Unit/Lesson Plan Title: Too Hot to Handle! Grade Level(s) 3. Research Sources

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1 Unit/Lesson Plan Title: Too Hot to Handle! Primary Subject Integrated Subjects Grade Level(s) 3 Length of Unit Research Sources Unit Summary Key Vocabulary NC Essential Standards For Science Energy/Energy Transfer ELA, Math 10 days MSP Horizon s Unlimited Staff leveled reader Elementary Science with Vernier, Web Resources: (H. Wise Roanoke County Schools) This unit will allow students to take an in depth look into how thermal (heat) energy transfers in the world around them. Students will look at the three methods of heat (energy) transfer: conduction, convection and radiation. In this unit, students will participate in hands-on experiments providing discovery learning with the vocabulary/concepts presented. energy conduction (conduct) convection (convect) radiation (radiate) thermal energy (heat) temperature (celcius and farhenheit) transform- to make new energy transfer- to move energy diagram water cycle Clarifying Objectives 3.P.3.2 Common Core Standards for Mathematics 3.MD Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. Domain: Measurement and Data Standards: 3

2 Common Core Standards for ELA & Literacy RI W SL I Can Statements Grade 3 Informational Text: Leveled Reader on Energy, venn diagram comparing energy concepts, vocabulary, text features Grade 3 Writing: Comic Life presentation, observation note taking Grade 3 Speaking and Listening: collaborative discussion groups I can explain energy. I can show how energy works in the world around me. I can explain what thermal energy is by creating a diagram. I can describe how conduction transfers heat. I can evaluate convection in different situations in my world. I can analyze how radiation transfers energy. I can create an experiment that tries to answer the question about energy transfer. I can explore how heat energy transfers. I can show the knowledge that I have gained about energy transfer.

3 Materials & Resources Safety Requirements Science journal Pretest Post Test Energy Flipchart Brain Pop Jr video Chart paper Vernier LabQuest Temperature Probe Light Sensor Probe Remote control car Energy Scholastic Leveled Reader Poster Paper Situation cards Plastic Beakers Metal spoons wooden pencils copper wire ice hot water source 4 convection tubes blow dryer desk lamps radiator/heat unit in classroom 4 shoe boxes with no lids plastic wrap aluminum foil masking tape smore materials flashlights Jeopardy Game Heat transfer sort game Heat transfer article-kidsdiscover magazine ComicLife presentation template Solar Oven Directions Teacher will need to plug and unplug electrical supplies. Test water temperature prior to student experiments.

4 Day 1: How can energy be transfered? I can explain energy. I will show my background knowledge of energy. Pretest-using activexpressions Students will write what they think energy means in their science journal. Teacher will then guide class discussion with student definitions on what energy is and find the scientific definition. Students will then watch a five minute video from on energy. Day 2: Whole class discussion to close lesson on their understanding of what energy is. How can energy be transfered? I can show how energy works in the world around me. I will complete an experiment using LabQuest and record my observations. I will read a science reader and answer questions. Whole class review of knowledge gained the day before using KWL chart. Students with pass through three stations on showing energy used in the real world. (Students will write observations down in science journal in each station.) 1. Jumping Jacks-first students will take their temperature using temperature probe before exercise. Students will then do jumping jacks and take their temperature using the Vernier LabQuest temperature probe. 2. Car- students will take turns running battery operated car through obstacle course. 3. Leveled reader with guided reading questions. Think-Pair-Share closure - what is one thing you learned about energy.

5 Day 3: How can energy be transfered? I can describe what thermal energy is by creating a diagram. I will discuss and create an example of thermal energy. Open lesson with a flipchart showing pictures of demonstrating different kinds of energy with our focus ending on thermal energy. Whole group class demo - take ambiant temperature of the room then take temperature under a light source Class discussion: this is thermal energy using the class demo as a starting point of conversation Situational problem based project - poster creation of explanation of thermal energy in real life situations (Teacher will hand out real life situations then students will draw how thermal energy is shown through that situation. Examples - 1. pot on the stove top and touch with oven mitt, 2. touching a mug of hot cocoa with your hand)

6 Day 4: Transform vs. Transfer How can energy be transfered? I can describe how conduction transfers heat. I will complete an experiment to explain conduction. Teacher and students will begin discussing the difference between transform and transfer by using a Promethean Board flipchart and students should give real-life examples of how they see transforming and transferring. Gather student s answers in a circle map on flipchart. Teacher Talk : Using flipchart teacher will introduce to students that heat energy can travel in three ways: Conduction, Convection and Radiation. The class will focus on one form of heat travel each day. Day 4 Focus: Conduction Class Discussion using flipchart. Teacher will introduce definition and teacher and students will brainstorm a list of ways where we can see conduction in our world. Observation Experiment: Each table group of students will have 2 cups of water on their tables (hot and cold). In their small group, students will place different conductors into the hot water to make observations about what happens. (place a metal spoon, a pencil, a copper wire into the hot water. Over a small amount of time the spoon and wire should get warm/hot and the pencil should get warm.) Students should write their observations in a circle graph in their science journals. Discuss with the class why this occurs (heat transfers by touch (your hand to the conductor) and the better the object is at conducting the more heat energy will be transferred. Allow students to put ice into the cold water cup and complete the observation experiment again and record observations. Debrief: students should explain/discuss this is the same idea as the hot; however cold is the absence of heat and the objects feel cold because your body heat Exit Ticket: 1. Energy is transferred through conduction by. 2. If Mrs. Gray keeps her metal spoon in her coffee what will happen if she touches it?

7 Day 5: Focus is on convection How can energy be transfered? I can evaluate convection in different situations in my world. I will complete an experiment to show how heat is transferred through water. Show a picture of the water cycle and ask if there is any place that they could see hot water or hot air? Then have a class discussion on the movement of the hot water/air and convection. Centers: Teacher will have 4 convection tube (water in tubes) centers set up for the students to move through. Students will use the sources of heat below to see the movement of covention. As students move through the centers they will write down observations in their science journals. 1. hand 2. blow dryer 3. radiator 4. lamp Debrief students and talk about what was observed. Exit ticket: Name 3 ways that energy could be transferred through convection.

8 Day 6: I can analyze how radiation transfers energy. (Prior to this lesson, the morning of day 6 allow students to build and set up solar ovens. Using the bottom part of shoe boxes students should poke hole into side and insert a Vernier Labquest temperature probe, 4 smores into the box and cover with plastic wrap. Allow students to record temperature of the box at the start and write in their science journals a 1 sentence prediction of what they believe will happen with the smores and the temperature inside the box. Set the solar ovens outside in direct sunlight for at least 4 hours.) Students and teacher will go outside and observe what happened to the smores and the temperature inside of the box. Students should write, in their science journals) 1 question that they now have about what they observed. Debrief students questions. Discuss how heat cooked the smores and the temperature rose in the box. Discuss the heat source is the sun and go over a group definition of radiation record using Promethean Board flipchart. Observation Experiment: Each table group should begin by looking at the question: What light source radiates the most heat energy? Students should look at light source materials and predict/hypothesize which they believe will radiate the most heat energy (flashlight or the desk lamp). Students will complete an experiment of measuring the temperature and the amount of light coming from each light source. (First measure the ambient light of the room and record as the control for the experiment.) Students should record the temperature and amount of light data gathered in a table. Debrief Lab: Students will work as a collaborative group to answer these discussion questions: 1. Why did the temperature rise when the probe was put under the light source? 2. What do you believe would happen if you put the temperature probe inside of a dark room? Exit Ticket: Mrs. Hauss sunbathed this summer when she went to the beach. Explain how she experienced radiation.

9 Day 7 & 8: Inquiry days Day 9: Energy Centers Day 10: I can create an experiment that tries to answer the question about energy transfer. Inquiry lab to test 1 form of heat transfer. Pose students question below: Which type of mug would you least likely want to touch? Give students access to these materials for design or their experiments: different types of: ceramic mugs styrofoam cups travel mugs Vernier LabQuest temperature probes Differentiated: Pull small group to work with teacher guided in the experiement. Groups of 2-3 will design their own experiment to test this question and test while writing down data collected in science journals. Students will create a report using a template in Comic Life presentation. I can explore how heat energy transfers. Teacher lead center: Jeopardy game on the promethan board. Paired center: Students will sort different types of heat transfer (differentiated by giving the categories and they just giving the types and students create their own categories) Independent Centers: Leveled reader or article on heat energy transfer with guided reading questions. Students can partner read, use whisper phones or read silently and do the questions independently) Closure review discussion on three types of energy transfer. I can show the knowledge that I have gained about energy transfer. Post-test should be given at the beginning of this day, using paper and pencil. (Remind students that this is a check of what they have learned over the past 2 weeks about how heat energy moves in our world.)

10 Accommodations for Differentiated Instruction Cross Curricular Integration Assessments Performance - based Formative Summative Created by Supporting Documents IEP and 504 will be following and met. Sorting of types of heat transfer by having categories listed and then categories not listed. Creation of their own steps in the inquiry experiment days Teacher led experiment group ELA integration: standards above, leveled readers, articles, whisper phones Math integration: standards above, data chart Physical Education integration: jumping jacks Technology: Promethean Board, Expressions, ComicLife, Jeopardy, Vernier LabQuest Performance-based: Creation of experiment, ComicLife presentation, Student Created thermal energy diagram Formative: Exit tickets, Student answers in class discussion, Energy sort activity, teacher observations of experiment, Science journal checks, Summative: Post-test Katie Hauss Stephanie Gray Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.

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