Summary
It is a cold day in January. How can we keep our hot chocolate warm in cold weather? The students worked collaboratively using the GoTemps to measure the temperature of their hot chocolate in a clear plastic cup that was set outside in temperatures below 30 degrees. They checked the temperature every 10 minutes for 50 minutes. They graphed their results on the iPad using the Easy Chart app. Students then researched how animals keep warm in the winter. After their research, the students were challenged to design an insulated cup for their hot chocolate. Students took turns within the group sketching out their plans on the iPad using Story. The students then were able to use specific materials to take their designs and build their insulated cups. Once completed, the students tested their design/builds. They measured and graphed the temperature of the hot chocolate in the cups that were now designed to keep the hot chocolate warmer. The results showed that each group was successful in creating a design that truly worked to keep the hot chocolate warm on a freezing cold day in January.
TIPC Ratings
This lesson falls in the Approaching range for Research & Information Fluency. The research stations for this lesson were set up by the teacher for the students to step through stations where they investigated, then synthesized the information found, and used fact sheets and a digital tool (Story Kit on the iPad) to collect & record their research. Students used information gained from research to design a better insulated cup for their hot chocolate.
This lesson falls in the Approaching range for Communication & Collaboration. The students had to work collaboratively in their groups to agree on a design and build a product that would be effective. The students used the GoTemps with the computer to measure the temperature of the hot chocolate and Easy Chart on the iPad to graph the results. The completed graphs served as a basis for classroom discussions around the effectiveness of the cups that were designed. The lesson was posted on our class blog for students and parents to view and comment.
This lesson falls in the Ideal/Target range for Critical Thinking and Problem Solving. The students needed to problem solve each day in this lesson as the objectives changed. The students had to make their product meet certain criteria and as a team they worked together to make sure this was achieved. For example, When students wanted feathers as a material to put around their cup (like penguins have to keep their bodies warm) they soon realized that feathers were not available as a material. The teacher encouraged students to think of ways to use what they do have and see if they could come up with a solution. Students took pom poms, tore them apart, and made them look just like feathers. After designing their cup, the students had to test their product, reflect on it’s effectiveness, and make goals/changes as necessary.
This lesson falls in the Ideal/Target range for Creativity and Innovation. The teacher used the STREAM lab as a location for the Design/Build part of this lesson. It is an environment for risk-taking and the students are free to move around, gather the materials necessary for making their product, try things, and if it does not work, try something else until they are satisfied. This is also where the students shared their results and reflected on how they may make changes if they had the opportunity to change their product and create something different.
Student Artifact
Download Files
Keeping Hot Chocolate Hot!
Contents:
- Lesson Plan
- Design Brief
- Initial & Final Temperature Graphs from Easy Chart
- Research Resources
- Research Recording Sheet & Completed Student Sample
- Student Assessment
- Student Engineered Cups
- Class Blog
