Let GO- let your students be REAL scientists! Kamy Whatley Tammi Lewis Clarendon CISD.

Let GO- let your students be REAL scientists!Kamy Whatley Tammi LewisClarendon CISD

Part 1: Scientific Method Planning Form Rice University Center for Technology in

Teaching and Learning – MedMyst http://medmyst.rice.edu/ http

://webadventures.rice.edu/ed/Teacher-Resources/_games/MedMyst-Reloaded/_401/Teacher-Materials.html

Scientific Method Planning Form

Exercise and the Body

Types of exercise

Quantity of exercise

Gender of exerciser

Intensity level of exercise

Heart rate Respiratory rate

Blood pressure

Calories used

Quantity of exercise

Heart rate

Type of exercise

Gender of exerciser

Intensity level of exercise

Respiratory rate

Blood pressure

Calories used

Quantity of exercise

Heart rate

HeartMuscles and oxygen usestamina

How does

affect the

Quantity of exercise

Heart rate

quantity of jumping jacks increased

heart rate increase

1. Take a resting heart rate.2. Record data.3. Do jumping jacks for 30 seconds. Take heart rate.4. Record data.5. Allow heart rate to return to the normal rate.6. Do jumping jacks for 60 seconds at the same pace.

Take heart rate.7. Record data.8. Allow heart rate to return to the normal rate.9. Do jumping jacks for 90 seconds at the same pace.

Take heart rate.10.Record data.11.Repeat steps 1-6 with four other people.

Quantity of exercise Heart rate

30 seconds

60 seconds

90 seconds

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Total Average Trial1 2 3 4 5

Quantity of exercise

Heart

rate

quantity of exercise heart rate

How does the quantity of exercise affect heart rate?

The data showed…..(don’t use personal pronouns like I and we)For example, the heart rate for doing jumping jacks for 30 seconds averaged 85 beats per minute, while the heart rate for doing jumping jacks for 90 seconds was 95 beats per minute.

The hypothesis was (or was not) supported by the data.

Type of exercise Respiratory

rate

Brainstorm How could you use this in your class?

Part 2: Future Scientists Program

USDA and Hispanic Serving Institutions (HSI) Partnership Texas A&M – Dr. Craig Wilson

150 free corn earworms

What is a corn earworm? One of the most

destructive insect pests in the United States Losses estimated at 2.5%

annually, some places as much as 16.7% loss

Feed on corn, tomato, cotton, sorghum and strawberries

Found throughout North and Central America

Big Picture Familiarizes students with the life cycle

of the corn ear worm Students alter variables and study the

effects on the development of the insect Real-world problem

Corn Earworm FAQ’s: Approx. 35 day life cycle Live in a 2L or 3L bottle habitat Eat fruits, vegetables, sugar solution Lesson Plans:

http://futurescientists.tamu.edu/lesson1/index.html

TEKS In packet

JH Science Biology Environmental Science

Putting it all together: Part 1 + Part 2

Use Scientific Method Planning Form to design investigation based on corn earworm

Clarendon CISD: Students will complete in JH Enrichment &

HS Environmental Science JH and HS students will present their

investigation and research findings together in a guest speaker type format

Let’s Build! Cut top off 2L or 3L bottle Assemble sugar solution

container, place in bottom of bottle

Roll up paper towel, tape near top and let hang down to bottom of bottle

Place paper towel over top of bottle and rubber band