Transcript
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Unit Organizer: Third Grade--Heat 4 Weeks EVIDENCE OF LEARNING: By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: GRASPS Understand which materials are good insulators Goal: Four students in each group will design an energy efficient home for a certain region of Georgia. Role: Students will be engineers deciding how to use colors and insulation to create energy efficient homes for each region of Georgia. Audience: Other students and parents, homeowners/buyers looking to settle in those regions Scenario: (to student) Your team is to design a home for a certain region of Georgia. You are to use different types of insulation and different colored materials to create the most energy efficient home for that region. In the “Most Energy Efficient Home” contest, when homes are exposed to high and low temperatures, the home that experiences the least temperature change will be declared Georgia’s Most Energy Efficient Home. Product: Student teams will be given shoe boxes and a variety of materials to be used for insulation, walls, and roofs. They will write their rationale for their choice of materials. Upon completion of the project, students will measure and record on a graph the temperature changes within their home when it is exposed to extreme temperature changes (sitting in full sun, shade, in the path of an air vent, space heater.) Standards: Insulation
Colors
Three Points Insulation Works Has the smallest range of temperature change
Two points Insulation Does Not Work
One point No insulation
Colors appropriate for seasonal changes of temperature
Colors not appropriate for seasonal changes of temperature
Did not recognize the use of colors for use of energy efficiency.
Measure, record and graph temperature changes but with precision errors
Measurements do not match the chart or graph.
Temperature Measure, record and graph accurately temperature changes
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 1 of 10 Copyright 2007 © All Rights Reserved
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TASKS The collection of the following tasks represents the level of depth, rigor and complexity expected of all students to demonstrate evidence of learning. Focusing Event: Start unit with by bringing in a birthday cake with unlit candles. Start singing Happy Birthday to a famous. Scientist. Students should ask about singing Happy Birthday without the candles being lit. Start the discussion of heat. Lesson 1: Question of the Day: Why do we use a thermometer to measure the temperature? Materials needed per group: 3 bowls, icy cold water, room temperature water, very warm water (Caution: Make sure the water is not too hot for students to hold their hands in it.), thermometers Explain that our senses can be fooled when it comes to measuring temperature. • Prepare 3 bowls for each group labeled cold, warm, and hot. Pour corresponding water into each bowl. • Instruct students to put one hand in the cold water and the other hand in the hot water. Have them leave their hands in the water for two minutes. • Have students take their hand out of the cold water and put it in the warm water bowl. Ask them how the water feels? (warmer) • Have students take their hand out of the hot water and put it in the warm water bowl. Ask them how the water feels? (cooler) • Demonstrate how a thermometer can be used to measure the temperature of the water. Have students take turns reading the thermometers as they put them in each of the 3 bowls. Explain that all students in the group should agree on the temperature reading. • Have each group record the temperatures of the three bowls on a common chart to check for discrepancies. • Have students share tips on how to correctly read a thermometer. • Discuss why we use a thermometer to measure temperature instead of our hands. Lesson 2: Friction – Materials needed: Thermometers, plastic jar with lid, sand, lab sheet- A Whole Lot of Shaking Have students rub hands together for one minute. Discuss what is happening (rubbing/ heat is produced) Explain that friction is producing the heat. Discuss what will happen if other objects (blocks of wood, sand paper, sand in a baggie, etc.) are rubbed together. Give small groups of students a plastic jar filled half way with sand. Have small groups of students measure the temperature of sand in a plastic jar before shaking and record on their lab sheet, A Whole Lot of Shaking. Instruct students on how to use a thermometer to measure the temperature of the sand. If this is the first time students have used thermometers, explain the safety of working with a glass tool. Tilting the jar to put the thermometer in and then straightening the jar so the sand covers the bottom of the thermometer will help. Take the thermometer out of the jar and put the lid on securely. Have students shake the jar vigorously. Have students measure the temperature again. Ask: Why was there a difference in the temperature of the sand from before shaking to after shaking the jar? Conclude that when any material is rubbed together, friction occurs and produces heat. Identify other examples where friction occurs to produce heat. Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 2 of 10 Copyright 2007 © All Rights Reserved
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Lesson 3: Transfer of Heat – Materials needed per group: thermometers, 2 pieces of paper, 2 pieces of cloth, 2 cups of soil, 2 cups of water, lab sheet—It’s Hot Out Here Students investigate how various materials (paper, cloth, soil, water) transfer heat energy from the sun and then how the same items have a different temperature when in the shade. Have students predict the temperatures they think will occur when the thermometer is placed in each of the conditions listed on the chart in the lab sheet—It’s Hot Out Here. Place each item so that one is in the shade and one is in the sun. Put a thermometer under each piece of paper and cloth and in the cup of water. Place a single thermometer on the ground in the sun and in the shade. Compare temperatures in the sun and shade. Record beginning temperatures of each material in a chart. Predict which temperatures will be the highest. Leave the materials out for 10 minutes and record the temperatures on the chart. Check temperatures again after 20 minutes and record on chart. Refer back to predictions and discuss. Graph results and write conclusions. Do any of the materials used slow the transfer of heat? Introduce the term, insulation. Lesson 4: Ice Cube Race Materials needed: ice cubes, Styrofoam plates, chart paper, timers, markers. Divide class into groups and the team’s ice cube that melts first wins. Groups create a plan for melting their ice cube faster than the other groups. Groups will time each ice cube until it completely melts. When the ice cube is gone, have group record their time on the board or a chart on the bulletin board. Instruct the class to graph the results and discuss what worked best. Lesson 5: Save the Ice Cube Materials needed: ice cubes, different materials such as paper, cloth, paper towels, aluminum foil, plastic wrap, Styrofoam cups, etc., chart paper, timers, markers Review what speeded the melting of an ice cube. Review the term, insulation. Have groups devise a plan to keep their ice cube from melting. Have the groups build their insulated container. When all groups are ready, distribute the ice cubes. Record the starting time. Have the groups check their ice cube every 5 minutes. Have groups record their time that the ice cube was melted on the board or a chart on the bulletin board. Instruct the class to take each time and put it in order from slowest to fastest or shortest to longest and discuss what insulating material worked best. Lesson 6: Spoons, Spoons, Spoons Materials needed per group: wooden spoon or craft stick, plastic spoon, metal spoon, thermometers Review what insulation does and what it means. Introduce the term conductor and explain that a conductor of heat warms up and cools down faster than an insulator of heat. Provide/collect metal, wooden (popsicle stick), and plastic spoons. Place all 3 spoons in the sun for 15 minutes intervals while on the playground on a sunny day. Measure the temperature of each. Repeat the experiment but put the spoons in the shade for 15 minutes intervals while on the playground. Graph and discuss the differences. Because heat is transferred, be sure to discuss safety precautions when handling hot objects. Ask: Which spoon handle warmed up the fastest? Which spoon handle cooled the fastest? Why do you think this happens? What material is a good insulator? What material is a good conductor?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 3 of 10 Copyright 2007 © All Rights Reserved
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Lesson 7: Keeping Warm Materials needed per group: 3 jars with lids, newspaper, sock, very warm water, thermometer, cardboard box, pitcher, lab sheet- Keeping Warm Description: • Fill each jar with very warm water including one that stays in the front of the room with no insulation. • Record the beginning temperature of the water in each jar on the chart. • Place newspaper around one jar and sock around another. • Put another jar in a box with crumpled-up newspaper. • Place all three jars in a cool place. • Replace the lids and have students predict which jar will stay the warmest and which will cool the fastest. • Record the temperature of each jar every 15 minutes for 1 hour. • Have students make a line graph using three separate colors to represent each jar. What happened? Discuss with students. The warmest jar is the one that was protected most efficiently from the cold, outside air. The jar was protected by loosely-packed newspaper that formed little “dead air” pockets around the warm jar. It did not allow the cold, outside air to touch the warm jar. People keep warm in a similar fashion. By dressing in layers you form “dead air” pockets around your body, insulating your body from the cold, outside air. Lesson 8 Heat and Color Materials needed per group: 2 Styrofoam cups, ruler, black construction paper, aluminum foil, stapler, thermometers, water •
Staple three sides of a 15 cm X 15 cm square of black construction paper to a same size square of aluminum foil. • Have students slip the paper “mitten” over a hand and hold one side facing the sun. Have them then turn the mitten over. Ask them what they noticed. Which color material is the best conductor? Students can also put a thermometer in the mitten and measure the temperature of each side. • Cover the outside of one cup with black construction paper. • Put the plain white cup of water and the black cup of water in the sun for 30 minutes. Record the beginning temperature and after 30 minutes. • What is the difference in the two temperatures? • Ask them if they can explain what happened. • Ask what would happen if the cups had been placed in the shade. Lesson 9: Colored Water Materials needed: 3 bottles, a pitcher of cold water, thermometers, food coloring • Record the temperature of the pitcher of cold water. • Fill all three bottles with cold water. • Color one bottle of water red, color one bottle dark blue, and leave the third bottle clear. • Place the bottles side by side outdoors in direct sunlight. • Record the temperatures of each bottle in 15 minute intervals for one hour. • Graph your results. What happened to the temperature of the water in each jar? Discuss with students. Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 4 of 10 Copyright 2007 © All Rights Reserved
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Lesson 10: What Makes Heat? Materials needed: hair dryer, an iron, toaster, overhead projector, or other small appliances that generate heat • Show the appliance to the students. • Ask the class what would happen if you plugged in the appliance and turned it on. • Tell the class that heat is a form of energy. • Have students make a poster of things at school that might generate heat. (Examples: sunlight streaming through a window, a furnace, a hot water faucet, classroom lights, an overhead projector, a photocopier) • Assign the following homework activity: Instruct students to check their homes for things that produce heat and have them list or draw what they find. (Examples: stove, heater, fireplace, toaster, lamp) Be sure to review safety precautions with the students; remind them never to touch anything that might be hot. Lesson 11: Solar Oven Create solar oven out of aluminum foil and cardboard boxes. Instructions on how to make a solar oven can be found on www.solarnow.org/pizzabx.htm. Cook hotdogs, marshmallows or other food in the oven. Discuss how the aluminum foil transfers heat energy from the sun to cook the food and why use black construction paper to absorb the heat. The website also provides information of solar energy. Have students create reports and present to the class. Extension/Refining: • Interview grandparent/parents about changes in refrigeration, insulation, and temperature control during their lifetimes. Write a summary of your interview and be prepared to discuss your findings with classmates. •
Read and record the temperatures to the nearest ten degrees using a Fahrenheit thermometer. (Standard IV, Objective 2)
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Some students may also try different experiments, such as how to keep an ice cube the coldest, or how to melt an ice cube the soonest. The experiment worksheet will work for any student experiments. (ILOs 1, 2, 4)
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Think about your or a friends pet. How does their fur change through the seasons? Why do you think the fur changes? (Standard VII, Objective 3)
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Discuss the different temperatures found in regions in Georgia. What do animals that live in very cold or very hot places do to survive the cold/heat? What kind of insulators do they have? What types of materials make good insulators? (Standard VII, Objective 3)
Reading Connections: •
Make it Change by David Evans (Dorling Kindersley)
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Experiment with Heat by Salvatore Tocci (True Books)
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It’s Much Too Hot! An Early Learner Book About Heat by Bob Graham
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Utah Education Network http://www.uen.org/Lessonplan/preview.cgi?LPid=9762 Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 5 of 10 Copyright 2007 © All Rights Reserved
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A whole lot of shaking going on! Name ______________________ Materials needed:
Jar
Sand
Thermometer
1. Temperature of sand in jar _____________ 2. Temperature of sand after shaking____________ 3. What is the difference in temperature? __________ - __________ = ___________ 4. Why did the sand change temperature? ______________________________________________
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 6 of 10 Copyright 2007 © All Rights Reserved
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keeping Warm
Name __________________
Record the temperatures of each jar. Beginning After 15 Temperature minutes
After 30 minutes
Jar without insulation Jar wrapped in a paper towel Jar wrapped in a sock Jar in crumpled newspaper in a box Which jar stayed the warmest?
Which jar lost the most heat?
What did you find out about insulation?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 7 of 10 Copyright 2007 © All Rights Reserved
After 45 After 1 minutes hour
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it’s hot out here Name _____________________________________
Thermometer in sun and shade Predict
Cloth Start
10 Minutes
Temperature in sun Temperature in shade Temperature in sun under cloth Temperature in shade under cloth Temperature in sun under paper Temperature in sun under paper
1. When was the temperature the highest?
2. When was the temperature the lowest?
3. What kept the temperature cooler?
4. What did you find out?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 8 of 10 Copyright 2007 © All Rights Reserved
Paper 20 Minutes
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Sample Assessment Items for Heat 1. Jo’s hot chocolate is too hot to drink, so she puts an ice cube in it. Why does the drink get cooler? A. Heat from the ice is lost to the drink. B. Heat from the drink is lost to the ice. C. The ice gives the drink a larger volume. D. The ice gives the drink a pale color. 2. Which tools should you use to find out how long it takes a tray of ice to melt and reach a temperature of 10 degrees Celsius? (The answers are given by graphic and text. I will include text only.) A. telescope and beaker B. watch and centimeter ruler C. scale and thermometer D. watch and thermometer 3. Which tells why metal pans for cooking often have wooden handles? A. Metal heats more slowly than wood. B. Wood burns to make heat; metal does not. C. Metal becomes heavier as it is heated. D. Wood does not conduct heat as well as metal. 4. A bonfire is burning on the beach. You can use it to warm your hands because fire is an example of A. solar energy. B. nuclear energy. C. electrical energy. D. heat energy. 5. Use the chart to answer the question. Average Temperature in Pine River Pond Depth (meters) 2 4 6 8 10 Average Temperature (C°) 17 14 10 ? 4 The average temperature at 8 meters would be about A. 12°C. B. 10°C. C. 7°C. D. 3°C. 6. There is a picture labeled with a sidewalk, rocks, sand, and a lake. Students use the picture to answer the question. On a sunny day, which takes the longest to get warm? A. the rocks B. the sand C. the lake D. the sidewalk 7. When water gets very hot it changes to A. air. B. ice. C. steam. D. liquid. Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 9 of 10 Copyright 2007 © All Rights Reserved
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8. Bill’s science class is doing an experiment with solar heating. Each student is to paint a small plastic milk carton and fill it with exactly 200 milliliters of water. The cartons will be placed in the sun for two hours, and then the water temperature will be measured and recorded. What color should Bill paint his carton if he wants the water in it to get the warmest? A. white B. yellow C. black D. gray 9. How do toasters, ovens, stoves, and hair dryers work? A. Heat makes electric current. B. Moving water makes heat. C. Electric current makes heat. D. Electric current makes water move. 10. When a hot rock is put in cool water A. the water gets warmer and the rock cools down. B. the water cools down and the rock gets warmer. C. the water and rock both get warmer. D. the water and rock both get cooler. Examples from Massachusetts 11. When the temperature of a sample of water is 0° C, the water is A. a gas B. a liquid C. a solid D. a vapor 12. In colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in icehouses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the BEST material to use as an insulator? A. dried leaves B. foam blocks C. plastic wrap D. rock salt Constructed Response Draw the three states of water and explain how they are different and what makes water freeze, turn to steam, or stay liquid. Explain why to use a thermometer Why is it important for us to know the temperature? Informal/Self-Assessment Ticket out the door: What would you do differently to melt an ice cube faster?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 3 Heat December 1, 2007 Page 10 of 10 Copyright 2007 © All Rights Reserved
