Science Unit Plan - Grade 7: Heat and Temperature

Science 7

Heat and Temperature

fdh

Part 1 Logistics

Unit Title: Heat and Temperature

Instructional Designers: Kelsey Dunham, Laura Friesen, Olivia Heidt, Shelley Wiebe

Subject Area: Science

Grade: 7

Curriculum Strand(s): Students Will: 1. Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources 2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models 3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices 4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability

Duration: (days, class periods, or weeks)

January 5 ­ February 27 35 Days

Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why?

After students return from their holidays, we will begin Heat and Temperature. We believe January to be the perfect month to introduce this section of the course because students will be experiencing the chilling winter temperatures personally. Experiments with snow and ice can be readily performed and students can construct firsthand knowledge. The unit will take approximately 2 months to complete, measuring the students’ knowledge with a unit test. Students will also participate in a performance task where they will construct a model of an ideal heat­efficient home.

Part 2 – Desired Results

Learning Outcomes: Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources • investigate and interpret examples of heat­related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines) • trace linkages between human purposes and the development of heat­related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing) • identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature) • identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated) 2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models • compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces) • explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases • describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter • distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter • investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion) 3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices • describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting) • describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine) • compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes

energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home) • explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically­controlled heating systems) • describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices) • investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire) 4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability • identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications) • compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products) • identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community

Knowledge: What knowledge will students acquire as a result of this unit?

Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, important events or people, sequence and timelines, etc.

Skills: What should students be able to do? What behaviors will they exhibit?

Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret), communication skills (listening, speaking, writing), study skills (note taking), interpersonal, group skills, research, inquiry, investigation skills, etc.

Students will know… ● Compare heat transmission in various materials ● Conduction, convection, radiation, insulator, kinetic energy, particle model of matter, heat energy, sustainable, expand, contract, thermal expansion, infrared waves, passive, active, solar energy, solar array,

Students will be able to… ● work collaboratively on projects ● Communicate questions, ideas, intentions, plans and results. ● Test the design of a constructed device or system ● Compare and contrast ● Initiate and plan

● ● ● ●

heating systems, thermal conductivity, energy conservation, insulation, change of state, temperature, thermometers, and thermal energy sources Devices and systems that generate, transfer, control or remove heat Explain how heat is transmitted the ways in which thermal energy is produced How to read a temperature scale and use a variety of thermometers

● Perform and record ● analyze and interpret ● Communicate

Part 3 – Assessment Evidence Performance Task: What authentic, relevant task will allow students to show what they have learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real­life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

G ­ Students will research and collaborate about what would make an efficient heating system in a home. They will design and build a house using the specific materials, and try to make it as efficient as possible with materials provided.

R ­ In groups, students will be a part of a home building company. Students will choose the layout, materials and heating system for their house. Each student will receive or choose a specific role in their company. They will be held accountable to their roles by a contract that they are required to sign at the beginning of this unit.

A ­ The audience will be teachers, peers and professionals from the community. The students will have the opportunity to showcase their final products to those outside of the classroom in an “Open House.”

S ­ Students will have knowledge about insulators, conductors, etc in order for them to build the most efficient home with heat.

P ­ Students will physically design a home that will produce and maintain heat in an efficient manner.

S­ Students will be give a criteria/ rubric Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self­assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Formative: Self reflections along with quizzes throughout the unit

Summative: PBL

Self­assessment: Reflection about group work and how the student worked collaboratively

Part 4 – Learning Plan What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit?

Introductory Activity How will you engage students and generate interest at the beginning of the unit? Describe your ‘anticipatory set’.

Discrepant Event: Does the temperature of a fluid affect its density?

Hot Water/Cold Water http://www.csun.edu/~cla49614/Templates/Discrepant%20Event%20Template.htm

Lesson #

Learning Outcome

Activities

Assessment

Resources / Materials

(Curriculum)

(Instruction)

(FOR/OF/AS)

(equipment, textbooks, technology, multimedia, etc.)

1

Topic 1­ Using Energy from Heat 2.K.1 • compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces) 2.K.2 • explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases 2.K.3 • describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter

­ KWL (ask what students might know about heat and temperature) ­ Burning Balloons ­ Scientific Method Sheet ­ Vocabulary ­ Word Wall (in groups students will think of words that were used in the burning balloon experiment) ­ Vocabulary: solid, gas, liquid, particle model of matter, conduction, convection and radiation.

Take in KWL (For learning)

Take in scientific method sheet (For learning)

Scientific method worksheet

Materials needed for experiment: balloons, candles, various liquids

KWL Chart

Lesson 2

1.K.1• investigate and interpret examples of heat­related technologies and energy use in the past (e.g., investigate uses of

Take students outside. Talk about adaptation. Heat in homes.

Graffiti exercise; Students brainstorm about heat uses in their homes. Place into categories after

AS: Students answer the following questions ­What heat

Exit pass Post it notes large sheets of paper

2 (4 periods)

heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines) 1.K.2 • trace linkages between human purposes and the development of heat­related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing) 3.K.2 • describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine)

they brainstorm.

Local and central heating in their houses.

The Old Days ­Talk about what homes used to be made of. Show pictures from the past and compare what they wore, how they insulated their homes, cooked their food, dried their hair…

Homes around the world, look at igloos, grass/mud huts, stone castles. How does the climate influence building materials? (solar panels)

technology are you most thankful for and why? What heat technology could you live without?

Topic 1 ­ Using Energy from Heat 1.K.4 • identify examples of personal and societal

­ Hand out PBL and explain, and watch “3D Home Kit: Complete Materials To Design & Build a Model of Your Own Home Building Project”

Windshield Exit Pass (For Learning)

Talk to each

Project outline

Group Contract

Worklog Minutes Template

choices in using energy resources and technology 2.K.4 • distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter 3.K.3 • compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home) 4. Skills, Communication and Teamwork Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

­ Teacher will assign groups accordingly and hand out the group contract. ­ Team Building Activities: Company name, two truths and a lie ­ Discussion: How do we heat our houses? What do we use to cook our food? (stove top, oven..) Get them to think about their choices. (convenience vs. environmentally friendly) ­ Discuss examples of how we can conserve energy in our home and community ­ Windshield Exit Pass: On the second lesson ask students if they are clear on their project or not?

group and get a sense of how well they are working together and understanding the project.

Students make goals for their own role and group contract (As Learning)

Students start their worklog minutes (As Learning

3D Home Kit: http://www.youtube.com/watch? v=UP1CcfVxCwI

wood (popsicle sticks), cardboard, rocks, metal/steel, and styrofoam

hot glue, tape, scissors, cutting mats, exacto knives,

(talk to shop class teacher to get extra material or scraps)

Windshield Exit Pass

• communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings) • defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application)

2.K.1• compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces) 2.K.2• explain how heat is transmitted by conduction,

Atom game Students will touch a book and a piece of metal. Students will be asked “which of these objects has a lower temperature?” Both of the objects are at room temperature, so they are the same even though they feel different.

Watch video on Misconceptions

Misconceptions about temperature http://www.youtube.com/watch? v=vqDbMEdLiCs

3

convection and radiation in solids, liquids and gases 2.K.3• describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter

about Temperature

1. Project Work Day

Students will be given the full class to work on their projects

Explain heat transfer in different materials.

Students are introduced to their building materials.

Students are introduced to the different ways in which heat is transmitted. Convection, conduction and radiation.

Materials for building houses; wood, plexiglass, stone, cotton, insulation, plastic wrap, fabric, tape, glue

FOR Learning­ Fist of Five to assess where students are at with the concepts presented

Textbook­ Science Focus 7

Galileo Thermometer

Questions at the end of class about the project 4 (2 periods)

Topic 2­ Measuring Temperature 3.S.2 • Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data 3.S.2.a • identify data and information that are

­ Play hang man to get vocabulary words and then define­ qualitative and quantitative ­ Baffle Your Skin pg. 193: students will estimate temperatures based on the sense of touch ­ Discuss the use and proper technique of thermometers/thermostats, origin, what they are made of ­ bring in galileo thermometer ­ Fist of Five­ How well do you understand the concepts discussed

5 (2 periods)

relevant to a given problem or issue 3.S.3 •Analyze qualitative and quantitative data, and develop and assess possible explanations 3.S.3.b • identify, and suggest explanations for, discrepancies in data

today?

Topic 2 Continued 1.K.3 • identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature) 3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices 3.K.4• explain the operation of technological

How do we control the heat in our homes? ­ in groups students will work together to present the different temperature scales through multi media. (celsius temperature scale, Kelvin temperature scale, fahrenheit temperature scale, and melting point, boiling point) ­ Presentations need to include the 5 W’s ­ from what students have learned thus far they will put into practice in their ‘House’ project ­ Class Building Activity: ‘Who started the Motion’

FOR­ Posters will be displayed around the classroom or classroom webpage

Computers

Posters

Temperature Scales Worksheet

devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically­controlled heating systems) 3.K.5• describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)

6

Review Class

Review of Topics 1 to 3, playing Jeopardy Game Jeopardy game (Formative http://www.powershow.com/view/ Learning) e9f19­ZTFmN/Heat_Energy_Jeop ardy_powerpoint_ppt_presentation Students can extend their learning by visiting Chem4Kids.com­Matter website

Jeopardy Game http://www.powershow.com/view/ e9f19­ZTFmN/Heat_Energy_Jeop ardy_powerpoint_ppt_presentation

Matter is the Stuff Around You http://www.chem4kids.com/files/m atter_intro.html

7

Mid­Test on Topics 1­2

Students will have a formative test from the previous three topics.

After students are completed their quiz, they can work on their project. This will continue for the next class as well.

Quiz­quiz trade ­ Each student comes up with a question for each topic. All students will move around the room matching up with a partner and asking them their question. They are allowed one clue to try and get the answer.

Test (Formative Mid­Test for Topics 1­2 Learning)

8

2. Project Work Day

Students are able to work on their projects.

9 (2 periods)

Topic 3­ Continued 1.S.2 • identify questions to investigate arising from a problem or issue 3.K.6• investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials

­Students prepare questions they have about heating and insulating which they will present to their guest speaker. In their building groups, students will come up with a rough draft to show the guest speaker, and get feedback on their PBL design. ­ Use the “Asking Powerful Questions” guide from the AAC ­Guest speaker: Ben deRegt from Castle in Lacombe. His family

FOR­ gauge for student engagement throughout the speech

Guest Speaker­ Ben deRegt

Asking Powerful Questions http://www.learnalberta.ca/content/ ssmt/html/askingpowerfulquestion s_mt.html

caused by uneven heating, risk of fire) 1.S.1• identify science­related issues (e.g., identify an economic issue related to heat loss in a building)

owns this business and he is in charge of insulation. They are currently in the process of using new insulation practices.

10

3. Project Work Day

Students have the class to work on their project.

11

Intro to Topic 4 Benefits and Costs of Heating Technology 4.K.1 • identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)

Non­renewable energy popcorn activity 1. Students pick a slip of paper with numbers #1,#2,#3, or #4, 2. Teacher goes to the front of the classroom with a bag of popcorn, and leads a brief discussion of what it means when one generation finds a resource and how future generation are affected by it.

1. 1st generation students then come up and take as much popcorn as they want back to their seats.

2nd gen students do the same, followed by 3rd and 4th.

Teachers then discuss ­How students acted when ‘using’ the resource ­any waste that occurred (dropping

Exit pass 1. Which resources would continue to be available no matter how much people used them?

2. Under what circumstances would a renewable resource not be renewable?

­ Bag of Popcorn ­ Slips of paper ­ Koosh Ball SMARTboard game http://exchange.smarttech.com/det ails.html?id=60d4b5ed­b9bf­4250­ 8c8c­7c854fe19c61

Lesson 8 Exit Pass

on the floor) ­whether any thought was given to students coming afterwards ­protests from other students ­the degraded quality of the popcorn towards the end (everyone’s hands were in it, crushed) ­ Next, students will categorize resources (sunshine, oil, coal, wind) as renewable or nonrenewable through the Koosh ball SMARTboard game.

12

Alberta oil sands 4. K. 2 • compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues 4.K.3 • identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community

­Watch virtual tour of Alberta oil sands Students perform a graffiti exercise in their groups about the video on the oil sands. ­ Watch David Suzuki Students have a discussion in groups about what they saw. ­ Guided questions debate format guide, assign students roles.

Assessment­ Reflection

AS­ Reflection: What is your opinion about the Alberta Oil Sands?

Kearl Oil Sands Video http://www.youtube.com/watch?v= y­pLI86QSMA

David Suzuki Video http://www.youtube.com/watch?v= DP6VmSy

Debate Format Guide

13

Continuing Alberta oil sands. Debate. Should we continue to use fossil fuels in Alberta for energy purposes?

Students will start their research on the oil sands for the debate.

Students may use their computers or IPads to generate information.

Follow the debate format.

AS ­ Reflection: Ipads, Computers Did your position change? Why? Why not? What did you learn?

14

4. Project Work Day

Half way point. Students will have a 5 minute meeting with the teacher to see where the group is and if they have any questions.

They must bring their scale drawing to the meeting in order to represent to the teacher what their final goal is.

FOR­ How is

the group communicating ? How far along are the groups?

15

Intro to Renewable Energy Sources 4. K. 2 • compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues 3.K.1• describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living

Posters are set up around the classroom with solar, wind, geothermal, hydroelectric and nuclear printed on them. ­ First, students will go around the classroom and write what they know about the energy source.

Anything goes. ­ Second, students will break off into groups and draw a line underneath what was thought about each source, then students answer who, what, when, where, why, how and how much about

FOR Learning­ Voki will show what students have learned

Chrome Books

Posters with different energy sources on them

things, geothermal sources each source. Positives and and composting) negatives. Students present their findings in a Voki, WeVideo, or another form of technology, should be 2 to 5 mins.

16

Continue Lesson about Renewable resources 4.K.1 • identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)

1. Students present their multimedia presentations on each renewable resource.

2. Round Robin discussion about why we need to consider the economy, environment, and our society.

Students will use the rest of the class to work on their house projects.

AS­ Which

energy source think is the best for our environment?

For the economy? For our society? and why?

17

5. Project Day

Students will work together on their projects for the class

18

6. Project Day

Students continue to work on their project

19

S.3.4 • test the design of a constructed device or system (e.g., test a personally­constructed

Introduction: Changing Matter: Long before people had electric or gas freezers, they were able to keep perishable items cold, and

Ice Cream (Formative Learning)

10 Large empty containers with lids 10 small plastic containers with lids 5 bags of ice cubes

heating or cooling device)

create delish treats like ice cream.

Explore: 1.

Fill the small container with the milk and syrup.

Stir. Write down the properties of this mixture.

2.

Seal the small container tightly and place it in the larger container.

3.

Fill the rest of the large container with the ice and add about 1 cup of salt.

4.

Seal the large container and begin shaking. The container will get very cold, so make sure you wear your gloves.

5.

After 10 minutes, stop shaking, open the large container, and take out the small container. Open the small container. If the contents are not frozen, put it back into the large container and add some more ice and salt. Seal it back up and shake the container for 5 more minutes.

6.

Once the mixture in the

5 measuring cups Milk (2 Litres) Flavoured Syrup Salt 20 Spoons 10 Winter gloves

smaller container is frozen, write down the properties of the mixture.

Discussion Questions: What state was the milk and syrup mixture at the beginning of the experiment? At the end?

Did a physical change or chemical change take place? How do you know?

20

7. Project Finalization Day

Last day before presentation.

Students are putting the finishing touches on their houses and preparing for tomorrow.

21

Presentation day ­ Gallery walk

Students will set up in the cafeteria with their groups. Professionals from outside the school will be invited to attend the gallery walk.

They will be walking throughout and asking questions to the students while assessing them.

They will have a rubric to help them assess the students (asking specific questions).

Of Learning­ Students will be summatively assessed on their houses

Rubric for students to be assessed on. http://www.aac.ab.ca/wp­content/u ploads/2014/03/SC7cool_outcome s.pdf

22

Review for Exam

Review package for students for the summative test http://www.edquest.ca/pdf/sia73rb. pdf

23

Summative Exam: Heat and Temperature

­

24

Review of Exam

If students would like a rewrite they will be required to book a meeting with the teacher to have a interview (max 3 days after test has been handed back). They then will be given a review package and will be required to write the test in 2 days time after the interview at lunch.

Appendix ­ Resources

What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic?

Consider audio, video, technology, literature, and community. Use APA formatting for your resources.

Audio movies, videos, posters, pictures, artwork

Misconceptions about temperature Video http://www.youtube.com/watch?v=vqDbMEdLiCs

Kearl Oil Sands Video http://www.youtube.com/watch?v=y­pLI86QSMA

David Suzuki Video http://www.youtube.com/watch?v=DP6VmSy

Jeopardy Game http://www.powershow.com/view/e9f19­ZTFmN/Heat_Energy_Jeopardy_powerpoint_ppt_presentation Technology Websites, web quests, wikis, interactive games, Web 2.0 Tools

Review Mid Test http://www.edquest.ca/component/content/article/118

Review Summative Test http://www.edquest.ca/pdf/sia73rb.pdf

3D Home Kit: http://www.youtube.com/watch?v=UP1CcfVxCwI

Popcorn Activity: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2F nau.edu%2FuploadedFiles%2FAcademic%2FCEFNS%2FCenters­Institutes%2FSustainable_Energy_Solutions%2 FEducation%2FWind_for_Schools%2FPPT­Renewable­Act.ppt&ei=o­ZPVLLLD8ueyATV24C4BA&usg=AFQjC NHR0u3a6hxw0pPj4VcBi1nTkizRKg&bvm=bv.77880786,d.aWw

Matter is the Stuff Around You http://www.chem4kids.com/files/matter_intro.html

Asking Powerful Questions http://www.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html

Koosh Ball SMARTboard game http://exchange.smarttech.com/details.html?id=60d4b5ed­b9bf­4250­8c8c­7c854fe19c61

Literature novels, stories,

Science Focus 7 textbook which will be primarily used for discussion and help students find information.

Gue, D., & Makar, D. (2001). Science Focus 7. Toronto: McGraw­Hill Ryerson.

poems, news articles, advertisements, textbooks

Matter, Matter Everywhere ­ read to students. This book also have experiments that we will be doing in class.

Tomecek, S. (2007). Matter, Matter Everywhere. National Geographic School of Publishing.

Community guest speakers, field trips

Guest speaker, Ben deRegt from Castle, Lacombe, AB.

Other Resources

Rubric http://www.aac.ab.ca/wp­content/uploads/2014/03/SC7cool_outcomes.pdf