pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Hot stuff. In this unit students will investigate how heat energy is produced and the behaviour of heat when it

OneSchoolUnit Plan

Name: Unit 3 - Science Year 3 (V8)Duration: 10 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Science

Unit Plan

Hot stuffIn this unit students will investigate how heat energy is produced and the behaviour of heat when it transfers from one object or area to another. They will explore how heat can be observed by touch and that formal measurements of the amount of heat (temperature) can be taken using a thermometer. Students will identify that heat energy transfers from warmer areas to cooler areas. They will use their experiences to identify questions about heat energy and make predictions about investigations. Students will describe how they can use science investigations to respond to questions. Students will plan and conduct investigations about heat and heat energy transfer and will collect and record observations, using appropriate equipment to record measurements.

They will represent their data in tables and simple column graphs, to identify patterns, explain their results and describe how safety and fairness were considered in their investigations.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html

consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to any substances used.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 31

Unit Plan Plan Name: Unit 3 - Science Year 3 (V8)

Year: 3Learning Areas/Subjects: Science

Duration: 10 Weeks

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Cooling bowls investigation (Yr 03)Students follow the steps in an investigation including making a prediction to answer an identified question. Students collect and record observations, graph their findings, identify patterns in their data and suggest possible reasons for their findings. Students describe how safety and fairness were considered. Students draw a diagram that explains heat transfer and communicate their ideas in a simple report.

Monitoring Science Unscheduled

Keeping liquid hot (Yr 03)Students follow the steps in an investigation including making a prediction, collecting and recording observations, identifying patterns in their data and communicating their findings.

Students describe the fairness of an investigation and discuss the insulating properties of materials


Porridge investigation (Yr 03)Students make a prediction, describe observations of heat energy, use and represent formal measurements, identify patterns in the data, draw a diagram that explains heat transfer and identify why investigations are good for answering questions.


Understanding heat (Yr 03)Students conduct an investigation into the behaviour of heat to explain everyday observations. Students describe how science investigations can be used to respond to questions. Students describe how safety and fairness were considered and use diagrams and other representations to communicate ideas.

Experimental investigation

Science Unscheduled




Duration: 10 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Searching for heat Defining heat Producing heat Changing heat Assessment Controlling heat

Resources Attachments Plan Resource Bank

Assessment Experimental investigation -

Understanding heat (Yr 03) Monitoring - Cooling bowls

investigation (Yr 03) Monitoring - Keeping liquid hot (Yr 03) Monitoring - Porridge investigation

(Yr 03)




Duration: 10 Weeks

Australian Curriculum

Science - Year 3

Year 3 Achievement StandardBy the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE051)

Planning and conducting Consider the elements of fair tests and use

formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)

Communicating Represent and communicate observations,

ideas and findings using formal and informal representations (ACSIS060)

Evaluating Reflect on investigations, including whether a

test was fair or not (ACSIS058)

Processing and analysing data and information Compare results with predictions, suggesting

possible reasons for findings (ACSIS215) Use a range of methods including tables and

simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Physical sciences

Heat can be produced in many ways and can move from one object to another (ACSSU049)




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Light and sound are produced by a range of sources and can be sensed (ACSSU020) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Interpreting statistical information Using measurement

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Sustainability




Duration: 10 Weeks

Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Understanding heatAssessment description: Students conduct an investigation into the behaviour of heat to explain everyday observations. They describe how science investigations can be used to respond to questions. Students describe how safety and fairness were considered and use diagrams and other representations to communicate ideas.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, e.g.Monitoring activityActivity name: Porridge investigation (Lesson 5)Activity description: Students make a prediction, describe observations of heat energy, use and represent formal measurements, identify patterns in the data, draw a diagram that explains heat transfer and identify why investigations are good for answering questions.Monitoring activityActivity name: Keeping liquid hot (Lesson 10)Activity description: Students follow the steps in an investigation including making a prediction, collecting and recording observations, identifying patterns in their data and communicating their findings. Students describe the fairness of an investigation and discuss the insulating properties of materials.Monitoring activityActivity name: Cooling bowls investigation (Lesson 12)Activity description: Students follow the steps in an investigation including making a prediction to answer an identified question. Students collect and record observations, graph their findings, identify patterns in their data and suggest possible reasons for their findings. They describe how safety and fairness were considered. They draw a diagram that explains heat transfer and communicate their ideas in a simple report.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:

thinking that only some objects are affected by heat. Explain that many objects are affected by heat but that we choose not to apply heat to them because science has shown us they will be affected.

thinking that objects themselves produce heat. Explain that objects do not produce the heat but that heat is a form of energy that moves from one object to another. not considering safety when observing heat. Explain the need for personal and group safety when investigating heat. thinking that objects can only be warmed by the sun if they are in direct sunlight. Emphasise that heat is in the air and that objects, such as rocks, can be hot even if they are not in




Duration: 10 Weeks

direct sunlight. overlooking subtle differences when describing observations. Explain that close observation requires attending to even the smallest changes or differences. thinking that temperature and heat are the same thing. Explain that temperature is the word we use for the measurement of how hot something is. Heat is an energy that is transferred

and causes the temperature to change. thinking that the heat disappears or is 'lost'. Explain to students that heat transfers or moves from warmer objects/areas to cooler objects/areas. thinking that electricity is a type of heat. Explain that electricity is a different type of energy. It can be used to power objects that can produce heat. showing a lack of caution with regard to heat. Explain the need for care at all times and identify specific behaviours, such as avoiding touching hot objects. not understanding that heat energy is transferred from warmer to cooler. Draw a diagram to identify how the heat energy is produced and that it transfers. thinking that not all steps involved in an investigation are purposeful. Explain to students that scientists follow specific processes when conducting an investigation, in order to identify

knowledge that can be used. thinking that cold moves into an object/material. Explain to students that the heat energy moves out of the object/material until the object/material feels the same as the surrounding air. thinking that insulators are a heat source. Explain to students that insulators reduce the rate of heat transfer. thinking that only one action can be taken to melt the ice cube. Explain to students that different actions can be used to achieve the same effect. Discuss different actions students could try. drawing conclusions that are not related to data. State clearly the steps for analysing data: read the data and work out what it means, review the question, and relate the data and the

question. thinking that colour affects all types of heat transfer. Explain that colour affects heat absorption when there is no direct contact between objects. When there is direct contact, colour

will not affect the transfer. thinking that objects at 0 °Celsius have no heat. Explain to students that even at 0 °Celsius objects still have heat. Note: 0 Kelvin is absolute zero - the theoretical temperature at

which objects have no heat energy and particles cease movement. 0 Kelvin is equivalent to -273.15 °C. thinking that heat cannot be transferred in extreme heat or lack of heat situations. Explain that heat can still move from one object to another, even in extreme situations. thinking that sunburn is caused by the sun's heat energy. Explain that sunburn is caused by the sun's light energy but that the sun's heat can make people sick with heat exhaustion or

heat stroke (hyperthermia). thinking that daily actions involving heat do not have an effect on Earth. Explain that choices can be made about using heat to create less impact on Earth.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Searching for heat Lesson 1: Experiencing heat

4 Lessons Defining heat Lesson 2: Observing heat Lesson 3: Exploring heat Lesson 4: Measuring heat Lesson 5: Measuring changes in temperature

3 Lessons Producing heat Lesson 6: Exploring ways of making heat Lesson 7: Heating water Lesson 8: Heating up

5 Lessons Changing heat Lesson 9: Moving heat Lesson 10: Keeping liquid hot Lesson 11: Making it hot Lesson 12: Heat-transfer investigation Lesson 13: Review, reinforce and extend learning

3 Lessons Assessment Lessons 14-16: Assessing student learning

4 Lessons Controlling heat Lesson 17: Absorbing heat Lesson 18: Drink bottle cooler Lesson 19: Keeping our bodies in balance Lesson 20: Applying sustainable practices

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Searching for heat Topic Duration 1 Lesson

Overview Throughout this lesson series, students will explore familiar ways we experience heat.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Experiencing heat

Lesson objectivesStudents will:

Understand that heat is a familiar feature of our environment.Evidence of learningCan the student:

Identify familiar ways of producing heat? Identify familiar effects of heat?

Example learning sequence Discuss heat as required by the body Explore feeling heat in daily lives Identify that the body produces heat Record personal ideas about heat Understand the unit intent

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years 3-6 Sheet - Snowman cartoon Video - Heat for making bread Supporting learning resource - Heat for making bread Supporting learning resource - How heat is produced and used Supporting learning resource - C2C: Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Supporting learning resource - Understanding heat energy: Teacher note https://learningplace.eq.edu.au/cx/resources/items/c34f6d28-9188-45e2-b4f3-bf53802b72ed/0/Sci_Y03_U3_SLR_UnderHeatEnergy.docx

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence

Topic Defining heat Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand that heat is a form of energy and can be observed, using touch and sight. They will investigate that temperature is the measure of how hot something is and will understand that heat transfers from warm objects to the cooler areas around it.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 2

Observing heat


Understand that the effects of heat energy can be observed using senses.

Understand that heat is a form of energy that can transfer to objects and affects them in different ways.

Evidence of learningCan the student:

Make safe observations of the effects of heat energy? Describe some of the effects of heat energy?

Example learning sequence Consider making observations of heat Identify ways of keeping safe with heat Participate in a field walk Produce heat Describe heat

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Understanding heat energy: Teacher note


Lesson 3

Exploring heat


Observe and reflect on a modelled investigation of heat energy. Understand that heat energy moves.


Describe observations of heat energy?Example learning sequence

Review understanding of heat Explore heat energy Communicate observations of heat

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Modelled investigation to observe heat energy Supporting learning resource - Understanding heat energy: Teacher note Supporting learning resource - Science inquiry skills poster Years 3-6 Slideshow - Fair tests: Year 3-Year 6


Lesson 4 Lesson objectives Resources




Duration: 10 Weeks

Teaching Sequence

Topic Defining heat Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand that heat is a form of energy and can be observed, using touch and sight. They will investigate that temperature is the measure of how hot something is and will understand that heat transfers from warm objects to the cooler areas around it.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Measuring heat

Students will: Understand that temperature is the measurement of how hot

something is. Understand the procedures for using a thermometer safely and

reading it accurately.Evidence of learningCan the student:

Identify what a thermometer measures? Safely measure temperature with a thermometer?

Example learning sequence Consider ways to measure heat Measure heat informally Confirm correct use of thermometers Use thermometers and record temperatures Consider the everyday use of temperatures

Supporting learning resource - Materials and equipment list Supporting learning resource - Hot and cold hands activity Slideshow - Thermometers Video - How to measure temperature using a thermometer Sheet - Measuring temperature activity Supporting learning resource - Measuring temperature activity


Lesson 5

Measuring changes in temperature


Understand that heat transfers from warm objects to the cooler areas around it.


Identify that heat transfers from warm objects to the cooler areas around it?

Example learning sequence Confirm the heat of a substance Observe heat transfer from hot food Review science knowledge

Resources Supporting learning resource - Materials and equipment list Video - Goldilocks and the porridge Supporting learning resource - Porridge investigation: Teacher note Sheet - Porridge investigation Supporting learning resource - Porridge investigation (Answers)





Duration: 10 Weeks

Teaching Sequence

Topic Producing heat Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore ways in which heat energy can be produced and will understand that there are different ways of producing heat for the same task. They will investigate that the length of time taken for heat energy to transfer can vary, depending on the amount of a substance.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Exploring ways of making heat


Understand that heat energy can be produced in many ways.Evidence of learningCan the student:

Identify different ways to produce heat energy?Example learning sequence

Explore producing heat by rubbing Review other ways of producing heat Think about safety and heat

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - Materials and equipment list Supporting learning resource - Producing heat by rubbing Slideshow - Producing heat Slideshow - Safety with heat


Lesson 7

Heating water


Understand different ways of producing heat for the same task.Evidence of learningCan the student:

Identify ways of heating water?Example learning sequence

Review ways of producing heat Investigate different ways of producing heat Understand that investigations help to answer questions in our

lives Identify how science knowledge helps us

Resources Supporting learning resource - Materials and equipment list Sheet - How do we heat water? Sheet - Investigating ways of heating water Sheet - How can hot water be dangerous? Video - Heating water: an investigation Video - Popcorn popping

Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource contains images of persons who may now be deceased.

Video - Merrepen (2005): Clip 3 The dyeing begins (CAAMA Productions) http://aso.gov.au/titles/documentaries/merrepen/clip3/ Courtesy of CAAMA Productions & Ronin Films

Supporting learning resource - Baler shell for boiling water


Lesson 8 Lesson objectivesStudents will:

Resources Supporting learning resource - Materials and equipment list




Duration: 10 Weeks

Teaching Sequence

Topic Producing heat Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore ways in which heat energy can be produced and will understand that there are different ways of producing heat for the same task. They will investigate that the length of time taken for heat energy to transfer can vary, depending on the amount of a substance.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Heating up Understand that the transfer of heat energy is affected by the size

of the area it is transferring to, as well as the materials involved.Evidence of learningCan the student:

Explain why a large volume of sand takes longer to heat up than a small volume of sand?

Example learning sequence Observe heat Investigate heating things Identify Australia's First Peoples' science knowledge

Supporting learning resource - Coin guessing game Supporting learning resource - Heating things up: Teacher note Supporting learning resource - Science inquiry skills poster Years 3-6 Slideshow - Knowledge of heat by Aboriginal peoples and Torres Strait Islander

peoplesHelpful information

digital thermometers are useful for some heat experiments





Duration: 10 Weeks

Teaching Sequence

Topic Changing heat Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.By conducting different investigations, students will understand that heat energy moves from objects of greater heat to objects and areas of lesser heat and that the transfer of heat can be slowed through insulation. They will explore how the effectiveness of the transfer of heat can also be improved. Students will investigate how the amount of a substance affects how long it takes to lose the heat. They will review understandings covered in the unit about heat.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 9

Moving heat


Understand that heat moves from objects of greater heat to objects of lesser heat and sometimes we try to slow this.


Describe how heat energy transfers?Example learning sequence

Revisit heat Observe heat moving Limit the movement of heat Identify the use of science knowledge

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Moving heat activity: Teacher note Video - Heat and insulation Supporting learning resource - Diagrams showing examples of heat movement


Lesson 10

Keeping liquid hot


Understand that the transfer of heat can be slowed.Evidence of learningCan the student:

Identify a way of decreasing heat transfer?Example learning sequence

Review movement of heat Compare cups Keep a liquid or drink warm Review insulation as minimising heat transfer

Resources Supporting learning resource - Materials and equipment list Sheet - Keeping liquid hot: Investigation report Supporting learning resource - Keeping liquid hot: Investigation report (Answers) Supporting learning resource - Thermal cup diagram Website - Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-

1d2a-d66f-2c58-13fb5953ec2f/0/index.html


Lesson 11

Making it hot


Understand that the effectiveness of the transfer of heat energy

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - How to conduct ice-cube battles: Teacher note




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcescan be improved.


Evaluate the effectiveness of the transfer of heat energy?Example learning sequence

Review ways of transferring heat Participate in ice-cube battles Review an investigation into transferring heat Reflect on working scientifically

Video - Ice block battles


Lesson 12

Heat-transfer investigation


Understand that the amount of a substance affects how long it takes to lose heat.


Identify that a larger amount of a substance takes longer to lose heat than a smaller amount of the same substance?

Example learning sequence Review knowledge about heat Investigate heat moving out of different quantities of a hot substance Use science knowledge about heat

Resources Supporting learning resource - Materials and equipment list Sheet - Cooling bowls investigation Supporting learning resource - Cooling bowls investigation: Teacher note Supporting learning resource - Cooling bowls investigation (Answers) Sheet - Letter to Goldilocks


Lesson 13

Review, reinforce and extend learning

Review, reinforce and extend learning Helpful informationThis is the last lesson prior to the assessment task. Learning experiences suited to student needs can be selected or adapted from the following resources or from those used in previous lessons.

Video - Testing insulators: Ice cube in a box https://learningplace.eq.edu.au/cx/resources/items/1d62fbcf-e983-2509-93f4-




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcese15059e22af8/0/Sci_Y03_U3_Dig_Testing_insulators_icecube_in_a_box.mp4 (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zice/testing-insulators-ice-cube-in-a-box/

Video - Cooking cookies with solar power https://learningplace.eq.edu.au/cx/resources/items/ff2e3014-cb9d-a696-c3f0-d12d04831972/0/Sci_Y03_U3_Dig_Solar_Cooker.mp4 (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsolar/cooking-cookies-with-solar-power/

Supporting learning resource - Concept map for heat transfer https://learningplace.eq.edu.au/cx/resources/items/e83356e3-ee17-49b4-8d93-df558f8381d8/0/Sci_Y03_U3_SLR_ConceptMapHeatTransfer.docx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview Throughout this lesson series, students will conduct the assessment task for the unit.


Lessons 14-16

Assessing student learning

Assessment purposeTo conduct an investigation into the behaviour of heat to explain everyday observations. To describe how science investigations can be used to respond to questions. To describe how safety and fairness were considered and use diagrams and other representations to communicate ideas.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Supporting learning resource - Materials and equipment list Assessment task - Understanding heat Assessment task - Understanding heat: Student resource (Stimulus letter from Vera

Bloom) Assessment task - Understanding heat: Teaching notes Assessment task - Understanding heat: Model response





Duration: 10 Weeks

Teaching Sequence

Topic Controlling heat Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand ways heat can be transferred. They will understand how using knowledge about the behaviour of heat can affect actions and how science knowledge about heat can be used in our daily lives.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 17

Absorbing heat


Understand that some colours absorb more heat energy than others.


Describe colours that absorb heat?Example learning sequence

Investigate absorbing heat Reflect on working scientifically Use science knowledge

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Absorbing heat


Lesson 18

Drink bottle cooler


Understand that evaporation causes a transfer of heat resulting in a reduction in temperature.


Describe the use of evaporation to reduce temperature?Example learning sequence

Review ways of describing heat Investigate cooling by evaporation Use science knowledge of cooling by evaporation

Resources Supporting learning resource - Materials and equipment list Sheet - Drink bottle cooler investigation Supporting learning resource - Drink bottle cooler investigation: Teacher note Sheet - Evaporative canvas bag

Helpful information Website - Canvas water bag, c1960s (Queensland Historical Atlas)

http://www.qhatlas.com.au/resource/canvas-water-bag-c1960s


Lesson 19

Keeping our bodies in balance


Understand how using knowledge about the behaviour of heat can affect actions.

Evidence of learning

Resources Slideshow - What do you know about heat? Video - Firefighters at work: How they manage heat Slideshow - Dressing for cold weather Supporting learning resource - Heat and our body




Duration: 10 Weeks

Teaching Sequence

Topic Controlling heat Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand ways heat can be transferred. They will understand how using knowledge about the behaviour of heat can affect actions and how science knowledge about heat can be used in our daily lives.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Can the student: Describe actions which use knowledge of the behaviour of heat?

Example learning sequence Review knowledge of heat Use science knowledge about heat in cold situations Use science knowledge about heat in hot situations Identify how knowledge of heat helps us

Sheet - Heat and your actions


Lesson 20

Applying sustainable practices


Understand how science knowledge about heat can be used in our daily lives.


Identify how knowledge about heat can be useful in daily life?Example learning sequence

Connect actions and wellbeing Use sustainable practices in everyday life Use science knowledge about heat

Resources Supporting learning resource - Perspectives on using heat sustainably





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Searching for heat Lesson plan - Sci_Y03_U3_LP01.docx

Sequence - Defining heat Lesson plan - Sci_Y03_U3_LP02.docx

Lesson plan - Sci_Y03_U3_LP03.docx



Sequence - Producing heat Lesson plan - Sci_Y03_U3_LP06.docx



Sequence - Changing heat Lesson plan - Sci_Y03_U3_LP09.docx





Sequence - Assessment Lesson plan - Sci_Y03_U3_LP14_16.docx

Sequence - Controlling heat Lesson plan - Sci_Y03_U3_LP17.docx


Lesson plan - Sci_Y03_U3_LP19.docx Lesson plan - Sci_Y03_U3_LP20.docx




Duration: 10 Weeks


Sequence digital thermometers are useful for some heat experiments

Sheet - Cooling bowls investigation

Sheet - Drink bottle cooler investigation

Sheet - Evaporative canvas bag

Sheet - Heat and your actions

Sheet - How can hot water be dangerous?

Sheet - How do we heat water?

Sheet - Investigating ways of heating water

Sheet - Keeping liquid hot: Investigation report

Sheet - Letter to Goldilocks

Sheet - Measuring temperature activity

Sheet - Porridge investigation

Sheet - Snowman cartoon

Slideshow - Dressing for cold weather

Slideshow - Fair tests: Year 3-Year 6

Slideshow - Knowledge of heat by Aboriginal peoples and Torres Strait Islander peoples Slideshow - Producing heat




Duration: 10 Weeks


Slideshow - Safety with heat

Slideshow - Thermometers

Slideshow - What do you know about heat?

Supporting learning resource - Absorbing heat

Supporting learning resource - Baler shell for boiling water

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Coin guessing game Supporting learning resource - Concept map for heat transfer https://learningplace.eq.edu.au/cx/resources/items/e83356e3-ee17-49b4-8d93-df558f8381d8/0/Sci_Y03_U3_SLR_ConceptMapHeatTransfer.docx

Supporting learning resource - Cooling bowls investigation (Answers)

Supporting learning resource - Cooling bowls investigation: Teacher note

Supporting learning resource - Diagrams showing examples of heat movement

Supporting learning resource - Drink bottle cooler investigation: Teacher note

Supporting learning resource - Heat and our body

Supporting learning resource - Heat for making bread

Supporting learning resource - Heating things up: Teacher note

Supporting learning resource - Hot and cold hands activity Supporting learning resource - How heat is produced and used




Duration: 10 Weeks


Supporting learning resource - How to conduct ice-cube battles: Teacher note

Supporting learning resource - Keeping liquid hot: Investigation report (Answers)

Supporting learning resource - Materials and equipment list

Supporting learning resource - Measuring temperature activity

Supporting learning resource - Modelled investigation to observe heat energy

Supporting learning resource - Moving heat activity: Teacher note

Supporting learning resource - Perspectives on using heat sustainably

Supporting learning resource - Porridge investigation (Answers)

Supporting learning resource - Porridge investigation: Teacher note

Supporting learning resource - Producing heat by rubbing

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Thermal cup diagram

Supporting learning resource - Understanding heat energy: Teacher note Video - Cooking cookies with solar power https://learningplace.eq.edu.au/cx/resources/items/ff2e3014-cb9d-a696-c3f0-d12d04831972/0/Sci_Y03_U3_Dig_Solar_Cooker.mp4 (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsolar/cooking-cookies-with-solar-power/

Video - Firefighters at work: How they manage heat Video - Goldilocks and the porridge




Duration: 10 Weeks


Video - Heat and insulation

Video - Heat for making bread

Video - Heating water: an investigation

Video - How to measure temperature using a thermometer

Video - Ice block battles Video - Merrepen (2005): Clip 3 The dyeing begins (CAAMA Productions) http://aso.gov.au/titles/documentaries/merrepen/clip3/ Courtesy of CAAMA Productions & Ronin Films

Video - Popcorn popping Video - Testing insulators: Ice cube in a box https://learningplace.eq.edu.au/cx/resources/items/1d62fbcf-e983-2509-93f4-e15059e22af8/0/Sci_Y03_U3_Dig_Testing_insulators_icecube_in_a_box.mp4 (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zice/testing-insulators-ice-cube-in-a-box/

Website - Canvas water bag, c1960s (Queensland Historical Atlas) http://www.qhatlas.com.au/resource/canvas-water-bag-c1960s

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Assessment Planner - Cooling bowls investigation

Assessment task - Sci_Y03_U3_AT_MR_UnderstandHeat.docx

Assessment task - Sci_Y03_U3_AT_SH_UnderstandHeat.docx

Assessment task - Sci_Y03_U3_AT_TN_UnderstandHeat.docx

Assessment task - Sci_Y03_U3_AT_UnderstandHeat.docx

Assessment Assessment task - Understanding heat

Assessment task - Understanding heat: Model response




Duration: 10 Weeks


Assessment task - Understanding heat: Student resource (Stimulus letter from Vera Bloom)

Assessment task - Understanding heat: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Understanding heat (Yr 03)Type Experimental investigation

Date

Description Students conduct an investigation into the behaviour of heat to explain everyday observations. Students describe how science investigations can be used to respond to questions. Students describe how safety and fairness were considered and use diagrams and other representations to communicate ideas.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Use understanding of the behaviour of heat to suggest explanations for everyday observations.

Describe how they can use science investigations to respond to questions.

Use experiences to identify questions and make predictions.Follow procedures to record observations.Suggest possible reasons for findings, based on patterns in data. Describe how safety and fairness were considered.Communicate their ideas.

A ◄ Justifies heat transfer based on materials in unfamiliar situations. ◄ Explains why investigations are a good way of

responding to questions using scientific evidence. ◄

Justifies a prediction using accurate science understanding. Systematically records accurate observations.Uses data to explain a pattern. Describes how and why fairness was considered and managed.Communicates using accurate scientific language and representations.

B ◄ Justifies heat transfer based on materials in familiar situations. ◄ Explains why investigations are a good way of

responding to questions. ◄

Uses science knowledge to make a prediction. Systematically records accurate observations.Describes a pattern in the data.Communicates using scientific language and representations.

C ◄ Uses understanding of the behaviour of heat to explain observations.

◄ Describes how investigations can be used to respond to a question.

◄ Identifies an accurate science question and makes a prediction about the investigation. Follows procedures to record observations.Suggests reasons for findings based on patterns in data.Describes how safety and fairness were




Duration: 10 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Understanding heat (Yr 03)Type Experimental investigation

Date

Description Students conduct an investigation into the behaviour of heat to explain everyday observations. Students describe how science investigations can be used to respond to questions. Students describe how safety and fairness were considered and use diagrams and other representations to communicate ideas.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

considered.Uses diagrams and other representations to communicate their ideas.

D ◄ Identifies that heat transfers. ◄ Identifies that science uses investigations. ◄Makes a prediction. Records observations.Identifies fairness considerations.Uses drawings and everyday language.

E ◄ Identifies a source of heat. ◄ Makes directed statements about investigations. ◄

Identifies a question. Makes observations with guidance.States whether the investigation was fair or not. Follows instructions safely.Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Hot stuff. In this unit students will investigate how heat energy is produced and the behaviour of heat when it