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Metro RESA K-5 Science Instructional Unit Plan

Candidate: Topic and Grade Level:


Rebecca Becky Gonzales 3rd Grade-STEM Lesson Heat and Insulation
Resources/Websites: Misconceptions:
Thick insulating material is the only way to control heat loss.
https://app.discoveryeducation.com/learn/videos/70704d42- Roof areas or attics are the only areas for heat loss in a
e4f0-4a3b-91e6-c95226bcfdc1?hasLocalHost=false home.
https://youtu.be/EKidpTn2Hnw?t=48s Keeley probes: Heat Loss Monitor, Insulating materials
SeeSaw App
FLIR Thermal Camera (Can be rented from Home Depot) or Ipad version

Performance Expectation:

Investigate the materials that prevent heat from escaping


Create a home to measure, plan, cut to insulate
Compare different materials that show insulation in a home for heat loss prevention.
Gather information about how heat escapes homes and ways to prevent heat loss.
Develop evidence to support your expectations for the materials you will use in the home.
Develop an argument supported by evidence to make claims about the reasons certain materials work better than others as an insulator.
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

1. Asking Questions: What type of home should you build to Science Reading:
be energy efficient? What are the areas of heat loss in a S3P1. Obtain, evaluate, and communicate Cause and effect: What caused the
information about the ways heat energy is heat to escape and what was the
home?
transferred and measured. effect short and long term on the
2. How much insulation did you apply and why did you apply home and its efficiency with
a. Ask questions to identify sources of
the insulation in certain areas? heat energy. (Clarification statement: insulation?
3. The use of technology in the classroom helped you to Examples could include sunlight, Math:
identify the types of insulation needed and the heat loss friction, and burning.) MGSE3.MD.5 Recognize area as an
infrared camera helped you to redesign your choices. b. Plan and carry out an investigation to attribute of plane figures and
4. The argument will be to explain which material helped to gather data using thermometers to understand concepts of area
prevent heat loss the best. produce tables and charts that measurement.
illustrate the effect of sunlight on MGSE3.MD.7 Relate area to the
various objects. operations of multiplication and
c. Use tools and every day materials to addition.
design and construct a device/structure MGSE3.MD.8 Solve real world and
that will increase/decrease the mathematical problems
warming effects of sunlight on various
materials

General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

Compare insulation materials in various shaped homes, research heat loss prevention (using websites), and construct an argument using a C-E-R framework.

EVALUATE (Culminating Task):

Students used the CER framework to explain the differences in the insulating materials and how each material had a different temperature change to show
heat prevention in certain parts of the home. The heat loss will be evaluated by taking the temperature of the home in different areas by measuring with a
heat loss camera. (Thermometer is embedded in the camera, but separate thermometers could be used.)

Weekly Lesson Plans


Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential
Question: What is an insulator? What types of insulators do builders install What types of insulators do What types of insulators do
What makes a good insulator in in new homes? builders install in new homes? builders install in new homes?
a home? What heat loss will you have with different What heat loss will you have What heat loss will you have
materials? with different materials? with different materials?

ENGAGE Explain your problem for your


(Opening/Hook) STEM lesson: You have just Paper Towels, Cotton Balls, Styrofoam oh Paper Towels, Cotton Balls, Today you will explain CER to the
moved into a beautiful historic my! You will be given materials to explore Styrofoam oh my! You will be class using your best insulator!
How will you
house. You love the house so today. You get to choose one to apply and given materials to explore today. Paper Towels, Cotton Balls,
ENGAGE students test the heat loss in your home. Show video
and/or connect to much, but there is one big You get to choose one to apply Styrofoam oh my, which one
link on real insulators:
prior knowledge? problem, the house is so cold in and test the heat loss in your was the best and give me your
https://youtu.be/EKidpTn2Hnw?t=48s
the winter! You know that the home. evidence and reason and explain
heat is working well, but the old if it matched your CLAIM. Use
walls, windows, and door are Seesaw to explain your results.
allowing heat to escape. You
need to find the best way to
insulate your house to keep the
heat inside!
EXPLORE/EXPLAIN
(Work Period) Students will measure and Students will choose one insulating Students will use a CER Student SeeSaw presentations
How will students follow directions to create a material to test and compare. Students framework to organize their 6 Presentations will be shared as
EXPLORE, EXPLAIN paper house. The roof pitch can will take the house to heat lamp station to information into a SeeSaw the audience will be the other
and/or EXTEND a be completed on their own measure temperature and document heat presentation using a video or part of class. They will rotate to
concept? choice but the home follows a loss. The will use the camera feature to pictures to share their results presenters and audience until all
template (age appropriate for take a picture of the infrared camera to and Evidence. students have presented their
third grade) The pitch will give document the spots on the home that heat CER to the class.
variation to the experiment by loss is occurring. Students can go back and
giving different results. Students add or adjust areas to insulate in home and
will give their CLAIM as to which bring to heat lamp to re-test. If time, they
material they think will give can try another insulating material to test
them the best result. Students to compare. If not, this will be completed
will then research insulation in in the next lesson.
various ways, text book,
paperback book sets, IPads to
various websites.
Closing:
How will you Keeley probe: Discuss what Students will be questioned in a class Students can discuss the CER Rubric will be used to assess
summarize the their research helped them to discussion to determine if the camera gave materials tested today and SeeSaw projects.
lesson? How will understand about insulation and them accurate information to determine express their evidence for what
you EVALUATE? review the homes that were heat loss today. Do NOT discuss the they observed.
created to discuss the roof insulation as this will lessen the curiosity
choices and how this will affect for the future days to explore other
the end result with insulation insulating materials.

Assessment (What is the evidence of learning?)


Formative (On-going) Summative (End)
USI Probes: Daily observation of students creating and researching? CER Final Graphic Organizer
CER Rubric to assess student performance task on See Saw
Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Scafolded supports for final SeeSaw presentations with rubric Computer stations with preselected websites.
Give graphic organizer to help with organizing thoughts for presentation Science text and books on insulation
IPADS using SeeSaw App
Supporting Documents

Claim-Evidence-Reasoning Rubric
4 3 2 1
Advanced Proficient Progressing Beginning
Claim Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
A statement or conclusion relevant, accurate, and Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
that answers the original complete. responds to question) claim. irrelevant claim.
question or problem. Contrasts the claim to an Accurate (Consistent with
evidence and scientific principles)
alternative claim.
Complete (Complete sentence
that stands alone)
Evidence Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
Scientific data that supports sufficient evidence to support the claim that is insufficient evidence to evidence, or only
the claim. The data need to support claim. Appropriate (Scientific data or support claim. May provides inappropriate
be appropriate and Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
sufficient to support the would support alternative valid scientific sources) inappropriate evidence. does not support claim).
claim. claim. Sufficient (Enough evidence to
support the claim)
Reasoning Provides reasoning that Explanation provides Provides reasoning that Does not provide
A justification that connects clearly connects the reasoning that is connects the evidence to reasoning, or only
the evidence to the claim. It evidence to the claim. Clear (Clearly communicated and the claim. May include provides inappropriate
shows why the data counts Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
evidence)
as evidence by using sufficient scientific or justification for why
Connected (Explains why the
appropriate and sufficient principles to explain why evidence is important or why it is the evidence supports the
scientific principles. the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
Explains why the to an important disciplinary idea
and crosscutting concept)
alternative claim is
inaccurate.

Source: Evidenced Based Writing, J. Peacock


Science

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

d. Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect
of sunlight on various objects.

e. Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming
effects of sunlight on various materials

Compare two types of insulation used (Ex: Cotton balls vs. paper towels) Name: _________________

Insulator: Insulator:

Temperature before
being put on heat lamp

Temperature after being


on heat lamp for 2
minutes

Is it a good insulator?
Why?
Name:_________________________

Guide to use for SeeSaw presentation:

Question:

Claim: Evidence:

Reasoning:

Final Thoughts: