Lesson 15 Materials

Per Class

• chart paper

• markers

• assorted cup designs

• sticky tack or tape

• 3 comparison T-charts

• timer

Per Group

• How Styrene, Neoprene, and Cardboard Sleeves Work (half the class)

• How Double Walls Work (half the class)

• chart paper

• markers

Per Student

• science notebook

• note card

• marker

Prep

Review 

• Lesson Plan

• Slides

Prepare 

• Have an assortment of cup designs available for observation on day 1, including a styrene cup, a paper coffee cup with a cardboard sleeve, a cup or can with a foam koozie, a plastic double-walled cup, and a metal double-walled cup. Have enough for each group to begin with one design and to rotate designs around to each group.

• Before the gallery walk on day 2, group the posters that students created that day by topic and hang them in sets around the classroom. For example, the posters of all the groups who investigated double-walled designs should be hung together. Prepare a comparison T-chart for each poster set. The T-charts should have agreements on the left side and disagreements on the right side. Hang one comparison T-chart near each poster set.

• Be prepared to explain these words that students will encounter in the reading: air-insulated, vacuum-insulated, porous, and styrene/styrofoam. These are not going on our Word Catcher wall, but some students may need more support with these words as they read and discuss.