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NGSS LAB Refined LessonDate: 1/27/2016 School: Totem MS Grade Level: 6Unit: SEPUP Energy Lesson Number/s: 70 Concepts: Energy transfer, Absorption, Reflection and InsulationRationale for this lesson study: STEM Professional: Dr. Pat Burnett - Edmonds CC Engineering Department

Lesson refinements to observe selected student learning traits:1. All students engage intellectually in important science and engineering content.2. All students participate in science discourse with peers (equitable, accountable talk).3. All students use evidence to demonstrate conceptual understanding.

Teaching for Conceptual Change

3 Days

1Elicit each student’s initial ideas.

2Prompt possible dissatisfaction with old ideas, and surface the range of students’ new ideas that make sense with their new observations.

3Narrow the range down to the one new idea that is most plausible in this situation.

4Reflect back to initial ideas and how each student’s understanding has changed.

Conceptual Story

SEPUP Energy unit#70 Collecting Solar Energy

1) Tinker timea) Testing materialsb) Researchc) Share results of investigation

2) Design housea) Develop/Share criteria and constraintsb) Design individually, pairs, small groupsc) Communication strategy: Claim,

Evidence, Reasoning3) Build and test

a) Communication strategy: SWOT4) Optimize

b) Groups or class create design to pitch to PUD

c) Communication strategy: Claim, Evidence, Reasoning

5) Next design challenge -OR- optional extension: go through the design cycle again...

d) Design a roof

3+ Days

5Apply the new idea to test how it holds up in new situations.

Engineering Enhancement

NGSS Performance Expectation:

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

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NGSS LAB Refined Lesson

DCI Disciplinary Core Ideas:ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)

Cross-Cutting Concepts:Energy and Matter: flows, cycles, and conservationEnergy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5)The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)

Science and Engineering Practices:Asking questions (for science) and defining problems (for engineering)Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (for science) and designing solutions (for engineering)Engaging in argument from evidenceObtaining, evaluating,and communicating information

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Apply the new idea to test how it holds up in new situations.

Engineering Enhancement

Engineering Problem:We are trying to be energy efficient.

The PUD needs to reduce the energy used in Marysville homes.

Yasmine and her mom found they had a high electric bill for theirwintertime home heating. They decided they needed to find a way to bettercontrol the temperature of their home. So they decided to design a test tosee if they could use some different materials to control the temperature of their house.

Concepts:What concepts will the students need to know before the activity:

● How to read a thermometer and the difference between celsius and fahrenheit

● Connection between temperature and kinetic energy● Transmission of energy through radiation● Transformations: Light to heat● Transfer: Between materials in the house.● Translucent, transparent and opaque.● Thermal energy is transferred by either:

○ Absorption of thermal energy○ Reflection of thermal energy

What concepts are the students expected to learn through the activity:-- Source of energy = solar energy-- The function of insulation, in changing the transfer of thermal energy-- Daily temperatures in both celsius and fahrenheit on the board to connect.

Learning Target:1. I will be able to design and build a house to minimize or maximize the internal

temperature.2. I will be able to explain why different materials minimize or maximize thermal

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NGSS LAB Refined Lessonenergy transfer.

What aspect(s) of ED will students attend to?• Define the problem or challenge (APPD)• Define Constraints (APPD)• Define Criteria for Success (APPD)• Develop Solutions (APPE)• Test and Optimize Solutions (APPF)

Criteria and Constraints: Will students define or teacher?

Criteria1. The house has 1 window that is

standard size. Windows face the same direction towards the lamp.

2. Must use at least 2 materials to modify the house.

3. The house’s inside temperature must be maximized or minimized.

4. The house must maintain the inside temperature for 10 minutes after the light has been turned off.

Constraints1. Basic materials:

a. Box from kitb. Films from kitc. black paperd. white papere. aluminum foilf. masking tapeg. paper towels

2. The house must be under the 150 Watt lamp (or in sunlight) for 10 minutes.

Detailed Lesson Progression: With prompts and possible student responses

1. 20min Define Challenge: research Scenario: Yasmine and her mom found they had a high electric bill for their wintertime home heating. They decided they needed to find a way to better control the temperature of their home, so they decided to design a test to see if they could use different materials to control the temperature of their house.

Research into materials1’s 10+ min chromebook research

● What materials absorb or reflect solar energy the best?

4’s 10+ min share research ideas and brainstorm materials to bring from home● Look at the available materials in our “Energy” kit.● Review transparent, translucent, opaque

○ boxes = model house

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NGSS LAB Refined Lesson○ transparent film○ dark film○ reflective film○ black paper

● How could we improve our house window design--What other materials might we want to test as windows for the house?

○ bubble wrap○ foil○ cloth

2. 40min Tinkering Time

class Tinker time.● The purpose of tinkering time is to decide which materials we will

use to design a house.

● How can you keep energy from leaving or entering the house?● How can you keep energy from leaving or entering the house

besides through the window?

4’s Test the properties of the materials at each station. Time limit for each test 5 minutes of heating.

Station A window films (*to address absorption/reflection)Station B outside-the-house wrap (*to address absorption/reflection and insulation)Station C inside-the-house (*to address insulation)

● Options:○ At each station there will be 2-3 boxes, so students are testing on a box

that is room temperature.○ Students could test materials at one station or students could rotate

between stations.***Include an ice cube

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Wed NGSS-Lab observation lesson

3. 50min Develop Solutions: design houses

Thinking about our Tinker Time results.Class 10 min Complete-Share-Compare data table from tinker time. Record data on the Evaluation Matrix --Data Table.

1. Use a strategy to break up student groups to jigsaw data.a. Options could be to send a representative from group to meet with other

groups and share data to bring back, use chart paper for students to record at the front of the room, use a google document with the data table already set up with student editing access for them to record their groups data.

2. 1’s Student copy data on handout to paste-into science notebook

Look at the temperature change data:2’s Turn and Talk

● What patterns do you see in the data? Highs? Lows?● What does it mean when the temperature increased by X? How is it different

than increasing by X?○ What qualitative observations do you have?○ What inferences can you make?

● What rule can we make for this relationship?● Did all the materials either reflect or absorb the light energy? Did they all

reflect or absorb the same amount of light energy?

Class Remember back.● Think back to the radiometer. Which colors reflect thermal energy, and

which colors absorb thermal energy? How do we know--what is our evidence?

● Why did some materials change more or change less?● Did the clear film reflect or absorb light? Did something else happen?● Think of pattern, materials that absorbs light and increased in temperature

the most. What caused the temperature inside the house with the clear film to increase if the light was not absorbed?

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NGSS LAB Refined Lesson4’s Rank the materials on how well they transfer energy to determine which materials absorb, reflect and transmit light the best.

4’s Create a t-chart: Students list materials on t-chart as transferring more or less energy.● What does it mean for the material to transfer more or less energy? What

pattern will we look for?

Maximize energy transfer(Transfers MORE thermal energyfrom the sun to the inside of the house.)

Hint: ReasoningHow much thermal energy is absorbed or reflected?

Minimize energy transfer(Transfers LESS thermal energyfrom the sun to the inside of the house.)

After sorting the materials the students will then assign an A (absorb), R (reflect), (T) transmit.

2’s 5 min Talk and decide, then record on the data sheet.● Does each of the window materials reflect thermal energy? Or

does it absorb thermal energy?

2’s 1 min Turn and Talk.● What is your evidence for this?

Absorbsthermal energyfrom the sun

Reflectsthermal energyfrom the sun

Transmitslight energyfrom the sun

Hint: EvidenceHow do we know?What is our evidence?

black paper --because our temp. change wasvery high (50oC)

clear film --because…

paper towel --because...

foil--because our temp change was very small (10oC)

reflective film --because…

tinted film --because…

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white paper --because...

HANDOUT Graphic Organizer for Claim-Evidence-Reasoning to go with this Engineering Design Cycle.

class Today’s challenge:● Design a house that meets all of the criteria.

○ Even #s → A summer cooler-house that minimizes the indoor temperature.

○ Odd #s → A winter warmer-house that maximizes the indoor

2’s Turn and Talk.● Look at the given Engineering Problem and the criteria.● For criteria #1, tell each other why this is important for the whole

class to do the same way.● Repeat for criteria 2-3-4.

1’s 3 min Private Think Time. Study the Data Table and come up with design(s).

● Think about the shopping cart video. They did some individual thinking first, in order to bring ideas to the group.

● Your design idea should be based on the results from the materials-testing from yesterday.

● Your design-diagram must include labels of materials and steps for creating the house.

Determine the best design solution, using results of tinker time to evaluate each of the design solutions, via Claim Evidence Reasoning.***Purpose of this is for students choose design aspects based on data rather than personal choice/social status before moving forward.

2’s 1 min Share the 2 designs with each other.

1’s Write a claim evidence reasoning (C.E.R) statement of why their design best meets the project criteria.

4’s Take turns to “pitch” C.E.R statement to the group. Listen to each other. Groups evaluate each design based on how it best meets the criteria.

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4’s Revise the “building” plan to start constructing house. As a group, students create final design to construct.

4. 20min Develop Solutions: build and test 4’s Build house

4’s Set up lamp “testing site”○ 16 cm away from the highest point of the house○ Create data table (temperature oC vs. time minutes)

■ Under the lamp Every 2 min. Total 10 min■ Out Every 2 min. Total of 10 min

5. 50min Optimize class Presentations of group results. Each group explains design, shares data and then look for patterns or conclusions:

1’s Record materials that the group used, all data, and the design decisions.● Which different materials gave similar results, in temperature change?● Why do you think they made their design decisions?● What question do you have for the group? What are you wondering

about their design, data or materials?● What patterns do you notice with the house designs, data, and

materials?

4’s Students leave house at their table/station with data and explanation of their design and results. Students then rotate between tables to evaluate design solutions and look for patterns.

Students record materials and design decisions with data.

class Then have a class discussion about how the materials and design

5. 50 min Next design challenge -OR- optional extension: go through the design cycle again...

Design a roof for the house that meets these criteria..

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Type of window:Transparent, reflective, translucent, tinted, colored

Temperature Change Over 5 Minutes

Starting Temp (ºC)

Ending Temp (ºC)

Change in Temp (ºC)

Type of house material:What was the material?Where was the material?How did you attach it to the house?

Temperature Inside the House

Time 0 min.

2 min.

4 min.

6 min.

8 min.

10 min.

12 min.

14 min.

16 min.

18 min.

20 min.

Change in temp.

ºF

ºF

ºF

ºF

ºF

ºF

ºF

ºF

ºF

ºF

ºF

ºF

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ºC

ºC

ºC

ºC

ºC

ºC

ºC

ºC

ºC

ºC

ºC

ºC

Class Data SummaryChange in Temperature (ºC)

Type of window

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Reflective

Transparent

Tinted

Double pane

Type of house material

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

Group 8

Foam

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Black paper

Foil

Paper towel

White paper

Cloth

Bubble wrap

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Considerations

● Supporting all learners – modifications for English Learners, Special Education, Advanced Learners:

● Suggested Unit Adjustments – “Ripple Effects”o Consider: How does the timeline and content of the rest of the unit need to

be adjusted to fit this enhancement? What other lessons need to be dropped or enhanced? Are there specific adjustments to other lessons?

● Integration (optional)o Consider: How does this lesson connect with other content areas,

including CCSS, Math, ELA and 21st Century Skills.o Real World Connections (How does it connect with social, family, and

community happenings?)

Assessment:What is being assessed? How is it being assessed?

Reflection notes - things to consider when teaching the lesson:How did your students engage in the lesson?What did the student work and performance in the assessment show about student learning?What tips would you offer to other teachers?

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Generalizations to Practice

Engineering Design Cycle: conclusion via Claim-Evidence-Reasoning frameworkFeb 2016 6th grade district team

Student Learning Expected

Instruction Details

NGSS Links

Research Links How People Learn Cognitive Demand Samples of student work

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Engineering Design Cycle: 2 Design Challenges for opposite parts of the Energy StoryFeb 2016 6th grade district team


Instruction Details

NGSS Links


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Engineering Design Cycle: Word bank from science unit gets applied Feb 2016 6th grade district team

**Explain and give exampleStudent Learning Expected

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NGSS LAB Refined LessonInstruction Details

NGSS Links


Feb 2016 6th grade district team-------------------------------------------------

Engineering Design Cycle: Students set class criteria


Instruction Details

NGSS Links


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