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* *Reflection: Discourse and Questioning
Things Are Heating Up! - Section 4: Wrap Up

This was a great lesson to discuss what is a testable question and how to set up experiments to solve them. I asked the students many questions to promote discourse among themselves as well as in the whole group setting. Overall, this was a great lesson that encouraged students to ask and answer questions.

*Lesson Reflection*

*Discourse and Questioning: Lesson Reflection*

# Things Are Heating Up!

Lesson 4 of 9

## Objective: Students will be able to investigate and explain that the temperature of an object increases when heat is added and decreases when heat is removed.

*46 minutes*

#### Warm Up

*10 min*

I will begin this lesson by posing a scenario for the students to think about. I will display the Fill a Mug PowerPoint. I will ask students to think pair share an answer to the posed question: What happens to the temperature of the water in the mug throughout each transition.

I will ask students to share where they believe the heat came from within the mug? I will explain to students that microwaves convert electrical energy into heat energy. Next, I will ask the students to share where they think the heat went? I'll explain that the heat transferred from the water in the mug to the air in the kitchen.

#### Resources

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#### Explore

*25 min*

Students will use what they have learned about how heat effects temperature to summarize their understanding in their science journals.

Next, I will ask students to take an intellectual risk by predicting what would happen if we mixed one cup of water that is 10 degrees Celsius with one cup of water that is 30 degrees Celsius. I will encourage the students to think about what they already know about heat energy to support their answer.

I will guide students through an investigation by asking students, "How can we set up an investigation to answer this question? How can we measure, observe, and collect evidence of a change in heat energy?"

I will distribute digital thermometers to the students with a cup of the mixed water. I will instruct them to record the changes in temperature.

Once students have recorded their observations in their science journals, I will distribute the *How Heat Effects Temperature* follow up worksheet for students to complete.

#### Resources

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#### Wrap Up

*10 min*

To conclude the lesson, I will ask students to come together as a whole group and share their conclusions. Students will share their original predictions and any changes they discovered through their investigation. They will share their conclusions and any observations that support their data. This discussion allows students to share their answers to the testable question posed to them during the exploration section of the lesson.

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- UNIT 1: Temperatures Effect on Physical Properties
- UNIT 2: Speed and Distance
- UNIT 3: Relationships Between Lights and Fuels
- UNIT 4: Natural Resources and Human Needs
- UNIT 5: Forces and Motion
- UNIT 6: Changes to Physical Properties
- UNIT 7: Conservation of Matter
- UNIT 8: Production of Heat
- UNIT 9: Conductors and Insulators
- UNIT 10: Flow of Matter and Energy: Recycling & Decomposition

- LESSON 1: A Jacket for Frosty
- LESSON 2: Good and Poor Conductors of Heat
- LESSON 3: What's an Insulator?
- LESSON 4: Things Are Heating Up!
- LESSON 5: Packing Products of Various Temperatures
- LESSON 6: Heat Transferred
- LESSON 7: Lunch Box Design Challenge
- LESSON 8: Lunch Box Design Challenge Pt. 2
- LESSON 9: Conductors and Insulators Assessment