**Subject Area:**Science

**Grade:**7

**Body of Knowledge:**Physical Science

**Idea:**Level 1: Recall

**Big Idea:**Energy Transfer and Transformations -

A. Waves involve a transfer of energy without a transfer of matter.

B. Water and sound waves transfer energy through a material.

C. Light waves can travel through a vacuum and through matter.

D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.

**Date Adopted or Revised:**02/08

**Date of Last Rating:**05/08

**Status:**State Board Approved

**Assessed:**Yes

## Related Courses

## Related Access Points

## Related Resources

## Lesson Plans

## Original Student Tutorial

## Perspectives Video: Professional/Enthusiast

## Teaching Ideas

## Unit/Lesson Sequence

## Video/Audio/Animations

## STEM Lessons - Model Eliciting Activity

In this MEA, students must work as a team to design a procedure to select the best storage cooler for their frozen treats. The main focus of the MEA is to apply scientific knowledge and describe that heat flows in predictable ways. Students will analyze data in order to arrive at a scientifically sound solution to the problem.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model-Eliciting Activity (MEA), students will have to determine which type of panel to choose for a fictitious greenhouse - glass or plastic and how much light, heat and moisture is best to let in - determined by whether the material is opaque, translucent or transparent. Students exploring how light travels, how heat moves and how it all affects temperature will find this activity fun and exciting. This is a fun challenge but applicable also to the environmental demands we are currently facing.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model-Eliciting Activity (MEA), students will practice critical thinking, calculating density, will reinforce Physical Properties of Matter and will lead them to understand the role of heat in the changes of the state of matter.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model-Eliciting Activity (MEA), students are provided with the opportunity to explore the basis of heat transfer. The formative assessment exposes students to a quick heat transfer demonstration. The reading passages and data sets further engage students in real life application of heat transfer and energy efficiency

## Original Student Tutorials Science - Grades K-8

Learn how to demonstrate that adding heat to a system can result in a change in state in this interactive tutorial.

## Student Resources

## Original Student Tutorial

Learn how to demonstrate that adding heat to a system can result in a change in state in this interactive tutorial.

Type: Original Student Tutorial

## Perspectives Video: Professional/Enthusiast

Ideas about applied physics should flow freely after you learn about heat and bronze casting.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

## Parent Resources

## Perspectives Video: Professional/Enthusiast

Ideas about applied physics should flow freely after you learn about heat and bronze casting.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

## Teaching Idea

A project challenge that uses an engineering approach to build a solar water heater out of common materials.

Type: Teaching Idea

## Video/Audio/Animation

- Learn about the known temperature range from absolute zero to absolute hot
- Learn about processes related to some temperatures
- Explore the coldest and warmest spots observed on Earth

Type: Video/Audio/Animation