Six equipment-free teaching kits help students read measurements, evaluate comparisons, support a design choice, explain temperature changes, revise a claim, and evaluate a redesign. Shared guides and an evidence portfolio support the sequence. The optional cool-water investigation requires the stated materials, ordinary adult supervision, and school procedures; a complete supplied-data alternative is included.
Choose your starting point, materials and teaching goal. For a response you want to revisit, choose the skill it shows. Each result links the student pages, teacher guidance and a follow-up task. Ask a clarifying question when a response is unclear.
Read Temperature Data Before Explaining It — Keep readings in one row — response practice
Learning target: Read temperature records, distinguish values from changes and observations from explanations.
Prerequisites: Read a small table, subtract whole numbers and recognize °C. The included prerequisite check supplies support.
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Next check: Reserve until after this response practice: Fresh check after Keep readings in one row Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Read Temperature Data Before Explaining It — A value is not a change — response practice
Learning target: Read temperature records, distinguish values from changes and observations from explanations.
Prerequisites: Read a small table, subtract whole numbers and recognize °C. The included prerequisite check supplies support.
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Next check: Reserve until after this response practice: Fresh check after A value is not a change Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Read Temperature Data Before Explaining It — Prerequisite bridge, model and guided practice
Learning target: Read temperature records, distinguish values from changes and observations from explanations.
Prerequisites: Read a small table, subtract whole numbers and recognize °C. The included prerequisite check supplies support.
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Next check: Independent task after model and guided practice Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Read Temperature Data Before Explaining It — Later assessment
Learning target: Read temperature records, distinguish values from changes and observations from explanations.
Prerequisites: Read a small table, subtract whole numbers and recognize °C. The included prerequisite check supplies support.
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Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Read Temperature Data Before Explaining It — Independent check
Learning target: Read temperature records, distinguish values from changes and observations from explanations.
Prerequisites: Read a small table, subtract whole numbers and recognize °C. The included prerequisite check supplies support.
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Next check: Reserve: Later assessment Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Was It a Fair Comparison? — Repair the comparison — response practice
Learning target: Evaluate confounds, repair comparison conditions and specify a usable recording plan.
Prerequisites: Read units/time, starts and temperature changes. Use the prerequisite check; Kit 1 provides additional support.
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Next check: Reserve until after this response practice: Fresh check after Repair the comparison Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Was It a Fair Comparison? — Specify a usable plan — response practice
Learning target: Evaluate confounds, repair comparison conditions and specify a usable recording plan.
Prerequisites: Read units/time, starts and temperature changes. Use the prerequisite check; Kit 1 provides additional support.
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Next check: Reserve until after this response practice: Fresh check after Specify a usable plan Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Was It a Fair Comparison? — Prerequisite bridge, model and guided practice
Learning target: Evaluate confounds, repair comparison conditions and specify a usable recording plan.
Prerequisites: Read units/time, starts and temperature changes. Use the prerequisite check; Kit 1 provides additional support.
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Next check: Independent task after model and guided practice Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Was It a Fair Comparison? — Later assessment
Learning target: Evaluate confounds, repair comparison conditions and specify a usable recording plan.
Prerequisites: Read units/time, starts and temperature changes. Use the prerequisite check; Kit 1 provides additional support.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Was It a Fair Comparison? — Independent check
Learning target: Evaluate confounds, repair comparison conditions and specify a usable recording plan.
Prerequisites: Read units/time, starts and temperature changes. Use the prerequisite check; Kit 1 provides additional support.
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Next check: Reserve: Later assessment Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Which Design Is Better Supported? — Compare the measurements — response practice
Learning target: Compare temperature results across trials, support a sleeve choice, and limit the claim. Includes its prerequisite mini-lesson.
Prerequisites: Read a small table, subtract whole-number temperatures, recognize °C, and distinguish starting and final readings. The included mini-lesson teaches these moves before the main task.
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Next check: Reserve until after this response practice: Fresh check after Compare the measurements Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Which Design Is Better Supported? — Use all results and limit the claim
Learning target: Compare temperature results across trials, support a sleeve choice, and limit the claim. Includes its prerequisite mini-lesson.
Prerequisites: Read a small table, subtract whole-number temperatures, recognize °C, and distinguish starting and final readings. The included mini-lesson teaches these moves before the main task.
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Next check: Reserve until after this response practice: Fresh recheck after reteaching Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Which Design Is Better Supported? — Prerequisite bridge, model and guided practice
Learning target: Compare temperature results across trials, support a sleeve choice, and limit the claim. Includes its prerequisite mini-lesson.
Prerequisites: Read a small table, subtract whole-number temperatures, recognize °C, and distinguish starting and final readings. The included mini-lesson teaches these moves before the main task.
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Next check: Independent task after model and guided practice Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Which Design Is Better Supported? — Later assessment
Learning target: Compare temperature results across trials, support a sleeve choice, and limit the claim. Includes its prerequisite mini-lesson.
Prerequisites: Read a small table, subtract whole-number temperatures, recognize °C, and distinguish starting and final readings. The included mini-lesson teaches these moves before the main task.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Which Design Is Better Supported? — Independent check
Learning target: Compare temperature results across trials, support a sleeve choice, and limit the claim. Includes its prerequisite mini-lesson.
Prerequisites: Read a small table, subtract whole-number temperatures, recognize °C, and distinguish starting and final readings. The included mini-lesson teaches these moves before the main task.
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Next check: Reserve: Later assessment Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Explain Why the Temperature Changed — Connect evidence to the explanation
Learning target: Connect specific temperature evidence to an explanation of net thermal-energy transfer and distinguish observations from the explanatory model.
Prerequisites: Read °C/time/start/change; distinguish warming/cooling and identify sample/surroundings. The included prerequisite mini-lesson teaches observation, evidence and explanation.
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Next check: Reserve until after this response practice: Fresh recheck of the connection Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Explain Why the Temperature Changed — Trace energy transfer
Learning target: Connect specific temperature evidence to an explanation of net thermal-energy transfer and distinguish observations from the explanatory model.
Prerequisites: Read °C/time/start/change; distinguish warming/cooling and identify sample/surroundings. The included prerequisite mini-lesson teaches observation, evidence and explanation.
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Next check: Reserve until after this response practice: Fresh recheck of transfer Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Explain Why the Temperature Changed — Prerequisite bridge, model and guided practice
Learning target: Connect specific temperature evidence to an explanation of net thermal-energy transfer and distinguish observations from the explanatory model.
Prerequisites: Read °C/time/start/change; distinguish warming/cooling and identify sample/surroundings. The included prerequisite mini-lesson teaches observation, evidence and explanation.
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Next check: Independent task after model and guided practice Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Explain Why the Temperature Changed — Later assessment
Learning target: Connect specific temperature evidence to an explanation of net thermal-energy transfer and distinguish observations from the explanatory model.
Prerequisites: Read °C/time/start/change; distinguish warming/cooling and identify sample/surroundings. The included prerequisite mini-lesson teaches observation, evidence and explanation.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Explain Why the Temperature Changed — Independent check
Learning target: Connect specific temperature evidence to an explanation of net thermal-energy transfer and distinguish observations from the explanatory model.
Prerequisites: Read °C/time/start/change; distinguish warming/cooling and identify sample/surroundings. The included prerequisite mini-lesson teaches observation, evidence and explanation.
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Next check: Reserve: Later assessment Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Revise the Claim When Results Change — Reteach conditions: initial record
Learning target: Compare new evidence with a particular claim, check conditions and justify retaining, narrowing, changing or withholding a conclusion.
Prerequisites: Read starts/changes and compare trials and conditions. The included prerequisite mini-lesson teaches claim scope and revision choices; the kit works independently of earlier kits.
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Continue in this order; retain the preceding response before new evidence:
Next check: Reserve until after this response practice: Fresh conditions recheck: initial record Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Revise the Claim When Results Change — Reteach: initial claim and support
Learning target: Compare new evidence with a particular claim, check conditions and justify retaining, narrowing, changing or withholding a conclusion.
Prerequisites: Read starts/changes and compare trials and conditions. The included prerequisite mini-lesson teaches claim scope and revision choices; the kit works independently of earlier kits.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Reserve until after this response practice: Fresh recheck: initial record Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Revise the Claim When Results Change — Prerequisite bridge and initial model evidence
Learning target: Compare new evidence with a particular claim, check conditions and justify retaining, narrowing, changing or withholding a conclusion.
Prerequisites: Read starts/changes and compare trials and conditions. The included prerequisite mini-lesson teaches claim scope and revision choices; the kit works independently of earlier kits.
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Continue in this order; retain the preceding response before new evidence:
Next check: Independent initial record — retain before additional evidence Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Revise the Claim When Results Change — Later assessment: initial evidence
Learning target: Compare new evidence with a particular claim, check conditions and justify retaining, narrowing, changing or withholding a conclusion.
Prerequisites: Read starts/changes and compare trials and conditions. The included prerequisite mini-lesson teaches claim scope and revision choices; the kit works independently of earlier kits.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Revise the Claim When Results Change — Independent check: initial record
Learning target: Compare new evidence with a particular claim, check conditions and justify retaining, narrowing, changing or withholding a conclusion.
Prerequisites: Read starts/changes and compare trials and conditions. The included prerequisite mini-lesson teaches claim scope and revision choices; the kit works independently of earlier kits.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Different check, after interpreting work and selected response teaching Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Choose, Test & Improve a Thermal Protector — Requirements, model and guided practice
Learning target: Compare every design criterion, justify a choice, propose a redesign, and use new evidence to reassess it.
Prerequisites: Read table headings, °C, starts and changes; compare fresh trials and conditions; distinguish observed results from explanations. The included prerequisite mini-lesson teaches criteria, constraints, prediction/result and whole-design versus feature claims.
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Next check: Independent proposal — retain before redesign evidence Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Additional check evidence — reveal only after retaining that check’s initial response:
Choose, Test & Improve a Thermal Protector — Independent challenge: proposal first
Learning target: Compare every design criterion, justify a choice, propose a redesign, and use new evidence to reassess it.
Prerequisites: Read table headings, °C, starts and changes; compare fresh trials and conditions; distinguish observed results from explanations. The included prerequisite mini-lesson teaches criteria, constraints, prediction/result and whole-design versus feature claims.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Reserve: Later assessment: changed requirements Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Choose, Test & Improve a Thermal Protector — Reteach: meet every requirement
Learning target: Compare every design criterion, justify a choice, propose a redesign, and use new evidence to reassess it.
Prerequisites: Read table headings, °C, starts and changes; compare fresh trials and conditions; distinguish observed results from explanations. The included prerequisite mini-lesson teaches criteria, constraints, prediction/result and whole-design versus feature claims.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Reserve until after this response practice: Fresh requirements recheck Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Choose, Test & Improve a Thermal Protector — Reteach: propose a relevant test
Learning target: Compare every design criterion, justify a choice, propose a redesign, and use new evidence to reassess it.
Prerequisites: Read table headings, °C, starts and changes; compare fresh trials and conditions; distinguish observed results from explanations. The included prerequisite mini-lesson teaches criteria, constraints, prediction/result and whole-design versus feature claims.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Reserve until after this response practice: Fresh test recheck Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests.
Choose, Test & Improve a Thermal Protector — Later assessment: changed requirements
Learning target: Compare every design criterion, justify a choice, propose a redesign, and use new evidence to reassess it.
Prerequisites: Read table headings, °C, starts and changes; compare fresh trials and conditions; distinguish observed results from explanations. The included prerequisite mini-lesson teaches criteria, constraints, prediction/result and whole-design versus feature claims.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Cool-Water Design Investigation — Practical first comparison: directions and blank trials
Learning target: Plan a fair cool-water comparison, record baseline and prototype trials, then redesign and retest. Includes a complete supplied-data alternative.
Prerequisites: Read °C and time, subtract decimal readings, distinguish temperature from energy, and follow comparison conditions. Measuring 150 mL and safe probe placement are also required for practical work.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Reserve until the planned investigation and reflection are complete: later reasoning Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Practical work requires the guide’s qualifying equipment/setup and supervision. Keep the redesign proposal before retesting; complete the staged trials/reflection before later reasoning. Supplied data do not demonstrate physical building/testing. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Equipment-free supplied-data alternative — keep the two parts separate:
Cool-Water Design Investigation — Practical redesign: commit the plan
Learning target: Plan a fair cool-water comparison, record baseline and prototype trials, then redesign and retest. Includes a complete supplied-data alternative.
Prerequisites: Read °C and time, subtract decimal readings, distinguish temperature from energy, and follow comparison conditions. Measuring 150 mL and safe probe placement are also required for practical work.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Reserve until the planned investigation and reflection are complete: later reasoning Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Practical work requires the guide’s qualifying equipment/setup and supervision. Keep the redesign proposal before retesting; complete the staged trials/reflection before later reasoning. Supplied data do not demonstrate physical building/testing. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Equipment-free supplied-data alternative — keep the two parts separate:
Cool-Water Design Investigation — Practical results: reassess and explain
Learning target: Plan a fair cool-water comparison, record baseline and prototype trials, then redesign and retest. Includes a complete supplied-data alternative.
Prerequisites: Read °C and time, subtract decimal readings, distinguish temperature from energy, and follow comparison conditions. Measuring 150 mL and safe probe placement are also required for practical work.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Reserve until the planned investigation and reflection are complete: later reasoning Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Practical work requires the guide’s qualifying equipment/setup and supervision. Keep the redesign proposal before retesting; complete the staged trials/reflection before later reasoning. Supplied data do not demonstrate physical building/testing.
Equipment-free supplied-data alternative — keep the two parts separate:
Cool-Water Design Investigation — Later reasoning assessment
Learning target: Plan a fair cool-water comparison, record baseline and prototype trials, then redesign and retest. Includes a complete supplied-data alternative.
Prerequisites: Read °C and time, subtract decimal readings, distinguish temperature from energy, and follow comparison conditions. Measuring 150 mL and safe probe placement are also required for practical work.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Practical work requires the guide’s qualifying equipment/setup and supervision. Keep the redesign proposal before retesting; complete the staged trials/reflection before later reasoning. Supplied data do not demonstrate physical building/testing.
Equipment-free supplied-data alternative — keep the two parts separate:
Thermal Energy Evidence Portfolio — Portfolio A: initial record
Learning target: Use fresh integrative tasks and annotated fictional examples to describe evidence across six thermal reasoning dimensions.
Prerequisites: Use the actual named six-kit tasks or supplied integrative briefs. Clarify measurement reading, conditions and response mode; missing evidence does not establish a broad ability.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Reserve: Portfolio B: proposal first Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Thermal Energy Evidence Portfolio — Portfolio B: proposal first
Learning target: Use fresh integrative tasks and annotated fictional examples to describe evidence across six thermal reasoning dimensions.
Prerequisites: Use the actual named six-kit tasks or supplied integrative briefs. Clarify measurement reading, conditions and response mode; missing evidence does not establish a broad ability.
Print this stage only · Current matching teacher guide — use the named activity heading · All stages and matching directions
Continue in this order; retain the preceding response before new evidence:
Next check: Use these same pages again only as practice — not a fresh check Keep models/answers with the teacher. A previously seen task is practice, not new evidence; different checks are not equivalent tests. Give the additional record only after the preceding response/proposal is retained; a new record within that sequence is not a separate fresh test.
Additional check evidence — reveal only after retaining that check’s initial response:
Choose the student pages you need and keep teacher guides and answer keys with the teacher.
