Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.
| Course Number1111 |
Course Title222 |
| 2002070: | M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 2002080: | M/J Comprehensive Science 2, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 2003010: | M/J Physical Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 2003020: | M/J Physical Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7820016: | Access M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2002085: | M/J Comprehensive Science 2 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 2003030: | M/J STEM Physical Science (Specifically in versions: 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 2001100: | M/J Coastal Science 1 (Specifically in versions: 2022 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| STEM-Designing an Organ Transport Container | This is a STEM-Engineering Design Challenge lesson. Students will go through the process of creating an organ transport container using their knowledge of human body systems, heat flow, and volume. |
| Investigating How Heat Flows | Students will conduct an investigation in which they will infer the flow of heat between two containers of hot and cold water. |
| Who will have the hottest lunch? | The scientific method has not only helped scientists but also helped engineers create a design process to solve problems. Within this lesson students will be introduced to the idea that there is not a single design process that is better or more useful that another. Although the process goes by many names, the essential elements are the same, and using a design process to solve problems helps us achieve an optimal solution. A design process should encourage the students to consider as many of the possible solutions. Students will evaluate design processes and will use them to guide their actions. |
| Heat Transfer | This lesson incorporates a power point and student activity sheets to teach heat flow. It is a 45 minute lesson. |
| How is Energy Transferred? | This lesson will differentiate the three forms of energy transfer. Students will learn about radiation, convection and conduction. Students will learn about different examples for each type of energy transfer. Students will create a foldable in their process of learning the information. Students will be assessed in small groups. |
| This Jar is TOO Difficult to Open!! | In this lesson, students will review the basic ideas of heat, the direction it flows, and the results of this flow on the kinetic energy and expansion of the particles. Students will investigate this concept in a 5E lesson format using claim, evidence, reasoning in their conclusion. They will determine how different temperature water baths effects the ease/difficulty of opening jars with tight fitting lids and link these results to the knowledge that heat flows from warmer to cooler materials. Applying the knowledge that increasing the amount of heat of the matter will increase the kinetic energy of it's particles, will result in expansion of that matter. Because each type of matter has a different coefficient of expansion, the amount of expansion will vary in different materials. Students will realize that a jar with a tight fitting lid may loosen if hot water is applied. |
| Frozen Treats Storage Dilemma | In this MEA, students must work as a team to design a procedure to select the best storage cooler for their frozen treats. The main focus of the MEA is to apply scientific knowledge and describe that heat flows in predictable ways. Students will analyze data in order to arrive at a scientifically sound solution to the problem.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Too Hot to Handle | This activity brings heat to life. It is based on transferring of heat through conduction, convection, radiation. It is a 4-day lesson with a PowerPoint, 2 labs, and a computer activity. Students have real word experiences with these and are now able to relate them to their daily lives. |
| Thermal Energy Flow | In this Model-Eliciting Activity (MEA), students are provided with the opportunity to explore the basis of heat transfer. The formative assessment exposes students to a quick heat transfer demonstration. The reading passages and data sets further engage students in real life application of heat transfer and energy efficiency
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Saving the Veggies! | In this Model-Eliciting Activity (MEA), students will have to determine which type of panel to choose for a fictitious greenhouse - glass or plastic and how much light, heat and moisture is best to let in - determined by whether the material is opaque, translucent or transparent. Students exploring how light travels, how heat moves and how it all affects temperature will find this activity fun and exciting. This is a fun challenge but applicable also to the environmental demands we are currently facing.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Socks and Temperature - A Heat Transfer Activity | In this lesson, students will predict if the temperature will rise inside of an empty sock compared to the air outside the sock then they will test their hypothesis. This lesson addresses heat transfer and variables. |
| Let's Heat Things Up! | How do things heat up? Help students relate thermal energy to their daily lives. This is a two-day entertaining lesson explaining thermal energy the transfer of energy between the phases of matter. It includes 2 activities for the students along with two-teacher demonstrations. Also included is a power point, and small quiz. |
| The Direction of Heat Flow | Students will describe how heat flows from warmer objects to cooler ones until they reach the same temperature.
Content statement:
Heat flows from warmer objects to cooler objects until they are the same temperature. |
