EDTEP 587 Methods in Science Brent Slattengren

Unit Matrix for Heat and Temperature Unit

! "ee# unit $or % da&s "ith m& 'loc# schedule( in %
th
grade Ph&sical
Science
Su')ect rea Description*
I have developed a 3 week unit on Heat and Temperature. I will be teaching it to
9
th
Grade Physical Science students net !all at a suburban "unior High School. 9
th
Grade
Physical Science is a re#uired class !or all students and the school does not separate or
track the students by ability so there will probably be a wide range o! capabilities in the
students that I will teach.
Essential $situated( +uestions*
I! you !ill a cup with warm bathwater$ will it contain more heat$ less heat$ or the
same amount o! heat as the water remaining in the tub you %ust !illed it !rom&
'ill a cup o! hot soup cool down !aster$ slower$ or at an identical rate as a large
bowl o! soup that begins at the same temperature&
How is temperature measured& (i.e. how do a thermometers work&)
'hat is the coldest possible temperature& (Hottest&)
'hy are there 3 di!!erent temperature scales in use today&
'hy is a *oncord supersonic %et + inches longer in !light than when it is parked
on the ground&
Have you ever tried a slice o! apple pie right out o! the oven& The !illing o! the
pie may too hot to eat even though the crust is not. 'hy is this&
'hy does it !eel colder when you swim at a pool on a windy day than on a calm
day&
,oes a melting ice cube warm its surroundings$ cool its surroundings$ or have no
e!!ect on its surroundings& 'hy&
How does the sun-s heat travel through the vacuum o! space to reach the .arth&
How does a thermos work&
I will use these situated essential #uestions to introduce and address the !ollowing
concepts with the Heat and Temperature /nit.
Major Concepts I want students to learn in my Heat and Temperature Unit:
/nderstand what heat energy is and what temperature is and how they are related
to the random motion o! molecules (kinetic energy).
/nderstand how a thermometer measures temperature.
/nderstand the de!inition o! heat and the relationship between heat and thermal
energy.
/nderstand the historical signi!icance o! the 3 di!!erent temperature scales and
when to best use each scale.
0. 1ahrenheit
2. *elsius
3. 3elvin 4 5bsolute 6ero
,i!!erent materials have di!!erent speci!ic heat capacities.
Thermal epansion in general and epansion o! water (a special case)
*hanges o! phase in matter7 Solid 8 li#uid 8 gas 8 plasma
0. evaporation 8 condensation 8 boiling 8 melting and !ree9ing
How the addition and subtraction o! heat energy is related to changes o! phase.
Heat Trans!er
0. conduction
2. convection
3. radiation
5n understanding and appreciation o! Scienti!ic In#uiry
,earning -oals and .')ecti/es*
0. Students will be able to understand heat and temperature as they relate to kinetic
energy and molecular motion.
0.0 Students will learn that heat and temperature are not the same phenomenon
and there is a signi!icant di!!erence between the two.
0.2 Students will understand that heat represents the total movement o! all the
molecules o! a substance (also known as the thermal energy or kinetic energy
o! a substance).
0.3 Students will understand that temperature is the average movement or kinetic
energy o! the molecules in a substance.
2. Students will be able to assess the e!!ects o! heat on a material.
2.0 :aterials epand when heated and contract when cooled.
2.2 5pplication o! heat can cause phase change in matter !rom solid to li#uid to
gaseous states.
3. Students will be able to eplain that heat travels !rom warmer substances to cooler
substances through one o! three types o! heat trans!er7
3.0 Students will know that *onvection is heat trans!er by the miing o! warm
molecules with cool molecules in a !luid or gas.
3.2 Students will know that *onduction is heat trans!er by the atoms and
electrons colliding into each other and trans!erring their motion and energy.
3.3 Students will know that ;adiation is heat trans!er in the !orm o!
electromagnetic waves.
<. Students will utili9e the process o! Scienti!ic In#uiry to help them understand the
di!!erence between heat and temperature.
<.0 Students will generate #uestions that can be answered through scienti!ic
investigations.
<.2 Students will conduct background research to !rame their in#uiry #uestion.
<.3 Students will design and plan a scienti!ic investigation.
<.< Students will conduct and carry out a scienti!ic investigation.
<.= Students will use evidence !rom scienti!ic investigations to think critically
and logically to develop eplanations and predictions.
<.> Students will evaluate a scienti!ic investigation.
=. Students will utili9e scienti!ic communication when they discuss and write about
their heat and temperature investigation.
=.0 Students will clearly record and report their observations.
=.2 Students will communicate their scienti!ic procedures and investigations in
written or verbal !orm using scienti!ic terminology.
Science Planning Matrix for Heat and Temperature Unit
Day 1 (100 minutes) Topic: Heat (Thermal ner!y)
'hat will students do& 'arm4up #uestions !or small groups and
then large group (eliciting student
response)7
I! you !ill a cup with warm
bathwater$ will it contain more
heat$ less heat$ or the same amount
o! heat as the water remaining in
the tub you %ust !illed it with&
'ill a cup o! hot soup cool down
!aster$ slower$ or at an identical rate
as a large bowl o! soup that begins
at the same temperature&
Students will also have a = minute !ree4
write where they will eplain what they
think heat is and why they think that (what
evidence do they have to support their
ideas). Then they will break into small
groups to discuss what they wrote. .ach
discussion group will share with the rest o!
the class what they think heat is and why.
Students will then participate in 5lka4
Selt9er lab activity. 1ollowing the 5lka4
Selt9er activity we will have a large group
discussion on what students observed
during the activity
'hat are the student learning ob%ectives !or
this class period&
Students will understand that all matter is
composed o! continuously %iggling atoms
or molecules.
Students will understand that heat
represents the total movement o! all these
molecules o! a substance (which is also
known as the heat energy$ thermal energy$
or kinetic energy o! a substance).
Students will practice their observation
skills.
'hy is this idea introduced at this point in
time&
This lesson is the !irst o! a series o! lessons
on Heat and Temperature. 5 basic
understanding o! the concept o! heat is
help!ul and probably even necessary to
comprehending the rest o! the concepts in
this unit.
'hy was this instructional strategy
chosen&
'ith the !ree4write I want to assess
student-s current knowledge while also
getting them started thinking about heat
and temperature. The 5lka4Selt9er tablet
lab activity illustrates to the naked eye that
the molecules o! water and particles o!
dissolving tablets move !aster in heated
water than in cold water. It engages the
students in a hands4on activity while
providing a very visual eample o! how
heat is actually the motion o! molecules.
'hat are the assessments used and what is
the evidence o! student understanding or
learning&
Pre4instruction assessment (students turn in
their written = minute !ree4write paper) to
gauge background knowledge o! the
students.
1ormal assessment !or ?ab activity7
.plain how the eperiment is set up in
your lab %ournal. ,raw diagrams i!
necessary. ;ecord your observations o! the
5lka4Selt9er tablet activity (Include the
temperature and mass o! the water. 5nd the
time it took !or the tablet to dissolve).
@uestions to be answered in lab %ournal7
0. .plain what happened when the
5lka4Selt9er tablets were put in
each glass.
2. 'as there a di!!erence in how !ast
the tablets dissolved in the water&
3. 'hat do you think made the tablets
dissolve at di!!erent rates&
<. ,o the molecules in cold water or
warn water seem to move !aster&
=. 'hat evidence did you observe to
support that&
5lso in!ormal assessments are used !or
student understanding during the group
discussions at the beginning o! the class
and during lab activity.
'hat special resources are needed !or this
lesson&
5lka4Selt9er tablets$ thermometers$ glass
containers. .lectric hot plate to heat water.
Day " (100 minutes) Topic: Temperature
'hat will students do& 'arm4up #uestions !or small groups and
then large group (eliciting student
response)7
How is temperature measured& (i.e.
how do a thermometers work&)
'hat is the coldest possible
temperature& (Hottest&)
'hy are there 3 di!!erent
temperature scales in use today&
,iscuss these #uestions in small groups
then discuss them together in large group.
?isten to direct instruction (lecture) on
temperature and related topics.
Hot 8 'arm 8 *old lab activity.
?earning ob%ectives !or this class& Students will understand that temperature
is the average movement or kinetic energy
o! the molecules in a substance.
Students will understand how a
thermometer works (because o! thermal
epansion).
Students will appreciate the historical
signi!icance o! the 3 di!!erent temperature
scales and understand when to best use
each scale.
Students will be able to convert
temperatures !rom one scale to another.
'hy introduce idea at this time& 5!ter heat$ temperature is the net most
basic and important concept in the unit. It
is very help!ul to have an understanding o!
temperature when learning about other
(!ollowing) concepts in this unit.
'hy this instructional strategy& I use the warm up #uestions to help elicit
student interest and response. I get some
insight as to how much background
knowledge the students have in this
particular area. It also serves to !ocus the
student-s attention on the main points I
want them to get !rom today-s class.
I use direct instruction (lecture) to
introduce the concept o! temperature$ to
cover a number o! related topics that are
not as vitally important as temperature$ and
to give a historical perspective to these
concepts.
An the Hot 8 'arm 8 *old lab activity$ I
want to rein!orce some o! the concepts I
covered during the direct instruction.
'hat are the assessments used and what is
the evidence o! student learning&
In!ormal assessment o! student
understanding and learning during group
discussions and lab activity.
1ormal assessment o! student-s ?ab %ournal
a!ter Hot 8 'arm 8 *old lab activity.
5ny special resources needed& Three medium4si9ed containers per lab
group. .lectric hot plate to heat water.
Thermometers.
Day # ($0 minutes) Topic: Thermal e%pansion and heat capacity o& materials
'hat will students do& 'arm4up #uestions !or small groups and
then large group (eliciting student
response)7
'hy is a *oncord supersonic %et +
inches longer in !light than when it
is parked on the ground&
Have you ever tried a slice o! apple
pie right out o! the oven& The
!illing o! the pie may too hot to eat
even though the crust is not. 'hy
is this&
,iscus these #uestions in their small groups
and then in large group discussion.
?isten to direct instruction (lecture) on
thermal epansion and speci!ic heat
capacity.
'atch demonstration o! thermal epansion.
?earning ob%ectives !or this class& Students will understand that materials
epand when heated and contract when
cooled (and that li#uid water into ice is a
special case).
Students will know that di!!erent materials
have di!!erent speci!ic heat capacities.
'hy introduce idea at this time& Thermal epansion builds o!! the ideas
introduced in the Heat and Temperature
lessons.
'hy this instructional strategy& I use the warm up #uestions to help elicit
student interest and response. I get some
insight as to how much background
knowledge the students have in this
particular area. It also serves to !ocus the
student-s attention on the main points I
want them to get !rom today-s class.
I do not believe that thermal epansion and
speci!ic heat capacity as critical concepts as
heat$ temperature$ and heat trans!er. They
are covered !ine through direct instruction.
5lso they do not need their own lab activity
since they are largely incorporated in other
lab activities.
'hat are the assessments used and what is
the evidence o! student learning&
In!ormal assessment during group
discussions and direct instruction.
5ny special resources needed& Thermal epansion demonstration material
Day ' (100 min) Topic: (hase chan!es and heat ener!y: solid ) li*uid ) !as + plasma
'hat will students do& 'arm4up #uestions !or small groups and
then large group (eliciting student
response)7
'hy does it !eel colder when you
swim at a pool on a windy day than
on a calm day&
,oes a melting ice cube warm its
surroundings$ cool its surroundings$
or have no e!!ect on its
surroundings& 'hy&
?isten to direct instruction (lecture) on
thermal epansion and speci!ic heat
capacity.
Phase *hange ?ab activity
?earning ob%ectives !or this class& Students will understand that application o!
heat energy can cause phase change in
matter !rom solid to li#uid to gaseous to
plasma states. (5nd conversely etraction
o! heat energy causes the reverse
se#uence.)
Students will understand that it re#uires
energy to change phase even i! the
temperature does not change.
'hy introduce this idea at this time& Phase change and heat trans!er incorporate
concepts and build upon concepts !rom
earlier in the heat and temp unit and thus
!all naturally at the end o! the unit.
'hy this instructional strategy& I use the warm up #uestions to help elicit
student interest and response. I get some
insight as to how much background
knowledge the students have in this
particular area. It also serves to !ocus the
student-s attention on the main points I
want them to get !rom today-s class.
,irect instruction allows me to present a
group o! abstract ideas in a compact and
coherent !orm.
The phase change lab activity helps the
students make sense o! the concepts
presented in direct instruction.
'hat are the assessments used and what is
the evidence o! student learning&
5ssessment o! the ?ab "ournals and
in!ormal assessment during the class
discussions and lab activity
5ny special resources needed& Ice$ water$ Bunsen burners$ thermometers$
glass containers
Day $ (100 minutes) Topic: Heat Trans&er: conduction + con,ection + radiation
'hat will students do& 'arm4up #uestions !or small groups and
then large group (eliciting student
response)7
How does the sun-s heat travel
through the vacuum o! space to
reach the .arth&
How does a thermos work&
?isten to direct instruction (lecture) on
Heat trans!er
Heat trans!er lab activity (with hot cocoa)
?earning ob%ectives !or this class& Students will understand that heat is
trans!erred in three ways7 conduction$
convection$ and radiation.
'hy introduce idea at this time& Phase change and heat trans!er incorporate
concepts and build upon concepts !rom
earlier in the heat and temp unit and thus
!all naturally at the end o! the unit.
'hy this instructional strategy& I use the warm up #uestions to help elicit
student interest and response. I get some
insight as to how much background
knowledge the students have in this
particular area. It also serves to !ocus the
student-s attention on the main points I
want them to get !rom today-s class.
'hat are the assessments used and what is
the evidence o! student learning&
5ny special resources needed& Hot cocoa packets$ electric hot plates$
containers mad o! di!!erent materials.
Day - ($0 minutes) Topic: Intro to .cienti&ic In*uiry: /eneratin! *uestions
'hat will students do& Students will conduct a week to a week and
a hal! long Scienti!ic In#uiry on a #uestion
they come up with in one o! three topics
!rom this unit7 0) Heat versus Temperature$
2) Heat .nergy and Phase change$ or 3)
Heat Transport.
Today-s class will !ocus on going over
guidelines !or conducting your own
Scienti!ic In#uiries and coming up with
possible In#uiry #uestions.
5!ter going over In#uiry guidelines$ get
into small groups (2 or 3 students) and
brainstorm possible in#uiry #uestions
related to this unit on heat and temp.
Get back into large group and write down
the ideas the student had !or #uestions.
Pass out CGuide !or designing In#uiry
#uestionsD (i.e. *an your #uestion be
answered by collecting data& .tc.)
Have a large group discussion o! #uestions
in light o! criteria presented in Guide !or
designing In#uiry #uestions.
Bring home reading packet7 Homework is
to do some background research on your
In#uiry #uestions.
?earning ob%ectives !or this class& Students will generate #uestions that can be
answered through scienti!ic investigations.
Students will conduct background research
to !rame their in#uiry #uestion.
'hy introduce idea at this time& The students have been eposed to multiple
lab activities in the area o! heat and
temperature$ so they have an idea o! the
types o! lab materials that are available and
help!ul to answer In#uiry #uestions. I have
also tried to model several types o! In#uiry
#uestions that may occur in heat and
temperature concepts with the warm4up
#uestions I have asked at the beginning o!
each class. But this !inally$ is the student-s
chance to ask their own #uestions (and to
!ind answers to their own #uestions).
'hy this instructional strategy& To have students take some control o! their
own learning and to have a chance to
investigate their own #uestions. It also
really helps students to understand that
science is more than %ust knowing !acts.
Students need to develop their abilities to
describe a #uestion or problem in detail$
determine what in!ormation is necessary to
analy9e that problem$ and choose
appropriate procedures to solve that
problem.
'hat are the assessments used and what is
the evidence o! student learning&
5ssessment !rom student #uestions during
discussions$ types and #uality o! In#uiry
#uestions students come up with.
5ny special resources needed& Scienti!ic In#uiry guide. Guide !or
designing In#uiry #uestions. ;eading
packet containing in!ormation on concepts
in heat and temperature unit so students can
do background research on their #uestions.
Day 0 (100 min) Topic: .cienti&ic In*uiry ) 1e&ine *uestions2 Desi!n In,esti!ations
'hat will students do& Students will work on re!ining their In#uiry
#uestions. Ance they have received teacher
approval on their #uestion they will go
back and research their #uestion again (i!
necessary) and then begin designing their
Investigation or eperiment.
?earning ob%ectives !or this class& Students will learn about the cyclic nature
o! generating scienti!ically testable
#uestions.
Students will design and plan a scienti!ic
investigation.
'hy introduce idea at this time& ,esigning an investigation to test your
#uestion is the net step in Sci. In#uiry.
'hy this instructional strategy& To have students take some control o! their
own learning and to have a chance to
investigate their own #uestions. It also
really helps students to understand that
science is more than %ust knowing !acts.
Students need to develop their abilities to
describe a #uestion or problem in detail$
determine what in!ormation is necessary to
analy9e that problem$ and choose
appropriate procedures to solve that
problem.
'hat are the assessments used and what is
the evidence o! student learning&
In!ormal assessment during
5ny special resources needed& .tra Heat 8 Temperature reading packets
in case students !orgot to bring their
packets to class.
Day 3 (100 minutes) Topic: .cienti&ic In*uiry )Conduct in,esti!ations
'hat will students do& ;eview their investigation procedure.
Students will check in with the teacher
be!ore beginning to conduct their
investigations. Students will make a
prediction about the outcome o! their
investigation.
?earning ob%ectives !or this class& Students will conduct and carry out a
scienti!ic investigation.
'hy introduce idea at this time& Students are now ready to begin their
investigations
'hy this instructional strategy& This is the best part o! scienti!ic in#uiry.
The students get to !ind the answer to their
#uestions. They make a prediction about
the outcome and see i! they were correct.
'hat are the assessments used and what is
the evidence o! student learning&
In!ormal assessment o! lab procedures and
testing process.
1ormal assessment will come when In#uiry
lab poster is completed.
5ny special resources needed& :ake available all the lab materials used in
previous lab activities.
Day 4 ($0 minutes) Topic: .cienti&ic In*uiry: Ma5e In*uiry (osters
'hat will students do& Students will look at sample In#uiry
posters to model their own poster a!ter i!
they wish. They will review the grading
criteria on the In#uiry posters. Then they
will begin making their posters.
?earning ob%ectives !or this class& Students will use evidence !rom scienti!ic
investigations to think critically and
logically to develop eplanations and
predictions.
Students will evaluate a scienti!ic
investigation.
Students will clearly record and report their
observations.
Students will communicate their scienti!ic
procedures and investigations in written
!orm using scienti!ic terminology.
'hy introduce idea at this time& It is important to have some sort o!
summary o! the student-s scienti!ic in#uiry
at the end o! their investigation.
'hy this instructional strategy& Posters are a good way to summari9e a
scienti!ic in#uiry and are used at scienti!ic
research con!erences by scientists !rom
around the world.
'hat are the assessments used and what is
the evidence o! student learning&
5ssessment o! In#uiry Posters
5ny special resources needed& ?ab display boards or Poster paper$
markers$ rulers etc.