Level: 2nd grade
Domain: Physics
Unit: Thermodynamics
BIG IDEAS

Heat can be produced in different ways
LEVELS OF KNOWLEDGE
Previous: Sun transfers heat to warm the land air and water
Next: Heat is transferred between objects that are at different temperatures
Later: Heat may be transferred in a variety of ways with or without direct contact.
VSC CONTENT INDICATORS AND OBJECTIVES
5.B.1a-c
VSC SKILLS AND PROCESSES INDICATORS
1.B.1b; 1.A.1e
CONCEPTUAL UNDERSTANDINGS


Things that give off light usually give off heat also. There are many methods of producing heat
Light and heat from the sun is a natural resource that may be used to meet human needs
(Environmental Science)
LESSONS
1.
2.
3.
4.
VOCABULARY
Heat sources
Light and heat from the same source
Other sources of heat: friction, burning
Sources of light and heat in homes and schools
Mechanical, electrical, friction, heat, light, natural light,
sunlight, thermometer, light source, friction, experiment
Unit: Thermodynamics
Lesson: Heat sources
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
Students will learn about sources of heat by reading and identifying main ideas and details.
Gathering
Information
LESSON DESCRIPTION
In this lesson you will be guiding student through a poem to facilitate understanding of the science concept of heat sources. First, introduce the poem found at the
first link below. It can be sung as motivation. Next, have the students work with a partner to identify objects in the poem that give off heat and light in a main idea
table (or can be guided by the teacher on the board). After this is done go to http://www.schools.utah.gov/curr/science/core/3rd/sciber3/Stand_5/html/2b.htm and
have the student identify the objects as giving off light and heat. This can be done on a promethean Smartboard, a projector or as a handout. Finally, review the
concept of sources of heat through discussion or picture drawing.
VOCABULARY
MISCONCEPTIONS
Mechanical, electrical, friction, heat, light, natural light, sunlight
Some people have misconceptions about heating. For example, ice cubes do
not give off cold. When you place an ice cube in your glass of water the ice
cube takes heat from the water as it cools. Wool clothing does not produce
heat. The loose fibers of the wool clothing trap your body heat and make you
feel warmer
SUGGESTED RESOURCES
Discovery Works - Making Heat
http://www.schools.utah.gov/curr/science/core/3rd/sciber3/Stand_5/html/intro.htm
http://www.brainpopjr.com/science/energy/heat/grownups.weml (teacher information)
http://www.schools.utah.gov/curr/science/core/3rd/TRB3/literacy5.pdf (teacher resource with ideas)
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CER_LP_S04_BC_L03_I01_01.pdf (lesson ideas for main idea in content area text provided)
T-chart http://www.superteacherworksheets.com/graphic-organizers/t-chart-plain.pdf
Maryland Experience grade 2, pages 144-147
Maryland Experience grade 1, page 6-7
Unit: Thermodynamics
Lesson: Light and heat from same source
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
Students will recognize that sources of light may also be sources of heat by developing reasonable explanations for observations made and
information gained by sharing ideas and listening to others, ideas.
Skill and
Process
LESSON DESCRIPTION
To begin this lesson the teacher should get a plant light or a lamp with a regular light bulb and have the students come to the front of the room and observe what they
feel and see. Have the students then explain orally or in a journal what they saw and felt. After doing this break the students into groups to observe and record
temperatures of different objects that give off heat and light. Suggestions for stations would be water in beakers placed in the sun and shade with thermometers in
them (or using different colored papers). The next station can be toaster with bread, they can observe the light on the inside and that the bread cooks. You can also
have demonstration station that uses a candle and beaker held with tongs over a flame and the water heats up. After doing this students will regroup and share what
they observed while the teacher takes notes on the board, clears up misconceptions, and makes corrections and begins to use key vocabulary. Next, students will
create a list of other items that give off light and heat and what their purposes can be or are. Finally, students will create a picture of one of the sources of light and
heat.
VOCABULARY
MISCONCEPTIONS
Heat, light, sun, thermometer, light source
Heat is a substance, not energy
SUGGESTED RESOURCES
http://www.uen.org/Lessonplan/preview?LPid=16281
http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.zsolar/
http://www.fossweb.com/modules3-6/SolarEnergy/index.html
Unit: Thermodynamics
Lesson: Other sources of heat (friction, burning)
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
Students will learn about friction as a source of heat by participating in multiple experiences to verify that science investigations generally work
the same way in different places
Skill and
process
LESSON DESCRIPTION
To motivate the students have them pick up their pencils and hold them to their faces. What do you feel? How do you think you could change the temperature of the
pencil? Take their responses and list them on the board. Next, tell the students that they are to rub the pencil back and forth between their hands (model for the
students first) 20 times. Have them place the pencil to their face. Why do you think it now feels warm? Have students do think-pair-share or take response from the
students. Introduce the term “friction.” Then, ask the students if they feel that the results would hold true in a different part of the school? Have them raise their
hands and make a tally graph, or picture graph on the responses. Next, explain to the students that they are going to do some experiments in the classroom with
friction and then repeat them in another part of the building or outside to see if the results are the same. Experiments to perform: rub hands together, rub feet across a
floor, lighting a match, sand paper against wood block or each other, metal spoon to metal spoon. After you model these experiments have the students do them and
record results, next have them do them again in a different part of the building or outside, and then again for homework. Then discuss if the results stayed the same.
VOCABULARY
MISCONCEPTIONS
Friction, heat, experiment
Friction from heat varies with outside temperature
SUGGESTED RESOURCES
http://www.redorbit.com/news/video/science/5/science_of_speed_heat_and_friction/27433/index.html (teacher resource)
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/heat.html (teacher resource)
Discovery Works page b40-b43
Unit: Thermodynamics
Lesson: Sources of light/heat in homes and schools
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
LESSON DESCRIPTION
VOCABULARY
SUGGESTED RESOURCES
MISCONCEPTIONS
Level: 2nd grade
Domain: Physics
Unit: Magnetism and Electricity
BIG IDEAS


Magnets affect different objects in different ways,
including other magnets
There are many sources and uses for electricity.
LEVELS OF KNOWLEDGE
Previous: Magnets affect different objects in different ways (K)
Next: Not in 3rd grade curriculum
Later: Effects of static charges on different surfaces and materials (4th)
Electricity requires a closed loop to have measurable effects (4th)
VSC CONTENT INDICATORS AND OBJECTIVES
5.C.1a-b
VSC SKILLS AND PROCESSES INDICATORS
1.D.1a; 1.C.1a; 1.C.1e; 1.B.1a
CONCEPTUAL UNDERSTANDINGS



Magnets affect different objects in different ways, including other magnets
There are many sources of electricity generation
Electricity can be used to produce light, heat and sound
LESSONS
1.
2.
3.
4.
Magnets with other magnets
Sources of electricity
Uses of electricity: light
Uses of electricity: heat, light and sound
VOCABULARY
Unit: Electricity and Magnetism
Lesson: Magnets and other magnets
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
Students will learn about the interactions between magnets by making a simple car that can be pulled along by a magnet.
Skill and
Process
LESSON DESCRIPTION
Introduce the lesson by asking the students, “What do you know about magnets?” Record student responses sharing what they already know about magnet and post.
Display a variety of magnets for the students to explore their size, shape, weight and strength by categorizing. Select a magnet to use. Hold the magnet up, use a
document reader, or photograph and point out that magnets have two poles often labeled N for north and S for south. Have the students explore what happens when
you try to force two north or south poles together (repel) and what happens when you pair together opposite poles (attract)? This would be a great opportunity for
insert the idiom, opposites attract and have students explain, in their own words, what it means and try to make a connection with this lesson. Then have the students
read the section in the story “ Tales of the 4th Grade Nothing” by Judy Blume, where Peter argues to use a monorail system. Tell them that the monorail is a large
magnet. Tell the students that for the next couple of days we are going to experiment with magnets, and then engineer a car that moves with a magnetic pull.
Students will begin by experimenting with the poles of magnets by using bar magnets, horseshoe magnets and record what ends repel, and what ends attract. Next
they should experiment with the distance that magnets need to repel and attract each other. They can record this on a table. After doing this they can also try different
materials that magnets will repel and attract each other. When all of the information is gathered each group will be given a toy plastic car (in old STAR kits, and can
be bought in the dollar store.) Tell the students that they are to place the magnet in the car and tape it in. Then they are to choose a magnet to pull the car along a
racetrack. Hold a race. The teacher will clear misconceptions about magnets during the design and experimentation process.
VOCABULARY
MISCONCEPTIONS
Attract, repel, magnetic force
All metals are attracted to magnets
Larger magnets are stronger than smaller magnets
There is only one type of magnet
SUGGESTED RESOURCES
Resources: Discovery Works grade 4 pages D8-D-10; Discovery Works grade 4 page d13-d15
Maryland Science: A Closer Look Page 390-393
http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html (great worksheets to use for the lesson)
http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/magnet_springs/read2.shtml - teacher resource, student engagement
Unit: Electricity and Magnetism
Lesson: Sources of electricity
Level: 2
LESSON OBJECTIVE
LESSON TYPE
Students will learn about sources of electricity by describing things as accurately as possible and comparing observations with those of
others.
Communication
LESSON DESCRIPTION
To begin this lesson bring in a video game system such as a PSP or a Nintendo DS, and ask students how the system works. They should respond with batteries,
rechargeable batteries, or by having it plugged into the wall. If you do not have one of these objects you can use a cell phone or digital camera.
Next bring out a rechargeable battery and a regular battery You may want to have some in baggies for groups of 4 students to look at or in any other setting that
works for your class. Tell the students that today we are going to be using a Venn diagram to compare and contrast two objects that provide electricity for devices.
Guide the students through the completion of a Venn diagram of the two object ask them to think about not just the outside colors but what must be going on, on the
inside. (In a regular battery the energy gets used up and in a rechargeable it can be replaced)
After doing this, tell the students that they are going to compare a car battery or electricity from the socket to a regular alkaline battery.
They may choose. (You will need diagrams and a car battery on hand)
VOCABULARY
MISCONCEPTIONS
Compare, Contrast, Describe, Battery, Rechargeable Battery, Electricity, Source
of electricity
Electricity only comes from wall sockets
Batteries do not produce electricity
SUGGESTED RESOURCES
http://www.readwritethink.org/files/resources/interactives/venn/venn.pdf Venn diagram
http://electronics.howstuffworks.com/battery-pictures2.htm (pictures of different kinds of batteries)
http://www.clipartguide.com/_pages/0512-0706-1412-3252.html (picture car battery)
http://www.choptankelectric.com/kids/energyfacts.html (teacher information)
http://thefusebox.ce-electricuk.com/page/electricity/home.cfm (teacher and possible student information)
Maryland Experience Grade 2 150-151
The Magic School Bus and the Electrical Field Trip, ISBN 0-590-44683-5
http://player.discoveryeducation.com/index.cfm?guidAssetId=B4CF0EC0-C2D7-44DB-8E61-9CDFD65E79CE&blnFromSearch=1&productcode=US (Video
segment on batteries and electricity.)
Unit: Electricity and Magnetism
Lesson: Uses of electricity: light
Level: 2
LESSON OBJECTIVE
LESSON
TYPE
Students will learn about Thomas Edison’s invention of the light bulb and recognize that everybody can do science and invent things and ideas
Communication
LESSON DESCRIPTION
Begin this lesson by discussing the quote “Genius is about one percent inspiration and ninety-nine percent perspiration.” and what they think in means. You can use
Think Pair Share, or the accountable learning game of pass the ball. (This is when one person states something, the next repeats it and adds on, and you keep doing
this) Tell the students that today we are going to learn about how Thomas Edison used electricity to make light by reading, or by viewing a video. Ask the students to
explain how the quote applies to Thomas Edison’s experience inventing the light bulb. After ideas about Thomas Edison have been formed, have the students relate
to their personal experiences (such as studying for a spelling test, learning to ride a bike, learning to skateboard or shoot a basket), and compare with Thomas Edison.
VOCABULARY
MISCONCEPTIONS
Electricity, Light, Light Bulb, Engineering, Inventions, Inventor, Biography
SUGGESTED RESOURCES
Resources: Foss Science Stories: Magnetism and Electricity ISBN 1-58356-6835 pages 14-19 there are 3 articles
Thomas Alva Edison by McGraw hill Adventure Books ISBN 0-02-147712-4
http://player.discoveryeducation.com/index.cfm?guidAssetId=610B3C85-EF3A-4A8F-B4FC-82377ABDBEBD&blnFromSearch=1&productcode=US (united
streaming cartoon on Thomas Edison)
Unit: Electricity and Magnetism
Lesson: Uses of electricity: heat, light and sound
Level: 2
LESSON
TYPE
LESSON OBJECTIVE
Students will learn about how electricity is used to produce heat, light and sound by providing reasons for accepting or rejecting ideas examined.
Skill and
Process
LESSON DESCRIPTION
To begin the lesson students will make a list of all of the items that they can think of that use electricity. Examples would be the TV, Radio, lights, ovens, and
computers. After the students have made the list, tell the students that they must place each one of the objects into a group. Such as a stove in to heat, and a light bulb
into light. The students must place each item into a group and it must be a group consensus. As students are doing this activity there should be discussion with
things like TV that produces both sound and light with electricity. As the lesson continues students should realize that they will need to make new groups and items
should be moved to the new groups. Once the items have been placed into the groups students should make some conclusions to the major uses of these items such
as a TV and a Movie Projector are both for entertaining and an oven and a toaster are for cooking.
VOCABULARY
MISCONCEPTIONS
Heat, Light, Sound, Vibrations, Transmitter
SUGGESTED RESOURCES
Resources: Teaching guide How we use electricity Newbridge Early Science Program
Maryland Experience page 152-153
http://www.teachnet.ie/pcoakley/consumers.htm (lesson on consumerism of electricity and its uses. Can be combined with the SS objectives on economics)