Unit/Lesson Plan Title: Thermal Energy Transfer through Convection, Conduction and Radiation
Primary Subject
Science
Integrated Subjects
Math, Language Arts
Grade Level(s)
6th
Length of Unit
12 days
Research Sources
Radiant Energy
http://www.vernier.com/experiments/msv/1/hot_hand/
http://www.vernier.com/experiments/msv/6/
absorption_of_radiant_energy/
http://www.vernier.com/experiments/msv/11/solar_homes/
Conduction and Convection
http://www.vernier.com/experiments/msv/13/
boiling_temperature_of_water/
http://www.vernier.com/experiments/msv/15/how_low_can_you_go/
http://www.vernier.com/experiments/msv/15b/ziplock_ice_cream/
http://www.vernier.com/experiments/msv/16/good_cold_pack/
http://www.vernier.com/experiments/msv/14/
freezing_and_melting_of_water/
Other Links
Video Link for freezing and Melting of Water:
http://www.vernier.com/training/videos/play/?video=46&autoplay=true
How to use Probes...Probeware 101: http://verniervideos.s3.amazonaws.com/training_html5/mp4/Probeware_101.mp4
An interactive describing and illustrating the three processes of heat transfer:
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304
Unit Summary
This unit implements the Vernier Probware and other hands on activities in
the investigation of thermal transfer of energy. The first five days involves labs
that investigate radiation and the remainder of instruction focuses on
convection and conduction.
Key Vocabulary
temperature (how its measured, C,F,K) heat, conduction, convection,
radiation, transfer, equilibrium, Labquest, Vernier, potential, kinetic
NC Essential Standards For Science 6.P.3 Understanding characteristics of energy transfer and interactions of
matter and energy.
Commor Core Standards for
Mathematics
StienbargerGregory
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler
ones using examples of conduction, radiation, and convection and the effects
that may result.
6.EE.7 Graphing Data
6.RP.1 Ratios
6.RP.3 Rate
6.SP.4 Display Data
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Common Core Standards for ELA & Reading standard for Informational Text
Literacy
Cluster 1, 8,10
Writing Standards
Clusters 1, 2, 4, 5, 6, 7, 10
Speaking and Listening Standards
Clusters 4, 5, 6
Essential Questions
Materials List for Labs
Language Standards
Clusters 4, 6
How does Radiation occur in your environment?
How does Convection occur in your environment?
How does Conduction occur in your environment?
How does Radiation effect your life in your environment?
How does Conduction effect your life in your environment?
How does Convection effect your life in your environment?
Observation Kits
Materials:
2 in. x 3 in. pieces (any or all)
carpet
metal
wood
glass
ceramic
light bulb (lit)
cork
plastic
wool
other fabric
journal
Copper Demo
Materials:
3 250 mL beakers
3 15 cm copper wires
water
hot plate
ice
LabQuest
Temperature Probe
journal
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Lab - Absorption of Radiant Energy
Materials:
Lab Quest Lab Quest App
2 Temperature Probes lamp and bulb
piece of whiter paper piece of black paper
tape
journal
Lab - A Hot Hand
Materials:
Lab Quest
Lab Quest App
Temperature Probe
beaker
water
paper towel
journal
Lab - Solar Homes
Materials:
Lab Quest Lab Quest App
2 Temperature Probes 2 model Solar Homes
masking tape empty bottle with screw-on-cap
room temperature water lamp with 100 watt bulb (if inside)
2 pieces of cardboard to cover solar home windows
Lab - How Low Can You Go?
Materials:
Vernier LabQuest
Temperature Probe
250 mL Beaker
crushed ice
salt
balance
Lab - Ziplock Ice Cream
Materials: Ice Cream Bag
1 (one) liter - size (1 quart) Ziplock Freezer bag
250 ml (1 cup) milk
30 ml (2 tablespoons) sugar
5 ml (1 teaspoon) vanilla
A cup or bowl
Materials: Ice Bag
4 liter-size Ziplock Freezer bags
90 ml (6 tablespoons) table salt
2 double handfuls of ice
250 ml (1 cup) water
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Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Lab - Boiling Temperature of Water
Materials:
Lab Quest Lab Quest App
Temperature Probe 250 ml beaker
ring stand utility clamp
hot plate water
Materials & Resources
Concept Summary Flipchart
Additional websites for remediation and enrichment
Safety Requirements
Goggles, Procedures for hot plates, movement around the room during labs
Day 1
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 1
Essential Question:
How does Radiation occur in your environment?
How does Convection occur in your environment?
How does Conduction occur in your environment?
How does Radiation effect your life in your environment?
How does Conduction effect your life in your environment?
How does Convection effect your life in your environment?
Students will begin the unit with a pre-assessment.
Each group of two will get a kit that includes the some/all of the following
materials: Carpet, Metal, Wood, Glass, Ceramic, Light Bulb (Lit), Cork,
Plastic, Wool.
Students will be given instruction to explore the material by observing (touch
or just hand close...i.e.:the lit light bulb). Students will also be given the ICE
(Ideas, Claims, Evidence) writing format with which they will do all of their
scientific inquiry writing. They will touch each item for several seconds and
then using descriptive language, the students will create the chart and fill it in
using the directed information.
Unit Preliminary Writing: ICE (Ideas, Claims, Evidence) When you touched
the item, what caused the change of temperature?
After ICE sheet is complete, students will participate in teacher facilitated
discussion on vocabulary: heat transfer, temperature, thermometer, conduct,
transfer, direction
StienbargerGregory
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 2
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 2
Essential Question:
How does Conduction occur in your environment?
How does Conduction effect your life in your environment?
Copper Demo
Teacher will prepare three 250 ml beakers. In the first beaker will be very
warm water, in the second will be room temperature water and in the third
will be iced down water. A piece of 22 gauge copper wire 15 cm long will be
placed in the beaker and let sit for about 15-20 minutes before the students
enter the room.
Students will file past and feel the copper wire in each of the three beakers.
They will return to their seats and will illustrate the lab modeled and explain
their observations in their interactive journal using ICE.
Teacher will facilitate a discussion as to what they observed and why they
observed it. Be sure to follow the ICE method helping the students remember
that their (I)deas and (C)laims need to be supported with (E)vidence.
Teacher will go over procedures for use of technology and safety in the science
lab. LabQuests will be handed out for Procedures review.
Technology/Safety Procedures
1. Safety is always first. Safety with lab materials including technology.
2. Room Movement is always restricted with technology. Probes have long
cords and are easy to trip on, so being careful is paramount.
3. Technology is the responsibility of who it is assigned to. Remember, if
technology equipment is assigned to you, and you loan it out and it gets
broke or missing, YOU are still responsible.
4. Technology has a purpose. The purpose of the LabQuest and probes are
for scientific research. All technology is to be used with appropriate and
written plans for the experiment being performed.
5. Each Labquest has multiple channel ports. You should always start with the
lowest channel first. Ch1 then Ch2, etc.
6. Power button is on top of the device. Push and hold for 5 seconds to power
up.
7. Cycling through the screens will help you to see what the LabQuest is
capable of.
Homework: Record in Journal about observation and inference about Demo
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Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 3
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 3
Essential Question:
How does Conduction occur in your environment?
How does Conduction effect your life in your environment?
ActivFlipchart Technology Procedures quiz (Formative)--Students use the
ActivExpressions to take a ten question quiz. Each question will be completed
with the ActivExpressions and the information from each question will be
reviewed in turn to discuss proper answers from improper answers.
Teacher will have the Copper Demo reset for todays LabQuest Experiment.
Copper Demo
Teacher will prepare three 250 ml beakers. In the first beaker will be very
warm water, in the second will be room temperature water and in the third
will be iced down water. A piece of 22 gauge copper wire 15 cm long will be
placed in the beaker and let sit for about 15-20 minutes before the students
enter the room.
Students will plug the temperature probe in the LabQuest. Teacher will review
proper information capture using LabQuest. Students will take temperature
readings of each of the water samples in the beakers. Students will return to
their table to record the temperature information in their lab notebooks.
Students will then return to the beakers to take temperature readings of the
copper wire directly from each wire in each beaker. They will then return to
their tables to record information in their lab notebooks.
ICE in Lab notebooks: Students need to discuss their Ideas, Claims and
Evidence for why their think they recorded the information they received from
the Vernier Probes. What does the information mean? Why does it mean that?
StienbargerGregory
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 4
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 4
Essential Question:
How does Radiation occur in your environment?
How does Radiation effect your life in your environment?
This day begins a direct focus on radiation as energy transfer.
For lab set-up and teacher notes, please see the Lab sheets for Absorption of
Radiant Energy.
Students will use their lab journals to sketch the data chart, and fill it in as they
get their information. Students will also write down the questions from the
PROCESSING THE DATA section and answer them in their journal
notebooks.
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
The extension on this lab is a great tool for differentiation. For your high
performing students who finish this lab ahead of the rest of the class, have
them design the experiment in the extension. Remember to talk to them about
the need for a hypothesis to test, procedures to follow and changing just one
variable to test. This is very important.
Lab set-up and teacher notes can be found in the Lab sheets for Hot Hands.
After completion of the Absorption of Radiant Energy lab, students can
progress to the Hot Hands lab. Students will copy the data chart and
PROCESSING THE DATA questions in their journals. Students will follow
procedures to complete the lab and fill in the data chart and answer the
questions.
Day 5
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Journal findings: Use ICE to explain what happened the the evidence to why it
happened.
Day 5
Essential Question:
How does Radiation occur in your environment?
How does Radiation effect your life in your environment?
Students will use the information gathered in the Absorption of Radiant
Energy and Hot Hands labs and create a presentation about the findings.
Students will use Science Fair modeling to create their presentations.
Remember, linear, line by line is not necessary. Covering important
information, explaining what you did will be more productive in the long
term.
Students can use whatever method to present. iMovie, Keynote, Poster, or any
student initiated ideas that can be explained appropriately. Always leave room
for student creativity.
StienbargerGregory
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 6
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 6
Essential Question:
How does Radiation occur in your environment?
How does Radiation effect your life in your environment?
This day continues the work on Radiation Energy Transfer.
For lab set-up and teacher notes, please see the Lab sheets for Solar Homes.
Part II of Solar Homes will be done on day 8. Extensions can be done on
days following should the need or interest arise.
Students will use their lab journals to sketch the data chart, and fill it in as they
get their information. Students will also write down the questions from the
PROCESSING THE DATA section and answer them in their journal
notebooks.
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
Day 7
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Further Journals: Students will read through PART II and begin planning
their lab experiment. They will create a Materials list to be given tot he
teacher for the next day’s lab build.
Day 7
Essential Question:
How does Radiation occur in your environment?
How does Radiation effect your life in your environment?
This day continues the work on Radiation Energy Transfer.
For lab set-up and teacher notes, please see the Lab sheets for Solar Homes.
Today Part II of Solar Homes will be completed.
Students will continue their planning of PART II. They will build PART II
and complete the experiment for PART II.
Students will use their lab journals to sketch the data chart, and fill it in as they
get their information. Students will create a data chart for the PART II
information and answer the question listed in PART II.
Day 8
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
Day 8
Essential Question:
How does Radiation occur in your environment?
How does Radiation effect your life in your environment?
Students will use the information gathered in the Solar Homes labs and
create a presentation about the findings. Students will use Science Fair
modeling to create their presentations. Remember, linear, line by line is not
necessary. Covering important information, explaining what you did will be
more productive in the long term.
Students can use whatever method to present. iMovie, Keynote, Poster, or any
student initiated ideas that can be explained appropriately. Always leave room
for student creativity.
StienbargerGregory
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 9
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 9
How does Convection occur in your environment?
How does Conduction occur in your environment?
How does Conduction effect your life in your environment?
How does Convection effect your life in your environment?
Today begins energy transfer by Conduction and Convection.
For lab set-up and teacher notes, please see the Lab sheets for How Low Can
You Go.
Students will complete PART I and II. Students will use their lab journals to
sketch the data chart, and fill it in as they get their information. Students will
also write down the questions from the PROCESSING THE DATA section
and answer them in their journal notebooks.
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
Students will complete the plan for PART III. In your journals, you will list the
materials needed as well as the procedure to use. Also, students need to create
a hypothesis to test.
Complete PART IV.
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
Lab set-up and teacher notes can be found in the Lab sheets for Ziplock Ice
Cream.
Follow procedures for Ziplock Ice Cream. When finished eating...
Day 10
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Journal findings: Use ICE to explain what happened the the evidence to why it
happened.
Day 10
Essential Questions:
How does Convection occur in your environment?
How does Conduction occur in your environment?
How does Conduction effect your life in your environment?
How does Convection effect your life in your environment?
Students will use the information gathered in the How Low/Ziplock Ice
Cream labs and create a presentation about the findings. Students will use
Science Fair modeling to create their presentations. Remember, linear, line by
line is not necessary. Covering important information, explaining what you did
will be more productive in the long term.
Students can use whatever method to present. iMovie, Keynote, Poster, or any
student initiated ideas that can be explained appropriately. Always leave room
for student creativity.
StienbargerGregory
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time
Day 11
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Day 11
Essential Questions:
How does Convection occur in your environment?
How does Conduction occur in your environment?
How does Conduction effect your life in your environment?
How does Convection effect your life in your environment?
Today continues energy transfer by Conduction and Convection.
For lab set-up and teacher notes, please see the Lab sheets for Boiling
Temperature of Water.
***WARNING***
BOILING WATER CAN INJURE...
REVIEW SAFETY PROCEDURES
***WARNING***
Students will complete procedures for How to Boil Water. Students will
write down their observations in their journals. Students will use their lab
journals to sketch the data chart, and fill it in as they get their information.
Students will also write down the questions from the PROCESSING THE
DATA section and answer them in their journal notebooks.
Journal findings: Using ICE, students will explain what they experienced and
give evidence to explain what happened.
Class Debrief: Discuss what was observed and talk about inferences about
what happened.
Day 12
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Created by
Email
Supporting Documents
StienbargerGregory
Whole Class Review: Concept Summary Flipchart
Day 12
post-test
Extension activities
Extended Time
Small Group
Heterogeneous Grouping
Modified Assignments
Modified Grading
Math: understanding and creating Graphs and data analysis, ratios
Language Arts: Writing and Argumentative Language
Gregory Stienbarger @ Knox Middle: stienbargerga@rss.k12.nc.us
Kathy Boyd @ North Rowan Middle: boydkw@rss.k12.nc.us
Dinna Johnson @ Knox Middle: johnsodl@rss.k12.nc.us
Greg Lowe @ Corriher-Lipe Middle: loweg@rss.k12.nc.us
Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.
Tuesday, May 7, 2013 2:47:55 PM Eastern Daylight Time