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# Ms.

Lucas-Physical Science B

## Stage 1 Desired Results

ESTABLISHED GOALS Transfer
NGSS Science Standards Students will be able to independently use their learning to
HS-PS3-4. Plan and conduct an Locate and use evidence to support a claim
investigation to provide evidence Cite sources
that the transfer of thermal energy Explain how thermal energy keeps a house warm
when 2 components of different Draw conclusions based on observations
temperature are combined within a Calculating costs
closed system results in a more Meaning
uniform energy distribution among UNDERSTANDINGS ESSENTIAL QUESTIONS
the components in the system (2nd Students will understand that Will a cup of hot soup cool down faster,
law of thermodynamics) Understand what heat energy is and what slower, or at an identical rate as a large
temperature is and how they are related bowl of soup that begins at the same
HS-ETS1-2. Design a solution to a to the random motion of molecules temperature?
complex real-world problem by (kinetic energy). Why are there 3 different temperature
breaking it down into smaller, more Understand how a thermometer measures scales in use today?
manageable problems that can be temperature. How is temperature measured? (i.e. how
solved through engineering. Understand the definition of heat and the do thermometers work?)
relationship between heat and thermal If you fill a cup with warm bathwater, will
NETS Student Standard energy. it contain more heat, less heat, or the
3. Research and information fluency There are 3 different temperature scales: same amount of heat?
a.) Plan strategies to guide 1. Fahrenheit How does thermal energy apply in
inquiry 2. Celsius keeping your house warm?
b.) Locate, organize, analyze, 3. Kelvin - Absolute Zero
evaluate, synthesize, and Energy exists in various forms
ethically use information form a Energy can be transferred from one place
variety of sources and media to another.
c.) Evaluate and select Acquisition
information sources and digital Students will know Students will be skilled at
tools based on the The 3 temperature scales and how to Observe, analyze, and report
appropriateness to specific tasks convert between different scales. observations of objects and events
d.) Process data and report The difference between thermal energy Generate appropriate questions (teacher
results and heat and how the 2 are related and student based) in response to
The different forms of energy observations, events, and other
experiences
Observe, collect, organize, and
appropriately record data, then
accurately interpret results
Make predictions based on prior
experiences and/or information
Using research skills to locate evidence
to support a claim
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Organization (5 pts.) Lab Report
Lab Report (Evidence)
o Question is clear (5 pts.)
o Hypothesis is testable and measurable (10 pts.)
o Research (25 pts.)
o Procedure (5 pts.)
o Data/Observations (15 pts.)
o Conclusion (20 pts.)
Sources (10 pts.)
Language/Grammar (5 pts.)
Forms to self assess group and self. These will a separate grade Reflection/Self-Assessment
from the report.
OTHER EVIDENCE:
Participation (bubble thinking map) ED puzzle
Kahoot Participation (Thermal Energy Activity)-Daily Reflection
Actively Learn annotations and question responses
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Day 1
Types of Energy Review-As a class we will create a summary of the types of energy from the previous chapter. We will create a
bubble thinking map as a class. This will help students to realize we are focusing on just one type of energy.
Actively Learn-Students will read and article about temperature, heat, and thermal energy. Students will annotate the article
and respond to ?s at the end. Some questions will be the essential questions.
Day 2
EDpuzzle-videos to explain temperature, heat, and thermal energy. Students will respond to ?s while watching the videos.
Essential ?s not covered in actively learn will be covered here.
Kahoot-Review of previous information on temperature, heat, and thermal energy
Day 3-4
Thermal energy research-Students will research thermal energy and how it is applied to building a house.
I will show students how to cite sources. Students will need at least 2 sources other than their textbook. This will be part of their
final assessment (lab report)
Self assessment each day
o How did you contribute to your project today? Describe with as much detail as possible?
o Do you think you worked well as a group? Why or why not?
o What grade would you give yourself for the work you did today? Why?
Day 4
Sketch house design and estimate the cost. Groups will have a variety of materials to use and will have to calculate a cost.
Their goal is to create the most efficient house, in terms of keeping heat in, while also keeping cost low.
o Scotch Tape \$0.05 per cm.
o Duct Tape \$0.10 per cm.
o Aluminum Foil \$0.25 per 10 cm. sheet
o Craft Sticks \$0.02 each
o Straws \$0.02 each
o Wax Paper \$0.15 per 10 cm. sheet
o Plastic Wrap \$0.20 per 10 cm. sheet
o String \$0.05 per 10 cm. length
o Cotton Balls \$0.02 each
Self assessment
o How did you contribute to your project today? Describe with as much detail as possible?
o Do you think you worked well as a group? Why or why not?
o What grade would you give yourself for the work you did today? Why?
Days 5-6
https://www.teachingchannel.org/videos/stem-lesson-ideas-heat-loss-project#video-sidebar_tab_video-guide-tab
Thermal Energy Activity-students will construct a house out of paper and other material and will measure the temperature of
various parts of the house using a go temp probe, and collect the data in a table. We will use an ipad app to visualize thermal
energy. (It wont be perfect but I will explain to the students that this is just for visualization.)
Self assessment each day
o How did you contribute to your project today? Describe with as much detail as possible?
o Do you think you worked well as a group? Why or why not?
o What grade would you give yourself for the work you did today? Why?
Days 7-8
Lab Report-Students will either create a written lab report or a video lab report to demonstrate their understanding.
After turning in a lab report each student will complete a self-reflection and group reflection.