How Do Living Things Change With the Seasons?
Summary
In this science lesson, students will utilize the inquiry model and compare how different kinds of fabrics keep objects warmer or colder. Upon completion students will infer and record in their science notebook which fabric would be good to wear in cold weather, and why. Students will develop a new testable question after gathering their data.
CollapseLearning Goals
This activity is designed for students to compare fabrics to help them understand that people and other living things need to adjust with seasonal changes in temperature. This activity will be demonstrated using the scientific process of predicting, observing, questioning, data collecting, analyzing, and drawing a conclusion.
The students will understand why things change with the seasons.
Vocabulary words to be reviewed: seasons, autumn, spring, winter, summer, compare, contrast.
The students will understand why things change with the seasons.
Vocabulary words to be reviewed: seasons, autumn, spring, winter, summer, compare, contrast.
Context for Use
This lab exercise is appropriate for grades 1-3. The time needed for this lesson is 40/50 minutes. Students will have previous knowledge on reading a thermometer and the basic understanding that winter brings cold weather and summer brings warmer temperatures. The activity can be adopted to any classroom or inside setting.
Description and Teaching Materials
Materials needed for every two to three students: 2 quart size zip- lock baggies, 2 cups, 2 thermometers, 2 ice cubes, 1 wool piece of fabric, 1 cotton piece of fabric. The lesson will be introduced with reading the story The Reasons for Seasons by Gail Gibbons. Following discussion of story, students will be introduced to the activity for the day. I would begin by having the students touch the fabric pieces. Then students will predict in their science notebook what fabric would keep their body warmer during the winter months. While I model, the students will be guided through the following steps: 1. Put an ice cube in each bag and push extra air out of the bags. 2. Wrap a piece of fabric around each bag. 3. Place a fabric wrapped bag in each cup. Slide a thermometer into each cup. Wait 15 minutes. (At this time, I would have students return to their science notebooks and illustrate their experiment) 4. Compare the temperatures on the thermometers. Students will then record observations and temperatures. Students will then be instructed to draw a "line of learning" and will be asked which fabric would they wear outside in cold weather and why? My closing activity will include bringing the students together again and formulate explorable testable questions relating to this experiment. This investigation was from the Houghton Mifflin Science, grade 2 on page D22.
Teaching Notes and Tips
Students may need help understanding that the temperature that show the higher (warmer) temperature indicates the fabric that keeps away the cold better. Support may be needed so that students understand that the ice represents the outdoor cold and the cup as their body. In the past I had the students hold a bag of ice and cloths on their own arm. I did not have them use thermometers and record the change in temperature.
Assessment
Students' understanding will be evaluated through group discussion and reviewing their "line of learning" section in their science notebook. The objective is for the students to choose to wear wool because the temperature on the outside of the cup was warmer, in essence keeping the warm air next to their body.
Standards
2.3.2.2.1 – Earth and Space Science: Scientific inquiry is a set of interrelated processing...
2.1.1.2.1; 2.1.2.2.2; 2.1.2.2.3– The Nature of Science and Engineering: Engineering design is the process of identifying problems and devising a product or solution.
2.1.1.2.1; 2.1.2.2.2; 2.1.2.2.3– The Nature of Science and Engineering: Engineering design is the process of identifying problems and devising a product or solution.