Periods 1, 3 & 5 Science
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Standards:
MS-PS-3-2
I can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Objective:
I will investigate how there's more movement within warmer liquid than colder liquid by making observations to explain the transfer of thermal energy
Agenda:
1. Think Now: (10 min)
2. Login to Amplified Science (Lesson #2: 50 min)
1: Warm-Up (5 min)
Students use an Anticipation Guide to activate their prior knowledge by indicating whether they agree or disagree with statements about the content of the unit.
Video: A Tale of Two Heating Systems (5 min)
Students watch a video that introduces the heating-system problem they will be working on for the unit.
2: Introducing the Unit (5 min)
Students learn more about the recommendation they will be making to the school principal about which heating system to use.
3: Investigating Hot and Cold Things (25 min)
By observing that food coloring spreads faster in warmer water than it does in colder water, students see the connection between temperature and movement.
4: Reflecting on the Investigation (5 min)
Students reflect on what they observed in the hands-on activity and conclude that there is a difference in the movement within warmer and colder things.
4. Finished Early? Go to Quizlet to practice vocabulary.
Homework: None
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Materials:
- Take out password tracker
- Pencil
- iPad/ laptop
- Science notebook
- Think Now: Why do things change temperature?
Announcements:
- Suggested material for solar ovens: Aluminum foil & clear tape.
- Math/Science tutoring is cancelled this week.
- No science homework this week!
- No science homework this week!
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