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I'm Hot and You're Not! Resource ID#: 130020 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org The students will investigate the effects of solar radiation on air, land, and oceans. Subject(s): Science Grade Level(s): 6 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Microsoft Office Instructional Time: 1 Hour(s) 30 Minute(s) Keywords: heat, temperature, weather, convection, air pressure Instructional Component Type(s): Lesson Plan, Worksheet, Problem-Solving Task, Presentation/Slideshow, Formative Assessment, Student Center Activity, Learning Goal Resource Collection: FCR-STEMLearn Earth Systems ATTACHMENTS POEWorksheet.docx MiniLabWhichHeatsUpFaster.docx MiniLabWhichHeatsUpFasterQuestionsandKey.docx SeaBreezeWorksheetandKey.docx LESSON CONTENT Lesson Plan Template: General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Students will describe how weather is related to the heating of the air above water and land. Prior Knowledge: What prior knowledge should students have for this lesson? Students should know: o o o o the parts of the water cycle. how climate is related to location. that weather is determined by barometric pressure, air temperature, humidity, and wind speed. the climate of a region is related to its proximity to bodies of water. Guiding Questions: What are the guiding questions for this lesson? How does the sun's energy influence weather? How do winds form over coastal areas? How does heating the land, ocean, and air affect local weather? Teaching Phase: How will the teacher present the concept or skill to students? Assessing Prior Knowledge: Download the Big Idea 7 PowerPoint from the University of South Florida PROPEL program. Use slides 79 to review the water cycle and explain the interaction between land, air and water. Ask the students the following formative assessment questions: o o o o "What drives the water cycle?" Expected responses: The sun "What do you think happens when solar energy heats the land?" Expected responses: The land gets hot. "Which one do you think will heat up faster, the water or the soil? Why?" At this point, students may not know the answer to that question. "What happens to heat when the water and the land cools down?" Expected responses: It disappeared, it goes into the air. Answers will vary. Convection of Air Demonstration: Students will observe a hot air balloon demonstration and use a POE (Predict, Observe, Explain) strategy to record their hypothesis, observations, and explanation about what happens when air is warmed and cooled. o o o o o o Before class, use the directions from WikiHow to make a hot air balloon. This balloon will be used for the demonstration. Distribute the attached POE worksheet or have students draw the POE format on a sheet of paper or in a science notebook. Show the students the hot air balloon and tell students that you are going to light the candles. Ask them to Predict what they think will happen. Next, light the candles and allow the balloon to rise. After it rises a few feet, blow out the candle and allow the balloon to sink. Instruct students to document their Observations and Explain what happened in the related sections. Note: At this point students may not know the word convection. Review student answers as a class or have them share with a peer prior to sharing with the class. Post-Lab Questions: Ask students the following questions: o o "What happens when you're walking on the beach on a sunny day?" Sample answers: the sand is hot, it burns etc. "What happens when you get in the ocean water?" The water is cold. Say, "From the balloon demonstration, you learned that warm air rises and cool air sinks. Going back to the previous questions, where would the air be rising, over the water or over the sand?" Expected response: Over the sand, because is it hot. The air is heated by the sand and then rises. Guided Practice: What activities or exercises will the students complete with teacher guidance? Students will be grouped. The Scholastic article "15 Quick and Creative Ways to Group and Partner Students" has a myriad of effective grouping methods that can be used to do this. Stations should be prepared with the following materials and equipment. o o o o o o Reflector lamp with 100 watt bulb 2 x 250 mL beakers 150 mL soil 150 mL water Thermometer Paper towels Teacher Directions: 7. 8. Provide the What Heats Up Faster Mini Lab sheet as well as the Post-Lab Questions to students. Review the lab procedure with them, modeling each step. Ensure each group has all the materials required and understands safety guidelines for the use of glassware and thermometers. Students should adhere to the following safety rules: If glassware or thermometer is broken, stop where you are. Report the breakage to your facilitator. Do not move until your facilitator says it is safe to do so. If anyone is cut, report it immediately. Your teacher will collect the broken glass, not you. More cuts occur after this type of accident than during it. Do not bend or slam thermometers. Students must wear goggles at all times No running and playing in the lab. Students Directions: 9. Place 150 mL of soil in one beaker and 150 mL of water in the other beaker. 10. Place a thermometer in each beaker and record the starting temperature. 11. Position the lamp 10 cm from both beakers. Make certain that both beakers are at an equal distance from the lamp and that both receive an equal amount of light. 12. Turn on the lamp and record temperatures every minute for 10 minutes. 13. Turn off the lamp and record the temperature every minute for 10 minutes. 14. Answer the post lab questions. (The soil will heat up faster and also cool off faster. The water will warm up more slowly, but will then also cool off more slowly.) 15. Answer the Post Lab Questions. Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? Provide each student with a copy of the Sea Breezes Worksheet in black and white (first page of the attachment). Students will need colored pencils or crayons; be sure that red and blue are included. Give students about 5 minutes to color the illustration. When time is up, use an LCD projector or doc cam to display the Sea Breezes Worksheet in color (second page of the document). Lead a class discussion about how the illustration models a convection current. Direct students to label the illustration and then write a detailed description of what is happening. You might choose to give your students the following word list: o o o o o o o o heat warmer cooler rises sinks breeze toward Solar energy (Sun) An expected description may be: Solar energy heats up land faster than water. As land is heated, the air above it is also heated and rises. This creates a decrease in air pressure at the surface. The ocean is cooler than the land, since it heats up slower. Therefore, the air over the ocean sinks, due to it being cooler than the air over land. This creates and area of high pressure over the ocean. Air moves from areas of high pressure to areas of low pressure. Therefore, the breeze will blow from the ocean towards the land (beach). If students are not familiar with the causes of increased and decreased air pressure, an expected response would be: Solar energy heats up the land faster than water. As land is heated, the air above it is also heated and rises. The ocean is cooler than the land, since it heats up slower. Therefore, the air over the ocean sinks due to it being cooler than the air over land. This creates a convection current where the sinking, cooler air will move into the space made available by the rising warmer air. Therefore, the breeze will blow from the ocean towards the land (beach). Closure: How will the teacher assist students in organizing the knowledge gained in the lesson? Lead the class in a a follow-up group discussion. Ask, "If I told you that the land also cools down faster than water, what can you infer about land and sea breezes at night?" Expected answer: The process will reverse because the ocean will be warmer than the land. Now the air rises over the ocean and sinks over the land. A convection current will form spinning in the opposite direction. The air movement will change to a land breeze moving towards the ocean. Summative Assessment A student-labeled copy of the Land and Sea Breeze Illustration worksheet indicates if the students understand how heating affects the movement of air over land and ocean. The labeled illustration will be used by students to guide them in writing a description of what is happening. A work list will also be provided to assist students as to the requirements for writing the description. For more information, see the Independent Practice section. Formative Assessment During lesson introduction, the teacher will assess the students' prior knowledge by asking the following questions: o o o o "What drives the water cycle?" Expected responses: The sun "What do you think happens when solar energy heats the land?" Expected responses: The land gets hot "Which one do you think will heat up faster, the water or the soil? Why?" Answers will vary "What happens to heat when the water and the land cools down?" Expected responses: "It disappeared, it goes into the air." Answers will vary. The teacher walks the room during the lab and monitors the data collection and documentation while the students are working in groups. The teacher will also survey students' understanding of the safety rules and consequences of safety violations. Successful and accurate completion of the post-lab questions indicates that students understand the mini lab. A key is provided on the second page of the attached document. Feedback to Students Students will receive summative feedback following the teacher's assessment of the analysis, or even extension portion, of the lab. Example feedback will include: o o "You guys are doing a great job following the safety procedures." "This group is working collaboratively very well." The teacher should also provide written feedback on the lab sheets. Examples of written feedback may include: "I like that you supported your answers." ACCOMMODATIONS & RECOMMENDATIONS Accommodations: o o o o o combination of written, verbal, and pictorial instructions with scaffolding repeated demonstration of procedure and support practice preferential seating to avoid distractions and minimize extraneous stimuli extra time for set up and completion of lab work Address safety procedures for students with a variety of sensory and mobility abilities, including the provision of visual lab warning signals. For ESOL: o o o Utilize outlines and charts during class presentation. Model instructions for experiments to introduce and explain new vocabulary. Explain all safety procedures clearly. Extensions: Students will receive the following writing prompt to complete for homework: Your class is going to the beach tomorrow. Write a weather forecast for tonight and tomorrow (you can listen to or research weather statistics online) and talk about the temperature, wind, and precipitation. Do you think your classmates will be happy with this forecast? Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Microsoft Office Special Materials Needed: See Teaching Phase demo, Guided Practice lab Further Recommendations: Here are a few suggestions for managing the lab. Do advise students to: 1. 2. 3. 4. Conduct themselves in a responsible manner at all times. Frivolous activities, mischievous behavior, throwing items, and conducting pranks are prohibited. Lab and safety information and procedures must be read ahead of time. All verbal and written instructions shall be followed in carrying out the activity or investigation. Eating, drinking, gum chewing, applying cosmetics, manipulating contact lenses, and other unsafe activities are not permitted in the laboratory. Working in the laboratory without the instructor present is prohibited. Unauthorized activities or investigations are prohibited. Unsupervised work is not permitted. SOURCE AND ACCESS INFORMATION Contributed by: Milly Pierre Name of Author/Source: Milly Pierre District/Organization of Contributor(s): Miami-Dade License: CPALMS License - no distribution - non commercial Related Standards Name SC.6.E.7.5: Description Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Remarks/Examples: Florida Standards Connections: MAFS.K12.MP.7: Look for and make use of structure.