Frosty the Snowman
It snowed the night before. Three boys, Andy, Ben and Charlie
made a snowman on that very night.
The next morning, it stopped snowing and on their way to school,
they saw that the snowman was still there.
Andy exclaimed, “Hey! Look our snowman is still there. I thought
it would have melted by now.”
Ben replied, “I think it will melt by the time the afternoon sun comes up.”
Charlie answered, “I know! Let’s give our snowman my jacket. I think it will keep him
cold and stop him from melting.”
Andy replied, “Don’t be silly! Everyone knows that a jacket will warm your body. The
snowman will melt faster if you put the jacket on him… Will it?”
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Case Analysis Sheet:
1.
2.
3.
4.
Recognise potential issues and major topics in the case.
What is this case about?
Underline and list terms or phrases that seem important.
Fill in the table below.
What Do I Know
What Do I Need To Know
Ice melts.
Heat travels from a place of higher
temperature to a place of lower
temperature.
Jacket keeps us warm.
Can ice melt on a cold day?
Does cloth over ice slow down or speed
up melting?
What if the ice was wrapped in metal
instead?
Resources:
1. textbooks
2. Videos on Heat Transfer ( McOnline)
3. Jacket
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Activity 1: Heat Conductors
3 cups of similar size and shape are used. Each cup is made of a different material:
steel, plastic and ceramic. An equal amount of hot water is poured into the cups at
the same time. Heat sensors will be placed into each cup, and the temperature
change of the water in each cup will be monitored with data loggers.
Activity 2: Experiment
1.
2.
3.
4.
5.
6.
7.
Ice blocks of similar size
Thick cloth
Beakers
Tripod stand with wire gauze
Stopwatch
Hot water
Cold water
Experiment: Work in groups of 3 or 4
Discuss your questions from Frosty the Snowman case.
Decide on an experiment that you can conduct to explore a question your group
agrees upon.
1a. What question are you addressing?
1b. Write down the hypothesis you are testing.
2. What is the changed variable in your experiment?
3. What are the fixed variables in your experiment?
4. What outcome(s) are you going to measure? Explain how you are going to
measure the outcome(s).
5. Prepare a table to collect your data here.
6. Inferences: What can you conclude about your hypothesis?
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Assessment
Product 1: Pamphlet
Create a pamphlet to show your understanding of heat conductors. Your pamphlet
should include the following:
1. At least 3 examples of applications in everyday of good/poor heat conductors.
You may include a mixture of examples of good and poor conductors.
2. Pictures/Diagrams of the examples which you listed.
3. Some description/explanation on how those good/poor conductors of heat
function.
Product 2: Mini Poster
Use butcher paper either in landscape or portrait layout. You can illustrate your
poster to enhance the reader’s understanding and to communicate your findings.
Your poster should include the following:
1.
2.
3.
4.
The title of your experiment.
The experimenter’s names.
The hypothesis being tested.
A description of how the hypothesis was tested. You may include diagrams to
enable the reader to understand your procedures better.
5. The data.
6. Inferences drawn from the data.
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Rubrics
Able to identify
the main issue
Analysis of the
issues
Time on task
Presentation
Materials
Level 3
Identify at least 3
questions
pertinent to the
case
Insightful and
thorough analysis
of all the issues
Level 2
Identify at least 2
questions
pertinent to the
case
Satisfactory
analysis of issues
mentioned
Level 1
Identify at least 1
question pertinent
to the case
All group
members are on
task
Material is well
presented with
clear point of
view.
Most group
members are on
task
Material is
presented in
orderly fashion
with point of view.
Few group
members are on
task
Material is
presented in
confusing order
and point of view
is unclear.
Information on
materials is
accurate and
highly informative
with few errors.
Information on
materials are
informative with
some errors.
Information on
materials are
somewhat
informative with
many errors.
Incomplete
analysis of issues
mentioned
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Alignment between the case module “Racing Rosie” and the MOE 21st Century Skills
1. Civic Literacy, Global Awareness & Cross-cultural Skills
2. Critical and Inventive Thinking
3. Information and Communication Skills
Alignment with 21st
Century skills
1) The mention of a
snowman creates
awareness of a different
worldview context
Part of Case Module for
ICBL
Case Narrative
Action by Participants
Case Analysis:
Know/Need to Know
Individual and group
thinking about what you
already know, and
question generation.
Resources for answering
questions
Generate a list of
resources.
2) Be critically selective of
the type of resources
(apparatus) needed for
the experiment
3) Need search skills and
sieve right information
from Internet
Explore case resources
Examine the things we
offered
2) Think critically to check
to see if the required
information is relevant
Experiment
Groups designed and
conducted experiments
Read aloud, read silently.
2) You do a lot of thinking
and are able to sieve and
extract information that is
relevant and useful.
3) Work together to share
information and to
communicate ideas
effectively
1) Need for cooperation among
members who
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might be of a
different
background
3) Able to work
together in a
respectful manner to
share responsibilities
to ensure that the
students make group
decisions.
Find one new resource
Googled and…sent to
Ethel via email
3) Ensure that the new
resource is relevant and
reliable .
1. Civic Literacy, Global Awareness & Cross-cultural Skills
2. Critical and Inventive Thinking
3. Information and Communication Skills
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