7th Grade
SAFETY
Thinking Like a 21st Century Scientist / Engineer:
Computer Technology
Acceptable Use Policy guidelines for internet safety and appropriate computer use.
Teacher GIZMOS usernames and passwords are available through the Math
CCIT at your building or the science department at (614)365-5927
Reserve a computer lab
Establish a Gizmos class code. You will find this when you log into Gizmos and
click on the class you will be teaching- look in the upper to middle right hand
side of the page for the letters associated with “class code.” Students will need
this to log into your class.
Copies of “Student Exploration: Triple Beam Balance”
Copies of “Gizmo’s Student Directions”
Objective: The objective of the following activities is to give students the
opportunity use computer technology and practice keyboard skills. Students
should be able to create documents, save files and retrieve saved files. Using
Microsoft Word, students should be able to keyboard their ideas and print the
document.
Gizmos are science simulations that promote student learning and improve
conceptual understanding of science concepts. Simulations will used in Ohio’s
Next Generation Assessments beginning the 2014-15 academic year. Students
should become accustomed to the nature of online simulations.
http://www.explorelearning.com
ADVANCED
PREPARATION
ACTIVITIES
(4 days)
What is the teacher doing?
What are the students doing?
Computer Tech
Typing A Letter (Day 1)
Handout the sample letter with
sentence starters. Explain the task
and criteria of the single page
letter. The criteria are listed at the
bottom of the handout. Students
may need help logging into the
computers.
USERNAME = studentID (1234560)
PASSWORD= birthdate (mm-ddyyyy)
After completing the intro letter,
students may need help locating
the font dialogue box, font size
button, and spell check button.
Inserting an image can be clip art
or copied from a search engine.
Computer Tech
Typing a Letter (Day 1)
1. Students use the handout to
keyboard an introduction letter to
their science teacher. They should
use a letter format with a headline,
body, and signature line.
2. Format the letter to fill the entire one
page (usually making the font size
larger for display)
3. Complete each of formatting criteria.
4. Save and Print the finished document
according to the directions
5. Saved documents to the network
folder created for students. In most
cases- the Q drive or My Documents
is the preferred location.
Typing Games (Day 2)
Allow students to play appropriate
keyboarding games. The
objectives of the games are to
become familiar with the location
of the letters on the keyboard.
Good keyboard posture and using
the appropriate finger strike is
ideal, but any practice
keyboarding is the objective.
Typing Games (Day 2)
http://www.freetypinggame.net/play.
asp
http://www.learninggamesforkids.com
/keyboarding_games.html
http://www.bbc.co.uk/schools/typing/
http://games.sense-lang.org/
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
Gizmos (Days 3-4)
There are several methods to teach
Gizmos. The first time your class uses
Gizmos you should at least begin the
lesson as a demonstration. Model
how the students should read the
directions and complete each step.
You can also interact with the
simulations using iPads using the Black
Board app or by going directly to the
website.
On the SMARTBoard, show the
students how to log into Gizmos. First
time users will need to click on “Enroll
in Class”. Distribute student direction
sheet (provided in this lesson).
Pass out “Student Exploration: Triple
Beam Balance” handout
Students complete prior knowledge
questions on their own. This can serve
as a formative assessment.
Read the Gizmo Warm Up together
You may wish to provide a triple
beam balance to show students a
real life example of one.
At this point you could have the
students begin independent work.
However, because this will be the first
time most students have used a
Gizmo, it is recommended that the
class work together through at least
question 4.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Gizmos (Days 3-4)
Write down username and password
on “Gizmos Student Directions”
handout
Login to gizmos
Complete the Prior Knowledge
Question on the “Student Exploration:
Triple Beam Balance” handout
Complete activity A of the Triple Beam
Balance Gizmo
2
Ok, we just met. Before we begin the year, tell me about some of your favorite toys growing up.
Keyboard a letter telling me a about the toys you had as a kid. Use the following questions to
help tell your story in letter format. Don’t just answer the questions - type me YOUR story.
Dear Science Teacher,
EXAMPLE
More
details
Growing up, my favorite toy that I took everywhere was a…
I took an 8-hour car trip and I was so lucky I brought my…
More
details
I really wanted the rubix cube that…
More
details
www.megahowto.com/wp-content
/uploads/2009/09/Rubix-Cube.jpg
Your newest and best friend,
Gregory House, Columbus City Elementary School
My favorite toy that I took everywhere was a…
In my room, the most awesome item I have is…
When we go camping I always bring…
The one toy I would never share is…
The first thing to play when my family is around…
In the car, I like to bring a…
I would cry my eyes out if my _________ ever broke…
My favorite non-electronic toy would have to be…
At the pool I like to bring…
The worst toy I was ever given as a present was…
My friend has this toy at her house where…
The best toy to walk into a room full of kids would have to be…
The best toy grown-ups get at holidays is…
Do not answer
every question.
Pick your favorite
3-4 as topic
sentences. Add a
detail sentences
for each topic.
After you type the letter1. Change the font of the headline (example shows “ Dear Science
Teacher” in a stronger looking font , but still something easy to read)
2. Change the font size of the signature line( Gregory
House, Elementary School ).
3. Check spelling. Review ribbon, Proofing group, Spelling&Grammar button.
4. *OPTIONAL: Insert an image. Clip art or internet search that is about
something you wrote.
5. Finally, everything must fit on ONE page.
6. Save as “My Intro Letter” on the
network folder.
7. Print the final document to display in class.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
3
Teacher Directions to
login to Gizmos
Figure 1: Enroll in a Class
Figure 2: Login
The image shows the Gizmos! Explore Learning login page and enroll
in class page. Students new to Gizmos will click on Enroll in Class
(figure 1). Teachers and students who have created an account will
click on Login (figure 2).
Login with your user name here
Login
Here
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
4
Enter “Triple Beam Balance” into the SEARCH bar.
Search
Click “Add to Class” for each of your classes.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
5
After you click on “Add to Class”, click on “Add to All”.
Then click “Done”
Click Add to All
Click on “My Homepage”
Click
Here
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
6
Select a class.
This is your CLASS CODE. The students from your class will need
to enter this code to enroll in your class. You can click on
“What’s This?” to get a printable form with directions for your
students on how to enroll in your class. You will need to print out
and copy one for each class you have.
Once you have your class established, you can download the
standards-aligned Gizmos list for your grade from the CCS
Science website. Click on the following link:
http://www.columbus.k12.oh.us/science
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
7
Click on “Curriculum” and scroll down until you see
the image below.
Click on “Middle School 6-8” and scroll down until
you see the image below.
Select the grade level appropriate to your class. You
can assign a different list for different classes. You will
need to have logged into Gizmos in a different tab
when you click on the grade level button. You will then
see the image below.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8
Select the classes you want the grade level Gizmos to be
imported to. Then click “Import Gizmos.” If you want a
different grade level for other classes, then select that grade
level from the middle school website and repeat the above
process.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Gizmos Student Directions
Enrolling at ExploreLearning.com
Follow these simple steps to enroll in your teacher’s class:
Step 1: Go to http://www.explorelearning.com.
Step 2: Click on the “Enroll in a Class” button in the upper right hand
corner of the web page.
Step 3: Type in your teacher’s class code:
________ __________________
(Different for each class)
Click “Continue” and follow the directions on the site to complete your enrollment.
Step 4: Write down your username and password and put this sheet in your class notebook.
username: ________________________
password: ________________________
Congratulations! Now that you’re enrolled, you can login anytime using just your username
and password (no class code required).
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Name: _________________________________
Date: ______________________
Student Exploration: Triple Beam Balance
Vocabulary: fulcrum, lever, mass, rider, triple beam balance
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. A lever is a long beam that is set on a pointed fulcrum. A heavy rock is placed on a lever, as
shown. Draw an arrow where you should push down to lift the rock most easily.
2. Suppose you wanted to balance the rock with a smaller rock. Where would you put the smaller
rock? Draw a smaller rock on the diagram above so that it balances the big rock.
Gizmo Warm-up
A triple beam balance is a type of lever that is used to measure mass, or the amount of matter in an
object. An object with an unknown mass is placed on the measurement tray. On the other side of a
fulcrum, a set of sliding weights, called riders, slide on beams to balance the object.
Practice using the balance in the Triple Beam Balance Gizmo™.
1. Where is the fulcrum of this lever? Circle and label its location on the diagram above.
2. How do you balance the object on the measurement tray?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
11
Activity:
Measuring mass
Get the Gizmo ready:
Set all the Riders to 0.
Question: How is a triple beam balance used to find mass?
1. Observe: The riders have masses of 10 grams (top), 100 grams (middle), and 1 gram (bottom).
Drag the 10-gram rider to 100. At this position it balances a 100 gram mass.
What happens to the pointer? ________________________________________________
2. Compare: Place each object on the measurement tray, one at a time. Which objects have a
mass greater than 100 grams? How do you know?
___________________________________________________________________
___________________________________________________________________
3. Compare: Move the 10-gram rider back to 0, and move the 100-gram rider to 200.
A. Which objects have a mass greater than 200 grams? _________________________
B. Which objects have a mass greater than 300 grams? _________________________
4. Measure: Move the 100-gram rider back to 0. Place the light bulb on the tray.
Move the 100-gram rider to the right, one notch at a time, until the pointer sinks. Now move
the 100 gram rider back to the left one notch. (The pointer should lift up.)
Move the 10-gram rider to the right, one notch at a time, until the pointer sinks below the
zero mark. Now move the rider back to the left one notch.
Slowly move the 1-gram rider until the pointer lines up with the zero mark.
5. Calculate: The mass of the light bulb is the sum of the values on each rider. To get a magnified
view of the 1-gram rider, place the cursor over that rider. (Each tick mark represents 0.1 g.) Write
your answer to the nearest 0.1 gram.
100-g rider: ___________10-g rider: ___________1-g rider: _________
Mass of the light bulb: ______________
6. Practice: Use the Gizmo to find the mass of the other objects. Write their masses below.
Paper clips: ______________Cone: ______________Cube: ______________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
12
Name: _________________________________
Date: ______________________
Student Exploration: Triple Beam Balance
Answer Key
Vocabulary: fulcrum, lever, mass, rider, triple beam balance
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
[Note: The purpose of these questions is to activate prior knowledge and get students thinking.
Students are not expected to know the answers to the Prior Knowledge Questions.]
3. A lever is a long beam that is set on a pointed fulcrum. A heavy rock is placed on a lever, as
shown. Draw an arrow where you should push down to lift the rock most easily.
Answers will vary. The correct answer is shown below.
4. Suppose you wanted to balance the rock with a smaller rock. Where would you put the smaller
rock? Draw a smaller rock on the diagram above so that it balances the big rock.
Note: The rock and arrow can both be placed at the same spot, at the end of the lever.
Gizmo Warm-up
A triple beam balance is a type of lever that is used to measure mass, or the amount of matter in an
object. An object with an unknown mass is placed on the measurement tray. On the other side of a
fulcrum, a set of sliding weights, called riders, slide on beams to balance the object.
Fulcrum
Practice using the balance in the Triple Beam Balance Gizmo™.
3. Where is the fulcrum of this lever? Circle and label its location on the diagram above.
4. How do you balance the object on the measurement tray?
To balance the object, slide the riders to the right (away from the fulcrum).
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
13
Activity:
Get the Gizmo ready:
Measuring mass
Set all the Riders to 0.
Question: How is a triple beam balance used to find mass?
7. Observe: The riders have masses of 10 grams (top), 100 grams (middle), and 1 gram (bottom).
Drag the 10-gram rider to 100. At this position it balances a 100 gram mass.
What happens to the pointer? The pointer sinks down.
8. Compare: Place each object on the measurement tray, one at a time. Which objects have a
mass greater than 100 grams? How do you know?
The cone, light bulb, and cube are more than 100 grams. I know because the measurement tray
sinks (and the pointer goes up) when these objects are placed on the tray.
9. Compare: Move the 10-gram rider back to 0, and move the 100-gram rider to 200.
A. Which objects have a mass greater than 200 grams? Cone, light bulb, and cube
B. Which objects have a mass greater than 300 grams? Cone and cube
10. Measure: Move the 100-gram rider back to 0. Place the light bulb on the tray.
Move the 100-gram rider to the right, one notch at a time, until the pointer sinks. Now move
the 100 gram rider back to the left one notch. (The pointer should lift up.)
Move the 10-gram rider to the right, one notch at a time, until the pointer sinks below the
zero mark. Now move the rider back to the left one notch.
Slowly move the 1-gram rider until the pointer lines up with the zero mark.
11. Calculate: The mass of the light bulb is the sum of the values on each rider. To get a magnified
view of the 1-gram rider, place the cursor over that rider. (Each tick mark represents 0.1 g.) Write
your answer to the nearest 0.1 gram.
100-g rider: 200 g
10-g rider: 40 g
1-g rider: 5.6 g
Mass of the light bulb: 245.6 g
12. Practice: Use the Gizmo to find the mass of the other objects. Write their masses below.
Paper clips: 5.4 g
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Cone: 542.0 g
Cube: 429.3 g
14