to jump once every second. Tell them that they represent water molecules in a lake and that the 3’s temperature of the water would be the average of all of their speeds of motion. Problem Statement: How does the addition of heat energy affect the rate at which water changes from a solid to a liquid? Materials: thermometers hot plate stirring rods gloves for hot surfaces or beaker tongs two 400 mL beakers goggles 300 mL water lab aprons paper towels stop watch or clock with a second hand ice graph paper 1,000 mL beaker Cotton balls Water Dropper What the teacher will do: Engage Ask the students the following question: Have you noticed that water exists on Earth in all three states of matter solid, liquid, and gas. Can you explain how that is possible? Before – activity: Does temperature affect the melting rate of ice? We will conduct an experiment to find an answer to this. Have students consider the problem statement below and then, write a hypothesis. What the teacher will do: Explore Procedure: Students will work in groups of 4. Review Safety Symbols and Precautions. Students need to wear protective gear: goggles, gloves to handle hot objects. Decide which student will be the timekeeper, who will read the thermometer, stir the water in the beaker, record the observations, and who will keep an eye on the process of experiment. During Label the first beaker, Beaker A. activity: Label the second beaker, Beaker B. Turn on hot plate to number 3. Wait for the hot plate to get warmed up. Use safety precautions when handling hot objects. Fill Beaker A and Beaker B with ice cubes. Place Beaker A on one part of the science lab table. Beaker A will be at room temperature. Place Beaker B on the hot plate. Use safety precautions when handling hot objects and glass objects! Take initial temperature of Beaker A and Beaker B. Record the initial temperature
3’s to jump once every second. Tell them that they represent water molecules in a lake and that the temperature of the water would be the average of all of their speeds of motion. Problem Statement: How does the addition of heat energy affect the rate at which water changes from a solid to a liquid? Materials: thermometers stirring rods two 400 mL beakers 300 mL water paper towels ice 1,000 mL beaker hot plate gloves for hot surfaces or beaker tongs goggles lab aprons stop watch or clock with a second hand graph paper Cotton balls Water Dropper Before activity: What the teacher will do: Engage Ask the students the following question: Have you noticed that water exists on Earth in all three states of matter – solid, liquid, and gas. Can you explain how that is possible? Does temperature affect the melting rate of ice? We will conduct an experiment to find an answer to this. Have students consider the problem statement below and then, write a hypothesis. During activity: What the teacher will do: Explore Procedure: Students will work in groups of 4. Review Safety Symbols and Precautions. Students need to wear protective gear: goggles, gloves to handle hot objects. Decide which student will be the timekeeper, who will read the thermometer, stir the water in the beaker, record the observations, and who will keep an eye on the process of experiment. Label the first beaker, Beaker A. Label the second beaker, Beaker B. Turn on hot plate to number 3. Wait for the hot plate to get warmed up. Use safety precautions when handling hot objects. Fill Beaker A and Beaker B with ice cubes. Place Beaker A on one part of the science lab table. Beaker A will be at room temperature. Place Beaker B on the hot plate. Use safety precautions when handling hot objects and glass objects! Take initial temperature of Beaker A and Beaker B. Record the initial temperature
Grade_6_Essential%20Labs%202016%20Teacher.docx