Land Vs. Sea Temperature Chart NO GRAPH
Land Vs. Sea Temperature Chart WITH GRAPH
Pre and Post Questions
Rubric for Remote Probe
7th Grade Science - Land vs Sea Temperatures
This project will allow students to monitor how land and water heat up and cool down at different rates using a remote temperature probe.
|Name of Project: Land vs Sea Temperatures
|Name of Project
|Land vs Sea Temperatures with Remote Probes
|Driving Question / Problem / Activator
|Think about any time you have been around a body of water. Why is the water cool but the ground around it hot?
|This project will allow students to monitor how land and water heat up and cool down at different rates using a remote temperature probe.
|Two hoursFirst hour - lesson on sea and land breezeSecond hour - exploring the use of remote sensors in science
|Materials / Resources/Lesson Plans (including link to slideshow if available)
|Land, sea, water, temperature
|Day 1: Think of a hot summer day. Have you experienced walking barefoot on a hot surface?Day 2: How can scientists gather data from different locations without having to watch them constantly?
|Day 1: Think of examples of hot surfaces that almost burned your feet to walk on.
|Day 2: This can be done in pairs or groups of three or four. Students will plan how they want to advertise their remote sensor.
|Day 1: Students will create a graph with the temperature data (can use graphic features of Sheets)..Day 2: Create an advertisement for their remote sensor. The advertisement needs to include how it looks, how it gets power, how it gathers data, and sends the data to scientists.
|Groups will swap their advertisements and complete a “Plus Delta” (plus = positive, delta = change)
|Closure / Student Reflections
|Day 1: Students will use their graph to answer the lab questions. Day 2: Groups will use the “Plus Delta” to decide if they want to do any improvements.
|Possible Modifications / Extensions
|Weather.gov explanation of sea breeze with great graphics What Causes Land and Sea Breeze videoModifications:
Insert Links to Google Forms
Credits or Modified From
Inspired by TeachEngineering.org's activity linked here
Additional Resources / Help for teaching this lesson
This is done in the background during the lesson.
The Venier probes will be collecting the temperature of the sand and the water. Ideally this is done during two class periods. One class of the sand and water heating up with the second class having the water and sand cool down.
Ways to conduct between multiple class during the day
- Most Ideal: Day one 1st period will record it warming up, 2nd period cooling down, 3rd period warming up, 4th period cooling down. On day two these will switch, 1st period cooling down, 2nd period warming up, 3rd period cooling down, 4th period warming up.)
- Have 2 sets of sand and water to alternate between classes to allow it to warm up/cool down. Day one can be tracking how the mediums heat up. 1st period will warm up set one to warm up, 2nd period will heat up set 2 while set cools down for 3rd period to use. Set two will cool off during 3rd period for 4th period to use.
- Lest Ideal: If only one day is available, 1st period will record it warming up, 2nd period cooling down, 3rd period warming up, 4th period cooling down. Then share the data between classes.