Lesson Plan

Building a Thermometer

Students will learn whether hot and cold water take up the same amount of space
Objectives

Students will be able to... complete these claims and support them with evidence: ‘Water _______ when it is heated.' and 'Water __________ when it is cooled.'

Subjects
Science
Grades 3
All Notes
Teacher Notes
Student Notes

1 Hook/Communicate Learning Target

“The other day I decided to make some tea. I put a cup of cold water from my mug into the kettle. When the water was hot I poured it into my same mug, but I couldn’t pour all of the water in! There wasn’t enough room in my mug. And I wondered why this happened?

Using the task cards at your desk, access the video I made while making my tea. Students access video on videolicious app via first task card,

“Today we are ask ourselves whether hot and cold water take up the same amount of space.”- write this on the board

Student Instructions

Students use task card to access video on videolicious app and watch attentively.

2 Eliciting Initial Idea

Students access pre-assessment via first task card.

‘This wolf had the same question that I did about how much space water takes up! Do hot and cold water take up the same amount of space? Choose which of the three answers you most agree with. After you choose, take a couple minutes to record your own ideas about why you agree with this statement.

Give 3 minutes of group share.

Ask for students that agree with the first statement and ask why they agree. Do the same for the other 2 statements. 

Student Instructions

Students access quiz via task card and vote in poll. Then record who they agree with and why.

 

Group share.

When called on, explain why they agree with their chosen statement.

3 Engagine with Phenomena

Activity: Investigating

“Today we are going to explore properties of hot water and properties of cold water by using these systems show already complete system."

Describe the system: This system is made of a small glass bottle filled with green water. This green water is room temperature meaning the water is the same temperature as this room! In the neck of the bottle (display) is a rubber stopper with a straw in it. The straw is filled halfway with the room temperature water. (Room temperature-The normal temperature of an indoor room, usually about 68-72 F or 20-22 C)

‘If you notice, there are numbers on each of your desks, 1-4 or 5. Each number will have a different job to do today.’

Let’s make predications of what might happen when we put our systems in cold water. Make note of predictions under a DOC CAM.

‘One’s please get up from your pod and pick up 1 system from the back counter. Carry it gently to your pods because the bottle is made of glass. Ones, please place the system gently on scientist 2’s table.’

‘After ones put down the bottle, no one is touching the system. Observe, just with your eyes, where the green, room temperature water is in the straw. Now only twos may touch the system, when I say to, twos, please mark the height of the liquid in your straw, like this *show mark on my straw*. Ok twos mark your straw! Now no one is touching the system again, we are using task card 2 to log into google draw. 

Scientists, please do your best to draw a model of the system in front of me. These are models of the physical systems that ones brought to the table and twos just marked. Scientists can use MODELS to organize observations that support their claims. We are going to use this drawing of our system as our model. We will organize our observations with this model of our system. Let’s start with each of you labeling your 2 models with the line that are marked on your straw.

Now we are going to find out what happens to water when it is heated. We are going to pass out 1/3 cup of hot water to each table. The only person that can touch the hot water cup and the system, when I say to, is scientist three. When I say to, threes are going to very gently place their bottle straw system in the cup of hot water. Like this *demonstrate* Then, I am going to be the time master for three minutes. During this time, everyone pay close attention to the green water in the straw. Threes, with the help of your group, you will decide the highest level the green water reaches during the three minutes and mark it on the straw at the end of the three minutes. And every scientist will record this line on their model! After the line is drawn by our threes no one will be touching the system, again.

Threes! You may now gently place the bottle in the cup of hot water. Three minutes starts now start timer. Watch closely to see how high the green water gets in the straw.

end of three minutes- Threes, confer with your pod and mark the highest level the water reached on your straw. After you do this, no one will touch the model. Every scientist, mark your group’s highest point your model label “hot water” like this show on doc cam.

Gallery walk!

‘Scientists, after you have marked the highest level on your model, describe what you observed in your science notebooks’

*give a few minutes/until all students have recorded an observation*

Scientists, we are going to discuss our observations and ideas on the carpet. When I excuse your pod please quietly walk over with our science notebooks and sit.

‘Scientists, discuss with your neighbors what happened to water in your straw when the system was put in hot water, and why you think the water level might have changed!’ Have a few students share ideas with the whole class. *While students are discussing and sharing teacher is taking note of student understanding on parchment paper*

*Goal of teacher is to impart the idea that adding heat causes water to expand and take up more space.*

‘Scientists, I heard a lot of good ideas. The hot water caused the water in your straw to get bigger and take up more space, in other words, to expand. When water expands, the particles spread out.’

SIOP strategy: Total physical response to define the word expand.

‘Everybody please stand up. We are going to show what expanding means with our bodies. As I count to ten slowly make your bodies as big as you can- stretch your arms and hands and fingers out all the way, as far as you can. count to ten Hold it right there! You just showed me what it means to expand. Say that with me: expand!’ *Release students back to seats*

Let’s add the word expand to our glossary. Open your science notebooks to your glossary ..

SIOP strategy: Write expand under the doc cam so that the letters gradually get bigger and bigger. Like this: expand. If you write expand in this way it will help you remember that it means to take up more space, the water particles spread out. When this happens, water floats! (show on doc cam: expand – to take up more space)

Wrap- up Day 1: Today we observed what happens to water when it is heated up, Wednesday we will find out what happens when it is cooled. In between now and Wednesday think about what might happen in the system when it is placed in cold water!

Review Day 2: Monday we learned that water expands when it is heated. Does anyone remember our TPR for expand (practice with class). Let’s make predications of what might happen when we put our systems in cold water. make note of predictions

Ones please retrieve your thermometer systems from the back counter and place them on four’s desk.

No one is going to touch until I say so. The only person that can touch the ice-water cup, when I say to, is scientist four. When I say so, fours are going to place our bottle straw systems in the cup of ice water. Then, I am going to be the time master for three minutes. During this time, everyone pay close attention to the green water in the straw. Fours, will decide with their tablemates the lowest level the green water reaches during the three minutes and mark it on the straw. And every scientist will record this line on their model! After the line is drawn by our threes no one will be touching the system, again.’

Fours! You may now gently place the bottle in the cup of cold water. Three minutes starts now (once everyone’s system is in the cold water). Watch closely to see how low the green water gets in the straw. Fours, confer with your pod and mark the lowest level the water reached on your straw. After you do this, we are done touching the model. Every scientist, mark your group’s lowest point your model labeled “cold water” like this show on doc cam.

Gallery walk!

Make sure that you marked the lowest level on your straw. Scientists, after you have marked the lowest level on your model, describe what you observed on the lines provided.’

Scientists, we are going to discuss our observations and ideas on the carpet, again. When I excuse your pod please quietly walk over with our science notebooks and sit.

‘Scientists, discuss with your neighbors what happened to water in your straw when the system was put in hot water, and why you think the water level might have changed! Have a few students share ideas with the whole class. *While students are discussing and sharing teacher is taking note of student understanding on parchment paper*

*Goal of teacher is to impart the idea that taking away heat causes water to contract and take up less space.*

‘Scientists, the ice water caused the water in your straw to get smaller and take up less space, in other words, to contract. When water contracts, the particles get closer together.;

 

SIOP strategy: Total physical response to define the word contract.

‘Everybody please stand up. Let’s show what contracting means with our bodies. As I count to ten slowly make your bodies as small and as you can- curl your arms and hands and fingers into your chest. Make yourself very small. Hold it right there! You just showed me what it means to contract. Say it with me! Contract’ *Release students back to seats*

5 min

‘I’m going to write the word contract and I’d like you to add it to your glossary like this:’

SIOP strategy: Write expand on the word wall so that the letters gradually get smaller and smaller.

Like this: contract. If you write contract in this way it will help you remember that it means to take up less space. (show on doc cam: contract – to take up less space)

Scientists, now that you have finished your models and discussed contracting and expanding, use your second task card to share the drawing of your model on our class padlet. Take a minute to explore everyone else's models! Could you have added anything to yours?

Student Instructions

Listening and watching attentively

Ones retrieve systems.

Possible predictions:‘water level will go above room temp line.’, ‘water level will go below room temp line.’, ‘water level will stay on the room temp line.’

Ones place system on two’s desk.

No one touching system, observing water level with eyes only.

Twos mark the height of liquid.

No one touching system.

Glue worksheet into science notebook

Looking at doc cam screen

All students draw this line on each model drawing.

Watching demonstration, no one is touching the model.

Threes put system in the cup of hot water.

Students decide as a group where the highest point is, threes mark this line, everyone records this on their model/any other observations.

Students respectful rotate to the next pod to their right around the room to look at other water levels.

Students write own observations.

Students share in small groups then select students share with class.

Potential answers:

The straw filled with steam.

The water boiled and bubbled up the straw

Heated water takes up more space

Students stand, stretch arms and hands and fingers out all the way. Hold it, repeat word ‘expand’, then release and return to seats when instructed.

Students stand, stretch arms and hands and fingers out all the way. Hold it, repeat word ‘expand’, then release and return to seats when instructed.

Students write in glossary- expand – to take up more space.

Possible predictions: ‘the water level will go below the room temp line’, ‘the water level will stay the same’, ‘the water level will go up and down’

Ones retrieve systems

Fours put system in the cup of cold water

Students decide as a group where the lowest point is, fours mark this line, everyone records this on their model.

Students respectful rotate to the next pod to their right around the room to look at other water levels.

Students writing own observations.

Possible responses: ‘cold water takes up less space than hot water’, ‘cold water is smaller than cold water’, ‘cold water contracts’

Students curl up their limbs into their chest. Hold it, repeat word ‘contract’, then release and return to seats when instructed.

Students write in glossary: contract – to take up less space

4 Using Evidence to Draw Conclusions and Make Claims

Activity: Conversing

Scientists, looking at our models of our system, what is a claim we can make about hot water? *Ask students to think then call on students*

*Upon hearing an accurate claim, ask a few students to come to the front of the room and type up the claim on a document projected in front of the class. Ask class to edit, critique claims to make them better.  Ask more students to come up and add to/edit claim on document.

What I’m hearing is that when water is heated, it expands *TPR* What evidence can you pull from your model that supports this claim?

*Call on a student to label a large drawn model for a class to support their claim about hot water*

‘What is a claim we can make about water when it is cooled?’*call on students*

*Upon hearing an accurate claim, ask a few students to come to the front of the room and type their claim in a document projected in front of the class. Ask class to edit, critique claims to make them better. *

What I’m hearing is that when water is cooled, it contracts*TPR* What evidence can you pull from your model that supports this claim?

Student Instructions

Possible responses: ‘hot water takes up more space than cold water’, ‘hot water is bigger than cold water’, ‘hot water expands

Students come up and hand write claims. Rest of class critiques ideas and wording of this claim. One student reads final claim to the class

Responses along the lines of: ‘water level in the straw rose’, ‘green level was higher in the straw then room temperature water’, ‘water floated to the top of the straw’

 

One students labels big drawn model in front of the class with arrows from room temp line up to hot water line.

Possible responses: ‘cold water takes up less space than hot water’, ‘cold water is smaller than hot water’, ‘cold water contracts

 

Students come up and hand write claims. Rest of class critiques ideas and wording of this claim. 1 student reads final claim to the class

Responses along the lines of:‘water level in the straw fell’,  ‘green level was lower in the straw then room temperature water’, ‘water sunk to the bottom of the straw’

One student labels big drawn model in front of the class with arrows from room temp line up to hot water line.

5 Making Sense of the Lesson

‘Think back to when I heated cold water to make tea and my cup was too full. Why did this happen?’

Now think back to when the wolf asked if hot and cold water take up the same amount of space. You recorded some initial predictions,  can think back and tell me which was correct and why?

If you chose another answer, think about how your thinking changed… could someone who initially chose one of the other statements  share with us how and why your thinking changed?

Please follow the instructions on the third task card to wrap up this experiment!

 

Student Instructions

Possible responses: Hot water expanded, Hot water molecules got bigger and took up more space, Hot water takes up more space.

Possible responses: Hot water takes up more space because hot water expands and cold water contracts.

Scan QR code on task card and fill out google slides page.