materials by YQg9V1b4


									                       Xtreem Science "Teaching 8th Grade Science"                                                                        Glencoe

TAKS Objective 1--The student will demonstrate an understanding of the nature of science.
         TEKS 8.5A&B--The students knows that relationships exist between science and technology. The student is expected to:
                        A) identify a design problem and propose a solution;
                        B) design and test a model to solve the problem; and

                                              Using Models in Science
Engage                 Demo: Volcano One.
                       Demo: Volcano Two.

Explore                Have students, in small groups, complete the activity "Making a Model from an Object".

Explain                Discuss models. List models used in science.

Elaborate              Students will create a rubric for evaluating models. Explore the emergence of important models in the history of science.

Evaluate               The student will use his rubric to evaluate a model of a molecule, a cell, or the solar system.
            TEKS 8.6--The student knows that interdependence occurs among living systems.                                        Chap. 9
            TEKS 8.12 A&C--The student knows that cycles exist in Earth systems. The student is expected to:                     Rocks
                        A) analyze and predict the sequence of events in the lunar and rock cycles.                              Chap. 10
                        C) predict the results of modifying the Earth's nitrogen, water, and carbon cycles.                      Plate Tectonics
            TEKS 8.14--The student know that the equilibrium of a system may change.                                             Chap. 11
                                                                                                                                  Earthquakes and Volcanoes
                                                Probing Questions                                                                Chap. 12
Engage                   Ask students to brainstorm as many examples of systems as they can.                                     Traits and How They Change
                                                                                                                                 Chap. 13
                                                                                                                                 Clues to Earth's Past
Explore                  Key vocabulary: system, input, output, feedback                                                         Chap. 14
                                                                                                                                 Geologic Time
Explain                  During a class discussion, have students brainstorm a list of characteristics that all systems have.    Chap. 15
Elaborate                1) Have students use4 what they know about systems to create a "gidget" that is a system.               Chap. 17
                         2) Expand the study to include cycles. Clarify for students that a cycle is a special kind of system.   Climate
                                                                                                                                 Chap. 18
Evaluate                 Student will complete the Reflection Guide activity.                                                    Oceans
                                                                                                                                 Chap. 19
                                                                                                                                 Our Impact on Land
                                                                                                                                 Chap 20
                                                                                                                                 Our Impact on Water and Air
                                                                                                                                 Chap. 21
                                                                                                                                 Interaction of Human Systems
                                                                                                                                 Chap. 22
                                                                                                                                 The Sun-Earth-Moon System
            TEKS 8.4A--The student knows how to use a variety of tools and methods to conduct science inquiry. The student is
                        expected to:
                        A) collect, record, and analyze information using tools including beakers, Petri dishes, meter sticks, graduated
                        cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales,
                        balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer
                        probes, water test kits, and timing devices; and





TAKS Objective 2--The student will demonstrate an understanding of living systems and the environment.                                       Chap. 21
                                                                                                                                             Interactions of Human Systems
            TEKS 8.6B--The student knows that interdependence occurs among living systems. The student is expected to:
                        B) identify feedback mechanisms that maintain equilibrium of systems such as body temperature, turgor
                        pressure, and chemical reactions.

                                               Look Mama, It's Alive
Engage                   View video clip "The Search for Answers" beginning at 2:50 from the video Dying to be Thin.

Explore                  Students record serotonin units and serotonin receptors at 3:50, 3:56, and 4:03 in their journals.

Explain                  In the video, Dr. Kaye describes his research into the brains of patients suffering from anorexia nervosa.

Elaborate                1) Show the child birthing sequence at the end of the tape, Miracle of Life . Talk about the release of oxytocin.
                         2) Role Play: The Rise and Fall of Glucose
                         3) Ask Question: "How does the body keep from overheating?"

Evaluate                 1) Student will produce a graph or sketch to describe a negative feedback system for serotonin production.
                         2) Student will produce a labeled sketch or graph and describe the positive feedback system that occurs during childbirth.
                         3) Student will produce a labeled sketch that describes thermal regulation in humans.
                         4) Student will demonstrate an understanding of how blood glucose is controlled in humans.
            TEKS 8.6A--The student knows that interdependence occurs among living systems. The student is expected to:                      Chap. 21
                        A) describe interactions among systems in the human organism.                                                       Interactions of Human Systems

                                                You Can't Have One Without the Other
Engage      Activity 1   Show movie or clips from Ebola: The Plague Fighters . (Read passages from Hot Zone. )

Explore                  Simulate virus transmission within a population that contained one Ebola infected individual.

Explain                  Explain how the Ebola virus is transmitted through blood and body fluids.

Elaborate                Repeat the experiment, but give students option to abstain from sharing with other students. (Change Ebola to HIV.)

Evaluate                 Student will describe the connection between the circulatory system and the immune system.

Engage      Activity 2   Play song "Turn the Beat Around" by Gloria Estefan

Explore                  Students measure resting heart rate and after exercise.

Explain                  Teacher will guide a discussion about pulse rate.

Elaborate                1) Students will work in a group and design an experiment using exercise to explore the relationship between the
                         respiratory and circulatory systems.
                         2) Ask students to take a deep breath. Elaborate on diaphragm, alveoli, air pressure.
                         3) Investigate the relationship between oxygen and muscle fatigue.

Evaluate                 1) Student will design and implement an experiment to demonstrate the relationship between heart and
                         respiration rates.
                         2) Student will create two labeled drawings of the lungs and diaphragm during inhalation and exhalation.
                         3) Student will write a 100-150 word summary about oxygen debt and muscular contractions.

Engage      Activity 3   Teacher will prepare beakers of tap water containing bromothymol blue indicator.

Explore                  Students will bubble carbon dioxide into the beakers and record color changes in a chart.

Explain                  Teacher will explain pH and titration, how the muscular, skeletal, circulatory, and the respiratory systems work
                         together during inhalation and exhalation.

Elaborate                Ask students to suggest an experiment to change the solution back to blue.

Evaluate                 Monitor students as they design and perform the experiment. Debrief the class using questions.
Engage      Activity 4   Tell students about tips of villi being sloughed off each day.

Explore                  Ask students which type of cloth they think will absorb the most water. Perform comparison.

Explain                  Most of the process of digestion and practically all absorption occur in the small intestine.

Elaborate                Demonstrate diffusion across a cell membrane (osmosis) using raw eggs with no shell.

Evaluate                 Monitor students as they design and perform the experiment. Guide class debriefing using questions.

            Summative    Distribute one Human Body Systems Figure to each student. Ask students to pair up with a partner and then
                         describe to the class how the two systems interact. Repeat with three systems.
            TEKS 8.11A&B--The student knows that traits of species can change through generations and that the instructions for traits       Chap. 12
                       are contained in the genetic material of the organisms. The student is expected to:                                   Traits and How They Change
                       A) identify that change in environmental conditions can affect the survival of individuals and of species; and
                       B) distinguish between inherited traits and other characteristics that result from interactions with the environment.

                                                To Be or Not to Be
Engage      Activity 1   Initiate discussion about the malformed frogs.

Explore                  Read aloud "Don't Leap to Conclusions: Deformed Frogs in Minnesota".

Explain                  Use questions to explore the role of environmental conditions with regard to survival of individuals and species.

Elaborate                Students can learn more about malformed frogs from websites.

Evaluate                 Students should describe in their journals some environmental conditions that can have significant impact on the
                         survival of individuals and species.

Engage      Activity 2   Introduce the UV Index as a daily prediction of Ultraviolet exposure.

Explore                  Students will do experiments with Energy Beads (UV beads).

Explain                  Discuss UV light and the ozone layer.

Elaborate                1) Evaluate sunscreens.
                         2) Use MD Anderson Hospital's "Sun Awareness for Educating Today's Youth" about skin cancer.

Evaluate                 Students will record hypothesis, illustrations of the experimental setup, data collection instruments and conclusions
                         for each experiment.

Engage      Activity 3   Show students pictures of dominant and recessive traits.

Explore                  Make cards with pictures of these traits and have students work with a partner to sort them according to
                         whether they are environmental traits or genetics traits and why.

Explain                  Help students understand why a trait is genetic.

Elaborate                Students may conduct independent research about birth defects.

Evaluate                 1) Using a digital camera, the internet, or other resource, the student will create a picture portfolio that
                         demonstrates understanding of the differences between genetic and environmental traits.
                         2) The student will use research materials to prepare a paper or brochure about a birth defect.
            TEKS 8.11C--The student knows that traits of species can change through generations and that the instructions for traits     Chap. 12
                        are contained in the genetic material of the organisms. The student is expected to:                              Traits and How They Change
                        C) make predictions about possible outcomes of various genetic combinations of inherited characteristics.

                                                 Who's Da Mama?
Engage                    "What if you could design your own baby?"

Explore                   Students will investigate experimental probability using cards, dice, spinners, and coins.

Explain                   Each group will record results on a table and share with the entire class. Teacher will guide the
                          discussion with questions.

Elaborate                 1) Using the interactive "Dragon Genetics CD", the student will practice monohybrid cross practice problems.
                          2) Students will complete activity sheet "More Monohybrid Crosses".
                          3) Students will conduct an out-of-class experiment demonstrating application of knowledge about
                          Punnett square and their use.
                          4) Students will create brochures about genetic disorders.
                          5) For homework, the students will complete the Punnett square problems.

Evaluate                  1) The student will write in his journal about probability.
                          2) The student will compete the activity sheet.
                          3) The student will conduct an out-of-class experiment.
                          4) The student will create a brochure about a genetic disorder.
                          5) The student will complete the Punnett square problems.
TAKS Objective 3--The student will demonstrate an understanding of the structures and properties of matter.

            TEKS 8.8A&B--The student knows that matter is composed of atoms. The student is expected to:                                 Chap. 2
                       A) describe the structure and parts of an atom; and                                                               Inside the Atom
                       B) identify the properties of an atom including mass and electrical charge.                                       Chap. 3
                                                                                                                                         The Periodic Table
                                                A Tiny Big Discovery
Engage                   1) Cut a piece of notebook paper in half again and again.
                         2) Show the animation of the STM (Scanning Tunneling Microscope).

Explore                  1) The students will try to determine information about what is in sealed boxes.
                         2) The students will explain how scientists are able to discover the properties of the atom.

Explain                  Show the video "The Atomic Field". Show the PowerPoint of the structure of an atom.
                         Discuss with students the limitations of models.

Elaborate                1) Particle Play--Students with cards will interact as protons, neutrons, and electrons.
                         2) Stripping Electrons--Students will understand that electrons can be removed from the atom
                         without changing the original material.
                         3) Students may form groups and choose a project that demonstrates the development of the atomic theory.
                                     Compose a song, poem, or rap
                                     Make a poster
                                     Act out a dramatization
                                     Other-student choice

Evaluate                 Allow students to choose a particle and write its "biography". (May be a pictorial story of the particle with
                         verbal comments or written comments.)
            TEKS 8.9 A, C,&D--The student know that substances have chemical and physical properties. The student is expected to:          Chap. 4
                         A) demonstrate that substances may react chemically to for new substances.                                        Chemical Reactions
                         C) recognize the importance of formulas and equations to express what happens in a chemical reactions, and
                         D) identify that physical and chemical properties influence the development and application of everyday materials
                         such as cooking surfaces, insulation, adhesive, and plastics.

                                                It Was Here Just a Moment Ago!
Engage                   1) Build a Pringles Pop Can.
                         2) Dissolve metal salts in alcohol in a spray bottle and spray over a flame.

Explore                  1) The student will demonstrate chemical change as evidenced by a change in color (red cabbage juice).
                         2) The student will measure temperature change as the result of a chemical reaction (steel wool and vinegar).

Explain                  Build upon the experiences and review key vocabulary. Ask students how to identify a chemical change.

Elaborate                1) The student will demonstrate a chemical reaction that produces gases (battery and water).
                         2) The student will demonstrate chemical change as evidenced by a change in color (metals salts).
                         3) The student will use models to explain chemical formulas (color gumdrops).
                         4) The student will investigate irreversible reactions (baking soda and vinegar).
                         5) The student will identify that physical and chemical properties influence the development and application
                         of everyday materials such as cooking surfaces, insulation, adhesive, and plastics.

Evaluate                 1) How many molecules of copper are produced from two molecules of Cu2O?
                         2) What happens to atoms in a chemical reaction?
                         3) What physical properties can change in a chemical reaction?

            TEKS 8.9B-- The sutdent knows that substances have chemical and physical properties. The student is expected to:
                        B) interpret information on the periodic table to understand that physical properties are used top group elements;

                                                Table the Discussion




            TEKS 8.10C--The student know that complex interactions occur between matter and energy. The student is expected to:   Chap. 4
                        C) identify and demonstrate that loss or gain of heat energy occurs during exothermic and endothermic     Chemical Reactions
                        chemical reactions.

                                                Hot Stuff
Engage                   1) Glycerin and potassium permanganate (do only with ventilation).
                         2) Let students squeeze warm-packs and cold-packs from athletic stores.
                         3) Stretch a rubber band and feel the warmth on your upper lip. Discuss.

Explore                  Hot or Not. Baking soda and calcium chloride.

Explain                  As molecules are going through this change, they are rapidly releasing energy as their bonds break.

Elaborate                1) Ice ice baby. Sodium bicarbonate and vinegar.
                         2) Full of energy. Copper II chloride dehydrate and aluminum foil.
                         3) Chill out. Citric acid solution and baking soda, and magnesium metal and hydrochloric acid.
                         4) I scream, you scream, we all scream, "Ice Cream". Make ice cream.

Evaluate                 1) Use a table to classify exothermic and endothermic reactions, chemical and physical changes.
                         2) Give students a graph to answer questions regarding the Effect of Compound Amount on Temperature of
TAKS Objective 4--The student will demonstrate an understanding of motion, forces, and energy.

            TEKS 8.7A--The student know that there is a relationship between force and motion. The student is expected to:                     Chap. 6
                        A) demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion; and                Newton's Laws of Motion

                                                The Force is With You!
Engage                   1) Set up a scenario for students to discuss about a flying saucer and turning off the engine.
                         2) Show an action video and allow student to talk about the force/motion of events depicted.
                         3) Show a cartoon action and ask students to explain what is wrong with the science of force and motion.
                         4) Demo a "come back can".

Explore                  1) Dare you to stop me. Student will measure time and distance using an air puck.
                         2) Knocked off course. The student will explain the results of applying a force to an object (mallet and air puck).
                         3) Lean on me (ladders.)
                         4) Football.

Explain                  Review the pictures or video of the pucks in motion. Talk about vocabulary and concepts.

Elaborate                1) Flag me down. The student will add a sail to the air puck.
                         2) Help me I'm falling. The student will design and build parachutes.
                         3) Lean your ladder carefully. The student will apply the laws of motion to real world examples.
                         4) The student will put the puck on an inclined plane.
                         5) Flying football forces. Make and launch paper footballs.

Evaluate                 Bring video examples of extreme sports force and motion. Have each student discuss in writing or with diagrams,
                         what is happening with force, velocity, acceleration, and direction of motion.
            TEKS 8.7A&B--The student knows that there is a relationship between force and motion. The student is expected to:               Chap. 7
                       A) demonstrate how unbalanced forces cause changes in the speed or direction of an object's motion; and              Waves
                       B) recognize that waves are generated and can travel through different media.

                                                 Catch the Wave
Engage                   Tell the story about the dark and stormy night and the static on the radio.

Explore                  1) "Cheerleader" wave. The students can demonstrate that a wave moves forward which the material does not.
                         2) Falling like dominoes. The student can demonstrate that a wave moves forward using dominoes.
                         3) Rope Rally. Students will explore transverse waves on a rope.
                         4) Ocean in a Bottle. Student will compare and contrast the behavior of surface waves between different media.
                         5) Mill Race Run. The student will explore the nature and properties of water waves in a gutter waveguide.
                         6) Seismic Jell-O. The student will observe waves in Jell-O.

Explain                  The wave is the motion of the object. They are the "medium". Discuss transverse and longitudinal waves and other

Elaborate                Use some experiment/demonstrations. Blow a whistle into a bag, coiled spring toy, Jell-O, etc.

Evaluate                 Have the student write a brief paragraph detailing different kinds of waves and what causes them.
TAKS Objective 5--The student will demonstrate an understanding of Earth and space systems.                                               Chap. 5
                                                                                                                                          States of Matter
            TEKS 8.10B--The student knows that complex interaction occur between matter and energy. The student is expected to:           Chap. 15
                        B) describe interactions among solar, weather, and ocean systems.                                                 Atmosphere
                                                                                                                                          Chap. 16
                                             Red at Night, Sailor's Delight                                                               Weather
Engage                   Show the Xtreem Science News video about Sunspots Spotted.                                                       Chap. 17
Explore                  Blowing smoke. The student can explain how the ocean affects weather and can describe how radiant
                         energy from the Sun affects weather on Earth and the other planets (2-litter bottle and incense).

Explain                  Warmer air tends to rise and cooler air moves in beneath it.

Elaborate                1) Wind and water. The student is expected to plan and implement investigative procedures, collect data by
                         observing and measuring, organize, analyze, evaluate, make inferences, and predict trends from direct and
                         indirect evidence, and construct graphs, tables, maps, and charts using tools.
                         2) Where the wind blows. The student will investigate web sites to find out about weather on other planets.
                         The student will create a flyer and discuss whey the differences exist in weather patterns.

Evaluate                 Let each student pick an extreme event and write a paper, song, poem, or make a drawing describing their ideas
                         of how the weather would change.
            TEKS 8.12A--The student knows that cycles exist in Earth systems. The student is expected to:                            Chap. 9
                        A) analyze and predict the sequence of events in the lunar and rock cycles.                                  Rocks
                                                                                                                                     Chap. 10
                                              The Never Ending Cycle                                                                 Plate Tectonics
Engage      Activity 1   Lunar Cycle--Show the Xtreme News clip featuring news anchor Luna Tique in The Terminator.                  Chap. 14
                                                                                                                                     Geologic Time
Explore                  1) My birthday Moon. The student will be able to analyze and predict the phases of the Moon.                Chap. 22
                         2) Analyzing a Moon phase calendar. Students observe pictures of the phases of the Moon                     The Sun-Earth-Moon System
                         for one-month cycle and analyze the patterns found on the calendar.

Explain                  The Moon rises about one hour later every day. Talk about the Moon phase calendar and the labels.

Elaborate                Using a Moon clock to tell time.

Evaluate                 Moon phases quiz. Students are given real pictures of various phases of the Moon and are asked to place
                         them in order while naming the phases.

Engage      Activity 2   Rock Cycle--Use real rocks or a video to show discrepant facts: Rock are heavy, Rocks are dull, Rocks are
                         ugly, Rocks never change.

Explore                  Which rock made this sand? Observe playground sand under a microscope and predict which rock it came

Explain                  Define terms as necessary: metamorphic, sedimentary, igneous, sediment, pressure, etc.

Elaborate                1) Chocolate rocks! Students use four kinds of chocolate chips to model the rock cycle.
                         2) Students watch a rock cycle movie on the Internet and create a diagram of the rock cycle in Excel.

Evaluate                 The student will draw his own Rock Cycle.
            TEKS 8.12B--The student knows that cycles exist in Earth systems. The student is expected to:                                Chap. 17
                        B) relate the role of oceans to climatic changes.                                                                Climate
                                                                                                                                         Chap. 18
                                                Blow the Man Down!                                                                       Oceans
Engage                   With no explanation, allow students to taste the water from each of three bottles

Explore                  1) Students will be able to describe how water temperature and salinity affect ocean currents.
                         (Use warm and cold water, salty and pure water).
                         2) You've got gas. Students will compare results with pure water and room temperature and cold Club soda.

Explain                  1) Results of the activities show that cold salty water sinks and warm unsalted water rises. Show a diagram
                         of prevailing winds and discuss how the winds blow across the surface of the oceans and cause waters to
                         move in circulating patterns over the globe.
                         2) Show the NOVA production titled "What's Up With the Weather?"

Elaborate                1) Climate through the ages. Students investigate climate conditions and changes that have occurred over the
                         2) Climate conditions across the globe. Students will research weather and climate conditions in a country or
                         part of the world.
                         3) Is global warming threatening? Hold a mock congressional committee meeting on global warming.

Evaluate                 1) Ask students to draw a pictorial representation of the oceans and how they affect global climate.
                         2) Ask students to argue the point: maintain the present condition of the oceans is important to the
                         survival of the world.
            TEKS 8.12C--The student knows that cycles exist in Earth systems. The student is expected to:                                       Chap. 15
                        C) predict the results of modifying the Earth's nitrogen, water and carbon cycles.                                      Atmosphere
                                                                                                                                                Chap. 19
                                            Lord of the Rings                                                                                   Our Impact on Land
Engage      Activity 1   Extreme Carbon Rings. Show the "Carbon Guy" video clip.                                                                Chap. 20
                                                                                                                                                Our Impact on Water and Air
Explore                  Use the diagram from the website to examine the elements of the carbon cycle.

Explain                  Explain why carbon is a very important element.

Elaborate                Debrief students with questions about the relationship between temperature and carbon dioxide.

Evaluate                 1) The student will identify and classify at least two natural and two human activities that influence the carbon cycle.
                         2) After graphing the temperature and carbon dioxide data, the student will use data to predict the results of
                         global warming.

Engage      Activity 2   The Fate of the Nitrate. Students view the nitrogen strike news clip animation.

Explore                  Nitrogen game. Introduce students to the nitrogen cycle using Chutes and Ladders .

Explain                  Use questions to debrief the students about the nitrogen cycle.

Elaborate                Use diagrams of the nitrogen cycle or visit website to views diagrams of the nitrogen cycle. Students compare
                         the diagram to the game.

Evaluate                 The student will predict the results of denitrification, volatilization, leaching, runoff, and immobilization on the
                         nitrogen cycle.

Engage      Activity 3   Extreme Water. Use the textbook or pictures from the Internet to show students several pictures of the
                         effects of diminished water quantity and quality.

Explore                  Visit the Environmental Protection Agency website to lean about the water cycle.

Explain                  Debrief students over the video clip using questions.

Elaborate                The student will create a diagram showing the effects of global warming on the water cycle.

Evaluate                 The student will summarize the effects of human activity on the water cycle, global warming, water quality and
                         quantity by writing in the science journal and including one diagram.
            TEKS 8.13 A,B,&C--The student knows characteristics of the universe. The student is expected to:                             Chap. 23
                        A) describe characteristics of the universe such as stars and galaxies:                                          The Solar System
                        B) explain the use of light years to describe distances in the universe; and                                     Chap. 24
                        C) research and describe historical scientific theories of the origin of the universe.                           Stars and Galaxies

                                              Dust and Gases
Engage                   Show the Xtreem science news cast featuring Cole Ission reporting when galaxies collide.

Explore                  1) Students predict how big and how far eight objects in space are by looking at a set of Space Object Cards.
                         2) Students classify eight different pictures of galaxies.

Explain                  Use questions to get students to think about how scientists measure such large distances and sizes.

Elaborate                1) What can observing stars tell us?
                         2) Scale of the Universe.
                         3) Assign students a research project that answers the question: What are the historical scientific theories
                         concerning the origin of the universe?

Evaluate                 Go over TAKS questions.
            TEKS 8.14A,B,&C--The student knows that natural events and human activity can alter Earth systems. The student is               Chap. 9
                        expected to:                                                                                                        Rocks
                        A) predict land features resulting from gradual changes such as mountain building, beach erosion, land              Chap. 10
                        subsidence, and plate tectonics;                                                                                    Plate Tectonics
                        B) analyze how natural or human events may have contributed to the extinction of some species; and                  Chap. 11
                        C) describe how human activities have modified soil, water, and air quality.                                        Earthquakes and Volcanoes
                                                                                                                                            Chap. 14
                                              World Altering Events                                                                         Geologic Time
Engage                   Show the Lorax Video to introduce the effect of human activity on the environment.                                 Chap. 15
Explore                  Download the learning activity from the website:                                                    Chap. 17
Explain                  Salt is introduced into an ecosystem in a variety of ways.                                                         Our Impact on Land
                                                                                                                                            Chap. 20
Elaborate                1) Salt infiltration may be modeled using the TerrAqua columns.                                                    Our Impact on Water and Air
                         2) As the human population continues to grow on this planet, there is an increased competition for limited
                         resources required for survival.
                         3) Discuss rainwater and acid rain.
                         4) Investigate the effects of excess carbon dioxide on plant growth.
                         5) Use the webquest from the following website to engage in an issue investigation to explore the impact of
                         human activity on the rainforest. (

Evaluate                 1) The student will describe the effect of excess salt on terrestrial and aquatic plant life.
                         2) The student will complete the acid precipitation group investigation and present group findings.
                         3) Each group of learners will present and defend their position on building a bridge, road, and lodge in
                         Tman Negra.
                         4) The student will create a book jacket to demonstrate understanding of natural and human activities that alter
                         Earth's systems.
                         5) Given information about extinct species in Texas, the student will conduct web research and record in the
                         science journal.
                                                                                       Xtreem Science
                                       Time required             Equipment                      Chemicals                        Consumables                             Technology                               Print Materials
Using Models in Science
                                                       meter sticks                    baking soda                      clay                                                                         Making a Model from an Object
                                                       tape measures                   red food coloring                plaster of Paris
                                                                                       vinegar                          matchbook cars
                                                                                                                        drawing paper (dotted or grid)
                                                                                                                        pencils or pens

Probing Questions

Safety                                                                                 MSDS sheets                                                                                                   Sergeant Welch, Frey Scientific,
                                                                                                                                                                                                     Flinn, ScienceKit, etc. safety

Look Mama, It's Alive                                  magic wanes for wizards                                                                           video clip "The Search for Answers"         Play script: The Rise and Fall of Glucose
                                                                                                                                                         video "Dying to Be Thin"                    Labels for actors
                                                                                                                                                         video "Miracle of Life"

You Can't Have One Without the Other                   test tube per student           sodium hydroxide solution 0.1M   stirring straws                  video clip "Ebola: The Plague Fighters"      Check Sheet for Independent Investigations
                                                       test tube rack                  phenolphthalein solution         raw eggs                         song "Turn the Beat Around" by Gloria Estefan
                                                       eyedroppers                     bromothymol blue indicator       karo syrup                       cards showing body systems
                                                       stop watches                    base (ammonia)                   gloves
                                                       tennis balls                    distilled water
                                                       graduated cylinders             vinegar
                                                       pieces of smooth cotton cloth
                                                       pieces of terry cloth
                                                       triple bean balances

To Be or Not to Be                                     UV beads (energy beads)                                          sunscreen                        pictures of malformed frogs-ck websites     Don't Leap to Conclusions
                                                                                                                                                         MD Anderson Hospital's "Sun Awareness
                                                                                                                                                         for Educating Today's Youth"
                                                                                                                                                         pictures of dominant and recessive traits
                                                                                                                                                         Digital camera

Who's Da Mama?                                         playing cards                                                    Dragon Genetics Kit              video clip from "Gattaca"                   Exploring Probability using Playing Cards,
                                                       dice                                                             tracing paper                    Interactive "Dragon Genetics CD"            Dice, Spinners, and Coins
                                                       spinners                                                         colored pencils                                                              copies of materials from Dragon Genetics

A Tiny Big Discovery                                   scissors                                                         paper                            video "The Atomic Field"                    posters depicting history of the atom
                                                       opaque boxes                                                     aluminum pie plates              website of Scanning Tunneling Microscope    cards for parts of atoms
                                                       solids objects for boxes                                         Styrofoam cups
                                                       marbles                                                          Styrofoam plates

It Was Here Just a Moment Ago!                         thermometers                    metal salts                      Pringles pop can
                                                       beakers                         alcohol                          Styrofoam cups
                                                       evaporating dish                vinegar                          cabbage juice
                                                                                       ammonia                          medicine cup or dropper
                                                                                       distilled water                  steel wool
                                                                                       sea salt                         jars with lids
                                                                                       baking soda                      nine-volt batteries
                                                                                                                        unbleached strips of paper
                                                                                                                        aluminum pie plates
                                                                                                                        gumdrops (3 different colors)

Table the Discussion

Hot Stuff                                              goggles                         glycerin                         warm packs                                                                   Table of examples for Evaluation
                                                       glass stirring rods             potassium permanganate           cold packs                                                                   Hot or Not
                                                       graduated cylinders             phenol red solution              quart & gallon freezer baggies                                               Ice Ice Baby
                                 triple beam balance                baking soda                     plastic spoons                                                     Full of Energy
                                 aprons                             calcium chloride                gloves                                                             Chill Out
                                                                    copper II chloride dehydrate    aluminum foil
                                                                    citric acid solution            milk
                                                                    6M Hydrochloric acid solution   dream whip
                                                                    magnesium ribbon                sugar
                                                                                                    Saran wrap

The Force is With You            Come back can                                                      pencils/straws                     action video
                                 air pucks                                                          paper for sails                    digital camera
                                 meter sticks                                                       tightly woven cloth/trash bags     video camera
                                 stopwatches                                                        string
                                 rubber mallets                                                     cups
                                 scissors                                                           weights (balls)
                                 glass surface                                                      model ladder
                                 wood surface                                                       popsicle sticks
                                 sand-paper surface                                                 rubber bands
                                 spring scale                                                       graph paper
                                                                                                    duct tape

Catch the Wave                   scissors                           mineral oil                     duct tape
                                 meter sticks                       vegetable oil                   3-1.5 liter water bottles
                                 stopwatches                        blue food coloring              Jell-O
                                 two diameters of rope
                                 2-8'sections of gutter with ends
                                 molding 42 to 48 inches long

Red at Night, Sailor's Delight   sand                                                               two 2-liter plastic soda bottles   Xtreem Science News video
                                 hotplates                                                          baggies                            about Sunspots Spotted
                                 bright, hot incandescent lamp                                      ice                                Violent weather clip
                                 thermometers                                                       incense stick
                                 stopwatches                                                        dirt
                                                                                                    graph paper

The Never Ending Cycle           scissors                                                           brad fasteners                     Xtreem Science News video       My Birthday Moon worksheet
                                 pumice                                                             tape                               about The Terminator            Moon Phase Calendar
                                 popcorn rock                                                       milk chocolate chips               Starry Night program            Using Moon Clock to Tell Time
                                 geode                                                              white chocolate chips              Flash animation of diamond      Which Rock Made This Sand?
                                 sand                                                               peanut butter chips                Rock Cycle movie on Internet    Chocolate Rocks!
                                 microscope slide                                                   semi-sweet chocolate chips                                         Rock Cycle pictures and Arrows
                                 microscopes                                                        paper towels
                                 hot plates                                                         plastic knives
                                                                                                    aluminum foil

Blow the Man Down!               beakers                            salt                            3-bottles                          digital camera
                                 hotplates                          food coloring                   club soda
                                 stopwatches                                                        paper cups
                                                                                                    clear plastic cups
                                                                                                    large Styrofoam cups
                                                                                                    index cards

Extreme Carbon Rings                                                                                                                   video clip "Carbon Guy"         table of Avg. temp. and CO2 data
                                                                                                                                       diagram from website            carbon cycle handout

Fate of the Nitrate                                                                                                                    video clip of nitrogen strike   nitrogen game

Extreme Water                                                                                                                          pictures from internet/water
                                                                                                                                       (EPA water cycle video clip)

Dust and Gases                   scissors                                                           colored pencils                    Xtreem science news cast        Class set of Space Object Cards
                                                                                                                                       "Galaxies Collide"              What Can Observing Stars Tell Us?
                                                                                                                                       Photos of galaxies              Scale of the Universe

World Altering Events                                               Peters solution                 20-30 fast plants                  Lorax video                     TerrAqua columns
sodium chloride                sterile soil                 download learning activity from
distilled water                1-2 aquatic plants 
acid rain it                   clear plastic soda bottles   Learning activity on www.
fast plant growing system      algae              
(Carolina biological supply)   pond bottom                  webquest on
                               pickling salt
                               kosher salt

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