G2Q3 - Interactions
Lesson 3 – How Temperature Affects
Interactions
HCPSS Elementary Science Office
2/8/2016 3:39:00 PM
Science Essential Objectives
Students will be able to:
 Predict, compare, and record interactions of substances with water
of different temperatures.
 Measure and record water temperature, using a temperature probe
and thermometer.
 Give examples that show energy can warm a substance. (e.g. sun,
stove, microwave)
Teacher Background:
In this lesson, students will discover that heat increases the rate of
interaction between materials and water. Heat makes molecules move
back and forth faster, forcing the particles farther apart (expanding). The
particles gain kinetic energy and vibrate more quickly. The temperature
probe and software from the “Bank Street Laboratory” is used during this
lesson. See you Media Specialist or Science Representative for equipment
location.
G2Q3 - Interactions
Lesson 3 – How Temperature Affects
Interactions
8/2/2012 6:51:00 PM
HCPSS Elementary Science Office
Teacher Preparation:
 Locate, set up, and practice using the temperature probe and
software.
 Prepare a tray for each group of two students with two tea bags,
two sugar cubes, a 10 oz. cup of warm water, (not steaming – from
the faucet), a 10 oz. cup of cold water (from a really cold water


fountain or refrigerator), and a spoon.
Group students in pairs.
Have a thermometer available for each pair of students for the
engagement and exploration.
Materials
Needed For:
Provided in
the KIT:
Consumables To
be ordered from
Science
Located in your
SCHOOL
Resource Center
Teacher



Two packets
of hot cocoa
Food
coloring
Four 10 oz.
cups





“The Bank
Street
Laboratory”
Microcomputer
-Based
Laboratory
(see media
specialist)
Computer with
monitor
Thermometer
Warm water
from the tap
Cold water
from a cold
water fountain
or refrigerator
Group of 4 or 5
Students
Pair of Students




Two sugar
cubes
Two tea
bags
One 10 oz.
cup of warm
water
One 10 oz.

Thermometer


Pencils

Goggles
cup of cold
water


Individual
Students
Spoon
Hot and
Cold by
Karen
Bryant-Mole
Crayons
G2Q3 - Interactions
Lesson 3 – How Temperature Affects
Interactions
HCPSS Elementary Science Office
8/2/2012 6:51:00 PM
Engagement:
1. Distribute Hot and Cold by Karen Bryant-Mole. Guide students to share
the purpose for reading (to be informed about temperature). Chart
students’ ideas about how substances become hot or cold.
2. Read aloud to students or invite students to partner read pages 4 – 11.
3. Invite each pair to Think-Pair-Share (TPS) one fact that they learned.
4. Model for students how to read a thermometer.
5. Display two cups of cold water. Invite students to assist in measuring
the temperature in the two cups.
6. Empty the contents of the hot cocoa packet into one cup and stir.
7. Have students discuss their observations (chocolate powder does not
mix with cold water, lumpy).
8. Put six drops of food coloring into the second cold water cup slowly and
have students share their observations.
9. Have students predict what would happen if the hot cocoa packet and
food coloring were placed in warm water.
10. Revisit the iced tea problem from Lesson 1. Ask students to think
about having to make large quantities of tea and whether they would
rather make the tea quickly or slowly. Have students explain why
making tea quickly would be beneficial.
11. Have students Think-Pair-Share (TPS) to predict if warm or cold water
will make tea faster.
Exploration:
1. Distribute Student Response Booklets and have students open to SRB p.
4, “Speeding Up Interactions.”
2. Use a guided reading strategy or choral reading to engage students in
reading the directions.
3. Ask students to describe the investigation in their own words, using
references to the directions and illustrations on the students response
sheet.
4. Demonstrate the use of temperature probe with students and set up
equipment to measure the temperatures in the cups of warm and cold
water.
5. Tell students they will measure the temperature in their cups with
thermometers and later compare findings to the class cups of warm and
cold water.
6. Distribute materials to pairs of students.
7. Direct students to work with their partners to complete the
investigation and record their data on SRB p. 4.
8. Circulate to assist students and ask the following questions, allowing wait
time:
 What do you observe as the tea bag is dunked into the warm
water and cold water?
 Compare your observations of warm and cold water.
 Observe the water cups. Which cup created tea faster? Explain
why you believe this happened.
 Observe the water cups. In which cup did the sugar dissolve
faster?
Explanation:
1. Ask students to bring their Student Response Booklets to the discussion
area.
2. Share results of the temperature probe readings and have students
compare these results with their thermometer readings.
3. Discuss their findings by asking the following questions, using TPS
strategy:
 If you need to make large quantities of tea quickly, would you use
warm or cold water? Explain why you chose warm or cold water.


In what other situation may you need to use warm water to speed
up an interaction in real life? (making gelatin, making pudding,
making au gratin potatoes, washing sticky dishes, or oily hands)
Now that we have completed the investigation, do you think there
will be a difference if we put the hot chocolate powder and food
coloring in warm water?
4. Empty the cocoa packet into the warm water and invite students to share
their observation and compare their ideas with the cold cup from the
engagement.
5. Have students partner read pages 22-23 of Hot and Cold by Karen
Bryant-Mole*. Discuss other ways heat can cause an interaction.
6. After this discussion, elicit from students what they have learned about
asking tea and record their ideas under the “Learned” section of the class
chart.
7. Discuss whether or not any “Need-to-Know” questions were answered,
and, if so, record findings under the “Learned” section of the chart.
8. Discuss whether of not any additional questions have been raised about
making iced tea. Record any new questions under the “Need-to-Know”
section of the chart.
Extension – Day 2
1. Invite students to the discussion area and review what they learned from
lesson three using the “Learned” column of the “Know-Need to KnowLearned” chart. Re-read the unit problem from the chart paper and
display a pitcher of room temperature water. Use TPS to discuss the
following:
 How can you make the tea quickly? (use warm water)
 Where could we get warm water safely? (from the tap)
 Use a guided reading strategy to read the writing prompt on SRB p.
5, “Temperature and Interactions,” and model how to make a list.
Tell students they must use all the words in the word box in their
response.
2. (Optional) Have students read to perform a task by reading the directions
to make gelatin. Discuss the purposes of the warm and cold water.
3. (Optional) Have students investigate the interaction of other liquids and
materials, such as juice, syrup, oil, cocoa, etc… with water.
4. (Optional Language Arts Connection) Obtain a copy of Freckle Juice ** by
Judy Blume. Have student read Freckle Juice and describe the
interactions and results of interactions in the story.
Evaluation:
1. SRB p. 4, “Speeding Up Interactions” (Answer Key on right side tab)
2. SRB p. 5, “Temperature and Interactions” (Answer Key on right side tab)
3. Students’ oral responses
*Bryant-Mole, Karen. Hot and Cold. Des Plaines: Heinemann, 1998.
**Blume, Judy. Freckle Juice. New York: Simon & Schuster, 1984.
G2Q3 - Interactions
Lesson 3 – How Temperature Affects
Interactions
HCPSS Elementary Science Office
Speeding Up Interactions
Part 1 Directions:
1. Measure and record the temperature of the water in Cup A and
Cup B.
2. Dunk a tea bag 50 times in each cup.
3. Draw what you see and write your observations on the lines.
• darker
• tea made faster
• lighter
• takes longer
Part 2 Directions:
1. Measure and record the temperatures of the tea in Cup A and Cup B.
2. Stir a sugar cube 50 times in each cup
3. Draw what you see and write your observations on the lines.
• disappears
• dissolves
• some of the cube is left
• dissolves slower
G2Q3 - Interactions
Lesson 3 – How Temperature Affects
Interactions
HCPSS Elementary Science Office
Temperature and Interactions
The day before your booth opens, you decide to make the tea. List the steps
you would follow to make the tea.
Then describe what you have learned about how temperature can affect an
interaction. Use evidence from your investigation to support your procedures.
The steps I would follow to make the tea are:
Answers will vary but should include
* A reference to the benefits of using warm water to speed an interaction
* A summary of investigation results to support ideas
* A logical sequence of steps (get warm water from tap, put tea bags in
water, add sugar, stir to dissolve sugar)
I learned that
warm
temperatures can speed an interaction.
I know this because in my investigation, the tea and sugar dissolved faster
in warm water than in cold water.