Subject Area Science

ED 3604 – Evaluation of Student Learning Grade Level 7

Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

HEAT AND TEMPERATURE

UNIT PLAN

Amanda Gallimore
Science 7: March 2018

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

RATIONAL:

This unit is important for student’s development and understanding of the world. Heat and temperature
are a part of their everyday lives as it is important for students to understand temperature, so they will
be prepared for weather conditions. Therefore, they need to learn that there are both Celsius and
Fahrenheit scales. This knowledge is necessary when traveling to the United States, so students will be
able to associate it to the temperature in Celsius.

Expansion and Contraction are significant as they are used associated with engineering, especially in
Southern Alberta where the seasons change drastically. This forces us to account for the expansion and
contraction and their effects on roads, bridges, houses and more.

This unit also emphasizes the importance of energy efficiency and introduces some ways to create a
more resourceful society and lifestyle. For the final project of this unit, students will be researching ways
to make homes more efficient. This will not only be influential to the students but also on their families.
By educating students on these topics, they may intern be able to educate their families on efficient
practices. An example of this could be, if their water heater goes out they may talk to their families
about how they should put in a tankless water heater to save energy or put small water heaters under
each sink to reduce the energy loss.

KEY QUESTIONS:

- How do you use energy everyday?

- What happens to material when it is heated or cooled?
- How can we reduce the amount of energy we use?
- What is energy?
- How do things change state?
- How do you transfer energy?

ACTIVITIES:

Expansion and contraction: Balloon expansion experiment. (Take a balloon and stretch the opening over the top
of the empty plastic bottle. Place the bottle in a container of hot water. Placing a rock in the bottom of the bottle
will weigh it down. Wait for the bottle to heat up, as it does the air inside the bottle heats and the balloon begins
to expand. Then place in in cold water and watch the balloon deflate. Have students do a mini lab report
(hypothesis, methods and materials, procedure, results, discussion)

Changes in State: Have students work individually (or groups of 2 that are assigned) and go around to each station
and match the property with the correct type of change in state.

Final project: Energy Efficient House Project

Students will build an energy efficient home that uses the least amount of energy while balancing human needs
for shelter and the needs of the larger environment. This will include students choose a heating system, windows,
EDUC 3604 – Unit Assessment Plan Template
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

insulation and how you will provide your house with hot water. Students will then design their model energy
efficient home and include where they are going to put the heating system, windows, hot water tank, rooms, 5-10
other energy saving things that you would use in your house and the layout of their house. As well as which way
they will have their house facing (North, South, East or West).

ASSESSMENT PLAN:

Stage 1 – Desired Results

Established Goals – GLO(s):
2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations,
experimental evidence and models.
 compare heat transmission in different materials (e.g., compare conduction of heat in different solids;
compare the absorption of radiant heat by different surfaces)
 explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases
 describe the effect of heat on the motion of particles; and explain changes of state, using the particle
model of matter
 distinguish between heat and temperature; and explain temperature, using the concept of kinetic
energy and the particle model of matter
 investigate and describe the effects of heating and cooling on the volume of different materials, and
identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to
accommodate thermal expansion)
3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices
 describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of
fuels, living things, geothermal sources and composting)
 describe examples of passive and active solar heating, and explain the principles that underlie them
(e.g., design of homes to maximize use of winter sunshine)
 compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g.,
design and build a device that minimizes energy transfer, such as an insulated container for hot
drinks; evaluate different window coatings for use in a model home)
 explain the operation of technological devices and systems that respond to temperature change
(e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems)
 describe and interpret the function of household devices and systems for generating, transferring,
controlling or removing thermal energy (e.g., describe in general terms the operation of heaters,
furnaces, refrigerators and air conditioning devices)
 investigate and describe practical problems in controlling and using thermal energy (e.g., heat
losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire)
4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of
advantages and disadvantages for sustainability
 identify and evaluate different sources of heat and the environmental impacts of their use (e.g.,
identify advantages and disadvantages of fossil fuel use; compare the use of renewable and
nonrenewable sources in different applications)
 compare the energy consumption of alternative technologies for heat production and use, and
identify related questions and issues (e.g., compare the energy required in alternative cooking
technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify
issues regarding safety of fuels, hot surfaces and combustion products)
EDUC 3604 – Unit Assessment Plan Template

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
 identify positive and negative consequences of energy use, and describe examples of energy
conservation in their home or community
Understandings:
Students will understand that…
 Students will understand the relationship
between thermal energy and temperature
change.
 Students will understand how energy is
transferred
 Students will understand the different
states of matter and whether energy is
absorbed or released at each.
 Students will make their own house using
ways that will reduce the amount of energy
that they use.
Prior understandings…
Grade 5: Topic C: Classroom Chemistry
5–7 Describe the properties and interactions of
various household liquids and solids and interpret
their interactions.
Where does this lead?
Grade 9: Unit B: Matter and Chemical Change
1.Investigate materials, and describe them in terms
of their physical and chemical properties
Stage 2 – Assessment Evidence
EDUC 3604 – Unit Assessment Plan Template
Subject Area Science
Grade Level 7
Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days
Essential Questions:
- What happens to material when it is heated or
cooled?
- How can we reduce the amount of energy we use?
- What is energy?
- How do things change state?
- How do you transfer energy?
Students will be able to…
Attitudes:
Safety: Show concern for safety in planning, carrying out and
reviewing activities (e.g., demonstrate concern for self and
others in planning and carrying out experimental activities
involving the heating of materials; select safe methods for
collecting evidence and solving problems)
Stewardship: Demonstrate sensitivity and responsibility in
pursuing a balance between the needs of humans and a
sustainable environment (e.g., recognize the distinction
between renewable and nonrenewable resources and the
implications this has for responsible action; objectively
identify potential conflicts between responding to human
wants and needs and protecting the environment)
Collaboration: Work collaboratively in carrying out
investigations and in generating and evaluating ideas (e.g.,
choose a variety of strategies, such as active listening,
paraphrasing and questioning, in order to understand other
points of view; seek consensus before making decisions)
Communication and Teamwork:
Work collaboratively on problems; and use appropriate
language and formats to communicate ideas, procedures and
results

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
Pre-Assessment
Brainstorming: Challenge students to brainstorm everything they already know about how heats effect on
temperature and about the different changes in state. Have each student come write their best answer on the
board. Then discuss as a class
Quizzes, Tests, Assignments
Quizzes (of learning): There will be a quiz after each
topic, consisting of 5 key questions from the
section.
Change in State Matching Game (for & as
learning): The worksheets will be handed in and
gone through to checking for understanding.
Unit Test (of learning): At the end of the unit we
will have a test covering changes in state—
evaporation, condensation, sublimation, melting,
freezing. As well as testing the students
understanding of thermal heat and its effects on
expanding and contraction. There will be a variety
of questions, multiple choice, true and false and
labelling of pictures.
EDUC 3604 – Unit Assessment Plan Template
Subject Area Science
Grade Level 7
Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days
Performance Tasks, Projects
Expansion and Contraction Report (of learning): Balloon
expansion experiment. (Take a balloon and stretch the
opening over the top of the empty plastic bottle. Place the
bottle in a container of hot water. Placing a rock in the
bottom of the bottle will weigh it down. Wait for the bottle to
heat up, as it does the air inside the bottle heats and the
balloon begins to expand. Students will do a mini lab report
that includes:
- hypothesis
- Materials
- Procedure
- Results
- Discussion
Energy Efficient House Project (of learning):
Students will build an energy efficient home that uses the
least amount of energy while balancing human needs for
shelter and the needs of the larger environment. This will
include students choose:
- heating system (furnace, geothermal, in floor
heating)
- windows (single pane, double pane, argon filled)
- insulation
- 5-10 other energy saving things that you would use in
your house (LED light bulbs, motion censored lights,
thermostat that turns off at a certain time, solar
panels, wind mills, etc.)
- how to provide hot water
Students will then design their model energy efficient
home and include where they are going to put the
heating system, windows, hot water tank, rooms and the
layout of their house. As well as which way they will have
their house facing (North, South, East or West).
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

Other Evidence (observations, work samples, Student self-assessment

dialogues)
Quizzes and Expansion and Contraction Report will be
Exit Slips (for learning): Students will fill out exit handed back out so students can see the concepts that they
slips at the end of some classes. There will be one understand and the ones that they need more work on.
question about information learned that day and
they will write down one question they still have.
This is to observe if students are understanding the
material and what needs to be addressed next
class.

Class discussion to observe students understanding

and engagement with the material.

Observations of group discussions and collaboration

during group assignments.

Scientific terminology used during discussions and

assignments.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

Quiz #1: Quiz #2: Quiz #5: Change of Expansion Energy

Quiz #3: Quiz #4:
The Expansion Sources of State and Efficient
Title Changes of Transferring Unit Test
Particle and Thermal Matching Contraction House
State Energy
Model Contraction Energy Game Lab Project
Learning
Formative Formative Formative
Outcomes Type Formative Formative Summative Summative Summative Summative
(for (for (for
(Formative/Summative) (for learning) (for learning) (of learning) (of learning) (of learning) (of learning)
learning) learning) learning)
Weighting Completion: 15% 15% 20% 25% 25%

2.1 compare heat transmission

in different materials (e.g.,
compare conduction of heat in
different solids; compare the X X X X X
absorption of radiant heat by
different surfaces)

2.2 explain how heat is

transmitted by conduction,
convection and radiation in X X X X
solids, liquids and gases

2.3describe the effect of heat

on the motion of particles; and X X X X X
explain changes of state, using
the particle model of matter
2.4 distinguish between heat
and temperature; and explain
temperature, using the concept X X
of kinetic energy and the
particle model of matter
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

2.5 investigate and describe the

effects of heating and cooling
on the volume of different
materials, and identify
applications of these effects X X X
(e.g., use of expansion joints
on bridges and railway tracks
to accommodate thermal
expansion)

3.1describe ways in which

thermal energy is produced
naturally (e.g., solar radiation, X X
combustion of fuels, living
things, geothermal sources and
composting)
3.2describe examples of
passive and active solar
heating, and explain the
principles that underlie them X
(e.g., design of homes to
maximize use of winter
sunshine)
3.3compare and evaluate
materials and designs that
maximize or minimize heat
energy transfer (e.g., design
and build a device that X X
minimizes energy transfer,
such as an insulated container
for hot drinks; evaluate
different window coatings for
use in a model home)
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

3.4describe and interpret the

function of household devices
and systems for generating,
transferring, controlling or
removing thermal energy (e.g., X X X
describe in general terms the
operation of heaters, furnaces,
refrigerators and air
conditioning devices)

3.5investigate and describe

practical problems in
controlling and using thermal
energy (e.g., heat losses, excess X X X
energy consumption, damage
to materials caused by uneven
heating, risk of fire)

4.1identify and evaluate

different sources of heat and
the environmental impacts of
their use (e.g., identify
advantages and disadvantages X X
of fossil fuel use; compare the
use of renewable and
nonrenewable sources in
different applications)
4.2compare the energy
consumption of alternative
technologies for heat X X
production and use, and
identify related questions and
issues (e.g., compare the
 Subject Area Science
ED 3604 – Evaluation of Student Learning Grade Level 7
Unit Assessment Plan Topic Unit 3: Heat and Temperature
Length of Unit (days) 24 days

energy required in alternative

cooking technologies, such as
electric stoves, gas stoves,
microwave ovens and solar
cookers; identify issues
regarding safety of fuels, hot
surfaces and combustion
products)
4.3identify positive and
negative consequences of
energy use, and describe
X X
examples of energy
conservation in their home or
community