Unit/Lesson Plan Title: Transfer of Heat: Conduction. Integrated Subjects Math Grade Level(s) 5

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1 Unit/Lesson Plan Title: Transfer of Heat: Conduction Primary Subject Physical Science Integrated Subjects Math Grade Level(s) 5 Length of Unit 2 weeks Research Sources Elementary Science with Vernier Unit Summary This unit works as an introduction to heat and heat transfer with a brief description and examples of each including conduction, radiation, and convection. The unit acts as a more in-depth study of heat transfer through conduction while experimenting with materials that can be used for conduction or insulation. The final activity is a design-your-own thermos experiment assessing students knowledge of conduction and insulation of materials. Key Vocabulary Heat Heat transfer Convection Conduction Radiation Temperature Insulation Thermometer Conductor Insulator NC Essential Standards For 5.P.3 Explain how the properties of some materials change as a results of heating Science and cooling. Commor Core Standards for 5.G.1 Graph points on the coordinate plane to solve real-world and mathematical Mathematics problems. 5.OA.3 Analyze patterns and relationships. 5.NBT.7 Perform operations with multi-digit whole numbers and with decimals to Common Core Standards for ELA & Literacy Essential Questions hundredths. 5.W.2 Write informative/explanatory text to examine a topic and convey ideas and information clearly. 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Day 1: What is heat? What is cold? Day 2: How is heat transferred from object to object? Day 3: How is heat transferred through conduction? Day 4: Why aren t insulators good conductors of heat? Days 5, 6, 7, 8, and 9: What materials are better conductors or insulators?

2 Materials & Resources Day 1 food coloring ABC sheet 300mL of hot water 300mL of cold water Day 2 Heat Transfer Keynote Bill Nye the Science Guy: Heat found at 2 metal knives 2 plastic knives 2 tongue depressors 1 stick of butter 6 sugar cubes Day 3 Hot Coffee Experiment document Metal thermos Glass cup Styrofoam cup Hot coffee Blowing Bubbles Experiment document Glass bottles Bubbles solution or liquid dish soap Balloons 2 large containers ice water warm water Day small bowl Tape 1 ice cube (racing cube) An insulator for their racing cube, chosen from a variety of materials such as foil, plastic wrap, felt, styrofoam, newspaper, even containers of water at different temperatures, etc. styrofoam ice chest (optional)

3 Day 5 LabQuest 2 devices Go!Temp temperature probes (1 per group of 2 to 3 students) Logger Lite Software (if accessible for teacher use) Hold Everything! Comparing Insulators lab document adapted from the Elementary Science with Vernier Masking tape Sharpie Styrofoam cup Tin can Water Days 6, 7, 8, and 9 (Including but not required or limited to) LabQuest 2 devices Go!Temp temperature probes (1 per group of 2 to 3 students) Logger Lite Software (if accessible for teacher use) Keepin it Cool! Design Your Own Thermos lab document adapted from the Elementary Science with Vernier Shoe boxes (1 for each group of 2-3 students) Plastic or styrofoam cups Hot cup lids Aluminum foil Construction paper Scissors Styrofoam peanuts or pieces for insulation Plastic bubble wrap Different sized jars with lids (punch holes in the lids with a hammer and nail so the temperature probe will fit in the thermos ) Newspaper Paper towels Plastic containers with lids with holes in them Wax paper Whatever else you think the students may want or that you have handy (ex. Wool, scrap fabric, batting, etc.) Graph paper (to graph data results) Day 10 Post-assessment ABC Sheet Safety Requirements Some procedures utilize hot water and hot and/or sharp objects. Remind students to use caution when handling hot or sharp objects.

4 Activities/Procedures Essential Question Explore/Engage Explain Elaborate (Inquiry) Evaluate Day 1 EQ: What is heat? What is cold? Have students complete a pre-assessment. Open the lesson with a preassessment activity. Place students in groups of 2 or 3 and give each group an ABC sheet. Write heat energy on the board and have groups write a related word or phrase for each letter of the alphabet (e.g. A- atom). Once students are finished, share words and phrases to preassess the students prior knowledge. Set up Molecule on the Move Activity. Put 300 ml of hot water in a beaker and 300mL of cold water in another beaker. Squeeze one drop of food coloring into each beaker. Have students note what they observe. Guide the students to the following conclusion: heat is the increase in molecule movement of an object. The food coloring dispersed more quickly in the hot water because the molecules are moving at a faster rate. Have students brainstorm real-life examples of this process (e.g. boiling water). Day 2 EQ: How is heat transferred from object to object? Set us Butter Melting. Have a beaker of hot water and a beaker of cold water on a front desk. Place 1 pat of butter on one end of each material: 2 metal knives, 2 plastic knives, and 2 tongue depressors. Place 1 sugar cube on top of each pat of butter. Put 1 metal knife, 1 plastic knife, and 1 tongue depressor in the hot beaker butter side up. Repeat with the other materials in the cold beaker. Ask the students to predict what they think will happen to the butter and sugar cubes. When the butter melts in the hot water, and the sugar cubes fall, guide the students to the conclusion that the hot water caused the metal knives to heat up, melting the butter. Explain that this is an example of heat transfer. The heat from the water transferred to the knife causing the butter to melt. Explain that there are 3 types of heat transfer: conduction, convection, and radiation. Discuss Heat Transfer Keynote to analyze the above demonstration and to define heat transfer and its types. Show students part 1 clip of Bill Nye the Science Guy: Heat from the following website: Have students answer the following question as a lesson exit slip: Define heat transfer and give 3 creative examples that you have experienced.

5 Day 3 EQ: How is heat transferred through conduction? Opening activity: Hot Coffee Inform the students will conduct station investigations all about conduction. Place students in 3 groups and complete the following stations: Activboard- Go to Have students use words or phrases related to heat transfer and conduction to complete a wordle. Tell students to be prepared to explain why they included the words and phrases. Writing Center-Answer one of the following prompts: Write a story about a paper cup who wants to be a conductor. What are the advantages or disadvantages of being a conductor? Write about a time that you experienced conduction. Experiment- Blowing Bubbles document Day 4 EQ: Why aren t conductors good insulators of heat? Day s Experiment: The Great Backwards Ice Cube Melting Race Adapted from Use group projects to asses student learning. Day 5 Inform the students that today they will be experimenting with the LabQuest and Vernier temperature probes to determine what materials will be better conductors and/or insulators. This experiment will be a whole-class lab demonstrating the proper use and write up to prepare them for their own experimental design tomorrow. Divide the class into small groups of 2 or 3 students to work as a team. Distribute 1 labquest and temperature probe to each group. Give each student a copy of the Hold Everything! Comparing Insulators lab adapted from the Elementary Science with Vernier manual. Guide the students through the lab step-by-step ensuring proper use of the LabQuest and proper data collection. (Note: This lab is to be used as a demonstration for students before allowing them to create their own inquiry-based labs the following day.)

6 Days 6 and 7 Inform the students that they will use their knowledge of conductors and insulators to create their own experiment. Remind the students that they will be using the LabQuest2 and temperature probes from the day before and to work step-by-step to ensure data collection accuracy. Divide students into the same groups as the prior day and distribute Keepin It Cool! Design Your Own Thermos lab adapted from the Elementary Science with Vernier manual. Provide support when needed but allow students to inquire and explore independently. Direct students to Analyze Your Data question 6. Students will have the opportunity to recreate this experiment the next day using different materials. This will allow students to analyze their experiment from today noting positives and negatives and increase inquiry based on experimental research. Days 8 and 9 (If time allows) Inform students that today will be an extension of their learning from the previous day. Using results gathered from experimentation, have students recreate a thermos designed to insulate better than the prior thermos. Distribute a new copy of Keeping It Cool! Design your Own Thermos lab and place students in same groups. Provide same materials from the day before and any additional materials from the students. Again, provide support when needed but allow students to inquire and explore independently. Inform students that as they work, they should prepare a presentation to communicate their results to their classmates during the next lesson. Once students have completed the lab, direct students to use the data collected from days 6 through 9 to create a double bar graph or double line plot to compare and contrast their results. This data will be used as experimental evidence during their presentations.

7 Day 10 Administer post-assessment. Place students in groups of 2 or 3 and give each group an ABC sheet. Write heat energy on the board and have groups write a related word or phrase for each letter of the alphabet (e.g. A- atom). Once students are finished, share words and phrases to assess how their knowledge of heat and transfer has changed since day 1. Allow groups to communicate their results to find what materials created the best insulators and conductors of heat. Accommodations for Differentiated Instruction Cross-Curricular Integration Created by Supporting Documents Students will be read aloud the pre- and post-assessments if needed. Students will work in collaborative groups so that each student can equally contribute and support is given. Lab groups will be kept small so that everyone has a chance to participate. Extension activities are provided for student groups who complete activities early and need a challenge to keep them engaged. Writing prompt choices are given for student preference. All procedural directions are provided in a written format and can be delivered orally if needed. Math-Students will create a line graph and a double bar graph based off of data collected from experiment. Students will also calculate and solve problems with decimals to the hundredths place. Writing-Students will have the choice of self selecting a writing prompt. Prompt selections include both imaginative and expository. Jennifer Eagle [email protected] Leslie Hunsucker [email protected] Brittney Wagner [email protected] Preassessment, ABC Sheet, Hot Coffee Experiment, Dancing Penny Experiment, The Great Backwards Ice Cube Melting Race, Adapted Hold Everything! Comparing Insulators lab, Adapted Keepin it Cool! Design Your Own Thermos lab