Module 2
Energy in our Lives
A special partnership between the
Georgia Department of Education and the
Educational Technology Training Centers in support
of the 8th Grade Physical Science Frameworks.
Georgia Performance Standards Framework for Physical Science – Grade 8
Unit: Energy in our Lives
General Task
The Heat Goes On
Standards
Content
S8P1. Students will examine the scientific view of the nature of matter
a. Distinguish between atoms and molecules.
S8P2. Students will be familiar with the forms and transformations of energy.
d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a
liquid or gas, currents will facilitate the transfer of heat (convection).
Characteristics
S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific
activities utilizing safe laboratory procedures.
b. Use appropriate tools and units for measuring objects and /or substances.
c. Learn and use standard safety practices when conducting scientific investigations
S8CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a
procedure.
b. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.
S8CS7. Students will question scientific claims and arguments effectively.
c. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion,
conclusions based on insufficient evidence).
Enduring Understandings:
•
•
Heat transfer occurs by conduction, convection, or radiation
Temperature changes as heat is transferred from a hotter object to a colder one.
Essential Questions:
•
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How does energy travel from the Sun to the Earth?
How are wind and ocean currents created?
Heat Transfer with S’mores
After making s’mores with the class, students will record
their observations related to heat transfer in their journals.
Nominate 3 students to lead the discussion on heat transfers
associated with s’mores. Conduction, convection, and
radiation will be assigned to the 3 nominated students.
Drawing and Explaining Heat Transfers
In each of the heat transfers below, draw two examples and explain how they are related
to the heat transfer.
Conduction
Convection
Radiation
Task Overview
Activity 1: Radiation using a solar cooker
Activity 2: Conduction using a hot plate
Activity 3: Convection using a spiral cutout
Activity 4: Apply to our World
Activity 1: Radiation
Activity 1: Radiation
Introduce radiation by reading the following article, then define and
discuss radiation:
Woman Bakes Cookies on Dashboard
Activity Goal: Cooking a hot dog using radiant energy from the sun.
Students will be paired together to complete the radiation activity.
Each set of students will be given the instructions for creating a solar
cooker.
Diagram showing the solar cooker:
Activity 2: Conduction
Activity 2: Conduction (Teacher-lead)
Preparation for this activity involves attaching the screws to the rod via the
hot glue gun.
During the demonstration, the following questions need to be addressed in
the student journals:
1. What will happen when I hold one end of the rod on the hot plate?
2. What time and temperature did each screw fall off the rod?
3. What does this demonstration tell us about the way heat moves through
the metal rod?
4. What conclusions do you make with this activity?
The teacher will lead a conduction discussion following the activity
Activity 3: Convection
Activity 3: Convection
Each student will receive the handout, scissors, tape, string, and candle.
Students will be given directions for the activity prior to demonstration.
Note: When demonstrating, do not place spiral over candle.
Upon completing the activity, students will record their observations in their
journals and explain the science behind the movement.
The teacher will lead a convection discussion following the activity
Activity 4: Apply to our World
Activity 4: Apply to our World
Make popcorn using a microwave, hotplate, and air popper
to review radiation, conduction, and convection.
View Heat and Changing States of Matter
After the movie, students will identify types of heat transfers
by drawing or finding pictures and placing them on an
interactive board. Once pictures are posted, reasoning
behind each picture should be posted.
Teacher Reflection
What were the “Big Concepts” in each activity?
How will students make sense of these concepts?
Discuss real-world examples that may reinforce students’ understanding.
Homework, accommodations for students with disabilities, gifted
students, ELL
What other standards and elements might one introduce at this time to
unify the concepts?
What are some common student misconceptions and how can these
activities facilitate the student’s proper conception and understanding?