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Lindsey Furgal

STEM Lesson
Rought Draft
11/11/12
Measuring Temperature Using Model Thermometers
Students will be introduced to an important new weather feature in this lesson; temperature. Students will
explore and design Fahrenheit thermometers to use as scientific tools for measuring temperature.
Purpose:
The purpose of this lesson is to allow the students to explore the weather feature of temperature, and allow
them to learn the importance of using the Fahrenheit thermometer as a scientific tool for measuring it, through
authentic, hands-on experiences. This lesson also promotes STEM (Science, Technology, Engineering and
Mathematics) by integrating the Engineering Design Process into the lesson by allowing the students to design
and construct their own individual model Fahrenheit thermometers.
Lesson Goal or Objectives:
Students will be able to design their own model thermometers, which will allow them to practice reading the
thermometer in Fahrenheit degrees, and relating the numbers on the scale to hotter or colder temperatures.
Students will be able to read many different temperatures on their model thermometers.
Students will be able to read and record the temperature shown on an illustration of a thermometer.
Students will be able to relate a specific temperature to appropriate activities and clothing, thus learning in an
authentic way.
Students will be able to observe, discuss, and record todays weather on the Weather Calendar.
Lesson Science Inquiry Question:
What affect does temperature have on our daily lives?
Lesson STEM Question:
How does the design of a Fahrenheit thermometer affect the accuracy of measuring temperature?
Target Group:
This activity is appropriate for students in first grade.
Estimated Time:
Teacher Prep: One hour to gather materials, design a model thermometer using materials and according
to the instruction sheet, prepare student thermometer backings with hole punch, make copies of handouts
for individual students (Student Instructions for Making a Model Thermometer, and Record Sheet: What is
Temperature?)
Student: Approximately 3 hours (3 class periods)
Engage and Explore: Introductory Design Challenge: Exploring with mini thermometers 1 hour, 20 mins
Engage 15 minutes
Building/Design Challenge 40 minutes
Demonstration and Reflection 15 minutes
Science Discussion 10 minutes
Explain: 1 hour
Elaborate: Temperature Around the Globes Activity- 45 minutes to an hour
Research and Recording Evidence 40 minutes
Sharing and Reflection 10 minutes
Science Discussion 10 minutes
Evaluate: 2 hours (depends on student work)
Background Information:
Students will understand that temperature is measured using a scientific instrument called a
thermometer. Thermometers are commonly made from glass bulbs connected to a tube of glass with a
numbered scale written on the outside. Inside the glass tube is a liquid like mercury or colored liquid that
rises and falls in the tube as the temperature around it warms or cools. When the temperature rises, the
liquid in the glass tube warms up and molecules expand, which in turn takes up more space in the tube.
Most thermometers have two temperature scales: Fahrenheit and Celsius, which are both divided in two-
degree increments. When you read the temperature on a thermometer, it should be vertical and your eyes
should be level with the top of the liquid in the glass tube.
Vocabulary and Concepts
Accuracy: the correctness or truthfulness of something; the ability to be precise and avoid errors
Celsius: using or measured on an international metric temperature scale on which water freezes at 0C and
boils at 100C under normal atmospheric conditions. (Generally not used in scientific contexts apart from
meteorology)
Cold: at or with a low, relatively low, uncomfortably low, or unusually low temperature
Degree: the relative extent, amount, intensity, or level of something, especially when compared with other
things
Expand: to become or cause something to become larger in size, scope, or extent, or greater in number or
amount
Fahrenheit: using or measured on a temperature scale on which water freezes at 32F and boils at 212F
under normal atmospheric conditions.
Increment: an addition to or increase in the amount or size of something, especially one of a series of
small, often regular or planned increases
Instrument: a tool or mechanical device, especially one used for precision work in science, medicine, or
technology; a device that measures or controls something.
Level: flat and horizontal, with an even surface or top
Measure: the size (or temperature) or extent of something, especially in comparison with a known standard
Mercury: a poisonous heavy silver-white metallic chemical element that is liquid at room temperature. It is
obtained chiefly from the mineral cinnabar and is used in thermometers, barometers, pharmaceuticals, dental
fillings, and lamps. Symbol Hg; mercury in a weather thermometer or barometer, or the air temperature or
pressure it indicates
Model: a copy of an object, especially one made on a smaller scale than the original (often used before a
noun)
Molecules: the smallest physical unit of a substance that can exist independently, consisting of one or more
atoms held together by chemical forces
Record: an account of something, preserved in a lasting form, for example, in writing
Temperature: the degree of heat as an inherent quality of objects expressed as hotness or coldness relative
to something else.
Thermometer: an instrument for measuring temperature, for example, an instrument with a graduated glass
tube and a bulb containing mercury or alcohol that rises in the tube when the temperature increases
Vertical: at a right angle to the horizon; extending or standing in an upright position, or running straight up
or down something such as a piece of paper
Encarta World English Dictionary 1999 Microsoft Corporation.
How to Read a Thermometer. Retrieved October 11, 2012. http://www.reachoutmichigan.org/
funexperiments/agesubject/lessons/caps/thermometer.html
Discipline-based Michigan Science Content Expectations
Inquiry Process:
S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain
gauges, balances, non-standard objects for measurement) that aid observation and data
collection.
S.IP.01.15 Make accurate measurements with appropriate (non-standard) units for the measurement
tool.
Inquiry Analysis and Communication:
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.13 Communicate and present findings of observations
S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make
observations, conduct simple investigations, and watch a video).
Reflection and Social Implications:
S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits and
activities.
Content Expectation:
E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind.
Materials Needed:
Engage:
-Mini Thermometers (1 for each individual child)
-Large Model Thermometer
-5 Medium sized Beakers of Ice Water (1 for every small group of children)
-5 Medium sized Beakers of Room Temperature Water (1 for every small group of children)
-5 Medium sized Beakers of Warm Water (1 for every small group of children)
-Measuring Temperature With Thermometers worksheet (1 for each individual child)
Explore:
For group:
A wide-variety of classroom art materials will be provided for students to have access to while
constructing their models.
Explain:
For each student:
1 copy of Student Instructions for Making a Model Thermometer
1 copy of Record Sheet: What Is the Temperature?
1 backing for small model thermometer
1 white shoelace, 24 in long (with half painted red)
1 red crayon
1 pencil
On Board:
Display of different temperatures
Elaborate:
-Books and teacher-made informational packets (with climate/temperature information provided) for
different places around the world -that they can use for research purposes.
-If enough supervision and assistance is available, students can use computer lab to do their own
research.
For each student:
1 copy of Temperatures Around the World worksheet
References:
Encarta World English Dictionary 1999 Microsoft Corporation.
How to Read a Thermometer. Retrieved October 11, 2012. http://www.reachoutmichigan.org/
funexperiments/agesubject/lessons/caps/thermometer.html
Michigan Department of Education (MDE) (2004). Grade level content expectations. East Lansing, MI:
Author.
Safety Considerations:
Be aware of the danger of broken glass! Handle thermometers (and all other dangerous materials- i.e. scissors)
with care.
STEM LESSON
Engage and Pre-assessment:
Distribute individual thermometers to each individual child. Allow students time to explore with their
thermometers and take the reading of the classroom temperature. Walk around and observe student exploration
and class discussion that is taking place. Pre-Assessment through observation should be noted throughout
the introduction to this lesson. The teacher should observe the students prior knowledge of temperature and
reading thermometers at this time. After the children have had a few minutes to get familiar with their mini
thermometers, the teacher will then hand out the Measuring Temperature With Thermometers worksheet to
each individual student. The teacher will also give each group of students 1 medium sized beaker of ice water,
1 medium sized beaker of room temperature water, and 1 medium sized beaker of warm water. Next the teacher
will explain to the children that each student is responsible for finding their own answers to the questions on
the worksheet, and that they should try their best to complete each of the three questions provided. Explain the
directions to the students; to measure the temperature of each beaker of water, document the temperature (in
Fahrenheit) in the space provided, and color the thermometer at the correct temperature line. The teacher should
again walk around and observe the children working. He/She should be sure to take notes at this time, in order
to guide the rest of their instruction during this lesson. When finished, the students will turn in their individual
worksheets to the teacher, to be used as another form of individualized pre-assessment for the lesson. Students
will be graded merely on a participation basis for the pre-assessment portion of this lesson. Worksheets will not
be evaluated, but rather used as an aid for further instruction of this concept.
Questions to be asked during student exploration: What is the temperature of our classroom? What might
happen if you were to turn up the heat in the classroom? How might the temperature change? Would the liquid
in the temperature move up or down? What about if we turned on the air conditioning? Or went outside to
measure the temperature (on a cold day)? How would the measurement change then?
Collect the thermometers and meet on the carpet for a whole class discussion (hang the large model
thermometer on the board, where all students will be able to view it).
1. Ask the students: How can we tell what the temperature is? Share ideas, such as: we can feel the
temperature or see our bodies react to temperature, like when we sweat or shiver. Or we can see
evidence of the temperature by observing: a pond or pool of water freezing and thawing, and melting
icicles when cold days become warmer. Lead discussion to the point of realizing that we cannot tell the
temperature accurately just by feeling it or observing our surroundings. We depend upon an instrument
called a thermometer for accurate readings.
2. Ask the students: What is a thermometer? Have students come up with their own explanation, and
then help students define what the instrument is made of: a glass bulb connected to a long and thin glass
tube; glass tube has numbers written on it; inside bulb and in tube is a liquid (either mercury or a colored
alcohol). Share with the students what the two commonly used scales are on a thermometerFahrenheit
and Celsius. Using the model thermometer on the board, point out what side the Fahrenheit and Celsius
degrees are on.
3. Ask students: How do you read a thermometer? Lead discussion and ideas to the following points:
Your eyes should be level with the top of the liquid in the tube to read it accurately. (You can
have them test thisseeing that the reading is not the same when you look down or up onto the
degree lines on the tube.)
Handling the thermometer can affect its reading, as heat transfers from your hands (if warmer) or
to the (if cooler)
Beginning the lesson this way will allow the teacher to engage the students in a fun, explorative way that will
get the children thinking about the importance of measuring temperature in the real world, as well as allow the
teacher to get an idea of the classs prior knowledge and understanding of temperature and whether or not they
can properly use thermometers as a scientific tool for measuring temperature. By obtaining this information the
teacher will have a better idea of how to teach this unit and where exactly to begin. If the majority of the class
does not understand the concept, previous content may have to be revisited for better understanding.
Explore:
Challenge: Present students with the challenge: Design your own model thermometers that we can use to
represent different temperatures on. Students can work alone or with partners. (A wide-variety of classroom
art materials will be provided for students to have access to while constructing their models).
Constraints:
You must be able to clearly represent a wide-range of specific temperatures (0 degrees-120 degrees) in both
Fahrenheit and Celsius on your model thermometer.
Build it:
Allow students time to build their model. Discuss what makes a successful model.
Student demonstration and reflection:
Have students work with partners, (by setting their thermometer at certain degree marks and asking their
partners if they can accurately read the measurement that is meant to be represented) to determine if their
model thermometers are accurate tools for representing specific temperature measures. While working with
partners, have students explain their design strategy and challenges that they experienced with the various
approaches that they took. Explain that students will not be making modifications to their designs at this
time. The teacher may ask for a few demonstrations of successful designs. A clarifying discussion follows.
Explain:
1. Science Discussion: Meet on the carpet for another whole-group class discussion. Ask students to share
what they learned about thermometers during their model design process. Show students an example
of my model thermometer (same one that they will be constructing next) and explain why the model is
effective in reading different temperatures. -Show that the shoestring can easily be moved up and down,
in order to accurately represent different measures of temperature. Explain to the students that they will
be following the Student Instructions for Making a Model Thermometer sheet in order to construct
their own individual shoestring thermometer models.
2. Send children back to their seats and distribute the instruction sheet and materials students will need for
this activity (thermometer backings-pre hole-punched, shoelaces, red crayons, pencils), and allow time
for them to assemble their new model thermometers. -Make sure students thread shoestring with the red
section in the lower half of the thermometer backing. You may need to help students tie the knots at each
end of the shoestring.
3. After the model thermometers are assembled, provide time for students to practice setting them at
certain temperatures. Write several different temperatures on the board that are representative of
different real-world objects or places, and have children set their model temperatures to those provided
on the board. Demonstrate a couple of the temperatures using the large model thermometer at the front
of the classroom. During this time, walk around the classroom and observe the students while they are
using their model thermometers. Ask individual students to represent specific temperatures on their
thermometers for you. -Keep note of, (on a clipboard or notepad) each individual students understanding
of accurate temperature reading and proper use of thermometers. Depending on students progress,
you may want to focus first on temperatures that are in increments of 10 degrees before moving on to
increments of 2 degrees.
4. After you have asked students to set their model thermometers at various temperatures, have individual
students select different temperatures for the rest of the class to set. Make sure that students are clear on
which degrees represent colder temperatures, and which degrees represent warmer temperatures.
5. Distribute to each student a red crayon and one copy of the Record Sheet: What Is The Temperature?
worksheet. Direct their attention to the dark mark on the thermometer scale at 30 degrees Fahrenheit.
Have students color the thermometer tube from the bottom of the bulb all the way to the dark mark at the
30 degree Fahrenheit line with their red crayons.
6. Ask each student to write responses to the two questions on their Record Sheet worksheets. Remind
them that F symbolizes Fahrenheit. Ask students to draw a picture in the space below the second
question on the record sheet; the picture should show what the child would wear (for example, mittens
and a hat) or an activity that he or she would do (perhaps build a snowman) if the temperature was what
the thermometer on the record sheet shows.
7. Have children turn in both their model thermometers and Record worksheets to teacher for grading.
Elaborate:
Ask students to think about different places in the world that have warmer or colder temperatures. Give them
some examples of such: Alaska has colder temperatures, and Florida has warmer temperatures. The temperature
inside of a freezer is cooler than the temperature inside of the oven. The desert has a hotter temperature than the
North Pole.
1. Have students take some time to research warmer and cooler temperatures found at different places
around the world. (Teacher should provide books and self-made informational packets that could be found
when searching the Internet). If possible, students could take a trip to the computer lab or library to do
further researching on this topic. Students would need to be properly supervised if using the Internet for
researching purposes.
2. Students should decide on two specific places, (one with a warmer climate and one with a colder climate)
that they will collect temperature information on, and record into their Temperatures Around the World
chart. Once they have decided on two places, and recorded their temperature information on to their
chart, they will then visually represent each places temperature by coloring in the thermometer on their
Temperatures Around the World worksheet.
3. Student sharing and reflection: When students are finished with this research assignment, they will have
the opportunity to share their findings with their classmates. After using the worksheets for assessment, the
teacher can then display the students work up around the classroom. Teacher should ask the students the
following questions to elicit student thinking:
-What places did you find that had warmer/cooler temperatures? How did you display the temperature
of that place on your worksheet? What did your thermometer look like? What degree in Fahrenheit did
your temperature represent? Did the warmer and cooler places have different readings on the
thermometers? How were they different? What did the thermometer look like for places with higher/
lower temperatures?
Evaluate:
The teacher will monitor student engagement, participation and understanding during the Thermometer activity
by using observation and note taking (with a checklist) as a formative assessment throughout this lesson.
Students will also be assessed through teacher evaluation of the Record Sheet: What is Temperature?
worksheet, the Temperatures Around the World worksheet, and their individual model thermometers that
they designed at the beginning of the lesson. The students will be evaluated according to the following rubric:
Measuring Temperature Using Model Thermometers: Unit Rubric
Excellent! + Good Job Try Harder -
Participation and
Effort
Student frequently
participated during
activities and class
discussions; often asking
thought provoking
questions. Student
showed a great amount
of effort and leadership
during individual/group
investigation.
Student moderately
participated during
activities and class
discussions. Has the
answer when called
upon. Appeared
interested and willing
to help during
individual/ group
investigation.
Student rarely
participates in class
discussion and seems
uninterested during
class activities and
individual/partner
work. Appears
apathetic towards class
activities.
Completion of
Evaporation
Assignment
Student completed both
worksheets on time and
with excellent effort put
forth.
Completed worksheets
showed critical thinking
and a clear understanding
of how to measure
temperature-using
thermometers as tools.
Student completed
the majority of the
worksheets on time
and with a fair amount
of effort put forth.
Worksheets show a
general understanding
of how to measure
temperature-using
thermometers as tools.
Student did not
complete worksheets.
Minimal effort was put
forth during this lesson.
Worksheets show little
to no thought or effort
put forth. Student is
going through the
motions but lacks
understanding of how
to measure temperature
-using thermometers as
tools.
Knowledge and
Understanding of Unit
Student displays a deep
overall understanding of
the content being taught.
Student displays a
general understanding
of the content being
taught, but further
instruction would be
beneficial.
Student does
not display an
understanding of
the content being
taught. Teacher should
consider re-teaching
content completely.
Name: ___________________
Temperatures Around the World
Place #1
Place #2
What is the name of the place?

___________________________
What is the temperature there? (In
Fahrenheit):
_______ F
Color the thermometer to show the
temperature of the place:
What is the name of the place?

___________________________
What is the temperature there? (In
Fahrenheit):
_______ F
Color the thermometer to show the
temperature of the place:
Name: ___________________
Measuring Temperature
With Thermometers
Using your thermometer, measure each beaker of water to find the different
temperatures (in Fahrenheit). Write the number of degrees (in F) for each
beaker and then mark the temperature on the thermometers at the correct
line of temperature (F).
1.
Ice Water Beaker:
________F
2.
Room Temperature Water Beaker:
________F
3.
Warm Water Beaker:
________F

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