Unit #: 3 Subject(s): Science
Grade(s): 3
Designer(s): Kelly Ehmke, Jennie Parker, Jeanna Ferguson, Kristyn Clark, Melissa Cocherell ,
Emily Schmidt, Samantha Carroll, Jessica Caratelli, Elizabeth Hutchins
STAGE 1 – DESIRED RESULTS
Unit Title: Energy: Conservation and Transfer
Transfer Goal(s): Students will be able to independently use their learning to explain how energy impacts our world.
Enduring Understandings:
Essential Questions:
Students will understand that…
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How does energy transfer?
Energy can be transferred from one object to another in a variety of
ways.
Students will know:
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Energy can be transferred from one object to another through friction
by rubbing them against each other.
Energy can be transferred from a warmer object to a cooler one by
contact or at a distance.
Heat can transfer in more than one way.
How heat moves from one place to another.
Ideas of convection and conduction through observation of everyday
materials. (not explicit vocabulary terms)
Students will be able to:
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Create and observe the release of heat energy caused by friction.
Observe the transfer of energy by touching one object to another and
putting objects close together.
Identify real world examples of the ideas of convection and
conduction.
Vocabulary: friction, transfer, energy, heat energy/heat waves, conservation
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/1/16
1
Unit #: 3 Subject(s): Science
Grade(s): 3
Designer(s): Kelly Ehmke, Jennie Parker, Jeanna Ferguson, Kristyn Clark, Melissa Cocherell ,
Emily Schmidt, Samantha Carroll, Jessica Caratelli, Elizabeth Hutchins
STAGE 1– STANDARDS
Essential Standards
3.P.3
Recognize how energy can be transferred from one object to
another.
Clarifying Objectives
Recognize that energy can be transferred from one object to another by
3.P.3.1
rubbing them against each other.
Recognize that energy can be transferred from a warmer object to a
3.P.3.2 cooler one by contact or at a distance and the cooler object gets
warmer.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/1/16
2
Unit #: 3 Subject(s): Science
Grade(s): 3
Designer(s): Kelly Ehmke, Jennie Parker, Jeanna Ferguson, Kristyn Clark, Melissa Cocherell ,
Emily Schmidt, Samantha Carroll, Jessica Caratelli, Elizabeth Hutchins
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
Other Evidence:
 Standards Recording Sheets
 Heat Transfer Performance Task
o 3.P.3.1
o 3.P.3.2
 The following formative assessments are located in Uncovering Student
Click here to access Performance Tasks described above
Ideas in Science
o Ice-Cold Lemonade (V2-p77)
o Mixing Water (V2-p83)
 Conservation and Transfer
Click here to access Other Evidence described above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/1/16
3
Unit #: 3 Subject(s): Science
Grade(s): 3
Designer(s): Kelly Ehmke, Jennie Parker, Jeanna Ferguson, Kristyn Clark, Melissa Cocherell ,
Emily Schmidt, Samantha Carroll, Jessica Caratelli, Elizabeth Hutchins
District Resources:
STAGE 3 – LEARNING PLAN
Supplemental Resources:
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Defined Stem (main site)
Discovery Education (main site)
iCurio (main site)
Uncovering Student Ideas in Science (Ask your AP about the
location of these books)
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Unit 3-Discovery Education Resources
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What is Friction?
Study Jams: Heat
Heat Foldable
Lesson plans on Heat and Light
Slideshow: What is Heat Energy?
Slideshow: Popcorn (heat transfer example)
Heat Transfer Experiment
Making Ice Cream
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Balloon Bath Experiment
Energy: 3rd Grade Science Unit
Literacy Page
Task- States of Matter
Task- Energy Absorption
Click here to access the resources listed above.
Click here to access Supplemental Resources described above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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None at this time.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/1/16
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