Science 7 Heat and Temperature

Heat and Temperature (beginning ~half way 7

Title of Unit through) Grade Level
Science 11 classes (9 classes 45mins) (2 classes 30mins)
Subject Time Frame
Miss Jackle
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental
evidence and models.
 compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the
absorption of radiant heat by different surfaces)
 explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases
 describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter
 distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle
model of matter
 investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications
of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion)
3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices
 describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things,
geothermal sources and composting)
 describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes
to maximize use of winter sunshine)
 compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a
device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings
for use in a model home)
 explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers,
bimetallic strips, thermostatically-controlled heating systems)
 describe and interpret the function of household devices and systems for generating, transferring, controlling or removing
thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning
devices)
 investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy
 consumption, damage to materials caused by uneven heating, risk of fire)
4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and
disadvantages for sustainability.
 identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and
disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)
 compare the energy consumption of alternative technologies for heat production and use, and identify related questions
and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves,
microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products)
 identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or
community
Cross curricular Competencies
How will this unit promote the CCC?

Critical Thinking: Students will use their knowledge of the world and apply it to how heat energy impacts their lives. Students will think critically about
this topic by using the material to reflect on what they know and question and analyze the methods being used for energy today.
Communication: Through numerous class discussions students will be able to share their ideas and engage in important conversations about their lives
and the role heat energy plays in our lives. Students will also be able to communicate their ideas and knowledge through a variety of activities and
assessment evidence.
Collaboration: Throughout this unit students will be required to work with their classmates through experiments, worksheets or in class activities and
they will be required to share responsibilities and work as a team to contribute to the work.
Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the
enduring understanding)
How can we use our knowledge of thermal energy to analyze the different sources of thermal energy?
Which source of thermal energy is the most beneficial?

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know... Students will be able to…

 How matter can change its state.  Engage in class discussions related to thermal energy
 How the particles in matter change through different changes of  Answer questions using vocabulary from the unit
state.  Use their knowledge of the content to preform experiments and
 Conduction, convection and radiation and their relationship with activities
thermal energy  Analyze the data and information provided
 How energy is transferred through systems
 The features of energy transfer systems
 Different sources of thermal energy and how they impact the
environment
 Stage 2 – Assessment Evidence
Pre-Assessment

Since the unit has already begun I will review with the students what they know about the particle model and heat
energy through examples and a class discussion. I will ask the students to share what they know about the states of
matter and the particle model and go through examples.

Quizzes, Tests, Assignments Performance Tasks, Projects

Quiz Changes of state colouring activity

Stations activity Exit slips
Topic wrap up Pop can experiment worksheet
Unit exam Marble experiment worksheet
Chemical energy experiment and worksheet
Solar energy activity

Other Evidence (observations, work samples, Student self-assessment

dialogues)
Class discussions
Class discussions Review activity
Exit slips Topic wrap up
Questions Exit slips
Examples

Learning Outcomes Assessments

 Chemical Unit Exam
Changes of Pop can Marble
energy Solar
state Station activity experiment Topic wrap
Title Quiz #1 experiment energy
colouring activity and and up
and worksheet
activity worksheet worksheet
worksheet
Type formative summative
summative formative formative summative summative formative
(Formative/Summative) formative
N/A N/A 40%
Weighting 15% N/A N/A 15% 30% N/A

2. Describe the nature of X

thermal energy and its
effects on different
forms of matter, using
X X X X X
informal observations,
experimental evidence
and models.

3. Apply an X X
understanding of heat
and temperature in
interpreting natural X X X X X
phenomena and
technological devices

4. Analyze issues related X X

to the selection and use
of thermal
technologies, and
X X
explain decisions in
terms of advantages
and disadvantages for
sustainability.
Assessment Tool Overview
Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning

This activity is meant to give students an opportunity to become familiar with the language
Changes of state colouring
and vocabulary used to describe changes of state while giving visuals and examples for the X X
activity
students to colour.

This activity gets students up and moving and engaging with their classmates. There will be
“stations” around the classroom where a thought provoking question about the changes of
states will be and students will have to answer the question on their piece of paper. This
Stations Activity X X
gives students a chance to think of the changes of state in a more challenging, relatable
way while moving around the classroom. After the students have completed this we will go
over the answers as a class.
This experiment will be done as a class and students will answer questions on the
experiment during and after the experiment. Students will use their knowledge of
Pop can experiment and
absorbing heat and thermal energy to answer the thought provoking questions. The X X
worksheet
worksheet will have students use what they learned in the experiment and apply it to what
we learned in class as well as other questions relating to class material.
This experiment will help students understand the transfer of energy. Students will use the
Marble experiment and marbles to roll into other marbles to experiment and see what happens during different
X X
worksheet amounts. Students will write down their observations then use what they learned in the
experiment to answer thought provoking questions.
The topic wrap up will have questions relating to everything we have learned so far. There
Topic Wrap Up will be 2 parts of the topic wrap up. The vocabulary portion and the question portion. X X
Students will use what they learned and apply it to thought provoking questions.

This quiz will cover topics 5 and part of topic 7. This quiz will cover content of changes of
Quiz #1 states, transferring energy and sources of thermal energy. This will allow students apply X
their knowledge to a variety of questions.

This experiment will allow students to see how a certain type of thermal energy works.
Chemical energy experiment
Students will answer questions and write down their observations. The worksheet will ask X X
and worksheet
students thought provoking questions relating the content and experiment to their lives.

This worksheet will ask students questions about the different types of solar energy and
how it can be or is used in our daily lives as well as environmental impacts. Some questions
Solar energy worksheet X X
will relate to the Ted Ed video watched and there will be a colouring section for students to
have visuals.
 This exam will cover topics 4-8 and will assess students’ knowledge on heat and
Unit Exam X
temperature.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed?

After this unit students will gain an understanding of the production, transfer and transformation of heat energy and the impact it has in our lives each day.
Students will obtain this understanding through various learning activities, experiments, videos, class discussions and teacher directed instruction. Students
will be able to apply their knowledge through various assessment pieces and use their knowledge of heat energy to understand the relationship between
heat and temperature. Students will be able to relate the content to their lives and their future in the world.

How will you engage students at the beginning of the unit? (motivational set)

Since the unit has already begun, I will review what the students know about the particle model and heat energy through examples and a class discussion.

Monday Tuesday Wednesday Thursday Friday

Lesson #1
Changes of State
Introduce myself to the class
Review what students know
already about the different
states and their particles.
Changes of states lesson:
briefly go through the
different changes of states
with examples.
Changes of states colouring
activity
Learning Outcome #2
March 4
Lesson #2
Changes of state activities
Freezing and melting water
critical thinking questions.
Talk about melting points.
Evaporation and
condensation class
discussion and examples
Sublimation video
Station activity
Exit slip.
Learning Outcome #2
March 5
Lesson #6
Features of energy transfer
systems
Lesson on features of
energy transfer systems:
discussion the 5 features the
energy systems have in
common
Topic wrap up: vocabulary
activity and critical thinking
questions.
Learning Outcome #2 & #3
March 12
Lesson #3
Phase changes in the
particle model
Lesson on phases changes:
examples, video, discussion.
Phases changes interactive
activity: particles
Exit slip.
Learning Outcome #2
March 6
Lesson #7
Sources of thermal energy
Lesson on chemical and
electrical energy and their
environmental impacts:
examples, videos,
discussion.
Chemical energy balloon and
bottle experiment and
worksheet
Learning Outcome #3 & #4
March 13
Lesson #4
Transferring Energy
Lesson on convection,
conduction and radiation: go
through terms and
examples. Videos and class
discussions.
Pop can activity and
worksheet.
Learning Outcome #2
March 7
Lesson #8
Quiz #1
Sources of thermal energy
continued
Lesson on mechanical
forces, geothermal energy &
wind energy: videos and
examples and their impacts
on the environment. Class
discussion.
Learning Outcome #3 & #4
Exit slip
March 14
Lesson #5
Analyzing energy transfer
systems
Lesson on energy transfer:
class discussion, critical
thinking questions.
Marble experiment and
worksheet.
Learning Outcome #3
March 8
Lesson #9
Sources of thermal energy
continued
Lesson on solar energy and
fossil fuels: Passive solar
heating and active solar
heating. Examples and class
discussion.
Ted Ed video
Solar energy colouring
activity and worksheet
Learning Outcome #3 & #4
March 15
Lesson #10 UNIT EXAM

Review for heat and

temperature

Review as a class

Review activity: review maze

for vocabulary. Worksheet
for questions.

Learning Outcome #2, #3, Learning Outcome #2, #3,

#4 #4

March 18 March 19