Lesson 9WarmTeacher Notes1. Lesson OutlinePeople who live and
work in the Antarctic region have to deal with temperatures which
canreach far below zero and which are made even more extreme by
gale force winds.For the crew of and sailors like Dame Ellen
MacArthur who brave the icyseas there is also the additional
challenge of keeping dry.This lesson allows pupils to investigate
what makes a good insulator and how these propertiescan be used in
clothes to keep people alive in the harshest of
environments.HMSEndurance3. Age GroupYears 4, 5 and 6.4. TimingThis
lesson should take approximately two hours to complete.2. Learning
ObjectivesBy the end of the lesson, pupils should be able to:Work
effectively within a small group/team.Discuss within a
group/team.Communicate effectively with others.Start to appreciate
that some materials are better thermal insulators than
others.Notice some of the similarities between materials which are
good thermal insulators.Know that heat is a form of
energy.????????Develop an understanding that heat energy always
flows from 'hot' to 'cold'.Use and develop practical skills and
start to understand their relevance to science.Teacher
Notes2008KeepingWarmTeacher Notes25. Curriculum LinksEngland
(National Curriculum)Key Stage 2 Science???????Sc3: 1a,b; 2cEngland
(QCA Schemes of Work)Unit 4C: Keeping warmMaterials from Earth:
Level BProperties and Uses of Energy: Level A,B,CMaterials and
their Properties: 1.2Living Things: Ourselves eMaterials:
Properties a,c,dScotland (5-14 National Guidelines)WalesNorthern
IrelandEnvironmental Studies: ScienceKey Stage 2 ScienceKey Stage 2
Science and Technology6. KeywordsThe following is a list of
keywords that will be used in this lesson:a device for measuring
temperature.???conductor -insulator -thermal -a material through
which heat will pass easily.a material through which heat finds it
difficult to pass.to do with heat.? thermometer-Keeping7. Equipment
& MaterialsTeacher ResourcesPractical Activity Resources????A
large globe and/or world map.Pictures of snow and ice in the
Antarctic and some of the kit worn bythe crew from the Resource
Gallery either printed out or displaying on the
classwhiteboard.This lesson is supported with resource sheets which
show pupils how they can test materialsfor their thermal insulation
properties. The list below shows the equipment and
materialsnecessary to provide one set of apparatus.A small plastic
bottle (about 20 cm tall). In order to make pupils' results
comparable allgroups performing the experiment will need to use the
same type of bottle.Sticky tape and
scissors.HMSEndurance,???????????A map of Deception Island
(available at http://www.deceptionisland.aq/map.php) fordisplaying
on the class whiteboard.A thermometer (alcohol based).A stop
watch/egg timer.Access to a selection of different materials.
Suggestions might be:NewspaperCotton woolTin foilA range of
materials from old clothesBubble wrapPlastic bagsA copy
ofResourceSheet9.1-KeepingtheHeatInTeacher Notes3WarmKeepingTeacher
Notes4OurChangingClimateTeacher Notes48. Lesson
StructureIntroductionI. Explain the role of . You may want to use
some of the imagesincluded in the Resource Gallery on this website
to help illustrate this. You may alsowant to use a globe or map to
show pupils where Antarctica is in relation to the
UK.HMSEndurance???Ask pupils to spend one or two minutes working in
pairs to think about the kindof weather conditions in Antarctica
and what special equipment people whowork or live there might need
in order to survive.The key point that pupils need to appreciate is
the need to keep warm. For thecrew of and sailors like Dame Ellen
MacArthur anotherimportant need is the need to keep dry, as wet
clothing is not generally as goodan insulator as dry clothing.Tell
pupils that heat is a form of energy and it will always flow from a
hightemperature to a low temperature, and not the other way round.
You can showthis using coloured pens on a board or paper. This is
why, when you jump into acold swimming pool, the heat energy from
your warm body flows into the coldwater, leaving you feeling
cold.I. Inform pupils they will be working in pairs to take on the
roles of extreme weatherclothing designers. They have been assigned
the task of designing a new, all-weatherjacket for the crew of .The
task will be divided into two parts.II. The first part will involve
them in selecting the materials for the jacket. This is
doneexperimentally by wrapping their plastic bottle in a material
or combination of materials,filling it with warm water and then
taking temperature measurements every few minutesto see how quickly
the temperature drops.guides them through this process.The warm
water can be straight from the tap, but bearing in mind that normal
humanbody temperature is 37C it would be useful to have water as
close to that temperatureas possible.An enterprise element can be
introduced into this task by giving pupils tokensrepresenting money
and having them buy samples of material from a 'shop' set up inthe
classroom. This can have the effect of making pupils think more
carefully aboutwhich samples to choose, rather than grabbing a
handful of
everything.HMSEnduranceHMSEnduranceResourceSheet9.1-KeepingTheHeatInMain
ActivityWarmKeeping???????If time is an issue, each pair could test
just one or two different samples and allthe results could be
'pooled'.If the two parts of the lesson are being split over a
number of days it canprovide an opportunity to ask pupils to look
at what materials are goodinsulators and see what they may have in
common. They can then use thisinformation to select other materials
from home which they think may be goodinsulators.III. The second
part of the task involves pupils using the experimental information
from thefirst part of the task to actually design a useable
jacket.To do this they will have to take into account
practicalities such as whether or not it will becomfortable, will
it be washable, will people want to wear it etc? You can write
these onthe board to remind them.Pupils will then have to present
their experimental findings to the rest of theclass and explain how
they used them to inform the final design of their jacket.Summarise
key points ie;Heat is a form of energy.Heat energy always flows
from 'hot' to 'cold'.There are some materials which will greatly
slow down the movement or'transfer' of heat energy. These are
called .It is possible to spot things in common between good
thermal insulators and usethis information to predict what other
materials might make good insulators.Conclusionthermal
insulatorsTeacher Notes59. Differentiation????Adapt discussion
sessions to suit ability and age group.Provide extra support during
group activities for those pupils who requireit.More able pupils
could be introduced to the term for the slope of theirline.Less
able pupils could simply take one temperature measurement after
5minutes and plot bars for each tested material the higher the
temperatureremains after 5 minutes, the better the material is as
an insulator. For this to bea fair test, the initial temperature of
the water will need to be the same for eachdifferent
test.gradientWarmKeepingTeacher Notes611. Risk assessmentSome
safety advice is included in this lesson plan, however, it is the
responsibility of thesupervising teacher to carry out all risk
assessments with regard to this activity and to makesure that any
such risk assessment complies with the requirements of the
particular institutionin which it is being conducted.10. Extension
Work??The design of the jacket could be extended to bring in
cross-curricular work withArt and Design and also Design and
Technology.Pupils could carry out research on different types of
clothing that allow people tofunction in harsh weather conditions.
This could be carried out over the internetor by sending off for
catalogues from manufacturers of mountaineering or
sailingequipment.WarmKeeping12. Find Out
MoreTeachersPupilswww.visitandlearn.co.uk
www.royalnavy.mod.ukwww.antarcticconnection.com/antarctic/weather/climate.shtmlwww.coolantarctica.com/Antarctica%20fact%20file/science/clothing_in_antarctica.htmwww.antarctica.ac.uk/living_and_working/daily_life/clothing.phpwww.bbc.co.uk/schools/ks2bitesize/science/materials.shtmlwww.antarctica.ac.uk/images/in_pictures/clothing.phpwww.visitandlearn.co.uk/topicalfactfiles/polarclothing5.aspHttp://www.discoveringantarctica.org.uk/multimedia/flash/5_whatnot.htmlandLots
of information about HMS Endurance and its work in
Antarctica.Information about the Antarctic climate.Essential tips
on how to dress for Antarctic survival.More background on what to
wear on the ice capInformation and activities specifically for KS2.
If possible this would make a useful precursorto the experiment in
the lesson plan.British Antarctic Survey clothing picture
gallery.Information on Antarctic clothing from the Visit and Learn
website.Fun interactive based on dressing a scientist in the
correct Antarctic
clothing.HMSEnduranceYouareatopteamofextremeweatherclothingdesignersandyouhavejustbeenaskedbytheCaptainoftodesignanew,all-weatherjacketfortheship'screw.HMSEnduranceResource
Sheet 9.1The Heat InEllensquickfactsaboutkeepingwarmDid you know
that when you get cold, the blood vessels in your skin getsmaller
(constrict). This reduces the amount of heat lost through your
skin. Italso reduces the overall volume of your circulatory
system.This makes your blood pressure increase. Your body then
tries to reduceblood pressure by getting rid of any fluid it
doesn't need.Sothat'swhywhenyougetcold,youwanttopee!The crew of
need a new all-weather jacket that they canwear above deck on board
ship and when they go ashore in the Antarctic.The jacket will need
to do the following:keep crew members warm in temperatures down to
minus40Ckeep crew members dry when spray from the sea comes overthe
side of the shipbe comfortable to wearbe highly visible so crew
members can be seen easilyI look forward to seeing what you come up
with!HMSEndurance????WarmKeeping KeepingHere are your
instructionsChoosing Your MaterialsBefore you actually design your
jacket you need to decide which materials touse.These materials
need to make the amount of heat energy being lost from a
crewmember's body as small as possible. They need to beIn your
classroom you will have lots of different types of materials to use
buthow do you know which are good insulators?Try following the
steps on the next page to help you find out.thermal
insulators.Step1Choose one material andwrap it around the
plasticbottle your teacher has givenyou.Make sure that you cover
thebase and the sides and asmuch of the top as you can.Step2Fill
the bottle with warm water.Then put a thermometer in thetop and
block the top with aball of cotton wool. Take thetemperature and
start yourtimer.ThermometerCotton wool plugTest materialTest
materialWarmKeepingResource Sheet 9.1The Heat InKeepingStep3Take
the temperature of the water every three minutes for nine
minutesand write it down in the tables on the back of this sheet.
Do this for asmany different materials as you have time
for.WarmKeepingResource Sheet 9.1The Heat InKeepingName of
material:Description of material:Thickness of material
(mm):Time(minutes) Temperature(C)0369Name of material:Description
of material:Thickness of material (mm):Time(minutes)
Temperature(C)0369Step4Plot a line graph of your results.If the
line joining your points is steep this means that your water is
coolingvery quickly and your material is not a good thermal
insulator.If the line joining your points is not steep it means
that the water is coolingslowly and you have a good thermal
insulator.WarmKeepingResource Sheet 9.1The Heat
InKeepingStep6Hopefully now you have some information about the
kind of materials youmight use in your jacket. In the box below
write down what they are andwhy you have chosen them.Step5If you
have time choose a mixture of materials to wrap around your
bottleand do the experiment again. Don't forget to put new water in
the bottle.NameofMaterial
WhyyouhavechosenthismaterialWarmKeepingResource Sheet 9.1The Heat
InKeepingQuestion1How will your jacket keep people warm?Designing
Your JacketChoosing the materials to make sure that the crew of
staywarm is just one part of the task.Answering the questions below
will help you to design your jacket.HMSEnduranceQuestion2How will
your jacket keep people dry?Question3How will your jacket be
comfortable to wear?WarmKeepingResource Sheet 9.1The Heat
InKeepingQuestion4How will your jacket make crew members visible at
night and in badweather?Now you have answered these questions draw
a picture of the jacket onthe crew member below.