Make It Hot! Hot! Hot! (Temperature Conversion)

Overview of Lesson

Working together, students learn about the conversion process from Fahrenheit to Celsius, and vice versa.

 

Goal

Students will understand the Fahrenheit and Celsius temperature scales.

 

Objectives

  • Students will use sample problems to learn how to convert between Fahrenheit and Celsius temperature scales.

 

Ohio Academic Content Standards

Mathematics
Measurement (Grade 5)

Benchmark B:
Convert units of length, area, volume, mass and time within the same measurement system.

Benchmark E:
Use problem-solving techniques and technology as needed to solve problems involving length, weight, perimeter, area, volume, time and temperature.

Indicator:
5. Make conversions within the same measurement system while performing computations.

 

Materials

  • Calculator

  • Pencil

  • Paper

 

Procedure

The conversion process from Fahrenheit to Celsius can be very simple for younger students to learn if the procedures are presented as a multiple-step problem. During this lesson, students will discover that baking requires a much higher temperature than boiling water (cookies usually bake between 350 F to 375 F; pie crusts bake at 400 F). Eventually, students will be asked to develop some rules for determining whether or not a temperature is Fahrenheit or Celsius.

  1. Ask students about the boiling and freezing temperatures of water. Continue with a discussion about a very warm or very cool day. Ask what the temperature might be on a cool day and a warm day.

  2. Show students the example of converting 50 F to 10 C, and vice versa.

    Example:
    Fahrenheit to Celsius
    1. 50 F – 32 = 18
    2. 18 F x 5 = 90
    3. 90 / 9 = 10 C

    Celsius to Fahrenheit
    1. 10 C x 9 = 90
    2. 90 / 5 = 18 F
    3. 18 F + 32 = 50 F

  3. Working in pairs, ask the students to convert the temperature of boiling water from Fahrenheit to Celsius. Discuss the results. Next have the students convert the freezing temperature of water from Celsius to Fahrenheit.

  4. Help students make a class table so students can see the comparison between the boiling point of Fahrenheit and Celsius temperatures.

  5. Ask students whether or not 212 F would be warm enough to bake bread or cook a roast. See if any students are aware of the temperature range on a standard oven. Let students know about the typical temperatures for baking cookies (350 – 375 F) and pie crusts (400 F), and for broiling a steak (425 F). Do not indicate which system these numbers represent.

  6. Divide the students into small groups. Each group is responsible for making a conversion.

    Group A, 350 C to F
    Group B, 350 F to C
    Group C, 425 C to F
    Group D, 425 F to C
    Group E, 550 C to F
    Group F, 550 F to C

  7. Now share the following information:

    A red clay planter bakes (fires) at 1200 F, which is 648.8 C. Ask the students if they think food would cook at the same temperatures that are used to make plates and planters. Celsius temperature equivalents are lower than Fahrenheit temperatures because the range is from 0 degrees to 100 degrees. For water freezing and boiling, refer back to Step 3.

  8. Review the numbers that the students have converted in Step 6. Ask the group if the temperatures are Fahrenheit or Celsius. Volunteers should support their answers based upon observations made during this lesson.

    Answers to Step 6
    Group A, 350 C = 662 F
    Group B, 350 F = 176.7 C
    Group C, 425 C = 797 F
    Group D, 425 F = 218.3 C
    Group E, 550 C = 1022 F
    Group F, 550 F = 287.8 C

    Conclusion: Have the students brainstorm about ways to determine to which system a temperature might belong. For example, people could not walk around in temperatures that are higher than the temperature of boiling water. A temperature for the day that is 100 degrees can’t be in Celsius, because no one could live at that temperature. Water would not freeze at 32 C, but that temperature does describe a warm day.

    More advanced students could use the following formulas:

    To convert from F (Fahrenheit) to C (Celsius): C = 5/9 x (F – 32)

    To convert C (Celsius) from to F (Fahrenheit): F = (1.8 x C) + 32


Evaluation

Students can make a journal entry response to this question. Which temperature is better for foods in the freezer: 0 C or 0 F? Is it recommended that freezers be at -40 degrees F? Will the food be safe at 0 degrees on either system?

Use the included rubric for evaluation.

 

     

Rubric: Temperature Conversion

CATEGORY 4 3 2 1
Strategy / Procedures Typically uses an efficient and effective strategy to solve the problem(s). Typically uses an effective strategy to solve the problem(s). Sometimes uses an effective strategy to solve problems, but does not do it consistently. Rarely uses an effective strategy to solve problems.
Scientific Concepts Explanation shows complete understanding of the scientific concepts used to solve the problem(s). Explanation shows substantial understanding of the scientific concepts used to solve the problem(s). Explanation shows some understanding of the scientific concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Scientific Reasoning Uses complex and refined scientific reasoning. Uses effective scientific reasoning. Shows some evidence of scientific reasoning. Shows little evidence of scientific reasoning.
Neatness, Organization, Grammar and Spelling The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. Grammar and spelling are generally correct. The work is presented in an organized fashion but may be hard to read at times. There are some grammar and spelling errors. The work appears sloppy and unorganized. It is hard to know what information goes together. Grammar and spelling are poor.

 

 
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