Didactic Planning
Teacher:
Abigail Bolaños Vargas
Level:
Sixth Grade
Procedura
Expected Learning
l
Indicators
Content
PERFORMANCE
EXPECTATIONS
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-PS3-4. Plan an
investigation to determine
the relationships among the
Subject:
Science
Teaching period: Periodicity:
II period 2023 Monthly- September
Mediation Strategies Evaluation
This unit prepares students to demonstrate proficiency on this bundle of Performance Expectations: MS-PS3-3, MS-PS3-4, and In the lessons in this
MS-PS3-5. The following two Lesson Sequence charts provide a roadmap to instruction in this unit. sequence, students explore
the relationships among
PS3.A: Definitions of Energy. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the
thermal energy,
temperature and the total energy of a system depends on the types, states, and amounts of matter present. temperature, and the
PS3.B: Conservation of Energy and Energy Transfer. When the motion energy of an object changes, there is inevitably some other change in transfer of energy as heat.
energy at the same time. They make a simple
thermometer and observe
how it works. After
Energy and Matter 118–119 119a–119d Unit 3 Gallery learning about conductors
and insulators, students
apply what they’ve learned
Stories in Science 120–121 121a–121b to design, build, and test an
insulated container in the
Think Like an Engineer
Video Clip: Thermal Imaging activity. Stories in Science
Thermal Energy 122–123 123a–123d Video Clip: Changing States of Matter enriches instruction with a
profile of astrophysicist
France Córdova, a role
model for young women
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.
MS-ETS1-2. Evaluate
competing design solutions
using a systematic process
to determine how well they
meet the criteria and
constraints of the problem.
MS-ETS1-3. Analyze data
from tests to determine
similarities and differences
among several design
solutions to identify the best
characteristics of each that
can be combined into a new
solution to better meet the
criteria for success
and minorities interested in
studying science.
Temperature 124–125 125a–125d Video Clip: Ice Temperature Graph
In this sequence, students
investigate the
Energy Transfer 126–127 127a–127d Unit 3 Gallery transformation of potential
energy to kinetic energy.
In the Think Like a
Investigate: Heat 128–129 129a–129c Scientist activities,
students first design and
carry out an investigation
Temperature and Pressure 130–131 131a–131c to determine relationships
among mass, energy, and
temperature changes. Then
they construct, use, and
Investigate: Thermometers 132–133 133a–133d present an argument about
how the transfer of energy
affects the kinetic energy
Changing Temperature 134–135 135a–135c Unit 3 Gallery of any object. The Science
Career profiles
environmental scientist
Conductors and Insulators 136–137 137a–136b Virtual Lab: Build a Better Insulator Jennifer Burney, and the
STEM Project challenges
students to design a solar
water heater.
Think Like an Engineer 138–141 141a–141d
Specific Heat 142–143 143a–143b

PS3.A: Definitions of Energy. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the
temperature and the total energy of a system depends on the types, states, and amounts of matter present.
PS3.B: Conservation of Energy and Energy Transfer. When the motion energy of an object changes, there is inevitably some other change in
energy at the same time.
ESS3.C: Human Impacts on Earth Systems. Typically as human populations and per-capita consumption of natural resources increase, so do
the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

ETS1.A: Defining and Delimiting Engineering Problems. The more precisely a design task’s criteria and constraints can be defined, the more
likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other
relevant knowledge that are likely to limit possible solutions.
ETS1.B: Developing Possible Solutions. There are systematic processes for evaluating solutions with respect to how well they meet the
criteria and constraints of a problem. • Sometimes parts of different solutions can be combined to create a solution that is better than any of its
predecessors.
ETS1.C: Optimizing the Design Solution. Although one design may not perform the best across all tests, identifying the characteristics of the
design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may
be incorporated into the new design.

Conservation of Energy 144–145 145a–145b Video Clip: Wish Lanterns

NASA Video: Spacecraft Launch Unit 3

Energy Transformation 146–147 147a–147d Gallery

Investigate: Energy
Transformation 148–149 149a–149d

Think Like a Scientist 150–153 153a–153d

Think Like a Scientist 154–155 155a–155b

Science Career 156–157 157a–157b

STEM: Engineering Project 158–161 161a–161f