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Grade 05 Science - EC: S5.C.2.1.2

Grade 05 Science - EC: S5.C.2.1.2

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Activities

  1. Match the heat type to the example:

  1. Fill in the blank with the word MORE or LESS

    1. The ___________ energy the ___________ air molecules.
    2. The _______________ energy the ___________ air molecules.
  1. Write TRUE or FALSE for each statement.

    1. Cold things don’t have heat.
    2. The molecules in cold things move slower than hot things.
  1. Label each situation as MORE MOLECULES or LESS MOLECULES, then circle the object with more potential heat.
  1. Large ice sculpture     or         lit match
  2. Single ice cube          or         bonfire
  1. Conduct a debate arguing which form of heat is the most effective: convection, radiation, or conduction.

  2. Write a short letter to a friend explaining how heat energy is usually a byproduct of an energy transformation. Be sure to include examples in your letter.

Answer Key/Rubric

  1. Match the heat type to the example:
  1. Convection- iii
  2. Conduction- i
  3. Radiation- ii
  1. Answers for letter a and b are interchangeable:
  • The MORE energy the MORE air molecules.
  • The LESS energy the LESS air molecules.
  1. Write TRUE or FALSE for each statement.

    1. Cold things don’t have heat. FALSE
    2. The molecules in cold things move slower than hot things. TRUE
  1. Acceptable responses might include, but are not limited to:

    1. Large ice sculpture has more molecules, and more heat potential than a lit match.
    2. A single ice cube has less molecules and less heat potential than a bonfire
  1. Acceptable responses might include, but are not limited to:
  • Convection is often how we steam food and how airplanes are able to fly.
  • Conduction is how we bake food in the oven.
  • Radiation is how we heat food in the microwave and the heat from the sun.
  1. Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content:

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