Name: Whitney Powell & Taylor Mach

Date: September 19, 2013 5-E Lesson Plan

Title: Helping Ice Cream stay Icy! Purpose: Students will investigate the flow of heat and the rate of temperature change depending on level of insulation. Students will demonstrate their understanding of heat transfer and temperature change by designing an ice cream transporter. Virginia SOLs: PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b) temperature are accurately measured h) data tables for descriptive statistics showing specific measures of central tendency, the range of the data set and the number of repeated trails are constructed and interpreted PS.7 The student will investigate and understand temperature scales, heat, and thermal energy transfer. Key concepts include a) Celsius and Kelvin temperature scales and absolute zero; b) phase change, freezing point, melting point, boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of thermal energy transfer. Materials and Resources: Ice * duct tape plastic wrap * thermometers bubble wrap * Scotch tape Socks * graduated cylinders aluminum foil masking tape test tubes Toothpicks * cardboard * envelope

* denotes things typically not stored in the classroom. Procedure Engage: YouTube video Man Jumps Into Frozen Pool (Play Silently!) http://www.youtube.com/watch?v=6TLmJhXhUEg To flip this around - how could these guys have insulated the pool? (Thus, keeping the water from freezing?) Explore: Time: 10 minutes

Time: 3 minutes

Have students break up into groups of four students. Each group will receive two types of materials. Students will wrap 2 tests tubes with each material given. (I.e. Group One aluminum foil and masking tape, group two socks and scotch tape, group three- bubble wrap and duct tape, etc.) Supplement other insulators as needed for the size of your classroom. Students should make predictions out loud with the rest of the class to determine which material they believe will maintain temperature best. After 5 minutes, students will check the temperature of the water to see which material kept the water coldest. Students should record observations into the provided data sheet and answer questions in the Explore section of the activity sheet. Explain: Time: 7 minutes

Students will come back together as a class and discuss their findings. Each group will choose one member to come to the front of the classroom to share their groups results with the rest of the classroom. In addition, this student should share why their group believed a certain material was a good/bad insulator. Students should record other groups results in the prepared chart on their activity sheet. Elaborate: Time: 20 minutes

Scenario Convenience stores all over Blacksburg are delivering ice daily. However, lately the ice received is just water in a bag! Store owners are getting angry. Its your job to create a solution! Blacksburg Ice needs your help creating a container that will keep the ice cold during the trip from the plant to the stores! At this point students will break back into their groups. The teacher will explain that students will have ten minutes to create a design to keep an ice cube frozen. Students will have ample materials to create a structure and should keep in mind the concepts of heat transfer and the data found earlier in the class. After creating the structure, students will place their ice cube within their structure and wait. The class will come back together and after 5 minutes, the teacher(s) will evaluate which groups ice cube has melted the least. Evaluate: Time: 10 minutes

Students will come back as a group and discuss which designs worked the best, worst, and those in the middle. After this, students will have one minute to jot down any corrections they would make to their design to make it better.

Rubric: Students will be expected to complete this lesson as a group but will be individually graded. 2 points Exploration Student actively participated in wrapping test tubes and supplied answers for activity sheet Student provided well thought out ideas/beliefs and put effort into constructing answers Student helped design and construct the structure for the ice cube Student was involved in discussion and created a new idea to improve the first structure 1 point Student filled out activity sheet but did not participate in group discussion Student wrote down information but was not actively engaged in discussion Student either helped design or construct but not both Student was involved in discussion but did not create a new plan 0 points Student did not fill out activity sheet and was not engaged Student did not write down information and was withdrawn from discussion. Student was not involved in construction or design of the structure Student was not involved in discussion and did not create a new plan

Explain

Elaborate

Evaluate

Keeping Ice Cream Icy! Activity Sheet Purpose: Students will investigate the flow of heat and the rate of temperature change depending on level of insulation. Engage Short Video Clip Explore Heat Transfer: Materials: ice electrical tape plastic wrap thermometers bubble wrap Scotch tape socks graduated cylinders aluminum foil masking tape test tubes toothpicks cardboard envelope

Procedure: 1. Wrap four test tubes with your groups insulating materials, two of each material. 2. Add 20 mL of cold water to each test tube. 3. Place a thermometer in each test tube and record the initial temperature. 4. After 5 minutes record the final temperature of the water. 5. Record the final temperatures for each tube and calculate the average temperature change for each material.

Material

Initial Temperature (Ti)

Final Temperature (Tf)

T (Tf - Ti)

Average

Which material insulated (delayed temperature change) the water better?

What about this material improved its ability to insulate?

Explain Data Sharing 6. Present your findings to your classmates and learn about their materials. Pay close attention and record their findings in your table, you may want to use their materials in your design project. Which material do you think is the best?

Why is it the best?

Elaborate Convenience stores all over Blacksburg are delivering ice daily. However, lately the ice received is just water in a bag! Storeowners are getting angry. Its your job to create a solution! Blacksburg Ice needs your help creating a container that will keep the ice cold during the trip from the plant to the stores!

Container Design Your task is to design a container that will prevent an ice cube from melting for as long as possible. Your goal is to be the group whose ice cube lasts the longest. You have 5 minutes to decide on materials and build your container. Which material(s) are you going to use to protect your ice cube?

Does your design change because were insulating ice instead of water?

Why does it change (or stay the same)? What is similar or different about water and ice?

What is heat transfer? Is it taking place in your cooler?

7. Build a container to prevent an ice cube from melting. 8. Bring your container to the front of the room. What scenarios would change the materials you would choose to use? (Weather, Transport)

Answer the following questions after all ice cubes have melted. What problems did your container encounter?

How would you modify your design in light of the results of the competition.

Evaluate Answer the following questions and be prepared to share with the class. What design elements were most popular?

Which designs worked the best?

What other materials would you like to test for their insulative properties?

** This activity sheet will be graded individually. You will be expected to work cooperatively as a group but it your responsibility to answer the questions individually and completely! 2 points Exploration Student actively participated in wrapping test tubes and supplied answers for activity sheet Student provided well thought out ideas/beliefs and put effort into constructing answers Student helped design and construct the structure for the ice cube Student was involved in discussion and created a new idea to improve the first structure 1 point Student filled out activity sheet but did not participate in group discussion Student wrote down information but was not actively engaged in discussion Student either helped design or construct but not both Student was involved in discussion but did not create a new plan 0 points Student did not fill out activity sheet and was not engaged Student did not write down information and was withdrawn from discussion. Student was not involved in construction or design of the structure Student was not involved in discussion and did not create a new plan

Explain

Elaborate

Evaluate

Engineering LP Reflection For this lesson plan, I worked with a fellow classmate to create and teach the lesson plan. Initially, I came up with, what I believed was, a great idea. However, I quickly realized that it was not engineering based, but with the help of my partner, Taylor, and instructors we quickly devise a better lesson plan focused on heat transfer. The lesson plan addressed SOL P.S. 7, which concentrates on temperature, heat, and thermal energy transfer including phase changes, freezing point, conduction, convection, and applications of thermal energy transfer. After constructing our main goal it was easy to brainstorm the lesson plan. It was nice working with a partner so we could bounce ideas off one another, and build on each other. However, working together to teach the lesson was a totally different experience. Working with another teacher is difficult. It must take lots of effort, practice, and experience working with a collaborative teacher. Luckily, our professors recorded us teaching the lesson and we could attempt to watch later. The first time I watched the video, I honestly cringed the entire time thinking everything I did was awful including my voice and facial expressions. Thus, the next time I watched I only listened to the video. I realized that Im extremely uncomfortable with silence, and I jump in before allowing students to even think about the question. However, during the activity Taylor and I were both excellent at talking to every student and asking open-ended questions rather than simple yes/no questions. At the end, all students had great comments and only a few suggestions for improvement. When I reteach this lesson, I plan to have students pick their own insulators rather than restricting them to those brought into the classroom. This was a great experience to learn how to incorporate engineering in the science classroom and showing how difficult it can be to collaboratively teach. This lesson plan met INTASC 5 and NSTA 2B. Throughout the lesson plan, students were expected to collect and interpret data to understand the concept of heat transfer. In addition, I addressed an engineering perspective to engage my students by allowing them to create their own solution to solve a real-world problem.