6th Grade
6th Grade
7th Grade
8th Grade
Summer
6th
Grade
Takeaway
Booklet
7th Grade
8th Grade
Summer
Takeaway Booklet
JULY 2016
SUMMER INSTITUTE
Partnerships for Achieving Careers
Science
S U M inMTechnology
E R I N Sand
TIT
UTE
Partnerships for Achieving Careers
in Technology and Science
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WEEK
1
Exploring the Solar system
Afternoon
Trip
Intro to the Outer Solar System
Icebreaker
9:00
9:30
10:00
Morning
9:00
11:00
Lunch/Physical Activity
11:00
Lunch/Physical Activity
12:15
IMAX Show: Journey to Space
12:00
Imax
Research - Science in the News
1:00
Research - Science in the News
1:00
Dismissal
3:00
Dismissal
3:00
Examining the Earth, Moon System
2:00
Afternoon
9:30
Lunch/Physical Activity
12:00
3:00
Intro to The Inner Solar System
Icebreaker
Return to TFI
1:00
Dismissal
3:00
Afternoon
11:00
9:00
Afternoon
9:30
Icebreaker
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Morning
9:00
Morning
Morning
July 4th Holiday
W
Morning
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Afternoon
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Research - Science in the
News
Dismissal
WEEK 1: Exploring The Solar System
Our solar system is only a small part of the Milky Way Galaxy.
The solar system is made up of all the planets that orbit our
Sun. In addition to planets, the solar system also consists of
moons, comets, asteroids, meteoroids, minor planets, dust and
gas. All of these objects are gravitationally bound by the Sun.
We will investigate all these objects during this session.
DAY 1
Solar System Formation: Campers will examine the origins of the
Solar Systems.
Objectives:
• Relate the nebular theory to the formation of the solar system.
• Examine why the inner planets differ greatly from the outer planet.
• Understand how the asteroid belt and the comets were a result of the nebular formation of the solar system.
DAY 2
Examining the Earth, Moon system: Students will investigate the close
relationship that exists between the Earth and the Moon, their origin,
history and geology.
Objectives:
• Examine planetary tides related to the moon.
• Examine tides produced by the sun.
• Understand the formation of the moon and
the earth.
Modeling Crater Formation
WEEK 1: Exploring The Solar System
DAY 3
Examine Planets of the outer solar system: Students will investigate
Jupiter, Saturn, Uranus and Neptune.
Objectives:
• Identify the features and characteristics of the inners planets.
• Compare the moons of the inner solar system.
DAY 4
Trip TBD.
“I learned that I can be anything I want to be as
long I work hard.”
WEEK
2
Fun with Robotics
11:00
Lunch/ Physical Activity
12:00
Tour Mechanics Exhibit
1:15
Afternoon
3:00
Research Time
Dismissal
10:30
11:30
Lunch
Intro to Lego Robotics (EV3 brick)
1:00
3:00
9:30
Research - Science in the News
11:00
1:00
2:30
Dismissal
3:00
9:00
Programing Language
9:30
11:00
Lunch
11:00
Lunch
12:00
Diar Exploration (ASK
QUESTION)
12:00
Presentation of Research
Findings
9:00
Build a Lego Robot
9:30
Lunch
Icebreaker/Exit Survey
Morning
Force & Motion (to do work)
Fun with Legos
Icebreaker
Icebreaker
Prepare for research Findings
Video: Robotic careers
Research - Science in the News
Dismissal
3:00
1:45
Dismissal
3:00
Afternoon
9:30
9:00
F
Morning
What are Robots?
Icebreaker
Morning
9:00
Morning
10:00
Introductions/Icebreaker
Afternoon
9:30
Morning
9:00
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Farewell to Session 1 Students
Dismissal
WEEK 2: Fun with Robotics
Ever wonder what a robot really is, how they work,
and how to build one? What makes something a
robot? Most scientists believe a robot is a machine
that is able to automatically perform a task or a
series of tasks based on its programing and its
environment. In this section students will have the
opportunity to answer these questions and many
more about how robots are designed, programed
and assigned tasks on earth and in deep space.
DAY 1
Force & Motion Investigation: Students will discover the key principles
of physical science; force and motion, friction and gravity, action and
reaction, and work and power.
Objectives:
• Students will visually see the physical properties of motion.
DAY 2
Lego Build Day: Students shall begin to build with Legos to create
new mechanical like structures.
Objectives:
• Student will develop experience working
with Legos.
• Introduction to the EV3 Programming brick.
DAY 3
Robot Build Day: Students shall begin to construct their own Lego
Mindstorm robot.
Objectives:
• Choose a robot design.
• Begin building robot centered around the EV3.
programmable brick.
• Download program into EV3 brick.
WEEK 2: Fun with Robotics
DAY 4
Continue work from Day 3
Robot Build Day: Students shall begin to construct their own Lego
Mindstorm robot.
Objectives:
• Choose a robot design.
• Begin building robot centered around the EV3 programmable brick.
• Download program into EV3 brick .
DAY 5
Presentation Day, Session 1 Ends.
“PACTS is one of those programs that excites kids and I was
one of those students who was easily excited. I feel that the
way in which [science] was taught [in PACTS] was beneficial
to most learners because of the very hands on experience.
You’re actually seeing things instead of reading about it. “
WEEK
3
Cells: The Nature of Life
Introduction to the
Microscope
9:00
Intro to Cells
9:30
Icebreaker
9:00
Classification (Plant Kingdom)
9:30
Icebreaker
9:00
Classification (Animal Kingdom)
9:30
11:00
Lunch/ Physical Activity
11:00
Lunch/Physical Activity
11:00
Lunch
11:00
Lunch/ Physical Activity
12:00
Museum Scavenger Hunt
12:00
Basic Cell Structure & Function Activity
12:15
Organization & Classification
(continued)
12:00
Animal Kingdom (continued)
Debrief
Dismissal
3:00
1:00
Research - Science in the News
Dismissal
3:00
Dismissal
3:00
Zoo Trip (ASK QUESTION)
Research - Science in the News
Afternoon
1:00
Afternoon
3:00
Intro to Session Research Science in the News
Afternoon
1:45
Afternoon
1:00
Icebreaker
Morning
9:40
Icebreaker
2:30
Dismissal
3:00
Afternoon
9:00
Morning
Entrance Survey/Icebreaker/
Camp Rules
Morning
10:00
Morning
9:00
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Return to TFI
Dismissal
WEEK 1:
3: Cells
Cells The
of of
LifeLife
Week
TheNature
Nature
In this week of the PACTS Summer Institute,
campers will be introduced to the PACTS program
and the Franklin Institute. They will have the
opportunity to study the essence of all living
things – cells, their parts and
their function.
DAY 1
Intro to Camp:
• Icebreaker Games
• Entrance Survey
• Scavenger Hunt
• Museum Exploration
• Introduction to the Cell
• Introduce the Summer research projects
Introduction to the Compound microscope: The microscope is a
common laboratory instrument in the study of Biology. The device is
used by students to examine objects that cannot be seen by the
naked eye.
Objectives:
• Students shall label the parts of the microscope.
• Students shall define the basic function of
each part.
• Students shall describe & sketch sample slides.
DAY 2
Microscope Mania Activity: During this activity, students will visit 6
lab stations to learn more about microscopes. The stations should be
completed after students have had a lesson about the basic parts of a
microscope and an overview of the proper procedures for using them.
Students will spend at least 15 – 20 minutes
per station.
WEEK 3: Cells The Nature of Life
Objectives:
• Identify the basic parts of the microscope and describe the function of each.
• Demonstrate the proper procedure for viewing a prepared slide at different powers of magnification.
• Demonstrate the proper procedure for making a wet mount slide and viewing it at different powers of magnification.
• Describe the differences between low power and high power (i.e. higher powers allows us to see more detail, but we see a smaller section of the specimen.)
DAY 4
Continue exercise from Day 3
Classification & Organization: Students will define the
fundamental principles of taxonomy and explain how species
are categorized and named according to structure and/or
evolutionary history. The system was put in place in the 18th
century and is still used today.
Objectives:
• Define the fundamental principles of taxonomy and explain how species are categorized and named according to structure and/or
evolutionary history.
• Describe selected anatomical and physiological characteristics representative of the
animal kingdom.
• Explain the importance of sexual reproduction to variability
within a population.
Microscope Lab: students will use their knowledge of the
microscope to build slides and analyze them.
Objectives:
• To learn the parts of the microscope.
• To find specimens using low and high power.
• To make a wet mount.
• To view your own human check cells under
the microscope.
• To compare plant and animals cells.
DAY 5
DAY 3
Trip: TBD
Classification & Organization: Students will define the fundamental
principles of taxonomy and explain how species are categorized and
named according to structure and/or evolutionary history. The system
was put in place in the 18th century and is still used today.
Objectives:
• Define the fundamental principles of taxonomy and explain how species are categorized and named according to structure and/or
evolutionary history.
• Describe selected anatomical and physiological characteristics representative of the
animal kingdom.
“I have gained so much because of the
leadership skills I learned in PACTS”
WEEK
4
Rock On!
9:30
11:00
Lunch/ Physical Activity
11:00
Lunch/Physical Activity
12:00
IMAX/ Cystal Growing
12:00
Rock Albrasions
Afternoon
3:00
Research - Science in the News
Dismissal
1:00
3:00
Trip
9:30
10:00
Lunch
11:00
2:30
Dismissal
3:00
Return to TFI
Dismissal
Icebreaker
9:00
Intro to Fossils
9:30
Make your own Fossil
Icebreaker/ Exit Survey
Dino Dectective
11:00
Lunch/Physical Activity
11:00
Lunch/Physical Activity
12:00
Fossil Dig & geologic time
12:00
Research Presentations
1:00
Research - Science in the News
Afternoon
1:00
9:00
Morning
Tour Museum
Intro to Cells
Icebreaker
1:30
3:00
Geologic Timeline
Research-Science in the News
Dismissal
2:00
Afternoon
9:40
9:00
Morning
Intro to Earth Science
Icebreaker
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Afternoon
9:00
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Morning
Icebreaker
Morning
10:30
Morning
9:00
9:30
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Dismissal
WEEK 4: “Rock ON”
Campers will study the rock cycle and delve into the world
of paleontology and geology through hands on activities.
Students will also study the Earth, its processes its materials,
its history and its effects on humans and life in general. Rocks,
crystals, mountains, earthquakes, volcanos, rivers, glaciers,
landslides, floods and many other subjects fall into this broad
field of research. Campers will also be introduced to their
summer research assignment.
DAY 1
Intro to Camp:
• Intro to Earth Science
DAY 2
Investigating Different Types of Rocks: Students will view a
PowerPoint demonstration that will describe the different types of
rocks, minerals and the rock cycle.
Objectives:
• To gain an understanding of the different types of rocks.
• To investigate the steps of the rock cycle.
• To understand Minerals in the Earth’s crust.
Rock Cycle Journey: students will use labeled die to journey through
the rock cycle.
Objectives:
• Students will learn the steps of the rock cycle.
• Describe at least three transitions that occurred during a rocks life in either a comic strip, journal entry or by creating a children’s book.
Rock Abrasions: students will learn how rock abrasions work by modeling the weathering process that happens as wind and water rush
over rocks.
WEEK 4: “Rock ON”
DAY 5
Objectives:
• To understand how rocks change over time.
• To understand how weathering effects rocks over time.
Crystal Growing Kit: Students will make crystals grow using a crystal
growing kit.
DAY 3
Objectives:
• Students will gain better understanding of the
rock cycle.
• Students will understand the formation
of crystals.
Field Trip: TBD
DAY 4
Dino Detectives: students will observe fossils and diagrams to order
figures from most ancestral to most recent animal. They will also
review evolutionary development amongst organisms. Discuss how
paleontologist use information from rare fossils collected at different
times from different places around the world.
Intro to Fossils: the students will use their knowledge about fossil
record to arrange the fossil pictures in sequence from oldest to
youngest.
Objective:
• Students will be able to explain how fossils can be used to
make inferences about past life, climate, geology and environments.
Geologic Timeline:
• in this activity, students will develop an understanding of how
long the geologic timeline really is by creating a to-scale
geologic timeline.
Objectives:
• Students will be able to read information on a Geologic Time Scale.
• Recognize that many changes in biodiversity
have occurred since life evolved on Earth
• Students will be able to describe the major forms of life in each eon and in each era of
the Phanerozoic Eon.
• Develop a sense of vastness of the
geologic time.
Objectives:
• Students will learn about amphibian
evolution by comparing fossils with the modern day skeleton.
• Students will experience the scientific thought process of drawing conclusions from limited paleontological data.
Make your own Fossil: students will use objects they
found around the museum to make fossil molds.
Objectives:
• Student will experience the scientific thought
process of drawing conclusions from limited
paleontological data.
“When I joined the program I was shy and had some
friends, but no real community, I learned science,
but also life skills, including public speaking and
confidence in myself.”
PACTS THANKS THE FOLLOWING
FUNDERS FOR THEIR SUPPORT:
Simon M Blake
The William M. King Charitable Foundation
Brown Brothers Harriman
Lincoln Financial Group
Christian R. & Mary F. Lindback
Novo Nordisk
The Dow Chemical Company
Hoxie Harrison Smith Foundation
Elliott-Lewis Corporation
Subaru of America Foundation, Inc
GSK
Teva Pharmaceticals
TBD
The Hamilton Family Foundation
Universal Health Services Inc
Hess Foundation, Inc.
Robert Victor
The Franklin Institute
222 North 20th Street
Philadelphia, PA 19103-1194
215.448.1200 | www.fi.edu