Project-based learning lab (Tonya Mandl)

• Project Based Learning(PBL) is a unique way to design instruction that motivates students to learn

the content, connects the content to students’ lives, integrates multiple-subject areas, and allows

students to use creativity and innovation to solve problems.

PBL is an excellent way to incorporate cross-cutting concepts and engineering practices. Its

formatting follows the NGSS engineering practices. The general outline of PBL & how it can be used as an “umbrella” for science instruction is as follows:

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*Attached are examples of projects I use with 4th and 5th grade students. I will also be sharing the

“entry event” videos I created for each project. These can be adapted for Middle School Earth

Science.

The Hook

helium.]

DCI

PS3.A: Definitions of Energy

The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or

molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used

only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.

(secondary to MS-PS1-4)

The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or

molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on

the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of

a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system

depends jointly on the temperature, the total number of atoms in the system, and the state of the material.

Materials

Food coloring

Water: room temp, warm, cold

Aquarium tank

2 flasks or small containers

Explanation

A convection current is the way that heat rises and falls in liquids and gases. Some classic examples

of convection currents are hot air balloons, wind, and a pool that is hotter at the surface and cooler at

the bottom. The hot water in my demo rises and is displaced by the colder water.

Procedure

Fill small flask with hot water mixed with red food coloring. Fill another small flask with cold water and

blue food coloring. Pour both into opposite ends of a glass aquarium filled with room temperature

water.

Prior Knowledge

Students should have a basic understanding of 5th grade science standards involving the water cycle,

weather patterns, and matter. It would be possible to not show students that there is a temperature

differential between the two liquids, and generate a discussion and hypothesis.

Questions

First, I will ask students to respond on google sheet as to “what will happen when I pour these liquids

in the aquarium?” After observing the demonstration, I will invite students to ask clarifying

questions that could lead to a conclusion. Finally, I will have students write their conclusion as to

what was happening in the demonstration.

This will lead to a discussion on convection, heat energy, and the transfer of thermal energy from one

molecule to another within the liquid. Students will conclude that the hot water is rising and then

alternately falling when it cools.

Finally, I will ask students to “think of real-world situations in which this event occurs.” Examples are

the heat from an underwater volcano, hot air balloons, the water in a swimming pool, and I would

steer students to connect the event to ocean currents, wind, and weather systems.

Diagrams:

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Video link: https://youtu.be/7xWWowXtuvA