Science Lesson Plan Using the 5 E’s of Constructivism

Standards:

National

NS.5-8.1 SCIENCE AS INQUIRY As a result of activities in grades 5-8, all students should
develop--

• Abilities necessary to do scientific inquiry

• Understandings about scientific inquiry

NS.5-8.2 PHYSICAL SCIENCE As a result of their activities in grades 5-8, all

students should develop an understanding

• Properties and changes of properties in matter

• Motions and forces
• Transfer of energy

New York State

• MST Standard 1 - Students will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers, and develop
solutions.
• MST Standard 4 - Students will understand and apply scientific concepts,
principles, and theories pertaining to the physical setting and living environment
and recognize the historical development of ideas in science

Big Ideas

Students will understand that they can answer questions through experiments.

Students will understand how insulation and temperature are related.

Essential Questions

Is there more than one way to perform an experiment? Why or why not?

How is insulation and temperature related? Do certain fabrics insulate better than
others?
Indicators

Students will effectively design and carry out, and write a science lab.

Students will demonstrate their knowledge of temperature and insulation
through the science lab.

Objective

Students will design and carry out and experiment that shows how
temperature and insulation are related.

Materials
• thermometers
• beakers
• warm water
• watch or clock
• aluminum foil
• assorted fabrics: light cotton, heavier cotton, nylon, polyester, flannel,
lace, etc.

Engagement

Ask students if they have ever noticed that certain fabrics are more comfortable in
different weather conditions. I will bring in examples of clothing of each fabric and have
the students discuss which clothing/fabric would be appropriate for various weather
conditions (i.e. hot weather, cold weather). Suggested answers may include: flannel is
good for cold weather; light cotton is comfortable in warmer weather, etc. Students will
discuss their ideas in pairs and then we will share as a class.

Exploration

Students will construct an experiment that shows how temperature and insulation are
related. I will provide the students with the materials, but they will work in groups of 4 to
construct their own experimental design. Students will already have a background of the
scientific method, so they will be familiar with the design and process.

Students will be provided with a lab report template (See Appendix A). I will guide them
in the beginning of their experiment by getting them started with the problem statement
and the hypothesis. All students will be asked to begin with a problem statement, which
will ask, “What are we trying to find out?” An example of a problem statement can be,
“Which fabric will insulate the heat the best?” Next, I will ask them to formulate
hypotheses, which we will discuss as a class.

Once students have their problem statements and hypotheses, they will decide as a group
how to test their hypotheses and design their experiments.
Suggested Outcome/Routes students can take: Students should have at least 4 different
cups hot water, all at the same temperature. Each cup should have a thermometer inside
so they can record the temperature. Immediately, the students should put the pieces of
fabric either over the cups, or over and around the cups for insulation. Every thirty
seconds, or minute (or whatever time interval the students decide on), the group needs to
record the temperature of all four cups. Over the course of the lab, the students should be
able to see which cups retained the heat for the longest period of time.

When they are done recording observations, they will need to go back to their hypothesis
(prediction) and see what actually happened.

Explanation

Below are some questions the teacher can ask to lead the students in the write direction,
help clarify any misunderstandings, and help students form concepts and big ideas.

• What were your predictions?

• Which fabric did you think would insulate best?

• Why do you think you got the results you did?

• How are insulation and temperature related?

• Which materials did you use? Why?

• Did you decide to use your aluminum foil for any reason? Why or why
not?

• What type of problems did you run into during the experiment?

• What were your variables?

Discuss how their experimental design is exactly what scientists do when they are testing
a hypothesis. Explain how even if the experiment had some flaws or did not go exactly as
planned, that is ok; scientists usually perform an experiment multiple times before they
agree on its results. Say: “As you can see, it is possible to answer questions by designing
and performing an experiment.” Ask: “What are some benefits of designing an
experiment to find the answers to your questions?”

Extensions

1. Have students design another similar experiment, using different materials as

insulators. For example, instead of fabric, students can cover the cups with plastic
wrap, foil, paper, coffee filters, etc.
 2. Have students create a PowerPoint showing the step-by-step process of their
experiment. They can include pictures, charts, graphs, etc.

3. Have students create a flow map of the scientific method, or of their experiment.

4. Students can write short stories from the viewpoints of the water. For example,
the water with the best insulation will talk about how warm and cozy he was, and
how he lost heat at a slower rate. Students can draw pictures to accompany their
short stories. Since students are already in groups of 4, each group member can
write from the perspective of one cup of water.

Evaluation

Formal:
• I will collect the group’s lab report to assess their understanding of writing
a proper lab.
• Students can take or draw pictures throughout the experiment. The
pictures of drawings will be placed in sequential order and labeled.
• Students will make a graph representing their results.

Informal:
• Ask questions
• Observations
Name ____________________________________ Date ________________

Insulation Lab Report

Problem Statement: ______________________________________________________

Materials: _________________________________________________

Hypothesis:_____________________________________________________________

________________________________________________________________________

________________________________________________________________________

Independent (Manipulated) Variables _______________________________________

Dependent (Responding) Variable __________________________________________

Write your Procedure: This should explain your experiment step-by-step so that
someone could repeat the experiment.
•

•
Data – Use the chart below to record your data. Then, use the graph paper on the next
page to create a line graph of your data.
Time

Cup 1

Cup 2

Cup 3

Cup 4
Remember, when creating your graph…
 Give your graph a title
 Label the x-axis (horizontal)  State the Independent(Manipulated) Variable
 Label the y-axis (vertical)  State the Dependent (Responding) Variable
 Number the y-axis appropriately, based on your data
 Make a separate line for each cup. Each line should be a different color. Indicate
what each color represents in a key.
Conclusions:

1. What happened? Which insulator is best? Which is least effective?

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2. If you could change anything in the design of this experiment, what changes would
you have make, and why?

________________________________________________________________________

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