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
Transfer
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
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Will a cup of hot soup cool down faster,
Understand what heat energy is and what slower, or at an identical rate as a large
temperature is and how they are related bowl of soup that begins at the same
to the random motion of molecules temperature?
(kinetic energy). Why are there 3 different temperature
Understand how a thermometer measures scales in use today?
temperature. How is temperature measured? (i.e. how
Understand the definition of heat and the do thermometers work?)
relationship between heat and thermal If you fill a cup with warm bathwater, will
energy. it contain more heat, less heat, or the
There are 3 different temperature scales: same amount of heat?
1. Fahrenheit How does thermal energy apply in
2. Celsius keeping your house warm?
3. Kelvin - Absolute Zero
Energy exists in various forms
Energy can be transferred from one place
to another.
Acquisition
Students will know Students will be skilled at
The 3 temperature scales and how to Observe, analyze, and report
convert between different scales. observations of objects and events
The difference between thermal energy Generate appropriate questions (teacher
and heat and how the 2 are related and student based) in response to
The different forms of energy 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 Reflection/Self-Assessment
from the 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.