Insulating food for meals on wheels/Lesson
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< Insulating food for meals on wheels
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Outline: Time: 1 hour Group: whole class and groups of 6 Focus: insulation
Learning Objectives for science
- Some materials are better thermal insulators than others
- Turn ideas into a form that can be investigated
- Consider what apparatus and equipment to use
Resources 6 cans, thermometers, funnels, kettle, stop clocks, measuring jugs, elastic bands, cotton wool, bubble wrap, wool material, foil.
Introduction – 15 minutes
- Half the class wear outdoors clothes in the classroom and the other half do not.
- The teacher leads a discussion on the properties of materials used for clothing. This should lead to the differences between the two groups and how they are feeling.
- Discuss this with reference to temperatures: what temperature of the room? Inside the coat? Outside?
- Explain the concept of an insulator keeping the heat in and ensure this understood.
Development – 35 minutes
- Introduce the topic scenario for ‘meals on wheels’.
- What materials can ‘meals on wheels’ use to keep food hot?
- Using the equipment provided investigate which material makes the best insulators.
- Record results in your book.
What the children do
- Use their knowledge to join in teacher-led discussion.
- Think about reasons for differences in temperature of groups of children.
- In designated groups talk about how to find out which material would be best.
- Using the equipment provided, investigate which material keeps the water in the can warmest for the longest time.
- Think about how to make it a fair test.
== What the teacher does ==
- Lead the discussion on materials long enough for children to notice the difference wearing outdoor clothes insides makes.
- Introduce the idea of insulators using examples of everyday life – loft and wall insulation.
- Remind class if ‘meals on wheels’ topic and pose problem of keeping food warm for long periods of time.
- Pose questions – ‘What materials will you use to keep food warm for as long as possible?’, ‘How will you make it a fair test?’, ‘What will be your prediction?’, ‘How will you record your results?’
Differentiation Mixed ability groups – by outcome.
Assessment By observation or recorded work
