Names: Christina Shaw and Nathan Mosseri
Description of GLCE:
P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy.
Lesson Title: Adventures in Energy and Heat
The Teaching Process
Lesson Overview
After completion of this lesson students will be able to
· Describe the difference between heat and temperature
· Explain what happens to molecules as they are heated and cooled
· Explain what will happen if you heat a liquid.
Materials:
- Ice Cubes
- Alcohol Thermometer
- Computer with Internet
- Brainpop Account
- Stopwatch
- Paper Towel
- Paper
- Pencils
Engage
Begin by asking students what they know about heat. What do they think it means? What is temperature? What does it mean? How are the two related? Write their answers on the board. Then show the class a video from Brain Pop on Heat
http://www.brainpop.com/science/energy/heat/
Ask the students if the video changed their mind about any of their answers. What did they learn from the video?
Explore
Give each student an ice cube. Ask them whether they think the molecules are moving fast or slow. How do they know? How do they think they can change the temperature of the ice cube? Then tell them there is a competition of who can melt their ice cube the fastest. The teacher will keep time. Each time someone has finished melting their ice cube the time it took and the method they used will be recorded on the board.
Explain
After all of the students collected data is on the board go into a discussion of the different methods that the students used to melt their ice cubes and why they chose those ways. Why were some more effective than others? Have students explain why they thought their method was effective.
Elaborate
To further this lesson, give every student an alcohol thermometer. Each student will start by just holding the thermometer and recording the temperature they see. Instruct the students to rub their hands together (to create friction) and have them record the temperature again. Once complete ask the class, when the temperature was highest? Why the temperature was higher when they rubbed their hands together? What force was applied to their hands that raised the temperature of them?
Evaluate
Participation – All students actively participating in the discussion.
Are they able to explain why their method was effective.
Can they explain the stages the ice cube went through during the transfer of energy?
Assessment: were students able to complete the quiz with 100% accuracy.
References:
www.michigan.gov/mde
www.brainpop.com