Frosty the Snowman

It snowed the night before. Three boys, Andy, Ben and Charlie

made a snowman on that very night.

The next morning, it stopped snowing and on their way to school,

they saw that the snowman was still there.

Andy exclaimed, “Hey! Look our snowman is still there. I thought

it would have melted by now.”

Ben replied, “I think it will melt by the time the afternoon sun comes up.”

Charlie answered, “I know! Let’s give our snowman my jacket. I think it will keep him cold and stop him from melting.”

Andy replied, “Don’t be silly! Everyone knows that a jacket will warm your body. The snowman will melt faster if you put the jacket on him… Will it?”

Case Analysis Sheet:

  1. Recognise potential issues and major topics in the case.
  2. What is this case about?
  3. Underline and list terms or phrases that seem important.
  4. Fill in the table below.

What Do I Know / What Do I Need To Know
Ice melts.
Heat travels from a place of higher temperature to a place of lower temperature.
Jacket keeps us warm. / Can ice melt on a cold day?
Does cloth over ice slow down or speed up melting?
What if the ice was wrapped in metal instead?

Resources:

  1. textbooks
  2. Videos on Heat Transfer ( McOnline)
  3. Jacket

Activity 1: Heat Conductors

3 cups of similar size and shape are used. Each cup is made of a different material: steel, plastic and ceramic. An equal amount of hot water is poured into the cups at the same time. Heat sensors will be placed into each cup, and the temperature change of the water in each cup will be monitored with data loggers.

Activity 2: Experiment

  1. Ice blocks of similar size
  2. Thick cloth
  3. Beakers
  4. Tripod stand with wire gauze
  5. Stopwatch
  6. Hot water
  7. Cold water

Experiment: Work in groups of 3 or 4

Discuss your questions from Frosty the Snowman case.

Decide on an experiment that you can conduct to explore a question your group agrees upon.

1a. What question are you addressing?

1b. Write down the hypothesis you are testing.

2. What is the changed variable in your experiment?

3. What are the fixed variables in your experiment?

4. What outcome(s) are you going to measure? Explain how you are going to measure the outcome(s).

5. Prepare a table to collect your data here.

6. Inferences: What can you conclude about your hypothesis?

Assessment

Product 1: Pamphlet

Create a pamphlet to show your understanding of heat conductors. Your pamphlet should include the following:

  1. At least 3 examples of applications in everyday of good/poor heat conductors. You may include a mixture of examples of good and poor conductors.
  2. Pictures/Diagrams of the examples which you listed.
  3. Some description/explanation on how those good/poor conductors of heat function.

Product 2: Mini Poster

Use butcher paper either in landscape or portrait layout. You can illustrate your poster to enhance the reader’s understanding and to communicate your findings.

Your poster should include the following:

  1. The title of your experiment.
  2. The experimenter’s names.
  3. The hypothesis being tested.
  4. A description of how the hypothesis was tested. You may include diagrams to enable the reader to understand your procedures better.
  5. The data.
  6. Inferences drawn from the data.

Rubrics

Level 3 / Level 2 / Level 1
Able to identify the main issue / Identify at least 3 questions pertinent to the case / Identify at least 2 questions pertinent to the case / Identify at least 1 question pertinent to the case
Analysis of the issues / Insightful and thorough analysis of all the issues / Satisfactory analysis of issues mentioned / Incomplete analysis of issues mentioned
Time on task / All group members are on task / Most group members are on task / Few group members are on task
Presentation / Material is well presented with clear point of view. / Material is presented in orderly fashion with point of view. / Material is presented in confusing order and point of view is unclear.
Materials / Information on materials is accurate and highly informative with few errors. / Information on materials are informative with some errors. / Information on materials are somewhat informative with many errors.

Alignment between the case module “Racing Rosie” and the MOE 21st Century Skills

  1. Civic Literacy, Global Awareness & Cross-cultural Skills
  2. Critical and Inventive Thinking
  3. Information and Communication Skills

Part of Case Module for ICBL / Action by Participants / Alignment with 21st Century skills
Case Narrative / Read aloud, read silently. / 1) The mention of a snowman creates awareness of a different worldview context
Case Analysis: Know/Need to Know / Individual and group thinking about what you already know, and question generation. / 2) You do a lot of thinking and are able to sieve and extract information that is relevant and useful.
3) Work together to share information and to communicate ideas effectively
Resources for answering questions / Generate a list of resources. / 2) Be critically selective of the type of resources (apparatus) needed for the experiment
3) Need search skills and sieve right information from Internet
Explore case resources / Examine the things we offered / 2) Think critically to check to see if the required information is relevant
Experiment / Groups designed and conducted experiments / 1)Need for co-operation among members who might be of a different background
3) Able to work together in a respectful manner to share responsibilities to ensure that the students make group decisions.
Find one new resource / Googled and…sent to Ethel via email / 3) Ensure that the new resource is relevant and reliable .
  1. Civic Literacy, Global Awareness & Cross-cultural Skills
  2. Critical and Inventive Thinking
  3. Information and Communication Skills