Quick start · Two session routes
Print the teacher guide and use the student selections listed on each session page. Keep the matching teacher keys and quick starts separate. The complete thermal energy classroom archive contains the six resources and the start guide. The optional cool-water investigation archive contains its own materials and forms. No student internet access is required.
Planning estimates. The six-session paper route may use continuation blocks, particularly for Revise a Claim When Evidence Changes and Choose, Test and Improve a Thermal Protector. The eight-session practical route includes three first comparisons and three redesign comparisons with fresh water. If the class period is 45 min, split at the specified continuation point; do not eliminate repeats or assign equipment homework.
Collect representative responses, not scores. Check prerequisites, support access, then choose an exact follow-up. Quick Check reuses Independent task.
Paper session 1 · Read measurements
Target / planning estimate
Read measurements; 35–45 min.
Print / prior evidence
Read Temperature Data Before Explaining It Teach-the-Lesson, student pp. 1–5; Read before comparing, questions 1–2, Read the whole record, questions 1–3, The same record as a graph, questions 1–2, Guided practice · Cooling, questions 1–3, Independent task · New readings, questions 1–3.
Read small tables and subtract; Bridge checks this.
Teacher demonstration
Trace one row: initial, final, time and direction, using the Model. Show equivalent graph representation without requiring plotting.
Learner work / collect
Guided practice, then independent task. Collect starting values, change, direction and observation.
Next decision / continuation
If values are reversed or mixed: Keep readings in one row, questions 1–2; if final and change are confused: A value is not a change, questions 1–3 before the next session.
Paper session 2 · Evaluate conditions
Target / planning estimate
Evaluate conditions; 35–45 min.
Print / prior evidence
Was It a Fair Comparison? Teach-the-Lesson, student pp. 1–4; Read before evaluating a comparison, questions 1–2, Two things changed, questions 1–3, Guided practice · Repair setup cards, questions 1–3, Independent task · Fresh critique, questions 1–3.
Evidence of headings and change from session 1; use Was It a Fair Comparison? prerequisite bridge if entering directly.
Teacher demonstration
Identify the intended comparison and relevant conditions for mass, start, time, cup, room and readout in the Model.
Learner work / collect
Critique the guided-practice record, repair the plan, then independent task. Collect named confounds and a matched recording plan.
Next decision / continuation
Subtraction does not fix a confound, questions 1–2 for confounds; Specify a usable plan, questions 1–3 for recording details before trial comparison.
Paper session 3 · Support a design choice
Target / planning estimate
Support a design choice; 36–44 min.
Print / prior evidence
Which Design Is Better Supported? Teach-the-Lesson, student pp. 1–4; Prerequisite mini-lesson · Read before comparing, questions 1–4; Teacher model · Which sleeve slowed warming?, questions 1–5; Guided practice · Check every trial, questions 1–3; Independent task · Choose from new results, questions 1–5.
Comparable conditions and temperature change; The prerequisite bridge supplies a check.
Teacher demonstration
Use the Model for a matched comparison and bounded claim; do not show independent task in the model.
Learner work / collect
Guided practice, then the unseen independent task. Collect comparisons across trials and one useful limit.
Next decision / continuation
Which Design Is Better Supported?/Use all results and limit the claim, questions 1–4 if selecting only favorable evidence or saying “always”; Compare the measurements, questions 1–3 if reading is difficult; fresh Later check · Reverse the direction, questions 1–3 later, not Quick Check.
Paper session 4 · Explain the pattern
Target / planning estimate
Explain the pattern; 36–45 min.
Print / prior evidence
Explain Why the Temperature Changed Teach-the-Lesson, student pp. 1–5; Observation, evidence, explanation, questions 1–2, Explain this record, questions 1–2; Model representation · Sample and surroundings, question 1, Guided practice · Explain a different record, questions 1–3, Independent task · Explain the record, questions 1–3.
Read changes and distinguish observations; Bridge checks the scientific connection.
Teacher demonstration
Use the Model and representation explanatory model of warm water in a room and its equivalent text. Contrast cooling in guided practice.
Learner work / collect
Guided cooling, then independent task; collect values, direction, idea and limit.
Next decision / continuation
Connect evidence to the explanation, questions 1–2; Fresh recheck · Connect a new record, question 1 if only readings are given; Trace energy transfer, questions 1–2; Fresh recheck · Trace a new case, question 1 for net direction, cold or stopping transfer; clarify wording first.
Paper session 5 · Revise a particular claim
Target / planning estimate
Revise a particular claim; 45–55 min.
Print / prior evidence
Revise a Claim When Evidence Changes Teach-the-Lesson, student pp. 1–8; Compare a claim with its support, questions 1–2, Initial evidence, question 1; New evidence, questions 1–2, Revision record · Model case, questions 1–7, Guided practice · Initial evidence, question 1; Guided practice · Additional evidence, questions 1–2, Independent task · Initial record, question 1; Independent task · New record, questions 1–2.
A bounded claim and a scientific connection. Prerequisite bridge names the claim, evidence and conditions.
Teacher demonstration
Use Initial model record for the original claim, then reveal New model evidence; complete the seven revision fields.
Learner work / collect
Reveal Initial practice record→New practice evidence and Initial independent record→New independent evidence after original responses. Collect the original claim, new conditions, decision, reason and next evidence.
Next decision / continuation
Initial claim and support, question 1; Keep the evidence, change the claim, question 1; Fresh recheck · Initial record, question 1; Fresh recheck · Additional record, question 1 for ignoring records; Initial conditions and claim, question 1; Compare conditions before revising, questions 1–2; Fresh recheck · Initial conditions, question 1; Fresh recheck · Changed surroundings, question 1 for comparability or assuming the newest wins. Extend to a second block if 55 min is needed.
Paper session 6 · Complete the paper design cycle
Target / planning estimate
Complete the paper design cycle; 55–70 min or two blocks.
Print / prior evidence
Choose, Test and Improve a Thermal Protector Teach-the-Design-Challenge, student pp. 1–5; Requirements and predictions, questions 1–2, Check the complete brief, questions 1–2, A decision needs a priority, questions 1–2, Independent challenge · Record a proposal first, questions 1–2; Independent challenge · Separate redesign evidence, questions 1–2.
Feasible criteria and constraints, and revision. The prerequisite bridge supplies a standalone bridge.
Teacher demonstration
In the Model, check all trials, budget and thickness, and state a priority; guide the practice tradeoffs.
Learner work / collect
Initial independent record: proposal and test; then a separate New independent evidence reassessment of fictional redesigns. Collect feasibility, hypothesis, test and revised claim.
Next decision / continuation
Meet every requirement, questions 1–2 then Fresh recheck · What if none qualifies?, question 1; A proposal needs a relevant test, questions 1–2 then Fresh recheck · Whole design or one feature?, question 1; Later check · Changed requirements, question 1; Later check · One new environment record, questions 1–2 if unseen. Break after guided practice for continuation, not homework.
Practical route session 1 · Read and compare quantities
Target: Read and compare quantities. Planning estimate: 35–45 min.
Print / prior evidence
Use the exact Read Temperature Data Before Explaining It print selections and tasks from Paper session 1; collect change and direction.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Prerequisite bridge, then Model→Guided practice→Independent task.
Next decision / continuation
Use first follow-up and second follow-up as needed; carry checked start and time reading into the next session.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 2 · Plan a comparable investigation
Target: Plan a comparable investigation. Planning estimate: 35–45 min.
Print / prior evidence
Use the exact Was It a Fair Comparison? print selections and tasks from Paper session 2; collect a matched plan.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Was It a Fair Comparison? Model→Guided practice→Independent task; emphasize physical conditions in relation to the question.
Next decision / continuation
Complete follow-up on confounds and the recording plan before planning apparatus.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 3 · Use representative trial evidence
Target: Use representative trial evidence. Planning estimate: 36–44 min.
Print / prior evidence
Use the exact Which Design Is Better Supported? print selections and tasks from Paper session 3; collect a bounded comparison.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Model→Guided practice→Independent task; distinguish time points from fresh trials.
Next decision / continuation
Which Design Is Better Supported?/F or R if needed; choose a fresh later check, not the independent task again.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 4 · Explain and revise
Target: Explain and revise. Planning estimate: 60–75 min, or two blocks.
Print / prior evidence
Explain Why the Temperature Changed Bridge, Model/V, cooling G, independent task (pp. 1–5); Revise a Claim When Evidence Changes Bridge and Initial practice record→New practice evidence (pp. 1, 5–6, Compare a claim with its support, questions 1–2, Guided practice · Initial evidence, question 1; Guided practice · Additional evidence, questions 1–2). Matching keys: Explain Why the Temperature Changed bridge through independent task, prerequisite bridge and guided practice.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Explain net transfer, then retain a bounded claim when new comparable results remain consistent. Collect a scientific connection and a reason for revision.
Next decision / continuation
If needed, continue after Explain Why the Temperature Changed I before the Revise a Claim When Evidence Changes bridge and guided case; use first follow-up and second follow-up or first follow-up and second follow-up. Do not count guided Revise a Claim When Evidence Changes practice as independent.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 5 · Design against requirements
Target: Design against requirements. Planning estimate: 55–70 min or two blocks.
Print / prior evidence
Use the exact Choose, Test and Improve a Thermal Protector print selections and tasks from Paper session 6; complete the full proposal→reveal cycle.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Check every requirement, choose a priority, propose a matched test and reassess fictional redesigns.
Next decision / continuation
first follow-up and second follow-up as needed; prepare the Cool-water investigation teacher operational card and instruments before the next session.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 6 · Assemble and run first comparison
Target: Assemble and run first comparison. Planning estimate: 65–80 min plus teacher preparation.
Print / prior evidence
Cool-water investigation: Prepare and Run the First Comparison. Use Design Brief questions 1–2, Assemble and Label question 1, Instruments and Trial Order questions 1–2, Instrument-check Record question 1, the setup and reading-log questions on each of three First Comparison trial sheets, and Compare the First Trials questions 1–3. Full student pages 1–9 and 13; supplied first-comparison record on page 15 for the fallback route. Teacher setup pages 1–6 and keys on pages 8–12.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
The teacher checks container, lid, probe, water and setup readiness; model recording with the fictional completed record, not invented student results. Learners assemble a prototype, run three fresh paired trials at 0/5/10 min, and retain starts, conditions and departures.
Next decision / continuation
Collect three complete records from the first phase and the construction version. If the period is 45 min, stop after trial 1, then drain, clean and store dry labeled sleeves; continue fresh trials 2 and 3 in the next block before redesign. Never make up readings.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 7 · Redesign and begin retest
Target: Redesign and begin retest. Planning estimate: 45–60 min plus continuation as needed.
Print / prior evidence
Cool-water investigation: Redesign and Retest. Compare the original sleeve with the declared redesign. Use Commit to a Redesign questions 1–2 (full student page 14), the setup and reading-log questions on each of three Retest trial sheets (pages 10–12), and Reassess the Redesign questions 1–2 (page 17). Use the supplied retest record on page 16 only for the fallback route. Teacher setup pages 2–6 and keys on pages 12–16.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Analyze all first records; state the prediction, modification and constraints. The teacher confirms safe assembly and a matched question. Assemble, record the version and perform the first fresh paired trial of the old reference and redesign.
Next decision / continuation
Collect the design log, prediction and first retest record. If the first phase is incomplete, continue it first; retain 3 fresh pairs per phase. Do not replace unknown results with fallback values.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.
Practical route session 8 · Finish retest and explain limits
Target: Finish retest and explain limits. Planning estimate: 50–65 min; add a continuation block if measurement or cleanup causes delays.
Print / prior evidence
Cool-water investigation: finish Retest trial sheets 2 and 3 (full student pages 11–12), then use Reassess the Redesign questions 1–2 and Evidence and Explanation questions 1–3 (pages 17–18). Teacher keys are on pages 15–17. Save the separate Later Reasoning Check, question 1 (page 19), for students who have not yet seen it.
Prerequisites: preceding collected evidence or the corresponding standalone kit bridge. The Cool-water investigation operational setup must be fully checked before handling.
Demonstration / learner work / collect
Run the remaining two fresh pairs (0/5/10 min), compare all retests with the identified reference, and account for drift, mismatch or missing data; use the supplied fallback if equipment is unavailable.
Next decision / continuation
Collect all raw records, a bounded result, revision and next test; clean up. Worse, negligible or variable outcomes are legitimate. Keep notes about actual physical work separate from the paper fallback.
No equipment homework or mandatory student internet access. Use the complete Cool-water investigation fallback for learners who do not handle equipment or when equipment is unsuitable; record that the fallback does not show construction or testing.