1. LT: conduct a controlled experiment to model impact crater formation.
Agenda: flour power
Do Now:
Finish procedure and conclusion MSP practice
Discuss procedure modifications.
Prepare data table
Discuss lab roles
Conduct experiment
Clean up.
Notebook check and quiz tomorrow:
craters of the moon
how to write a procedure and conclusion
Compare and contrast an actual impact crater with the ones we will create in the experiment.
Lunar craters
same
Flour/marble craters

2. Finish procedure and conclusion MSP practice Prepare data table
Discuss procedure modifications.
Discuss lab roles
Conduct experiment
Clean up.
Review tests
Drop height
Crater diameter Trial 1
Crater diameter Trial 2
Crater diameter Trial 3
Crater diameter Average
50 cm
100 cm
200 cm
Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

3. LT: apply your knowledge of scientific variables to write a procedure to a new question.
Do Now:
Agenda: procedure writing
Identify the variables for the following testable questions.
What is the effect of height of a dropped marble on the diameter of the crater? MV RV
2 CVs
What is the effect of the size of a marble on the diameter of the crater created?
Highlight variables in question, hypothesis, materials, setup, procedure, and data table.
Write a conclusion.
Review existing procedure against rubric
Write a new procedure to a new question.

4. One Controlled Variable
Two or more controlled variable is identified or implied in the procedure. 1
Manipulated Variable
Only one manipulated variable is identified or implied in the procedure.
Responding Variable
The responding variable is identified or implied in the procedure.
Record Measurements
The procedure states or implies measurements of the responding variable are recorded periodically.
Attribute Notes:
If artificial data for the responding variable is given, this attribute cannot be credited.
The phrase take measurement cannot be used to mean record.
Trials are
Repeated
More than one trial for all conditions of the manipulated variable is planned to measure the responding variable.
Logical Steps
The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated; states Set up as diagrammed, but diagram is inadequate; recording vague data or results).
Highlight variables in question, hypothesis, materials, setup, procedure, and data table.
Write a conclusion.
Review existing procedure against rubric. Write examples of each step.
CV: …Place 1.5 liters of flour in basin.
MV: …dropping the marble from 100 cm, 150 cm, 200cm…
RV:
Record Measurements:
Trials repeated:
Logical Steps:
Write a new procedure to a new question: What is the effect of the size of a marble on the diameter of the crater created?
Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

5. LT: analyze data from an investigation and communicate your results by writing a 4 sentence conclusion.
Do Now:
Agenda: conclusion writing
What different factors could affect the size and shape of an impact crater?
How to write a conclusion
MSP highlight variables
Revise against a rubric
How to write a procedure

6. How to write a conclusion notes
Testable question: How does the angle of the beam of light affect the area that the beam covers on a flat surface?
Prediction: the number of squares will increase when the angle decreases.
How to write a conclusion notes
Write a conclusion about the beam spreading investigation (10 min).
Read your conclusion to a partner.
Switch notebooks and check to see if they have all 4 sentences.
Identify the variables in the crater investigation.
Update moonlog
Write a conclusion about the moon crater lab.
Write a new procedure to the investigation.
Angle
Number of squares trial 1
Number of squares trial 2
Number of squares trial 3
Average 90  6  8  4 45
 10
 14
 12 15
 15
 13
 17
Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

7. LT: compare and contrast volcanic and impact crater theories to explain the origin of the craters on the Moon.
Do Now:
Agenda: craters debate
Review the photos on pg of craters. What do you think causes the formation of these craters?
Craters of the moon video: h?v=21-H7D8dpCU
Read pg 31-35
Phases of moon quiz in gradebook by Wednesday.

8. How would you simulate impact craters in the classroom?
Craters of the moon video:
Read pg
What was the discovery of shocked quartz key to the crater origin debate?
How would you simulate impact craters in the classroom?
What the difference between a simple, complex, and flooded crater?
How were mare formed on the moon?
Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.