Lesson+2-+Insulation+Lab+Part+1


 * Grade 11-12 Environmental Science**
 * Beth McArdle**
 * Title: The Best Insulation LAB //Day 1//**

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop -Abilities necessary to do scientific inquiry -Understandings about scientific inquiry
 * __Standards__****:**

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of -Energy in the earth system

CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of - Natural resources - Environmental quality

This lesson is part of the environmental science unit on energy resources. It will address efficiency of resources in the home, such as insulation. The lab will be the second part of a three day activity where the students will address specific adaptations that should be made to home in order to make them more energy efficient. The main purpose of this activity is to decide what type of insulation is the most efficient.
 * Context for the Lesson:**

Materials • water • freezer • packaging tape • miscellaneous insulating materials to test Commercial insulation pieces Styrofoam Cotton balls or batting Fabrics Packing peanuts Paper towels Newspaper Bubble wrap • ruler • poster board • marker • stapler • goggles Dixie Cups 1 Tray per group
 * Opportunities to Learn:**

Students approaching proficiency: 1. Students will be working in groups for this activity. They must divide up the work as a group in order to get everything designed by the end of the period. It is essential that the students work together and keep each other on track.

Students exceeding proficiency: 1. The design of the container is very open ended. Students can get as creative as they want in designing their containers to be the best insulators. 2. Students can show their knowledge by really expanding on their hypothesis by telling why they think this will happen.

1. Students will build 4 insulated containers, each to hold a Dixie cup. 2. Students will record their measurements along the way. 3. Students will form a hypothesis of what they think is going to happen.
 * Objectives:**
 * Instructional Procedures: Opening/ Engagement/Closure:**

1. Lab instructions will be reviewed at the beginning of class so that students know what will be expected of them. 2. Introduction to each type of material that can be used.
 * Opening:**

1. Students will work in groups of 3 or 4. 2. The students will design a total of four insulated containers that will hold frozen Dixie cups. 3. The poster board will be used as a lid to the cups. Label each of your cups with your group name or number 4. Groups will design and construct insulated containers with the materials you choose to use for insulation. 5. The insulated container you design will hold the frozen Dixie cups. 6. Choose your insulating materials, which will vary by group. You will also be testing one of the insulating materials in 3 varying degrees of thickness for comparison. 7. Wrap 1” of one the insulating materials around one container and tape or staple the materials in place. Repeat this step with the other insulating materials being tested. Label each cup with your group name or number and assign numbers to each cup. Record the materials being used on Data Table 1. 8. Choose one test material from the two that you have designed thus far and prepare 2 additional cups in the same manner as Step 7, except you will use 2 different measures of thickness. Record the measures of thickness on Data Table 2. 9. Store your labeled “designer insulated cups” on your group tray as instructed.
 * Engagement:**
 * // Materials Test (2 different materials): //**
 * // Thickness Test (1 material from #7, 2 more thicknesses) //**

1. What do you think will happen? Write down a hypothesis of what you think is going to happen in the next class when we put the frozen Dixie cups in your containers. Why design will allow the ice to melt? Which do you think is the best insulator?
 * Closure:**

1. Students will be formatively assessed based on their work in their group. All of their containers need to be complete by the end of the period. 2. Students will begin their formal lab report by writing their hypothesis of what they think will happen.
 * Assessment:**