Name: Melanie Maguire 110169902

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Heat Energy
Level of schooling: Year 3
School and class context: Swallowcliffe Primary School (last year’s placement school), I was in a Year 3
class. Within my classroom, there were students with ranging abilities, some with physical disabilities and
some who struggled to write. The students are seated in table groups of 4, in which they are able to
engage in discussion in groups or pairs. The classroom has access to a smart board, iPads and individual
whiteboards. There is also a large space at the front of the classroom where students can sit on the floor
and demonstrate activities safely.

It is expected that students will have some background knowledge of what some of the ways that they can
keep warm are, but there is no expectation that they will know much about heat energy and how it is
related to science. In the Year 2 curriculum, in Physical Sciences they are learning about how a push or
pull affects how an object moves or changes shape (ACARA 2016). Therefore, for some students, this will
be their first major exposure to heat energy. The prior knowledge activity will look into what they are
already able to come up with, and the unit will progress from there.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
Heat is created by the Generating and testing a hypothesis about how fast molecules work in
movement of molecules, the hot and cold water.
faster the molecules in a
substance are moving, the more
heat energy the substance has
(Skamp & Preston 2015,
pp.124).
There are three kinds of heat Assessing and determining where a type of heat produced belongs by
energy: Electric Heat Sources, grouping.
Kinetic Heat Sources and
Chemical Heat Sources.
Heat is the transfer of internal Generating a hypothesis and testing where heat moves, and whether the
energy from one substance to temperature rises or falls. Students recognise that in their observations of
another in the process of heating the world around them, some properties and phenomena appear to remain
or cooling (Skamp & Preston stable or constant over time, where others change (ACARA, 2019).
2015, pp.118).
Heat energy can transfer from Describing and measuring transfers of energy and/or matter. Students are
one object to another (Skamp & introduced to the ways in which objects and living things change and begin
Preston 2015, pp.124) to recognise the role of energy and matter in these changes (ACARA,
2019).
Key manipulative / algorithmic skills being developed
² Using their hands to sense the temperature of above the tea and also the room around them.
² Using their hands to wrap the sealed bags with the material necessary.
² Using their eyes to read and determine measurements.
² Using their hands to determine the temperature of the different kinds of spoons

How will the students engage with this learning? (Provide here an outline of a learning experience with using the
given structure)

Prior Knowledge/Engagement Learning Experiences (s):

LEARNING EXPERIENCE 1: Prior Knowledge

Strategy 1: Round Robin (Asari, et al. 2017, pp 139) (Examples from Assignment 1 shown in Appendix.
1)
² Students in their groups respond to the following methods of keeping warm and explain how they
keep people warm.
- Putting on warm clothes
- Standing near a fire/heater

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 - Having a warm bath/shower
- Going for a run
- Drinking a hot beverage
² Students working in groups to support each other

Strategy 2: Post Box Method (Bell 1993, pp.15) (Examples from Assignment 1 shown in Appendix. 2)
² Students respond to the following statement, ‘I am able to become warm again when I am cold
because…’ and place it in the post-box out the front of the classroom for the teacher to read assess
their prior knowledge.

Exploratory /Explore & Explain Learning Experiences:

LEARNING EXPERIENCE 2: What is Heat?

² Students will engage in an experiment where they learn that heat is created by the movement of
molecules, and they will test whether molecules move faster in hot or cold water.
² Students are given the ‘What is Heat’ recording sheet, shown in Appendix. 3. They will be required to
fill in their predictions (hypothesis with assistance) before the experiment takes place.
² Teacher will conduct the experiment as hot water is being used, food colouring will be put in both the
cold and hot water and students need to draw what they saw and complete the sentence based on
the results on which temperature water the molecules moved faster in.

LEARNING EXPERIENCE 3: Sources of Heat (Science Learning Hub 2009)

² Students in their table group are given a pile of cards (Appendix. 4), they are to sort them into three
different groups (Electric Heat Sources, Kinetic Heat Sources and Chemical Heat Sources).
² In their table groups they discuss the images given, and the source of heat, therefore determining
which group it belongs to.
² An example being, a hair dryer has a cord which is plugged into a power source; therefore, it belongs
to the electric heat sources group.
² Done in table groups to support those students who may need assistance.

LEARNING EXPERIENCE 4: Moving Heat

² Teacher makes a fresh cup of tea; students have opportunity to come up and CAREFULLY place
their hand above the pot to feel the air above, recording their observations on their recording sheet
(Appendix. 5). The time is to be recorded and using a thermometer the teacher will measure the
temperature and each student needs to record this on their recording sheet (Appendix. 5).
² Students are to discuss how the air above the tea felt, they are to compare this with their air in the
room and record any observations.
² Every ten minutes for half an hour, the tea is to have its temperature recorded.
² As a class, the data collected will be discussed.
² Students complete section 4 of their recording sheet, where they will record what they understand
about the movement of heat after completing the experiment (Appendix. 5).

Investigations /Problem solving/Elaboration Learning

Experiences:
LEARNING EXPERIENCE 5: Thermal Insulators (Lewis & Linn 1994)

² Students in this section will complete their investigation, in which they will be determining which
material is the best thermal insulator, done in pairs for support and less resources needed.
² The investigation will take place with the students reading the information sheet, page 1 of their
booklet (Appendix. 6). This is where they will find the method they will be following.
² Once they have completed the first half of the investigation, they will complete pages 2 and 3 of their
booklets (Appendix. 6), where they will predict what will happen, determine the variables and draw
out the method.
² Students will measure the amount of water produced from each plastic bag and record their findings
on page 3 of their booklet (Appendix. 6).
² To close this experience, students will complete page 4 of their booklet (Appendix. 6). They will
answer questions which will require them to evaluate their results critically and develop a conclusion.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 LEARNING EXPERIENCE 6: Thermal Conductors (Lewis and Linn 1994)

² Within this learning experience, students will complete the second investigation, in which they will
determine which material is the best conductor of heat. The investigation will take place with the
students reading the information sheet, page 1 of their booklet (Appendix. 7). This is where they will
find the method they will be following. This is done in pairs for support and for less resources.
² While the teacher sets up for the investigation, students are to complete pages 2 and the method on
page 3, where they will create their hypothesis, determine the variables and draw out the method
(Appendix. 7)
² Students will be determining if a spoon felt cool, warm or hot before the experiment, and then after it
has been sitting in the hot water for three minutes. They will record this in the results table on page 3
(Appendix. 7).
² To close this experience, students will complete page 4 of their booklet (Appendix. 7). They will
answer questions which will require them to evaluate their results critically and develop a conclusion.

After views & reflection/ Evaluation learning Experience

SUMMATIVE ASSESSMENT (Appendix. 8)
² Students are to come up with their own scenario based on a way they could heat up the body and
write a short story based on it.
² Within this story students must include the following:
- What is producing the heat that is warming up the body?
- How is this producing heat?
- Where is the energy coming from (kinetic, electrical, or chemical)?
- At least two insulators of heat
² Students at the end of their story are also required to draw a labelled diagram to show which way the
energy is flowing.
² Assessment will be marked with a rubric (Appendix. 9).

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you How will you What forms of
assess? & Who leads record your feedback will you
the assessment? assessments? provide?
Concept(s): Formative: Formative: Formative: Formative:
² Heat is created by ² Checklists: this will ² Within the two ² Checklists ² Oral
the movement of include how they mini
molecules are progressing in investigations,
² There are three kinds writing a hypothesis teacher lead
of heat energy and writing
² Heat is the transfer of conclusions based
internal energy from on results.
one substance to Summative: Summative:
another. Summative: ² Within learning ² Rubric Summative:
² Heat energy can ² Story writing, can experience 7. (Appendix. ² Comments
transfer from one students discuss 8) section of
object to another. their ideas on paper the rubric.
to prove their
conceptual
understandings?
Thinking and Working Formative: Formative: Formative: Formative:
Mathematically/ Scientifically: ² Checklists ² Within the two ² Checklists ² Oral
² Relating concepts to mini
real-life scenarios,
investigations,
able to accurately
teacher lead. Summative:
compare predictions
with results and ² Comments
explain possible Summative: Summative: Summative: section of
reasoning. ² Story writing ² Learning ² Rubrics rubric
experience 7. (Appendix.8) (Appendix.8)

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Links with the ACARA Framework

Strand: Science Understanding Sub- Strand: Physical Sciences

Descriptor:
Heat can be produced
in many ways and can
move from one object to
another (ACSSU049 -
Scootle ) (ACARA
2016)
Achievement Standards: General capability
By the end of Year 3,
students use their
understanding of the
movement of Earth,
materials and the
Critical and Creative thinking: Identify and clarify
behaviour of heat to
information and ideas (ACARA 2016).
suggest explanations
for everyday
observations (ACARA
2016).

Strand: Science as a Human Endeavour Sub- Strand: Use and Influence of Science
Descriptor: Achievement Standards: General capability
By the end of Year 3,
students use their
Science knowledge understanding of the
helps people to movement of Earth,
understand the effect of materials and the Critical and Creative Thinking: Organise and
their behaviour of heat to process information. Identify and clarify
actions (ACSHE051 - suggest explanations information and ideas (ACARA 2016).
Scootle ) (ACARA for everyday
2016) observations (ACARA
2016).

Strand: Science Inquiry Skills
Descriptor:
Compare results with
predictions, suggesting
possible reasons for
findings (ACSIS215 -
Scootle ) (ACARA
2016).
Sub- Strand: Processing and Analysing Data
and Information
Achievement Standards: General capability
Students use their
experiences to identify
questions and make Critical and Creative Thinking: Organise and
predictions about process information. Evaluate procedures and
scientific outcomes (ACARA 2016).
investigations (ACARA
2016).

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student
understanding?)
o Teaching Primary Science Constructively (Skamp & Preston 2015): this resource was used as the basis
for the idea of the lesson, it states the basis of heat energy and the misconceptions that come with heat
energy. It talks about the basics of heat energy, and how students at a younger level view it as mostly
heats that they can feel within themselves, rather than the heating or cooling of water. This is where the
idea of heat energy for the lesson plan was created.
o Part 2 Children’s Science (Bell, 1993): this resource was used to explore activities and decide what
which ones would work appropriately for the classroom context, the topic and the constructivist
approach. It was used in particular for planning the prior knowledge lesson, in which the post box
method was drawin from it.
o The Use of Cooperative Round Robin Discussion Model to Improve Students (Asari, et al. 2017): this
resource was used in development of the first activity within prior knowledge, the Round Robin
approach.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 o Addressing Heat Energy and Temperature Misconceptions in High School Chemistry (Martinez 2012):
this resource helped to develop the continuation of the lesson sequence, though it is taken in a high
school context. I was able to take the misconceptions that the older students had and put them in my
sequences to ensure that when my students reach that age, they do not have these misconceptions.
o Heat Energy and Temperature Concepts of Adolescents, Adults, and Experts: Implications for Curricular
Improvements (Lewis & Linn 1994): this resource was the perfect find when planning for my two mini
investigations. These researchers had done two extremely similar to the thermal insulator and thermal
conductor activities, just with high school students, adults and scientists to compare their views. I was
able to break this down and make it to simpler level, that related perfectly with the Australian Curriculum.
o Heat Energy (Science Learning Hub 2009): this resource was helpful in developing my own
understanding of heat energy, while the textbook was my main source, this helped to just fine tune
some ideas and make things clearer.

Student Resources (resources that engage students with the learning)

² Round Robin Posters (Appendix. 1)
² Post-Box Responses (Appendix. 2)
² ‘What is Heat?’ Recording Sheet (Appendix. 3)
² Sorting Cards Activity (Appendix. 4)
² Moving Heat Recording Sheet(Appendix. 5)
² Thermal Insulators Recording Booklet (Appendix. 6)
² Thermal Conductors Recording Booklet (Appendix. 7)

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix. 9: Rubric / Student Feedback for Summative Assessment

STUDENT NAME: Not There Above and DATE:

On Target
Yet Beyond
(1/2)
SCIENCE CONCEPTS / SCIENCE AS A (0/1) (2/2)
HUMAN ENDEAVOR COMMENTS
Understands that heat can transfer from one
object to another.
Is able to identify and discuss the three kinds of
heat energy: electric, kinetic and chemical
Can identify that heat is the transfer of internal
energy from one substance to another in the
process of heating or cooling
Understands that heat can be produced in many
ways, but also conserved in many ways using
different materials.
OBSERVING AND COMMUNICATING
Understands the task ahead before beginning to
work
Is able to discuss their ideas not only through
experiments but also on paper to show their
conceptual understandings.
Able to accurately compare predictions with
results and explain possible reasoning
DISCUSSION EVALUATION
Is explicit about one strategy of heat energy and a
human keeping warm.
Correct use of grammar and spelling.
Able to identify the relationship between heat and
insulators.
Able to relate the concepts to real-life
experiences by identifying its usefulness.
TOTAL
/22

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.