Huntley Hills Elementary School

Overview of Integrated Unit Planning Template

Grade Level:__3rd Grade_ Dates: __January- February 2021

Engineering Activity: Create a Solar Oven

Students will learn about solar energy and how direct sunlight can create heat. Students will learn about tools of measurement and how heat is
measured using thermometers. Students will explore how solar ovens are low- cost, ecologically- friendly technology that can use solar energy to
their benefit. Students will investigate, design, and construct a device/structure that will increase/decrease the warming effects of sunlight on
various materials. Students will test their device/structure, evaluate their own results and those of other students, and present their findings to the
class.

Science Standard Correlation Math Standard Correlation Social Studies Reading Standard Correlation
Standard
Correlation

S3P1. Obtain, evaluate, and communicate information MCC3.MD.3 Draw a scaled N/A ELACC3W2: Write
about the ways heat energy is transferred and measured. picture graph and a scaled informative/explanatory texts to
a. Ask questions to identify sources of heat energy. bar graph to represent a data examine a topic and convey ideas
(Clarification statement: Examples could include sunlight, set with several categories. and information clearly.
friction, and burning.) b. Plan and carry out an Solve one- and two-step "how
investigation to gather data using thermometers to many more" and "how many Passages on heat, conductor,
produce tables and charts that illustrate the effect of less" problems using insulator
sunlight on various objects. (Clarification statement: The information presented in
use of both Fahrenheit and Celsius temperature scales is scaled bar
expected.) c. Use tools and every day materials to design
and construct a device/structure that will
increase/decrease the warming effects of sunlight on
various materials. (Clarification statement: Conduction,
convection, and radiation are taught in upper grades.)
STEM Lab Activity: (Hands-on Activity)

In the STEM Lab, the teacher will work with the two classes about the understanding of temperature and heat vs. cold.

Miliron’s homeroom will be creating an insulator in hopes of keeping ice from melting.

Bolden’s homeroom will be creating a solar oven in hopes of melting or cooking a marshmallow.

Correlating Field Trips/Outreach Programs:

Field Trip #1: Nature- Powering Clips

Field Trip #2: Cook a S’More without Fire or Electricity

 Huntley Hills Elementary School

Engineering Integrated Unit Plan Template

Title Heat

Authored By Dallas Bolden, Sarah Milliron, and Julie York

Grade Level 3rd

Engineering Focus Students will learn about how heat is measured using thermometers. Students will investigate, design,
and construct a device/structure that will increase/decrease the warming effects of sunlight on various
materials. Students will test their device/structure, evaluate their own results and those of other students,
and present their findings to the class.

Engineering Design:
· Define a simple design problem reflecting a need that includes specified criteria for success and
constraints on materials, time, or cost.
· Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
· Plan and carry out fair tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.

Timeline/Dates Building Background Knowledge:

Week 1 & Week 2 (3 days- Jan STEM): Review standards & information learned about heat and energy
Problem Research:
Week 3, Week 4, Week 5 (6 days): Connecting how various materials are affected by heat energy and
how energy is produced in different ways [insulation, colors, temperature changes, etc.]

Engineering Activity: Feb 22- Feb 26 (4 days- 1 week)

 Communicate, Construct, Differentiate, Evaluate, Evidence, Hypothesis, Obtain, Celsius , Colors,
Unit Vocabulary
Fahrenheit, Friction, Heat, Insulator, Insulation, Solar, Temperature

Unit Resources

Prior Knowledge A. Reading a thermometer

B. Information about the ways heat energy is transferred and measured.
Big Ideas 1. Heat can be produced by many things and in many ways. The Sun is the main source of energy for the Earth.
Energy is produced in different ways

2. We can use tools such as thermometers to measure the amount of heat in an object. Thermometers are used
to measure temperature changes.

3. Heat energy can change states of matter. Heat is transferred from one place to another. Heat is transferred
from warmer to cooler objects. The transfer of heat energy from the sun differs according to the materials. Some
materials conduct heat better than others. Insulation affects heating and cooling. A substance changes state
when heat is added or lost. The Earth does not heat up or cool down rapidly

Essential Questions 1. How is heat energy produced and transferred?

2. How and why are thermometers used?
3. How are various materials affected by heat energy, including sunlight?

Students will Know: Information about the ways heat energy is transferred and measured.

(Essential Knowledge, Tools/materials

Skills and Processes)
Device/structure to increase/decrease warming effects of the sunlight on various materials

Students will ·

Understand:

(Understanding the
Subject)

Students will Do: Students will create a device/structure that will increase/decrease the warming effects of sunlight on
various materials.
Materials for Materials needed:
Engineering Design:
Procedures:

Week 1 (Days 1 – 4) -

Science Connection: Heat (Solar Energy, Temperature, Colors absorption, insulation)

Mathematics Connection: Reading thermometers, reading ruler

Week 2 (Days 5 – 8) –

Science Connection:

Mathematics Connection:

Reading Connection:

Writing Connection:
Week 3 (Days 9 – 12) –

Science Connection:

Mathematics Connection:

Reading Connection:

Writing Connection:

Challenge:

Week 4 (Days 13 – 16)

Science Connection:

Mathematics Connection:
Reading Connection:

Writing Connection:

Week 5 (Days 17 – 20)

3. Describe a system another student team created that you thought worked well. What did you do differently?

4. How did your decisions on engineering trade-offs differ from that team? What goals or priorities for your system did you put
above others?

5. Did you decide to revise your plan while actually doing the containment or clean-up? Why? How?

6. Why might a team of environmental engineers change their planned approach to an oil spill clean-up once they arrived on
the site? Do you think it is common that professionals change their plans while on the job?

7. If you had to do it all over again, how would your team have improved your containment system? Why?

8. If you had to do it all over again, how would your team have improved your clean-up system? Why?

9. Do you think that experience with prior oil spills would make a team of engineers more able to address the next unexpected
one?

10. Now that you have learned about the different trade-offs engineers must factor into a product or system, if you were
designing a new rail-based oil transportation system, what considerations would you have to balance in your new design
(consider costs, environmental issues, public health, speed of transport)?

11. What other materials do you think would have helped speed up your containment or clean-up?

Basic Outline:

Day 1: Finish Plan from Week 4

Day 2: Build

Day 3: Test

Day 4: Redesign and Retest

Day 5: Reflection

Week 6 (Days 26 – 30)

Group PowerPoint Presentation: Engineering Groups will develop a Powerpoint presentation related to their discoveries and
designs for the Engineering Unit: A Slick Solution: Cleaning an Oil Spill. The Powerpoint needs to communicate the content
learned through the students’ research, different pictures, clip art & background, use correct grammar, explain their first design,
the results of their first model, how they redesigned and the results of the revision. This should be “Their Story.”

NEED to add: PowerPoint Presentation Rubric including powerpoint as well as

STEM skills…

Students will write persuasive letters to the United Nations related to the transportation of oil (the regulation of transportation of oil,
the designation of areas that cannot be entered barges transporting oil.)

DES Pacing for A Slick Solution: Cleaning an Oil Spill

Duration Activity
 15 days Setting background knowledge. In a five day window
teachers should teach the concepts surrounding forces.

5 days Problem Research: A Slick Solution: Cleaning an Oil Spill

10 days Engineering Unit (daily tasks – see lesson plan above)

Water Filtration System

(Ecosystems Unit, October)

Design Challenge
Background

Water is often considered the “universal solvent” because it can mix with organic (natural) or synthetic
(man-made) substances. Some of these products break down easily in water, others break down very

slowly or never. Water naturally cleans itself through filtration through the ground and evaporation in the water cycle.

Many societies used to dispose of waste and garbage directly into lakes, streams, and oceans. Now, most countries
require polluted water to be treated. Environmental, chemical, and civil engineers work to improve existing water
treatment systems and design new ones to ensure a steady supply of safe, clean water now and in the future.

Challenge

You and your team will design and build a new water filtration system for a small community with a polluted water supply.
Your water filter should rid the water of all pollutants. You will be using plastic cups, plastic bottles, and an assortment of
filtration materials. Your prototype’s success will be judge on how clean the polluted water after passing through your
system.

Constraints

- Your filtration system should have be at least 2 feet tall.

- You may only use the materials listed below.

- Your system must be free standing when being tested.

Materials

You may only use the materials listed below. You do not need to use all of the materials

- 3 cups - 2 plastic water bottles

- 1 coffee filter - 1 cup of sand

 - 1 cup of gravel - 1 cup of activated charcoal

- 1 push pin - 2 meters of tape

Teacher Materials: Several 2 liter bottles of polluted water, (polluted water should include oil, dirt, food coloring, small pieces of paper,
lemon juice *water should look and smell polluted*), clear containers to filter water into in order to compare each team’s system.

Tools

You may only use the tools listed below.

- Your Hands - Scissors