Asignatura: Science
Nivel/ Grado: MB
Profesor: Nancy
Unit N°1
Tiempo:
Nombre de la unidad (Big idea): Energy
12 semanas X 2 periodos= 24
Etapa 1 Resultados Deseados (Ruta de aprendizaje)
ESTÁNDARES
MS-PS3-3 Apply scientific principles to
design, construct, and test a device that
either minimizes or maximizes thermal
energy transfer.* [Clarification Statement:
Examples of devices could include an
insulated box, a solar cooker, and a
Styrofoam cup.] [Assessment Boundary:
Assessment does not include calculating the
total amount of thermal energy
transferred.]
MS-PS3-4 Plan an investigation to
determine the relationships among the
energy transferred, the type of matter, the
mass, and the change in the average kinetic
energy of the particles as measured by the
temperature of the sample. [Clarification
Statement: Examples of experiments could
include comparing final water temperatures
after different masses of ice melted in the
same volume of water with the same initial
temperature, the temperature change of
samples of different materials with the
same mass as they cool or heat in the
environment, or the same material with
different masses when a specific amount of
energy is added.] [Assessment Boundary:
Assessment does not include calculating the
NEAR TRANSFER
Los estudiantes serán capaces aplicar lo aprendido (estándares) de manera independiente
para… At the macroscopic level, energy can be seen or felt or heard as motion, light, sound,
electrical fields, magnetic fields, and thermal energy. At the microscopic level, energy can be
modeled either as particle motion or as particles stored in force fields (electric, magnetic, or
gravitational). The goal of this sixth-grade Energy Unit is to help students make connections
between the concepts of energy, particle motion, temperature, and the transfer of the energy
in motion from one place to another. In this unit, moving particles or motion energy will be
identified as kinetic energy. Temperature will be identified as the average kinetic energy of
particles of matter. Through investigations, students will determine that there is a relationship
between the temperature of a system and the total energy in the system, depending on the
amount of matter present. By the end of this unit, students will connect the concepts that all
matter (above absolute zero) contains thermal energy, or random motion of particles, and that
thermal energy transfer is the transfer of energy from an area of higher temperature (more
particle movement) to an area of lower temperature (less particle movement). In the Energy
Unit, students plan an investigation about thermal energy transfer, construct an argument
about thermal energy transfer, and design and construct a device to minimize or maximize
thermal energy transfer.
DEEP
Preguntas esenciales
Compresiones (big ideas)
How do we use and control thermal energy in Los estudiantes comprenderán que…
a system?
Through investigation, activities, and
discussion students will make connections
between the concepts of energy, particle
total amount of thermal energy
transferred.]
MS-PS3–5 Construct, use, and present
arguments to support the claim that when
the kinetic energy of an object changes,
energy is transferred to or from the object.
[Clarification Statement: Examples of
empirical evidence used in arguments could
include an inventory or other
representation of the energy before and
after the transfer in the form of
temperature changes or motion of object.]
[Assessment Boundary: Assessment does
not include calculations of energy.]
MS-ETS1-1 Define the criteria and
constraints of a design problem with
sufficient precision to ensure a successful
solution, taking into account relevant
scientific principles and potential impacts
on people and the natural environment that
may limit possible solutions. MS-ETS1-4
Develop a model to generate data for
iterative testing and modification of a
proposed object, tool, or process such that
an optimal design can be achieved.
motion, temperature, and the transfer of the
energy in motion from one place to another.
SURFACE: Adquisición de contenido y destrezas básicas
Los estudiantes sabrán…
Los estudiantes serán capaces de (destrezas
Soy capaz de reconocer y recordar vocabulario y
básicas)…
contenido específico:
Temperature is a measure of the average
kinetic energy of particles of matter. The
relationship between the temperature and
the total energy of a system depends on the
types, states, and amounts of matter present.
The amount of energy transfer needed to
change the temperature of a matter sample
by a given amount depends on the nature of
the matter, the size of the sample, and the
environment.
Energy is spontaneously transferred out of
hotter regions or objects and into colder ones.
The more precisely a design task’s criteria and
constraints can be defined, the more likely it
is that the designed solution will be
successful. Specification of constraints
includes consideration of scientific principles
and other relevant knowledge that is likely to
limit possible solutions.
A solution needs to be tested, and then
modified on the basis of the test results in
order to improve it. There are systematic
processes for evaluating solutions with
respect to how well they meet criteria and
constraints of a problem.
Soy capaz de:
Design, construct, and test a device that
either minimizes or maximizes thermal energy
transfer.
● Develop and revise the design of a device. ●
Conduct investigations to test how thermal
energy transfers in a device.
● Plan an investigation to determine the
relationship between energy transfer, type of
matter, mass, and change in kinetic energy.
● Construct an argument to support the claim
that when the kinetic energy of an object
changes, energy is transferred to or from the
object.
Etapa 2 - Evidencia
Criterios de éxito
Design, construct, and test a device that
either minimizes or maximizes thermal
energy transfer. ● Develop and revise the
design of a device. ● Conduct investigations
to test how thermal energy transfers in a
device. ● Plan an investigation to determine
the relationship between energy transfer,
type of matter, mass, and change in kinetic
energy. ● Construct an argument to support
the claim that when the kinetic energy of an
object changes, energy is transferred to or
from the object.
Evidencia de éxito (Individual)
Near Transfer: Aplicación de los aprendizajes en una actividad en contextos similares a los
aprendidos.
In the end, students will design, construct, test, and modify a device that minimizes or
maximizes thermal energy. They will have a choice of designing a device to bake cookies with
the power of the sun, gloves to keep hands warm in freezing cold rivers, a device to keep ice
structures frozen, or a hot tub that stays warm.
The student’s device will allow them to apply the following energy concepts to their
engineered device: ● Energy is transferred out of hotter regions or objects into cooler regions
or objects. ● There is a difference between an insulator and a conductor. ● The mass or size of
an object or substance relates to thermal energy and thermal energy transfer. ● It is important
to test and modify engineered devices to improve the quality of the device.
OTRAS EVIDENCIAS:
Board works, Groups works, Prácticas individuales, Preworks, Deberes, Pruebas formativas
https://scienceeducation.stanford.edu/curriculum/learning-through-performance-6th-grade-curriculum
Ciclo de aprendizaje
Objetivo del día: Seré capaz de…
Prework o Board-Work:
Explicación/Modelo/Demostración:
Group-Work Discussion:
Whole-Class Discussion:
Práctica individual:
Retroalimentación:
Homework o Pre-Work:
PLAN SEMANAL
Semana del 1 to 2
Grado o nivel: MB
Profesor: Nancy
Objetivo de la semana: Weeks 1-2 Understand Class procedures and Science Class Expectations
Fecha
Día
Week 1
1
Week 1
2
Week 2
3
Week 2
4
I can
statement
Understand class procedures
and Miss Nancy’s expectations
I can follow directions and
rules. I can use behavior
norms to successfully
complete the task. I can
reflect and share about my
experience.
Tipo
Classwork and Individual Work
Classwork and Groupwork
Recurso/
materiales
Actividad
Instruccions
Virtual INB notebook
Using the virtual INB we will
review class procedures and
expectations
https://toytheater.com/tangr
am/#
Review of Groupwork norms
in Science Class:
 Pay attention to what
other group members
need.
 No one is done until
everyone is done.
 Play your role in the
group.
 Help group members
do things for
themselves.
 Listen and pay
attention to what
others are saying.
 Explain by telling
how/why.
 Be concise.
 Rephrase and add on
to others' ideas.
 Everyone in the
group participates.
 Everybody helps.
I can identify parts of the
scientific explation (claim,
evidence, reasoning).
I can explain the difference
between system and model.
Experiment Observation
and Groupwork
Classwork and Individual
Work
Cup of Water
Boardwork: Watch video:
https://www.youtube.co
m/watch?time_continue=
8&v=r2EcgNfK3PA&featur
e=emb_logo
What happened to the
cat? (This is your claim).
What is your evidence of
this? There is a cat
missing poster. The dog
is seen burying pet tags.
The dog hands the man
a bag of Doritos that says
“You didn’t see nuthin.”
Teacher will perform a
cup of water
demonstration, students
will construct a scientific
explanation about what
will happen when a cup of
water is turned upside
down.
Claim: provides a possible
answer to a big question
Boardwork: What is a
system?
WholeClass discussion: Call
on students individually to
gauge their participation in
class and English
understanding
● A group of interacting,
interrelated, or interdependent
elements forming a complex
whole
Example: an organism (“The
elephant’s entire system seems
to be affected by the disease.”)
● A group of physiologically or
anatomically related organs or
parts
Examples: the digestive system;
a root system
● A group of interacting
mechanical or electrical
components
Example: the cooling system in a
house
or a solution to a big
problem.
Evidence: data or
information that supports
or rejects the claim.
Evidence can come from
an investigation, direct
observations, reading
materials, or published
data. Reasoning: provides
justification that links the
claim and evidence. A
“reason” should be a large
scientific concept that
describes why the
evidence supports or
disproves the claim.
Groupwork:
● An arrangement or
configuration of classification or
measurement
Examples: the periodic table; the
metric system
● A naturally occurring group of
objects or phenomena
Examples: a cave system; a
weather system
What is a model?
● A model is a tool used to make
a part of the world easier to
understand, define, quantify,
visualize, or simulate. A model
can be
created in many forms. A model
can be conceptual,
mathematical, graphical, or
operational. Models can include
diagrams,
drawings, physical replicas,
mathematical representations,
analogies, and computer
simulations. Models help others
better
visualize, understand, and
scientifically explain a subject or
phenomenon.
What is the connection
between systems and
models?
● Scientists use system models
to construct scientific
explanations in order to predict
behaviors of a system.
What is the goal of
engineering?
Look at this scientific
explanation:
● The goal of engineering is to
find a systematic solution to a
problem that is based on
scientific knowledge and mimics
the
material world.
STUDENT CONNECTION
Guillermo González Camarena
was a Mexican man who
invented the first color
television. It all started when he
was a little boy—he made
electrically propelled toys,
studied at the National
Polytechnic Institute, and at 17
transformed a collection of scrap
and parts from broken radios to
make the first black and white
TV camera in
Mexico. On September 15, 1942,
at age 23, he obtained the
world’s first patent for color
television. His
“chromoscopic adapter for
television equipment” converted
black and white TV to color. He
continued to refine
his work on color television as an
adult. González believed that the
advent of the color TV could
revolutionize
education, and proposed the
creation of a network that would
allow lessons to be broadcast
from Mexico City to
remote areas of the country.
Three years after his death in
1965, the network became a
reality, and today it meets
the needs of hundreds of
thousands of high school
students in Mexico.
Ask students to identify
examples of systems or
models in their homes.
All students will access their
Virtual INB and be able to sign
in to TEAMS. Complete All
About Me – First page of INB
Producto
Designer: Use the tangram
design that Miss Nancy sent to
you in the classwork section of
your virtual notebook.. Do not
let anyone else see what the
design.
1. Help each Builder make an
identical copy of your design.
● You may not show your
design to anyone.
● You may use words and
simple hand motions to
describe your design.
● You may answer questions
asked by the Builders, but you
cannot show them anything or
look at their design until they
tell you to “check” their
design.
Builders (two or three people)
a. Try to make an identical
copy of the design that the
Design Master has made.
● You may ask the Design
Master questions.
● You may not look at the
Master Designer’s or another
Builder’s design.
CER Chart in Interactive
Notebook
Your teacher is holding a
cup of water with no lid:
Ask the question: What
will happen when the cup
of water is turned upside
down?
Make a claim: If my
teacher turns the cup
upside down,the water
will…..
Support your claim with
evidence. What evidence
do you need to support
your claim? Gather
evidence together.
Write your observations
as you gather the
evidence together.
Write your evidence to
support or refute your
claim. EVIDENCE: I found
that when I turned the
cup over 10 times….
Now use reasoning to link
the evidence: What is the
science that explains why
the water spills out?
What do you know about
Provide students with sentence
frames such as the following for
the group discussions and for
writing:
● I think a system is _____.
● I would define a system as
_____.
● I would define a system as
_____ because _____.
● A collection is _____. A system
is _____.
● A collection is _____ because
_____, but a system is _____
because _____.
● I think that a collection is
_____, due to the fact that
_____. In contrast, a system is
_____
because _____.
b. When you think you have
built the same design, ask the
Master Designer to look at
your copy and tell you if it is
the same or different.
c. After you successfully make
an identical copy, you may
help explain the design to
others.
2. Do the Design Master task
until your teacher tells you to
stop.
3. If there is time, your group
will select a new Master
Designer and repeat the
process with a new design.
In the collaboration space of
your notebook: Share how
your group worked together
to complete the task. Explain
your group’s successes and
challenges when trying to
copy the Design Master's
design. ● Describe what
happened when your group
used the Behavior Norms
successfully and what
happened when you forgot to
use the Behavior Norms. ●
Discuss how using the
Behavior Norms can be
helpful throughout the year. ●
Be prepared to share your
discussion with the whole
class.
how the world works that
you can use to explain
what happens?
To get you started: I know
that (your claim) is
supported by (your
evidence) because….
Feedback
Individual assistance if
students aren’t able to access
their Virtual INB
Review collaboration space to
see how students reflect on
their participation in the
tangram activity.
Review CER chart in
notebook – Class
Demonstration
Groupwork CER Chart
evaluation in
Collaboration Space
Completion of Graphic
Organizer from WholeClass
and Sentence starters in their
individual notebooks.
Tiempo
1 class period
1 class period
1 Class Period
1 Class period
PLAN SEMANAL
Semana del 3 to 4
Grado o nivel: MB
Profesor: Nancy
Objetivo de la semana: Week 3 to 4: Understand what is thermal energy, temperature and how energy moves.
Fecha
Día
I can
statement
Week 3
5
Explain the difference
between thermal energy and
temperature
Tipo
WholeClass Simulation and
Groupwork
Recurso/
materiales
Set up the PhET simulation
( https://phet.colorado.edu/en/si
mulation/gas-properties ).
Set to:
● Constant Parameter: Volume
● Gas in Chamber: Heavy
Species/50 particles
● Gravity: 0
Week 3
6
Determine where thermal
energy transfers to and from
Experiment Observation, Data
Collection, Reflection
Demonstration of
Week 4
7
Determine where thermal
energy transfers to and
from
Experiment Observation,
Data Collection, Reflection
(Can be performed at
home if they have the
materials)
For Boardwork: Students
will have blank boxes to
fill in how these terms are
related to one another
and will fill in the blanks
to show their
Week 4
8
Determine where thermal
energy transfers to and from
Experiment Observation,
Data Collection, Reflection
(Can be performed at home if
they have the materials)
Balloon, cold and hot bowls
of water
● Heat: 0
Boarwork: What is matter?
(Anything that has mass and
takes up space) – we know
that matter is made up of
particles.
Actividad
Instruccions
In their Virtual INB students
will definite particle, kinetic
energy, temperature and
thermal energy.
relationships.
Boardwork: Today we will be
doing an experiment to
demonstrate Temperature
and thermal energy transfers
using ice, water and cups.
Why is it important to keep
the amount of ice in the cups
the same for all three
demonstrations?
Groupwork: Why is it
important to pour the water
in the cups at the same time?
Why is it important not to mix
the ice in cup 1 if you do not
mix the ice in cup 2?
Lab 2: Same process that we
used yesterday with lab 1.
Complete your Lab notes in
your INB
Groupwork: In your
Virtual INB, review this
letter and then fill in your
thoughts:
Demonstrate the pHet
website. Ask the students
what each circle represents in
the tube (particle). What type
of energy do the particles have
as they are moving? (kinetic)
If the particles stop moving,
what type of energy do they
have? (potential). Review:
What type of energy do
particles have when they are
moving? What type of energy
do particles have when they
are not moving?
Ask students to mimic what
they see happening on the
pHet demonstration by
moving in their camera
screens. Ask students if they
have more or less kinetic
energy when the temperature
gets colder. Ask students to
raise their hand if they are
representing a particle. Ask
students if they are
representing hot or cold
depending on where you are
at in the simulation.
Remove most of the “heat” in the
simulation. The particles should
start to move more slowly. Ask
students to mimic what
would happen in a cold
environment.
● Ask students if they have more
or less kinetic energy when the
For each demonstration:
Make a prediction.
 Will the ice in Cup 1 or
Cup 2 melt faster?
 Discuss reasons for
your predictions.
 Record your
predictions in your
data table in your
virtual INB.
WholeClass: Experiment
demonstrations:
Thermal energy moves from
regions of higher
temperature to regions of
lower temperature. As
kinetic energy decreases in
one
substance, kinetic energy will
increase in a neighboring
substance. The change in
kinetic energy exemplifies
the transfer of thermal
energy from one substance
to another.
Each student will observe
the demonstrations and
temperature gets colder. (less
kinetic energy)
● Ask students to raise their hand
if they are a particle. (Everyone
should raise their hand.)
● Ask students if they are
representing cold or hot right
now. (cold)
e. Introduce the word
temperature. Reset the
simulation (medium temperature)
and ask students to mimic the
new speed of
the particles using the
appropriate kinetic energy. (All
students should be moving at
medium speed.)
● Point out the thermometer in
the simulation. Tell students that
the thermometer is measuring
temperature, which is
the average amount of kinetic
energy in the system, or the
average amount of particle
movement in the system.
● Reduce the heat in the
simulation and ask students to
mimic the lower temperature.
Again point out the
thermometer and how the
temperature has gone down.
Explain again that the
thermometer is measuring the
average kinetic energy in the
system, or average amount of
movement.
● Go back and forth between
reduced heat and greater heat
settings and ask students at each
point whether there is
complete the lab sheet in
their Virtual INB:
Lab 1:
https://www.stevespangle
rscience.com/lab/experim
ents/colorful-convectioncurrents/
(Explanation: For the
temperatures of the water,
the difference in the
temperature gradient is key.
You may use warm water
and ice water (0°C) or
very hot water with cool
water.
Warm water moves up from
the bottom bottle and cooler
water moves downward
● More or less kinetic energy
● More or less temperature
● Ask multiple students to explain
the terms kinetic energy and
temperature.
f. Next, add heat to increase the
temperature in the simulation.
The particles move faster.
● Ask students to mimic the
warmer temperature within their
“container.”
● Ask students if they now have
more or less kinetic energy than
before. (more)
● Ask students to look at the
thermometer. Has the
temperature gone up or down?
(up)
● Ask multiple students to remind
you what temperature means.
g. Have students rotate through
reduced (cold), medium, and
greater (hot) temperatures. Mix
up the settings until you feel
that students have an
understanding of temperature.
● When moving slowly, ask
students what they are doing to
show a cool temperature.
(Students should say that the
particles are on average moving
slowly, or that most of the
particles are moving slowly.)
● When moving at a medium
speed, ask students what they are
doing to show a medium
temperature. (Students
should say that the particles are
on average moving at a medium
from the top bottle, so the
misconception that “cold
energy moves” may be
discouraged. During the
post-lab discussion, it is
important to direct students
to their observations about
the
temperature. When thermal
energy is transferred to an
object, there is a change in
temperature (unless the
object undergoes a change
of state). The movement of
the water is due to the
greater density of the cold
water on top, the less dense
hot water on the bottom,
and physical displacement.
The warm red water is rising
up into the cold blue water.
Why? When you heat up
water, the water particles
start moving around faster
and faster. They bounce off
each other and
move farther apart. Because
there is more space between
the particles, a volume of hot
water has fewer particles in
it and
weighs a little bit less than
the same volume of cold
water. So, hot water is less
dense than cold water.
When you put the
two together with the hot
water on the bottom, the
hot water rises to the top,
speed, or that most of the
particles are moving at a
medium speed.)
● When moving at a fast speed,
ask students what they are doing
to show a hot temperature.
(Students should say
that the particles are on average
moving at a faster speed, or that
most of the particles are moving
at a fast speed.)
● Ask students what they are and
what type of energy they are
using when they are moving.
(They are particles, and
they are using kinetic energy.)
h. Introduce the word thermal
energy. Reduce the heat in the
simulation to a cold temperature.
● Define thermal energy as the
total amount of kinetic energy in
a system.
● Ask students to mimic the cold
(reduced temperature) particle
movement.
● Tell students that all the kinetic
energy right now is thermal
energy. Basically, if you added up
all the movement, that
would be the thermal energy.
● Increase the simulation to
medium temperature. Have
students mimic the correct
particle movement now. Ask
students how they are
representing thermal energy. Ask
students if they have more or less
thermal energy than in
the cold simulation. (more)
mixing with the cold water
along the way and
creating purple water.
2. The thermal energy is
moving from the warm red
water region to the cold blue
water region.
3. We see that the blue
water on top turns a purple
color. This means that the
red water moved into the
blue area, but the cold
blue water did not move
down to the warm red
water.)
Introduction to
Performance Task: In the
Culminating Project, the
client is asking students to
design a product that either
minimizes the amount of
thermal energy that
transfers from one place to
another (e.g., the glove and
ice block projects) or
maximizes the amount of
heat that transfers (e.g., the
cookie and hot tub projects).
In this task, students will
examine the meaning,
relationship, and differences
between temperature and
thermal energy.
● Increase the simulation to high
temperature. Have students
mimic the correct particle
movement now. Ask students
how they are representing
thermal energy. Ask students if
they have more or less thermal
energy than when they were
moving at a medium speed.
(more)
Use the digital slide presentation
to go over the vocabulary in the
table. Encourage students to
share their
answers. Probe for explanations
as to why students wrote their
sentences the way they did.
Below are sample sentences.
● Ice is made up of water
particles.
● A jet plane has more kinetic
energy than a car.
● The swimmer’s temperature is
higher than the temperature of
the Pacific Ocean.
● The Pacific Ocean has more
thermal energy than the
swimmer.
● The fire’s thermal energy
transferred to the marshmallow
and warmed the marshmallow.
In their virtual INB:
Producto
After thermal energy was added
to the system, my movement
changed when ____.
There was ____ (more, less)
kinetic energy.
In the diagram, we can show how
the particles move slower or
faster by ____.
Demonstration 1: Even though
the same amount of water was
added to each cup, there was
more thermal energy in Cup 1
because the temperature (kinetic
energy) was greater.
Demonstration 2: Even though
the water added to the two cups
was the same temperature, there
Complete this chart for your
final project about where the
energy will be moving in your
Was there more or less kinetic
energy after the temperature was
increased? (more)
Allow students to use their
creativity in their drawings. Many
times students show the faster
particles with longer arrows
attached to them and the slower
particles with shorter arrows
attached to them. Encourage
students to share
their diagrams.
was more thermal energy in Cup
1 because there was more water.
apparatus.
Demonstration 3: There was
more water added to Cup 1, but
it had less kinetic energy.
There was less water added to
Cup 2, but it had more kinetic
energy. Because total thermal
energy is determined by the
amount of substance and its
temperature, the two cups of
water may have had equal
amounts of thermal energy.
Prework:
Debrief: 1. When the bottle
with the balloon is placed in the
ice water, the balloon gets
smaller. When the bottle with
the balloon is put in
the warm water, the balloon
gets bigger again.
Why? When the air particles get
colder in the balloon, the
particles move slower and get
closer together. When the air
particles get warmer in the
balloon, the particles move
faster and get farther apart.
2. When the balloon is put in the
ice water, the thermal energy
moves from the balloon to the
ice. When the balloon is put in
warm water, the thermal energy
moves from the warm water
toward the balloon.
3. We see the balloon get
smaller when the bottle is put in
ice. We see the balloon get
bigger when the bottle is put in
warm water.
Prework:
Review of Prework:
Feedback
Review of INB
Review of INB
Possible claim : I think the
large pot of hot chocolate
has more thermal energy.
● Possible evidence : I saw in
Demonstration 2 that when
you have two different
amounts of a substance
(water) at the
Review of INB
same temperature, the
larger amount (cup with
more water) will melt the ice
faster and thus has more
thermal energy.
● Possible reasoning : There
are more particles of hot
chocolate in the large pot of
hot chocolate than in the
small cup of hot
chocolate. The temperature
is the same. Since thermal
energy is based on the total
kinetic energy, which is the
amount of
particles and temperature
combined, the large pot of
hot chocolate has more
thermal energy.
Review of INB
Tiempo
1 class period
1 class period
1 class period
1 class period
PLAN SEMANAL
Semana del 5 and 6
Grado o nivel: MB
Profesor: Nancy
Objetivo de la semana:
Fecha
Week 5
Week 5
Día
9
10
Wee
k6
11
Week 6
12
I can
statemen
t
Determine where thermal energy transfers to and
from
Tipo
Experiment Observation, Data Collection, Reflection
(Can be performed at home if they have the
materials)
Recurso/
material
es
Identify the different types of heat transfer:
Conduction, Convection and Radiation
BW:
https://www.youtube.com/watch?v=yUEPG
MnRqGs
What are the three types of heat transfer?
Read the text in your group and then make
the frayer models of vocabulary in your
virtual INB.
Expla
in the
differ
ence
Explain the
betw
difference
een a
between a
cond
conductor and
uctor
an insulator
and
an
insul
ator
Grou
Experiment
pwor
Observation
k
Com
preh
ensio
n
Readi
ng
and
Virtu
al
INB
4 containers of hot
water, 500 mL
each
(Alternatively,
students could use
insulated take-out
coffee cups with
covers in order to
eliminate the need
to cover cups with
plastic wrap. Also,
students could use
two containers at
a time and
conduct the
experiment two
times to get all the
data.)
● Plastic wrap or
tops for the
containers
● Thermometer
● Timer
● Masking or
Scotch tape
● A variety of
materials, such as
the following:
– Aluminum foil
– Shredded or
crumpled
newspaper
– Cardboard
– Plastic bags
– Cloth (e.g.,
cotton or wool)
– Foam
In your Virtual INB complete the Frayer
Models for Conduction, Convection and
Radiation.
Actividad
Instrucci
ons
What do you think would happen if we transferred
our foil boat with butter to a container of ice?
Where is thermal energy transferring from and to?
What evidence do you see that supports your
claim?
Boar
dwor
k:
Choo
se
one
of
the
two
exper
imen
ts
from
last
week
(hot
and
cold
wate
r
move
ment
,
ballo
on
inflati
ng/d
eflati
ng)
and
write
a
descr
iptio
n of
what
Procedure
1. Pick three
materials to use
in your
experiment.
2. Wrap the first
material around
the container of
hot water and
attach it using
masking tape.
3. Using the
Data Table,
record the
temperature of
water every
minute for a
total of 5
minutes.
4. Repeat steps
2−3 for each of
your materials.
5. Conduct a
final test with
no wrapping
around the
container. (This
is the “control”
container.)
happ
ened
using
the
voca
bular
y:
Partic
le,
kineti
c
energ
y,
temp
eratu
re,
ther
mal
energ
y,
and
heat.
One of your
containers had
no material
around it. This
was the
“control.” We
collected data
for this one as
well. What is the
importance of
having a
“control” in your
experiment?
Producto
INB Data Collection
Class
work
discu
ssion:
Look
back
at
our
boar
dwor
k
from
last
week
abou
t the
refrid
gerat
or
getti
ng
warm
INB Experiment
Data collection
and Group
Reflection of
Experiment in
INB notebook
er
when
left
open.
Use
claim
,
evide
nce,
reaso
ning
to
supp
ort
your
argu
ment
.
As a
grou
p
read:
Read
the
follo
wing
infor
mati
on.
Then
, as a
grou
p, fill
in
the
Fraye
r
Mod
el
diagr
ams.
Insul
ator
and
Cond
ucto
r
Read
ing
It is
very
cold
outsi
de
toda
y!
What
actio
ns
can
you
take
to
make
yours
elf
war
mer?
Why
do
they
work
?
What
if it is
a
hot
day
and
you
have
a
choc
olate
bar
in
your
back
pack
?
What
can
you
do to
prev
ent it
from
melti
ng?
As
you
now
know
,
ther
mal
ener
gy
can
mov
e—
from
the
stove
to
the
pot
on
top
of it,
from
one
side
of a
room
to
the
other
, and
even
from
the
sun
to
the
Earth
.
Engin
eers
use
cond
uctor
s and
insul
ators
to
chan
ge
how
muc
h
ener
gy is
(or
is
not)
trans
ferre
d in a
syste
m.
A
ther
mal
cond
uctor
is a
mate
rial
that
allow
s
ener
gy in
the
form
of
heat
to be
trans
ferre
d
withi
n the
mate
rial
with
out
any
mov
eme
nt of
the
mate
rial
itself.
The
ther
mal
cond
uctor
helps
maxi
mize
ther
mal
ener
gy
trans
fer.
A
ther
mal
insul
ator
is a
mate
rial
that
prev
ents
heat
from
being
trans
ferre
d.
The
ther
mal
insul
ator
helps
mini
mize
ther
mal
ener
gy
trans
fer.
Watc
h
these
video
s to
learn
more
abou
t
cond
uctor
s and
insul
ators
:
YouT
ube
Vide
o:
Cond
uctio
n of
Heat
—
Elem
entar
y
Scien
ce
https
://w
ww.y
outu
be.co
m/w
atch?
v=w_
IbPR
NZ6h
o
YouT
ube
Vide
o:
Elect
ricity
101
—
Cond
uctor
s and
Insul
ators
https
://w
ww.y
outu
be.co
m/w
atch?
v=qU
hxm
XZwP
mg
Som
e
mate
rials
make
great
cond
uctor
s,
while
other
s are
great
insul
ators
. The
differ
ence
is in
how
easy
it is
to
make
the
parti
cles
of
the
mate
rial
vibra
te.
For
some
mate
rials,
it is
easy:
one
highener
gy
parti
cle
make
sa
neigh
borin
g
parti
cle
start
to
vibra
te.
That
parti
cle
make
s its
neigh
bors
vibra
te.
Prett
y
soon,
all
the
parti
cles
are
vibra
ting!
Cond
uctor
s
help
ther
mal
ener
gy
mov
e.
Meta
ls are
good
at
trans
ferri
ng
ther
mal
ener
gy
and,
thus,
are
good
cond
uctor
s.
Man
y
liqui
ds
are
good
at
trans
ferri
ng
ther
mal
ener
gy
and,
as a
resul
t, are
also
good
cond
uctor
s.
The
best
insul
ator
is a
com
plete
ly
empt
y
spac
e
that
has
no
air in
it,
often
calle
da
vacu
um.
If
there
is
nothi
ng in
a
spac
e,
there
are
no
parti
cles
to
pass
along
vibra
tions
.
Altho
ugh
it is
not
as
effec
tive
as a
vacu
um,
air is
still a
good
insul
ator.
Gase
s like
air
do
not
trans
fer
ther
mal
ener
gy
very
well
beca
use
the
parti
cles
are
far
apart
from
each
other
.
It
takes
a lot
of
ener
gy to
make
an
air
parti
cle
mov
e far
enou
gh to
bum
p
into
anot
her
parti
cle.
Airfilled
plasti
c
bubb
les
arran
ged
in a
hone
ycom
b
patte
rn
can
be
an
excel
lent
insul
ator.
Dry
woo
d has
a
great
deal
of
empt
y
spac
e
insid
e it,
so it
is
also
a
good
insul
ator.
Feedback
Revie
w of
Fraye
r
Review
Experiment Data
Collection and
Tiempo
Mod
els
1
class
perio
d
1 class period
Groupwork
reflection
1 class period
PLAN SEMANAL
Semana del 5 to 6
Grado o nivel: MB
Objetivo de la semana: Week 5 to 6 : Understand the difference between a conductor and an insulator
Fecha
Día
I can
statemen
t
Tipo
Week 7
13
Week 7
14
Design an insulating or conducting experiment using an ice
pop
Conducting an experiment to insulate or conduct heat from
an ice pop
Explain the relation
Experiment Design
Experiment Implementation
Design an Experimen
Review with the class the results and conclusions.
Recurso/
material
es
Boardwork: Watch video:
https://www.youtube.com/watch?v=7q8acfBx5to What is
the purpose of an experiment?
Now let’s plan an experiment how to make an ice pop stay
frozen longer or melt faster!
Boardwork: Write your claim and evidence related to your
insulator/conductor experiment.
Boardwork video:
https://www.youtub
(goldilocks and the t
Review with the class the results and conclusions.
Oatmeal, hot water,
Using Claim, Evidence Reasoning Chart to explain which
materials were the best insulators or conductors used in
their experiments.
Groupwork:
Actividad
Instrucci
ons
Boardwork: To motiv
Day 1 – Experiment Design.
different reasons for di
Goldilocks and the
Three Bears as a class.
At the table in the kitch
Homework - Do the experiment that you planned with your
group. Be sure to choose materials that everyone has access
to at your table.
Goldilocks tasted the p
“This porridge is too ho
So, Goldilocks tasted th
“This porridge is too co
Then, Goldilocks tasted
“Aah, this porridge is ju
up.
On Nearpod – brainsto
temperature difference
wonder” statements….
For example, I wonder
difference?
WholeClass: Let’s think
you are trying to keep
changes?
We are going to work t
determine how the ma
temperature change.
Let’s discuss the follow
● What is your variable
● What are you keepin
oatmeal, timing of expe
● What are the differen
(Example amounts: ¼ c
oatmeal)
● What will you measu
● How many trials will
trial, but every group w
so the number of group
● How often will you re
5 minutes for 15 minut
● What materials will y
Prediction: Predict wh
reason for your predict
Data: Decide what me
you will collect your da
Homework: Do the exp
Producto
Ex
Feedback
R
Tiempo
PLAN SEMANAL
Semana del 7 to 8
Grado o nivel: MB
Profesor: Nancy
Objetivo de la semana: Week 7 to 8: Explain the relationship between mass and thermal energy
Fech
a
Week 9
Week 9
Día
17
18
I can
state
men
t
Explain the relationship between
mass and thermal energy
Review concepts learned in this unit and
review misconceptions.
Week 10
19
Review concepts learned in this unit and
review misconceptions.
Review of Concepts
Week
20
design a product
either minimizes
amount of therm
that transfers fro
place to another
glove and ice blo
projects) or max
amount of heat
transfers (e.g., th
cookie and hot t
projects).
Tipo
Recu
rso/
mat
erial
es
Project Planning
Review of Concepts
BW:
https://www.youtube.com/watch?v=yXT012u
s9ng&feature=youtu.be
BW:
https://www.youtube.com/watch?v=yXT012u
s9ng&feature=youtu.be
Review the Following Misconceptions and
rewrite the sentences as an accurate concept.
Review the Following Misconceptions and
rewrite the sentences as an accurate concept.
Activ
idad
Instr
ucci
ons
Prod
ucto
Feed
back
Tiem
po
PLAN SEMANAL
Semana del 9 to 10
Grado o nivel: MB
Profesor: Nancy
Objetivo de la semana: Project Planning and Building
Fecha
Día
Week 11
21
Week 11
22
Week 12
23
Week 12
24
I can
statement
build a product that either
minimizes the amount of thermal
energy that transfers from one
place to another (e.g., the glove
and ice block projects) or
maximizes the amount of heat
that transfers (e.g., the
cookie and hot tub projects).
build a product that either
minimizes the amount of thermal
energy that transfers from one
place to another (e.g., the glove
and ice block projects) or
maximizes the amount of heat
that transfers (e.g., the
cookie and hot tub projects).
Share your projects
Share your projects
Tipo
Recurso/
materiales
Actividad
Instruccions
Producto
Feedback
Tiempo