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Energy, heat transfer and insulation — Take-Home — 6th Grade Distinguishes conduction, convection and radiation, and designs a fair test of insulation. This one-page 6th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Keep the Water Hot" — 30 minutes with identical mugs or jars, hot water, a thermometer, foil,…
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Energy, heat transfer and insulation SCIENCE · 6TH GRADE Name Date TAKE-HOME PRACTICE Science · 6th Grade 30 minutes WHAT THIS BUILDS Distinguishes conduction, convection and radiation, and designs a fair test of insulation. 1 THE TWO-MINUTE CHECK ASK "Does a coat make you warm, or do something else? Why does a metal spoon feel colder than a wooden one at the same temperature?" A SOLID ANSWER The coat slows heat loss; metal conducts heat away from the hand faster. Not yet Getting there Solid 2 KEEP THE WATER HOT You need: Identical mugs or jars, Hot water, A thermometer, Foil, cloth, paper, bubble wrap Fill identical containers with the same volume at the same starting temperature. Wrap each in a different material, leaving one bare as the control. Record temperature every five minutes for half an hour. Graph all the lines on one set of axes. Explain the winner in terms of trapped air and conduction, then predict the best combination and test it. SAY THIS WHEN IT STALLS "Cold isn't moving in. Heat is moving out. Which wrapping slowed it down most?" Two containers, one insulated, four readings. Control for surface area and lid, and quantify the rate of cooling per minute. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-6 www.littleactivity.com 6th Grade · Science
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Energy, heat transfer and insulation SCIENCE · 6TH GRADE Name Date TAKE-HOME PRACTICE Science · 6th Grade 30 minutes WHAT THIS BUILDS Distinguishes conduction, convection and radiation, and designs a fair test of insulation. 1 THE TWO-MINUTE CHECK ASK "Does a coat make you warm, or do something else? Why does a metal spoon feel colder than a wooden one at the same temperature?" A SOLID ANSWER The coat slows heat loss; metal conducts heat away from the hand faster. Not yet Getting there Solid 2 KEEP THE WATER HOT You need: Identical mugs or jars, Hot water, A thermometer, Foil, cloth, paper, bubble wrap Fill identical containers with the same volume at the same starting temperature. Wrap each in a different material, leaving one bare as the control. Record temperature every five minutes for half an hour. Graph all the lines on one set of axes. Explain the winner in terms of trapped air and conduction, then predict the best combination and test it. SAY THIS WHEN IT STALLS "Cold isn't moving in. Heat is moving out. Which wrapping slowed it down most?" Two containers, one insulated, four readings. Control for surface area and lid, and quantify the rate of cooling per minute. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-6 www.littleactivity.com 6th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
