EDST201 Assessment Task 2

Unit Summary
Group members: Brodie Goricanec, Elsie Stoel, Emily Henderson and Stephanie Downey

The Heat is On
Unit
Topic:

Heat Transfer

Level: Level 3
Standards addressed and a brief sentence describing how they are targeted:
Science Understanding:
Physical sciences - Heat can be produced in many ways and can move from one object to another; a change in the
temperature of an object is related to the gain or loss of heat by the object (VCSSU063)
Science as a Human Endeavour - Science knowledge helps people to understand the effects of their actions (VCSSU056)
Science Inquiry:
Questioning and Predicting - With guidance, identify questions in familiar contexts that can be investigated scientifically
and make predictions based on prior knowledge(VCSIS065)
Planning and Conducting - Safely use appropriate materials, tools, equipment and technologies (VCSIS067)
Recording and Processing - Use a range of methods including tables and column graphs to represent data and to identify
patterns and trends (VCSIS069)
Analysing and Evaluating - Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
Communicating - Represent and communicate observations, ideas and findings to show patterns and relationships using
formal and informal scientific language (VCSIS072)
Integrated Areas of the Curriculum:

Mathematics: Measure, order and compare objects using familiar metric units of length, area, mass and capacity (VCMMG140).

Student-centred uses of ICT:

Students will be using iPads in the classroom to investigate ways solar heating works before
designing their oven. This will give students an understanding of the importance of insulation,
positioning, etc to enhance their design, which will then clarify their depth of understanding.
Unit Description:
Throughout this Heat Transfer unit students explored the concepts of conduction, radiation and convection and developed an
understanding of the differences between these terms. Students used their senses to touch, see and feel heat transfer in action
as they participated in hands on activities: ice race, feeling heat from different sources (hot cup and flame), testing how water
heats in different colour tin cans as well as created a solar oven.
The students used iPads to research and develop their understanding of heat transfer and communicated this learning in the
design and creation of a solar oven in which to heat a marshmallow. A Heat booklet was provided that students worked
through to document their learning throughout the unit, the booklet is attached to this report.

Unit Scope and Sequence

Lesson
Number and
5E Focus

SIS
components

1.
Focus:
Students will
engage in prior
learning and
develop an
understanding of
heat and will
work
collaboratively to
complete the
experiment on
melting ice
utilising problem
solving skills.

1. Encouraging
students to
actively engage
by incorporating
a fun ice activity.
Asking questions
of the students
throughout the
class.

2. Challenging
students to
develop
meaningful

Timing

20 mins

Content & Strategies

Key Questions

What is Heat?
Give students 5 minutes to
think about what they
already know about heat,
record under the K section
of their KWL chart.

What is heat?

Provide students with the

flame template, students
choose one of their written
responses and record this on
their template. These will be
displayed on a classroom
KWL display.

What types of heat? Is

What do you see, hear,

feel?
Where does heat come
from?
there more than one?
How is heat measured?
How do we use heat?

Resources
Zip lock bags
Ice Cubes
Individual student
Unit Booklets (Ice
Race Template)
Individual student
Unit Booklets
(KWL Chart)
A3 Poster Paper

Assessment
Diagnostic
Assessment:
Responses to
questions/ class
discussions
Ideas on the KWL chart
Entries into individual
unit booklets
Formative
Assessment: Ice
Race Experiment
The student will:

Engage
Explore

understandings
through
promoting lateral
thinking in
experimenting
with the quickest
way to melt ice.

30 mins

5. Using
formative
assessment of
children's
answers to rich
questions to
guide future
lessons

Explore

Explain

2. Challenging
students to
develop
meaningful
understandings
with the mini
experiments to
help with the new
terminologies and
concepts
5. Using
formative
assessment of
children's
answers to
workbook
questions to
gauge

What method was used

to melt your ice cube?

Blutac

Carry out an
experiment to see how
quickly they can melt
an ice cube
Make predictions
Record observations
and results
Evaluate their method
and suggest further
improvements

Youtube Video:

Diagnostic
Assessment:
Students responses to
discussion questions
around engagement of
melted chocolate
picture image.

What sources of heat

they used?
What they did and how
successful it was?
What they would
change next time?

Give students 5 minutes to

record some things that they
would like/want to know
about heat, students record
these in their booklets.

15 mins
2.
Focus:
Students develop
deep
understandings
of science
terminology
related to heat
transfer;
convection,
conduction and
radiation.

Ice Race Experiment:

Give each group of students
(2-3 pers group) a ziplock
bag with a couple of ice
cubes.
Students race to use
whatever method they can
find to melt their blocks of
ice, recording their
processes and answering
key questions (next column)
in their unit booklets.

10 mins

40 mins

As a class:
Which method worked the
best? Why do you think this
was the case?
What do we want to know?
Show the students the
melted chocolate picture.
Ask the students the
questions
(See next column)
Focus on heat can move.
Mini experiments:
Students will participate in a
number of experiments
exploring the 3 different
types of heat transfers.
Students are to distinguish
which experiment is which
heat transfer
*Set out Safety
expectations (No touching
flames, No touching boiling

Whats happening in
the picture?
Is there heat in the
picture?
Is heat moving in this
picture?
What makes you think
that heat is moving?
What is the source of
heat in this picture?
What do you see?
What do you feel?

Heat Transfer:
Conduction,
Convection and
Radiation
https://www.youtu
be.com/watch?
v=Atnjo7dD_bA
Melted Chocolate
picture
Ceramic Mugs
Hot water
Metal spoons

Formative
Assessment:
Observations,
Questioning and
anecdotal notes.
Present clear and
concise claims using
evidence
Recording of students
claims and evidence in

understandings of
new concepts to
guide future
lesson

water or stoves).
Conduction: Students feel
a cup and metal spoon
before and after it has been
filled and placed with/in hot
water.
Demonstrates movement of
heat from one object to
another through contact.

8. Using
technology to
support learning

Convection: Students
watch water boiling on a
stove type
Demonstrates taking heat
from one area and placing it
in another.
Radiation: Students will
feel heat coming from a
heat source (open flames
from small candles/heater)
Demonstrates heat moving
in the form of waves
(invisible)
Safety: hold students hand
at a safe distance if needed.

25 mins

Identify scientific
terminology for heat:
Conduction, Radiation,
Convection
Link this terminology and
explanations with mini
experiments
Watch youtube clip to
extend and help students
answer any questions they
may have had.
Students to complete the
proforma in their book
describing what they saw
and what type of heat

How is the heat

transferred?
What scientific term is
this transfer?
What could be another
science experiment like
this to transfer heat?
What did you see?
What do you smell and
hear?
Where is the heat?
How is the water
heating up?
How is the kettle
working?
What is the scientific
term for this heat
transfer?
What did you feel?
Was it hot?
Where else do you feel
warmth from?
What scientific term
was this heat transfer?

How is heat transferred

from one object to
another?
How do we heat things
up?

Portable Hot Plate,

Water and Pot
Heater
Candles
Safety Lighter
Individual Student
Unit Booklets
(Heat transfer pro
forma worksheet)

their booklets

transfer it was
Revisit the melting
chocolate picture- ask
students which type of heat
transfer is occurring?
3.
Focus:
Students
articulate the
best coloured tin
to use to draw in
heat. Students
design and
research a
solution to
cooking/melting
marshmallows.
Elaborate

1.Encouraging
students to
actively engage
in the design of
their
investigation

10 mins

3. Linking science
with students
lives and
interests
4. Students
individual
learning needs
and preferences
are catered for.
8. Using
technology to
support learning

50mins

Coloured Tins:
In small groups, provide
students with 4 tins each
wrapped in different
coloured paper with a small
amount of water in the
bottom of them to explore
the effects colour has on
temperature.
Students will test the
temperature of the water in
each tin using a
thermometer.
Question students on what
they notice, why that might
be and how it affects the
temperature,
*This will assist students
with their student designed
investigations. .

What difference does

the coloured paper
have on temperature of
the water in the tin?
Why?

iPads and/or
laptops

Could this be useful to

heat/melt out
marshmallows?

Tin Cans

Student Designed
Investigation:
Students are to come up
with an idea of a solution
and design to
melting/cooking a
marshmallow based on prior
knowledge gained in the
unit to date and thorough
investigation on their iPads.

Can we use heat from

the sun? How?

Thermometer

Coloured paperRed, Black, White

Sticky tape
Scissors

A3 poster paper

How can we use this to

melt a marshmallow?

What is the heat

source?
How is heat being
transferred?

Coloured Pencils
Textas

Diagnostic
Assessment:
Teacher questioning/
students responses of
knowledge gained from
previous lesson around
conduction,
convection, radiation
Formative
Assessment:
Responses to
questions/class
discussions
Summative
Assessment:
Students labelled
diagram and
explanations given for
choices made

(This task will be left open

for students, however
direction will be provided
if/when necessary)
Each student will need to
investigate which heat
source would most
beneficial to melt the
marshmallows.
After investigating the best
method students are to
draw a labelled diagram of
their design with
explanations to their choices
(Their diagrams must
include specifics such as
colours and materials).
4.
Focus:
Students will
follow their
design and
investigation
plans and safely
create their
marshmallow
cooker.
Elaborate
Evaluate

2. Challenging
students to
develop
meaningful
understandings
3. Science is
linked to students
lives and
interests.
5. Embedding
assessment
within the
learning strategy
through formative
assessment.
6. Linking science

75 mins

Creating:
Students create their
designs from the previous
lesson- all materials will be
provided as stated in their
design plan.
(During this process
teachers will roam/observe
questioning students to
explain their what they're
doing and why - anecdotal
notes will taken for
reference)

Materials
required for
designs:
Boxes
Tape
Scissors
Foil
Cling wrap
Coloured Paper
Pipecleaners
Popsicle sticks
Glue

Diagnostic
Assessment Science journal entries
Formative
Assessment Responses to
questions/ class
discussions

5.
Evaluate
Students test
their
investigations
whilst observing
the process and
collating and
recording data.

to technology by
using an electric
heat lamp as the
sun.
2. Students are
challenged to
develop
meaningful
understandings
3. Science is
linked to
students lives
and interests

10 mins

45 mins

With students explore what

a hypothesis is to enable
them to make a prediction
before testing their ovens
Testing of Designs:
(Depending on weather, if
not sunny can bring in heat
lamps to act as the sun)
Students will test their
designs to see whether or
not they can melt their
marshmallows.

5. Assessment is
embedded within
the science
learning strategy.

As this happens, students

will observe the process,
taking notes in their journal
on any changes.
Temperature tests will be
done before putting the
designs in the sun, during
and once cooked - students
will record this data in a
table to see progression of
the heat.

20 mins

With all of this data students

will then reflect on their
designs, using questioning
and discussions
Students will complete their
KWLH chart (H
component)on what they've
now learnt from/throughout
this heat unit.
Students will then plan a

What is a hypothesis?
Why should

Thermometer
(class set)

What did you do?

Heat lamps
(if required)

Would you change

anything about your
design?
How was the heat
trapped in the design?
How long did it take for
your marshmallows to
melt?
Did it make a difference
to where you had your
design in the classroom
(near window etc)?
Where would you be
able to use one of
these outside of
school?

Individual student
unit booklet
(Procedure and
Reflecting and Redesigning pages,
KWLH chart)
Marshmallow
Students ovens

Formative
Assessment:
Responses to
questions/ class
discussions
Summative
Assessment Rubric on design,
creation and testing of
ovens.
Entries into their KWLH
chart, highlighting new
knowledge gained.

new
investigation/experiment
with their knowledge as part
of their booklet.