Unit Plan Template

Unit Author

First and Last Name

Ellory Stroh

School District

Tri-Valley School District

School Name

Tri-Valley Schools

School City, State

Colton, SD

Unit Overview

Unit Title

What In the World is Thermal Energy?

Unit Summary

This chapter will explain how heat and temperature are related, and how thermal energy is transferred. The flow of heat will also be discussed. Thermal energy is the kinetic and potential energy of the molecules, ions, and atoms that make up matter. Thermal energy is felt as heat. Thermal energy can be transferred by conduction, convection, and radiation. Thermal energy can be converted into mechanical energy to do work.

The activities in this unit involve kinetic, interpersonal, intrapersonal, and visual activities that demonstrate the concepts of heat and the transfer of thermal energy.

Notes will be used to organize specific information such as vocabulary and key concepts. They may be taken on a note taking guide or in the form of a student-created brochure or newsletter.

Labs will be used to allow students to actually demonstrate the transfer of thermal energy.

Wikis and Survey Technology will be used to poll the students on their opinions and preferences.

The internet will be used with Quizlet, student research, demonstrations, movies, blogs, and wikis.

The students will present their findings and knowledge about the unit in a presentation that must involve a PowerPoint presentation of Promethean technology.

Subject Area

Physical Science Class

Grade Level

9^th Grade

Approximate Time Needed

13 - 50 minutes class sessions

Unit Foundation

Targeted Content Standards and Benchmarks

Content Standards:

9-12.P.3.1. Students are able to describe the relationships among potential energy, kinetic energy, and work as applied to the Law of Conservation of Energy.

9-12.N.2.2. Students are able to practice safe and effective laboratory techniques.

Technology Standards:

9-12.NC.3.2 Integrate technology into school, home and community.

9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.

9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning skills.

9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.

9-12.CP.1.1 Collaborate with external peers, experts, and others by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

9-12.CP.2.1 Utilize technology tools for communicating information.

9-12.IL.1.1 Design a research project using a variety of technologies to find information to solve a real-world problem.

9-12.IL.2.1 Evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Student Objectives/Learning Outcomes

Lesson 1: Students will be able to:

Explain the difference between heat and temperature.
Define thermal energy.
Explain the meaning of specific heat.

Lesson 2: Students will be able to:

Explain the difference between heat and temperature.
Define thermal energy.
Explain the meaning of specific heat.
Collaborate with external peers, experts, and others by using technology to compile, synthesize,

produce, and disseminate information, models, and other creative works.

Utilize technology tools for communicating information.

Lesson 3: Students will be able to:

Explain the difference between heat and temperature.
Define thermal energy.
Explain the meaning of specific heat and how it affects their lives.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources.

Lesson 4: Students will be able to:

Explain the difference between heat and temperature.
Define thermal energy.
Explain the meaning of specific heat.

Lesson 5: Student will be able to:

Compare and contrast thermal energy transfer by conduction, convection, and radiation.
Compare and contrast conductors and insulators.
Explain how insulation affects the transfer of energy.
Use their note-taking skills to create a brochure and newsletter.
Explain how chemical energy in food is transformed into thermal energy.
Utilize technology tools for communicating information.

Lesson 6: Student will be able to:

Compare and contrast thermal energy transfer by conduction, convection, and radiation.
Compare and contrast conductors and insulators.
Explain how insulation affects the transfer of energy.

Lesson 7: Student will be able to:

Compare and contrast thermal energy transfer by conduction, convection, and radiation.
Compare and contrast conductors and insulators.
Explain how insulation affects the transfer of energy.
Collaborate with external peers, experts, and others by using technology to compile, synthesize,

produce, and disseminate information, models, and other creative works.

Utilize technology tools for communicating information.

Lesson 8: Students will be able to:

Compare and contrast three types of conventional heating systems.
Distinguish between passive and active solar heating systems.
Describe how internal combustion engines work.
Explain how a heat mover can transfer thermal energy in a direction opposite to that of its natural movement.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.

Lesson 9: Students will be able to:

Above objectives compiled.
Incorporate knowledge and enhanced usage skills to create a product.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
Design a research project using a variety of technologies to find information to solve a real-world

problem.

Utilize technology tools for communicating information.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources.

Lesson 10: Students will be able to:

Above objectives compiled.
Incorporate knowledge and enhanced usage skills to create a product.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
Design a research project using a variety of technologies to find information to solve a real-world

problem.

Utilize technology tools for communicating information.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources.

Lesson 11: Students will be able to:

Above objectives compiled.
Incorporate knowledge and enhanced usage skills to create a product.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
Design a research project using a variety of technologies to find information to solve a real-world

problem.

Utilize technology tools for communicating information.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources.

Lesson 12: Students will be able to:

Above objectives compiled.
Incorporate knowledge and enhanced usage skills to create a product.
Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.
Design a research project using a variety of technologies to find information to solve a real-world

problem.

Utilize technology tools for communicating information.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources.

Lesson 13: Students will be able to:

Summative assessment of all objectives.

Curriculum-Framing Questions

Essential Question

How does physical science affect my everyday life?

Unit Questions

Does thermal energy really matter to me?

What would my life be like without thermal energy?

Content Questions

Lesson 1:

What is the difference between heat and temperature?

What is thermal energy and what causes it to change?

How does thermal energy affect me?

What is specific heat?

How does specific heat affect me?

How would specific heat affect a city planning committee?

Lesson 2:

What is the difference between heat and temperature?

What is thermal energy and what causes it to change?

How does thermal energy affect me?

What is specific heat?

How does specific heat affect me?

How would specific heat affect a city planning committee?

How do my peers help me in researching?

Lesson 3:

What is the difference between heat and temperature?

What is thermal energy and what causes it to change?

How does thermal energy affect me?

What is specific heat?

How does specific heat affect me?

How would specific heat affect a city planning committee?

How do my peers help me in researching?

Lesson 4:

What is the difference between heat and temperature?

What is thermal energy and what causes it to change?

How does thermal energy affect me?

What is specific heat?

How does specific heat affect me?

How is energy transferred from one form to another form?

How does energy transfer affect me?

Lesson 5:

What are the three ways in which thermal energy can be transferred between two objects?

Why are materials that are good conductors of heat also poor insulators?

What are some animal adaptations that control the flow of heat?

How is heat transfer by radiation different from conduction and convection?

Why does insulating a home save money?

Lesson 6:

What are the three ways in which thermal energy can be transferred between two objects?

Why are materials that are good conductors of heat also poor insulators?

How is heat transfer by radiation different from conduction and convection?

Why does insulating a home save money?

Lesson 7:

What are the three ways in which thermal energy can be transferred between two objects?

Why are materials that are good conductors of heat also poor insulators?

How is heat transfer by radiation different from conduction and convection?

Why does insulating a home save money?

Lesson 8:

How are the different heating systems alike and different?

What is passive solar heating?

What is active solar heating?

How do internal combustion engines work?

What is a heat mover?

How does a heat mover absorb heat from cold air?

What happens to a coolant when it is compressed?

How do I use resources wisely to complete my project?

Lesson 9:

All content questions above.

Lesson 10:

All content questions above.

Lesson 11:

All content questions above.

Lesson 12:

All content questions above.

Lesson 13:

All content questions above.

Assessment Plan

Assessment Timeline


Before project work begins		Students work on projects and complete tasks		After project work is completed


Informal assessment: Students’ comments to questions. Everyday encounters. Quick surveys. Vocabulary picture quiz. (Please see Assessment Summary for others.)	Formal assessment: KWL. (Please see Assessment Summary for others.)	Review sessions. Student questions. Formative assessments on problems, questions, or other assignments. (Please see Assessment Summary for others.)	Peer pair/shares. Class discussions. Blog evaluations. (Please see Assessment Summary for others.)	Presentations. (Please see Assessment Summary for others.)	Exam. Blog postings. (Please see Assessment Summary for others.)

Assessment Summary

Teacher Observations

Lessons: All: Students are assessed every lesson by oberservations.

Questioning and Answer Sessions

Lessons: All: Done individually and as a whole class.

Questions are allowed whenever a student has a question. This allows all students to be involved in the lesson. The questions usually build upon each other (prompts may be necessary), which allows for more probing questions and higher thinking. All questions are appropriate in my classroom (as long as they are school-appropriate).

Foldables (please see individual lesson plan sections for examples)

Lessons 1, 5: Allows for hands-on manipulations on information. Usually used in vocabulary or other information that may require drill to master.

The foldables allow for manipulation and are more creative than just writing the definition and word on a blank piece of notebook paper.
"We need more ways to teach children that involve them in the learning process as active participants and your activities accomplish this." -Mitchie Neel/Blount County Board of Education from: http://www.dinah.com/participantquotes/participantresponses.htm

Notes (please see individual lesson plan sections for examples)

Lessons 2, 5, 8: Completed as a class.

These notes are in the form of guided-note-taking. This allows the students to search for answers and pay attention to what is being said instead of worrying about taking all the notes given. Freshmen are often overwhelmed by the shear volume of notes that are given in high school, especially in science classes. I have found that this method allows for higher thinking to emerge. Since students are digesting the information instead of focusing on all the words to be written, they are thinking about the topic at hand and formulating questions.

Quizzes

Lessons 2, 3: Graded on a points scale.

Some students (and parents) need to have a concrete and an attainable point system. Some items in my classroom are graded on a points system.

Wikis

Lesson 2

Wikis allow for modifications to others’ work to create better information. It is based on the principle that we are all smarter together, than anyone of us alone. These wikis will be used to introduce words and definitions that students may not be 100% familiar with. The wiki will be assigned as homework: “Wiki your definition of heat.” We would then start the next day’s lesson with “What’s On the Wiki?” and see the group’s collaborative definition of heat.

Worksheets (please see individual lesson plan sections for examples)

Lessons 3, 6: Graded on a point system.

Some students (and parents) need to have a concrete and an attainable point system. Some items in my classroom are graded on a points system.

Video reflections

Lesson 3, 6: Pair/Share written report.

Videos are great visual learning tools. I have many students who learn the best with visual stimulations such as videos. However, I need to have a method of keeping the students accountable during the movie instead of giving them the freedom to do nothing during the video. Students would be required to blog or write their reflections on the video. The students would need to link the information in the video to what we are learning in class.

Movie Quizzes

Lessons 3, 6: Done as a class.

These quizzes are on the end of the DVDs. We go through the questions as a group, and then based on the information given as answers, misconceptions would be clarified.

Lab Reports

Lessons 4, 7: Done in partners and graded on a points system.

Some students (and parents) need to have a concrete and an attainable point system. Some items in my classroom are graded on a points system.
Lab reports are done in partners so students have the ability to collaborate information and ideas.

Brochures (please see individual lesson plan sections for examples)

Newsletters (please see individual lesson plan sections for examples)

Lesson 5: Brochure and Newsletter Swap.

These brochures and newsletters would be created in Publisher and printed to be “swapped” the next day. The students need to know how to create works in Publisher since it is a requirement of the unit project.

Posters (please see individual lesson plan sections for examples)

Lesson 6: Done in partners for peer review.

Posters are a great visual tool that can be used in pairs to enhance interpersonal skills. Usually the information taken for notes in class is transferred to a poster. All the information must be depicted in drawings. NO WORDS ARE ALLOWED.

Hangables (please see individual lesson plan sections for examples)

Lesson 6: Visual displays during review and questioning.

These can be used during the formative assessments to prompt students with pictures and definitions.

Blogs

Lesson 7, 8: Allows viewing of students’ work and thoughts.

Blogs allow for students to post their views and experiences that pertain to the unit. In the true form, the students’ blogs would be linked to other sites that support their opinions and experiences.

Concept Maps (please see individual lesson plan sections for examples)

Lesson 8: Reviewed as a class for assessment.

Concept Maps are great visual tools that can be used to enhance interpersonal skills. Usually the information taken for notes in class is transferred to a concept map. All the information must be depicted in drawings, but words are allowed.

Jeopardy

Lesson 8: Done as a class in 4-5 groups.

Done as a game on the last day of lessons. This allows students to formatively assess what they understand and what they do not understand.

Questions During Presentation Research

Lessons 9, 10: Peer tutoring and mentoring and teacher help.

Formative/Summative: Students research during class to find and evaluate information that may be used in their presentations.

Presentations (please see individual lesson plan sections for examples)

Lessons 11, 12: In pairs and graded by a rubric.

Formative/Summative: Students present their presentations.

Exam (please see individual lesson plan sections for examples)

Lesson 13: Individually and graded on a points system.

Some students (and parents) need to have a concrete and an attainable point system. Some items in my classroom are graded on a points system.

Unit Details

Prerequisite Skills

Keyboarding Skills

Computer log-in

Microsoft Office Skills

Some Formal-Operational Skills

Promethean Board Skills

Internet Safety Skills

Lab Safety Skills

Time-Management Skills

Organizational Skills

Previous Experiences with Heat and Thermal Energy (everyday experiences).

Instructional Procedures

Note: All instructional procedures occur in my classroom. Individual students on IEPs may go to the Resource Room to complete the assignment or exam. They will receive additional time and modifications.

I. Lesson 1

A. Have students brainstorm what is heat and what is temperature.

B. Introduce the Unit by asking various questions about heat and thermal energy.

C. Vocabulary Foldable.

D. Finish day with reminder: Students will use the foldable in tomorrow’s quiz.

II. Lesson 2

A. PhotoStory3 Introduction: Heat

B. Picture Quiz in Partners using the foldable from the previous day.

C. Section 6.1 Notes on Note-Taking-Guide.

D. Assessment: Wiki: Temperature vs. Heat.

III. Lesson 3

A. Introduction: What’s on the Wiki?

B. Movie: Temperature vs. Heat (UnitedStreaming.com).

C. Interactive Promethean site (Quizlet vocabulary).

D. Assessment: 6.1 Specific Heat Worksheet.

E. Ongoing Research: Project Research: Internet Research: How do the concepts in Section 6.1 relate to and affect you life?

IV. Lesson 4

A. Review all concepts from Section 6.1 to introduce the lab.

B. Review Lab safety.

C. Thermal Energy from Food Lab.

D. Assessment: Lab Report.

V. Lesson 5

A. Introductory questions to lead into section 6.2.

B. Section 6.2 Note-Taking-Guide.

C. Foldable.

D. Lava Lamp Demo.

E. Assessment: Create a Brochure and a Newsletter in Publisher about Section 6.2.

VI. Lesson 6

A. Brochure and Newsletter Swap for introduction.

B. Poster/Chart.

C. Movie: Conduction, Convection, and Radiation (UnitedStreaming.com).

D. Assessment: Hangables on Conduction, Convection, and Radiation.

VII. Lesson 7

A. Introduction: Comment on Ice Cream Blog.

B. Introduction: Survey of Favorite Ice Cream www.surveymonkey.com.

C. Introduction: Molecules in Motion site: http://mc2.cchem.berkeley.edu/Java/molecules/

D. Heat Transfer: The Sweeter Side Lab (Ice Cream in a Bag).

E. Assessment: Lab Report.

F. Homework: Blog: How does your family heat their house?

VIII. Lesson 8

A. What’s on the Blog?: How does your family heat their house?

B. Section 6.3 Note-Taking-Guide.

C. Section 6.3 Worksheets.

D. Assessment: Jeopardy.

E. Assessment: Using Heat Inspiration Concept Map.

F. Search for pictures for presentation.

IX. Lesson 9

A. Presentation Research/Creation.

X. Lesson 10

A. Presentation Research/Creation.

XI. Lesson 11

A. Presentations.

B. Must have at least 3:

i. Brochure.

ii. PowerPoint or Promethean.

iii. Interactive site in presentation.

iv. PhotoStory3.

XII. Lesson 12

A. Presentations.

B. Must have at least 3:

i. Brochure.

ii. PowerPoint or Promethean.

iii. Interactive site in presentation.

iv. PhotoStory3.

XIII. Lesson 13

A. PhotoStory3 to end unit. (Pictures of students throughout unit.)

B. Test.

Accommodations for Differentiated Instruction

Resource Student

Students on IEPs will be given their individual accommodations. Accommodations may include extended time on exams and assignments, preferential seating in the class, and shortened assignments. These students also have the option of completing work in the Resource Room with the instruction of the Resource Room teacher. Peer tutoring and pairing will be utilized when necessary.

Non-Native English Speaker

Non-Native English speakers are in sheltered classrooms while they learn necessary skills. Some students may be in the Introductory courses of science, which are taught by a different instructor. Peer tutoring and pairing will be utilized when necessary.

Gifted Student

Students are assigned the project in the beginning of the unit. Gifted students are given ample time to research and extend their knowledge to meet their abilities. The presentation is open-ended and allows for expansion based on students’ skill level.

Materials and Resources Required For Unit

Technology – Hardware

Printed Materials	Lesson 1: Textbook: Pg. 185. Lesson 2: Picture quiz flashcards. 6.1 Note-taking guide. 6.1 in Textbook: pg. 158-163. Lesson 3: 6.1 Specific Heat Worksheet. 6.1 in Textbook: pg. 158-163. Lesson 4: Thermal Energy Food Lab Lesson 5: 6.2 Note-taking guide. 6.2 in Textbook: pg. 164-170. Lesson 6: 6.2 Note-taking guide. 6.2 in Textbook: pg. 164-170. Lesson 7: Heat Transfer: The Sweeter Side Lab. 6.2 in Textbook: pg. 164-170. Lesson 8: 6.3 Note-taking guide. 6.3 Worksheets. 6.3 in Textbook: pg. 172-179. Lesson 9: Textbook for Chapter 6. Lesson 10: Textbook for Chapter 6. Lesson 11: Presentation Rubrics Lesson 12: Presentation Rubrics. Lesson 13: Tests.
Supplies	Note: All students have laptop computers. These computers may be used as needed throughout the lessons but will not be listed as supplies. Lesson 1: Foldable Paper. Markers. Lesson 2: Picture Quiz Items. Computers. Lesson 3: Computers. Promethean board. Lesson 4: Matches. Food Samples. Tin Foil. Paper Clip holders. Ring Stands. Lesson 5: Lava Lamp. Poster Paper and Markers. Lesson 6: Hangables. Poster supplies. Lesson 7: Baggies: Gallon and Quart Size. Cream. Sugar. Vanilla. Ice. Rock Salt. Promethean board. Lesson 8: Jeopardy. Inspiration on Computers. Lesson 9: As needed for students. Lesson 10: As needed for students. Lesson 11: None. Lesson 12: None. Lesson 13: None.
Internet Resources	Note: All students have laptop computers. These computers may be used as needed throughout the lessons but will not be listed as internet resources. Lesson 1: None. Lesson 2: http://wikiaboutscience.wikispaces.com PhotoStory3 Free Download. Lesson 3: http://wikiaboutscience.wikispaces.com Interactive site: http://quizlet.com/ Movie: www.unitedstreaming.com Lesson 4: None. Lesson 5: Picture and information sources. Lesson 6: Movie: www.unitedstreaming.com Lesson 7: http://blogaboutscience.blogspot.com Molecules in motion website: http://mc2.cchem.berkeley.edu/Java/molecules/ Survey Software: www.surveymonkey.com. Lesson 8: http://blogaboutscience.blogspot.com Picture sources. Lesson 9: Picture and information sources. Lesson 10: Picture and information sources. Lesson 11: None. Lesson 12: None. Lesson 13: None.
Other Resources	Note: All students have laptop computers. These computers may be used as needed throughout the lessons but will not be listed. Lesson 1: Unit/Lesson Binder. Lesson 2: Unit/Lesson Binder. Lesson 3: Unit/Lesson Binder. Lesson 4: Unit/Lesson Binder Lesson 5: Unit/Lesson Binder. Lesson 6: Unit/Lesson Binder. Lesson 7: Unit/Lesson Binder. Lesson 8: Unit/Lesson Binder. Lesson 9: Unit/Lesson Binder. Lesson 10: Unit/Lesson Binder. Lesson 11: Unit/Lesson Binder. Lesson 12: Unit/Lesson Binder. Lesson 13: Unit/Lesson Binder.