educ lesson plan complete

8/18/2019 EDUC Lesson Plan Complete

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EDUC 2220- Educational Technology Lesson Plan

The Penguin Heat Transfer Project

4th

Grade

Amy K Spears

5 Year Professional License Grades1-8 and TESOL (K-12)

Common Cor e Standards:

Mathematics NUMBER AND OPERATIONS IN BASE TEN 4.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic.

NUMBERS AND OPERATIONS – FRACTIONS 4.NFUnderstand decimal notation for fractions, and compare decimal fractions.7. Compare two decimals to hundredths by reasoning about their size.

MEASUREMENT AND DATA 4.MDRepresent and interpret data.

Language Arts – Writing Standards

PRODUCTION AND DISTRIBUTION OF WRITING

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE7. Conduct short research projects that build knowledge thought investigation of different aspects of atopic.8. Recall relevant information from experiences or gather relevant information from print and digitalsources; take notes and categorize information, and provide a list of sources.

Ohio 4 th Grade Science Standar ds

Physical Science –

ELECTRICITY, HEAT AND MATTERThis topic focuses on the conservation of matter and physical properties of matter that allow the transferof heat or electricity.1. The total amount of matter is conserved when it undergoes a change.2. Energy can be transformed from one form to another or can be transferred from one location toanother.


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Lesson Summary:

In this series of lessons, students will do three main activities and participate in some smaller support activities.The three activities focus on conduction, induction and radiation. On the first day, the students will experimentwith a variety of insulators and discover which ones are better for minimizing heat transfer. On the second day,

students will learn about heat transfer and do an experiment with different insulators and conduction. On thethird and fourth day, students will participate in some Nearpod activities dealing with heat transfer. On the fifthday, the students will be given a variety of construction materials. They will work together in small groups toconstruct a house that will prevent a penguin shaped ice cube from melting. Students will measure the icecube’s mass before and after the experiment. The measurements will help students understand the conservation

of matter and will be an opportunity for the students to show what they have learned about heat transfer.

Estimated Duration:

This series of lessons is designed to be used during a science class of 50 minutes. The series of lessons will takeapproximately five class sessions for fourth grade students to complete. Extension lessons and activities can

expand the lesson to a few more days if desired.

Commentary:

I anticipate that the students will enjoy the three main experiments because the activities are inherentlychallenging and fun. The challenges of these lessons will be maintaining class control. I can anticipate thatstudents will be excited about completing the activities and will want to talk and laugh with their groups. It will be a challenge keeping their voices down at a tolerable level and keep them on task.

Instructional Procedures:

Day 1:

Setting up for the lesson:I will put a six-pack of soda for each table group in a refrigerator overnight. An hour before class, I will recordthe initial temperature of the cans as I remove them from the fridge. Then, I will put each can in the followingmaterials: 1) wool sock 2) cotton sock 3) aluminum foil 4) paper towel 5) plastic wrap. I will put each canencased in the insulating material inside a brown lunch sack and label the bag. One soda can will not haveinsulating material on it, so it is the control.

Classroom lesson:Part 1 (25 minutes)

Since this is the beginning of the unit, students will take the pre-assessment that I created on Quizstar. This isthe link to the quiz.http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710

(The same assessment will also be taken at the end of the unit to see if the students have learned from theexperiments/lessons.)

http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710


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I will set the stage for the experiment. Explaining to the students that we are going to be working withinsulating materials, I will hold up a wool sock, cotton sock, aluminum foil, a paper towel and plastic wrap. Iwill explain to students that they are going to work in a small group and decide which material would make the best insulator. Students will make a prediction about what will be the most effective and the least effective at

keeping the cans cool. Their predictions will be recorded on an ipad using SurveyMonkey. The question will beas follows: Rank the following materials in order from best insulator to least insulator. Number one being yourchoice for the best insulator. After all the groups are finished recording their results using an ipad, the lessonwill proceed. Here’s a link to the survey I created on SurveyMonkey:https://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3D

I will bring up the SurveyMonkey results on the Smartboard and we will discuss the following questions:1) Why do you believe that ______ is the best insulator?2) Explain why you believe that _________ is the least effective insulator.

Part 2 (25 minutes) Now, I will bring out the soda cans encased in the materials. The cans have been sitting out on the counter forone hour before class. There will be one set of six cans for each table group. They will take the temperature ofeach can that has been covered with a different insulator (by opening it and placing the thermometer inside thecan). They will record their data on a spreadsheet in Google Sheets. Spreadsheet will list materials in onecolumn and final temperatures in the next.https://docs.google.com/spreadsheets/d/1Y4wmZKRorT7jHAk18v60DF7sprx-4X7WaWqxiYxilnE/edit#gid=0

Material Temperature (degrees celsius)

wool sock

cotton sock

aluminum foil

plastic wrap

paper towel

plain can (control)

Finally, the group will come back together and we will talk about their results. We will discuss the temperaturesthat they read off the thermometers and what those results mean to us in our experiment. (Background info forteachers: The best insulator should be the wool sock. Insulating materials trap air and prevent air from movingaround. A heat insulator is a material that reduces the rate of heat transfer.)

Discuss the following questions as a class:1) What is the difference between temperature and heat?2) Why does a particular material do a better job of insulating than another material?

https://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3Dhttps://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3Dhttps://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3Dhttps://docs.google.com/spreadsheets/d/1Y4wmZKRorT7jHAk18v60DF7sprx-4X7WaWqxiYxilnE/edit#gid=0https://docs.google.com/spreadsheets/d/1Y4wmZKRorT7jHAk18v60DF7sprx-4X7WaWqxiYxilnE/edit#gid=0https://docs.google.com/spreadsheets/d/1Y4wmZKRorT7jHAk18v60DF7sprx-4X7WaWqxiYxilnE/edit#gid=0https://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3Dhttps://www.surveymonkey.com/r/Preview/?sm=ly_2FqitdAfsO6NMa2TWp5lnYEm_2BVspdX6njSTtHwH088_3D


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Day 2

Part 1

To set the stage, students watch the first part of a youtube video: “Misconceptions about Temperature.” https://www.youtube.com/watch?v=vqDbMEdLiCs and stop at 15 seconds into the video. I will pose thequestion to the class, which will be colder, the book or the metal? After hearing a few student opinions, we willdo an experiment with an ice cube, a plastic spoon and a metal spoon. They will also need some paper towelsand a small container to catch the water from the melting ice cube. The students will place an ice cube in ametal spoon and an ice cube in a plastic spoon. Then, they take turns holding the spoon as the ice melts.

Part 2At the end of the experiment record the answers to the following questions in google docs:1) Did the ice cube on the plastic spoon or the metal spoon melt faster?2) Why do you think the ________________ made the ice cube melt faster?

3) What causes ice to melt?

After discussing these questions, remaining part of the youtube video.

If time allows, I would spend some time talking to the students about their results and the video.

Day 3-4

Students will spend some time learning about the three types of heat transfer: Conduction, Radiation andConvection. These are all Nearpod presentations and are described below. Each of the presentations take about

30 minutes to complete, so with explanations about how to access and use Nearpod along with completing each program, it would be a good idea to spend two class periods on it. While it would be best for each child to havetheir own ipad and participate individually with the Nearpod activities, I know this is not always possible.Headphones would be great as well.

Students will partici pate in the Nearpod presentation created by Larissa Kelsey. It is titled: “HeatTransfer:Conduction.” The Nearpod presentation contains questions that students have to answer as well as a

short quiz at the end. While the target age for this presentation says, 6th-8th grade, I believe the material wouldwork great for this lesson. This is a link to the Nearpod presentation:https://app.nearpod.com/market?view=npPreview&id=6a856986a8e207099fc8e9b546bfb9c0-0&element=npp

Students will participate in the Nearpod presentation created by Larissa Kelsey. It is titled, “Heat Transfer:Radiation.” It is structured similarly to the presentation above.

https://app.nearpod.com/market?view=npPreview&id=3ca4b3b461e85f41c433dfb56ac6d064-0&element=npp

The third Nearpod presentation is also created by Larissa Kelsey. It is titled: “Heat Transfer: Convection.”https://app.nearpod.com/market?view=npPreview&id=44d8f13a374a4f7093e457d25fab93db-0&element=npp

https://www.youtube.com/watch?v=vqDbMEdLiCshttps://app.nearpod.com/market?view=npPreview&id=6a856986a8e207099fc8e9b546bfb9c0-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=6a856986a8e207099fc8e9b546bfb9c0-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=3ca4b3b461e85f41c433dfb56ac6d064-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=3ca4b3b461e85f41c433dfb56ac6d064-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=44d8f13a374a4f7093e457d25fab93db-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=44d8f13a374a4f7093e457d25fab93db-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=44d8f13a374a4f7093e457d25fab93db-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=3ca4b3b461e85f41c433dfb56ac6d064-0&element=npphttps://app.nearpod.com/market?view=npPreview&id=6a856986a8e207099fc8e9b546bfb9c0-0&element=npphttps://www.youtube.com/watch?v=vqDbMEdLiCs


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As a final check on their progress and to gain some practice with their new vocabulary, the students will do thevocabulary crossword I created on classtools.net: http://www.classtools.net/crossword/201604-C2AkK3

Day 5

A few days before the lesson, fill penguin ice cube trays and freeze them (for at least 48 hours). Then, remove

them from the freezer just before students test their ice cubes.

Part 1 (30 minutes)1) The students will construct a house for their penguin ice cube. They can use any of the available materials orcan bring items from home to construct the house. As students are constructing the house, the teacher will moveabout the room and visit each of the table gr oups. The teacher will ask about student’s choice of materials anddesign.

2) To conduct the experiment, students will first use the digital scale to weigh the cup, then the weight of thecup and the penguin ice cube.

3) The ice cube penguin will be placed in the cup inside the penguin house on the counter for 30 minutes.

4) While students are waiting the 30 minutes, they can do one or more of the following activities:

Watch a BrainPOP about Heat and take the online quiz. https://www.brainpop.com/science/energy/heat/

Visit the Khan academy and watch the lesson on Heat Transfer (physics):https://www.khanacademy.org/partner-content/mit-k12/mit-k12-physics/v/heat-transfer

Visit the Khan academy and watch the lesson on Heat Transfer: Principals of Bioenergetics:https://www.khanacademy.org/test-prep/mcat/biomolecules/principles-of-bioenergetics/v/heat-transfer-1

5) After the 30 minutes has past, post experiment measurements will be taken. Students pour off the water thathas melted. Then, they will find the difference.

This spreadsheet was taken from the Ohio Energy Project: Save the Penguins the additional notes section at theend of my lesson plan.

http://www.classtools.net/crossword/201604-C2AkK3http://www.classtools.net/crossword/201604-C2AkK3http://www.classtools.net/crossword/201604-C2AkK3https://www.brainpop.com/science/energy/heat/https://www.brainpop.com/science/energy/heat/https://www.brainpop.com/science/energy/heat/https://www.khanacademy.org/partner-content/mit-k12/mit-k12-physics/v/heat-transferhttps://www.khanacademy.org/partner-content/mit-k12/mit-k12-physics/v/heat-transferhttps://www.khanacademy.org/test-prep/mcat/biomolecules/principles-of-bioenergetics/v/heat-transfer-1https://www.khanacademy.org/test-prep/mcat/biomolecules/principles-of-bioenergetics/v/heat-transfer-1https://www.khanacademy.org/partner-content/mit-k12/mit-k12-physics/v/heat-transferhttps://www.brainpop.com/science/energy/heat/http://www.classtools.net/crossword/201604-C2AkK3


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Part 2 (30 minutes)1) The teacher will use the rubric from the post-assessment section of this lesson plan to assess each student’s project. To view the rubric, visit this link:https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0

2) While teacher is completing the rubric, students will be completing the post-assessment. This is located onquizstar. http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710

Pre-Assessment:

The pre-assessment that I created on quizstar is at this link:http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710 There are also pre-assessments worked into the Nearpod presentations that I will use to help determine whoquickly or slowly to move through the lessons.

Scoring Guidelines: Scores will be communicated to me from the quizstar website after students have taken their pre-assessment.Scores from the Nearpod assignments are also sent to the instructor for review. I will use all of these scores todetermine if re-teaching is needed or if my instruction can continue as planned. The post-assessments will bedescribed further in the next section.

Post-Assessment:

There are three forms to the Post-Assessment.

https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0https://docs.google.com/spreadsheets/d/1T49KkAE6NgWPpgzcWUtEAj3AO6ECovA4iSalmHhmD14/edit#gid=0


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1) The Nearpod presentation are interactive. They have short answer, quizzes and activities embedded in them.Answers are reported to the teacher so that I will have the results to help guide lessons.

2) The penguin houses that the children construct are going to be the assessment. They are going to be evaluatedon the following rubric that I created using Google Sheets.

Requirement 3 2 1

Achieving Progressing Limited

ParticipationUsed time wisely and activelyparticipated.

Used time somewhat wiselyand participated somewhat.

Did not use time wisely oractively participate.

Use of EngergyConcepts

Utilized information about heattransfer to help create the hut.

Partially used information aboutheat transfer to create hut.

Did not utilize informationabout heat transfer to createhut.

Function andUsefulness

The house is successful inkeeping the heat out.

The house is somewhatsuccessful in keeping heat out.

The house is not successful inkeeping the heat out.

3) The post-assessment quiz about Heat Transfer is the same one as the pre-assessment I created on quizstar.http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710

Scoring Guidelines:

The final grade for this unit will be the combined scores from the student’s penguin house project and the

quizstar post-assessment. Students who achieve an 80% or higher on the Nearpod activities and the quizstar post-assessment will be considered proficient. On the rubric, students should receive a 2 or 3 in all areas. If theyreceive a lower score, they will need to come to class during recess/lunch and construct a new penguin house ontheir own. The newly constructed house will be evaluated on the same rubric.

Differentiated Instructional Support

Extend the lesson: I will allow students who would like to continue the lesson the next day to try differentmaterials and see what the results are for a new and improved penguin house. There are many ways to re-engineer the house. Many of the variations of this lesson that I found online allowed students to re-design andthen re-test. I decided that it would be more appropriate to do this at a higher grade level than fourth grade. Anyof the activities from the link at the end of this document can be used to extend the lesson. That lesson divesinto the topic much deeper than necessary for a fourth grader and would be great for gifted students.

Struggling Students: This lesson could be easily simplified for students who have special needs or might be

http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm&cl=qm_ov&qsts=1460854595710


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struggling with the concept. Because most of the work is completed in small groups, students have manyopportunities to complete assignments with assistance from peers. The nice thing about Nearpod is that thelesson is done at a student’s own pace and not determined by the pace of the whole class. Also, this website haslinks to 10 great lessons to help students who are struggling with Heat Transfer:http://neilatkin.com/2013/12/30/science-teachers-10-ideas-for-heat-transfer-lessons/

Extension

1. Coursera offers a few different courses that would help students to extend their learning and go beyond theclassroom lessons. Coursera is a website that offers MOOCs which address many different subject areas.Students who would like to learn more about Heat Transfer could take one of these courses.

From Climate Science to Action: Turning Down the Heat – This course teaches about climate scienceand how to make changes for the future.

Global Sustainable Energy: Past, Present and Future – Learn about energy sources and the future ofenergy

2. ORC provides several extension lessons about Heat Transfer and students could uses these lessons to helplearn more about the standards I am addressing in my class lessons.

This lesson addresses heat transfer: radiation, conduction and convection: https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiation

This lesson has an experiment that is about containers of different materials and addresses heat transfer:

http://pals.sri.com/pals/tasks/k-4/Containers/

Homework Options and Home Connections

Students might choose to bring in supplies from home or try out some trials of the experiment at home beforedoing it at school.

Students at the fourth grade level don’t have written science homework. But these are some websites withscience experiments relating to heat transfer that I would share with students if I had them in class. Experimentsare great for students because they learn fr om doing them and usually aren’t aware that they are doing scientific

work because they are having so much fun!

1) http://www.exploratorium.edu/snacks/subject/heat-temperature

2) http://www.coffeecupsandcrayons.com/simple-heat-experiment/

3) http://www.scienceinschool.org/2012/issue24/energy

This assembly from COSI might be fun for students.

http://www.cosi.org/downloads/cow/IEProgramDescription.pdf

http://neilatkin.com/2013/12/30/science-teachers-10-ideas-for-heat-transfer-lessons/http://neilatkin.com/2013/12/30/science-teachers-10-ideas-for-heat-transfer-lessons/https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiationhttps://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiationhttps://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiationhttp://pals.sri.com/pals/tasks/k-4/Containers/http://pals.sri.com/pals/tasks/k-4/Containers/http://www.exploratorium.edu/snacks/subject/heat-temperaturehttp://www.exploratorium.edu/snacks/subject/heat-temperaturehttp://www.exploratorium.edu/snacks/subject/heat-temperaturehttp://www.coffeecupsandcrayons.com/simple-heat-experiment/http://www.coffeecupsandcrayons.com/simple-heat-experiment/http://www.coffeecupsandcrayons.com/simple-heat-experiment/http://www.scienceinschool.org/2012/issue24/energyhttp://www.scienceinschool.org/2012/issue24/energyhttp://www.scienceinschool.org/2012/issue24/energyhttp://www.cosi.org/downloads/cow/IEProgramDescription.pdfhttp://www.cosi.org/downloads/cow/IEProgramDescription.pdfhttp://www.cosi.org/downloads/cow/IEProgramDescription.pdfhttp://www.scienceinschool.org/2012/issue24/energyhttp://www.coffeecupsandcrayons.com/simple-heat-experiment/http://www.exploratorium.edu/snacks/subject/heat-temperaturehttp://pals.sri.com/pals/tasks/k-4/Containers/https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiationhttps://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiationhttp://neilatkin.com/2013/12/30/science-teachers-10-ideas-for-heat-transfer-lessons/


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Interdisciplinary Connections

1. MUSIC: The penguin song: https://www.youtube.com/watch?v=He5Xu11HBkM The kids could learn this song and then go to the kindergarten class and teach the students the song andmotions.

2. MATH: The penguin multiplication game helps students practice math facts with a penguin theme.http://www.mathplayground.com/ASB_PenguinJumpMultiplication.html

3. LANGUAGE ARTS: Read and enjoy some picture books about penguins. Remember, picture books are not just for little kids. Older readers can enjoy the stories and gain fluency from picture books. Here’s a list of somefavorites penguin books: https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-

books/

Materials and Resources:

For teachers Ice cube trays

Water

Penguin ice cube tray (available through Amazon for $4.99)

Rulers

Timer

Internet access

Tongs

Smart Board

Laptop (or other computer with Internet access) that connects to Smartboard

For students Metal spoon and plastic spoon for each pair of students

Ice cubes – two per pair.

Six cans of soda per table group

Wool sock, cotton sock, aluminum foil, paper towels, plastic wrap (some of

https://www.youtube.com/watch?v=He5Xu11HBkMhttps://www.youtube.com/watch?v=He5Xu11HBkMhttps://www.youtube.com/watch?v=He5Xu11HBkMhttp://www.mathplayground.com/ASB_PenguinJumpMultiplication.htmlhttp://www.mathplayground.com/ASB_PenguinJumpMultiplication.htmlhttps://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/https://thepicturebookreview.com/2013/05/01/our-favorite-fiction-penguin-picture-books/http://www.mathplayground.com/ASB_PenguinJumpMultiplication.htmlhttps://www.youtube.com/watch?v=He5Xu11HBkM


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each for each table group)

Digital thermometer (1 per table group)

Digital scale – A minimum of one is needed, but it would be great to a fewmore.

ipads – one per student is ideal, but one per table group is still okay

Google account (so that each student has access to Google Sheets)

One Metal and one plastic spoons for each pair of students

A small container to catch water from melting ice

Paper towels for clean up.

Penguin ice cubes – one per table group

headphones

Here’s a copy of the quiz I created online for the pre-assessment and post-assessment using quizstar.

uiz Preview | Go back

tudent's Name appears here | Course Name appears here | QuizSt

Heat Transfer

uiz Directions

nswer the following questions.

irections: . Answer the questions below by clicking thetton next to the best answer choice or typingur correct answer. Each question's answerse in grey.

2. At the end of every page click the next buttonto move forward to the next page.DO NOT HIT THE BROWSER'S BACK BUTTON!

3. On the last page of the Quiz you will be abto see which questions are unanswered, areanswered and have been flagged.

uestions:

. pts. You pick up a can of soda off of the counter top. The counter top underneath the can feels colder than

the rest of the counter. Which explanation do you think is the best?

A. The cold has been transferred from the soda to the counter.

B. There is no heat energy left in the counter beneath the can.

C. Some heat has been transferred from the counter to the soda.

D. The heat beneath the can moves away into other parts of the countertop.

http://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qmhttp://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qmhttp://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qmhttp://quizstar.4teachers.org/instructor/quiz_repository.jsp?pl=qm


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Flag this question for later review

2. 1 pts.

2. After cooking an egg in boiling water, you cool the egg by putting it into a bowl of cold water. Whichof the following explains the egg’s cooling process?

A. Temperature is transferred from the egg to the water.

B. Cold moves from the water into the egg.

C. Energy is transferred from the water to the egg.

D. Energy is transferred from the egg to the water.


3. 1 pts.

Why do we wear sweaters in cold weather?

A. To keep cold out.

B. To generate heat.

C. To reduce heat loss.

D. All of the above.


4. 1 pts.

Amy wraps her dolls in blankets but can’t understand why they don’t warm up. Why don’t they warm

up?

A. The blankets she uses are probably poor insul ators.


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B. The blankets she uses are probably poor conductors.

C. The dolls are made of materials which don’t hold heat well.

D. None of the above.


5. 1 pts.

As water in a freezer turns into ice,

A. the water absorbs energy from the air in the freezer.

B. the water absorbs the coldness from the air in the freezer.

C. the freezer air absorbs heat from the water.

D. the water neither absorbs nor releases energy


6. 1 pts.

On a warm sunny day, you will feel cooler wearing light colored clothes because they

A. reflect more radiation.

B. prevent sweating.

C. are not as heavy as dark clothes.

D. let more air in.



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7. 1 pts.

If you put a metal spoon and a wooden spoon into a pot of boiling water, one will become too hot to

touch. Why?

A. Metals conduct heat better than wood.

B. Wood conducts heat better than metals.

C. Metals pull in heat because heat is attracted to metals.

D. Wood isn’t as strong as metals.


8. 1 pts.

You have a can of soda in your lunchbox that you want to keep cold. Which material will work best to

keep it cold?

A. Aluminum foil wrapped around the soda because metals transfer heat energy easily.

B. A paper towel wrapped around the soda because paper soaks up the moisture.

C. Plastic wrap wrapped around the soda because plastic traps the moisture.

D. Your wool sweater wrapped around the soda because wool traps air.


9. 1 pts.

An aluminum plate and a plastic plate have been in the freezer all night long. When you remove themthe next morning, The plates have the same temperature.

A. The plates have the same temperature.

B. The plastic plate has a higher temperature.

C. The plastic plate has a lower temperature.

D. The aluminum plate has a lower temperature.



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Key Vocabulary/Terms

These are some key concepts needed for the these lessons:

Heat is the study of:

processes by which thermal energy is exchanged between two bodies

related changes and resulting states of those bodiesHeat is primarily focused on:

temperature differences between places or things

flow, or the movement of that thermal energyHeat is driven by:

differences in temperature; heat transfers from high to low temperature regions

These are some key vocabulary/terms needed for this lesson.

Heat Insulator: A material that reduces the rate of heat transfer.

Heat Conductor: A material that increases the rate of heat transfer.

Conduction: Conduction is the way thermal energy transfers from one substance to another by direct contact. Itcan be the direct contact between solids, or between a solid and a fluid. Kinetic energy is transferred as thehigher temperature atoms or molecules vibrate and collide with cooler atoms or molecules, warming them upand increasing their kinetic energy. “Warmth” is an indication of how much kinetic energy is at the atomic

level.

Convection: Convection occurs when fluids (gases or liquids) sink or rise because the cooler fluid is denser andsinks. When this happens, the cooler fluid pushes up the warmer fluid and it rises.

Radiation: Radiation is the transfer of energy in the form of electromagnetic waves. Visible light and infraredlight are both forms of radiation that transfer heat.

Additional Notes

http://www.time.gov/http://www.time.gov/http://www.time.gov/http://www.opm.gov/fedhol/http://www.opm.gov/fedhol/http://www.opm.gov/fedhol/http://www.altec.org/http://quizstar.4teachers.org/terms_use.jsphttp://quizstar.4teachers.org/privacy.jsphttp://quizstar.4teachers.org/privacy.jsphttp://quizstar.4teachers.org/terms_use.jsphttp://www.altec.org/http://www.opm.gov/fedhol/http://www.time.gov/


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This lesson has been used with science students everywhere. There are many lessons on the Internet that have been completed by a variety of instructors at many levels. This lesson can easily be adapted for use.

If you would like to expand this lesson or try it at higher grade levels, more supplemental materials can be

found at this link: http://www.auburn.edu/~cgs0013/ETK/SaveThePenguinsETK.pdfOr at this link: www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins .docx
http://www.auburn.edu/~cgs0013/ETK/SaveThePenguinsETK.pdfhttp://www.auburn.edu/~cgs0013/ETK/SaveThePenguinsETK.pdfhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.ohioenergy.org/wp.../06/Teacher-Guide-Save-the-Penguins.docxhttp://www.auburn.edu/~cgs0013/ETK/SaveThePenguinsETK.pdf

educ lesson plan complete

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