data | hook | main | background & resources | student Tina King, West Elementary School, 9315 Lebanon Road, Mt. Juliet, TN 37122 Bob King, White House High School, 508 Tyree Springs Road, White House, TN 37188
1. The students will apply math concepts (circumference, diameter, and linear measurements) by taking
2. The students will do an
3. Each group will come up their own ice investigation. (optional, but recommended)
A. Each pair of students will receive an
1. Measure and record the
2. Measure and record the
3. Review the term,
4. The students will also take the circumference for the top and the bottom of the cup.
5. Review the term,
B.
Two 3-oz. ice filled Dixie cups– fill one halfway with water, and the other to the top. Then freeze overnight in the cafeteria freezer, or two nights in home freezer. The paper cups will come off easily if the students warm it in their hands for a few seconds.
Two empty Dixie cups
Black marker and strings (~ 21 cm long) or paper strips (1-cm wide/ ~ 21 cm long: It is easiest to draw 1-cm width lines down an 8 x 11 paper/ laminate, then cut into strips). A seventh grade student wisely suggested laminating the paper strips to keep them from tearing when measuring the wet ice. If the students use non-permanent markers, the strips may be used again. The paper or strings wrap easily around the ice, then may be measured against the centimeter ruler.
2 centimeter rulers (Each pair of students will need a centimeter ruler).
Plastic shoebox-size container
A two-liter bottle of water
Three worksheets
Absorbent pad or towel to put under the water-filled shoebox container
Paper towels (It helps to have one roll of paper towels with each group).
Give each pair of students frozen ice: one pair will get "A" (half-filled), and the other pair will get a "B" (full) 3-oz Dixie cup with frozen ice. The students will remove the paper cup after warming in their hands for five seconds. The students will record the measurements of their ice in the top section of the worksheet. The students will measure and record the height. Review and demonstrate if needed. Then have the students measure the diameter by measuring the flat surface across the top. The students will use a strip of paper or piece of string (mark with a Sharpie or pencil) to note the measurements of their ice, then correlate measurements to the centimeter ruler. The students will need to record each measurement on their worksheet before moving to the next step. The students will measure the circumference around the bottom, middle, and top. (Demonstrate if needed, and remind students to record the measurements each time.)
1. Each group of four students will have a two-liter bottle filled with water and a plastic shoebox-size container. The students will fill each container two-thirds with water.
2. The students will make a
The students will write a final conclusion based upon the comparison of the two investigations. Did the ice in the cup filled "halfway"(A) and the cup filled "to the top" (B) do the same thing when placed in the water? In this case, the one variable changed for the investigation was the amount of water (size of ice) in each cup.
1. The students will collaborate together in groups of four to think of other ice investigations. The goal is to encourage students to ask investigative-type questions. (Questions that may be answered through a hands-on investigation). On a separate sheet of paper, the students will begin by listing several "I wonder if…"questions. On day 2, they will choose one of their questions to "investigate". The investigation will lead to discovery if the students only change one variable at a time.
2. The teacher facilitates and guides the students to stay focused on their investigation. It is important not to tell ideas to the students because the "inquiry" part of the lesson is based on what they come up with on their own. Let the students discover through their own investigations. Failures or mistakes may lead to new discoveries or new questions. Learning is like a gift….Don’t open the package for the student. The joy of learning is in the discovery, and the process of learning is based on this discovery.
3. The teacher will approve and monitor the students’ investigations. The teacher’s main goal is to guide the students in keeping focused on their investigation. The students must be reminded several times that only one variable can be changed. Writing down a list of supplies and verbally discussing their plans with the teacher help keep the students focused. Remind students that they must consult teacher before making changes or adding to the approved investigation. Otherwise they tend to add extra variables or bring in other supplies, which changes their project, or keeps it from being a valid investigation.
4. The students will gather supplies, and pre-test (at home) whatever is needed. One group decided to pre-test certain liquids to see which would freeze before making a final decision on the liquids for their investigation (syrup-no, oil-yes). The students were encouraged to use different means of measurement, such as scales, thermometers, pH strips, and tape measures.
5. Presentation: If time is limited, students may do further inquiry investigations jump-started from this ice investigation as an extended learning project at home. This project could be used as an end of term project to be presented in class. Each group of fourth grade students who pre-tested this investigation needed a class period to share their investigations. They chose to involve their classmates in each investigation as they made their presentations by having students help record data, observe results, and discuss observations. If this is not possible, the students may present data on a tri-fold display board, present a power point, or give a brief demonstration of their project along with charts, data, and results.
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