Tuesday 11/13
Stage 1 – Desired Results
NCCOS Element(s) (only what is taught in THIS lesson):
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.
Enduring Understandings:
Essential Question(s) (based on NCCOS Standard):
Students will understand:
 If beaker 1 has a liquid that is warmer than beaker 2, and there is
a metal bar connecting them, in which direction will the energy
Heat is a form of energy.
move?
Heat energy moves from warmer objects to cooler objects
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How does heat move in solids, liquids, and gasses?
until it reaches equilibrium.
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Why does heat move, and does it ever stop?
 Heat energy moves through conduction, convection and
radiation.
 Thermal energy is transferred through a material by the
collisions of atoms within the material.
Content Objective: Students will be able to articulate that heat is a form of energy and that it moves from warmer to cooler objects. They will be able
to explain that particles move faster in higher temperatures than in lower temperatures due to their different energy levels. They will be able to identify
3 ways that heat can travel and draw diagrams of how thermal energy moves during convection, conduction and radiation.
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Knowledge (NOUNS for the NCCOS):
Students will know
Aligned:
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Equilibrium – when two substances reach equal temperatures through
the transfer of heat energy
Conduction – the process through which energy is transferred through
physical contact
Convection – the process that transfers energy in gases and liquids;
different temperatures produce different densities – warmer, less
dense gas or liquid is pushed up by cooler, denser gas or liquid that
sinks in underneath
Radiation – energy that travels as electromagnetic waves (like light);
all objects radiate at least a small amount of energy, and often when
radiation is absorbed by an object, the transfer of energy as heat
occurs. It can transfer energy in a vacuum (does not need a medium)
Heat – the flow of energy form an object or location at a higher
temperature to an object or location at a lower temperature
Skills (VERBS from the NCCOS):
Students will be able to…
Illustrate:
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Explain, describe that heat is a form of energy, that it moves from
warmer to colder objects, that it moves in a variety of ways
including conduction, convection and radiation.
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Demonstrate, apply – students will be able to diagram and
articulate their knowledge of what is happening to the particles in
a substance when the temperature is increasing or decreasing,
when the energy is moving from a warmer to a cooler object, and
how the energy is moving during conduction, convection and
radiation.
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Thermal Energy – the total kinetic energy (how much the particles are
moving) of particles in a substance or location
Real World knowledge Application (Where do they use this
KNOWLEDGE in their real world):
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Convection causes currents in bodies of water.
Convection causes winds in the atmosphere.
When your hands are cold, and you hold a cup of hot
chocolate, your hands get warmer and the hot chocolate
gets colder. That’s conduction.
Real World Skills Applications (Where do they use these SKILLS in their real
world):
When students draw a map for a friend, they are illustrating. They are
showing how something happens and giving an explanation. When
they answer questions in class and explain what they know, they are
illustrating their knowledge. When we draw diagrams in class, we are
illustrating what we learned.
A sunburn is an example of radiation.
Stage 2 – Assessment Evidence
Performance Task(s) and Product(s) to be assessed (What will
they put in my hand to be assessed that they created
individually):
Students will create diagrams from our demo, record their
observations, and use this information to answer analysis
questions.
Students will take guided notes and record their answers to
think-pair-share questions.
Formal Assessment Grading Format(s) (How will I grade it, letting
them know in advance how to receive every point in my grading
scale):
Students will receive 2 points for creating 2 diagrams showing what
happened to the food coloring in the cups (1 point for the food
coloring in the warm water, 1 for the food coloring in the cold water).
Students will receive 3 points for recording at least 2 observations
about the demo.
Students will receive 1 point for writing a concluding statement about
what they saw/learned.
Total = 6 points
Students will get a participation grade for filling in the guided notes
and answering the questions. 90-100% complete = 100%, 80-90%
complete = 85%, 75-80% complete = 77%, less than 75% complete =
65%
Stage 3 – Learning Plan
Activating Strategies/Models (+/- 10):
Probe prior knowledge: Students will answer 3 Science Starter questions about particle movement, temperature, and levels of energy.
Hook (+/- 15): I will do a demonstration for the students. I will have 2 containers of water. One will be nearly boiling, and the other will be
chilled. I will tell the students that I am going to put equal amounts of food coloring in each container. They will write a hypothesis to predict
whether the food coloring will spread through the hot or the cold water faster.
Procedures/Sequence (+/- 15 min):
 The students will watch the color spread and record at least 3 observations.
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They will work in with their table groups to construct a diagram of the particles in each substance and to write a concluding statement
explaining why the food dye spread faster in the warmer water than the colder water.
 We will discuss our answers whole group.
Enrichment (+/- 30 min):
 We will discuss that heat is a form of energy.
 I will present a slideshow that introduces heat energy. Students will take guided notes and answer think-pair-share questions.
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Explain that heat is a form of energy
 Are you hotter when you are sitting still or running?
 The hotter a substance is, the more energy the particles have
Heat moves from warmer to colder substances:
 Foreshadow: Conduction, convection, radiation
Materials needed:
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2 clear glass or Tupperware containers
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Icebox/cold packs
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Water boiler
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Food coloring
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Water
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Differentiated guided notes
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LCD projector
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PPT/Computer
Summary (What we covered today +/- 3 min):
 Students will answer an exit ticket question to review what we learned
Differentiation:
1. Student EC:
 Partially filled in guided notes for EC students
 Preferential seating for student on 504
 Strategic grouping of students
Closure: Academic – What is heat? How does it move and why?
Social – What was your role in the group during the demonstration analysis? List one way that you contributed to the group discussion
throughout class today.
Reflection:
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