ALEX Lesson Plans
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Title: Attitude Determines Altitude
Description:
This crosscurricular activity allows students an opportunity to practice their skills in math, science, language arts, and technology. As an extension to the ALEX lesson 5, 4, 3, 2, 1 Blast Off, math and science teachers collaborate to allow students to apply their math skills in science class by calculating the altitude of a paper rocket. Students are given an opportunity to expand their literary knowledge by viewing an inspirational video clip by author, expert story teller, and NASA Rocket scientist Homer Hickam as he shares his adventures in rocket science growing up in the West Virginia coal mines.
Standard(s): [ELA2013] (7) 28: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.7.9] [S1] PHS (912) 12: Identify metric units for mass, distance, time, temperature, velocity, acceleration, density, force, energy, and power. [S1] PHY (912) 1: Explain linear, uniform circular, and projectile motions using one and twodimensional vectors. [S1] (8) 1: Identify steps within the scientific process. [MA2013] PRE (912) 33: Prove the Pythagorean identity sin^{2}(θ) + cos^{2}(θ) = 1, and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. [FTF8] (Alabama)
Subject: English Language Arts (7), or Mathematics (9  12), or Science (8  12)
Title: Attitude Determines Altitude
Description: This crosscurricular activity allows students an opportunity to practice their skills in math, science, language arts, and technology. As an extension to the ALEX lesson 5, 4, 3, 2, 1 Blast Off, math and science teachers collaborate to allow students to apply their math skills in science class by calculating the altitude of a paper rocket. Students are given an opportunity to expand their literary knowledge by viewing an inspirational video clip by author, expert story teller, and NASA Rocket scientist Homer Hickam as he shares his adventures in rocket science growing up in the West Virginia coal mines.
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Title: The Need for Speed
Description:
After viewing an introductory illustrated podcast on speed, distance, time, and velocity, students explore distancetime graphs using interactive websites. Working in cooperative learning groups, students will investigate the motion of toy pullback racers and collect data to analyze the speed of the cars between various positions marked on the race track. Students will use the data to create graphs, analyze data and present findings to the class.
Standard(s): [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information.
Subject: Mathematics (8), or Science (8), or Technology Education (6  8)
Title: The Need for Speed
Description: After viewing an introductory illustrated podcast on speed, distance, time, and velocity, students explore distancetime graphs using interactive websites. Working in cooperative learning groups, students will investigate the motion of toy pullback racers and collect data to analyze the speed of the cars between various positions marked on the race track. Students will use the data to create graphs, analyze data and present findings to the class.
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Title: Mirror, Mirror on the Wall: Reflections of Light
Description:
Students will learn about the reflective behaviors of light, and the wave and particle nature of light. Students will also recognize congruency of angles.
Standard(s): [MA2013] (8) 16: Verify experimentally the properties of rotations, reflections, and translations: [8G1] [MA2013] (8) 17: Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. [8G2] [MA2013] (8) 19: Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity between them. [8G4] [MA2013] (8) 20: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angleangle criterion for similarity of triangles. [8G5] [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 12: Classify waves as mechanical or electromagnetic.
Subject: Mathematics (8), or Science (8)
Title: Mirror, Mirror on the Wall: Reflections of Light
Description: Students will learn about the reflective behaviors of light, and the wave and particle nature of light. Students will also recognize congruency of angles.
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Title: Bloodstain Pattern Doesn't Lie......
Description:
Students will formulate a hypothesis about the relationship (linear, direct, indirect, etc.) between the distance a drop of blood falls and the diameter of the splatter it makes. To test their hypothesis, the students will work collaboratively to make blood droplets, on paper, from different heights. After graphing droplet diameter and height using a spreadsheet program, individual students will evaluate their hypothesis. Students will use their graphed data to: 1) write an equation for the mathematical relationship of droplet diameter and height. 2) interpolate the height from which a blood droplet made by someone else was dropped. The students will compare data from different groups to determine possible sources for differences.
Standard(s): [S1] FOR (912) 9: Use laws of physics to explain forensic evidence. [S1] PHS (912) 12: Identify metric units for mass, distance, time, temperature, velocity, acceleration, density, force, energy, and power. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [S1] (8) 1: Identify steps within the scientific process. [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2]
Subject: Mathematics (9  12), or Science (8  12), or Technology Education (6  8)
Title: Bloodstain Pattern Doesn't Lie......
Description: Students will formulate a hypothesis about the relationship (linear, direct, indirect, etc.) between the distance a drop of blood falls and the diameter of the splatter it makes. To test their hypothesis, the students will work collaboratively to make blood droplets, on paper, from different heights. After graphing droplet diameter and height using a spreadsheet program, individual students will evaluate their hypothesis. Students will use their graphed data to: 1) write an equation for the mathematical relationship of droplet diameter and height. 2) interpolate the height from which a blood droplet made by someone else was dropped. The students will compare data from different groups to determine possible sources for differences.
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Title: Mentos, Soda, and Nucleation
Description:
In this lesson, Mentos candy and different types of soda are used to show examples of nucleation, surface tension, surface area, polar attractions, and supersaturated materials. A video will be used to show the examples and the students will then work in groups to determine what their hypothesis is about what is happening and why. The students will be given a chance to debate with other students about why their hypothesis is correct. This lesson could be used in eighth grade physical science, physical science, chemistry, and/or physics.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] CHE (912) 4: Describe solubility in terms of energy changes associated with the solution process. [S1] CHE (912) 5: Use the kinetic theory to explain states of matter, phase changes, solubility, and chemical reactions. [S1] CHE (912) 8: Distinguish among endothermic and exothermic physical and chemical changes. [S1] PHS (912) 2: Identify solutions in terms of components, solubility, concentration, and conductivity. [S1] PHS (912) 5: Describe physical and chemical changes in terms of endothermic and exothermic processes. [S1] CHE (912) 4: Describe solubility in terms of energy changes associated with the solution process. [S1] CHE (912) 5: Use the kinetic theory to explain states of matter, phase changes, solubility, and chemical reactions. [S1] CHE (912) 8: Distinguish among endothermic and exothermic physical and chemical changes. [S1] PHS (912) 2: Identify solutions in terms of components, solubility, concentration, and conductivity. [S1] PHS (912) 5: Describe physical and chemical changes in terms of endothermic and exothermic processes. [S1] (8) 1: Identify steps within the scientific process.
Subject: Science (8  12)
Title: Mentos, Soda, and Nucleation
Description: In this lesson, Mentos candy and different types of soda are used to show examples of nucleation, surface tension, surface area, polar attractions, and supersaturated materials. A video will be used to show the examples and the students will then work in groups to determine what their hypothesis is about what is happening and why. The students will be given a chance to debate with other students about why their hypothesis is correct. This lesson could be used in eighth grade physical science, physical science, chemistry, and/or physics.
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Title: The Legend of the Mummy’s Curse Fact or Fiction?
Description:
This is a technologybased, handson Biology lesson used to introduce the scientific method to students. Students will make a prediction on whether they think the curse is true or false. Students will listen to a podcast describing a scientific investigation of the curse. Students will then research the Mummy’s curse using the internet and answer questions about the investigation.
Standard(s): [S1] BIO (912) 1: Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment. [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 1: Identify steps within the scientific process.
Subject: Science (8  12)
Title: The Legend of the Mummy’s Curse Fact or Fiction?
Description: This is a technologybased, handson Biology lesson used to introduce the scientific method to students. Students will make a prediction on whether they think the curse is true or false. Students will listen to a podcast describing a scientific investigation of the curse. Students will then research the Mummy’s curse using the internet and answer questions about the investigation.
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Title: Genetic Babies
Description:
Students will explore Gregor Mendel's laws of genetics in this lesson. Students will be paired in male and female groups. If girls and boys can't be evenly divided, same sex students can be paired to represent research scientists. Different candy will represent alleles for various characteristics. Students will combine dominant and recessive traits to determine the phenotype and genotype of their genetic babies. The genetic baby will be designed and displayed for peers to view.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [S1] (7) 11: Identify Mendel's laws of genetics. [S1] (7) 11: Identify Mendel's laws of genetics. [S1] (8) 1: Identify steps within the scientific process.
Subject: Science (7  8)
Title: Genetic Babies
Description: Students will explore Gregor Mendel's laws of genetics in this lesson. Students will be paired in male and female groups. If girls and boys can't be evenly divided, same sex students can be paired to represent research scientists. Different candy will represent alleles for various characteristics. Students will combine dominant and recessive traits to determine the phenotype and genotype of their genetic babies. The genetic baby will be designed and displayed for peers to view.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: I'm So Crushed
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In this activity, students will have an opportunity to solve a mystery. They will discover why a soda can collapses during a demonstration due to the effects of changes in temperature and atmospheric pressure. Students will gain further insight in the process of scientific inquiry as they suggest questions that need to be answered in order to solve the mystery at hand.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 11: Explain the law of conservation of energy and its relationship to energy transformation, including chemical to electrical, chemical to heat, electrical to light, electrical to mechanical, and electrical to sound. [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 7: Describe states of matter based on kinetic energy of particles in matter. [S1] (5) 1: Identify evidence of chemical changes through color, gas formation, solid formation, and temperature change. [S1] (5) 4: Describe forms of energy, including chemical, heat, light, and mechanical.
Subject: Science (5  8)
Title: I'm So Crushed
Description: In this activity, students will have an opportunity to solve a mystery. They will discover why a soda can collapses during a demonstration due to the effects of changes in temperature and atmospheric pressure. Students will gain further insight in the process of scientific inquiry as they suggest questions that need to be answered in order to solve the mystery at hand.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Inventions Using Simple Machines Project
Description:
Students will have completed a unit on the six simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) before beginning this project. Students will choose to investigate an invention composed of one or more simple machines that has already been invented, or they will choose to build a device composed of one or more simple machines. The invention must be safe to operate and it should be one that can be demonstrated at school. It should be one that students use themselves in everyday life. It should not be complicated.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (8) 33: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4] [ELA2013] (8) 34: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5] [ELA2013] (8) 30: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1] [S1] (8) 9: Describe how mechanical advantages of simple machines reduce the amount of force needed for work. [AED] VA (68) 1: Create works of art utilizing a variety of traditional and nontraditional media and techniques. [ELA] (8) 1: Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighthgrade recreational reading materials. [ELA] (8) 13: Combine all aspects of the research process to compose a report. [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 2: Publish digital products that communicate curriculum concepts. [TC2] (68) 9: Practice responsible and legal use of technology systems and digital content. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information.
Subject: Arts Education (6  8), or English Language Arts (8), or English Language Arts (8), or Science (8), or Technology Education (6  8)
Title: Inventions Using Simple Machines Project
Description: Students will have completed a unit on the six simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) before beginning this project. Students will choose to investigate an invention composed of one or more simple machines that has already been invented, or they will choose to build a device composed of one or more simple machines. The invention must be safe to operate and it should be one that can be demonstrated at school. It should be one that students use themselves in everyday life. It should not be complicated.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Building a Paper Airplane using Bernoulli's Principle
Description:
This is a culmination activity used after students have studied Bernoulli's Principle as part of a unit on forces and fluids. Students will use the Internet, textbooks, library resources and their cooperative learning group to design three paper airplanes using a sheet of 8 1/2 inch X 11 inch recycled copy paper and four inches of tape. The cooperative group whose plane had the longest flight in the air will get the most points.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 9: Describe how mechanical advantages of simple machines reduce the amount of force needed for work. [AED] VA (68) 1: Create works of art utilizing a variety of traditional and nontraditional media and techniques. [S1] (8) 1: Identify steps within the scientific process.
Subject: Arts Education (6  8), or Science (8)
Title: Building a Paper Airplane using Bernoulli's Principle
Description: This is a culmination activity used after students have studied Bernoulli's Principle as part of a unit on forces and fluids. Students will use the Internet, textbooks, library resources and their cooperative learning group to design three paper airplanes using a sheet of 8 1/2 inch X 11 inch recycled copy paper and four inches of tape. The cooperative group whose plane had the longest flight in the air will get the most points.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Transverse Waves
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Students will classify waves as mechanical or electromagnetic. Students will describe longitudinal and transverse waves. Students will show a transverse wave using a slinky.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 12: Classify waves as mechanical or electromagnetic. [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7SP2] [MA2013] (7) 19: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. [7SP3] [MA2013] (8) 28: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. [8SP4]
Subject: Mathematics (7  8), or Science (8)
Title: Transverse Waves
Description: Students will classify waves as mechanical or electromagnetic. Students will describe longitudinal and transverse waves. Students will show a transverse wave using a slinky.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Incline Plane and the Crashing Marble
Description:
Students will measure the effects of the height of an inclined plane on the force a marble produces to move a plastic, foam, or paper cup across a table. Students will discover that the higher the incline plane, the more force produced by the marble, which moves the cup a greater distance. Students will also learn how to graph data and discover the appropriate graph to use for comparison.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [S1] (8) 9: Describe how mechanical advantages of simple machines reduce the amount of force needed for work. [S1] (8) 10: Differentiate between potential and kinetic energy. [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9] [MA2013] (7) 3: Use proportional relationships to solve multistep ratio and percent problems. [7RP3] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. [8EE6] [MA2013] (8) 14: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. [8F5]
Subject: Mathematics (6  8), or Science (8)
Title: Incline Plane and the Crashing Marble
Description: Students will measure the effects of the height of an inclined plane on the force a marble produces to move a plastic, foam, or paper cup across a table. Students will discover that the higher the incline plane, the more force produced by the marble, which moves the cup a greater distance. Students will also learn how to graph data and discover the appropriate graph to use for comparison.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Determining pH
Description:
This lesson provides both handson and technologybased activities to reinforce measurement of pH. The characteristics of acids and bases are reviewed. Students evaluate pH through the use of indicators in the lab. An enhancement opportunity is provided by using an interactive website. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] CHE (912) 4: Describe solubility in terms of energy changes associated with the solution process. [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 6: Define solution in terms of solute and solvent. [S1] CHE (912) 4: Describe solubility in terms of energy changes associated with the solution process. [S1] (5) 3: Use everyday indicators to identify common acids and bases. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 9: Practice responsible and legal use of technology systems and digital content.
Subject: Science (5  12), or Technology Education (6  8)
Title: Determining pH
Description: This lesson provides both handson and technologybased activities to reinforce measurement of pH. The characteristics of acids and bases are reviewed. Students evaluate pH through the use of indicators in the lab. An enhancement opportunity is provided by using an interactive website. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Probability What Are The Odds?
Description:
This lesson introduces the student to the concept of probability. Students will explore the meaning of theoretical and experimental probability by viewing interactive websites. A lab activity will be performed using cooperative learning groups to allow the students to determine experimental and theoretical probability.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [TC2] (35) 8: Collect information from a variety of digital sources. [MA2013] (7) 24: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [7SP8] [MA2013] (7) 23: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. [7SP7] [MA2013] (7) 22: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. [7SP6] [MA2013] (7) 21: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ^{1}/_{2} indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. [7SP5]
Subject: Mathematics (7), or Science (8), or Technology Education (3  5)
Title: Probability What Are The Odds?
Description: This lesson introduces the student to the concept of probability. Students will explore the meaning of theoretical and experimental probability by viewing interactive websites. A lab activity will be performed using cooperative learning groups to allow the students to determine experimental and theoretical probability.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: 5, 4, 3, 2, 1 Blast Off!!
Description:
Working in cooperative learning groups, students research early astronauts, both men and women. They research various rocket and space shuttle designs. With this information, they use Newton's laws to plan, design, and create a paper rocket. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [S1] (8) 9: Describe how mechanical advantages of simple machines reduce the amount of force needed for work. [TC2] (68) 2: Publish digital products that communicate curriculum concepts. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 10: Describe advances in technology and effects of each on the workplace and society.
Subject: Science (8), or Technology Education (6  8)
Title: 5, 4, 3, 2, 1 Blast Off!!
Description: Working in cooperative learning groups, students research early astronauts, both men and women. They research various rocket and space shuttle designs. With this information, they use Newton's laws to plan, design, and create a paper rocket. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Comparing Solvents
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Students will investigate the effects of solvents in cleaning by designing and carrying out an experiment utilizing the steps of the scientific method. A video is used as an introduction to the concept of solvents. Hazardous effects of solvents are also discussed.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 6: Define solution in terms of solute and solvent. [S1] ENV (912) 4: Identify the impact of pollutants on the atmosphere. [S1] ENV (912) 8: Identify major contaminants in water resulting from natural phenomena, homes, industry, and agriculture. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 9: Practice responsible and legal use of technology systems and digital content.
Subject: Science (8  12), or Technology Education (6  8)
Title: Comparing Solvents
Description: Students will investigate the effects of solvents in cleaning by designing and carrying out an experiment utilizing the steps of the scientific method. A video is used as an introduction to the concept of solvents. Hazardous effects of solvents are also discussed.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Density
Description:
Density is the ratio of mass to volume. Density will be introduced to students by a demonstration of coke verses diet coke. The teacher will then solve density problems for the students on the board. The class will then complete a lab on the density of plastics. After lab the students will compare results. Each group will present a Powerpoint presentation of their results.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] CHE (912) 1: Differentiate among pure substances, mixtures, elements, and compounds. [S1] ENV (912) 1: Identify the influence of human population, technology, and cultural and industrial changes on the environment. [MA2013] AL1 (912) 4: Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [NQ1] [MA2013] AL1 (912) 5: Define appropriate quantities for the purpose of descriptive modeling. [NQ2] [MA2013] AL1 (912) 6: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. [NQ3] [MA2013] AL1 (912) 15: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [ACED4] [MA2013] AL1 (912) 17: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [AREI3] [MA2013] AL1 (912) 28: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* [FIF4] [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] AL1 (912) 37: Distinguish between situations that can be modeled with linear functions and with exponential functions. [FLE1] [MA2013] AL1 (912) 38: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table). [FLE2] [MA2013] ALC (912) 1: Create algebraic models for applicationbased problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) [MA2013] GEO (912) 40: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, British Thermal Units (BTUs) per cubic foot).* [GMG2]
Subject: Mathematics (9  12), or Science (8  12)
Title: Density
Description: Density is the ratio of mass to volume. Density will be introduced to students by a demonstration of coke verses diet coke. The teacher will then solve density problems for the students on the board. The class will then complete a lab on the density of plastics. After lab the students will compare results. Each group will present a Powerpoint presentation of their results.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Teaching the Scientific Method
Description:
Life is one project after another, no matter what career field one chooses. The responsibility of planning a project is a valuable lesson for students that applies to most career fields. This method requires students to answer a question or solve a problem, make observations and collect data, and draw a conclusion as to the answer to the question or problem.
Standard(s): [S1] (8) 1: Identify steps within the scientific process.
Subject: Science (8)
Title: Teaching the Scientific Method
Description: Life is one project after another, no matter what career field one chooses. The responsibility of planning a project is a valuable lesson for students that applies to most career fields. This method requires students to answer a question or solve a problem, make observations and collect data, and draw a conclusion as to the answer to the question or problem.
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Title: Watch That Plant Grow
Description:
This lesson allows students to explore horticulture within a controlled environment, a greenhouse. Students engage in handson activities as they grow their own plants and chart data concerning the conditions related to plant growth in a greenhouse. The data collected is recorded on a spreadsheet to aid in growth prediction over a specified amount of time. This lesson should precede other lessons regarding research on plants grown in a greenhouse.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information. [MA2013] (5) 10: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [5NBT7] [MA2013] (5) 11: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5NF1] [MA2013] (5) 12: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5NF2] [MA2013] (6) 6: Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation. [6NS3] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5]
Subject: Mathematics (5  6), or Science (8), or Technology Education (6  8)
Title: Watch That Plant Grow
Description: This lesson allows students to explore horticulture within a controlled environment, a greenhouse. Students engage in handson activities as they grow their own plants and chart data concerning the conditions related to plant growth in a greenhouse. The data collected is recorded on a spreadsheet to aid in growth prediction over a specified amount of time. This lesson should precede other lessons regarding research on plants grown in a greenhouse.
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Title: Is my Water Safe?
Description:
After a discussion of what makes water safe or unsafe, students will visit a local tributary, test the water, and complete tasks concerning the water. This lesson is designed for a 6th, 7th, and 8th grade gifted education enrichment classes.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information.
Subject: Science (8), or Technology Education (6  8)
Title: Is my Water Safe?
Description: After a discussion of what makes water safe or unsafe, students will visit a local tributary, test the water, and complete tasks concerning the water. This lesson is designed for a 6th, 7th, and 8th grade gifted education enrichment classes.
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Title: Wet Heads
Description:
The lesson will enable students to complete a lesson of scientific inquiry and use the steps in the scientific method to solve a problem. Students will determine the amount of water drops needed to cover the heads of various coins, including a penny, nickel, dime, and quarter.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software.
Subject: Science (8), or Technology Education (6  8)
Title: Wet Heads
Description: The lesson will enable students to complete a lesson of scientific inquiry and use the steps in the scientific method to solve a problem. Students will determine the amount of water drops needed to cover the heads of various coins, including a penny, nickel, dime, and quarter.
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Title: What burns when a candle burns?
An Introduction to Using the Scientific Method
Description:
In this handson lesson, the class is divided into small groups and required to use the scientific method to discover what burns in a candle and why. The steps reinforce this methodical approach to solving what initially appears to be a simple question. In this exercise, students will use the scientific method to discover the purpose of a candle's wick and how radiation allows candle wax to change from solid to liquid to gas, thus allowing the wicking action necessary for combustion to occur.
Standard(s): [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [S1] (8) 7: Describe states of matter based on kinetic energy of particles in matter. [S1] (8) 11: Explain the law of conservation of energy and its relationship to energy transformation, including chemical to electrical, chemical to heat, electrical to light, electrical to mechanical, and electrical to sound. [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information.
Subject: Science (8), or Technology Education (6  8)
Title: What burns when a candle burns?
An Introduction to Using the Scientific Method
Description: In this handson lesson, the class is divided into small groups and required to use the scientific method to discover what burns in a candle and why. The steps reinforce this methodical approach to solving what initially appears to be a simple question. In this exercise, students will use the scientific method to discover the purpose of a candle's wick and how radiation allows candle wax to change from solid to liquid to gas, thus allowing the wicking action necessary for combustion to occur.
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Title: Sonar Mapping of the Ocean Floor
Description:
Mapping the ocean floor must be done by indirect observation. One method involves bouncing a sonar signal off of the ocean floor and measuring the length of time this signal takes to return. This length can be translated into distance: Distance=Speed of Sound X Time/2. In this lab, students will be making indirect observations using a wooden rod as the "sonar signal."
Standard(s): [S1] (8) 12: Classify waves as mechanical or electromagnetic. [S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information. [TC2] (68) 13: Use digital tools to formulate solutions to authentic problems.
Subject: Science (8), or Technology Education (6  8)
Title: Sonar Mapping of the Ocean Floor
Description: Mapping the ocean floor must be done by indirect observation. One method involves bouncing a sonar signal off of the ocean floor and measuring the length of time this signal takes to return. This length can be translated into distance: Distance=Speed of Sound X Time/2. In this lab, students will be making indirect observations using a wooden rod as the "sonar signal."
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Title: How Big Can a Bee Be?
Description:
Students will study the relationship between surface area and volume. Math, science, and technology components are included.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (7) 1: Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment. [S1] BIO (912) 2: Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis. [TC2] CA2 (912) 5: Utilize advanced features of spreadsheet software, including creating charts and graphs,
sorting and filtering data, creating formulas, and applying functions. [TC2] CA2 (912) 14: Use digital tools to defend solutions to authentic problems. [MA2013] (7) 14: Know the formulas for the area and circumference of a circle, and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. [7G4] [MA2013] (7) 16: Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. [7G6]
Subject: Mathematics (7), or Science (7  12), or Technology Education (9  12)
Title: How Big Can a Bee Be?
Description: Students will study the relationship between surface area and volume. Math, science, and technology components are included.
Thinkfinity Lesson Plans
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Title: What's in a Graph?
Description:
The purpose of this Science NetLinks lesson is to help students understand data tables and graphs. They explore the guidelines for making tables and graphs and learn how to interpret graphs and determine which graph is best suited for the data.
Standard(s): [S1] (8) 1: Identify steps within the scientific process.
Subject: Mathematics Title: What's in a Graph?
Description: The purpose of this Science NetLinks lesson is to help students understand data tables and graphs. They explore the guidelines for making tables and graphs and learn how to interpret graphs and determine which graph is best suited for the data. Thinkfinity Partner: Science NetLinks Grade Span: 6,7,8
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Title: Liquid Density and Oil Spills
Description:
In this lesson, from Xpeditions, students conduct a simple experiment demonstrating the variable densities of corn syrup, water, glycerin, and vegetable oil. Students then transfer this concept to an examination of cleanup methods used in the Exxon Valdez oil spill. They conclude by writing paragraphs hypothesizing what would happen during an oil spill if oil and water were the same density and therefore mixed together easily.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 7: Describe states of matter based on kinetic energy of particles in matter.
Subject: Science  Physical Sciences  Social Studies  Geography Title: Liquid Density and Oil Spills
Description: In this lesson, from Xpeditions, students conduct a simple experiment demonstrating the variable densities of corn syrup, water, glycerin, and vegetable oil. Students then transfer this concept to an examination of cleanup methods used in the Exxon Valdez oil spill. They conclude by writing paragraphs hypothesizing what would happen during an oil spill if oil and water were the same density and therefore mixed together easily. Thinkfinity Partner: National Geographic Education Grade Span: 6,7,8
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Title: Snow Goggles
Description:
The aim of this lesson, from Science NetLinks, is to illustrate how the scientific method can be used to solve different kinds of problems. As part of this lesson, students build snow goggles similar to those used by the Inuit peoples. Students also create their own version of the goggles to improve upon existing designs and compare the process used to invent snow goggles with that employed by designers of the MESSENGER spacecraft.
Standard(s): [S1] (6) 10: Describe components of the universe and their relationships to each other, including stars, planets and their moons, solar systems, and galaxies. [S1] (7) 3: Relate major tissues and organs of the skeletal, circulatory, reproductive, muscular, respiratory, nervous, and digestive systems to their functions. [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 12: Classify waves as mechanical or electromagnetic.
Subject: Science Title: Snow Goggles
Description: The aim of this lesson, from Science NetLinks, is to illustrate how the scientific method can be used to solve different kinds of problems. As part of this lesson, students build snow goggles similar to those used by the Inuit peoples. Students also create their own version of the goggles to improve upon existing designs and compare the process used to invent snow goggles with that employed by designers of the MESSENGER spacecraft. Thinkfinity Partner: Science NetLinks Grade Span: 6,7,8
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Title: Exploring Pendulums
Description:
In this Science NetLinks lesson, students explore Web sites with simulations of pendulums, where they are able to change the length and angle of the bob and observe its effects. They then construct and test their own controlledfalling systems, or pendulums, to further observe and verify these theories. This lesson helps students understand concepts related to how gravitational forces act on objects by exploring the motion of pendulums.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [S1] (8) 12: Classify waves as mechanical or electromagnetic.
Subject: Science Title: Exploring Pendulums
Description: In this Science NetLinks lesson, students explore Web sites with simulations of pendulums, where they are able to change the length and angle of the bob and observe its effects. They then construct and test their own controlledfalling systems, or pendulums, to further observe and verify these theories. This lesson helps students understand concepts related to how gravitational forces act on objects by exploring the motion of pendulums. Thinkfinity Partner: Science NetLinks Grade Span: 6,7,8
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Title: Exploring Linear Data
Description:
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (8) 12: Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [8F2] [MA2013] (8) 13: Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear. [8F3] [MA2013] (8) 14: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 15: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. [8F5] [MA2013] (8) 25: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. [8SP1] [MA2013] (8) 26: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. [8SP2] [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8SP3] [MA2013] (8) 28: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. [8SP4] [MA2013] AL1 (912) 13: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL1 (912) 14: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities and interpret solutions as viable or nonviable options in a modeling context. [ACED3] [MA2013] AL1 (912) 28: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* [FIF4] [MA2013] AL1 (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] AL1 (912) 30: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [FIF6] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] AL1 (912) 37: Distinguish between situations that can be modeled with linear functions and with exponential functions. [FLE1] [MA2013] AL1 (912) 40: Interpret the parameters in a linear or exponential function in terms of a context. [FLE5] [MA2013] AL1 (912) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [SID7] [MA2013] PRE (912) 42: Compute (using technology) and interpret the correlation coefficient of a linear fit. [SID8] [MA2013] ALC (912) 1: Create algebraic models for applicationbased problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) [MA2013] ALC (912) 7: Use analytical, numerical, and graphical methods to make financial and economic decisions, including those involving banking and investments, insurance, personal budgets, credit purchases, recreation, and deceptive and fraudulent pricing and advertising. (Alabama) [MA2013] ALC (912) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama) [MA2013] AL2 (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] AL2 (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] ALT (912) 21: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [ACED2] [MA2013] PRE (912) 16: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. (Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Determine odd, even, neither.)* [FIF4] (Alabama) [MA2013] ALT (912) 29: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.* [FIF5] [MA2013] PRE (912) 17: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [FIF6] [MA2013] ALT (912) 33: Write a function that describes a relationship between two quantities.* [FBF1]
Subject: Mathematics Title: Exploring Linear Data
Description: In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
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Title: Digital Diaries
Digital Tool:
Kizoa Web Address URL:
http://www.kizoa.com/ Standard(s):
[S1] (8) 1: Identify steps within the scientific process. [TC2] (68) 2: Publish digital products that communicate curriculum concepts. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. Digital Tool Description: Kizoa is a comprehensive and easytouse slideshow creating platform online, enabling people to easily share photos in a dynamic and creative way.
(Description provided by Kizoa)
Title: Digital Diaries Digital Tool: Kizoa Digital Tool Description: Kizoa is a comprehensive and easytouse slideshow creating platform online, enabling people to easily share photos in a dynamic and creative way.
(Description provided by Kizoa)
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Title: Rap to the Beat of Lab Safety
Digital Tool:
Video on lab safety Web Address URL:
http://www.youtube.com/watch?v=xJG0ir9nDtc&feature=player_detailpage Standard(s):
[S1] (8) 1: Identify steps within the scientific process. Digital Tool Description: The video can be used to introduce lab tools, procedures, and safety practices.
Title: Rap to the Beat of Lab Safety Digital Tool: Video on lab safety Digital Tool Description: The video can be used to introduce lab tools, procedures, and safety practices.
ALEX Podcasts
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Title: The Scientific Method
Overview:
This podcast was created by a GEMSU team using the lesson plan "Toilet Paper Strength". The girls in the video demonstrate the scientific method by testing various brands of toilet paper. They begin by discussing the steps in the scientific method. Then, to review each step, the girls use the experiment described in the lesson plan using pennies, water, and samples of toilet paper. Through this simple video, other students can see a simple version of the scientific method. Standard(s):
[S1] (8) 1: Identify steps within the scientific process.
The Scientific Method Overview: This podcast was created by a GEMSU team using the lesson plan "Toilet Paper Strength". The girls in the video demonstrate the scientific method by testing various brands of toilet paper. They begin by discussing the steps in the scientific method. Then, to review each step, the girls use the experiment described in the lesson plan using pennies, water, and samples of toilet paper. Through this simple video, other students can see a simple version of the scientific method.
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Title: How to Test for Starch
Overview:
This three minute podcast illustrates how to conduct a test for starch using Lugol's solution. Standard(s):
[S1] (8) 1: Identify steps within the scientific process.
How to Test for Starch Overview: This three minute podcast illustrates how to conduct a test for starch using Lugol's solution.
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Title: Dauphin Island Sea Lab Field Trip
Overview:
This podcast gives a brief overview of our field trip to the Dauphin Island Sea Lab. This incredible weekend excursion provided 35 8th grade science club students a chance to explore a barrier island, view marine life handson, and study ecological and evironmental elements of the Gulf of Mexico. The students participated in several activities such as trip to the local estuarium, a boat trip on the sea lab research vessel, a salt marsh trip, shark dissection, and a plankton study. The students learned a tremendous amount about the Gulf of Mexico and Dauphin Island. The trip was amazing and the students still talk about it today! Standard(s):
[S1] (7) 1: Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment. [S1] (7) 2: Identify functions of organelles found in eukaryotic cells, including the nucleus, cell membrane, cell wall, mitochondria, chloroplasts, and vacuoles. [S1] (7) 4: Describe organisms in the sixkingdom classification system by their characteristics. [S1] (7) 5: Identify major differences between plants and animals, including internal structures, external structures, methods of locomotion, methods of reproduction, and stages of development. [S1] (7) 6: Describe evidence of species variation due to climate, changing landforms, interspecies interaction, and genetic mutation. [S1] (7) 7: Describe biotic and abiotic factors in the environment. [S1] (8) 1: Identify steps within the scientific process. [S1] (8) 12: Classify waves as mechanical or electromagnetic.
Dauphin Island Sea Lab Field Trip Overview: This podcast gives a brief overview of our field trip to the Dauphin Island Sea Lab. This incredible weekend excursion provided 35 8th grade science club students a chance to explore a barrier island, view marine life handson, and study ecological and evironmental elements of the Gulf of Mexico. The students participated in several activities such as trip to the local estuarium, a boat trip on the sea lab research vessel, a salt marsh trip, shark dissection, and a plankton study. The students learned a tremendous amount about the Gulf of Mexico and Dauphin Island. The trip was amazing and the students still talk about it today!
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Title: Literature Resources From Gale: Biographies in Science
Overview:
This podcast gives a brief overview of how to use the person search tool in the Literature Resources from Gale database, a part of the Alabama Virtual Library. The podcast will show how to search for a scientist for a research paper in science. Standard(s):
[S1] (8) 1: Identify steps within the scientific process. [S1] (8) 8: Identify Newton's three laws of motion. [ELA] (8) 1: Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighthgrade recreational reading materials. [ELA] (8) 5: Explain distinguishing characteristics of odes, ballads, epic poetry, historical documents, essays, letters to the editor, and editorials. [ELA] (8) 9: Apply mechanics in writing, including punctuating titles using quotation marks, underlining, or italics and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct runon sentences. [ELA] (8) 10: Use prepositional phrases and compound, complex, and compoundcomplex sentences to vary sentence structure. [ELA] (8) 11: Write sentence patterns common to English construction. [ELA] (8) 12: Identify the correct use of degrees of comparison, adjectives and adverb forms, subjectverb agreement with collective nouns when verb forms depend on the rest of the sentence and with compound subjects, including those joined by or with the second element as singular or plural. [ELA] (8) 13: Combine all aspects of the research process to compose a report. [ELA2013] (8) 26: 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. [W.8.7] [ELA2013] (8) 27: 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. [W.8.8] [ELA2013] (8) 28: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]
Literature Resources From Gale: Biographies in Science Overview: This podcast gives a brief overview of how to use the person search tool in the Literature Resources from Gale database, a part of the Alabama Virtual Library. The podcast will show how to search for a scientist for a research paper in science.
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Title: SIRS Discoverer's Science Fair Explorer on AVL
Overview:
Brief tutorial showing the basic navigation of SIRS Discoverer's Science Fair Explorer. Standard(s):
[S1] (8) 1: Identify steps within the scientific process.
SIRS Discoverer's Science Fair Explorer on AVL Overview: Brief tutorial showing the basic navigation of SIRS Discoverer's Science Fair Explorer.
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Title: Einstein Demonstrations PhotoElectric Effect in Action
Overview:
The understanding that light interacts with matter like a particle also lead to modern information technology, like computers, TVs, and lasers. The communicator is a direct example of the PhotoElectric Effect, one of Einstein’s groundbreaking 1905 theses. This is the achievement for which he won the Noble Prize for Physics in 1921. The PhotoElectric Effect centers on the ability of light to free up electrons inside metal atoms. This induces electric current through out an illuminated piece of metal. The idea that light can physically disturb electrons denotes a particle nature of light. The energy produced is proportional to the frequency of light, not the intensity of light. This fact draws on the wavelike properties of light within the same interaction. Standard(s):
[S1] (4) 1: Describe how electrical circuits can be used to produce light, heat, sound, and magnetic fields. [S1] (8) 1: Identify steps within the scientific process.
Einstein Demonstrations PhotoElectric Effect in Action Overview: The understanding that light interacts with matter like a particle also lead to modern information technology, like computers, TVs, and lasers. The communicator is a direct example of the PhotoElectric Effect, one of Einstein’s groundbreaking 1905 theses. This is the achievement for which he won the Noble Prize for Physics in 1921. The PhotoElectric Effect centers on the ability of light to free up electrons inside metal atoms. This induces electric current through out an illuminated piece of metal. The idea that light can physically disturb electrons denotes a particle nature of light. The energy produced is proportional to the frequency of light, not the intensity of light. This fact draws on the wavelike properties of light within the same interaction.
Web Resources
Podcasts
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Title: Chemistry 101: The Scientific Method
Description:
This is a GPB Television Podcast on the Scientific Method
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] BIO (912) 1: Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment. [S1] MAR (912) 1: Select appropriate equipment for scientific field investigations in marine environments.
Chemistry 101: The Scientific Method
http://www.gpb.org/c...
This is a GPB Television Podcast on the Scientific Method
Informational Materials
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Title: Scientific Method
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This PowerPoint explains the Scientific Method as a blueprint for experiment success.
Standard(s): [S1] (8) 1: Identify steps within the scientific process.
Scientific Method
http://www.thescienc...
This PowerPoint explains the Scientific Method as a blueprint for experiment success.
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Title: Scientific Method at an AP Level
Description:
This site contains both informational content about the scientific process and how to write and proof a scientific paper. Examples of actual scientific experiments leading to major discoveries are included, as well as the opportunity to test your writing of a hypothesis, with feedback. It leads into writing scientific papers.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] BIO (912) 1: Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment.
Scientific Method at an AP Level
http://biology.clc.u...
This site contains both informational content about the scientific process and how to write and proof a scientific paper. Examples of actual scientific experiments leading to major discoveries are included, as well as the opportunity to test your writing of a hypothesis, with feedback. It leads into writing scientific papers.
Interactives/Games
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Title: pH Scale and Meter Calibration Virtual Lab
Description:
This site features a virtual lab on pH scale and meter calibration. The students create salsa ensuring the pH levels do not go over 4.6 preventing a deadly bacteria from growing.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] CHE (912) 4: Describe solubility in terms of energy changes associated with the solution process.
pH Scale and Meter Calibration Virtual Lab
http://virtuallab.nm...
This site features a virtual lab on pH scale and meter calibration. The students create salsa ensuring the pH levels do not go over 4.6 preventing a deadly bacteria from growing.
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Title: Density
Description:
Why do objects like wood float in water? Does it depend on size? Create a custom object to explore the effects of mass and volume on density. Can you discover the relationship? Use the scale to measure the mass of an object, then hold the object under water to measure its volume. Can you identify all the mystery objects?
Standard(s): [S1] (5) 2: Define mass, volume, and density. [S1] (8) 1: Identify steps within the scientific process. [S1] PHS (912) 12: Identify metric units for mass, distance, time, temperature, velocity, acceleration, density, force, energy, and power. [S1] MAR (912) 5: Discuss physical and chemical properties of saltwater.
Density
http://phet.colorado...
Why do objects like wood float in water? Does it depend on size? Create a custom object to explore the effects of mass and volume on density. Can you discover the relationship? Use the scale to measure the mass of an object, then hold the object under water to measure its volume. Can you identify all the mystery objects?
Learning Activities
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Title: Scientific Method and Writing a Scientific Paper
Description:
Student groups perform a literature review and design an experiment, following all steps of the scientific method, to answer a proposed question, analyze their "data", and write a conclusion and bibliography section. A grading sheet is included.
Standard(s): [S1] (8) 1: Identify steps within the scientific process. [S1] BIO (912) 1: Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment. [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 9: Practice responsible and legal use of technology systems and digital content.
Scientific Method and Writing a Scientific Paper
http://biology.clc.u...
Student groups perform a literature review and design an experiment, following all steps of the scientific method, to answer a proposed question, analyze their "data", and write a conclusion and bibliography section. A grading sheet is included.

