One-Week Mini-Unit Assessment Plan: Heat Transfer
Grade: 9
Topic: Heat Transfer
Sub-Topic: Conduction, Convection, and Radiation
Duration: 1 Week
Learning Objectives:
1. Having discussed the types of heat transfer, students will briefly describe the types of heat transfer in their school’s environment.
2. Having observed an experiment on conduction, students will accurately experiment on conduction using metal and plastic rods.
3. With the aid of a video on convection and radiation, students will correctly display images showing convection and radiation in their school’s environment.
4. Having discussed the types of heat transfer, students will correctly compile a portfolio showing realistic examples of heat transfer in their homes.
5. Using visual images on the types of heat transfer, students will briefly explain the different types of heat transfer in their own words.
Day Assessment Tool Activity & Sample Justification
1 Checklist Activity: Students describe the types of heat transfer (conduction, A checklist works well for evaluating if prior knowledge exists. It
convection, and radiation) in their school’s environment. facilitates content review, and supports the educator in
identifying gaps early in the unit (Brookhart, 2013).
Sample:
2 Anecdotal Activity: Students experimented on conduction using metal and plastic Anecdotal records provide individualized valuable insights on
rods. student participation, the use of conceptual language, and the
application of science skills in the laboratory (Andrade &
Sample: Brookhart, 2016).
3 Rating scales Activity: In groups, students display images showing convection and Rating scales provide controlled feedback for performance tasks.
radiation in their school’s environment. Best for judging demonstrations of tasks in which the quality of
performance differs. Assists in understanding communication
Sample: (Guskey, 2022).
4 Portfolios Activity: Students compile a portfolio (including pictures and diagrams) Portfolios provide students with artifacts which attest to sustained
on the types of heat transfer, showing realistic examples of heat transfer in growth in their work and allow for the synthesis of knowledge.
their homes. The process of compiling works helps one attain knowledge and
enhances review and ownership of learning.
Sample
5 Self-assessment Activity: Reflecting on the lesson, students explain the different types of Self-assessment develops one’s metacognitive skill and guides
heat transfer in their own words. the learner to appreciate the stage of learning in which they are
situated. Promotes responsibility and self-direction.
Sample
References
Andrade, H. L., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. Springer.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Guskey, T. R. (2022). Get set, go! Creating successful grading and reporting systems. Solution Tree Press.
Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students (7th ed.). Pearson.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy. Review of Educational Research, 87(1), 134–179.
https://doi.org/10.3102/0034654316687036
