Investigating+Rates+of+Heating+and+Cooling+of+Soil+and+Water

Rebekah McAllister 8th Grade Science Duration: 4 Periods Grouping: Cooperative groups of 3-4 students
 * Investigating Rates of Heating and Cooling of Soil and Water**

In this inquiry, students will set-up an experiment to simulate the differential heating of the Earth’s surface using soil and water to determine which heats and/or cools faster. Students will create a graph of their data and present their findings to the class. The inquiry demonstrates how different surfaces on the Earth absorb and retain the sun’s energy (radiation).
 * || **Overview:**
 * Content Standards:**

Students will observe and record the rates equal volumes of soil and water heat and cool. Students will graph and analyze the heating and cooling rates of soil and water. Students will explain what happens to energy from the sun when it reaches the Earth. Students will read and interpret a data table and graph.
 * PS2 (****5-8) INQ+SAE+POC – 7** //Use data to draw conclusions about how heat can be transferred (convection, conduction, radiation).//
 * PS2 (****7-8) – 7** **Students demonstrate an understanding of heat energy by…**
 * 7b** explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods. || **Objectives:**

· Heterogeneous grouping of students for the assignments. · Discussion in order to assess students’ prior knowledge. · Explanation of terms relating to the lesson (radiation, absorbing, reflecting, heat transfer) and usage of graphic organizer. · Modeling the process of graphing using a Smartboard. //For each student:// 1 copy of Student Sheet 3.1a: Investigating Rates of Heating and Cooling 1 copy of Student Sheet 3.1b: Interpreting a Data Table - homework 1 copy of Reading: The Source of the Earth’s Heat – homework on Blog 1 copy of the Science/Math Integrated Project Rubric 1 copy of the Blogging Response Evaluation Rubric Smartboard and computer access
 * Accommodations: **
 * Materials:**

//For each group of four students:// · Lamp/150-W bulb · Stop watch · 2 digital thermometers · Cardboard strips · 2 250 mL beakers · Water, 250 mL · Soil, 250 mL

Procedure: // Prior Knowledge // – Students know how to read a thermometer, stop watch and levels in a beaker. //Focus Question:// Do you think sand or water will heat up faster under the heat lamp? //Warm - up:// After students have collected their materials, I will lead a class discussion based on the following questions: · Have you ever walked barefoot on the beach on a hot day? · What was the temperature of the sand like? · When you reached the water, how did it feel by comparison to the hot sand? · If you walked barefoot on the beach after dark, which felt warmer, the sand or the water? · Do you think all solid material heats up as fast as sand? For example, think of gravel, crushed stone, or different types of soil.


 * Day 1:** Students will brainstorm ways they might investigate how equal volumes of soil and water heat and cool. I will ask a few groups to share their ideas with the class. After going over the agreed upon procedure, students will complete questions one and two on Student Sheet 3.1a and proceed with the inquiry. Any questions the students have will be addressed prior to performing the lab.


 * Day 2: ** After completing the inquiry, groups will make a line graph: one for the soil data and one for water data (red line for heating and blue line for cooling.) After going over the process of labeling and making a scatter plot graph, I will model graphing using an example set of data on the Smartboard. After the students have graphed their data, they will draw a line down the graph to divide night and day. I will facilitate a group discussion during the analysis of the heating and cooling graphs. Students will identify when sunset occurred (turning off the light.) For homework, they will complete the article questions on their class blog, (Reading: The Source of the Earth’s Heat and Student Sheet 3.1b.)


 * Day 3: ** In the computer lab, students will complete the reflection questions and write a reflective paragraph using the Blogging Response Evaluation Rubric on what they learned during the lab as well as share any errors that might have occurred and post on the blog. After all comments have been posted, students will read the reflective paragraphs of their peers and participate in a class discussion that ensures all students are aware that different substances absorb and retain the sun’s energy at different rates which causes uneven heating of the surface of the Earth.


 * Day 4: ** Students will write a formal lab report using a graphic organizer graded according to the requirements of the Science/Math Integrated Project Rubric. Students will have the ability to submit the lab report early to check for errors prior to due date.

I will assess student learning based on student’s answers to class discussion questions, correct completion of the 3.1a Student Sheet, graphing of soil & water temperature differences, the appropriate answers to the reflection questions on the blog using the Response Rubric, the formal lab report and the homework assignment. ||  || Based on your data, what conclusion can you make about the heating and cooling of soil and water? Explain.
 * Assessment:**
 * Reflection Questions for Blog:**

Explain why concrete feels hot under your feet in early summer while water in the pool nearby feels cold. **Blogging Response Evaluation Rubric**
 * How do you think the temperature of the ocean compares with the temperature of the land nearby? Explain how the oceans absorb and hold heat. ||
 * Blogging Responses (Excellent = 2 Satisfactory = 1 Unsatisfactory = 0)**
 * Total Pts = ___/26__**
 * **Integration/synthesis of Concepts and Principles** || **Critical Thinking** || **Applications and Personal Examples** || **Writing standards** || **Timeliness** ||
 * **Responses demonstrate an integration of concepts and principals from classroom discussions and reflect an understanding of fundamental principles surrounding the uneven heating of the Earth.** || **Responses frequently demonstrate use of upper level thinking (analysis, synthesis, evaluation).** || **Responses share personal connections to the topic of uneven heating while integrating the heating article.** || **Responses are clear, concise and easy to understand. Ideas and responses are communicated clearly and coherently.** || **Responses are submitted on or before the due date.** ||
 * **Excellent**


 * Satisfactory**

**_** || **Excellent**
 * Unsatisfactory**
 * _**
 * TOTAL**
 * X3**
 * Satisfactory**
 * Unsatisfactory**

**TOTAL** || **Excellent**
 * X3**


 * Satisfactory**


 * Unsatisfactory**


 * TOTAL**
 * X3**
 * _** || **Excellent**


 * Satisfactory**

**TOTAL** || **Excellent**
 * Unsatisfactory**
 * X2**


 * Satisfactory**


 * Unsatisfactory**


 * TOTAL**
 * X2**
 * _** ||