MTMentor Teaching

Thermal Energy · Intended for middle school; Grades 6–8 standards band

Thermal energy: teaching and practice guide

Choose student pages for the six-resource teaching sequence and use the matching teacher guidance.

Read Temperature Data Before Explaining It · Reteach Compare the Measurements

Learning target:Read headings,units,start/time and change before explaining.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 5

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Read Temperature Data Before Explaining It · Reteach Value or Change

Learning target:Read headings,units,start/time and change before explaining.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 6

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Read Temperature Data Before Explaining It · Teach the Lesson

Learning target:Read headings,units,start/time and change before explaining.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 3

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Read Temperature Data Before Explaining It · Use a Later Check

Learning target:Read headings,units,start/time and change before explaining.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 7

Next check:Use these pages again for practiceThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Read Temperature Data Before Explaining It · Use a Quick Check

Learning target:Read headings,units,start/time and change before explaining.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 4

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Was It a Fair Comparison? · Reteach Repair the Comparison

Learning target:Evaluate comparison conditions for the intended question.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 5

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Was It a Fair Comparison? · Reteach Specify the Plan

Learning target:Evaluate comparison conditions for the intended question.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 6

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Was It a Fair Comparison? · Teach the Lesson

Learning target:Evaluate comparison conditions for the intended question.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 3

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Was It a Fair Comparison? · Use a Later Check

Learning target:Evaluate comparison conditions for the intended question.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 7

Next check:Use these pages again for practiceThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Was It a Fair Comparison? · Use a Quick Check

Learning target:Evaluate comparison conditions for the intended question.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 4

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Which Design Is Better Supported? · Reteach Compare the Measurements

Learning target:Use matched evidence across trials and bound a design claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 6

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Which Design Is Better Supported? · Reteach Use All Results and Limit the Claim

Learning target:Use matched evidence across trials and bound a design claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 7

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Which Design Is Better Supported? · Teach the Lesson

Learning target:Use matched evidence across trials and bound a design claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 3

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Which Design Is Better Supported? · Use a Later Check

Learning target:Use matched evidence across trials and bound a design claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 8

Next check:Use these pages again for practiceThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Which Design Is Better Supported? · Use a Quick Check

Learning target:Use matched evidence across trials and bound a design claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 5

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Explain Why the Temperature Changed · Reteach Connect Evidence to the Explanation

Learning target:Connect measurements to net thermal-energy transfer.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 6

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Explain Why the Temperature Changed · Reteach Trace Energy Transfer

Learning target:Connect measurements to net thermal-energy transfer.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 7

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Explain Why the Temperature Changed · Teach the Lesson

Learning target:Connect measurements to net thermal-energy transfer.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 3

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Explain Why the Temperature Changed · Use a Later Check

Learning target:Connect measurements to net thermal-energy transfer.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 8

Next check:Use these pages again for practiceThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Explain Why the Temperature Changed · Use a Quick Check

Learning target:Connect measurements to net thermal-energy transfer.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 5

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Revise the Claim When Results Change · Reteach Compare Conditions Before Revising

Learning target:Compare relevant new evidence with a particular bounded claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 11

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Revise the Claim When Results Change · Reteach Keep the Evidence Change the Claim

Learning target:Compare relevant new evidence with a particular bounded claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 8

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Revise the Claim When Results Change · Teach the Lesson

Learning target:Compare relevant new evidence with a particular bounded claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 3

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Revise the Claim When Results Change · Use a Later Check

Learning target:Compare relevant new evidence with a particular bounded claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 13

Next check:Use these pages again for practiceThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Revise the Claim When Results Change · Use a Quick Check

Learning target:Compare relevant new evidence with a particular bounded claim.

Prerequisites:Read small tables and compare whole-number readings; use this resource’s included bridge.

Student pages to printTeacher guidance: page 7

Next check:Open next checkThe quick check repeats the independent task. The later check is new to students only until they have seen it. Use the answer guidance for the task you selected.

Choose, Test & Improve a Thermal Protector · Teach the Design Challenge

Learning target:Evaluate criteria and constraints, test a proposal and revise a bounded design claim.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 2

Next check:Open next checkThe quick check repeats the initial independent task and adds new evidence. The later check and additional practice tasks are new to students only until they have seen them.

Choose, Test & Improve a Thermal Protector · Use a Quick Check

Learning target:Evaluate criteria and constraints, test a proposal and revise a bounded design claim.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 5

Next check:Open next checkThe quick check repeats the initial independent task and adds new evidence. The later check and additional practice tasks are new to students only until they have seen them.

Choose, Test & Improve a Thermal Protector · Reteach Meet Every Requirement

Learning target:Evaluate criteria and constraints, test a proposal and revise a bounded design claim.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 6

Next check:Open next checkThe quick check repeats the initial independent task and adds new evidence. The later check and additional practice tasks are new to students only until they have seen them.

Choose, Test & Improve a Thermal Protector · Reteach Improve the Design and the Test

Learning target:Evaluate criteria and constraints, test a proposal and revise a bounded design claim.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 7

Next check:Open next checkThe quick check repeats the initial independent task and adds new evidence. The later check and additional practice tasks are new to students only until they have seen them.

Choose, Test & Improve a Thermal Protector · Use a Later Check

Learning target:Evaluate criteria and constraints, test a proposal and revise a bounded design claim.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 8

Next check:Use these pages again for practiceThe quick check repeats the initial independent task and adds new evidence. The later check and additional practice tasks are new to students only until they have seen them.

Cool-Water Design Investigation · Prepare and Run the First Comparison

Learning target:Compare fresh trials, retain evidence, redesign and retest with recorded conditions.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 2

Next check:Open next checkUse a fresh later check, question 1 after reflection only if unseen; fallback does not show physical construction/testing.

Cool-Water Design Investigation · Redesign and Retest

Learning target:Compare fresh trials, retain evidence, redesign and retest with recorded conditions.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 6

Next check:Open next checkUse a fresh later check, question 1 after reflection only if unseen; fallback does not show physical construction/testing.

Cool-Water Design Investigation · Compare the Results and Reflect

Learning target:Compare fresh trials, retain evidence, redesign and retest with recorded conditions.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 6

Next check:Open next checkUse a fresh later check, question 1 after reflection only if unseen; fallback does not show physical construction/testing.

Cool-Water Design Investigation · Use a Later Reasoning Check

Learning target:Compare fresh trials, retain evidence, redesign and retest with recorded conditions.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 17

Next check:Use these pages again for practiceUse a fresh later check, question 1 after reflection only if unseen; fallback does not show physical construction/testing.

Thermal Energy Evidence Portfolio · Integrative A

Learning target:Describe evidence across six dimensions using fresh integrated tasks.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 2

Next check:Open next checkA and B are different tasks, not equivalent forms; B is fresh only until shown.

Thermal Energy Evidence Portfolio · Integrative B

Learning target:Describe evidence across six dimensions using fresh integrated tasks.

Prerequisites:Read °C/time/change, compare conditions and distinguish observation from explanation; included bridge or supplied prior tasks.

Student pages to printTeacher guidance: page 3

Next check:Use these pages again for practiceA and B are different tasks, not equivalent forms; B is fresh only until shown.