Science Learning Community: Science and Engineering Lesson Plans
Thermal Loss/ Insulation
Tom Hullander
7/18/14
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
This is a lesson that can be applied to grade levels 7-12 in various levels of Physical Science and engineering
Time Frame
This will take 4-45 minute class periods to complete. This will include brainstorming, research, discussion, creating, testing,
building, analyzing data, identifying successes and failures for a possible better product, and reflection.
Objectives: Upon completion of this unit, students will be able to:
Design and build a model of a great insulator
Compare and contrast insulating properties of different materials
Research cold and hot insulators and their properties
Communicate results of their data to the classroom
Brainstorm and collaborate ideas of good insulators with other group members.
Next Generation Science Standards
HS-PS3Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two
4.
components of different temperature are combined within a closed system results in a more
uniform energy distribution among the components in the system (second law of thermodynamics).
ETS1A
ETS1B
ETS1C
Defining and delimiting and engineering problem
Developing possible solutions
Optimizing the design solution
Standards for Technological Literacy
Design 9- Students will develop an understanding of engineering design.
Designed world 16- students will develop an understanding of and be able to do select and use energy and power.
Common Core State Standards in Mathematics
MP.2
Reason abstractly and quantitatively. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5)
MP.4
Model with mathematics. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5)
Common Core State Standards in English and Language Arts
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
WHST.912.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.(HS-PS3-3),(HS-PS3-4),(HS-PS3-5)
WHST.1112.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation. (HS-PS3-4),(HS-PS3-5)
WHST.912.9
Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4),(HS-PS3-5)
Prior Learning
All students will have had some contact with prior knowledge from can coolers, house insulation, coats and gloves, to pop coolers.
Brainstorming insulators will help fill gaps and get students to think of some things that were previously not thought of. This may tie
into previous lessons of insulators of electricity or ground insulators, frost levels, snow’s insulating properties. I want to touch on
keeping heat and cold in as well as keeping it out of things!
Materials
Felt, fur, plastic, cloth, foam, packing peanuts, wool, saran wrap, foil, paper, corrugated cardboard, frozen cold pack, hot jar of
sauce (heated to same temperature), thermometer, clock, Scoring rubric, cost list of materials, poster boards, markers.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 2
Science Learning Community: Science and Engineering Lesson Plans
LESSON 1 introducing thermal ideas/properties/thoughts
Objective: Upon completion of this lesson, students will be able to:
-Brainstorm and collaborate ideas of good insulators with other group members.
-Research cold and hot insulators and their properties
Pre-Assessment
-Students brainstorm individually ideas of good hot and cold insulators that they know of. We will make a list
on the whiteboard.
Procedures
Time
Instructional Strategies/Learning Tasks
Purpose
45
minutes
1. Ask the question..What makes a good insulator? Have them
brainstorm for (3 minutes) and make a list. After 3 minutes gather the
class and make a master list so that it fills in the gaps on cold and hot
insulators. (5 min)
To set up thinking
about insulators, their
properties and uses.
2. Have the classroom go onto their laptops for (15 minutes) to
gather other ideas of good insulators and what makes a better
insulator. Have them focus on heat loss and heat retention properties.
3. Gather the class and now add to the list already there. ASK THE
CLASS What were some of the findings that were not previously listed?
(5-10 min.)
4. Discuss and teach how I would like them to chart their findings so
that they make sense to them. Make sure they have columns for
beginning and end temperatures, time, material used, and maybe a
column for oddities or problems that might make the experiment not as
accurate as it could be. (10 min.)
Formative Assessment
Assessment will be gathered on how well each of them brainstormed. Each person needed to have at least 3 things
written. They will also have to show an understanding of how to chart data.
Closure
Gather class to discuss what was learned and what they might consider for the following day. Explain that we
will be building models in groups of 3 or 4 to build the best insulators. Explain that insulating properties can
keep cold or heat in or keep it out. Tell them that the groups and directions will be given on the next class
period.
Summative Assessment
To be done on day 4 –poster presentation
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 3
Science Learning Community: Science and Engineering Lesson Plans
LESSON 2 Decide/design/ and build thermal loss/retention models
Objective: Upon completion of this lesson, students will be able to:
Design and build a model of a great insulator
Pre-Assessment
Students brainstorm individually ideas of good hot and cold insulators that they know of. We will make a list
on the whiteboard.
Procedures
Time
45
minutes
Instructional Strategies/Learning Tasks
1.
2.
3.
4.
5.
6.
Give the class instructions about designing 2 models each for
keeping heat in and 2 models for keeping cold in. THERE WILL
BE 4 GROUPS OF 4 PEOPLE EACH. They will have the entire
classroom to collaborate (5 min), decide (5 min.) and design
(30 min.) a product that will insulate these products the best.
Place into groups and hand them the rubric and go over
expectations of what is needed to score the maximum points.
(3 min.)
Hand them the cost sheets and show them the table of
possible materials that they have to choose from. (2 min.)
Explain that the experiments will be measured right away
during the following class period and that we want to keep the
items given hot or cold as long as possible. The students can
write their predictions down to see at what temperature their
item might be tomorrow.
Hand out one hot (Ragu alfredo sauce jar heated in microwave
for 2 minutes and lid put back on and one cold item (frozen ice
pack).
Let them start the discussion, development, design and
building process.
Purpose
To have them design,
collaborate, and
create insulators with
a given set of
materials. Get them
to consider layers,
and materials
needed.
Formative Assessment
Observations and guidance of groups that may be off task or confused about directions. Watch them design and
build insulators.
Closure
Give warning of time with 5 minutes to go. Let them know that right away tomorrow we will be measuring
comparative temperatures and charting the data to see the results of changes in temperatures on their insulators.
Summative Assessment
To be done on day 4 –poster presentation
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4
Science Learning Community: Science and Engineering Lesson Plans
LESSON 3 gather results/compare data/decide on best insulators
Objective: Upon completion of this lesson, students will be able to:
Compare and contrast insulating properties of different materials
Pre-Assessment
Make sure students are on track to gather and assess data gathered from thermal experiments.
Procedures
Time
45
minutes
Instructional Strategies/Learning Tasks
1.
2.
Have students gather in their groups and test results of thermal
experiments. Have them address the question of which product
performed better at keeping heat in…cold in? how much
heat/cold loss occurred? Did any fail? Why? Explain that you
want them to discuss results and formulate what they want to
portray to the classroom in their finished poster project
(Teachers could use other forms to have the students
communicate findings)
Make sure they follow the rubric to score the maximum
possible points on project. Rubric should focus on best heat
retention and cold retention, ability to communicate and relay
information in poster form (Neatness, art, charting,
readability), completion of experimentation, accuracy of
measured information, and collaboration in teams (maybe
teams will grade teammates on contributions)
Purpose
To gather and collect
data, discuss
findings, chart data,
and work on poster
project that will
explain findings in a
meaningful way.
Formative Assessment
Observations from experimentations…observations of completeness of projects and information used and
concluded. Guidance will given when problems arise.
Closure
Last 5 minutes have the students clean up and ask them if they need any more time?? If they are completed, let
them know the order of what groups will go on the following day for their presentations.
Summative Assessment
To be done on day 4 –poster presentation
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 5
Science Learning Community: Science and Engineering Lesson Plans
LESSON 4 Poster presentation of the results of thermal loss detailing best choices
Objective: Upon completion of this lesson, students will be able to:
Communicate results of their data to the classroom
Pre-Assessment
From previous days
Procedures
Time
45
minutes
Instructional Strategies/Learning Tasks
1.
2.
Each group will have 7 minutes to display and discuss finding
on their insulators. They will tell what they used and why they
chose that..as well as what worked best/worst. Each group
will answer questions from class/teacher for 2 minutes after
each presentation.
After presentation is done we will discuss as a class what
would make the best insulator? Did cost matter? What was the
effect of layering..if anyone did? Did some things insulate hot
things better than cold? Was there a difference? What could
make this better for next years class?
Purpose
To have the students
show results of their
design experiments
and have them
communicate what
they have learned.
Classroom will learn
what works best and
maybe some
strategies that allow
for better/cheaper
ways that insulation
can happen.
Formative Assessment
It will be evaluated summatively today, but I will pay attention to the presentation so that all members have a part
in the presentation.
Closure
Closure will be for the last 10 minutes of class after the poster presentations are done. I will have the students
write a reflection on the simple question..What did you learn that you previously did not know? And How do you
think you could apply this to your real world in your lifetime? After reflection I will take the last 5 minutes to have
an open discussion about what we could do with what we learned in this unit..and how could we make this
experiment better for following classrooms and years (ALWAYS TWEAKING TO MAKE IT BETTER)
Summative Assessment
Poster project will be the summative assessment. The rubric will be set up to score whether they met certain costs,
how long they kept heat out/in an insulator, who had the best insulators for retaining or keeping out heat/cold,
which was the most functional design for the real world (in other words..usability). They will have to present in
groups of 3 or 4 people and describe what they did..as well as their results.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 6