This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Just Right Goldilocks’ Café: Temperature & Turbidity: | This is lesson 3 of 3 in the Goldilocks’ Café Just Right unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature and turbidity level. Students will use both the temperature probe and turbidity sensor and code using ScratchX during their investigation. |
| Just Right Goldilocks’ Café: Turbidity: | This is lesson 2 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” level of turbidity. Students will use turbidity sensors and code using ScratchX during their investigation. |
| Just Right Goldilocks’ Café: Temperature: | This is lesson 1 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature. Students will use temperature probes and code using ScratchX during their investigation.
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| The Playground Project: | Students will enjoy designing their "dream" playground while applying math and science skills in this engineering design challenge lesson. Students will find the area and perimeter of their playground designs. They will also use a budget sheet to make decisions about what to include in their playground, considering the physical properties of the materials they "purchase." |
| Heating Up the Neighborhood: | This Engineering Design Challenge is intended to help students apply the concepts of heat insulators as they build a model house and test different materials to use as insulators, stopping the warm air from escaping and keeping the cool air out. Students will also have an opportunity to use technology in their exploration of heat energy. |
| Lizard Lights: | Students will use a real-world problem solving situation to determine the best types of light bulbs to maintain an appropriate environment for a captive lizard. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Turn Up the Heat!: | In this Model-Eliciting Activity (MEA), students will work in groups to develop a procedure to rank which company would offer the best pot holders. Students will consider factors such materials, heat resistance, durability, Physical properties ( shape and color) and appearance to help pick the best option. Students will apply their knowledge of how heat transfers and understanding of materials that don't conduct heat energy to help evaluate the companies.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Thrift Town Melt-Down - Let's Cool up!: | During this activity, students will look at data from a fictional town, Thrift Town and develop a strategy of choosing which material would be the best to help insulate an ice cream container. The students will utilize higher order thinking skills, as well as deduction to find a solution.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Cube Cooler—An Engineering Design Challenge: | This Engineering Design Challenge is intended to help students apply the concepts of heat insulators as they build cube-coolers to slow the melting rate of ice. It is not intended as an initial introduction to this benchmark. |
| Keep it Cool –an Engineering Design Challenge: | This Engineering Design Challenge is intended to help fourth grade students apply the concepts of the flow of heat from a hot object to a cold object and that heat flow may cause objects to change temperature. It is not intended as an initial introduction to this benchmark. |
| Stop Heat From Escaping: | In this activity, students act as engineers to determine which type of insulation would conserve the most energy. |
Vetted resources students can use to learn the concepts and skills in this topic.
