Yakima WATERS Mini Lesson
Comparing experimental and natural environment data:
Heating and cooling rates of land and water
Targets and Assessment
WA Science Standards Addressed:
 6-8 SYSF-Systems The natural and designed world is complex; it is too large and
complicated to investigate and comprehend all at once. Scientists and students learn to
define small portions for the convenience of investigation. The units of investigation
can be referred to as “systems.”
 6-8 INQE —Model Models are used to represent objects, events, systems, and
processes. Models can be used to test hypotheses and better understand phenomena, but
they have limitations.
 6-MATH-6.6.G. Extract and organize mathematical information from symbols,
diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
 6-MATH 6.6.H Make and test conjectures based on data (or information) collected
from explorations and experiments.
Assessments:
 Student learning will be assessed by completion of the student sheet, which includes
labeling of each data set (line) and responses to questions.
Lesson Parameters
Content Area: Earth Science,
Geography, Physical Science
Overview: Students will
compare experimental heating
of soil and air temperature
data with real-world data from
weather monitoring stations.
Grade Level: 6
Suggested Time: 20 min
Special Materials:
 Comparative graph of
soil/air/water
temperatures
Learning Outcomes:
Knowledge: Students will be able to state and explain why land/soil heats and cools faster than water.
Students will extend what they observed in experimental models to make predictions about rates of
heating and cooling of different earth surface types in the natural and built world.
Skill: Students will improve their ability to discern patterns in data by additional practice. Students will
be able to make comparisons and inferences between experimental (controlled) and real-world data
sets. Students will be able to evaluate quality and uses of data and identify potential sources for error.
Science Concept Background:
The precursory inquiry activities for this lesson are 1) pre-assessment of student ideas for why different
surfaces heat and cool differently, 2) inquiry experiment comparing heating and cooling rates for soil
and water, and 3) graphing of experimental data. Both of these activities are part of the Catastrophic
Events Kit: Chapter 3. This lesson extends what the students learned from the inquiry to the real world,
emphasizing graph reading and interpretation skills, and critical thinking. The basic background concept
is that the energy from the sun heats surfaces differently depending on various factors. Clear water will
heat and cool less rapidly than darker colored asphalt because the light energy will be reflected rather
than absorbed.
Materials


Student Sheets (attached)
Local data for graphs (Ellensburg area data/graphs provided)
Procedure:
Teacher Preparation: If you choose to use data for another location or date, then you will need to
download and compile the data in advance. See the Local Data Resources sheet for more information.
Lesson:
1. Review results and observations from experiments.
 Write conclusions on the board.
 Group and tally up similar conclusions.
 Have students identify any possible sources of error.
2. Discuss how experiments are models.
 Explain to the students how experimental data and real-world observations can be
different. Allow them to chime in.
3. Have students predict surface type by heating and cooling graph comparisons.
 Introduce types of stream/weather/agricultural monitoring stations. See the resources
handout for information on the data stations.
 Read directions on the Student Sheets and have students work on for 2-5 minutes. If
they have not been able to correctly label the data lines, ask them the guiding questions
and allow them to work in pairs.
Wrap-Up
Have students share their predictions with the class. Provide the correct answers, and discuss why or
why not these matched their predictions. Are their conditions in the natural environment that might
make soil heat up slower than water?
Extension(s):
Discuss how studying temperature data can improve agriculture or fisheries management.
Have students measure temperatures in schoolyard of stream, lawn, and asphalt.
Teaching Tips:
Allow students to work on their own for a few minutes prior to asking guiding questions.
Supplements:
University of Vermont GEO4VA. Earth Temperature and Site Geology.
http://www.geo4va.vt.edu/A1/A1.htm
University of Georgia College of Agricultural and Environemental Sciences. Heating and Cooling of
Landforms [Lesson Plan]. http://apps.caes.uga.edu/sbof/main/lessonPlan/HeatingCoolingLandForms.pdf
Resources: See attached resource information sheet
Author: Jamie Sheahan, Yakima WATERS Project, CWU, Winter 2011
Name:___________________________________
STUDENT SHEET: COMPARING TEMPERATURE DATA FROM ELLENSBURG AREA
Directions: Based on what you learned and observed in your soil/water temperature inquiry, you
will predict which data line represents the temperature change for each substance (Air, Water,
and Soil). Label each line on the graph as to which substance they represent (Air, Water, or
Soil). This is real data from July 1, 2010 in the Ellensburg area.
Temperature Change Over a Day (July 1, 2010)
Comparison between Soil, Water and Air Temps, Ellensburg area,
WA
20
Temperature (degrees Celsius)
18
1.
___
___
___
2.
__3.
16
14
12
10
4.
8
6
4
2
0
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
22.00
24.00
Hour of Day (PST)
I think that:
Air Temperature = ______ and ______, because these lines _______________________
_______________________________________________________________________.
Soil Temperature = ______, because these lines _______________________
_______________________________________________________________________.
Water Temperature = ______, because these lines _______________________
_______________________________________________________________________.
TEACHER SHEET: COMPARING TEMPERATURE DATA FROM ELLENSBURG AREA
Student Directions: Based on what you learned and observed in your soil/water temperature
inquiry, you will predict which data line represents the temperature change for each substance
(Air, Water, and Soil). Label each line on the graph as to which substance they represent (Air,
Water, or Soil). This is real data from July 1, 2010 in the Ellensburg area.
Temperature Change Over a Day
Comparison between Soil, Water and Air Temps, Ellensburg area,
WA
20
Temperature (degrees Celsius)
18
1. Soil at Thorp
16
14
2. Air Thorp
3. Air Taneum
4. Water ~
Taneum
12
10
8
6
4
2
0
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
22.00
24.00
Hour of Day (PST)
Guiding Questions:
1. Which lines show the most rapid increase and decrease in temperature over the period of the
day?
2. Line 4 warms up very gradually and reaches its warmest temperature when lines 2 and 3 have
already begun to drop in temperature. What kind of substance do you think line 4 represents?