Heating & Cooling of Earth's Surface (Part 1/2)
Lesson 7 of 12
Objective: SWBAT compare how different materials heat up and cool down at different rates and explain how that has implications for life on Earth.
Bell Ringer - Ask Questions
A Bell Ringer is an opportunity to engage students in thinking about the lesson. With this Bell Ringer, students will be (SP#1) asking questions to determine relationships between variables in a model.
To begin, I ask students to use their Science Journal (Notebook) to record the date and their questions. I want students to write the Essential Question (for the unit) and Target (for the lesson) in their Science Journal. Next, I ask students to write three (3) questions they could use to test the target in today's experiment.
Some student questions include:
- How does heating and cooling of the Earth have implications for Earth?
- How would different materials heat up and cool down?
- How do the way materials heat up and cool down have implications for life on Earth?
- What materials will I use to heat up and cool down to explain the implications for life on Earth?
While students are writing I circulate the classroom to read student journal entries and formatively assess if they are on target. To follow up, I randomly call on students (whose journal would be a good response) to share their questions with the class. This offers an opportunity for students to hear each other's thoughts and build on their own thinking.
This inquiry focuses on a variety of standards including: Science & Engineering, Cross Cutting Concepts, and CCSS Math Practices. Students develop and use models (SP#2) to test and predict phenomena as they set up a model or representation of Earth. Students carry out investigations (SP#3), use multiple variables, and provide evidence to support explanations or solutions. As students create their model for the inquiry, they use appropriate tools (MP5) strategically. For this inquiry, students used thermometers to gather data and (MP6) attend to precision when using a thermometer. Students should read and collect accurate data from a thermometer. Another goal in this two-part lesson is for students to notice and find patterns (CCC#1) that can be used to identify cause and effect relationships such as patterns in the data collected from this inquiry. Students will use graphs, charts, and/or images to identify patterns in data and will discover (CCC#2) cause and effect relationships used to predict phenomena such as the Sun heating/cooling the Earth.
Using the steps in the scientific method, I (chunk the learning) ask students to work with their partner and go through steps #1-3. I circulate the classroom during this process, giving the students 4-5 minutes to work. Then I ask students to share the hypothesis that they have written. This allows students to share their ideas as well as hear other's thoughts.
In the next part of the inquiry, I ask students groups to work independently through steps #4-5 as they collect materials, set up their model, and collect data. Students need to work with accuracy as they collect data and working with a partner or team will help to ensure a more accurate data collection. Differentiate the learning experience by having students collect data on a variety of (Earth) materials such as: sand, pebbles, dirt, and/or water. I chose water as the constant for each group of students and let them choose another (Earth) material for their data collection. Also, provide choice for students when timing their experiment by letting students use a stopwatch or other device with a timer (app) such as a Smartphone or tablet.
Students Talking About Heating & Cooling of Different Materials