Grade 7 Heat Unit Plan

Table of Contents
Unit Context Rationale Curriculum Outcomes Course Calendar Heat and Temperature Vocabulary Words Assessment Plan Consecutive Lesson 1 Consecutive Lesson 2 Consecutive Lesson 3 Technology Integration Page 2 Page 3 Page 5 Page 6 Page 8 Page 9 Page 12 Page 15 Page 20 Page 23

Grade 7 Heat Unit Plan

Unit Context
This unit was created for students in grade 7 in New Brunswick. The last time that these students saw concepts related to this unit was in grade 5 during the Physical Science unit, and they will not deal directly with the concepts again until grade 10 Chemical Reactions. These students will have varying ability levels and understanding of the material ahead of time. It is most likely the case that the class for which the unit is taught will include students who are high achievers, modified students as well as students in between. Thus the unit was created with the underlying goal to make material and content accessible to all. Moreover, students in grade 7 tend to have varying degrees of interest in science. This, too, was considered when creating the unit as students interests will be sparked by different types of activities. Thus, by incorporating a variety of assessment tasks and classroom activities the unit aims to engage all students with the material. Students should walk away after learning the unit having developed an understanding that all substances are made up of particles. The key concepts that the unit addresses are the particle model of matter and kinetic energy all in relation to heat and temperature. Through the completion of lab activities and the inquiry science lesson in particular students should also develop a fundamental understanding of the scientific methods that are involved in scientific exploration and discovery. In terms of skill objectives the unit is focused on students being able to initiate and plan, perform and record, analyse and interpret all skills that replicate the process that a scientist goes through when testing a scientific hypothesis. The unit was designed to ensure that it is usable in a variety of school settings so it is possible to re-use. This was done by utilizing only basic lab equipment and materials so that activities are transferable. Furthermore, the use of technology is also generalized to make the unit plan usable in all schools. For example, smart boards are being standardized in the classroom, especially in New Brunswick, and wikispaces are able to be accessed from any internet source. By making course material accessible through the online format of a wikispace other teachers are also able to contribute and add to the unit.

Grade 7 Heat Unit Plan

Rationale
Initially I developed my timeline for the unit by dividing the total number of school days, 190, into 4 units. This would leave approximately 6 weeks for every unit, which is why I aimed to have my unit test within 6-7 weeks of starting the unit. I assumed that the unit would be taught to students beginning around the end of January or beginning of February, based on the fact that Heat is the third unit covered in the grade 7 curriculum. This time of the year also ties well into the topic of heating homes since during the winter months students see heat as a more relevant issue. Since Heat is the third unit covered it is fair to assume that students will be familiar with science procedures previously established in the earlier two units. Specifically, students will be familiar with using science journals to record observations and data from lab experiments completed. Also I made the assumption that students would be taught science for 50min every day.

In terms of the sequencing of the lessons I chose to remain consistent with the order presented in the curriculum document. This was because I felt that the progression used was logical and allowed for students to build on the previous lessons as they went along. Moreover, with all the time spent developing the curriculum document I felt that extensive consideration had already been made to the best order to teach the topics and therefore felt that such an order should be followed. When planning the unit I focused on making the material accessible and engaging to all students. To do this I incorporated a variety of assessment tasks and in-class activities including artistic representations, labs, interviews, various graphic organizers and a comic book. I included these particular activities because I felt that they addressed each of the learning styles. Specifically, the artistic representation allows students to use creativity and is an activity where visual learners can excel. The labs provide an opportunity for hands-on learning to take place in the classroom and for kinesthetic learners to excel. Logical/mathematical learners can excel in the tasks that involve analysing data and creating graphical representations.

I also aimed to relate the content material to students lives throughout the unit. In particular, I focused on house heating and science based careers relating to heat and temperature to illuminate the importance of this unit. Furthermore, in lessons developed I included real life examples to help students make the connection between their prior knowledge and the new material being taught.

Grade 7 Heat Unit Plan

I chose to complete most of my planning on the Course Calendar, to be supported by accompanying documents outlined in the Table of Contents. This was mainly because I found it easier to see how the individual pieces from each day would fit together to make up the unit. I included additional tabs on the calendar to allow for the curriculum outcomes to be right at my fingertips, although the outcomes were also included as a separate page.

Grade 7 Heat Unit Plan

Grade 7 Heat Unit Plan

Course Calendar

Grade 7 Heat Unit Plan

Grade 7 Heat Unit Plan

Heat and Temperature Vocabulary Words
Active Solar Heating Systems Conductors Convection Currents Expands Heat Energy Volume Heat Conduction Insulators Radiation Passive Solar Heating Systems Solar Array Thermostat Forced Air Heating Thermal Conductivity Hot Water Heating Infrared Waves Insulation Kinetic Local & Central Heating Systems Radiant Energy Temperature Thermal Energy Thermal Expansion

Grade 7 Heat Unit Plan

Assessment Plan
Students marks are broken down using the percentages provided in square brackets. Assessment weightings were developed based on the number of classes spent on a given topic and also correspond to the weighting given on the unit test. Formative Assessment -(208-8, 210-13, 210-2) Air Thermometer Task -(308-1) Temperature Instrument and Use Table -Conduction Experiment Lab Sheet -(308-5) Venn Diagram comparing conduction, convection and radiation -(113-4) House Graphic Organizer describing different technologies used to heat homes -(308-4) In a group of 3 demonstrate artistically how particles might be acting in the various states of matter. Artistic representations include performing a dance, creating a musical composition, creating a drawing, a graphical presentation or another method approved by the teacher. Note: This same task will be used later as a summative assessment after students have become familiar with such an activity. -Science Journal (on-going) Students will be required to keep a science journal throughout the year. At this point students will have used the journal in the previous two units and are aware of the requirements to include all observations, data and any other useful information/questions in their journal. The science journals are to be collected at the end of a lab day and provide feedback to the teacher about students understanding. Activities 1. (308-1) Compare various temperature measuring technologies found in your house. Make a pictorial essay. [5%] 2. (308-3) In a group of 3 demonstrate artistically how particles might be acting in the various states of matter as temperature changes. Artistic representations include performing a dance, creating a musical composition, creating a drawing, a graphical presentation or another method approved by the teacher. [10%] 3. (208-8, 209-1, 210-11) Volume/Temperature Lab [10%] Required Components: Hypothesis, Procedure, Materials, Observations, Recorded data displayed in a table, Conclusion with explanation 4. (308-2, 308-4) Create a comic book or cartoon to explain what is happening to a substance when it is warmed incorporating the ideas from the particle model of matter and kinetic energy. [15%] 5. Heat Absorption Lab [5%] 6. Colour and Heat Absorption Lab [5%] 7. Interview with a person who has a science/technology-based job associated with heat production. [5%]

Grade 7 Heat Unit Plan

Quizzes o o o Quiz 1 308-1, 308-2, 308-3, 308-4 [6%] Quiz 2 followed by Interview with the Teacher 308-5, 308-6, 210-12 [10%] Quiz 3 308-6, 111-5, 113-4 [4%]

Unit Test Map Multiple Choice 10 marks total (1 mark each) Short Answer 20 marks total Long Answer 10 marks total The questions that make up the various components will utilize a variety of different learning styles. Diagrams as well as explanation and definition type questions will all be used. The unit test will be worth 25% of students final grades. (%) 10 25 25 30 (10 each) 10 100 Marks 4 10 10 12 4 40 Types of Questions 1 Short answer (4) 1 long answer (10) 1 short answer (6) 4 Multiple Choice (4) 1 Short answer (6) 6 Multiple Choice (6) 1 Short answer (4) -

Instruments to Measure Temperature Particle Model of Matter (underlying idea) * Kinetic Energy (underlying idea) Conduction, Convection and Radiation Heat Capacities Total

*Note: The long answer question will consist of four parts, two relating to changes in states of matter, 1 relating to temperature and kinetic energy, and one relating to heat capacities.

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Grade 7 Heat Unit Plan

Sample Assessment Activity 2

Being Creative in Science

In a group of 3 of your choosing demonstrate artistically how particles might be acting in the various states of matter as temperature changes. Artistic representations include performing a dance, creating a musical composition, creating a drawing, a graphical presentation or another method approved by the teacher. *Remember we have already seen artistic representations before! You will have 15 minutes to prepare your 2-3 minute presentation. Just be creative and show what you know! Rubric: CATEGORY Content Exceptional (3) Subject knowledge is excellent. Product addresses temperature change in all 3 states of matter. The workload is divided and shared equally by all group members. Satisfactory (2) Includes essential knowledge about the topic. No expansions on knowledge are attempted. The workload is divided and shared fairly by all group members, though workloads may vary from person to person. Unsatisfactory (1) Includes essential information about the topic, but there are 1-2 factual errors. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. Poor (0) Content is minimal OR there are several factual errors. The Workload was not divided OR several people in the group are viewed as not doing their fair share of the work. Uses other peoples ideas but does not give them credit.

Workload

Originality and Creativity

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other peoples ideas (giving them credit), but there is little evidence of original thinking.

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Grade 7 Heat Unit Plan

Course/Class: Science 7 Topic: States of Matter, Temperature
Intents/Objectives/Purpose (from Aoki's IDAE Model)

Name: Melissa Creighton Unit: Heat

Date: Jan 30/13 Grade: 7

Pedagogic, Scientific and Personal Purposes: Students will be able to -Review the structure of matter from Grade 5 Physical Science: Properties and Changes in Materials Unit. -Compare the ideas presented with their own previous conceptions about solids, liquids and gases. -Conceptualize the differences in properties between solids, liquids and gases. -Begin to view states of matter as containing particles.

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Grade 7 Heat Unit Plan

B. Activities
Administration/Homework -Take Attendance -Organize the seating (if necessary) -Lay out masking tape on the floor One 2m by 2m square in the center of the class ensuring that the space around the square is cleared -Collect students pictorial essays (assessment 1), as they are due today Introduction/Set/Advanced Organizers -Review states of matter including solids, liquids and gases in detail -Ask students to provide real life examples for each state of matter. Some examples would be: Solid chair, desk, pencil Liquid water, juice Gas air, helium (in balloons) Clarifying/Creating-Understanding/Concept-Development -Find two volunteers to stand in square 1 and walk around freely -Find four volunteers to stand in square 2 and walk as freely as possible -Find 6 or more volunteers to stand in square 3 and try to move without stepping outside the square Students in square 1 represent the molecules of gas matter Students in square 2 represent the molecules of liquid matter Students in square 3 represent the molecules of solid matter -Connect the activity to the content of the lesson and explain that students were actively representing particles of solids, liquids and gases. Coached/Guide-Practice/Seatwork -Have students work in a group of 3 to create an artistic representation of particles in various states (giving the students 15 minutes to plan). -Allow them to choose between creating a dance, song, picture, graph or a different option that has been approved. -Explain that the activity that they just saw was one example of this. *Note: The purpose of this activity is to solidify the knowledge students have obtained in regards to the different states of matter. No mark will be assigned, as the assessment is formative.

C. Resources
-Attendance sheet -Student Journals -Masking tape -Smartboard to write notes on

D. Students are
-Sitting at desks.

-Copying notes. -Actively listening. -Responding to questions. -Volunteering for the activity. -Engaged in participation. -Having fun and being silly.

-Art supplies that can be utilized by students. -Speakers connected to a laptop (to play music) -Paper of various sizes.

-Letting their creative juices flow. -Collaborating with their group members -Visualizing states of matter in a way that makes sense to them.

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Grade 7 Heat Unit Plan

Closure/Summary -Students will present their artistic representation to the class, explaining their reasoning as well.
-Observing presentations respectfully. -Comparing their ideas about states of matter to those of their peers.

Homework -No homework assigned, as an assignment was just passed in. Review/Assessment -This same activity will be revisited at a later date and assessed using specific criteria. By introducing the activity to students now they will be better able to show their understanding of the content through such a method. The concept of different states of matter will be revisited and expanded on once the Particle Model of Matter is introduced explicitly. -Students will be assessed on this knowledge on Quiz 1as well as Assessment 2.

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Grade 7 Heat Unit Plan

Course/Class: Grade 7 Science Topic: States of Matter, Temperature 2 Name: Melissa Creighton Unit: Heat Date: Jan 31/13 Grade: 7
A. Intents/Objectives/Purpose (from Aoki's IDAE Model)
Scientific (Knowledge): Students will be able to explain how each state of matter reacts to changes in temperature (308-3). -Learning will be evident by student explanations provided throughout the class as well as through the graphs that they create on graph paper. Also students ability to answer the questions devised would provide further evidence of learning.

Pedagogic (Skills): Students will be able to communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means (211-2). -Learning will be evident in the journals that students will be expected to complete throughout the class. Personal: Students will be able to go through the steps that a scientist completes and by doing so become invested in the material and want to know more. -Learning and investment in the material will be evident by the students reactions to the activities completed as well as their thoughts documented in their science journal and spoken aloud.

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Grade 7 Heat Unit Plan

B. Activities
Administration/Homework
-Take attendance -Distribute student journals as they have just been marked from an earlier activity.

C. Resources
-Attendance sheet -Student journals -Pre-made list of pairs

D. Students are
-Sitting at desks.

Introduction/Set/Advanced Organizers
-Divide students in groups of 2, ensuring that a higher level student is paired with a lower level student in each case. Note: Students at the same level may also be paired together. It is important to also account for personality clashes. -Distribute an activity sheet to each group and ask students to open their science journals and glue the activity sheet into their journal on a fresh page. (Note: At this point students have used their journals before and are aware that are expected to write down any relevant data and observations since journals will be collected at the end of the class).

-Listening to hear who -Activity Sheet their partner (see attached) is. -glue -Reading the activity sheet. -Gluing their activity sheet into their science journal.

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Grade 7 Heat Unit Plan

Clarifying/Creating-Understanding/Concept-Development -Have students complete the activity on the activity sheet provided entitled The Vanishing Ice Cubes.1 Act as a facilitator while students complete the activity providing appropriate scaffolding questions as they go. -Have students glue their graph paper into their science journal after their recorded data and observations. -Have students generate a list of questions that they would like to have answers to after completing the activity. Write these questions on the board for the class to consider and build on. -For teacher purposes: Below are some possible questions and an explanation for the results of the activity to aid the teacher in scaffolding throughout the lesson. If students have difficulty generating questions the following questions can be used. (assuming a 30 person class, to be adjusted as necessary) -15 individual bags of ice cubes containing 3-4 pieces each -15 thermometers -15 beakers -15 stands -15 Bunsen burners -graph paper -pencils -glue -Completing the activity sheet procedures. -Recording relevant information in their scientific journals. -Gluing their graph paper into their science journal. -Graphing the data collected. -Thinking of questions regarding why the things they are experiencing are happening. -Actively participating in the class discussion.

-Discuss with the class the questions that they suggest. Address concerns students experienced while completing the activity. Also be sure to place emphasis on what students observed as the different states of matter reacted to changes in temperature in the activity. Coached/Guide-Practice/Seatwork/Homework -Ask students to work in their original group and choose one question from the board to develop a solution to.

-List of student questions on the board.

Brainstorming and developing answers to the question that they chose.

Adapted from: Liem, Tik. (1987). What are the Characteristics of Matter: Invitations to Science Inquiry. (2nd ed., p. 96). Antigonish, NS: Ginn Press. 17

Grade 7 Heat Unit Plan

Closure/Summary -Inform students that the next class will be spent discussing the solutions and reasoning that they came up with as answers to their chosen question. Review/Assessment -Students learning will be formatively assessed using their science journal. All journals are to be collected at the end of class and the learning taking place reflected on by the teacher. Note: Journals will only receive a completion grade for having written something relevant down, as students scientific thoughts cannot be judged consistently. -Brainstorming
and developing answers to the question that they chose.

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Grade 7 Heat Unit Plan

Activity Sheet-The Vanishing Ice Cubes Name:_____________ Date:______________

Procedure: 1. In your group gather the materials required and set up materials as shown in the above diagram. 2. Have one student stir the ice-water mixture and another student observe and record the temperature every minute while it is being heated. Use a table to record the temperature values. 3. After all the ice is melted, keep heating the water and record the temperature every minute until the water boils for about ten minutes. 4. Plot the observed temperatures (Y axis) against the time (X axis) on a graph.

Remember to record all relevant data and observations in your science journal while
performing the activity. You should also write down any questions that you have while completing the activity. Be Safe!

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Grade 7 Heat Unit Plan

Course/Class: Science 7 Topic: States of Matter, Temperature 3 Name: Melissa Creighton Unit: Heat Date: Jan 30/13 Grade: 7
Intents/Objectives/Purpose (from Aoki's IDAE Model) Scientific (knowledge): -Students will be able to explain how each state of matter reacts to changes in temperature (308-3). Pedagogic (skills): -Students will be able to communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means (211-2). Personal: -Students will be able to go through the steps that a scientist completes and by doing so become invested in the material and want to know more. Learning and investment in the material will be evident by the students reactions to the activities completed.

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Grade 7 Heat Unit Plan

B. Activities
Administration/Homework -Take Attendance -Organize the seating (if necessary) -List of questions remain on the board from last class Introduction/Set/Advanced Organizers -Have students group themselves into their pairs from last day to continue to discuss the ideas for solutions that they began to develop. -Students should begin to finalize their solution to a question so that can share their results with the class. Clarifying/Creating-Understanding/Concept-Development -Go around the class and ask student pairs to share the question that they chose and the solution developed to address the question. -As each question and attempt at a solution is presented open class discussion about the feasibility and effectiveness of the solution. Also discuss whether or not the solution actually solves the question chosen. Students ideas should be incorporated into the discussion and by participating students will be completing steps similar to those of scientists.

C. Resources D. Students are

-Attendance sheet -List of questions on board
-Sitting at desks.

Coached/Guide-Practice/Seatwork -Pose real life examples to students that relate the lab activity to scenarios they are familiar with. i.e. Why footballs or soccer balls deflate when they are taken outside on a cold day and re-inflate when they are taken back inside a warm environment. i.e. Why air pressure in tires increases during a car trip

-Brainstorming and developing answers to the question chosen. -Listening to other students as they present. -Participate in the discussion and offer valuable comments on the solutions developed. -Listening -Analyzing situations presented. -Developing connections between the lab activity and real life situations.

Closure/Summary -Have students come up with some other situations where states of matter react to changes in temperature. Homework -Students should continue to think of real life examples where temperature affects the different states of matter.

-Brainstorm

real life examples and applications of concepts learned.

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Grade 7 Heat Unit Plan

Review/Assessment -This concept will be expanded on and assessed next class using Assessment 2, an artistic representation (see Assessment Plan).

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Grade 7 Heat Unit Plan

Online and/or Media Technology Integration
In order to integrate technology into the unit a smart board will be used when conveying information to the students. This will allow for easy access to material as well as the ability for students to interact directly with the concepts. Furthermore, the use of a smart board helps to make the content engaging to students and in turn may increase motivation and participation inside the classroom. Within the unit the students will explore various technologies that measure temperature as well as those involved in heating systems in homes. The technologies considered will be evaluated by students and throughout the unit students will have the opportunity to use such technologies. In addition, the STSE outcomes provided in the curriculum have all been incorporated into the unit lessons. This too will ensure that students make the connections between heat and temperature and technology. When completing the labs students will also be utilizing equipment that has progressed and as a result can be seen as a type of technology. Students will work directly with such equipment and develop their own procedures using said equipment and materials. In assessment tasks technology is also integrated. This can be seen especially in assessment activity 1, where students discover temperature measuring technologies found in their own home. As well in assessment activity 2 students have the opportunity to make use of technology when creating their artistic representations. Finally, throughout the unit additional information as well as course specific materials will be provided for students online through the use of a wikispace. This will allow students access to important information and assignments outside of the classroom providing an opportunity for learning to continue outside the classroom environment. Additionally, the use of a wikispace will familiarize students with the internet and develop the skill of being able to navigate a website.

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