Georgia Performance Standards Framework for Science Grade 3
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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit One Organizer: (Approximate Time) OVERVIEW: This unit on heat allows students to observe how heat is produced, how insulation works, and how to measure temperature differences. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigates how insulation affects heating and cooling. c. Investigates the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time Supporting Standards: S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Offer reasons for findings and consider reasons suggested by others. c. Take responsibility for understanding the importance of being safety conscious. S3CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values. S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. c. Identify and practice accepted safety procedures in manipulating science materials and equipment. April 16, 2007 Page 1 of 5
2 S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. c. Identify ways in which the representations do not match their original counterparts. S3CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. S3CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observable uncertainties. b. Some scientific knowledge is very old and yet is still applicable today. ENDURING UNDERSTANDINGS Students will understand that: Energy is produced in different ways. Insulation affects heating and cooling. The transfer of heat energy from the sun differs according to the materials. Thermometers are used to measure temperature changes over time. Some materials conduct heat energy much better than others. Sun is the original source of heat energy. Heat energy is transferred in many different ways. ESSENTIAL QUESTIONS: What essential questions will be considered? How does temperature affect the states of matter? What causes objects to change temperature? What can we do to keep an object s temperature constant? April 16, 2007 Page 2 of 5
3 What s the difference between heat and temperature? How is heat transferred? How is heat energy produced? Why is temperature important in our lives? Why do scientists use thermometers? Why do some materials conduct heat better than others? Why is using insulation important when heating and cooling? How do various materials affect the transfer of heat energy from the sun? MISCONCEPTIONS Heat and temperature are the same thing. Heat energy can be lost. Insulators make things hot or cold. Heat is generated from materials such as wool. PROPER CONCEPTIONS Heat is the amount of thermal energy in an item. Temperature is a measure of thermal energy. Heat energy is transferred between objects. Insulators slow the transfer of heat energy between objects. Materials such as wool are insulators not heat generators. CONCEPTS: KNOW AND DO LANGUAGE EVIDENCE OF LEARNING Our sun is the original source of Perform experiment on solar Heat energy Concept Map our heat energy. energy Thermal energy Heat energy can be produced by rubbing, burning, and mixing. Explain three ways heat can be produced. Friction Chemical reaction (not assessed) In Science journal illustrate and explain three ways heat is produced. An object s heat energy can be measured using a thermometer. Use a thermometer to measure heat energy. Thermometer Measurement Recorded data from scientific investigations Energy can be transferred between objects. Perform experiments measuring transfer of heat between objects Energy transfer April 16, 2007 Page 3 of 5
4 Heat energy can cause changes in states of matter. Perform experiments melting and insulating ice cubes. Melting, freezing, boiling, vapor Solids, liquids, gases Write a story about the life of an ice cube. An object s properties affect the way the sun s energy is transferred. Perform experiments on the properties of an object that that enhance or reduce the transfer of heat. Insulation Light/dark colors Recorded data from scientific investigations. Insulation affects the amount of heat energy transferred between objects. Test different materials to determine which are the best insulators Insulators Write an advertisement to sell the material that is the best insulator. EVIDENCE OF LEARNING: By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: GRASPS Understand which materials are good insulators Goal: Four students in each group will design an energy efficient home for a certain region of Georgia. Role: Students will be engineers deciding how to use colors and insulation to create energy efficient homes for each region of Georgia. Audience: Other students and parents, homeowners/buyers looking to settle in those regions Scenario: (to student) Your team is to design a home for a certain region of Georgia. You are to use different types of insulation and different colored materials to create the most energy efficient home for that region. In the Most Energy Efficient Home contest, when homes are exposed to high and low temperatures, the home that experiences the least temperature change will be declared Georgia s Most Energy Efficient Home. April 16, 2007 Page 4 of 5
5 Product: Student teams will be given shoe boxes and a variety of materials to be used for insulation, walls, and roofs. They will write their rationale for their choice of materials. Upon completion of the project, students will measure and record on a graph the temperature changes within their home when it is exposed to extreme temperature changes (sitting in full sun, shade, in the path of an air vent, space heater.) Standards: Insulation Colors Temperature Three Points Two points One point Insulation Works Has Insulation Does Not No insulation the smallest range of Work temperature change Colors appropriate for seasonal changes of temperature Measure, record and graph accurately temperature changes Colors not appropriate for seasonal changes of temperature Measure, record and graph temperature changes but with precision errors Did not recognize the use of colors for use of energy efficiency. Measurements do not match the chart or graph. April 16, 2007 Page 5 of 5
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