OpenSciEd 7.6, Lesson 3: Humidity & Temperature Lab Investigation
Task
Use this Tuva Investigation with the OpenSciEd Grade 7 Curriculum during Unit 7.6, Lesson 3. Tuva has digitized the data work of this two-day lesson, specifically the Group Humidity and Temperature Lab handout. This is not a standalone lesson. Use it in tandem with the OpenSciEd Teacher Edition to guide overall instruction and collaborative sensemaking. Where This Investigation Fits into the Storyline In the previous class, students looked at how precipitation is changing in different places. Some places were getting more precipitation, while others were getting less. In some places, precipitation was also happening at different times or more or less often than usual. They wondered whether evaporation might be changing at the same time. In this lesson, students investigate if increased temperatures are related to or causing more evaporation. How to Sequence This Investigation Day 1 Conduct Part 1, the Navigation Routine, outside of Tuva. (Use page 9 of the OpenSciEd Teacher Edition for guidance.) Part 2, Collaboratively Plan The Evaporation Lab, will also be done outside of Tuva. Before Part 3, have students pull up this Tuva Investigation on their computers. Instead of distributing the Group Humidity and Temperature Lab handout, have students use Tuva to record the temperature and humidity readings on their table. At the end of the day, students should add their data to a class table and work with another group with the same setup to average their trials. (Use page 16 for guidance.) Between Day 1 and 2 The OpenSciEd Teacher Edition (page 16) suggests taking a screenshot of the whole class data table and inserting it into slide I. If your students need practice reading graphs, here is an alternative. Go into your Tuva Teacher Dashboard. Open student work. View the graphs they submitted on Tuva Step 3. Copy and paste one graph from each group onto Slide I. Day 2 Students can refer to their graphs and the patterns they noticed on them during the whole class discussion. (Use pages 17-19 of the Teacher Edition to facilitate.) If you chose the alternative method for Slide I (described above), have students compare the data visually before you share the averages by setup type. Some groups will make line graphs of Time vs. Temperature or Time vs. Humidity, or multi-line graphs with both. Others will make scatter plots of Temperature vs. Humidity. Some may even have graphs that do not make sense for this data- a pie chart, for example. Take the opportunity to discuss their choices and what the graphs show and don't show. For graphs of the same type, point out differences differences on the scale of the axes that may affect perception of the pattern. What's Next? Everything else will happen off of Tuva. Use the Teacher Edition for guidance. Virtual Option To conduct a virtual lab, students can collect their data from videos of the lab. Assign students to 1 of 4 groups. Each group observes 2 bottle setups: dry and wet soil for either heated or non-heated. Assign the following videos to collect data from: *Group 1 watches the not-heated, trial 1 video from: * !![youtube]400x200 Group 2 watches the not-heated, trial 2 video from: !![youtube]400x200 *Group 3 watches the heated, trial 1 video from: * !![youtube]400x200 *Group 4 watches the heated, trial 2 video from: * !![youtube]400x200
Last class you looked at how precipitation is changing in different places. Some places were getting more. Some were getting less. In other places the timing or how often it fell was just different from normal. You wondered whether evaporation was changing at the same time as precipitation. In this investigation, we will be answering: How would increased temperatures affect evaporation? Click Next to get started.
Topics and standards: Earth Science, MS-ESS3-3, MS-ESS3-5, MS-ESS3-4, MS-ETS1-2, MS-ESS3-1, OpenSciEd, 3.3.6-8.O, 3.3.6-8.K, 3.3.6-8.M, 3.3.6-8.N