Movement of Molecules in Solids, Liquids, and Gases Sixth Grade

Transcription

1 Movement of Molecules in Solids, Liquids, and Gases Sixth Grade Beth Eiseman, 8 th gr. Science, Dolan Middle School, Stamford, CT Sandra Justin, Educational consultant Sheryl Marshalleck, 6 gr. Hall School, Bridgeport, CT Louise McMinn, 8 th gr. Science, Scofield Magnet Middle, Stamford, CT Rosalie Zonder, 6-8 gr. Science, Our Lady of Mercy, Madison, CT Energy in the Earth s Systems How do external and internal sources of energy affect the Earth s systems? Variations in the amount of the sun s energy hitting the Earth s surface affect daily and seasonal weather patterns. Local and regional weather are affected by the amount of solar energy these areas receive and by their proximity to a large body of water. C.7 Describe the effect of heating on the movement of molecules in solids, liquids and gases. C.8 Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water. C.9 Explain how the uneven heating of the Earth s surface causes winds. C INQ 8 C INQ 9 Draw conclusions and identify sources of error. Provide explanations to investigated problems or questions. C INQ 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. Preconcepts: Kindergarten: The sun is a source of heat and light that warms the land and water. Variation in the amount of sunlight that reaches the earth causes the weather. Temperatures are generally cooler during the night than during the day. Temperatures are generally warmer in spring, summer and fall than they are in the winter. Wind is moving air.

2 Second Grade: Solids tend to maintain their own shapes, while liquids tend to assume the shapes of their containers, and gases fill their containers fully. Third Grade: Heating and cooling cause changes in some of the properties of materials. Fourth Grade: 4.3 Water has a major role in shaping the Earth s surface Water is continuously moving between Earth s surface and the atmosphere in a process called the water cycle: Evaporation, condensation, precipitation and absorption. Energy from the sun drives the water cycle Sixth Grade: Conduction is the movement of heat through solids, movement by direct contact Convection is the movement of heat through fluids Radiation is heat transfer without a medium Heat makes molecules move faster. Temperature is a measure of the kinetic energy of molecules Solids and liquids cool at different rates Soil absorbs heat more quickly than water. Water absorbs heat at a slower rate than soil. Inquiry Questions: What is heat? What is cold? How does a liquid behave when it is heated? When it is cooled? How does a solid behave when it is heated? When it is cooled? What happens to the movement of molecules when they are heated? What happens to the movement of molecules when they are cooled? How is heat transferred from one material to another? What is the difference between heat and temperature?

3 Summative Assessment: A Hot School Teachers and students have been complaining that it is hot in some areas of the building and cold in other areas. The city building engineer will be coming to the building to investigate. He has asked for a report on the temperature differences in the building. The ideal temperature would be 21 o C. Using a map of the building, identify places where there would be differences in the amount of heat. Mark five places where the temperature would be the warmest. Mark five places where the temperature would be coldest. Discuss what is happening in the area to cause the change in temperature. Suggest ways to get a more even range of temperature. Extensions: Write a letter to the city engineer describing your findings and possible solutions. Prepare a power point presentation describing your findings and possible solutions to present to the Board of Education. Pre Assessment KWL: How do objects get warm?

4 Inquiry Starters: Three Stations Station 1 Three beakers with water of different temperatures Food coloring Thermometers Timers Observe what happens when you drop a few drops of food coloring in the water. Expected questions: Does hot and cold water act the same? Does the food coloring behave differently in the three liquids? Do other liquids behave the same way? Do other objects dropped in the water behave the same way? Station 2 Beakers with same volume of white sand, water, and air 3 Heat lamps 3 Thermometers Timers Observe what happens when you shine the lamp on the beakers for five minutes. Turn off the heat lamp for five minutes and observe what happens. Expected questions: Is the temperature the same in the sand, water and air? How does the type of substance affect the rate of heating/cooling? How does heat affect solids? liquids? gases?

5 Station 3 Thermometers, Clipboard with paper Choose at least 5 locations in the classroom (building, campus). Measure and record the temperature. Prepare I notice, I wonders. Expected questions: Does temperature vary from place to place within a room? What causes temperature to change within a room? How does heat move within a room? Thinking Tools Cellophane fish (can also be used as a pre-assessment) Place colored water in two small plastic snack bags. Squeeze the air out of the bags. Get large containers of hot and cold water. Place the small plastic bags in the large containers and punch two holes in the bag using a large skewer. Note what happens. Hand boiler Students will observe how they can boil a liquid with the heat from their hands Phase 2 Focused Investigation Day 2: Sort and post questions into three categories: o QFL Questions for later o Effect of temperature on movement o Effect of substance on heat gain or loss If needed, discuss investigable/non-investigable questions with class. Introduce materials: Beakers, trays, pie pans, thermometers, hot plate, heat lamps, timers, food coloring, liquids (water, salt water, dishwashing liquid), ice, graduated cylinders, scales/balance, sand, gravel, soil, salt (table, Kosher, rock, sea) Students will select their questions and form into groups. Students will write their plan and develop a data table. Formative Assessment: Collect and review student plans.

6 Day 3: Students get their plans back, revisions noted, and permission given to work. Students will gather materials and conduct their investigation. Day 4: Students should complete their investigations and write a summary based on their investigation. They should prepare share-outs for the next day. They may use materials from their investigation, and add graphs/tables/posters. Notebook reflection: List at least two statements that you learned about heat and matter. Give examples from your past experiences that relate to what you learned about heat. Thinking Tools (if needed): Give examples of experiences Walking on the beach and walking in the water on a hot day. Phase 3 Shared Understandings Day 5: Students will share their findings with the class. Students will note the variables and findings of each group s investigation in a chart or in notebook. Teacher will summarize findings and deliver a content blast. Assessments Day 6-7: Formative assessment: o Share out, Line of learning in science notebook Students will complete the summative assessment o Hot Schools listed above

7 Additional possibilities for assessment: Give students a scenario: You are working for a construction company interested in building energy efficient homes. Inside the home one method of storing the sun s heat energy is to put plastic columns of tubes that contain materials that will hold the sun s energy. Which of the materials that we worked with over the course of this unit would you choose to fill the columns? Explain why. Present students with results from a lab experiment involving the heating and cooling of white sand, water, and air. Ask students to draw conclusions based on these results. Have students place one water-filled bottle and one soil-filled bottle in the sun or other source of heat. Chart the change of temperature over 15 minutes. Then move the bottles indoors in the shade and record the change of temperature over 15 minutes. Record and explain the results.