Template B.

1
The UbD Template, Version 2.0​ © 2011 by Grant Wiggins and Jay McTighe

Name:​ Ransome Nfor Cadre:​ 33

Unit Topic:​ Energy Subject(s):​ Chemistry Grade(s):​ 10th Time Frame:​ 3 weeks

Stage 1: Desired Results

Established Goals Transfer

What content standards
and program - or Students will be able to independently use their learning to…
mission-related goal(s) - As adults, students will be able to independently make decisions on which materials heat up faster
will this unit address? and which ones are better coolant.
- In their lives, students will be able to make decisions on the appropriate clothing that suits the
- When two weather.
objects
interacting Meaning
through a field UNDERSTANDINGS ESSENTIAL QUESTIONS
change relative Students will understand that… Students will keep considering…
position, the - Students will understand that the - Why is it important to understand the variation of
energy stored in
variation in heat​ ​capacity for different heat capacity with material-structure?
the field is
changed. substances makes certain materials - Why does material structure matter?
(HS-PS3-5​) appropriate for different purposes. - Why is saving energy important?
- At the - Students will understand why liquids like - Why is color an important factor to consider when
macroscopic water are better coolants than others like purchasing clothing during winter or summer?
scale, energy turpentine. - Why does the color of a material matter?
manifests itself in
- Students will understand that the
multiple ways,
such as in variation of heat transfer with material
motion, sound, color makes certain clothes appropriate
light, and thermal for certain weather​ ​conditions.
energy.

God First! 11/15

 (HS-PS3-2) - Students will understand that how much
(HS-PS3-3​) heat a material absorbs is a function of its
- Plan and color
coonduct an
investigation to
provide evidence
that the transfer
of thermal energy Acquisition
when two
components of Students will know… Students will be skilled at…
different - The forms of energy and thermal energy - Explaining the difference between temperature
temperature are as an example. and heat
combined within - How to calculate specific heat capacity - Interpret the absorption spectrum of various
a closed system and interpret its meaning of the value materials
results in more obtained. - Interpreting a set of specific heat capacity values
uniform energy - How to measure the temperature of a for different materials and drawing inferences.
distribution substance and explain the reasons why - Calculating the heat capacity, heat exchange,
among the substances change temperature. and other variables.
components in - Temperature scales, Energy transfer
the system
(​HS-PS3-4​)

Stage 2: Evidence

Code Evaluativ
e Criteria

PERFORMANCE TASK(S):
Clarity and Students will show that they really understand by evidence of…
accuracy - Students will be given materials with different structure-types and based on their knowledge of heat
capacity and material bonding they will be asked to choose which one is more appropriate for given
situations and explain their reasoning.
- Students will be put in a scenario whereby they have to buy clothing in preparation for summer or
winter. They will have to use their knowledge of heat transfer to choose which color will best serve
the purpose and explain their reasoning.

God First! 11/15

 Accuracy OTHER EVIDENCE:
and Clarity Students will show they have achieved Stage 1 goals by:
- Students will be able to explain why there is variation in specific heat capacity with material
structure.
- Students will be able to explain why certain colors absorb more than others.
- Students will be able to interpret data collected or data given and draw inferences.

Stage 3: Learning Plan

Code PRE-ASSESSMENT
What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?
- Students will be given simple transposition of formulae problems to determine their ability to manipulate a formula
to obtain the variable needed.
- Students will be given a group of materials and ask to recall the type of chemical bonding found in it.
- Students will investigate and explore Thermal Energy and Temperature.
- Students will be asked to recall colors that make up white light.

God First! 11/15

 LEARNING EVENTS
Student success at transfer, meaning, and acquisition
depend upon:
- The acquisition of knowledge of Energy, thermal
energy as a form of energy, thermal energy transfer
within materials and from one material or medium to
the other. Students will use the content I will project,
their textbook and other resources to learn about
these terms (A)
- Students stating the formula to calculate specific heat
capacity and using it to compute the specific heat
capacity of various materials. Students will be
provided with exercises and explanations and guided
on how to tackle it. (A)
- Students being able to explain the absorption
spectrum of different materials. Students will be
provided with samples graphs for the absorption
spectrum of some substances and be guided on how
to interpret them (A)
- Students being able to conduct an experiment to
determine which of the colors of white light is the best
absorber of heat. Students will be participating in a
laboratory session and will investigate the absorption
of heat of some substances and analyze results. (M)
(T)
- Students being able to analyze the structure of some
materials in relation to their composition and draw
inferences on whether it will have a high or low
specific heat capacity. Students will now apply the
knowledge to other situations (M) (T)
- Students being given a list of substances and their
specific heat capacities will be able to bring out
real-life applications. (T)
- Students will be given a list of clothing of various
colors and will be asked to use the knowledge of the
absorption spectrum and apply it to the purchase of
clothing in various seasons of the year. (T)
God First!
PROGRESS MONITORING
⚫​How will you monitor students’ progress toward
acquisition, meaning, and transfer, during lesson
events?
- Students will be required to explain the “why”
behind some heat transfer phenomenon.
- Students will be required to carry out some
investigation and draw inferences.
- Students will design an experiment, collect data
and use it to draw conclusions.
- Students will be given a task that requires the
application of the knowledge acquired.
- Students will be required to do calculations on
the specific heat capacity and explain some
phenomenon
⚫​What are potential rough spots and student
misunderstandings?
- Students often fail to make the difference
between Heat and Temperature
- Students need to pay attention to units of
measurement which varies for various physicals
quantities.
- The same physical quantity may have different
units.
⚫​How will students get the feedback they need?
- I will check for understanding in class and give
feedback.
- I will give feedback through one-one coaching,
comments in Google classroom, Edpuzzle, Khan
academy, etc.
- Students will receive feedback in small groups for
group assignments.
11/15
 - Students being able to design an experiment to - Students will receive feedback through test
demonstrate that water has a higher specific heat papers of assessment taken.
capacity compared to other liquids. (T)

God First! 11/15