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Unit Summary
Group members: Brodie Goricanec, Elsie Stoel, Emily Henderson and Stephanie Downey
The Heat is On
Unit
Topic:
Heat Transfer
Level: Level 3
Standards addressed and a brief sentence describing how they are targeted:
Science Understanding:
Physical sciences - Heat can be produced in many ways and can move from one object to another; a change in the
temperature of an object is related to the gain or loss of heat by the object (VCSSU063)
Science as a Human Endeavour - Science knowledge helps people to understand the effects of their actions (VCSSU056)
Science Inquiry:
Questioning and Predicting - With guidance, identify questions in familiar contexts that can be investigated scientifically
and make predictions based on prior knowledge(VCSIS065)
Planning and Conducting - Safely use appropriate materials, tools, equipment and technologies (VCSIS067)
Recording and Processing - Use a range of methods including tables and column graphs to represent data and to identify
patterns and trends (VCSIS069)
Analysing and Evaluating - Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
Communicating - Represent and communicate observations, ideas and findings to show patterns and relationships using
formal and informal scientific language (VCSIS072)
Integrated Areas of the Curriculum:
Mathematics: Measure, order and compare objects using familiar metric units of length, area, mass and capacity (VCMMG140).
SIS
components
1.
Focus:
Students will
engage in prior
learning and
develop an
understanding of
heat and will
work
collaboratively to
complete the
experiment on
melting ice
utilising problem
solving skills.
1. Encouraging
students to
actively engage
by incorporating
a fun ice activity.
Asking questions
of the students
throughout the
class.
2. Challenging
students to
develop
meaningful
Timing
20 mins
Key Questions
What is Heat?
Give students 5 minutes to
think about what they
already know about heat,
record under the K section
of their KWL chart.
What is heat?
Resources
Zip lock bags
Ice Cubes
Individual student
Unit Booklets (Ice
Race Template)
Individual student
Unit Booklets
(KWL Chart)
A3 Poster Paper
Assessment
Diagnostic
Assessment:
Responses to
questions/ class
discussions
Ideas on the KWL chart
Entries into individual
unit booklets
Formative
Assessment: Ice
Race Experiment
The student will:
Engage
Explore
understandings
through
promoting lateral
thinking in
experimenting
with the quickest
way to melt ice.
30 mins
5. Using
formative
assessment of
children's
answers to rich
questions to
guide future
lessons
Explore
Explain
2. Challenging
students to
develop
meaningful
understandings
with the mini
experiments to
help with the new
terminologies and
concepts
5. Using
formative
assessment of
children's
answers to
workbook
questions to
gauge
Blutac
Carry out an
experiment to see how
quickly they can melt
an ice cube
Make predictions
Record observations
and results
Evaluate their method
and suggest further
improvements
Youtube Video:
Diagnostic
Assessment:
Students responses to
discussion questions
around engagement of
melted chocolate
picture image.
15 mins
2.
Focus:
Students develop
deep
understandings
of science
terminology
related to heat
transfer;
convection,
conduction and
radiation.
10 mins
40 mins
As a class:
Which method worked the
best? Why do you think this
was the case?
What do we want to know?
Show the students the
melted chocolate picture.
Ask the students the
questions
(See next column)
Focus on heat can move.
Mini experiments:
Students will participate in a
number of experiments
exploring the 3 different
types of heat transfers.
Students are to distinguish
which experiment is which
heat transfer
*Set out Safety
expectations (No touching
flames, No touching boiling
Whats happening in
the picture?
Is there heat in the
picture?
Is heat moving in this
picture?
What makes you think
that heat is moving?
What is the source of
heat in this picture?
What do you see?
What do you feel?
Heat Transfer:
Conduction,
Convection and
Radiation
https://www.youtu
be.com/watch?
v=Atnjo7dD_bA
Melted Chocolate
picture
Ceramic Mugs
Hot water
Metal spoons
Formative
Assessment:
Observations,
Questioning and
anecdotal notes.
Present clear and
concise claims using
evidence
Recording of students
claims and evidence in
understandings of
new concepts to
guide future
lesson
water or stoves).
Conduction: Students feel
a cup and metal spoon
before and after it has been
filled and placed with/in hot
water.
Demonstrates movement of
heat from one object to
another through contact.
8. Using
technology to
support learning
Convection: Students
watch water boiling on a
stove type
Demonstrates taking heat
from one area and placing it
in another.
Radiation: Students will
feel heat coming from a
heat source (open flames
from small candles/heater)
Demonstrates heat moving
in the form of waves
(invisible)
Safety: hold students hand
at a safe distance if needed.
25 mins
Identify scientific
terminology for heat:
Conduction, Radiation,
Convection
Link this terminology and
explanations with mini
experiments
Watch youtube clip to
extend and help students
answer any questions they
may have had.
Students to complete the
proforma in their book
describing what they saw
and what type of heat
their booklets
transfer it was
Revisit the melting
chocolate picture- ask
students which type of heat
transfer is occurring?
3.
Focus:
Students
articulate the
best coloured tin
to use to draw in
heat. Students
design and
research a
solution to
cooking/melting
marshmallows.
Elaborate
1.Encouraging
students to
actively engage
in the design of
their
investigation
10 mins
3. Linking science
with students
lives and
interests
4. Students
individual
learning needs
and preferences
are catered for.
8. Using
technology to
support learning
50mins
Coloured Tins:
In small groups, provide
students with 4 tins each
wrapped in different
coloured paper with a small
amount of water in the
bottom of them to explore
the effects colour has on
temperature.
Students will test the
temperature of the water in
each tin using a
thermometer.
Question students on what
they notice, why that might
be and how it affects the
temperature,
*This will assist students
with their student designed
investigations. .
iPads and/or
laptops
Tin Cans
Student Designed
Investigation:
Students are to come up
with an idea of a solution
and design to
melting/cooking a
marshmallow based on prior
knowledge gained in the
unit to date and thorough
investigation on their iPads.
Thermometer
A3 poster paper
Coloured Pencils
Textas
Diagnostic
Assessment:
Teacher questioning/
students responses of
knowledge gained from
previous lesson around
conduction,
convection, radiation
Formative
Assessment:
Responses to
questions/class
discussions
Summative
Assessment:
Students labelled
diagram and
explanations given for
choices made
2. Challenging
students to
develop
meaningful
understandings
3. Science is
linked to students
lives and
interests.
5. Embedding
assessment
within the
learning strategy
through formative
assessment.
6. Linking science
75 mins
Creating:
Students create their
designs from the previous
lesson- all materials will be
provided as stated in their
design plan.
(During this process
teachers will roam/observe
questioning students to
explain their what they're
doing and why - anecdotal
notes will taken for
reference)
Materials
required for
designs:
Boxes
Tape
Scissors
Foil
Cling wrap
Coloured Paper
Pipecleaners
Popsicle sticks
Glue
Diagnostic
Assessment Science journal entries
Formative
Assessment Responses to
questions/ class
discussions
5.
Evaluate
Students test
their
investigations
whilst observing
the process and
collating and
recording data.
to technology by
using an electric
heat lamp as the
sun.
2. Students are
challenged to
develop
meaningful
understandings
3. Science is
linked to
students lives
and interests
10 mins
45 mins
5. Assessment is
embedded within
the science
learning strategy.
20 mins
What is a hypothesis?
Why should
Thermometer
(class set)
Heat lamps
(if required)
Individual student
unit booklet
(Procedure and
Reflecting and Redesigning pages,
KWLH chart)
Marshmallow
Students ovens
Formative
Assessment:
Responses to
questions/ class
discussions
Summative
Assessment Rubric on design,
creation and testing of
ovens.
Entries into their KWLH
chart, highlighting new
knowledge gained.
new
investigation/experiment
with their knowledge as part
of their booklet.