4 th Grade Science Unit: 4.PS.2a Exploring Heat Energy Unit Snapshot

Transcription

1 4 th Grade Science Unit: 4.PS.2a Exploring Heat Energy Unit Snapshot Topic: Electricity, Heat and Matter Duration: Grade Level: 4 15 Days Summary The following activities allow students to develop the conceptual understanding that energy transfers from hot objects to cold objects as heat, resulting in a temperature change. Clear Learning Targets I can statements observe situations, conduct demonstrations and record data about the energy transfer from hot objects to cold objects as heat, resulting in a temperature change. make predictions about the heat conductivity of different materials. Activity Highlights and Suggested Timeframe Days 1-2 Days 3-6 Days 7-10 Days Day 13 (and on-going) Days Engagement: Students will be pre-assessed on knowledge of heat and conduction. Students will use a piece of paper to experience heat transfer and apply their understanding of heat transfer by melting an ice cube in the fastest way possible. Students will be introduced to the vocabulary: heat, conduction, energy transfer and temperature. Exploration: Part 1: Students are examining the concept of heat transfer from hotter to colder objects through a series of 4 stations. Part 2: Students are comparing the materials metal, wood and plastic to determine which materials are good conductors and which are good insulators. Explanation: Part 1: The purpose of the research is to help solidify conceptual understanding of heat related concepts. Students will research 6 topics and draw and label a diagram or picture to illustrate each concept. Part 2: The purpose of the True or False statements is to help students dispel common misconceptions in student understanding. Students must determine if the statements are true or false and must provide reasoning for their selection. Internet, text, or other resources can be used to provide evidence. Elaboration: A chain note is an assessment strategy that provides an opportunity for students to examine others' ideas and compare them to their own thinking. In the process of examining others' ideas, students build upon them or add new ideas of their own. This activity promotes synthesis and evaluation. Evaluation: Conduct formative and summative assessments of student understanding of concepts related to energy transfer from hot objects to cold objects as heat, resulting in a temperature change. Results from the formative assessments should inform the teacher of instructional planning and decisionmaking. A teacher created short cycle assessment should be administered at the end of the unit to assess all learning targets. Extension/Intervention: Based on the results short-cycle assessment, facilitate extension and/or intervention activities. 1

2 LESSON PLANS NEW LEARNING STANDARDS: 4.PS.2 Energy can be transformed from one form to another or can be transformed from one location to another. Energy Transfers from hot objects to cold objects as heat, resulting in a temperature change. CONTENT ELABORATION: (as stated in Ohio s New Learning Standards for Science The addition of heat may increase the temperature of an object. The removal of heat may decrease the temperature of an object. There are materials in which the entire object becomes hot when one part of the object is heated (e.g., in a metal pan, heat flows through the pan on the stove transferring the heat from the burner outside the pan to the food in the pan). There are other objects in which parts of the object remain cool even when another part of the object is heated (e.g., in a Styrofoam cup, very little of the warmth from the hot liquid inside the cup is transferred to the hand holding the cup). Note 1: Exploring heat transfer in terms of moving submicroscopic particles is not appropriate at this grade level. Note 2: The word heat is used loosely in everyday language, yet it has a very specific scientific meaning. Usually what is called heat is actually thermal or radiant energy. An object has thermal energy due to the random movement of the particles that make up the object. Radiant energy is that which is given off by objects through space (e.g., warmth from a fire, solar energy from the sun). Heating is used to describe the transfer of thermal or radiant energy to another object or place. Differentiating between these concepts is inappropriate at this grade level. This document uses the same conventions as noted in the NAEP 2009 Science Framework (see page 29) where heat is used in lower grades. However, the word heat has been used with care so it refers to a transfer of thermal or radiant energy. The concept of thermal energy, as it relates to particle motion, is introduced in grade 6. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices. COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RIT.4.7: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions with diverse partners on grade topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELSA-Literacy.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. *For more information: 2

3 STUDENT KNOWLEDGE: Prior Concepts PreK-2: Temperature is a property of objects. Sunlight affects the warming or cooling of air, water and land (ESS). Charged objects can attract uncharged objects and may either attract or repel other charged objects. Magnetic objects can attract things made of iron and may either attract or repel other magnetic objects. Grade 3: Objects that have energy can cause change. Heat, electrical energy, light, sound, and magnetic energy are all forms of energy. Future Application of Concepts Grade 5: Light and sound are explored further as forms of energy. Grades 6-8: Thermal energy is related to the atomic theory. Kinetic and potential energy are two ways objects can store energy. Conservation of energy and energy transfer through radiation, convection and conduction, and the transfer of electrical energy in circuits are introduced. MATERIALS: Engage Science journals Pre-Assessment: 1 sticky note per student; Part 1: one ice cube in a zip sealed bag per group (each cube should be the same size); Part 2: 1 cold penny for each student Explore Part 1: Lab sheet, Ouch Its Hot! science journals Station #1: Hot water in a plastic cup surrounded by a sheet of aluminum foil Station #2: A metal spoon in a cup of hot (not boiling) water Station #3: Hot water in a plastic bag laying on the desk top Station #4: Hot water in a plastic cup with a craft stick Part 2: (per group) bowl of hot water, metal butter knife, plastic knife, wooden craft stick, 3 pats of butter, 3 sugar cubes, timer, lab sheet Butter Fingers Explain Part 1: Copy attached student worksheets, "Heat Research Questions" -Access to research materials such as text resources, picture books, videos and the internet Part 2: "True or False Statements" for each student -Access to research materials such as text resources, picture books, videos and the internet. Elaborate One class copy of the attached worksheet, "Chain Note: What do you know about thermal energy?" SAFETY VOCABULARY: Primary Conductor Energy Heat Insulator Temperature Transformation Review safety considerations when working with thermal energy: Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher and fire blanket. Know where the fire alarm and the exits are located; Any time chemicals, heat, or glassware are used, students will wear laboratory goggles; Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear; Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use; Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heatprotective gloves if necessary. 3

4 ADVANCED PREPARATION Gather and organize all materials needed for the unit and copy student worksheets. Determine the best groupings of students. Some experiences may have students working in pairs or in slightly larger groups of 3 or 4. Heat is the name given to the transfer (flow of energy) from hotter to cooler objects. Temperature is used to measure the amount of heat energy. A temperature reading is the average amount of energy movement in a substance. The molecules in cold things move very slowly and the temperature smaller. The molecules in hot things move very quickly, and the temperature rises. Hot substances usually expand when heated. Teacher Background When a hot substance comes in contact with a cold substance, the heat energy will flow from hotter to colder until the objects become the same temperature. Insulators are materials that block the flow of heat, while conductors are materials that allow heat to flow easily. Sometimes students believe that insulators are really heat sources, because they seem to make things warm, or heat things up. Insulators will stop the heat from flowing, so things that are warm tend to say warm. Insulators are not a heat source. Good insulators include plastics, air, fabrics that hold air, feathers, or other similar materials. Taken from: ENGAGE (2 Days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?) Objective: Students will engage in situations, conduct demonstrations and record data about the conduction of heat energy between two objects. After administering a pre-assessment, the initial demonstrations will allow students to connect the concept of heat transfer to actual experiences. Students will summarize and trace the transfer/flow of thermal energy during conduction using paper, ice and a cold penny. What is the teacher doing? Sticky Note Pre-Assessment (Day 1) See attached Engage Activity Teacher Directions. Use the provided probing questions and facilitate a discussion. Distribute sticky-notes to students. Conduction Engage Activities: Part I & 2 (Days 1-2) See attached Engage Activity Teacher Directions Distribute materials and facilitate the activities. What are the students doing? Sticky Note Pre-Assessment (Day 1) 1. Discuss the question prompts with a partner. 2. Participate in the class discussion related to the question prompts. 3. On a sticky note answer, Why do objects get warm? Conduction Engage Activities:(Days 1-2) Part I: 1. Students should be actively engaged in the teacher directions. 2. Write the definition of conduction in their science journal and an example. 3. Draw the model diagram of hands being rubbed together and a piece of paper and their face. Draw arrows to show thermal energy moving from (transferring) their hands to the paper then from the 4

5 EXPLORE (4 Days) (How will the concept be developed? How is this relevant to students lives? What can be done at this point to identify and address misconceptions?) paper to their face. 4. Work in a small group to determine the fastest method to melt the ice. Test the method after the signal from the teacher. 5. Draw a diagram showing the flow (transfer) of energy from the heat source to the ice (hot to cold) Part 2: 1. Students should describe in their science journal what they observe when they hold the cold penny in their hands. 2. Students should draw and label the transfer of the heat energy from their hand to the penny. 3. Record the definitions of heat and temperature in their science journal. Objective: Part 1: Students are examining the concept of heat transfer from hotter to colder objects through a series of 4 stations. Part 2: Students are comparing the materials metal, wood and plastic to determine which materials are good conductors and which are good insulators. What is the teacher doing? Ouch It s Hot! - Heat Transfer Stations (Days 3-6) Part 1 and 2: See attached Explain Activity Teacher Directions Distribute materials and facilitate the activities. Follow-up with a class discussion. What are the students doing? Ouch It s Hot! - Heat Transfer Stations (Days 3-6) Part 1: 1. Students should follow all safety precautions. 2. Students will investigate 4 stations and follow the directions and complete the attached worksheets. Students should include examples and draw a diagram for each example from the investigation. 3. Work together in small groups to write a summary in a science journal answering the following questions: What is conduction? Draw two additional real world examples showing the flow of heat energy from one object to another. Part 2: 1. Students will examine the affect that heat energy has on different materials. 2. Follow all safety precautions. 3. Follow the procedures on the student worksheet. 4. Record 2-3 observations for each material. 5. Record results and answer the questions that follow. 6. Clean lab area according to 5

6 teacher directions. EXPLAIN (4 Days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) Objective: Part 1: The purpose of the research to help solidify conceptual understanding of heat related concepts. Students will research 6 topics and draw and label a diagram or picture to illustrate each concept. Part 2: The purpose of the True or False statements is to help students dispel common misconceptions in student understanding. Students must determine if the statements are true or false and must provide reasoning for their selection. Internet, text, or other resources can be used to provide evidence. What is the teacher doing? Heat Research (Days 7-10) Part 1: Copy and distribute the attached worksheet for each student entitled, Heat Research Questions. Using the internet, text resources, videos, picture books or other resources, allow students to research the concepts on the worksheet. Encourage students to visit interactive websites. Students are to draw a picture modeling the concepts on the second worksheet. Part 2: Copy and distribute the attached worksheet for each student entitled, True or False Statements. The worksheet contains 5 statements that are common misconceptions students have about heat energy. Students must individually, with a partner or in a small group decide whether the statement is true or false and explain/defend their selection using evidence from data, prior knowledge or other sources to analyze their selection. What are the students doing? Heat Research (Days 7-10) Part 1: 1. Complete the worksheet, Heat Research Questions using the internet, text resources, videos, picture books or other resources, research the concepts on the worksheet. Encourage students to visit interactive websites. 2. Draw and label a picture or diagram of each concept. Part 2: 1. Complete the worksheet, " True or False Statements. The worksheet contains 5 statements that are common misconceptions students have about heat energy. Students must individually, with a partner or in a small group decide whether each statement is true or false and explain/defend their selection using evidence from data, prior knowledge or other sources to analyze their selection. 6

7 Objective: A chain note is an assessment strategy that provides an opportunity for students to examine others' ideas and compare them to their own thinking. In the process of examining others' ideas, students build upon them or add new ideas of their own. This promotes synthesis and evaluation. What is the teacher doing? Chain Note (Days 11-12) Pass around a Chain Note worksheet. This is a formative assessment strategy to determine student understanding. At the top of the worksheet is the question: What do you know about heat energy? The worksheet gets passed from student to student. Each student responds with one or two sentences related to the question and passes it on to the next students. What are the students doing? Chain Note (Days 11-12) 1. When the "Chain Note" is received by the student, the student should add a new thought or build upon a prior statement. Students can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples and evidence from their own or class experiences to contribute to building the chain. 2. Participate in a discussion related to the chain note and give feedback on the statements made by their peers. ELABORATE (2 Days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) When students receive the paper they must add a new thought or build on a prior statement. Chain notes provide an opportunity for students to examine others ideas and compare them to their own thinking. Students can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from their own or class experiences to contribute to building the chain. When completed, the chain notes can be read aloud or projected, allowing for students to give feedback on the statements made by their peers. Students should discuss whether they agree or disagree with the statements and defend their reasoning. This will also help to determine what misconceptions are still occurring. 7

8 EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) EXTENSION/ INTERVENTION (2 days or as needed) Objective: To conduct formative and summative assessments of student understanding of concepts related to energy transfer from hot objects to cold objects as heat, resulting in a temperature change. Results from the formative assessments should inform the teacher of instructional planning and decision-making. Formative How will you measure learning as it occurs? 1. Consider developing a teacher created formative assessment. 2. The sticky-note pre-assessment can be used to assess prior knowledge related to heat/transfer. 3. Student knowledge and skill will be assessed through completion of student journal assignments, completed lab worksheets, and research. EXTENSION 1. Harcourt School Publishers Reading Support and Homework Ancillary, Grade 4 (Wolf on Cover): pp. RS 41A-D; This is a Take Home book that has information, activities and puzzles related to Insulation. 2. The resource, Even More Picture Perfect Science Lessons K-5, NSTA Press, Chapter 9, Harnessing the Wind lesson. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Students understanding can be assessed by completion of the "Heat Assessment" attached worksheet. 2. A teacher created short cycle assessment can assess all clear learning targets. INTERVENTION 1. Harcourt School Publishers textbook, Grade 5 (Jaguar on Cover):pp will provide background information and illustrations (Convection, radiation and reflection are not part of 4 th grade content). 3. Conduct further inquiry investigations related to the transfer of heat energy. COMMON MISCONCEPTIONS Metals get hot easily because they draw in heat. Energy is a thing, an object or something that is tangible. Cold can be transferred. Ice cannot change temperature. Heat is a substance. Heat is not energy. Temperature is a property of a particular material or object (metal is naturally colder than plastic). The temperature of an object depends on its size. Heat and cold are different, rather than being opposite ends of a continuum. Objects of different temperatures that are in constant contact with each other or in contact with air at a different temperature do not necessarily move toward the same temperature. Heat only travels upward. Heat rises. Objects that readily become warm (conductors of heat) do not readily become cold. Strategies to address misconceptions: 1. Use the attached teacher resource related to student 8

9 misconceptions. When conducting formative assessments, look for student misconceptions and clarify when necessary. 2. The student worksheet True or False Statement in the Explain portion of the unit addressed misconceptions. Lower-level: Consider using picture books and web resources to provide additional support for struggling learners. Higher-Level: Students with stronger abilities should be encouraged to extend lab activities based upon their own questions. DIFFERENTIATION Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: Gifted Learners: Students with Disabilities: load.aspx?documentid= Textbook Resources: Harcourt School Publishers textbook, Grade 5 (Jaguar on Cover):pp will provide background information and illustrations (Convection, radiation and reflection are not part of 4 th grade content). Harcourt School Publishers Reading Support and Homework Ancillary, Grade 4 (Wolf on Cover): pp. RS 41A-D; This is a Take Home book that has information, activities and puzzles related to Insulation. ADDITIONAL RESOURCES Websites: Learn about heat transfer and how to keep things warm by testing the characteristics of different materials with this fun activity for kids. Some materials are good thermal conductors, easily letting heat pass through them, while others are good thermal insulators, not easily letting heat pass through them. Conduct experiments and watch how the temperature changes. Record your results on a table and make your own conclusions, some materials help keep things warm while others make them go cold quick. Find out if metal, cardboard and polystyrene are good at thermal insulation or have good thermal conductivity by checking out this heat transfer activity. Videos 20, 21 and Conduction animation. Discovery Ed: Heat Transmission: Conduction, Convection, Radiation [2:35] 9

10 Basics of Physics: Exploring Heat The following clips: Heat and Temperature [2:30]; Temperature Scales [3:27]; Measuring Heat [3:27]; Heat Transfer [2:18]; Warm to Cold: The Movement of Heat [1:47] Literature: The Summer Snowman by Gene Zion Hot and Cold and In Betweenby Robert Froman Heat by H. Wade Keeping Warm. Peter Riley Nonfiction. Grades 4-5. Magic School Bus In the Arctic. Joanna Cole Nonfiction. Grades K-4. Temperature: Heating Up and Cooling Down. Darlene Stille Nonfiction. Grades K-2. Survivor s Science at the Polar Regions. Peter Riley Nonfiction. Grades

11 Conductivity Engage Activities Teacher Directions Objective: Students will engage in situations, conduct demonstrations and record data about the conduction of heat energy between two objects. After doing a pre-assessment, the initial demonstrations will allow students to connect the concept of heat transfer to actual experiences. Students will summarize and trace the transfer/flow of thermal energy during conduction using paper, ice and a cold penny. Materials: Pre-Assessment: 1 sticky note per student Part 1: one ice cube in a zip sealed bag per group (each cube should be the same size); Part 2: 1 cold penny for each student Days 1-2 Pre-Assessment: 1. Ask students: a. What happens to a counter or tabletop when a hot pan is placed on top of it? b. Why should you not leave a metal spoon in a pan of water or soup on the stove? c. Why are you careful when you slide down a slide at the park on a sunny day? d. What do these situations have in common? 2. Give students time to discuss with a partner. Discuss responses as a class. The class should conclude that one can make another object feel warmer or hot. 3. On a sticky note, ask students to write their response to this question, Why do objects get warm? 4. Have each student write their name and answer on a sticky note and place on a chart in front of the class. Use the sticky note observations as a pre-assessment. 5. Student understanding would be evident if students are able to describe that the transfer/flow of heat energy from the one object causes the other objects to get hot (a temperature increase). Part 1: 1. Have students take a small sheet of paper and place it against their cheek to feel for warmth. Direct students to place the paper on their desks. 2. Instruct students to rub their hands together vigorously to make their hands hot. Then ask them to pick up the paper and place between their hands for five seconds. Have the students place the paper against their cheek again. 3. Ask students if they notice a difference in temperature of the paper. 4. Ask students where the heat came from. They should identify rubbing their hands as the source of heat. 5. Tell students that heat is actually a form of energy we call thermal energy. Thermal energy flowed from their hands to the paper. 11

12 6. Explain that this is called conduction. Conduction is the flow or transfer of heat energy from one object to the next. An example of conduction is the heat from the stove move (transfer) through the metal pan on a stove. 7. Have students write a definition of conduction in their science journal and the example. 8. Model the drawing of a diagram of this concept by drawing a picture of hands rubbing together, a piece of paper and their face. Draw arrows to show the heat energy going from their hands to the paper, then from the paper to their face. Have students draw the diagram in their journal. Hand paper face 9. Next, give each group of students an equal sized ice cube in a zip sealed plastic bag. Have the groups race each other to see who can melt the ice cube first. Encourage groups to be creative in the way they add heat to their ice cube. Students may use friction, blowing hot air, or put the bags in a sunny spot. 10. Ask students to model the drawing of the method they used to melt the ice. Students should use arrows to show the thermal energy moving from their heating method to the ice (hot to cold). Heat source ice Part 2: 1. Distribute a cold penny to each student and ask students to describe how they feel. 2. Ask students to describe what they observe as they hold the pennies in their hand (The heat from their hand transfers to the penny). Ask student to draw a diagram of this in their journal. 3. Introduce the definition of heat as the flow of energy from hotter objects to cooler objects. Instruct students to record the definition in their journal. 4. Introduce the definition of temperature as the measurement of the amount of heat energy. Heat can be measured using a thermometer. Heat can move, or transfer, from one object or another by conduction. Instruct students to record the definition in their journal. 5. Discuss examples of conduction: heat moving through a handle of a pan on the stove, a metal roasting stick that has been placed in a fire, the outside of a toaster in use; a hat in the winter is used to protect the heat energy from your body to move to the cooler air. Reinforce the concept that heat moves from where it is warmer to where it is cooler. Some materials allow conduction to happen better than others. 12

13 Ouch It s Hot! Heat Transfer Stations Explore Activity Teacher Directions Objectives: Part 1: Students are examining the concept of heat transfer from hotter to colder objects through a series of 4 stations. Part 2: Students are comparing the materials metal, wood and plastic to determine which materials are good conductors and which are good insulators. Materials: Part 1: Lab sheet, Ouch Its Hot! ; science journals Station #1: Hot water in a plastic cup surrounded by a sheet of aluminum foil Station #2: A metal spoon in a cup of hot (not boiling) water Station #3: Hot water in a plastic bag laying on the desk top Station #4: Hot water in a plastic cup with a craft stick. Part 2: (per group) bowl of hot water, metal butter knife, plastic butter knife, wooden craft stick, 3 pats of butter, 3 sugar cubes, timer, lab sheet Butter Fingers Days Copy the student lab worksheets, "Explore Activity: Ouch! It's Hot" for each student. 2. Tell students that they are going to be involved in a series of 4 station investigations. For each investigation, students are to identify the object that initially contains thermal energy and determine if conduction is taking place and how they know this. They are to describe the flow of energy and draw a diagram of conduction labeling with words and arrows. 3. Determine how students will rotate through the 4 stations. It is suggested that for a larger class to set up 2 of each station. 4. Set up the following stations: Station #1: Hot water in a plastic cup surrounded by a sheet of aluminum foil Station #2: A metal spoon in a cup of hot (not boiling) water Station #3: Hot water in a plastic bag laying on the desk top. Focus on how the temperature of the desk top changes Station #4: Hot water in a plastic cup with a craft stick 5. Facilitate the student movement from station to station and completion of the student worksheet attached. Students should include examples and draw a diagram for each example from the investigation. 6. Instruct the students to perform the following procedures: Station #1: Put hands on the side of a plastic cup. How does it feel? Pour 250 ml of hot water in a plastic cup. Wrap a layer of aluminum foil around the cup. Place hands on the side of the cup. How does it feel? Is there a change? Why? (Students should notice that the heat transferred from the warmer water in the cup to the aluminum foil. The temperature of the foil should feel higher than before) Station #2: Feel a metal spoon and describe its temperature. Place the spoon in a cup of hot (not boiling) water for one minute. Feel the top part of the spoon s handle. How does 13

14 it feel? Has the temperature of the spoon changed after placing it in water? (Students should discover that the heat from the water transferred through the metal of the part of the spoon in the water to the handle of the spoon out of the water. The handle temperature should feel higher than before) Station#3: Feel the top of the desk and describe its temperature. Pour hot water in a plastic bag, zip the bag shut and lay on the desk top. Remove the bag and place hand on desk where bag was placed. How does it feel? Is this same or different? Why? Focus on how temperature of desk top changes. (Student should discover that the heat from the water in the bag transferred to the cooler table. The temperature of the table should feel warmer than before. Station #4: Feel one end of craft stick. Describe its temperature. Place craft stick into a cup of 250 ml of hot water. After a few minutes, describe how the craft stick feels. Is there a difference? Why or Why not? (Students should not notice a difference in the craft stick. Wood is not a conductor of thermal energy.) 7. Review the demonstrations and information gathered on the worksheet by sharing with a partner what they learned about conduction. Process the results of the stations with the students. Be certain to discuss the difference between the types of materials that easily transferred heat energy (the metal spoon and aluminum foil) and those that didn t (the wooden stick) 8. Allow students to work together to write a journal entry about conduction. Write the following questions on the board or overhead to guide student summaries: What is conduction? Draw two additional real world examples showing the flow of heat energy from one object to another. Part 2: 1. Divide the students into small groups of 4 or 5 and provide the necessary materials and a copy of the attached lab worksheet, Butter Fingers. 2. Explain to student that this investigation examines the affect heat energy has on different materials (wood, plastic and metal). Students will place one end of a plastic knife, metal knife and wood craft stick in hot water and place a pat of butter with a sugar cube on top at the other end of each material to determine the movement or transfer of heat energy through each. 3. Set the stick and knives on the bowl of hot water in such a way that the butter/sugar combo is above the hot water. 4. Using stopwatches observe and record the time to see which sugar cube falls off the butter first? Record the information on student lab sheet. 5. Discuss: Which material is the best conductor? Which is the best insulator? 6. Allow time to complete the results, conclusion and diagram section of lab student lab sheet. 14

15 Name: Date: Explore Activity: Ouch! It s Hot! (Adapted from ODE, Ouch the Spoon is Hot! ) Station #1 Set-up: Hot water in a plastic cup surrounded by a sheet of aluminum foil; Is there evidence of conduction? Describe the evidence. Directions: Put hands on the side of a plastic cup. How does it feel? Pour 250 ml of hot water in a plastic cup. Wrap a layer of aluminum foil around the cup. Place hands on the side of the cup. How does it feel? Is there a change? Why? Station #2 Materials: A metal spoon in a cup of hot (not boiling) water. Draw and label a diagram of the flow of heat energy. Is there evidence of conduction? Describe the evidence. Directions: Feel a metal spoon and describe its temperature. Place the bottom of the spoon in a cup of hot (not boiling) water for one minute. Feel the top part of the spoon s handle. How does it feel? Has the temperature of the spoon changed after placing it in water? Draw and label a diagram of the flow of heat energy. 15

16 Name: Date: Explore Activity: Ouch! It s Hot! Station #3 Set Up: Hot water in a plastic bag placed on the desk top. Focus on how the temperature of the desk top changes. Is there evidence of conduction? Describe the evidence. Directions: Feel the top of the desk and describe its temperature. Pour hot water in a plastic bag, zip the bag shut, and lay the bag on the desk top. Remove the bag and place your hand on the desk where the bag was placed. How does it feel? Is this same or different? Why? Focus on how the temperature of the desk top changes. Station #4 Set Up: Hot water in a plastic cup with a craft stick. Draw and label a diagram of the flow of heat energy. Is there evidence of conduction? Describe the evidence. Directions: Feel one end of the craft stick. Describe its temperature. Place the craft stick into a cup of 250 ml of hot water. After a few minutes, describe how the craft stick feels. Is there a difference? Why or Why not? Draw and label a diagram of the flow of heat energy. 16

17 Name: Date: Explore Activity: Ouch! It s Hot! Assessment (Adapted from ODE, Ouch the Spoon is Hot! ) 1. Summarize the process of conduction. In your summary define conduction and give at least 3 examples. 2. Draw a diagram showing an example of conduction. Show the transfer/flow of heat energy using arrows and labels. 17

18 Explore Activity: Ouch! It s Hot! 4 Point Assessment Rubric (Adapted from ODE, Ouch the Spoon is Hot! ) 4 Points: Student clearly defines conduction and uses appropriate vocabulary such as flow of heat energy. Gives multiple examples (3 or more) of conduction from classroom experiences to experiences outside of the classroom. Student draws a diagram/poster that is neatly labeled and clearly shows the flow of thermal energy. Student clearly explains, using appropriate vocabulary and sequential order, the flow of heat energy in the teacher s demonstration/poster. The student consistently identifies the original source of the heat energy. 3 Points: Student defines conduction and uses appropriate vocabulary such as flow of heat energy. Gives multiple examples (two or more) of conduction from classroom experiences and experiences outside of the classroom. Student draws a diagram/poster that is labeled and clearly shows the flow of thermal energy Student clearly explains, using appropriate vocabulary and sequential order, the flow of heat energy in the teacher s demonstration/poster. The student identifies the original source of the heat energy. 2 Points Student defines conduction and uses own words to explain the flow of the heat energy. Gives an example (one) of conduction from classroom experiences to experiences outside of the classroom. Student draws a diagram/poster that is labeled and shows most of the flow of heat energy Student explains, using sequential order, the flow of heat energy in the teacher s demonstration/poster. Student sometimes identifies the source of the heat energy. 1 Point Student defines conduction and uses own words to explain the flow of the heat energy. Gives example (one) of conduction from classroom experiences. Student draws a diagram/poster that is labeled OR shows some of the flow of thermal energy. Student explains the flow of heat energy in the teacher s demonstration /poster without attention to appropriate vocabulary or sequential order. Student sometimes identifies the source of the heat energy. 0 Points No attempt made. 18

19 Heat Research Questions Explain Activity Teacher Directions Objectives: Part 1: The purpose of the research to help solidify conceptual understanding of heat related concepts. Students will research 6 topics and draw and label a diagram or picture to illustrate each concept. Part 2: The purpose of the True or False statements is to help students dispel common misconceptions in student understanding. Students must determine if the statements are true or false and must provide reasoning for their selection. Internet, text, or other resources can be used to provide evidence. Materials: Part 1: Copy attached student worksheets, "Heat Research Questions"; access to research materials such as text resources, picture books, videos and the internet Part 2: "True or False Statements" for each student; access to research materials such as text resources, picture books, videos and the internet. (Days 7-10) Part 1: 1. Copy and distribute the attached worksheet for each student entitled, Heat Research Questions. 2. Using the internet, text resources, videos, picture books or other resources, allow students to research the concepts on the worksheet. Encourage students to visit interactive websites. 3. Students are to draw a picture modeling the concepts on the second worksheet. Part 2: 1. Copy and distribute the attached worksheet for each student entitled, True or False Statements. 2. The worksheet contains 5 statements that are common misconceptions students have about heat energy. Students must individually, with a partner or in a small group decide whether the statement is true or false and explain/defend their selection using evidence from data, prior knowledge or other sources to analyze their selection. 19

20 Common Student Misconceptions Teachers: Use this information to determine any student misconceptions. STUDENTS MAY THINK INSTEAD OF THINKING Heat is a substance. Heat is not energy. Heat is energy. Temperature is a property of a particular material or object. (For example, students may believe that metal is naturally cooler than plastic.) Temperature is not a property of materials or objects. Objects exposed to the same ambient conditions will have the same temperature. The temperature of an object depends on its size. Temperature does not depend on size. Heat and cold are different. Cold is the absence of heat. Heat and cold can be thought of as opposite ends of a continuum. Cold is transferred from one object to another. Heat is transferred from one object to another. Heat moves from the warmer object to the cooler object. Objects that keep things warm (sweaters, mittens, blankets) are sources of heat. Objects keep things warm by trapping heat. Some substances (flour, sugar, air) cannot heat up. All substances heat up, although some gain heat more easily than others. Objects that readily become warm (conductors of heat) do not readily become cold. Conductors gain (and lose) heat easily. Information from: 20

21 Name: Date: Heat Research Questions Explain Activity Directions: Research the answers to the following questions: Questions Research 1. What is heat? 2. How does heat always flow or transfer between objects or places? 3. What is temperature? 4. How are heat and temperature different? 5. What is a heat conductor 6. What is a heat insulator? 21

22 Name: Date: Heat Research Questions Explain Activity Directions: Draw and label a picture or diagram to illustrate the following ideas: Heat Heat Flow Temperature The difference between heat and temperature Heat Conductor Heat Insulator 22

23 Heat Research Questions Answer Key rain.org Directions: Research the answers to the following questions: Questions Research 1. What is heat? The flow of energy from hotter to cooler objects. 2. How does heat always flow or transfer between objects or places? Heat always flows from something warmer to something cooler. 3. What is temperature? Temperature is used to measure the amount of heat energy. A temperature reading is the average amount of energy movement in a substance. The molecules in cold things move very slowly and the temperature smaller. The molecules in hot things move very quickly, and the temperature rises. Hot substances usually expand when heated. 4. How are heat and temperature different? When a hot substance comes in contact with a cold substance, the heat energy will flow from hotter to colder until the objects become the same temperature. 5. What is a heat conductor? Conductors are materials that allow heat to flow easily. Some things that are made of materials that conduct heat energy easily such as aluminum, stainless steel, tin, brass, iron, or copper 6. What is a heat insulator? Insulators are materials that block the flow of heat. Sometimes students believe that insulators are really heat sources, because they seem to make things warm, or heat things up. Insulators will stop the heat from flowing, so things that are warm tend to say warm. Insulators are not a heat source. Good insulators include plastics, air, fabrics that hold air, feathers, or other similar materials. 23

24 Heat Research Questions Answer Key Directions: Draw and label a picture or diagram to illustrate the following ideas: Heat Heat Flow Images will vary. Images will vary Temperature The difference between heat and temperature Images will vary Images will vary Heat Conductor Heat Insulator Images will vary Images will vary 24

25 Name: Date: True or False Statements Directions: Decide whether the statement is true or false and explain/defend your selection. Use evidence from data, prior knowledge or other sources to analyze your selection. Statement True False Why I (We) Think So Cold is transferred from one object to another. Heat and cold are different. Heat is a substance. Heat is not energy. The temperature of an object depends on its size. Objects that keep things warm (sweaters, mittens, blankets) are sources of heat. 25

26 True or False Statements pixersize.com Answer Key Directions: Decide whether the statement is true or false and explain/defend your selection. Use evidence from data, prior knowledge or other sources to analyze your selection. Statement True False Why I (We) Think So Cold is transferred from one object to another. X Heat is transferred from one object to another. Heat moves from the warmer object to the cooler object Heat and cold are different. X Cold is the absence of heat. Heat and cold can be thought of as opposite ends of a continuum. Heat is a substance. Heat is not energy. X Heat is energy The temperature of an object depends on its size. X Temperature does not depend on size. Objects that keep things warm (sweaters, mittens, blankets) are sources of heat. X Objects keep things warm by trapping heat. 26

27 Chain Note Elaborate Activity Teacher Directions Objective: A chain note is an assessment strategy that provides an opportunity for students to examine others' ideas and compare them to their own thinking. In the process of examining others' ideas, students build upon them or add new ideas of their own. This promotes synthesis and evaluation. Materials: One class copy of the attached worksheet, "Chain Note: What do you know about thermal energy?" (Days 11-12) 1. Pass around a Chain Note (attached). This is a formative assessment strategy to determine student understanding. At the top of a piece of worksheet is the question: What do you know about heat energy? The worksheet gets passed from student to student. Each student responds with one or two sentences related to the question and passes it on to the next students. 2. When students receive the paper they must add a new thought or build on a prior statement. Chain notes provide an opportunity for students to examine others ideas and compare them to their own thinking. Students can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from their own or class experiences to contribute to building the chain. 3. When completed, the chain notes can be read aloud or projected, allowing for students to give feedback on the statements made by their peers. Students should discuss whether they agree or disagree with the statements and defend their reasoning. This will also help to determine what misconceptions are still occurring. 27

28 Chain Note: What Do You Know About Heat Energy? Directions: When you receive the paper, add a new thought or build on a prior statement related to the question above. Chain notes provide an opportunity to examine others ideas and compare them to your own thinking. You can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from your own or class experiences to contribute to building the chain

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