Icing Injuries Assessment

14.B Construct written arguments supported by empirical evidence and scientific reasoning to support claims describing how energy spontaneously transfers out of hotter regions or objects and into colder ones.

14.B Construct written arguments supported by empirical evidence and scientific reasoning to support claims describing how energy spontaneously transfers out of hotter regions or objects and into colder ones.

Use the assessment guidance provided in Lesson 14 Assessment Scoring Guide and Rubric for Model in Lesson 14 Icing Injuries Assessment to assess students’ ideas about energy transfer in the assessment Icing Injuries Assessment.

Use Lesson 14 Assessment Scoring Guide and Rubric for Model in Lesson 14 Icing Injuries Assessment for scoring guidance.

Additional Lesson 14 Teacher Guidance

SUPPORTING STUDENTS IN MAKING CONNECTIONS IN ELA

• CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
• Students compare a variety of evidence from simulations, videos, labs, and texts to determine which claim is best supported by the evidence.
• CCSS.ELA-Literacy.W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

Working collaboratively as a class, you model for students how to write a evidence-based explanation for how the water in the cup warmed up over time. Then, working individually, students write an evidence-based explanation for a related phenomenon in which they are encouraged to explain how it works to minimize energy transfer, citing relevant evidence and supporting their thinking with scientific reasoning.