Ms.
Lucas-Physical Science B
ESTABLISHED GOALS
NGSS Science Standards
HS-PS3-4. Plan and conduct an investigation
to provide evidence that the transfer of
thermal energy when 2 components of
different temperature are combined within a
closed system results in a more uniform
energy distribution among the components
in the system (2nd law of thermodynamics)
HS-ETS1-2. Design a solution to a complex
real-world problem by breaking it down into
smaller, more manageable problems that
can be solved through engineering.
NETS Student Standard
3. Research and information fluency
a.) Plan strategies to guide inquiry
b.) Locate, organize, analyze, evaluate,
synthesize, and ethically use information
form a variety of sources and media
c.) Evaluate and select information
sources and digital tools based on the
appropriateness to specific tasks
d.) Process data and report results
Stage 1 Desired Results
Students will be able to independently use their learning to
Locate and use evidence to support a claim
Cite sources
Explain how thermal energy keeps a house warm
Draw conclusions based on observations
Calculating costs
UNDERSTANDINGS
Students will understand that
Understand what heat energy is and what
temperature is and how they are related to the
random motion of molecules (kinetic energy).
Understand how a thermometer measures
temperature.
Understand the definition of heat and the
relationship between heat and thermal energy.
There are 3 different temperature scales:
1. Fahrenheit
2. Celsius
3. Kelvin - Absolute Zero
Energy exists in various forms
Energy can be transferred from one place to another.
Acquisition
Students will know
The 3 temperature scales and how to convert
between different scales.
The difference between thermal energy and heat
and how the 2 are related
The different forms of energy
Transfer
Meaning
ESSENTIAL QUESTIONS
Will a cup of hot soup cool down faster, slower, or
at an identical rate as a large bowl of soup that
begins at the same temperature?
Why are there 3 different temperature scales in use
today?
How is temperature measured? (i.e. how do
thermometers work?)
If you fill a cup with warm bathwater, will it contain
more heat, less heat, or the same amount of heat?
How does thermal energy apply in keeping your
house warm?
Students will be skilled at
Observe, analyze, and report observations of
objects and events
Generate appropriate questions (teacher and
student based) in response to 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 from the Reflection/Self-Assessment
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.