Unit Topic or Theme: Temperature Change 

Grade: 5th Grade

Lesson Topic or Theme: Heating up of different volumes and liquids 

Lesson Objective:

• The student will be able to identify which volume of water will heat up faster under the same temperature

• The student will be able to identify how the water molecules will change when heat is added to the liquid

Instructional Materials: 

• https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTY0XQ==

• “Heated Spoon” https://www.middleschoolchemistry.com/multimedia/chapter2/lesson1#heated_spoon1 

• “Temperature Change in Water” Worksheet 

• 2 spoons 

• 2 beakers

• Blank paper for prediction activity with website and closure activity

• Colored pencils 

• Pencils  

Procedure: 

• A. Introductory Activity 

• The students will be asked to answer the introductory question listed on the handout “Temperature Change in Water.” They will have ten minutes to complete it.  

• The teacher will ask the students to share their thoughts aloud with the class. 

• B. Step-by-step 

• The students will participate in a hands-on experiment to explore the movement of heat molecules in water called “Heated Spoon” 

• The students will predict on the worksheet if a spoon placed in hot water will heat up more compared than the spoon that is in room temperature

• The teacher will heat up one beaker and leave the other beaker room temperature next to each other. The teacher will place one of the spoons into the room temperature beaker and the other student will place the other spoon into the beaker with hot water 

• The students should begin to think about why the spoon becomes hotter based on their previous knowledge of the movement of molecules in solids, liquids, and gases 

• The teacher will take out both spoons and measure the temperature of both spoons to see which spoon has a higher temperature 

• Once the experiment is finished, the teacher will ask the students to click on the link for the website in the Heated Spoon Activity section of the worksheet. The students will read about the movement of molecules when heated as well see a visual animation from the website (https://www.middleschoolchemistry.com/multimedia/chapter2/lesson1#heated_spoon) 

• The teacher will explain when water is increasing in temperature the molecules are moving faster (shown in the animation), so the molecules hit the spoon faster causing it to heat up

• The student will take this knowledge and continue to show what they have understood by doing activities one and three on the interactive website with a handout to help guide them through it (https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTY0XQ==) 

• The student will follow the directions on the handout and blank piece of paper given to them by the teacher

• Once completed, they will hand in the worksheet to the teacher and be given a blank piece of paper and colored pencils  

C. Closure 

• The teacher will gather students together once they have completed the website activity. The students will hand the teacher the worksheet and receive a blank sheet of paper

• On the sheet of paper given to them, they will draw two beakers with two different volumes of water 

• The students then will draw the molecules within each beaker as if they were getting heat around the same temperature 

•  They will draw arrows to show the molecules moving (each with a different colored pencil) 

• The teacher will ask the following question: how many lines should be on the molecules of one beaker compared to the other with more water 

• ie:

• The students will hand in the drawings to the teacher 

Evaluation: 

• The student will be able to identify which volume of water will heat up faster under the same temperature

• Based on their predictions from the handout students, will guess what they believe is true about the objective

• Based on their answers on the handout, the quiz questions will evaluate this objective

• These are multiple-choice and open-ended questions based on the “Two Different Volumes of Water” 

• If these questions can be answered correctly with a good explanation then the teacher will know the student has understood the concept 

• The student will be able to identify how the water molecules will change when heat is added to the liquid

• Based on the students’ explanation with the spoon lab, the students will explain what they know about this concept

• If the student’s answer is correct and makes sense they understand the objective

• Based on the students answers to the “Water Molecule Vibration” activity will show if they understand the concept

• If they get the multiple-choice correct then the objective makes sense to the students

• If the students draw an accurate picture that shows the correct particles in motion then they understand both of the objectives

• The beaker with more water should have fewer lines on the side of the molecule compared to the beaker with less water. 

• If all of these questions are answer incorrectly then the students do not understand the handout