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We begin this lesson by activating prior knowledge. Research supports using prior knowledge as a hook for new learning. Students can connect and remember new learning longer if it has a connection to prior knowledge.

We begin this lesson with the Turn/Talk/Record strategy we used in Checking Temperatures. The students will turn to talk - engage in scientific discourse - with their elbow partner.

Students answer two questions to start the lesson

1. Look around the room, what kinds of energy are in the room?

2. One of the cool things about energy is that is can be turned from one form into another. Write some examples of energy changing from one form to another.

As a class we regroup and discuss energy transfers. Students have a lot of experience with gravitational potential energy and kinetic energy. Since many students love roller coasters this is no surprise. What are other types of energy transfer - chemical energy -> electrical energy -> sound energy, chemical energy -> electrical energy -> light and heat energy, kinetic energy -> electrical energy.

The rest of the lesson is self-explanatory and students manage themselves as they complete the tasks energy changes to heat energy.

Students work in partners to complete the lesson. They are exploring the conversion of mechanical energy to heat energy when they rub their hands together or stretch the rubber band. Students may have done these activities on their own many times in the past but have not considered the energy transfer that is taking place.

Students also explore how chemical energy can turn into heat. By adding yeast to hydrogen peroxide, the yeast will break down the hydrogen peroxide. Heat will be released when the chemical bonds break.

In this video, I explain why a simple lesson such as this one is an important step in conceptual understanding.

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We begin this lesson by activating prior knowledge. Research supports using prior knowledge as a hook for new learning. Students can connect and remember new learning longer if it has a connection to prior knowledge. We begin this lesson with the Turn/Talk/Record strategy we used in Checking Temperatures.

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We begin the lesson by stating the problem - penguins are suffering from a general warming trend. Their habitats in the Antarctic are disappearing as the climate warms and the ice melts. Without our help they will not survive. We must build suitable housing to protect them. Before we can design homes for penguins, we have to find out which materials will prevent heat transfer into the penguin home. Available materials are expensive so accurate testing is of the utmost importance.

Three experimental stations have been setup for student testing. Each station has a hot box, heat lamp, thermometers and a cup of water. The water will be used to cool the thermometer after testing.

Students are given a bag of sample supplies that may be used to build the penguin home they design for to keep the penguin shaped ice cube from melting. The material costs are high so determining which materials will prevent heat transfer the best is critical.

Cotton balls

Craft sticks

3" x 3" Construction paper: black, green, pink and white

3" x 3" Foam sheets: black, green, pink and white

3" x 3" Felt fabric: black, green, pink, and white

3" x 3" Bubble wrap

3" x 3" Aluminum foil

3" x 3" Mylar

I explain to students that they will use the cotton balls and craft sticks to build a platform for their penguin home. The penguin home will be placed on the platform and the thermometer will be place under the thermometer to check for changes in temperature.

A Sample Test Station

The test station is an empty printer paper box. The bottom is painted black. I used tempera paints from the local hobby store. The sides are covered with foil. The heat lamp has a 60 watt incandescent bulb. It is hard to locate 100 watt incandescent bulbs. Because the 60 watt bulb generates less heat than the 100 watt bulb, we increased the testing time from 1 to 3 minutes. Note the platforms for the testing materials are made from cotton balls and wooden craft sticks.

The testing station allows for all three type of heat transfer to occur. We review each of these big ideas as a class.

Radiation - radiation is the heat from the light along with the reflection of the light off the foil sides of the test station.

Conduction - bottom of the test station box is painted black and will heat up from the radiation from the light. The heat of the floor will warm the air under the penguin home.

Convection - the heated air radiated from the light will rise in the test station, cool and sink. We talked about convection currents in the lesson - Convection Currents as an earth science lesson.

Data Collection Student Sample

Students used prior knowledge to determine that they minimally wanted the top color to be a lighter color and did not test the darker green and black as the top color for testing. This document is a sample of one groups average test results.

In the following video, I explain why my students did not use the lesson sheet for data collection but instead designed their own.

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Materials Affect the Rate of Heat Transfer - Experimental Design

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Warming trends are destroying the habitats of penguins on the icy continent of Antarctica. We must build homes for their survival. What materials will prevent heat transfer? Plan your 60 minutes lesson in Science with helpful tips from Deborah Gaff

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Do different earth materials heat up and cool down at the same rate?

What effect does the atmosphere have on the rate of heating and cooling of land versus water?

Materials Set-Up
1. Fill each container with 150 ml of either water or sand/soil mix. You will two of each.

2. Cover one container of water and one container of mix with plastic wrap or a lid. You will need a hole in the lid to place the thermometers.

3. Place a thermometer into each container, securing it so it measures the temperature just under the surface of the substance in the container.
Data Collection
1. Record the starting temperatures on the data table.

2. Turn on the lamp and record the temperature of each substance every minute for 15 minutes.

3. At the end of fifteen minutes, turn the lamp off.

4. Continue to record temperatures for each substance every minute for fifteen minutes as they cool.

Data Analysis
When finished, students create two graphs of the data The first graph shows change in temperature over time of the water with and without a lid. Use a different symbol of color for each set of data. The second graph shows change in temperature over time of the sand/soil mix with and without a lid.

Be sure to have students include a key, label the axis and include a title. Have them use their graphs to answer the follow up questions.

1. Which materials absorbed more heat in the first 15 minutes?

2. Which materials lost the most heat in the last 15 minutes?

3. Imagine that it's summer and that the sun is shining on the ocean and on a stretch of land. Which will heat up more during the day? Which will cool more slowly at night? Explain.

4. How do you think the surface of the materials heated up?

5. How do you think the materials below the surfaces heated up?

6. What properties of the earth may have caused them to heat and cool at different rates?

7. How would the uneven energy absorption by different surfaces on earth (water, soil, snow, trees, etc.) affect the atmosphere?

If your students have not plotted data sets before, use the time to help them set up the graphs and model for them how to do this. This is valuable skill that they will use many more times in future lesson.

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Heat Transfer - Radiation and the Greenhouse Effect

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Do different earth materials heat up and cool down at the same rate? What effect does the atmosphere have on the rate of heating and cooling of land versus water? Materials Set-Up 1. Fill each container with 150 ml of either water or sand/soil mix. You will two of each.

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This lesson represents the students introduction to heat transfer. Students are introduced to conduction, convection and radiation through a text analysis and a series of demonstrations and then they participate in labs in which they identify evidence of each. While it is listed as one lesson here, this lesson spans two class periods.

This lesson is geared to address the following NGSS and Common Core Standards:

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

CCSS.ELA-LITERACY.RST.6-8.3 Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

In this lesson, students construct, use and share oral and written explanations ( SP6) to support a claim explaining an unexplained phenomena that is supported by textual evidence ( SP7). In doing this, students gain an understanding that the transfer of energy can be tracked as energy flows through a designed or natural system ( Cross Cutting Concept Energy and Matter).

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How Does Heat Move? Introduction to Heat Transfer

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This lesson represents the students introduction to heat transfer. Students are introduced to conduction, convection and radiation through a text analysis and a series of demonstrations and then they participate in labs in which they identify evidence of each. While it is listed as one lesson here, this lesson spans two class periods.

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Kinetic and Potential Energy Lab Rotation

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Students explore kinetic energy in a lab rotation by creating spool racers, creating 'craters' with marbles and flour, and measuring how different types of matter heat up at different rates! Plan your 60 minutes lesson in Science or Energy (Physical Science) with helpful tips from Leigh Roehm

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Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

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MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.