Temperatures around our school

Temperatures around our school

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about investigating temperature.

How to do this task

  1. Take the temperatures in the following places around your school using a thermometer.
  2. Hold the thermometer 10 cm off the ground each time.
  3. Record the temperatures in the table on the next page.
  4. Answer the questions that follow.

Question 2Change answer

Write down the temperatures for the places below.
 
Place Temperature (oC)
Inside your classroom
Inside the library
Outside on the asphalt playground
Outside on the grass playing ground or field
Inside the hall

Question 2Change answer

a) i)  From your table, which place is the warmest place in the school? 
   ii)  Explain why this place is warmer than the other areas.

Question 2Change answer

b)  i)  Which place is the coolest? 
    ii)  Explain why this place is cooler than the others.

Question 2Change answer

c) i)  Which room was the warmest, the library, classroom or the hall? 
   ii) Explain why this room was warmer than the others.

Question 1Change answer

d)  Explain how a thermometer works.
Task administration: 
This task can be completed with pencil and paper or online with other equipment.
 
Equipment:
Thermometer.
  • This task assesses students' ability to record temperatures using a thermometer.
  • Students may need to be shown how to read a thermometer.
  • This task is best carried out on a sunny day.
Level:
3
Curriculum info: 
Science, Investigating in science, Physical World
Keywords: 
physical inquiry, temperature, thermometers, measurement, investigation, practical
Description of task: 
This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss:
  • measuring accurately is important in investigations, and we have tools to help us do this
  • how tools can make our observations more accurate, or allow us to see things in more detail.
Science capabilities: 
Gather and interpret data
Making Better Sense: 
Movement (measuring heat)
Answers/responses: 
a)

i)
ii)

An answer that is supported by their results.
Gives a valid reason why this area was the hottest, e.g., Asphalt because black/dark surfaces absorb or radiate more heat.
Other acceptable answers.
b)

i)
ii)

An answer that is supported by their results.
E.g., The grass playing field is cooler as the asphalt is a darker colour that would absorb more heat from the sun, and so would be hotter than the grass playing field.
E.g., The hall because it has more area in which to lose heat.
Other acceptable answers.
c)

i)
ii)

An answer that is supported by their results.
Any valid reason, e.g., the library has a lot of trees outside that block the sun's rays/heat or has very few windows, whereas the classroom has numerous windows and skylights, and has no trees surrounding it.
Other acceptable answers.
d)   As temperature increases the liquid in the thermometer goes up.
Next steps: 
Extension:
When the temperature is being recorded for places around New Zealand, why is it taken at the same time of the day and in the same conditions? 
Answer: So comparisons between places can be made.