Day 1 - Time Needed 45
Minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology - Promethean flip chart - Page 2 (KWL Chart)
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
none for this day
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit **See picture cards in
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Pretest/KWL Chart Completion
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 1 - Time Needed 45
Minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Pretest/KWL Chart Completion
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of an
inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 1 - Time Needed 45
Minutes
McLaughlinSusan
Pretest/KWL Chart Completion
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 1 - Time Needed 45
Minutes
Materials and
Resources in This
Lesson
Pretest/KWL Chart Completion
Pretest (see supporting documents)
KWL flip chart page 2 (see supporting documents)
Page 1 in Energy Journal (see supporting documents)
Safety Requirements none for this lesson
in This Lesson
McLaughlinSusan
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can share what I know about energy by completing the
K and W sections of a KWL chart.
Accommodations for
Differentiated
Instruction For This
Lesson
Read aloud assessment if necessary. **If you open the
document in Pages you can highlight the text and
control-click. Choose Speech on the menu, and then
Start Speaking. This will read the text to the children.
We suggest using headphones and only highlighting one
question at a time.
Cross-Curricular
Integration For This
Lesson
None for this day
1. Students will take the pretest.
2. Use KWL flip chart to record prior knowledge about
energy and energy transfer.
3. Students use their Energy Journals (page 1) to record
information from KWL chart in the K and W columns.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 1 - Time Needed 45
Minutes
Assessments in Unit
* Performance-based
* Formative
* Summative
Pretest/KWL Chart Completion
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology - Promethean flip chart pages 3-5
ELA- nonfiction text/website
Energy Journal page 2 (see supporting documents)
Writing
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
http://www.eia.gov/kids/
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
What is energy? Class Discussion
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
What is energy? Class Discussion
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of an
inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
McLaughlinSusan
What is energy? Class Discussion
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
Materials and
Resources in This
Lesson
What is energy? Class Discussion
Flip chart pages 3-6 (see supporting documents)
It’s Science - Full of Energy by Sally Hewitt
Paper for exit tickets/slips
Energy Journal page 2 (see supporting documents)
Laptops or computer lab OR use the Promethean Boards
and do this part whole class
Safety Requirements none for this lesson
in This Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
What is energy? Class Discussion
I can explain what energy is by giving examples of
energy around me.
1. Have the children share types of energy with a
partner. Record 3-4 types on a sheet of paper. Let the
children know that we will come back to this at the end of
the lesson.
2.Read book It’s Science - Full of Energy by Sally Hewitt
(or another book about energy of your choice) whole
class and discuss trying to make connections back to
student lists.
3. Go to http://www.eia.gov/kids/ on laptops. Then go to
link “What Is Energy?” on the top of the page. Go to link
Energy Basics on the top of the page. (This link is in the
Flip Chart on page 3) Have a class discussion about this
page on the site. Children should use page 2 in Energy
Journal to respond to questions after reading information
on the site.
4. Review flip chart pages 4-5. Discuss specific
definitions related to energy. Whole class - on flip chart
page 6 have children circle the pictures that are related
to energy. As the children circle a picture they need to
explain how that picture is related to energy. (All pictures
on page 6 should be circled.)
5. Have children go back with their partners discuss how
they would add to or edit the list they made at the
beginning of this lesson. Listen to children’s
conversations to check student understanding. The
revised list may also be used as an exit slip.
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
What is energy? Class Discussion
Accommodations for
Differentiated
Instruction For This
Lesson
If you click on the web address bar at the top at the page
on the word that says READER. Then you can highlight
the text and control-click. Choose Speech on the menu,
and then Start Speaking. This will read the text to the
children. We suggest using headphones.
** Readers who struggle may need partners or small
group instruction to assist in the reading/answering
questions on this website.
Cross-Curricular
Integration For This
Lesson
Technology - Promethean flip chart pages 3-6 and
website
ELA- nonfiction text/website
Answering questions and referring to the website for
support for answers.
Writing
Assessments in Unit
* Performance-based
* Formative
* Summative
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 2 - Time Needed
60 Minutes
Created By
E-Mail
What is energy? Class Discussion
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Day 3 - Time Needed
60 Minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Reading
Writing
Math - Measurement - Volume
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
None used for this lesson
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
McLaughlinSusan
Types of Energy
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 3 - Time Needed
60 Minutes
McLaughlinSusan
Types of Energy
NC Essential
Standards For
Science
in Unit
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Common Core
Standards for
Mathematics
in Unit
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 3 - Time Needed
60 Minutes
McLaughlinSusan
Types of Energy
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 3 - Time Needed
60 Minutes
Materials and
Resources in This
Lesson
Types of Energy
Energy Journal page 3 (see supporting documents)
**Two identical containers (We used beakers.)
**Hot Water - almost boiling (400mL or another amount
depending on the size of your container, just keep the
amount of hot and cold the same)
**Cold Water (400mL or another amount depending on
the size of your container, just keep the amount of hot
and cold the same)
**Food Coloring
**LabQuests
**You will need more of these materials if you plan on
doing this experiment in small groups instead of as a
demonstration.
Safety Requirements Be very careful if you plan on completing this experiment
in small groups, the hot water could burn a child.
in This Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 3 - Time Needed
60 Minutes
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
Types of Energy
I can explain how thermal energy affect molecules in
matter by performing an experiment.
1. Begin the lesson with a discussion of what energy is
from yesterday.
**This part of the lesson can be done in small group or
as a demonstration.
2. Discuss that all matter is made up of tiny particles
called molecules and today we are going to observe
how thermal energy affects moloecules. Pour 400mL
of hot water into one beaker, pour 400mL of cold water
into the second beaker.
3. Have a student take the temperature of each
container of water. Record on the board. Discuss the
differences in thermal energy between the two
containers.
4. Have the children observe the differences in the water
as you drop several drops of food coloring into each
container of water. (The food coloring will move
quickly and seem to mix itself in the container with hot
water. This is because the thermal energy in the water
is causing the molecules to move more quickly.) Class
discussion based on observations.
5. Have students complete page 3 in Energy Journal as
an exit slip.
Accommodations for None used for this lesson
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
McLaughlinSusan
ELA- nonfiction text/website
Writing
Math - Measurement - Volume
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 3 - Time Needed
60 Minutes
Assessments in Unit
* Performance-based
* Formative
* Summative
Types of Energy
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Day 4 - Time Needed
60 Minutes
McLaughlinSusan
Types of Energy
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology
Reading
Writing
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 4 - Time Needed
60 Minutes
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
None used for this lesson
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Types of Energy
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 4 - Time Needed
60 Minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Types of Energy
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 4 - Time Needed
60 Minutes
McLaughlinSusan
Types of Energy
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 4 - Time Needed
60 Minutes
Materials and
Resources in This
Lesson
Types of Energy
Flip chart pages 7-12(see supporting documents)
Energy Journal page 4 (see supporting documents)
Chart paper or white construction paper
Safety Requirements none for this lesson
in This Lesson
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can give examples of at least three types of energy and
relate it to how it can be used.
1. Begin the lesson with a discussion of what energy is
from yesterday. You may want to review pages 4-6 in
the flip chart to guide your review.
2. Discuss flip chart pages 7-11 whole class.
3. Post flip chart page 12. Students will create a poster
about a cycle that uses energy and label what types of
energy that are being used in that cycle. For example,
students may draw a picture about how sunlight and rain
help a plant grow.
4. Hang posters up in the room and allow the children a
few minutes to take a gallery walk to view all the posters.
5. Have students complete page 4 in Energy Journal as
an exit slip.
Accommodations for Allow for differences in the length of written description
on posters.
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
McLaughlinSusan
Technology - Promethean flip chart pages 7-12
ELA- nonfiction text/website
Writing
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 4 - Time Needed
60 Minutes
Assessments in Unit
* Performance-based
* Formative
* Summative
Types of Energy
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 5 - Time Needed
60 Minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology
Writing
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
http://www.teachertube.com/viewVideo.php?
video_id=186099
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Thermal Energy and Introduction to the Vernier
Probe
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 5 - Time Needed
60 Minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Thermal Energy and Introduction to the Vernier
Probe
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 5 - Time Needed
60 Minutes
McLaughlinSusan
Thermal Energy and Introduction to the Vernier
Probe
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 5 - Time Needed
60 Minutes
Materials and
Resources in This
Lesson
Thermal Energy and Introduction to the Vernier
Probe
Vernier LabQuest
Temperature probe
Flip chart pages 13-16
Document Camera
Energy Journal pages 5-6
Safety Requirements none for this lesson
in This Lesson
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can identify sources of thermal energy by using the
Vernier LabQuest and Temperature probe.
Remember each day you do an inquiry based lab
with the children to discuss the control, constant,
independent variable, and dependent variable.
1. Review various types of energy with a focus in thermal
energy.
2. http://www.teachertube.com/viewVideo.php?
video_id=186099 View the video clip above. Also
embedded on page 14 of the flip chart.
3. Introduce Vernier LabQuest to children and
temperature probes using the document camera.
4. Have the students use Energy Journal pages 5-6
Investigation 1 Recoding Sheet to predict and record
various temperatures around the classroom.
5. Discuss results and allow the children to share their
conclusions as to why certain objects were hotter than
others. You can record class findings on page 16 of flip
chart.
Accommodations for Students can compute the difference between the lowest
and highest temperatures in the classroom.
Differentiated
Students can explore temperatures in other areas.
Instruction For This
Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 5 - Time Needed
60 Minutes
Thermal Energy and Introduction to the Vernier
Probe
Cross-Curricular
Integration For This
Lesson
Writing - Answering questions and recoding data on a
chart
Technology - Use of Vernier LabQuest and Temperature
Probe
Assessments in Unit
* Performance-based
* Formative
* Summative
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology
Writing
Math
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
http://pbskids.org/sid/videoplayer.html Cool In The
Shade PBS Kids Song (1:44) and Super Sun (1:33)
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
McLaughlinSusan
Thermal Energy and Radiation
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
McLaughlinSusan
Thermal Energy and Radiation
NC Essential
Standards For
Science
in Unit
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Common Core
Standards for
Mathematics
in Unit
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
Common Core
Standards for ELA
and Literacy in Unit
McLaughlinSusan
Thermal Energy and Radiation
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
Thermal Energy and Radiation
Essential Question
How are objects affected by energy?
Materials and
Resources in This
Lesson
Vernier LabQuest
Temperature probe
Computer
Sunny and shady areas outside
Energy Journal pages 7-8 Investigation 2 Recording
Sheet
Flip Chart pages 17-20
Safety Requirements none for this lesson
in This Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
Thermal Energy and Radiation
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
1. Begin the lesson with a review of what you have
learned about thermal energy so far.
2. Pair the children with a partner. They will need a
LabQuest, temperature probe, their Energy Journal, a
pencil, a spot that stays sunny all day long (inside or
outside), and a spot that stays shady all day long
(inside or outside).
3. Begin early in the morning. Have each group select
their sunny and shady areas. Record temperatures in
both areas and record results on data chart in Energy
Journal. Continue this two more times throughout the
day. **Please see Energy Journal pages 7-8 for very
specific experiment directions and terminology.
4. After the last set of data has been collected children
can create a line graph in Pages showing change over
time in temperature and comparing the temperature in
the shade to the temperature in the sun.
5. Possible closure - Have the children share their
results with the class and explain their data. You can
record some of the class data on page 19 of the flip
chart to discuss as a class.
http://pbskids.org/sid/videoplayer.html Cool In The
Shade PBS Kids Song (1:44) and Super Sun (1:33) You
may use these songs to support your instruction where
you see fit.
**Also, this may be an appropriate area for you to
integrate measuring shadows and their direction.
Accommodations for Pair students who may struggle with a partner who can
help them.
Differentiated
Instruction For This
Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 6 - Time Needed
Varies - You will want to
begin this in the
morning.
Thermal Energy and Radiation
Cross-Curricular
Integration For This
Lesson
Technology - Use of Vernier LabQuest and Temperature
Probe
Math - Create a ine graph displaying data about
differences on temperature in sun and shade.
Writing - Answering questions and collecting data on
Investigation 2 Recording Sheet
Assessments in Unit
* Performance-based
* Formative
* Summative
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Math
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
http://www.sciencekids.co.nz/gamesactivities/
keepingwarm.html
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Thermal Energy and Conduction
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Thermal Energy and Conduction
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
McLaughlinSusan
Thermal Energy and Conduction
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
Materials and
Resources in This
Lesson
Thermal Energy and Conduction
Cold Water
Ice - 6 cubes for each container listed
Cups - 1 set for each group - coffee mug, styrofoam cup,
glass, plastic cup - insulated, plastic kiddie cup,
aluminum cup
Energy Journal pages 9-10 - Investigation 3 Recording
Sheet
Computer/Projector
Flip chart pages 21-23
Vernier LabQuest
Temperature Probe
Safety Requirements Be careful the hot water is not too hot or caution the
children that the water is hot and could potentially burn
in This Lesson
them.
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
Thermal Energy and Conduction
I can explain conduction by giving specific examples of
conductors and insulators.
Remember each day you do an inquiry based lab
with the children to discuss the control, constant,
independent variable, and dependent variable.
1. Before the lesson begins review concepts from
previous days with children.
2. Fill each cup with 3/4 cup of cold water and 6 ice
cubes. Take the temperature and record it on the chart
on page 10 of your Energy Journal. Wait five minutes
and read/record temperatures again. Continue this
process for 30 minutes.
Have the children complete the last column of the chart
using subtraction to find the difference between the final
temperature and the initial temperature. As a class share
results and discuss if groups had similar findings.
3.Introduce the vocabulary conductor, conduction, and
insulator in reference to what the children experienced
with the cups. See flip chart pages 21-22.
4. Have children answer the questions on the bottom of
page 10 in their Energy Journal as an exit ticket.
Possible Extension - http://www.sciencekids.co.nz/
gamesactivities/keepingwarm.html Visit and explore the
site posted above to explore insulators and conductors.
See flip chart page 23.
Accommodations for None this lesson
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
McLaughlinSusan
Math
Writing
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 7 - Time Needed
60-75 minutes
Assessments in Unit
* Performance-based
* Formative
* Summative
Thermal Energy and Conduction
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
http://www.wisc-online.com/Objects/ViewObject.aspx?
ID=sce304
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Thermal Energy and Convection
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Thermal Energy and Convection
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
McLaughlinSusan
Thermal Energy and Convection
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
Materials and
Resources in This
Lesson
Thermal Energy and Convection
Lamps - without shades/covers (one per group)
Rulers
Energy Journal page 11
Investigation 4 Recording Sheet
Flip Chart pages 24- 27
Vernier LabQuest
Temperature Probes (2 per group)
Laptops or 1 Computer and a projector
Website
Clamp Stand (optional, but helpful - one per group)
Safety Requirements Caution children not to touch the light bulb once it has
been turned on.
in This Lesson
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
Thermal Energy and Convection
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can explain the way heat is transferred from one object
to another.
Remember each day you do an inquiry based lab
with the children to discuss the control, constant,
independent variable, and dependent variable.
1. Use laptops or 1 computer and a projector to explore
the site http://www.wisc-online.com/Objects/
ViewObject.aspx?ID=sce304 to review the concepts of
convection, conduction, and radiation. Have the
children complete page 11 in their Energy Journal.
2. Explain to the children that today we are going to
explore heat transfer, but they need to decide whether
the heat transfer is happening due to convection,
conduction, radiation, or more than one of these.
3. One temperature probe is held about 3.5 inches
directly above the light bulb with tip facing the light bulb,
while the second temperature probe is held 3.5 inches to
the side of the light bulb with the tip of the probe facing
the light bulb. It is very important that both probes are
held at the same distance from the light bulb. Using a
clamp stand would be very helpful. (The temperature
probe above the light bulb will warm up more quickly
than the one to the side, because it is gaining heat from
both convection and radiation while the one to the side is
only experiencing radiation.)
4.Turn on the lamp and begin to record the temperature
every minute for 15 minutes. Record results on
Investigation 4 recording sheet (pages 13-14 in Energy
Journal) .
5. Have students draw conclusions about the data they
collected. Whole class discussion to debrief. See
pages 24-27 in flip chart.
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 8 - Time Needed
60 minutes
Thermal Energy and Convection
Accommodations for
Differentiated
Instruction For This
Lesson
Read aloud information on website to children.
Cross-Curricular
Integration For This
Lesson
Reading
Writing
Technology
Assessments for
Unit
* Performance-based
* Formative
* Summative
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Days 9-13
Inquiry Based Research Project
This portion could be much longer
depending on the amount of time
you spend on it each day.
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
ELA
Writing
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
Various
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Days 9-13
Inquiry Based Research Project
This portion could be much longer
depending on the amount of time
you spend on it each day.
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Days 9-13
Inquiry Based Research Project
This portion could be much longer
depending on the amount of time
you spend on it each day.
McLaughlinSusan
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story, or
recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Days 9-13
Inquiry Based Research Project
This portion could be much longer
depending on the amount of time
you spend on it each day.
Materials and
Resources in This
Lesson
Keynote template (optional)
Computers for research
Various materials for inquiry based projects
Kidspiration - Science - Research Template OR
Investigation 5 Research Template - Page 15 in Energy
Journal
Safety Requirements none for this lesson
in This Lesson
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can use my science skills to answer a question about
energy transfer.
Remember each day you do an inquiry based lab
with the children to discuss the control, constant,
independent variable, and dependent variable.
In this portion of the unit the children will develop a
question related to energy transfer. They will use the
form found in Kidspiration - Science - Research OR
Investigation 5 (on page 15 of Energy Journal) OR
another form of your preference. We recommend using
the steps below.
1, Small groups of students create a question.
2. Research the question.
3. Develop a hypothesis based on research.
4. Test the hypothesis. Be sure the children run multiple
trials in their experiment and know the constant and
independent/dependent variables.
5. Examine the results.
6. Draw conclusions about the results.
We also envisioned the children having an opportunity to
share their research projects with the class. We
developed the Keynote as a template, but the children
could share their projects on posters, science fair
boards, Comic Life, iMovie, or any other way you can
imagine.
McLaughlinSusan
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Days 9-13
Inquiry Based Research Project
This portion could be much longer
depending on the amount of time
you spend on it each day.
Accommodations for Some students may need more or less guidance with
this project. Use teacher judgement.
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
Reading
Writing
Technology - depending on how groups decide to
present their information
Assessments in Unit
* Performance-based
* Formative
* Summative
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 14
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
Technology
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
None for this lesson
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
McLaughlinSusan
Energy Transfer Review
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 14
McLaughlinSusan
Energy Transfer Review
NC Essential
Standards For
Science
in Unit
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Common Core
Standards for
Mathematics
in Unit
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 14
McLaughlinSusan
Energy Transfer Review
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story,
or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 14
Energy Transfer Review
Materials and
Resources in This
Lesson
Flip chart - Energy Review
ActivExpressions
Safety Requirements
in This Lesson
none for this lesson
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can show what I have learned about energy.
1. Students will use the ActivExpressions to answer
questions about their learning. Use their answers to
review concepts needed for reteaching before the post
assessment tomorrow.
Accommodations for Read aloud questions if necessary.
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
McLaughlinSusan
Technology
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 14
Assessments for
Unit
* Performance-based
* Formative
* Summative
Energy Transfer Review
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Day 15
McLaughlinSusan
Post Assessment/Completion of KWL Chart
Primary Subject
Physical Science
Integrated Subjects
in This Lesson
None this lesson
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 15
Grade Level
3rd Grade
Length of Unit
15-20 days
Research Sources
for This Lesson
None for this lesson
Unit Summary
Students will develop an understanding of thermal
energy transfer through the use of technology, class
discussions, reading nonfiction texts, and inquiry based
lessons.
Key Vocabulary for
Unit
energy, thermal energy, transfer, convection, conduction,
thermometer, heat, radiation, observation, hypothesis,
data, conductor, insulator, constant, control, independent
variable, dependent variable
**See picture cards in
Supporting Documents
NC Essential
Standards For
Science
in Unit
McLaughlinSusan
Post Assessment/Completion of KWL Chart
Essential Standard 3.P.3 Recognize how energy can be
transferred from one object to another.
Clarifying Objective 3.P.3.2 Recognize that energy can
be transferred from a warmer object to a cooler one by
contact or at a distance and the cooler object gets
warmer.
** Clarifying Objective 3.E.1.2 Recognize that changes
in the length and direction of an object’s shadow indicate
an apparent changing position of the Sun during the day
although the patterns of the stars in the sky include the
Sun, stay the same. OPTIONAL EXTENSION
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 15
Common Core
Standards for
Mathematics
in Unit
McLaughlinSusan
Post Assessment/Completion of KWL Chart
Common Core Cluster 3.MD Solve problems involving
measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes.
3.MD.3 Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how
many less” problems using information presented in
scaled bar graphs.
3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units- whole
numbers, halves, and quarters.
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 15
McLaughlinSusan
Post Assessment/Completion of KWL Chart
Common Core
Standards for ELA
and Literacy in Unit
Reading Informational Text - Standard 1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Reading Informational Text - Standard 3 Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Reading Informational Text - Standard 4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
Reading Informational Text - Standard 7 Use information gained from
illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Reading Informational Text - Standard 10 By the end of the year, read and
comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing - Standard 2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
b.!
Develop the topic with facts, definitions, and details.
c. !
Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
d. Provide a concluding statement or section.
Writing - Standard 7 Conduct short research projects that build knowledge
about a topic.
Writing - Standard 10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening - Standard 1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a.!
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b.!
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. !
Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
d.!
Explain their own ideas and understanding in light of the discussion.
Speaking and Listening - Standard 4 Report on a topic or text, tell a story,
or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Essential Question
How are objects affected by energy?
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 15
Post Assessment/Completion of KWL Chart
Materials and
Resources in This
Lesson
Post Assessment
KWL Chart (page 1 on flip chart and located in each
student’s Energy Journal)
Safety Requirements
in This Lesson
none for this lesson
Activities/
Procedures For This
Lesson
* Essential
Questions
* Explore/Engage
* Explain
* Elaborate (Inquiry)
* Evaluate
I can show what I have learned about energy.
1. Students should complete the post assessment.
2. Allow the children time to independently complete the
L section of the KWL Chart in their Energy Journal. Then
discuss it whole class or with small groups allowing
children to add to their chart.
Accommodations for Read aloud test if necessary
Differentiated
Instruction For This
Lesson
Cross-Curricular
Integration For This
Lesson
McLaughlinSusan
None for this lesson
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time
Day 15
Assessments in Unit
* Performance-based
* Formative
* Summative
Post Assessment/Completion of KWL Chart
Performance Based Day 5 - Use of rulers to measure length of shadows
(optional activity)
Days 4-8 - Use of probes/Use of inquiry skills
Day 9-13 - Research and group collaboration
Formative Day 1 - Pretest and KWL Chart
Day 2 - Discussion/Energy Journals/Flip Chart page 6
Day 3 - Energy Journal page 3
Day 4 - Energy Journal page 4
Day 5 - Completed Investigation 1 Recording Sheet
Day 6 - Completed Investigation 2 Conduction Inquiry
Recording Sheet for temperature change and line graph
Day 7 - Energy Journal page 10 - the last two questions
on the page
Day 8 - Completed Investigation 4 Convection Inquiry
Recording Sheet
Days 9-13 - Energy Journal page 15
Day 15 - Completion of KWL Chart
Summative Day 13 - Presentation of Inquiry Based Research Project
Rubric
Day 15 - Post Assessment
Created By
E-Mail
McLaughlinSusan
Anna Irvin irvinal@rss.k12.nc.us
Susan McLaughlin bullocsr@rss.k12.nc.us
Cindy Amerson amersocb@rss.k12.nc.us
Monday, April 29, 2013 10:16:39 PM Eastern Daylight Time