23 March Science 8 Prepare group presentation for simulated river

Prepare for Presentation to take place the week after break (on 3 April).

Presentation (10 minutes maximum):

You and your group will need to decide how to illustrate, describe, and explain your stream simulation investigation in a multimedia presentation. Judicious use of photos, videos, diagrams, graphs, and data are an important part of the presentation. Be sure to attend to the following:

  • Experimental methods
  • Control of variables
  • Repeated trials
  • Observables (descriptive, quantitative—counts and measures)
  • Analysis and Interpretation
  • Explaining the observed simulated river landforms—their origin and development–principles and mechanisms of the effect of flowing water on the landscape and the effect of the landscape on the way water flows)
  • Links to actual river landforms
  • Tests of the explanations (evidence is gathered to support or challenge explanations)
  • Organization and display of data
  • Clarity, completeness, and accuracy of the presentation
  • Big ideas—significance of watershed to the water cycle; importance of people understanding watersheds with regard to human impact on the environment

Consult references on streams for ideas and questions about what to observe and how to observe. See previous blogposts for questions and ideas to address and include:

Presentations due 3 April.

Summative due 5 April:

Earth Cycle Summative

(a reference to stimulate your thinking–How do the properties of the substance impact large scale cycles on the earth–“Yes, small but Mighty, The Moleculer Called Water” by Natalie Angier:<http://www.nytimes.com/2007/07/10/science/10angi.html>)

(Original) Story based on work with simulations, experiments with aspects of cycles. Inspired by Primo Levi’s carbon (see links that follow).




Trace the route of a water molecule.

  • (Original) Story (open format–all text or illustrated text–like a graphic novel)
  • Movement of matter and energy
  • Include the following stops and transitions (or the equivalent). Transitions involve energy transformations.
  • Each phase. Sold, liquid, gas.
  • Freezing, melting, evaporating, sublimating, condensing, precipitating, flowing, percolating (into soil),moving through plants-transpiring.
  • Appearance in you as a living system: drinking, part of food, blood, cellular water, sweating, breathing vapor, passing urine.
  • Appearance in your house (where does your water come from, how is it used, where does it go. Cooking, washing, flushing, drinking.
  • Movement on land in India (make reference to your rafting and to what you learned by experimenting with model rivers)
  • Travel through plants without being decomposed and reconstituted just transpired.
  • Travel through plants to take part in photosynthesis and decomposed. The reborn as a new molecule as a result of photosynthesis and transpired.
  • Travel through plant and become part of a fruit.
  • Oceans, lakes, deep aquifers where it can rest for a long time.

A really good story will be engaging and will make realistic reference to time, magnitude, and scale. Fictional devices and fantasy should not override reality. Enough detail that the science is not over-simplied; not so much detail that the threat of the story gets lost. Audience (intelligent and knowledgeable 9th grader who is a good reader)

  • PS standards from 3 strands
  • SEP
  • Developing and using models
  • Obtaining, evaluating, and using information
  • CC
  • Systems and system models
  • Energy and matter
  • DCI
  • M and E in org and eco
  • M and E in earth systems

How will you deal with these competing claims?

  • “The earth’s oceans, ice caps, glaciers, lakes, rivers, soils and atmosphere
  • contains about 1.5 billion cubic kilometers of H2O. It has been estimated that all
  • the earth’s water is split by plant cells and reconstituted by the biota about every
  • 2,000,000 years.” The Oxygen Cycle by Preston Cloud and Araron Gibor (1970)

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