Goals: Aims/Outcomes-
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Science "� Grade 1
Goal 3: The learner will make observations and conduct investigations
to build an understanding of the properties and relationship of objects.
Objective 3.01
Describe the differences in the properties of solids and liquids.
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Objectives-
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The student will be able to manipulate the variables in experiments
designed to speed up or slowdown the melting of ice. The student will
be able to
suggest methods of speeding up and slowing down the melting of ice
design and construct a setup to melt ice quickly
design and construct an insulator to slow down the melting of ice
describe the properties of a good insulating material |
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Materials and Aids-
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Activity sheet
re-closeable bags
cardboard boxes with lids
clock
plastic cups
fabric scraps
foam packing material
hammer
crushed ice
ladles
lamps
newspaper
pails
paper towels
petri dishes
sand
scissors
potting soil
plastic spoons
masking tape
plastic trays
tumblers
water |
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Procedures/Methods-
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A. Introduction-
1. Ask students, What was needed in order to make ice change state
from a solid to a liquid? (heat)
2. Hold up one of the cups of ice and ask, Based on that information,
what do you think you could do to make the ice in this cup melt faster?
(Students should suggest adding heat to it in some way)
3. Show students the distribution station. Point out and identify
each item. Ask, How do you think you could use these materials to
make the ice melt more quickly? (Accept all reasonable ideas. Students
may suggest putting the ice in a warm place, holding it in their hands,
stirring it in hot water, or crushing it into small pieces.) Tell
students that in this session they are going to design an experiment
to try to make their cup of ice melt quickly. |
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B. Development-
1. Instruct each team of two to decide what they will do to try
to melt their cup of ice quickly. Give each student a copy of Activity
Sheet. Have students record their plans on the activity sheet. Review
each team's plan, limiting the experiments to the materials available
in the classroom. When all plans have been reviewed, have students
predict how long it will take their cup of ice to melt. Have them
record their predictions on the activity sheet.
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C. Practice-
1.Give each team an identical ice sample in a 1-oz cup. Instruct
them to collect the materials they need from the distribution station.
Have them carry out their experiment, recording the time and their
observations in the chart on the activity sheet every 2 or 3 minutes.
(record in the class data chart the time at which each team's ice
is melted.)
2. After all teams' ice samples have melted help students calculate
how long it took their ice to melt completely. Ask, How did the actual
melting time of your ice compare to your prediction? (Answers will
depend on the data)
3. Instruct teams to come up to the board and record their data in
the class data chart. When all the data has been recorded, ask, What
does this chart show? (The amount of time it took the pieces of ice
to melt) |
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Checking for understanding-
Ask, What is the shortest melting time from today's activity? (Answers
will vary) Ask each team in turn, What method did you use to make
your ice melt faster? (Students should mention all the methods they
used to accelerate the melting) Ask students, Does anybody know the
meaning of the word variable? (Answers will vary. Encourage responses
that show students understand that a variable is something that can
change and affect the result of an experiment.)
Write on the board, variable = a condition or factor that can change
and affect the results of an experiment. Ask each team in turn, What
variable, or variables, may affect the melting rate of ice? What conditions
did you change that increased its melting rate? As students mention
them, list these variables on the board. (Some variables students
might mention are: temperature of air or water around the ice; whether
the ice was left whole or broken up; whether the ice was left in or
taken out of the 1-oz cup; how vigorously the ice was stirred in water;
the type of material placed around the ice; and so on)
Point out to students that just the heat in the air in the classroom
would eventually melt the ice. However, adding even more heat speeds
up the melting process because heat is what causes the ice to melt. |
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Closure-
| Tell students that in the next session, they will try to slow down
the rate of melting. Have students pour out the ice and water in the
pails, tumblers, cups, and any other wet containers and leave them
to air-dry. Tell students to discard any materials that cannot be
reused in the next session and to return the reusable materials to
the distribution station. Leave those materials in place at the distribution
station for use in Session II. |
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