Title: Clothes and Climate Subject of Lesson: Science and Social Studies Grade Level: 1/2 grade -- April Teacher of Lesson: Gina Chung Approximate Time: 45 minutes (plus an hour wait)
Throughout this unit, students will be grouped heterogeneously. For this lesson, the students will work in their cooperative groups for the "experiment" part. The students will already be familiar with how to use a thermometer. Again, the students will first gather as a large group, to discuss different types of clothing worn for different types of climate. Then, they will work in their groups with the jobs of materials person, timekeeper, recorder 1, recorder 2, and reporter (some groups may need two materials people). This lesson will need to be taught on a sunny day, and an hour wait time for the glasses to warm in the sun, when the students can be working on another subject/area of weather for the day.
Students will identify examples of clothing worn in relation to different weather conditions.
Students will discover what colors keep a person cooler on a hot day, by conducting an experiment in their cooperative groups.
Students will illustrate what color clothing they would wear to keep cool on a hot day.
different boxes having different outfits worn for different kinds of weather conditions (rainy, cold, hot, etc.)
chart paper and thick markers
for each group --
2 identical glasses or pop cans
black paper big enough to wrap around one glass
white paper big enough to wrap around the other glass
an outside weather thermometer
Anticipatory Set -- Gather the children together in a group and show them the boxes, but not what is inside. One by one, pull out the articles of clothing in each “weather box” and ask students what kind of day they would wear the clothes. Ask them what else they could wear on such a day, that is not in the box. End with the sunny, hot summer “weather box” and present this question to the students: On a hot summer day, which would you rather wear -- light or dark colors? If they give answers, ask how they can know for sure. Record their ideas to refer back to after the experiment. Tell them they are going to find our for themselves working together in their groups.
Describe each of the jobs for the groups. The materials person will gather all the necessary things and assemble them together. The recorder 1 will use the thermometer to measure the temperature of the water, before and after. Recorder 2 will write down both temperatures, and any other observations the students make. The timekeeper will watch the clock to decide when to check the glasses. When the class gathers together again, the reporter will tell the class their group’s results.
Explain all directions, demonstrating to them, showing with all materials. Have the directions posted in the front of the room for the students to refer to, as needed.
Each group will:
Wrap the black paper around one glass and tape it together. Cover all around the sides, as well as the top of the glass.
Cover the other glass with white paper, and tape it together.
The teacher will fill both glasses with water that’s about room temperature. Make sure each pair of glasses is labeled with group name. Record that first temperature on record sheet.
Set both glasses on a sunny windowsill (or outside, if it gets better sunlight).
The timekeeper should start watching the time for one hour to pass. Then use the thermometer to check if the water in both glasses is still the same temperature.
Together again, as a large group:
Let each group report their findings. Create a class chart of the time they waited, the starting temperature and ending temperature of both glasses.
Discuss which colored paper glass had the higher temperature after being in the sunlight. Discuss what they think has happened. If a group gets "odd" results, discuss what may have gone "wrong" (room for experimental error). Ask them the original question again, of what color clothing they would rather wear on a hot summer day to keep them cool.
Show students different pictures of what other people wear in hot regions of the world. Other cultures may be introduced and discussed of what they are wearing, and how it relates to the kinds of weather in their country.
Have students go back to their seats and illustrate the color clothing they would wear to keep cool on a hot summer day.
Evaluation of Student Learning
Listen to student responses as you show them the clothing in each box. Are they able to relate the types of clothing to corresponding weather conditions? Can the students identify different types of clothes worn in different types of weather?
Observe students as they work in groups to investigate what color would be cooler to wear in hot weather. Do they work together in setting up the experiment? When they find their ending results, have they discovered that the black papered glass is warmer in temperature? Do they realize the significance of the difference in temperature to show them which color is better to wear in hot weather?
Review the students’ illustrations of what kind of clothing they would wear on a hot summer day, especially the color clothing that they choose. Has the student taken the results of the experiment to illustrate their understanding of the concept?