14 energy k 2 things make heat complete inv pack

Each Mystery File includes a Mystery File Question to help students decide whether the subject does or does not belong grouped their decision using evidence from the text.. Then have the

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Credits: © iStockphoto.com/kali9

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Each Investigation Pack includes everything you need for this activity The

investigation begins with the Key Question—the guiding question that

students will address during their reading It challenges students to identify

texts, as well as from their discussions, to answer the Key Question

ACTIVITY OVERVIEW

group reads at least

and collects evidence

Key Question

with the other files they read, and why or why not

exciting new science adventure They will dig deeper into science content, apply scientific practices, and develop skills in the language arts

high-interest, in-depth science content In each investigation, students will

critical thinking, and creativity

ABOUT THE

RESOURCE

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INVESTIGATION PACK TEACHER’S GUIDE

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¢ Printing: The I.Files are intended to be printed double-sided and in color, but this is not essential They may be printed single-sided, in black and white, or even projected or viewed on screen as needed

¢ Leveling: To help differentiate instruction within groups, one of the I.Files

is written at a lower reading level, two or more are at a middle level, and one is at a higher level These levels are represented by small dots to indicate a lower (•), middle (••), or higher (•••) reading level Assign the appropriate file to each student within a group, or pair an emerging reader with a capable reader and ask them to read the same file

¢ The I.File Response Sheet asks the Key Question and provides space for prior knowledge While reading, students will record key vocabulary and evidence from the text they read Then they will compare notes with their teammates to write their answer to the Key Question on this sheet

¢ The Mystery File may or may not share all of the key details of the

I.Files Each Mystery File includes a Mystery File Question to help students decide whether the subject does or does not belong grouped

their decision using evidence from the text

¢ The I.Files Teaching Tips are specific to the topics in the pack They include answers

common misconceptions, key vocabulary terms, solutions to Math Moments, and extensions and variations related to the files

Each Investigation Pack includes the following:

informational text covering a specific high-interest topic related to a Science A–Z unit Students will interpret photographs, illustrations,

maps, and graphs Certain embedded details are common to all the

files and are integral to answering the Key Question

Contents of Each Investigation Pack

I.File

Reading Levels

low middle high

File

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We recommend using the Investigation Packs in one of two ways

of the unit it accompanies This activity is meant to complement the other unit materials while providing students with deeper scientific content Before using the Investigation Pack, you might have students

can be used at the beginning of the unit in order to spark interest in the subject matter

reading activity before or after introducing other unit materials

matter of the Investigation Pack

Make sure students understand what the question is asking

the answer is in the My First Answer section, based on their prior knowledge Now is a good time to review unfamiliar vocabulary

Grouping Alternatives

Have students work in Investigation Teams (or “I.Teams”) of four to six

convene to discuss the pack of files If using smaller groups, consider one of these approaches:

pairs meet to discuss all the files in the pack

files together

Group Roles

Consider assigning group roles to students, particularly a recorder and a discussion leader Other roles might include a materials collector,

a timekeeper, a reporter, and a fact checker

reading, students should record key vocabulary terms in the My Key Words and Definitions chart and attempt to define them in their own words using context clues Provide dictionaries to help students define the words

In the My Evidence section, instruct students to record details from their

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can be copied directly from the left-hand I.Team Evidence section of the

I.File Response Sheet Then have them circle whether each detail is or is not

details in order for the answer to the Mystery File Question to be yes.

Invite groups to share their answers to the Key Question and the Mystery File Question

If groups disagree, encourage scientific

evidence If groups didn’t find all the key

share with them the ones they missed

SPECIAL NOTE: It is important that students come away with the correct answers to the Key Question and the Mystery File Question Address any misconceptions that may have influenced

Now have students come together as a group and report on what they have learned They should collaboratively fill out the group section

for details that are definitely true of all the files as well as space for details that only might be true By analyzing which details are found in all the

files, students will engage in scientific argument in order to come to an agreement on the answer to the Key Question Invite groups to share their findings so the whole class can come to a consensus Refer to the

I.Files Teaching Tips to guide the discussion

Students each read

one different I.File Group discussesall the I.Files Class discusses answerto Key Question

AFTER THE

ACTIVITY

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Consider these ideas to extend the usefulness of any Investigation Pack Also see the I.Files Teaching Tips that accompany each set of I.Files for extensions and variations specific to that Investigation Pack.

¢ Home Connection: Using the “flipped classroom” approach, have

file Back in class, have students discuss the answers to the Key

¢ Center Activity: After the group activity, in which each student only

Allow students to read the rest of the files from the pack to learn more about each topic

the text:

1 Provide vocabulary support by using a word wall

2 Review pronunciations with students before beginning the activity

3 Introduce any science words that have cognates in a student’s

native language

4 Pair an English Language Learner with a fluent reader of English

5 Allow students to define vocabulary terms in nonlinguistic fashion

(drawings)

¢ Arts: In a science journal or on a separate piece of paper, students can create their own version of a picture or diagram from their

I.File or draw a new one based on facts from their reading

¢ Technology: For digital literacy practice, have students conduct

present their findings to the class using digital presentation software

¢ Writing/Arts: Have students research and create a new I.File on a topic

details to include it with the others Students may also add images, maps, graphs, math problems, and interesting sidebars

¢ Field Trip/Guest Speaker: Take a class field trip or invite a guest speaker

EXTENSIONS

AND VARIATIONS

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ENERGY

Things That Make Heat

Teacher Instructions: Before students read the I.Files, ask them to explain what they know or think they know about the

answer to the Key Question using the My First Answer section After students read an I.File, ask them to list five words

that are important for understanding the topic Then have them define each term in their own words.

Name Date Others on my I.Team

My Key Words and Definitions

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Name Date

Teacher Instructions: In the My Evidence section, have students list the most important or interesting details from their I.Files Only some of these details will help them answer the Key Question Next, have each group complete the I.Team

Evidence section together In the table on the left, ask students to list the details that were in every I.File their team read These details will be used to answer the Key Question In the table on the right, students can list details that might be true

of all the I.Files, but they would need to learn more to know for sure Students should not use these details to answer the

Key Question Finally, have students provide the I.Team Answer in complete sentences, using separate paper if necessary.

My Evidence

_ _

Details that might be true

of all the I.Files

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Where’s the Water?

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Investigation File

www.sciencea-z.com Photo credits: Left: © Hero Images Inc./Alamy Stock Photo; center: © Jupiterimages Corporation; Illustration credit: Signe Nordin/© Learning A–Z

T ake your clothes out of the washing

machine They feel wet The next step is to dry them Where does the water go while the clothes are drying?

A clothes dryer is a machine that dries

clothes It has a heating element This

is the part that gets hot A fan pushes heated air away from the hot element

It goes into the cool drum The heat in the air changes the water in the clothes

into a gas called water vapor The water

vapor goes into the air inside the dryer Then it leaves

the dryer The water is gone!

heating element

fan

PARTS OF A DRYER

Heat energy makes

wet laundry warm

and dry

lint filter

Clothes Dryer

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Credits: Left: © SFL Travel/Alamy Stock Photo; right: © Bodhichita/iStock/Thinkstock

Investigation File Energy } Things That Make Heat } Clothes Dryer

www.sciencea-z.com

Turn the dryer on Your clothes tumble

round and round The tumbling lets heat

move through the air all around the

clothes The clothes come out feeling

warm and dry Would the clothes get

dry with no tumbling? Yes But it would

take a lot longer!

Nature has its own dryer The Sun! Hang your clothes outside The Sun warms the air The warm air turns the water in the wet clothes into water vapor Then the wind blows the water vapor away This is the same way a clothes dryer works But it is free!

Nature’s Clothes Dryer

Use clothespins to

hang your clothes

A family spends $15 on energy to use the oven They use twice as much energy to dry their clothes How much money do they spend to dry their clothes?

You can see the clothes tumbling in this dryer

In the 1800s, people put wet clothes in

a metal drum with holes They turned

it over a fire to dry their clothes.

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Cozy Fires

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www.sciencea-z.com Photo credits: Left: © Juice Images/Alamy Stock Photo; center: © Vik_Y/ iStock/Thinkstock; Illustration credit: Signe Nordin/© Learning A–Z

HOW A FIREPLACE WARMS A ROOM

A wood fire in the fireplace is nice

in winter It smells good and feels warm! Fire makes wood burn When wood burns, it gives off heat energy The heat moves through the air into the room Your home gets warm

The heat changes the wood into ash, and the fire goes out But the fire also makes the inside of the fireplace hot The sides and back of the

fireplace keep heating the air

This hot air goes into the cool room

Your home stays warm all night!

warm air

cool air

Fireplace

You probably use an oven Your home probably has a heater But millions of people around the world burn wood for cooking and heat.

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Investigation File Energy } Things That Make Heat } Fireplace

www.sciencea-z.com

Some fireplaces do not burn

wood Gas fireplaces burn

a kind of gas The gas comes

out of a burner It sits under

logs made of clay

The gas burns and gives off

heat energy The heat moves

into the logs The clay logs

get hot But they do not burn

The logs stay warm long after

the gas is turned off.

Fires need something to burn They also need air and heat

Sometimes there is too much

of one thing Sometimes there

is not enough of one thing Then the wood does not burn all the

way Instead, it becomes smoke

or soot Smoke makes the air

dirty Soot is black and sticky

It stays inside your chimney

Hot soot can start a bad fire!

A gas line brings natural gas into the fireplace The fire burns the gas and warms the logs

clay log

gas line burner

Chimney sweeps are people who clean soot out of chimneys

to make them safer

Some logs are made

of sawdust or nutshells held together with wax They make less smoke when they burn than wood does.

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Cold Fingers, Chilly Toes

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www.sciencea-z.com Credits: Left: © Blend Images/Alamy Stock Photo; center: © Jupiterimages Corporation; right: © studiomode/Alamy Stock Photo

P laying in the snow is fun—until your

fingers get cold! Gloves keep in the heat from your hands But gloves do not warm your hands if they are already cold Hand warmers to the rescue!

Hand warmers are small packages that you buy at the store They have

chemicals on the inside The chemicals mix together and give off heat The heat moves from the hand warmers into your cold gloves Soon you can feel the warmth on your fingers You can use hand warmers in your boots, too You will have toasty toes!

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Photo credits: Top right: © PÃ©ter Gudella/123RF; bottom right: © Bill Dowling/ iStock/Thinkstock; Illustration credits: Signe Nordin/© Learning A–Z

Investigation File Energy } Things That Make Heat } Hand Warmers

www.sciencea-z.com

A hand warmer has water

and small bits of iron on the

inside Iron is a kind of metal

Take the wrapper off the

package Air mixes with

the iron and water The air

changes the iron to rust

This change gives off heat

you can feel.

The hand warmer also has

salt and charcoal Salt helps

the iron rust faster Charcoal

helps heat move through the

whole hand warmer This way,

no spots get too hot Another

chemical keeps the package

warm for hours Your fingers

stay warm the whole time!

How Do Hand

Warmers Work?

An iron mailbox can rust after a long time outside But the iron in

a hand warmer rusts much faster.

1 Open the wrapper Take out the packet.

air

iron

salt charcoal

water

2 Air mixes with the water and iron

The iron rusts and gets warm.

3 The heat spreads through the charcoal

The whole packet gets hot.

HOW A HAND WARMER WARMS UP

This truck is spreading salt onto an icy road

Salt melts ice on roads in the winter But salt also makes the iron in cars rust Wash the salt off to keep cars from rusting

Tiêu đề	14 Energy K 2 Things Make Heat Complete Inv Pack
Trường học	Unknown School
Chuyên ngành	Science Education
Thể loại	Teacher’s Guide
Thành phố	Unknown City

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