Curiosity can be aroused when students can (watch you) play with fire! Here are some outdoor activities that could do just that. Curriculum expectations are always based on the Ontario Ministry of
Expectations. Many of the activities will reinforce, rather than teach,
those expectations. As such, no assessment ideas or rubrics are
included.
Understanding Matter and Energy: Pure Substances and Mixtures
Overall Expectations:
- evaluate the social and environmental impacts of the use and disposal of pure substances and mixtures;
- investigate the properties and applications of pure substances and mixtures;
- demonstrate an understanding of the properties of pure substances and mixtures, and describe these characteristics using the particle theory.
-2 latex balloons (bring some extras)
-medium size candle
-matches
-water
-clipboards with paper and pen
-thermometer
-different liquids-syrup, pop
What words come to mind when we think about adding heat to materials? Ask students what the particle theory of matter states about adding heat to molecules. Ask students if they can explain the difference between heat and temperature in their own words.
Ask for two student volunteers. Each volunteer blows up a balloon. One balloon is just air, the other is air and a little bit of water. You light the candle with a match. Ask volunteer 1 with their balloon (which is full of just air) to hold their balloon a ways above the lit candle. Ask students to carefully observe. Encourage student ideas and class discussion as to why the balloon popped, and why it popped so quickly.
Ask volunteer number two to hold their water balloon over the lit candle. Ask the students to observe.
Encourage student ideas and class discussion as to why the second balloon did not pop.
Explain the elements of the particle theory of matter. Explain that when particles are heated they move faster and cause pressure inside the balloon, and in this case causing balloon number one to pop. However, in balloon number two the water conducts the heat away from the walls of the balloon, so the balloon material does not reach a high temperature quickly. In simpler terms, the water in balloon number two absorbs the heat from the candle causing the balloon not to heat as quickly.
Now move towards asking the students what if questions as a class. What if we use different amounts of water in balloon number two? What if we use different temperatures of water in balloon number two? What if we use different liquids inside balloon number two? Will any of these aspects affect the time it takes for the balloon to eventually pop?
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If this unit is taught in March, students could participate in the use of evaporation by making maple syrup out of sap.
*lesson by Ashley Porter, University of Manitoba
Understanding Earth and Space Systems: Heat in the Environment
Overall Expectations:
- assess the costs and benefits of technologies that reduce heat loss or heat-related impacts on the environment;
- investigate ways in which heat changes substances, and describe how heat is transferred;
- demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth’s systems.
Students can go outside to observe cuts made deliberately in concrete sidewalks. They can conjecture why construction workers put them there, and why those cuts are not made in asphalt surfaces. While students are outside (or at another outdoor occasion), they can experience a few ways in which heat is produced: physical activity, friction, and (with permission) combustion -building a fire in a fire pit.
Discuss those processes using scientific terminology over some roasting marshmallows or hot dogs!
Have a motor available that can be started, anything from a computer motor to a small engine. Students can observe that heat builds up; what needs to happen for the motor not to overheat? What energy transfers happen in a motor?
These concepts of energy transfer can be referenced during outdoor PE class as well.
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