1. Artifacts of My Activity:
Al Bayader Field Visits
Phase I Induction Phase
Grade Level: 3
Subject: Science (Revised Draft)
Mentors: Science Coordinator:Ms. Aman Al Masri
Grade 3 Science and Math Teachers:
 Ms. Rola Akkad
 Ms. Ramia Itani
Intern: Ms. Khouloud Chehabeddine

2. Thermometer Measure & Compare 4/11/2015
Activity Temperature
(Book pg. 339)
Grade level: 3
Type of Activities: Student Group work, Accountable Talk
Student Background: Temperature, °C, Melting, boiling, and freezing points of
water, Particles’ Motion and Arrangement in Different States
of Matter, Changes in states of matter.
Learning Objectives:
 Define what a thermometer is and name the metric unit to measure
temperature.
 Measure the temperature of cold & hot matter.
 Compare the temperature of these substances.
Activity Part 1: Student Group Work: (10 min)
 Materials: Five Ice cubes, Beaker, Liquid or Mercury thermometer.
 Student Groups, each group consisting of 4-5 students, perform this
experiment at their table.
 Teacher must put water in the freezer overnight to become ice cubes.
 She takes out the ice cubes from the freezer and puts them in a beaker.
 The teacher tells the students to arrange the ice cubes in a circular pattern in the
beaker & to submerge the thermometer in the center of the ice cubes.
 She asks each group of 4 students to observe the number they read on the
thermometer.

3.  The pupils notice that the number is 0°C. If any misconception arises, the
teacher must clarify to the kids that they must look at the level of the red liquid
inside the thermometer & read the number next to it.
 Teacher asks the students, “What does this number remind them of?”
 They must reply that it is the temperature at which water freezes or at which ice
starts to melt.
 Teacher asks them what do they conclude about a thermometer?
 Pupils must reply that it is a tool which measures the temperature of matter.
Activity part 2 Student Group Work: (10 min)
 Materials: Water in beakers at room temperature, Mercury Thermometers.
 Each group of 4 students is given a thermometer & water in a beaker at room
temperature & a task sheet.
 Teacher must warn the students to be careful while using the thermometer since
it is glass & might break.
 Kindly refer to the task sheet below.
 Teacher tells students to place the thermometer inside the water.
 In the observe part, students are expected to recordthe temperature.
 In the explain part, students are expected to say why the temperature (mercury
level) was higher, (Possible Answer: Because the water is warmer than the ice)
& to compare the temperatures of the ice & the water.
 In the Predict part, students are expected to predict what will happen if we put
the thermometer in boiling water or near steam or water vapor (Possible
answer: what will happen if we measure the temperature of something that has
a different hotness or coolness than water or ice.)
Activity part 3 Accountable Talk (10 min)
 Teacher tells the student that the colored liquid (red or blue or grey) that they
see inside the thermometer is usually mercury & the circle at the bottom is the
thermometer’s bulb & the numbers next to it are the scale & that the scientific

4. unit used to measure temperature is “degrees Celsius.” (She writes the words &
symbols on the board: “°C”.)
 Teacher asks the students: “Why does the mercury level rise when something
is hotter & stays down when something is cooler?”
 Teacher gives the students a hint: “Relate it to how the particles are in a
solid, liquid, & gas.”
 Many students try to answer & the teacher asks the rest if they agree or
disagree with their peers’ answers.
 The answer:
 “When particles are in a cold object (e.g. ice), they tend to only vibrate in
their places, they do not move quickly since there is not enough heat to give
the energy for the particles to move. The particles will not bump a lot with
the thermometer’s bulb. The particles in the mercury will not be actively
moving so it will stay down at the bottom.
 But when particles are in a hot object (e.g. boiling water), the particles are
bouncing off each other violently since the heat provides the particles with
energy for them to move. The particles will bump vigorously with the
thermometer’s bulb. The particles in the mercury will be actively moving so
the mercury level will rise.
N.B. : After Ms. Aman Al Masri has revisedit, she approved of it, except that she
demanded that the first activityturn from a teacher’s demonstration into
student group work orientedby teacher’s scaffolding. The learning style in
Al Bayader always empowers the students to become independent learners
& those who infer & make discoveries ontheir own with some guided
practice from their teachers, even in the posters they hang in the hallway’s
or classrooms are posters writtenby the students themselves. Ms. Aman
agreed on dividing the inquiry procedure into Observe, Explain, Predict,
which is a very systematic way for organizing student’s thought in
scientific inquiry& discovery. Ms. Aman has introduced the term,
accountable talk accountable talk, since it stimulates inquiry, class
discussionwhere students have to justify their statements, & if the

5. students could not find the correct answer during the class period, they
could move to the next step of inquiry: DATA COLLECTION at their
home, they could search the net for answers or any scientific books. I
stronglyagree withMs. Aman on the importance of accountable talk due
to the reasons mentioned above.

6. Observe (What I see) Explain (Why do I think this happened)
Compare: the temperature of the ice & the
water. Calculate the difference. Show your
work.
Predict (I wonder what
will happen if)
?