the increase in temperature?4. Explain how the covered jar setup represents an experimental model of the influences of

the greenhouse effect on the temperature of the Earth’s atmosphere. Identify what the light bulb and plastic wrap represent in this experimental model.

5. Identify the test (independent), outcome (dependent) and controlled variables in this experiment.

6. In this experiment we only tested each setup one time (20 minute interval); explain why this will affect the validity of the data. How can we change this experiment so the data will be more valid?

7. Based on what you learned in this activity, can you connect this knowledge to the environmental issue of the dangers of the greenhouse effect? Explain

8. Think about what humans do that increases the amount of greenhouse gases released into the atmosphere and develop a list of ways that we can reduce the level of these gases.

9. How does the set-up model the greenhouse effect?

Florida Standards Microlabs

Rounds using FL standards document: (1 minute per question, per person)• What are Florida Standards and how are they infused into science instruction?

• What types of science activities lend themselves to Florida standards infusion?

• What kind of student product(s) is evidence of Florida standards through science?

Florida Standards Review: 1. From the discussion in your micro-labs, brainstorm what activities you see in science classrooms that fulfill the specific Florida standards posted.-Write these activities on yellow sticky notes in your group (one per note)2. Now brainstorm activities that are not currently seen in science classrooms but that can be done to fulfill the specific Florida standards posted.-Write these activities on pink sticky notes in your group (one per note)Whole Group Reflection:“Which FL standards are addressed more in science instruction than others?”