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Grade/Subject:

High School / Chemistry

Unit BIG Idea

How do two objects with different temperatures exchange energy until they
both reach thermal equilibrium? This energy is called heat and is a physical
quantity that transfers from the hotter object to the colder object. This
amount of heat is a way that we perceive how hot or cold an object is
which is defined as its temperature.

Next Generation Science Standard

HS-PS3-4: Plan and conduct an investigation to provide evidence that the


transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution
among the components in the system (second law of thermodynamics).
S5C3PO2: Describe various ways in which energy is transferred from one
system to another (e.g., mechanical contact, thermal conduction,
electromagnetic radiation.)

Arizona Science Standard(s)

S5C3PO5: Analyze the relationship between energy transfer and disorder in


the universe (2nd Law of Thermodynamics).
S5C3PO5: Distinguish between heat and temperature.

Arizona College and Career Readiness


Standards (optional)

Culminating Assessment: How will I


measure mastery of the NGSS?

AZ.11-12.W.4: Produce clear and coherent writing in which the development,


organization, and style are appropriate to task, purpose, and audience.
a. Produce clear and coherent functional writing (e.g., formal letters,
experiments, notes/messages, labels, timelines, graphs/tables,
procedures, invitations, envelopes, maps, captions, diagrams) in which
the development and organization are appropriate to the task, purpose,
and audience.
Mastery will be measured using students lab reports detailing their
investigation, results, and analysis. Additionally, the unit test will determine
mastery of individual skills and concepts addressed throughout the unit.

Real-Time Calendar
A standard is most likely too complex to be taught in its entirety in one lesson. Therefore, it will be broken down into daily
objectives to scaffold learning for students in order to ensure that they master the entire standard. List the daily lesson objectives
you will teach during a 10 day unit in the calendar below (50 minutes per day). There are those instances where students may not
achieve the daily lesson objective in one day of instruction. You will want to allow time to review the content and practices, as
necessary (factual level reviews, such as Jeopardy are highly discouraged). This section helps you to see the alignment
between the standard, daily lesson objectives, lesson activities, and assessments in real-time. Days can be added if needed.
DAY
LESSON SUMMARY
List an agenda with description of each agenda
LEARNING OBJECTIVE
Formative Assessment*
item.

SWBAT create a model


of what is going on
during the
phenomenon.

SWBAT explain at the


particle level, how a
thermometer measures
the temperature of a
system.

SWBAT illustrate how


heat relates to
temperature by
examining the three
states of matter.

Observe students, recognize


Teacher poses the question: Which
item is colder: a metal pot or a book? alternative conceptions to be
addressed later.
Students do think-group-share.
Teacher reveals that both are the same
temperature (either use a radar
thermometer or just tell students).
Teacher poses the question: Why does
a metal pot feel colder than a book
when they are actually the same
temperature?
Students get into their groups and
construct their models.
Teacher: Yesterday we said that the
metal pot and book were the same
temperature, but the metal pot felt a
lot colder. So feeling an object doesnt
tell us the temperature. How do we
measure temperature?
Teacher discusses thermometers and
units used to measure temperature.
Students complete a lab in which they
check the calibration of a
thermometer.
Students answer analysis questions
and discuss answers in groups.
Students use whiteboards to draw a
representation of what they think is
happening when a thermometer reads
the temperature.
Students circle up to share/discuss
their ideas.

Students will complete a lab


worksheet with collected data
and analysis. Students present
ideas on whiteboards.

Students record data and graph


Teacher introduces the concept of
results in groups. Students
heat.
complete a mini lab report .
Teacher prompts: Does the
temperature of system increase at a
constant rate when heat is added over
time? Students then write a
hypothesis.
Students measure and record the
temperature of water at timed
intervals from starting at an ice bath
and ending with boiling water.
Teacher explains what their lab report
should look like. (Question, Hypothesis,
Materials, Procedure, Diagram, Data

SWBAT calculate heat as


a quantity of energy by
relating variables in an
equation.

SWBAT determine the

identity of a metal based


on its specific heat

capacity.

SWBAT determine the


conductivity of different
materials relative to one
another.

SWBAT identify the


different types of heat
transfer and provide
examples.

Table, Graph, Analysis, and Conclusion)


Students return to their seats and
begin writing their mini lab report.
Teacher relates heat energy to the
energy that they experience and get
from food (Calories).
Teacher explains the units of energy
(calories/Calories/joules)
Teacher introduces equation for
calculating heat. (Q=mcT) Discuss
specific heat and dissect equation to
show units. Discuss T and the
meaning of negative and positive
values (endothermic/ exothermic)
Students complete practice problems
with a partner. Go over some answers;
students complete remaining problems
for homework.

Students will practice and apply


the equation through examples
completed in class.

Teacher refers to previous day and the


value of specific heat.
Teacher introduces the purpose of a
calorimeter.
Teacher provides lab procedures to
students.
Students perform a calorimetry lab in
order to determine the caloric content
of different foods and complete lab
worksheet with guiding analysis
questions

Students will answer a set of


questions to further analyze the
idea of specific heat.

Students revisit models of initial


phenomenon and make adjustments.
Teacher introduces the concept of
conductors and insulators with
examples of real-world applications.
Lab activity: students get into groups
and determine through investigation
which coffee cups (Styrofoam, paper,
ceramic, thermos, etc) are
better/poorer insulators.

Students will record and analyze


data from their lab activity.

Teacher: How does heat move from


one object to another?
Teacher guides students to come up
with ideas of conduction, convection

Students will be in 3 groups, each


assigned to a different type of
heat transfer. Groups will present
their ideas to the class.

SWBAT construct their


own lab activity to
explore different
methods of heat
transfer.

10

SWBAT collaborate and


carry out their
investigation.

SWBAT explain their


investigations and apply
their understanding to
their initial
phenomenon.

and radiation.
Teacher shows demonstrations to
clarify explanation. (Convection
boiling water w/ food coloring,
Conduction heat rod w/ other end in
water, Radiation feel without
touching)
Students divide into 6 groups, each
comes up with 3(?) examples for their
assigned heat transfer method.
Students use white boards to illustrate
their examples.
Students then join with other group
that shares their method and compare
ideas.
Class discussion in which each group
will explain their examples.
Teacher provides 2 example questions
for a heat transfer investigation.
Students share additional ideas for
possible questions.
Teacher analyzes components of
questions to determine its validity for
investigation.
Students divide into lab groups and
choose a question to investigate. They
write the materials needed and the
procedures that they need to follow.

Students ability to apply the idea


of heat transfer to creating a lab
design.

Students get into their lab groups and


conduct their investigation.
Teacher provides guidelines for lab
report.

Students will write a full lab


report complete with
introduction, materials,
procedure, data, results, and
analysis, conclusion.
Students share what they learned
from their investigations and
complete their models.

Students put together a white board


presentation (including question,
hypothesis, significant results, and
conclusion [must include diagram or
graph]) for their investigation.
Students circle up and briefly present.
Students apply their new knowledge to
finalize their models of initial
phenomenon.
Show veritasium video (full explanation
of phenomenon)
*See below for web address *

11

SWBAT demonstrate an
understanding of
thermodynamics by
completing the unit test.

Students will complete a unit test


comprised of 30 questions (multiple
choice, true/false, fill in the blank,
short answer, and essay question)

Summative Assessment with test


grade.

*https://www.youtube.com/watch?annotation_id=annotation_622525&feature=iv&src_vid=yXT
012us9ng&v=vqDbMEdLiCs

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