Wednesday 11/14

Stage 1 – Desired Results
NCCOS Element(s) (only what is taught in THIS lesson):
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.
Enduring Understandings:
Students will understand:
  • Heat is a form of energy.
  • Heat energy moves from warmer objects to cooler objects until it reaches equilibrium.
  • Heat energy moves through conduction, convection and radiation.
  • Thermal energy is transferred through a material by the collisions of atoms within the material.
/ Essential Question(s) (based on NCCOS Standard):
  • If beaker 1 has a liquid that is warmer than beaker 2, and there is a metal bar connecting them, in which direction will the energy move?
  • How does heat move in solids, liquids, and gasses?
  • Why does heat move, and does it ever stop?

Content Objective: Students will be able to articulate that heat is a form of energy and that it moves from warmer to cooler objects. They will be able to explain that particles move faster in higher temperatures than in lower temperatures due to their different energy levels. They will be able to identify 3 ways that heat can travel and draw diagrams of how thermal energy moves during convection, conduction and radiation.
Knowledge (NOUNS for the NCCOS):
Students will know
Aligned:
  • Equilibrium – when two substances reach equal temperatures through the transfer of heat energy
  • Conduction – the process through which energy is transferred through physical contact
  • Convection – the process that transfers energy in gases and liquids; different temperatures produce different densities – warmer, less dense gas or liquid is pushed up by cooler, denser gas or liquid that sinks in underneath
  • Radiation – energy that travels as electromagnetic waves (like light); all objects radiate at least a small amount of energy, and often when radiation is absorbed by an object, the transfer of energy as heat occurs. It can transfer energy in a vacuum (does not need a medium)
  • Heat – the flow of energy form an object or location at a higher temperature to an object or location at a lower temperature
  • Thermal Energy – the total kinetic energy (how much the particles are moving) of particles in a substance or location
Real World knowledge Application (Where do they use this KNOWLEDGE in their real world):
  • Convection causes currents in bodies of water.
  • Convection causes winds in the atmosphere.
  • When your hands are cold, and you hold a cup of hot chocolate, your hands get warmer and the hot chocolate gets colder. That’s conduction.
  • A sunburn is an example of radiation.
/ Skills (VERBS from the NCCOS):
Students will be able to…
Illustrate:
  • Explain, describe that heat is a form of energy, that it moves from warmer to colder objects, that it moves in a variety of ways including conduction, convection and radiation.
  • Demonstrate, apply – students will be able to diagram and articulate their knowledge of what is happening to the particles in a substance when the temperature is increasing or decreasing, when the energy is moving from a warmer to a cooler object, and how the energy is moving during conduction, convection and radiation.
Real World Skills Applications (Where do they use these SKILLS in their real world):
When students draw a map for a friend, they are illustrating. They are showing how something happens and giving an explanation. When they answer questions in class and explain what they know, they are illustrating their knowledge. When we draw diagrams in class, we are illustrating what we learned.
Stage 2 – Assessment Evidence
Performance Task(s) and Product(s) to be assessed (What will they put in my hand to be assessed that they created individually):
Students will fill out a demo report for our two demos. The report will include:
  • A hypothesis for each demo
  • Observations from each demo
  • Analysis questions
  • A concluding statement (synthesis)
Students will take guided notes / Formal Assessment Grading Format(s) (How will I grade it, letting them know in advance how to receive every point in my grading scale):
Demo report:
  • Hypotheses – 1 point for each demo (2 total)
  • Observations – 1 point for each observation (up to 6 points, 3 from each demo)
  • Diagram – 1 point for each task (4 total)
  • Concluding statement – 1 point
Total = 13 points
Guided notes will be graded for completion during the next notebook check (according to the scale outlined on Tuesday’s lesson plan).
Stage 3 – Learning Plan
Activating Strategies/Models (+/- 10):
Probe prior knowledge: Students will answer 2 Science Starter questions reviewing the content covered on Tuesday (heat energy can be transferred, heat goes from warmer areas to colder areas, heat is energy).
Procedures/Sequence (+/- 15 min):
  • The students will take notes as an introduction to convection so that they will have some sort of knowledge base to draw from for the demonstrations.
  • They will answer brain boost questions and write their responses in their notebooks.
Hook (+/- 35 - 40): I will do two demonstrationsfor the students to pique student interest and help them generate questions. I will show convection by lighting a candle underneath a tin foil, spiral, cut-out. The cut out will begin to move because of convection. I will empty tea bags (3), and stand them upright. I will light the tea bags on fire. As the tea bag burns, the bottom will start to float. The burning creates heat, which makes the air less dense. The air particles spread out and create space for the denser air outside of the bag to fill in the space from the bottom and push upward, lifting the bag and creating a convection current.
Demonstration 1 (Spiraling Candle):
  • The students will write a hypothesis predicting what will happen to the aluminum foil structure when I light the candle.
  • The students will write down at least 3 observations.
  • They will work in with their table groups to generate an explanation of what they think was happening.
  • We will discuss our answers whole group.
Demonstration 2 (Flaming Flying Tea Bag):
  • The students will write a hypothesis predicting what will happen when I light the tea bags on fire.
  • The students will write down at least 3 observations.
  • They will work in with their table groups to generate an explanation of what they think was happening.
  • We will discuss our answers whole group and draw a diagram.
  • Students will answer the analysis questions individually and will write a concluding statement to synthesize their information.
Enrichment (+/- 5 min):
  • We will have a brief discussion about the historical origin and uses for Kongming lanterns and how they use convection to move.
Materials needed:
  • 12 tea bags
  • Aluminum foil
  • A candle
  • A lighter
  • 2 plates
  • Lab report
  • LCD projector
  • PPT/Computer
Summary (What we covered today +/- 3 min):
  • Students will answer an exit ticket question to review what we learned
Differentiation:
1. Student EC:
  • Partially filled in guided notes for EC students
  • Modified grading for demo reports for my EC students
  • Preferential seating for student on 504
  • Strategic grouping of students

Closure: Academic –How do density and heat relate in terms of air particles?
Social –List one way that you contributed positively to the learning environment of our classroom today.
Reflection:

Name: ______Block: ______

Heat Energy Demonstration

Hypothesis: I think ______

______

Observations:

  1. ______
  2. ______
  3. ______

Explanation:

______

______

______

Hypothesis: I think ______

______

Observations:

  1. ______
  2. ______
  3. ______

Explanation:

______

______

______

Draw a diagram of the tea bag rockets. Be sure to include the air particles. Include the movement of the air particles, their relative speed, and their direction.

Conclusion: In your own words, define convection. Explain how convection was working to move the spiral and the tea bags.

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