Bria Clark

Professor Paretti
EDU 481
Science Week Lesson Plan
Curriculum Engine

Investigation 2 Part 1 Monday

Focus: How can you measure temperature accurately?

Vocab:
solid
liquid
freeze
melt
temperature
volume
thermometer
expand
contract

Materials:
notebook sheet 5-6
small plastic cups
thermometers
syringe
basin
2 pitchers
beaker
ice water
room temperature water
hot water

Procedures:
1. tell students we will continue to investigate the properties of water. they will explore how water changes
and how the effect of these changes define weather.
2. have ice water, hot water, and room temperature water ready, start with room temperature water in
cups A and C and ice water in cup B
3. while students complete readings pg. 16-20 while you prepare the water
4. ask students what do you think of when you hear the word hot?/cold?
where in the world is it hot/cold?
how can you tell when something is hot?
tell students temperature is a property that describes how hot or cold something is. We're going to learn
how temperature affects matter. First, we need to learn how to measure temperature.
5. describe the investigation, explain that the cups contain different water temperatures, students will work
in their group to put the cups in order from warmest to coolest
6. a. each person will have a turn
b. use one finger on your right hand
c. put that finger in the cup only once
d. when everyone has a turn work together to put the cups in order
e. each person can use one finger on their left hand to double check
7. make a recording chart on the board and have each group write their order, not all groups should agree
since A and C are so close in temperature
8. have students discuss the focus question and introduce the thermometer
9. have students use thermometers to measure the temperature of their water, have them record the
temperatures of a, b, and c on the thermometer in their science notebook, the temperatures of A and C
should be very close
10. have students dispose of the room temperature water in cups A and C, but keep the cold water, fill
cup A with hot water and measure the temperature, then remeasure cup B. They can write the
measurements in another color or on the other side of the thermometer
11. have students make a prediction of what would happen if they mixed the hot and cold water. they
should write a P on the thermometer page next to the temperature they think it might be, have them
measure 50ml of both hot and cold water and pour them into cup C, have them measure the temperature
and write Mixture next to the thermometer on their page, then they can compare their results to their
prediction
12. discuss: we all did the same investigation to find the temperature of a mixture of hot and cold water.
What were the things we all did the same?
Temperatures of the mixture varied a little. What are some reasons the results differed?
What could be done to increase the accuracy of our results?
13. Clean up, answer focus question, complete optional online activities (measuring temperature, reading
a thermometer)

Investigation 2 Part 2 Tuesday

Focus​: What is the effect on water when it gets hot/cold?

Vocab:
Materials:
notebook sheet 7
small glass bottle
rubber stopper 1 with hole
10 cm plastic pipe
1x3 inch strip of index card
2 large plastic cups
dispensing bottle
thermometer
green food coloring
2 pitchers
2 pens

Procedure:
1. Set up materials, make a bottle and pipe system thermometer as an example (follow teacher directions
this is a lot type sorry guys!)
2. Tell students that the water investigation is going to shift to an inquiry into the cause and effect
relationships between water and temperature.
3. Hold up the dispensing bottle filled with room temperature water with green food coloring, ask what
room temperature means, have one student measure the temperature and report it to the class
4. Show students how to assemble the bottle and pipe system
5. Have students assemble one with their group, when they are done, fill their glass bottle with green
water, then they should mark the level of the water on their index card and label it R. Tell students not to
pick up the system by the pipe, ask students to gently turn the bottle on the side and upside down to see
what happens to the water level
6. Have students think about what would happen if we put the bottles in hot water? Give each group a cup
of hot water and them them put their bottle in and observe for 3 minutes, have them mark the water level
and label it with an H.
7. Fill in part 1 of the notebook sheet
8. Talk to students about how when water gets hotter it expands and has a greater volume. Ask how does
the model you made function like a real thermometer? Talk about the cause and effect.
9. Ask what will happen if we put the bottle in cold water? Have students repeat with ice water and mark
the level on their card and label it C.
10. Talk about how when water cools in contracts and takes up less volume
11. Clean up, answer focus question

Investigation 2 Part 3 Wednesday

Focus:​ What happens when hot or cold water is put into room-temperature water?
Vocab:
floats
sinks
dense

Materials:
notebook sheet 8
2 large plastic cups
2 vials small
2 craft sticks
2 rubber bands
2 clothespins
red and blue crayons
2 dispensing bottles
hot water with red food coloring
ice water with blue food coloring
room temperature water
1 wooden bead
1 cork
1 rubber stopper with hole
penny
large plastic cup

Procedure:
1. Introduce density, fill a large cup with room temperature water, ask students to predict what will happen
when you drop a rubber stopper, wooden bead, cork, and penny into the water. Some will sink and some
will float, if an object floats it is less dense than water, if it sinks, it is more dense than water. Talk about
which objects are more dense and less dense.
2. Show students how to assemble the vial and stick to hold the hot water in the room temperature water
(look at pg. 165 in teacher manual)
3. Have students assemble the vial and stick and practice lowering the vial into the cup of room
temperature water.
4. Fill the vial with the hot water dyed red, have students carefully lower the vial into the room temperature
water and clamp in place with clothespins. Have students record their observations on notebook pg. 8.
5. Discuss what happened and how it shows that hot water is less dense than room temperature water.
Ask what do you think will happen if we put cold water in the vial?
6. Repeat with the blue cold water and have students observe and record what happens.
7. Discuss the density of the two water temperatures and the cause and effect relationships.
8. Clean up and answer focus question
9. Students complete reading pg. 21-23 and online activity (density of hot and cold water)

Investigation 2 Part 5 Thursday-Friday

Focus: Where should an animal go to stay warm or cool?

Vocab:

Materials:
3 small zip bags
3 ice cubes
1 spoon
2 thermometers
sticky notes
scissors
permanent marker
stopwatch
ice cube tray
syringes
basins

Procedure:
1. Prepare materials, place ice cubes in labeled bags and keep in the freezer, review procedures for
going outside
2. Tell students you are wondering how temperature effects animals, explain how the ice cube represents
an animal and you can see where the animal can go to stay warm or cool. Ask where the animal should
go? How will we know if the place would keep the animal warm or cool?
3. Have students create a table to record their observations (example on pg. 184 of teacher manual)
4. Go outside to place ice cubes. A requires warmth, B requires cool, and C lives underground. Have
students place their ice cubes in the three locations, help them get the underground animals buried
(maybe use an insulated cardboard box for this part instead?)
5. Have students record observations after 10, 20, and 30 minutes (maybe have them read in between)
6. Have students collect the ice and go inside, have a discussion about how each location worked. Ask
how does the weather impact the behavior of animals?
7. Clean up and have students read pg. 24-29