Unit/Lesson Plan Title: Too Hot to Handle!
Primary Subject
Integrated Subjects
Grade Level(s)
Length of Unit
Research Sources
Unit Summary
Key Vocabulary
NC Essential Standards For
Science
3.P.3.2
Energy/Energy Transfer
ELA, Math
3
10 days
MSP
Horizon’s Unlimited Staff
leveled reader
Elementary Science with Vernier,
Web Resources:
www.wisc-online.com/Objects/ViewObjects.aspx?ID=sce304
www.prometheanplanet.com
(H. Wise Roanoke County Schools)
This unit will allow students to take an in depth look into how thermal
(heat) energy transfers in the world around them. Students will look at
the three methods of heat (energy) transfer: conduction, convection and
radiation. In this unit, students will participate in hands-on experiments
providing discovery learning with the vocabulary/concepts presented.
energy
conduction (conduct)
convection (convect)
radiation (radiate)
thermal energy (heat)
temperature (celcius and farhenheit)
transform- to make new energy
transfer- to move energy
diagram
water cycle
Clarifying Objectives
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.
Common Core Standards for
Mathematics
3.MD
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Domain: Measurement and Data
Standards: 3
Common Core Standards for ELA
& Literacy
HaussKatie
RI
Grade 3 Informational Text: Leveled Reader on Energy, venn diagram
comparing energy concepts, vocabulary, text features
W
Grade 3 Writing: Comic Life presentation, observation note taking
SL
I Can Statements
Grade 3 Speaking and Listening: collaborative discussion groups
• I can explain energy.
• I can show how energy works in the world around me.
• I can explain what thermal energy is by creating a diagram.
• I can describe how conduction transfers heat.
• I can evaluate convection in different situations in my world.
• I can analyze how radiation transfers energy.
• I can create an experiment that tries to answer the question about
energy transfer.
• I can explore how heat energy transfers.
• I can show the knowledge that I have gained about energy transfer.
Friday, May 10, 2013 8:30:52 AM ET
Materials & Resources
Safety Requirements
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Science journal
Pretest
Post Test
Energy Flipchart
Brain Pop Jr video
Chart paper
Vernier LabQuest
Temperature Probe
Light Sensor Probe
Remote control car
Energy Scholastic Leveled Reader
Poster Paper
Situation cards
Plastic Beakers
Metal spoons
wooden pencils
copper wire
ice
hot water source
4 convection tubes
blow dryer
desk lamps
radiator/heat unit in classroom
4 shoe boxes with no lids
plastic wrap
aluminum foil
masking tape
smore materials
flashlights
Jeopardy Game http://jeopardylabs.com/play/too-hot-to-handle
Heat transfer sort game
Heat transfer article-KidsDiscover magazine
ComicLife presentation template
Solar Oven Directions
• Teacher will need to plug and unplug electrical supplies.
• Test water temperature prior to student experiments.
Day 1:
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
How can energy be transfered?
I can explain energy.
I will show my background knowledge of energy.
Pretest-using activexpressions
Students will write what they think energy means in their science
journal.
Teacher will then guide class discussion with student definitions on what
energy is and find the scientific definition.
Students will then watch a five minute video from www.brainpopjr.com
on energy.
Day 2:
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Whole class discussion to close lesson on their understanding of what
energy is.
How can energy be transfered?
I can show how energy works in the world around me.
I will complete an experiment using LabQuest and record my
observations.
I will read a science reader and answer questions.
Whole class review of knowledge gained the day before using KWL
chart.
Students with pass through three stations on showing energy used in
the real world. (Students will write observations down in science journal
in each station.)
1. Jumping Jacks-first students will take their temperature using
temperature probe before exercise. Students will then do 20-25
jumping jacks and take their temperature using the Vernier LabQuest
temperature probe.
2. Car- students will take turns running battery operated car through
obstacle course.
3. Leveled reader with guided reading questions.
Think-Pair-Share closure - what is one thing you learned about energy.
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Day 3:
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
How can energy be transfered?
I can describe what thermal energy is by creating a diagram.
I will discuss and create an example of thermal energy.
Open lesson with a flipchart showing pictures of demonstrating different
kinds of energy with our focus ending on thermal energy.
Whole group class demo - take ambiant temperature of the room then
take temperature under a light source
Class discussion: this is thermal energy using the class demo as a
starting point of conversation
Situational problem based project - poster creation of explanation of
thermal energy in real life situations (Teacher will hand out real life
situations then students will draw how thermal energy is shown through
that situation. Examples - 1. pot on the stove top and touch with oven
mitt, 2. touching a mug of hot cocoa with your hand)
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Day 4: Transform vs. Transfer
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
How can energy be transfered?
I can describe how conduction transfers heat.
I will complete an experiment to explain conduction.
Teacher and students will begin discussing the difference between
transform and transfer by using a Promethean Board flipchart and
students should give real-life examples of how they see transforming
and transferring. Gather student’s answers in a circle map on flipchart.
“Teacher Talk”: Using flipchart teacher will introduce to students
that heat energy can travel in three ways: Conduction, Convection and
Radiation. The class will focus on one form of heat travel each day.
Day 4 Focus: Conduction
Class Discussion using flipchart. Teacher will introduce
definition and teacher and students will brainstorm a list of ways where
we can see conduction in our world.
Observation Experiment:
Each table group of students will have 2 cups of water
on their tables (hot and cold). In their small group, students will place
different conductors into the hot water to make observations about what
happens. (place a metal spoon, a pencil, a copper wire into the hot
water. Over a small amount of time the spoon and wire should get
warm/hot and the pencil should get warm.) Students should write their
observations in a circle graph in their science journals. Discuss with the
class why this occurs (heat transfers by touch (your hand to the
conductor) and the better the object is at “conducting” the more heat
energy will be transferred. Allow students to put ice into the cold water
cup and complete the observation experiment again and record
observations. Debrief: students should explain/discuss this is the same
idea as the hot; however cold is the absence of heat and the objects
feel cold because your body heat
Exit Ticket:
1.
Energy is transferred through conduction by
________________.
2.
If Mrs. Gray keeps her metal spoon in her coffee what will
happen if she touches it?
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Day 5: Focus is on convection
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
How can energy be transfered?
I can evaluate convection in different situations in my world.
I will complete an experiment to show how heat is transferred through
water.
Show a picture of the water cycle and ask if there is any place that they
could see hot water or hot air? Then have a class discussion on the
movement of the hot water/air and convection.
Centers: Teacher will have 4 convection tube (water in tubes) centers
set up for the students to move through. Students will use the sources
of heat below to see the movement of covention. As students move
through the centers they will write down observations in their science
journals.
1. hand
2. blow dryer
3. radiator
4. lamp
Debrief students and talk about what was observed.
Exit ticket: Name 3 ways that energy could be transferred through
convection.
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Day 6:
I can analyze how radiation transfers energy.
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
(Prior to this lesson, the morning of day 6 allow students to build and
set up “solar ovens.” Using the bottom part of shoe boxes students
should poke hole into side and insert a Vernier Labquest temperature
probe, 4 smores into the box and cover with plastic wrap. Allow
students to record temperature of the box at the start and write in their
science journals a 1 sentence prediction of what they believe will
happen with the smores and the temperature inside the box. Set the
solar ovens outside in direct sunlight for at least 4 hours.)
Students and teacher will go outside and observe what
happened to the smores and the temperature inside of the box.
Students should write, in their science journals) 1 question that they
now have about what they observed.
Debrief students questions. Discuss how heat cooked the
smores and the temperature rose in the box. Discuss the heat source is
the sun and go over a group definition of radiation record using
Promethean Board flipchart.
Observation Experiment:
Each table group should begin by looking at the
question: What light source radiates the most heat energy? Students
should look at light source materials and predict/hypothesize which they
believe will radiate the most heat energy (flashlight or the desk lamp).
Students will complete an experiment of measuring the temperature
and the amount of light coming from each light source. (First measure
the ambient light of the room and record as the “control” for the
experiment.) Students should record the temperature and amount of
light data gathered in a table.
Debrief Lab: Students will work as a collaborative group to answer
these discussion questions:
1.
Why did the temperature rise when the probe was put under
the light source?
2.
What do you believe would happen if you put the temperature
probe inside of a dark room?
Exit Ticket:
Mrs. Hauss sunbathed this summer when she went to the
beach. Explain how she experienced radiation.
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Day 7 & 8: Inquiry days
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
I can create an experiment that tries to answer the question about
energy transfer.
Inquiry lab to test 1 form of heat transfer.
Pose students question below:
Which type of mug would you least likely want to touch?
Give students access to these materials for design or their experiments:
different types of:
ceramic mugs
styrofoam cups
travel mugs
Vernier LabQuest
temperature probes
Day 9: Energy Centers
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Differentiated: Pull small group to work with teacher guided in the
experiement. Groups of 2-3 will design their own experiment to test this
question and test while writing down data collected in science journals.
Students will create a report using a template in Comic Life
presentation.
I can explore how heat energy transfers.
Teacher lead center: Jeopardy game on the promethan board.
Paired center: Students will sort different types of heat transfer
(differentiated by giving the categories and they just giving the types
and students create their own categories)
Independent Centers: Leveled reader or article on heat energy transfer
with guided reading questions. Students can partner read, use whisper
phones or read silently and do the questions independently)
Day 10:
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Closure review discussion on three types of energy transfer.
I can show the knowledge that I have gained about energy transfer.
Post-test should be given at the beginning of this day, using paper and
pencil.
(Remind students that this is a check of what they have learned over
the past 2 weeks about how heat energy moves in our world.)
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Assessments
• Performance - based
• Formative
• Summative
• IEP and 504 will be following and met.
• Sorting of types of heat transfer by having categories listed and then
categories not listed.
• Creation of their own steps in the inquiry experiment days
• Teacher led experiment group
• ELA integration: standards above, leveled readers, articles, whisper
phones
• Math integration: standards above, data chart
• Physical Education integration: jumping jacks
• Technology: Promethean Board, Expressions, ComicLife, Jeopardy,
Vernier LabQuest
Performance-based: Creation of experiment, ComicLife presentation,
Student Created thermal energy diagram
Formative: Exit tickets, Student answers in class discussion, Energy
sort activity, teacher observations of experiment, Science journal
checks,
Summative: Post-test
Created by
Email
Supporting Documents
HaussKatie
Friday, May 10, 2013 8:30:52 AM ET
Katie Hauss hausskh@rss.k12.nc.us
Stephanie Gray graysh@rss.k12.nc.us
Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.