Lesson 6 of 9
Objective: Students will be able to investigate and collect data on different degrees of heat required to cause specific changes to the observable properties of objects or materials.
I will begin this lesson by reviewing with my students the different processes that can effect the observable properties of objects (heating, cooling, mixing, and dissolving). I will inform the students that our main focus for this lesson is heating and melting. I will facilitate a class discussion by asking the students questions to activate their background knowledge. Some of the questions I will ask the students are:
How does heating a material cause an observable change?
How do you know if the material is melted?
What materials have you observed melting?
Do all materials melt when heat is applied to them?
What materials do melt when you apply heat?
Do all materials melt at the same temperature?
I will have students summarize their thinking and record their opinions in their science journals. I will ask the students to brainstorm methods that we can use to collect evidence to test our predictions and support our claims and identify what tools we can use?
I will inform students that today we will be collecting data on the tasty treat Jell-o. I will instruct students to come up with a testable question regarding heat, Jell-o and water.
To begin the explore portion of the lesson, I will explain to students that each table group will receive a thermometer, three cubes of Jell-o. They will also receive three cups of water. One cup will be filled with room temperature water, the other cup with warm water, and the final cup with hot water. Students will place a cube of Jell-o in each cup and note the observable changes over time.
I will ask the students to transition back to their table groups. Prior to students beginning the experiment, I will distribute the Jell-o Investigation Organizer. Students will record their testable question at the top of the paper. Once complete, students will record their predictions on the lines provided.
Next, I will distribute the materials and allow time for students to set up for their experiment. I will remind students to observe any changes in the Jell-o over time using intervals and note them on their Jell-o Investigation sheet.
As students are working, I will circulate the room asking questions regarding their experiment and observations. I will ask the students at which temperature did the Jell-o begin to change the fastest? I will ask the students to share the changes that they noticed as far as the texture of the Jell-o and when the Jell-o has completely melted.
As students finish their experiment, I will instruct them to complete the final portion of the organizer by recording their conclusions to the experiment. Students will note if their predictions were correct and the actual outcome of the experiment based on the data collected. Next, students will transition back to the carpet. I will ask the students if their initial predictions were confirmed through their investigation? I will also ask the students how did their thinking change as they investigated their testable question? I will have students share what criteria they used to justify their observations.