• Refrigerators, buckets of ice, nor the out-of-doors (in winter) may be used.
• Teams must not lose any of the melted water; this means no paper, cloth, or other materials can be wrapped directly around the ice because they would soak up melted water. (To eliminate this problem, you may require that ice cubes remain in the plastic baggie at all times.)

1. Have groups brainstorm ideas concerning which materials they think would make the best and/or worst insulators.
2. Give each group an ice cube of the same size.
3. The object now is to see what materials are the best insulators to keep an ice cube from melting.
4. Have various materials available for the groups to choose from to insulate their ice cube. It will be best if each group chooses only one type of insulation (in order for comparisons between groups to be accurate.)
5. Record the starting time.
6. Have students quickly wrap the ice cube in their one chosen material.
7. Every five minutes they should check their ice cube. Help the student groups determine how long their ice cube has lasted. Compare the time that each group was able to keep their ice cube. Have student groups figure: how much time elapsed between their cube melting and the fastest melting cube? --the slowest cube?
8. Have each group present its method of ice preservation to the class.
9. In a class discussion, ask questions such as: What method kept the ice the longest? What material was used? Would a combination of materials be beneficial or not?

   Positive Interdependence: Each student will have a role. During the presentation, each group member must add at least one positive comment concerning the group's method of ice preservation.

   Individual Accountability: Each student will be responsible for his or her part in the group presentation as well as for performing his or her individual role to the best of his or her ability.

   Criteria for Success: Each group may use only their type of insulation or conductor, but may use materials found in and around the classroom (with teacher permission.)

   Expected Behaviors: Students will demonstrate appropriate communication skills in accordance with the t-chart.

   Monitoring: Students will complete a self-evaluation, assessing how well they each worked with their respective group.

   Processing: As a whole, each group will discuss and explain whether their material was a conductor or an insulator and will explain to the class in a mini-presentation how this effected their ice cubes preservation.

   Conclusion: As an entire class, discuss what materials worked best at insulating the ice cube. Brainstorm what materials could have been used to prevent the ice cube from melting. Did any group do something that helped or hindered their ice cube's preservation?

   Evaluation: Using the students' self-evaluation as well as monitoring group work, the teacher will assess each group's completion of the task.

    

1. Make giant "cubes" in plastic ziploc type bags or margarine tubs. Will it melt before school is out? Break a cube into small pieces and allow it to melt. How much faster did it melt? Why?
2. Challenge students to see how fast they can melt an ice cube opposed to preserving the ice cube.

1. IV. RESOURCES

Friedl, A.E. (1997). Teaching science to children, an inquiry approach. New York: The

McGraw-Hill Companies, Inc.

Hoover, E. & Mercier, S. (1990).Melt an Ice Cube. In Primary physics, activities

integrating math and science (pp. 80-83). Fresno: California: AIMS Education Foundation.

Student Self-evaluation

I added only positive comments to my group's discussion.

J K L

I performed my role to the best of my abilities. J K L

I listened when other group members shared comments.

J K L