Author:
Carrie Robledo
Subject:
Science
Material Type:
Activity/Lab
Level:
Middle School
Tags:
License:
Creative Commons Attribution Non-Commercial
Language:
English

Education Standards

7th Grade Science - Land vs Sea Temperatures

7th Grade Science - Land vs Sea Temperatures

Overview

 

This project will allow students to monitor how land and water heat up and cool down at different rates using a remote temperature probe. 

Instructor Directions

 

Name of Project: Land vs Sea Temperatures

 

Project Description

Name of ProjectLand vs Sea Temperatures with Remote Probes
Subject AreaScience
Targeted Standards7.E.1.5
Driving Question / Problem / ActivatorThink about any time you have been around a body of water. Why is the water cool but the ground around it hot?
Project SummaryThis project will allow students to monitor how land and water heat up and cool down at different rates using a remote temperature probe.
Estimated TimeTwo 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)Day 1
  • Water
  • Sand
  • 2 Vernier Temperature Probes (or any bluetooth temperature probe such as this one)
  • 2 Heat lamps
  • Student will record temperatures in a Google Sheet (or similar)
  • See example graph PDFs (built in Google sheets) included with this lesson)
Day 2
  • Students will need access to internet to research remote probes
  • Materials for creating advertisements (paper, markers, etc.)
  • Rubric  
  • “Plus Delta” Peer Review Table
Please ensure that any linked documents used in this section are included in the lesson’s Drive folder.
TagsLand, sea, water, temperature

Project Outline 

AskDay 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?
ImagineDay 1: Think of examples of hot surfaces that almost burned your feet to walk on.  
  • What was your reaction and how did you get yourself out of that situation?
  • Did any of you place your feet in water or step onto a wet surface?
  • What can you conclude about the hot dry surface versus the wet surface or water?
Write a hypothesis about what will happen to the sand and water as they heat up and as they cool down. This hypothesis will be used to help them predict which medium will have the highest temperature after ten minutes under the heat lamp, and which medium will cool down the most after being removed from the heat lamp. Day 2: If you were an engineer, what environmental remote sensor would you design that could improve the quality of life of humankind?
  • What does it look like?
  • How does it get power?
  • How does it get the information to the scientist?
  • How does it gather the data?
PlanDay 2: This can be done in pairs or groups of three or four. Students will plan how they want to advertise their remote sensor.
CreateDay 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.
ImproveGroups will swap their advertisements and complete a “Plus Delta” (plus = positive, delta = change)
Closure / Student ReflectionsDay 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 / ExtensionsWeather.gov explanation of sea breeze with great graphics What Causes Land and Sea Breeze videoModifications:
  • If time allows, students could recreate their advertisement using the “Plus Delta” feedback.
  • Make a video advertisement

Evaluation (Pre/Post)  

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.