Grade 9 Academic Science - INQUIRY ASSIGNMENT
Jaden D’Gama
Grade 9 Academic Science
Strand D: Earth and Space
Topic: Craters
D2.3 - use appropriate terminology
related to the study of the universe,
including, but not limited to:
celestial objects, orbital radius,
retrograde motion, and satellite [C].
D3.5 - explain the causes of
astronomical phenomena (e.g., the
aurora borealis, solar eclipses,
phases of the moon, comets) and
how various phenomena can best be
observed from Earth (e.g., solar
eclipses should be viewed through a
suitable solar filter or by projection,
not with the naked eye)
Strand A: Scientific Investigation Skills and Career
A1.1 - formulate scientific questions about observed relationships, ideas, problems, and/or issues, make
predictions, and/or formulate hypotheses to focus inquiries or research.
A1.5 - conduct inquiries, controlling some variables, adapting or extending procedures as required, and
using standard equipment and materials safely, accurately, and effectively, to collect observations and data
A1.10 - draw conclusions based on inquiry results and research findings and justify their conclusions
A1.11 - communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in
electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory
reports, presentations, debates, simulations, models)
A1.12 - use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of
measurement (e.g., SI and imperial units)
Background knowledge
This is the final activity in Strand D before the final unit test. Students already know the 2 types of craters
(simple, complex) and major properties/identifiers associated with craters (basin, floors, walls, central
peak, rim, ejecta etc.), how craters are formed.
Day 1: CONCEPT BUILDING
Goals:
All – will be able to list variables and constants to identify crater impact
Most – will be able to design a procedure for determining which variables affect crater properties and create
a valid hypothesis
Some – will be able to use background knowledge about space, asteroids and craters from previous classes
to make connections about the significance/importance of an impact on planets/moons.
Materials
Laptop, pencil, pen, brainstorming web handout (appendix 1), Lab activity handout (appendix 2), homework
handout (appendix 3)
ENGAGE
Demo (5 min)
Show video demonstration
(0:00 to 0:33) play with sound ON
https://www.youtube.com/watch?v=vyYdULb5uzM
Guiding question: What might we observe when an asteroid makes an impact and a crater is made? (hole,
size, rays, basin, mineral debris being displaced)
Continue the video until it is over but MUTE the sound. Students will observe the visual only.
The demonstration will show a foil tin with flour, cocoa, sprinkles and rocks demonstrating what happens
when an asteroid makes an impact and a crater is formed.
EXPLORE
Q&A (15 min)
What do you think each material represents? How would the asteroid influence the crater that is
created? What are some variables and how could we simulate these variables?
How can we record our observations? (take pictures and label them, write down observations on a
chart)
What can we evaluate when the rock hits the flour, cocoa, sprinkle mixture? What are we looking
for?
How could you create a bigger crater, more rays, a smaller basin etc?
EXPLAIN (15 mn)
Brainstorm together as a class on the board using a web and have them copy the ideas onto their handout
(Appendix A) but don’t tell them if they are right or wrong. Give them hints along the way (star this idea,
this might be interesting to explore, I would highlight this…)
We are going to determine some factors of asteroids and their effect on craters and their impact.
Show the video once more (0:46-1:34 on MUTE) if time permits.
EXTEND
(10 min)
Form groups of 2 and hand out the lab activity. Review Part 1 and 2.
-
-
Question is provided: What are some of the factors that affect the properties of a crater?
Tell students that they will be designing and performing a lab where they create their own craters
like seen in the video. They will be choosing a characteristic of asteroids to demonstrate the effect it
has on the crater and its properties.
- Characteristics of the asteroid can include size, angle, speed, shape etc.
- Crater properties: soil/mineral displacement, basin depth, ejecta rays etc.
Distribute the lab activity handout (appendix 2).
In their groups, students will select their variables and develop a hypothesis.
(30 min)
Verbally review materials (flour, cocoa, ruler, foil tin, sprinkles, confetti, rocks or various weight, size,
shapes or similar objects, ruler, camera) Students will list their materials and develop their procedure (part 4)
before performing their lab.
While students are working on parts 2-4 the teacher will visit and speak to each group, hear their thought,
ideas and provide suggestions to help improve their procedure.
The procedure must be handed in by end of class to the teacher for approval.
EVALUATE
Homework
-
Determine safety considerations and tools that can be used as a precaution (ie. safety goggles
prevent the flour from getting in eyes, working a safe distance away from other groups, wearing
gloves, using non-toxic items etc). The students will show their list to the teacher before performing
their lab in the following class. (Appendix 3)
ASSESSMENT FOR LEARNING
Review Part 2-4 on the Lab activity handout (appendix 2) and ensure that the design of the procedure will
allow student to measure the effect asteroid characteristics has on properties of crater impact. Make sure they
will end up measuring the rate of the reaction (if not, give suggestions); Review procedures for safety and
make corrections/suggestions where necessary.
DAY 2 – LEARNING THROUGH EXPERIENCE
Goals:
All: will be able to perform their procedure
Most: will be able to self-correct and refine their procedure as they go, most will determine two of the
factors affecting crater impact (height, size, angle, shape)
Some: will be able to determine 3 or all 4 factors
Materials
Safety goggles, flour, cocoa, different rocks of varying size, shape and weight, sprinkles or confetti,
camera
ENGAGE (10 min)
Watch the video from Day 1 from 1:17-1:36 on MUTE
Which characteristics of the asteroid (Rock) will affect which properties of the crater?
How many times should I repeat my simulation testing the same characteristic and property?
Highlight that a minimum of at least three trials is enough to be thorough and confident with the results, it
will also allow them to see if results are consistent or not.
After 3 trials they can change the condition.
It is important to note that if something you wrote in your procedure before performing this lab doesn’t
work and you wish to make changes this is acceptable. Labs require tweaks and adjustments to procedure,
materials etc.
If students wish to make a change they must ask the teacher first and get approval before making the
change and note it on their Part 4 of the lab activity handout.
EXPLORE (55 min)
Students perform their experiments and complete Part 5 on the lab activity handout (appendix 2)
The teacher visits with each group, make suggestions, comments on the groups’ performance, ensure there
are no questions or concerns that need to be addressed.
Some groups make have extra time and finish all their trials early they can finish working on completing part
5, ensure they have photo evidence and start Part 6.
EXPLAIN (10 min) – to be explained and completed during the following class
Students can begin to discuss Part 6 with their partners and upload their photos and videos to their shared
Google drive. Inform students not to rush as they will be provided with a work period to finish in the
following class.
ASSESSMENT FOR LEARNING
Watch for signs of inappropriate or immature behaviours, students who are becoming overwhelmed or
confused. Provide hints if students getting lost, provide reassurance if they are frustrated and provide
discipline if there is immature/unsafe behaviour.
DAY 3 ‐ LEARNING THROUGH EXPERIENCE
Goals
All students will be able to represent Part 1-6 of their lab using words, videos, images, graphs, voice-overs
etc.
Most students will be able to create a well‐designed video that demonstrates an understanding of the
hypothesis, variables, all parts of their procedure, observations, analysis and conclusion that is 15 minutes or
less.
Some students will be able to connect the importance of crater impact and its potential significance in space
research.
Materials
Lab activity handout (almost or fully) completed, computer, google slides/drive, photo/video evidence,
headphones (with microphone)
ENGAGE (10 min)
Show examples of lab reports that are in video format. Note that slides have titles, consistent format,
voice-overs are clear, proper volume, multiple videos/pictures, all parts included, graphic/graphs, findings
presented, analysis and conclusion are at the end.
What are the criteria of a good lab report video r?
-
Read through the rubric as a class.
EXPLAIN & EXTEND (50 min)
Students continue to work on Part 6 and 7
EVALUATE (15 min)
Students will be evaluated using the rubric for the video in addition to the lab activity for a total mark out
of 80 points. Can be seen in Appendix 2.
Homework:
Finish videos – to be submitted on google class for the following week.
ASSESSMENT AS LEARNING
Rubric for video
0-3 pts
4-7 pts
8--10
Cinematography
The video consists
of a single video
clip or a series of
clips taken only
from one angle.
The video
includes multiple
clips put together
but does work
well to make an
interesting film.
The video
includes multiple
clips and includes
many interesting
angles that work
well together to
form an
eye-catching film.
Use of Technology
The video does not
include any or
minimal titles, text
and transitions, no
videos or
voiceovers.
The video
includes titles,
text and
transitions,
videos, adequate
volume, clear
voice recording.
The video
includes the
addition of
thoughtful and
useful titles, text
and transitions,
videos, proper
volume, clear
voice recording
which enhance the
learning aspect of
the video
Design/Data
Collection/
Conclusion
The video does not
include any
information
regarding how the
experiment has
been carried out. It
simply shows what
has been done,
rather than how it
was done.
The video does not
show data
collection and
analysis, or that it
was done
incorrectly.
The way that the
experiment has
been carried out is
included but may
be somewhat
unclear as to how
the variables have
been measured/
Controlled.
The way that the
experiment has
been carried out is
clear and the
video shows how
the variables have
been measured/
controlled.
There is a part of
the video that
shows that data
has been collected
and some analysis
has been done
although may
include some
mistakes or
omissions.
There is a part of
the video that
clearly shows that
data has been
collected and
analysed
appropriately.
Total Score ( /10)
There is no
conclusion or
analysis or that the
conclusion/
analysis is incorrect
based upon the
results collected.
A part of the
video is dedicated
to a conclusion/
analysis
A part of the video
is dedicated to a
thoughtful
conclusion
/analysis which
includes reference
to the data
collected and
offers some
scientific insight
into the reasons or
causes of the
results found.
Grand Total:
/30