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AGENDAS FOR THE WEEK:

October 6th October 10th This week is more like a huge exploration part of a bigger lab (6-10
days), I have divided each day as best as I could into the 5 Es still.

MONDAY
Objective(s): SWBAT
*Practice using microscopes
*Practice identifying parts of the
microscope
*View a specimen under the
microscope

NGSSS:
SC.8.E.5.10-Assess how
technology is essential to
science for such purposes as
access to outer space and other
remote locations, sample
collection, measurement, data
collection and storage,
computation, and
communication of
information.

Engage
(5 minutes)
The students will be asked:
How do you think scientist
are able to see tiny hairs on a
bees leg?

TUESDAY
Objective(s): SWBAT
*propose a hypothesis to about
their daphnia lab
*identify the question of the
experiment
*identify the variables of the
experiment
NGSSS:
SC.7.N.1.3- Distinguish between
an experiment (which must involve
the identification and control of
variables) and other forms of
scientific investigation and explain
that not all scientific knowledge is
derived from experimentation.
SC.7.N.1.4- Identify test variables
and outcome variables in an
experiment

Engage

(5 minutes)

I started drinking coffee when I


started college, because I AM NOT
a morning person. I also decide to
stay up late and watch Once Upon
a Time or anything on Netflix
sometimes, so coffee helps wake
me up in the morning.
Who drinks coffee in the
morning?
What happens when you drink too
much coffee?
What is the substance in coffee
that causes that reaction in your
body? Can it be found in other
drinks?

WEDNESDAY
Objective(s): SWBAT
*Observe the Daphnia
structures
*Observe the effect of the
caffeine in the heart rate
NGSSS:
SC.7.N.1.1- Plan and carry out
scientific investigation,
identify variables, make
predictions and observations
SC.8.E.5.10Supporting Benchmarks:
MAFS.4.MD.1.1-Know
relative sizes of measurement
units within one system of
units including km, m, cm; kg,
g; lb, oz.; l, ml; hr, min, sec.
Within a single system of
measurement, express
measurements in a larger unit
in terms of a smaller unit.

Engage
(5 minutes)
Explain that today they will be
conducting the actual
experiment.
Ask: How can we measure the
heart rate of the Daphnia?
Instead of counting them for a
whole minute is there an easier
faster way to count the number
of heart beats per minute?

THURSDAY
Objective(s): SWBAT
*Observe the effect of the
caffeine in the heart rate
*Compare the heart rate of the
Daphnia with the first
concentration and the Daphnia
with a higher concentration

NGSSS:
SC.7.N.1.1- Plan and carry out
scientific investigation,
identify variables, make
predictions and observations
SC.8.E.5.10Supporting Benchmarks:

MAFS.4.MD.1.1-

FRIDAY
Objective(s): SWBAT
* Observe the effect of the
caffeine on the heart rate of the
Daphnia
*Compare the heart rate of the
Daphnia with the first
concentration and the Daphnia
with a higher concentration

*Briefly compare their


hypothesis before the
investigation to their results
NGSSS:
SC.7.N.1.1- Plan and carry out
scientific investigation, identify
variables, make predictions and
observations
SC.8.E.5.10Supporting Benchmarks:

MAFS.4.MD.1.1-

Engage
(5-10 minutes)
Is there anything you would
like to discuss with the class
about what we have learned so
far? Any questions?

Engage
(5 minutes)
What does a lethal dose of any
substance mean?
Do you think that caffeine has
a lethal dose?

L
A

Explore
(27 minutes)
The students will be working
with dissecting microscopes
and identifying the parts of
one.
Each table will have one in
front of them. The students
will be asked to point out their
parts to the teacher as she
walks around using the
diagram on the power point.
Once she has gone through a
group they will be given a
specimen (it will be a
paperclip) and they will have a
small opportunity to focus the
microscope and use it.
A VIP will be used to have
them figure the parts out. Then
it will be used to have them
prepare a wet mount as well.
They watch as the teacher
demonstrates how to prepare a
wet mount first, then they will
be given a pipet with water, a
cover slip, and a slide to create
their own wet mount. Teacher
will walk around and explain
how to do it if any students are
having trouble.
Explain
(10 minutes)
The teacher will be explaining
throughout the exploration so
that the students can learn how
to prepare the wet mount and
use the microscopes. She will
ask questions to assess the
parts of the microscope and
the technique used for the wet
mount.
Elaborate
(3 minutes)
The students will be asked to
think of a way that they will
use the microscope with their
upcoming daphnia lab. They

Explore
(25 minutes)
The teacher will have them
think back to their Penny lab
experiment, and ask them to
think of what was purpose of
the experiment. This will help
revive their memory on what
independent and dependent
variables are.
She will then ask them to think
of their Daphnia experiment.
Ask what do you think the
purpose of this lab is? They
will answer with something
similar to to see how daphnias
heart rate changes with the
amount of caffeine
The teacher will then ask them
to try and identify the
independent and dependent
variables. Once they have
discussed those, she will ask
them to think about what could
be done to compare the result?
They should say have a control
group
If they do not she will rephrase
her question to How can we
compare our results to a normal
situation?
Once they have discussed
control group she will ask them
suggest what the best control
group would be in this
experiment.
The teacher will ultimately ask
them to look at their research
notes which they should have in
their science binders and form a
hypothesis.
Explain
(10 minutes)
The teacher will address any
misconceptions that the

Explore

(45 minutes)

Also here the teacher will explain


that each group will be given a
type of coffee (example: expresso,
house blend, decaf). Within their
respective type, they will be given
different concentrations of their
coffee each day to take their
measurements.

Students will be given first and


lowest concentration of their
respective type of coffee
The students will spend all day
taking measurements of their
Daphnia and using a packet
that Mrs.Wisby and Mrs.Webb
are in the process of making to
record their data. A table
should be in there. I can
include what it will most likely
look like.
On this first day they will
complete the measurements for
the control and at least partly
complete the measurements for
the first concentration. The
control group will receive just
spring water drops.
Explain
No explanation yet
Elaborate
NO elaboration

Exploration (40 minutes)


Students will be given
intermediate concentration of
their respective type of coffee

Explore
(35 minutes)
Students will be given
strongest concentration of their
respective types of coffee

The students will continue to


take their measurements of the
first concentration and start
their intermediate
concentration measurements.

The students will continue to


take their measurements.
Teacher will walk around and
ask if they have noticed
anything interesting so far. Or
if they still believe their
hypothesis will be proven or if
they think now that it will be
disproven based on the
information they have gathered
so far

Teacher will walk around and


ask if they have noticed
anything interesting so far. Or
if they still believe their
hypothesis will be proven or if
they think now that it will be
disproven based on the
information they have gathered
so far.
Explain
No explain yet. However, as
the students are doing their
measurements, the teacher will
discuss with each group what
their results look like and what
they believe is the effect of the
caffeine concentration on the
Daphnia.
Elaborations (5 minutes)
Ask: If your hypothesis were
to be disproven, what would
you do differently in the
experiment to test your new
hypothesis?

Explain
No explanation yet, however,
as the students are finishing up
their measurements, the teacher
will discuss with each group
what their results look like and
any ideas about why their
results look that way.
Elaborate
(5 minutes)
What is the effect of caffeine
on other parts of the body in a
human?
Eyes dilate, loss of fine motor
control, brain alertness,
headaches, and dizziness

will then be asked to think of


why we will need to place the
daphnia on a wet mount.
The answer for the second
question is to keep them from
swimming all over the place.

students have about what the


variables would be and what the
control group is in the
experiment. Then she will
address any hypotheses that do
not have an explanation to them
and seem just like a random
guess to make sure that the
students actually have thought
about their hypothesis.
Elaborate
(5 minutes)
If we wanted to conduct the
experiment but did not want to
use coffee, what are some other
sources of caffeine that we
could use?

N
Resources:

Evaluate and Summary


( 5 minutes)
Direct paraphrasing-Ask the
students to state at least one
thing they have learned today
in their own words. Randomly
choose two or three students to
share with the class

Evaluate and Summary


(5 minutes)

VIP Power point


Dissecting microscope
Glass slides
Cover slips
Water
Pipets

Lab worksheet

Evaluate and Summary

Evaluate and Summary

No Evaluation

No Evaluation

Daphnia Lab packet


(Mrs.Wisby and Mrs.Webb
will provide)

Daphnia Lab packet


(Mrs.Wisby and Mrs.Webb
will provide)

-Daphnia (10 per group)


-Microscopes
-Water
-Caffeine/coffee and tea
solutions
-pipets

-Daphnia (10 per group)


-Microscopes
-Water
-Caffeine/coffee and tea
solutions
-pipets

No evaluation today due to lack of


time- need to assign groups instead
Grouping will be done based on
which students work best together
and table partners.

Evaluate and Summary


(5 minutes)
Exit Slip :
Now that you have used your
last (highest) concentration of
caffeine, what have you noticed
about their heart rates as you
increased the caffeine
concentration?
Daphnia Lab packet
(Mrs.Wisby and Mrs.Webb will
provide)
-Exit Slip
-Daphnia (10 per group)
-Microscopes
-Water
-Caffeine/coffee and tea
solutions
-pipets