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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Unit One Organizer:
Is It Hot Enough?
10 weeks
OVERVIEW:
This unit on heat allows students to observe how heat is produced and transferred from one place to another. Students will gain an
understanding of how insulation works. They will learn to read and understand how to measure heat energy with temperature differences.
Learn the sun is our most important source of heat. This form of energy is used by all living things. The heat used on Earth comes from several
sources: burning, friction, and mixing. Students will compare the different methods by which heat is transferred and conduct experiments to
understand how different substances react in the presence and absence of heat. This unit builds understands which will be carried throughout
the year in the units Rocks and More and Georgia on My Mind.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S3P1 Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in
temperature indicates a change in heat.
a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
S3CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits
in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.
b. Offer reasons for findings and consider reasons suggested by others.
c. Take responsibility for understanding the importance of being safety conscious.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 1 of 14
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S3CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems
by comparing them to typical values.
S3CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe
laboratory procedures.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Use computers, cameras and recording devices for capturing information.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S3CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of
objects, events, and processes in the real world.
c. Identify ways in which the representations do not match their original counterparts.
S3CS5 Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
S3CS6 Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
S3CS7 Students will be familiar with the character of scientific knowledge and how it is achieved.
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is
being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 2 of 14
Copyright 2008 © All Rights Reserved
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S3CS8 Students will understand important features of the process of scientific inquiry.
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting
specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their
ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
M3P1 Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M3P3 Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M3P4 Students will make connections among mathematical ideas and to other disciplines.
a. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 3 of 14
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ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
d. Distinguishes fact from opinion.
i. Makes connections between texts and/or personal experiences.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
LITERATURE SELECTIONS
Source of Recommendation
More Picture Perfect Science Lessons (NSTA)
NSTA Recommends
NSTA Recommends
NSTA Recommends
NSTA Recommends
Title
Sunshine on My Shoulders
Amazing Science: Energy: Heat,
Light, and Fuel
Amazing Science: Temperature:
Heating Up and Cooling Down
Amazing Science: Sizzle! A Book
About Heat Waves
Early Bird Energy Series: Heat
ENDURING UNDERSTANDINGS
The Sun is the main source of energy for the Earth.
Energy is produced in different ways.
Heat is transferred from one place to another.
Heat is transferred from warmer to cooler objects.
Thermometers are used to measure temperature changes.
The transfer of heat energy from the sun differs according to the materials.
Some materials conduct heat better than others.
Insulation affects heating and cooling.
A substance changes state when heat is added or lost.
The Earth does not heat up or cool down rapidly.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 4 of 14
Copyright 2008 © All Rights Reserved
Author
ISBN
Christopher Canyon
1-58469-049-6
Darlene Stille
1404802495
Darlene Stille
1404802479
Rick Thomas
1404809279
Sally M. Walker
0822524597
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ESSENTIAL QUESTIONS:
How can we gather evidence that the Sun is providing energy to the Earth?
How is heat produced?
What is friction?
How is heat transferred?
How is temperature measured?
What is the difference between heat and temperature?
Why is temperature important in our lives?
What causes object to change temperature?
How can the temperature of an object remain constant?
Why do different materials absorb heat differently?
How does heating and cooling change the state of a substance?
Why do some materials conduct heat better than others?
How do insulators affect heat transfer?
MISCONCEPTIONS
PROPER CONCEPTIONS
Heat and temperature are the same.
Heat energy can be lost.
Melting and dissolving are the same.
Insulators make things hot or cold.
Heat is generated from materials such as blankets, coats or
hats.
On a cold day when a door is opened the cold air comes in.
Some materials such as metals are inherently cold.
Heat is the amount of thermal energy in an item. Temperature is a
measure of thermal energy.
Heat energy is transferred between objects.
A change of state occurs when a substance gains or losses heat.
Insulators reduce the transfer of heat energy between objects.
Materials such as wool are insulators not heat generators.
Heat is transferred outside when the door is opened on a cold day.
Heat moves by conduction.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 5 of 14
Copyright 2008 © All Rights Reserved
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CONCEPTS:
Our sun is the original source of
our heat energy.
KNOW AND DO
Perform experiment on solar
energy
LANGUAGE
Heat Energy
Thermal Energy
EVIDENCE OF LEARNING
Record data and observations
from experiment; pose a question
that compares experimental
results if performed during the
summer and or during the winter.
Heat energy can be produced by
rubbing, burning, and mixing.
Perform experiments/activities that Friction
produce heat energy by rubbing,
Chemical Reaction
burning, and mixing.
Record observations in a flip
book.
An object’s heat energy can be
measure using a thermometer.
Use a thermometer to measure
heat energy.
Thermometer
Units of measurement
Celsius & Fahrenheit
Record and graph temperature
data during scientific
investigations and explain and
illustrate results. (Chart or Table)
Energy can be transferred between
objects.
Perform experiments measuring
transfer of heat between objects
Energy Transfer
Heat energy can cause changes in
states of matter.
Perform experiments that
demonstrate freezing, melting, and
boiling.
States of matter: solid, liquid, and
gas
Freezing, Melting, Boiling, and
Vapor
Write a short story “Why did the
ice cube disappear?” Set up a
scenario on a hot summer day in
Georgia where a glass of ice was
placed on a table during a party.
The transfer of heat energy from
the sun to an object depends on the
material of the object.
Perform experiments on the
properties of objects made of
different materials.
Conductor and Insulators
Colors: Light and Dark
Absorb
Record data from various
investigations using a variety of
conductors and insulators.
Illustrate the results and compare
with other students.
Insulation affects the amount of
heat energy transferred between
objects.
Perform experiments to determine
what materials make good
insulators.
Insulators and Conductors
Convection, Conduction, and
Radiation
Design a flyer/poster advertising
the material that is the best
insulator.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 6 of 14
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GRASPS
Culminating Activity: GRASPS activity
GRASPS Understand which materials are good insulators (Ice Cube Protection Agency – ICPA)
Goal: Students working in pairs to design a protective housing to keep an ice cube in its solid form. What is the best insulating material that
can be used to keep ice from melting?
Role: Students act as engineers to create a housing to keep an ice cube from melting. A variety of common household materials will be
provided for construction. Housing must maintain ice cube for an extended time period. Students must collect and record data. The data must
be complied into a graph format to share results.
Audience: PTA and a local teacher committee will review project designs and determine “Best Design” to win competition. Top winners will
be allowed to enter designs in an upcoming district/region Invention Convention.
Scenario: The ICPA (Ice Cube Protection Agency) has hired you and your partner to design a protective housing for ice. Due to the hot
Georgia climate and recent drought conditions ice has been on high demand. ICPA wants consumers to be able to keep ice in its true form for
as long as possible with the least amount of heat transfer as possible. Keep in mind water forms ice at 32° Fahrenheit (0° Celsius) and when it
melts the ice uses energy.
Product: Completed design with a graph showing data collection method to support team design and quality.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 7 of 14
Copyright 2008 © All Rights Reserved
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Standards:
Insulation
Colors
Three Points
Insulation Works Has the
smallest range of temperature
change
Colors appropriate for seasonal
changes of temperature
Two Points
Insulation Does Not Work
One Point
No insulation
Colors not appropriate for the
seasonal changes of temperature
Did not recognize the use of
colors for use of energy
efficiency.
Measurements do not match the
chart or graph.
Measure, record, and graph
temperature changes but with
precision errors
Housing design is aesthetically
Housing design is original in
Aesthetics
pleasing and an original in design design and has some aesthetically
pleasing features
Description explains materials
Written Description of Housing Description explains materials
used and why they were
used with no explanation of
important in the design
importance
Temperature
Measure, record, and graph
accurately temperature changes
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 8 of 14
Copyright 2008 © All Rights Reserved
Housing design is poorly
designed and lacks aesthetic
pleasing features
No description of materials used
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TASK 1
Lesson Title: Sunshine Makes Me Happy
Essential Question: How can we gather evidence that the Sun is providing energy to the Earth?
Why is temperature important in our lives?
Teacher Instructions: Materials needed for this lesson: 5 UV (Ultra Violet) beads per student and pipe cleaner per child to make a Mystery
Bracelet. Explain to the students they are wearing a special bracelet made with mystery beads. Have students record what their bracelets
look like before going outside – they should be white. Once students have recorded their observation of the bracelet indoors take the class
outside. Have students note changes and then record their bead observations before they change back to white.
Have students discuss why the beads changed and record student explanations. Ask the students how can we find out for sure what causes the
beads to change color outside? Students will devise various tests to explain the change. Once an explanation has be tested and proven
incorrect mark it off the recorded list of explanations. Have students read the following: http://www.epa.gov/sunwise/kids.html there are a
variety of activities for students that link to sun safety.
Read Sunshine On My Shoulders by Christopher Canyon ask students what are some good things about the sun? What are some harmful
things about our sun? Go back to the UV light and how it changed the beads and tie in that we wear sunscreen to protect our skin from the
UV light. Have students create a T-chart to compare good things and harmful things about our original energy source. In the book Sun up,
Sun Down by Gail Gibbons students can read and record facts about the sun for their T-Charts.
Watch segments from Exploring Heat from Discovery Education Streaming: Introduction to Heat (01:52), The Sun's Energy and Heat
(01:11), and Defining Temperature (02:01) this could be imbedded into a simple PowerPoint for students adding key points of UV and facts
about the Sun. Once students have watched the short video segments explain to students they will be conducting simple experiments over the
next several days involving heat and temperature.
Assessment: Students write a short summary and create poster to illustrate why the sun is important in our lives. Poster must include 4 facts
about the sun. Students will conduct a gallery walk for discussion, observation, and peer review. Students will compare and contrast posters
of peers. Students will have to explain and evidence why he/she chose the 4 important facts on the poster created.
Scoring Rubric (ALL posters should include the following):
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 9 of 14
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4 Points
3 Points
2 Points
1 Point
Extra Credit:
Four Facts about the Sun
A detailed illustration showing the importance of the Sun
A description of how the Sun’s energy heats the planet
A description on back of poster explaining what occurred during UV bead investigation & group conclusions.
A poem, song, rap, jingle, or “Safety Tips for being out in the Sun”
Enrichment/Extension/Homework: http://solar-center.stanford.edu/webcast/wcpdf/SunBurns2-4.pdf , http://solarcenter.stanford.edu/webcast/wcpdf/SunBurns5-8.pdf , http://media.nasaexplores.com/lessons/03-061/5-8_2.pdf These sites have additional
activities on SPF safety, UV Rays, Careers, and how NASA has to protect astronauts from radiation in space. Students develop a sun safety
slogans and design posters to display at school.
(Lesson adapted from More Picture Perfect Science Lessons)
TASK 2
Lesson Title: Temperature – What is that?
Essential Question: How is temperature measured? What causes objects to change temperature? What is friction?
Teacher Instructions: Students will be using thermometers to measure various objects heat energy. The teacher starts the lesson by reading
Temperature Heating Up and Cooling Down by Darlene Stille. In the story various items are talked about whether it is hot or cold such as
milk, fire, air, and your body. The book talks about how to measure temperature with a thermometer giving fun facts throughout the story.
After the story is finished have students brainstorm objects that groups could find out the temperature.
Teacher gives an explanation of how to use a thermometer and then allow students to explore using these instruments. Students record
temperature readings and develop simple graphs to show Celsius or Fahrenheit readings. Compare results and share with others in class.
What discovers were made?
Whole Lot of Shaking:
Lessons 1 & 2 http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%203%20%20Heat%20Energy%20Unit.pdf?p=6CC6799F8C1371F60297A89057D659801BB0A121C2D463264907336B1CBEB0DD&Type=D or
http://www.georgiastandards.org/scienceframework.aspx then to 3rd Grade Heat and then to Detailed Unit Lessons 1 & 2 : “Why do we use a
thermometer to measure the temperature?” & “Friction”
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 10 of 14
Copyright 2008 © All Rights Reserved
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Watch http://streaming.discoveryeducation.com - go to Discovering Simple Machines: Work and Energy Video Segment on FRICTION
(01:46). Students rub their hands together to feel the heat produced.
Assessment: Students can demonstrate how to use a thermometer correctly and record data on a graph. Demonstrate to a peer how to use the
instrument and the data collected was obtained. Students can answer questions on how to use a thermometer? Why do we use thermometers?
What is friction?
Enrichment/Extension/Homework: At the end of the Temperature book by D. Stille it has directions how to make a thermometer student
teams build the thermometer and take readings comparing them to a regular thermometer. The activity is very similar to this one:
http://www.eia.doe.gov/kids/classactivities/ThermometerPrimaryActivitySept2002.pdf AIMS activities: What is Hot and What is Cold?, Hot
or Cold?, & What is the Temperature? Heat from FRICTION from Primarily Physics K-3. Investigate why oil is added to machine to reduce
friction. http://www.eia.doe.gov/kids/classactivities/SunorShadePrimaryActivityMar2002.pdf (Temperature reading in shade or sun) Students
create a class book of temperature fun facts like in the book Temperature Heating Up and Cooling Down. Each student writes and
illustrates a fun fact to be complied into class fact book.
TASK 3
Lesson Title: Dark or Light – What to choose?
Essential Question: Why do some materials conduct heat better than others? How do insulators affect heat transfer?
Teacher Instructions:
Students perform a variety of experiments involving colors and temperature differences & materials and heat transfer. Students record results
and discuss findings. Students record data and observations.
Examples of possible experiments:
http://www.eia.doe.gov/kids/classactivities/EnergyFromSunPrimary.pdf (Primary Energy Activity: Energy from the Sun), Science Project
Ideas About The Sun by Robert Gardner, Compare temperature of objects such as block of wood, metal tray, wool sock, glass plate, and a
plastic bowl noting differences when objects are placed in various locations.
Teacher or students read from Elmer in the Snow by David McKee or Thomas’ Snowsuit by Robert Munsch. Discuss clothing choices and
why it may or may not make a difference. Have students think of a time where they were wearing clothes which felt too warm or too cool
based on clothing choices compared to temperature surrounding.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 11 of 14
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Additions to Lesson:
Lessons 3, 4, 6, 7, & 8 http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%203%20%20Heat%20Energy%20Unit.pdf?p=6CC6799F8C1371F60297A89057D659801BB0A121C2D463264907336B1CBEB0DD&Type=D or
http://www.georgiastandards.org/scienceframework.aspx then to 3rd Grade Heat and then to Detailed Unit Lessons 3, 4, 6, 7, & 8
Assessment: Students will draw from a bag location from around the world to find out temperature conditions during that time of year. What
clothing choices would be the most comfortable? Will color be a factor in clothing choices? Are any insulation materials used in the clothing
to maintain normal body temperature? Students will design a poster from cutting out pictures from magazine and catalogs sharing a clothing
option for the part of the world he or she has chosen.
Scoring Rubric (ALL posters should include the following):
Four Possible Clothing Choices
4 Points
An illustration showing a comfortable outfit for region
3 Points
A description of what the temperature and location of the location
2 Points
A description on back of poster of why certain colors or fabrics were chosen for the outfit
1 Point
A poem, song, rap, jingle, or dress up as someone might in this region of the world
Extra Credit:
Enrichment/Extension/Homework: AIMS Apple Matters Heat Up (How does applying heat to a sliced apple change its characteristics?)
AIMS Magazine Fall 2007 Research what makes a cooler keep items warm or cool – share discovery research and findings. Students can
create a diorama of the assessment and design a travel brochure with details of the area. Students read Little Polar Bear by Hans de Beer and
write why the ice melted to make Little Polar stranded. Would Little Polar Bear be comfortable with all his fur where he ended up once he
got off the barrel? Why do you think Little Polar Bear was more comfortable in a different environment?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 12 of 14
Copyright 2008 © All Rights Reserved
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TEACHER RESOURCES
Additional Children’s Literature:
Animal Extremes: Cold, Colder, Coldest – Animals That Adapt to Cold Weather by Michael Dahl ISBN: 1404810145
Little Polar Bear by Hans de Beer ISBN: 1-55858-358-0
Science Project Ideas About The Sun by Robert Gardner ISBN: 0-98490-845-6
Sun up, Sun down by Gail Gibbons ISBN: 0-329-13006-4
Elmer In The Snow by David McKee ISBN: 0-6-88-14596-5
Thomas’ Snowsuit by Robert Munsch ISBN: 0-920303-32-3
A New True Book Experiments with Heat by Walter Oleksy ISBN: 0-516-01277-0
Amazing Science: Sizzle! A Book About Heat Waves by Rick Thomas ISBN: 1404809279
Experiments With Heat (True Books: Science Experiments) by Salvatore Tocci ISBN: 0-516-22510-3
All About Heat (Rookie Read-About Science) by Lisa Trumbauer ISBN: 0-516-23608-3
Web Resources:
http://www.cleanaircampaign.com/for_schools/clean_air_lesson_plans/download_clean_air_lesson_plans__1 Lesson plans from The Clean
AIR Campaign
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0034.html The Educators Reference Desk
http://www1.eere.energy.gov/kids/roofus/http://www1.eere.energy.gov/kids/roofus/ Student exploration website looking at Roofus’ energy
smart home.
http://www.eia.doe.gov/kids/ Website includes Energy facts, vocabulary, games, mini-virtual field trips with Energy Ant, history, additional
links that relate, short stories in PDF format an abundance of information on energy.
http://www.kids.gov/educators/ed_science.shtml Government Science Sites
http://www.nef1.org/ea/koolkids/overview.html What is an urban heat island? Go to literacy – renewable energy
http://www.scilinks.org/retrieve_outside.asp?sl=9263565510111066 Ray Shielding, Heat Lesson Ideas, and many other ideas
http://www.stevespanglerscience.com/content/experiment/00000134 UV Beads and much more
http://www.usatoday.com/weather/wcstates.htm (Coldest temperature – enter in zip code for current weather.)
http://www.weatherwizkids.com/temperature.htm Gives a explanation of temperature along with a temperature conversion calculator
Additional Teacher Resources:
AIMS Education Foundation Primarily Physics K-3 Activities ISBN 978-1-881431-27-5
AIMS Magazine Fall 2007 Volume XXII, Number 1 page 11 (Explore how heat changes apples)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 13 of 14
Copyright 2008 © All Rights Reserved
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Inquire Within Implementing Inquiry-Based Science Standards by Douglas Llewellyn ISBN 0-7619-7745-7
More Picture-Perfect Science Lessons Using Children’s Books to Guide Inquiry (NSTA Press) ISBN 978-1-93353-112-0
Science for 3rd Grade GYSTC (Georgia Youth Science & Technology Centers, Inc.) Supplemental Guide for GPS www.gystc.org
Stop Faking It! ENERGY Finally Understanding Science So You Can Teach It (NSTA Press) ISBN 0873552148 (Chapter 5)
Uncovering Student Ideas in Science 25 Formative Assessment Probes (NSTA Press) ISBN 13: 978-0-87355-255-4
United Streaming Video:
http://streaming.discoveryeducation.com/
Discovering Simple Machines: Work and Energy (13:00 minutes) Video Segment on FRICTION
Students will learn that work to a scientist is very different from work as we might think of it. To a scientist, work is accomplished when an
object with resistance is moved a distance. So, to a scientist, reading an assignment in a textbook represents no work. Potential and kinetic
energy are discussed and illustrated, as well as forces such as friction that slow objects down.
Dr. Dad's PH3: Episode Six: Alternative Energy (14:52 minutes)
Students discover how different materials gain and lose heat. Students also learn why thermal mass is important.
(Video is of girls wanting to enter a contest the construct the most energy efficient house which uses the least amount of oil, electricity, etc.)
Exploring Heat (17:45 minutes) ONLY watch segments not the entire video due to its in-depth content
This program is packed with demonstrations and simple-to-duplicate experiments. Heat is taken for granted but is essential to life. The heat
energy from the sun keeps us alive. Students will find out what heat is, where it comes from, and how it is transferred from one object to
another. Examples of conduction, convection, and radiation are presented and the Fahrenheit and Celsius temperature scales are compared.
Heat, Temperature, and Energy (23:00 minutes)
After viewing this program, students will understand that heat is a form of energy; that substances contain thermal energy and that there is a
molecular basis for such energy. They will also be made aware of the differences between heat and temperature, and that there are three basic
ways that heat is transferred: conduction, radiation and convection. The importance of insulators in terms of energy conservation is also
explored. (This can be shown as a whole or in segments – the teacher’s guide has good basic information as well.)
The Magic School Bus in the Arctic (29:12 minutes)
“Where did the hot go?” wonders Arnold when his hot cocoa cools off. So, Ms. Frizzle whisks the class to the Arctic!
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Heat
June 1, 2008 Page 14 of 14
Copyright 2008 © All Rights Reserved