5.5A: Classifying Matter
Matter and Energy
Keep Your Cool!
Background Information
Insulation can be defined as the prevention
of the passage of heat, electricity, or sound.
Insulation can be useful in many ways. For
example, you can use mitts to remove
something hot from the oven, use a
refrigerator or ice chest to keep something
cold, keep your home cool and more energy
efficient from the Texas heat, and prevent
the flow of electric current.
Guiding Points
Your class would like to serve popsicles for a
special celebration, but there isn't any extra
room in the freezer.
1. What could you use to help keep the
popsicles frozen?
2. Look for materials around the classroom
or school that can be used.
3. Make a list of materials that would make
good insulators.
4. Explain how you would use these items to
keep the popsicles frozen.
Fun Fact
Since there is no atmosphere in outer space,
objects exposed to the Sun heat up very
quickly! When designing spacecraft, scientists
have to use special insulators that are
reflective, but lightweight.
To understand insulation, we need to also
understand heat absorption. Some objects
are better absorbers of heat than others.
Typically, things that are darker are better
heat absorbers. Think about a dark paved
road in the summer. The dark color of the
blacktop is an excellent absorber of heat.
Often, in the summer months, people will
dress in lighter colored clothing to keep
themselves cooler.
Thermal insulation consists of materials that
do not conduct heat very well. Metal is a
conductor of electricity and heat.
Nonmetallic materials make better
insulators. That is why oven mitts are made
out of cloth, and electrical wires are coated
with a layer of plastic to protect you from
the current flowing through them. On a cold
day, you may wear a thick jacket to
conserve your body’s heat energy. The
purpose of an insulator is to slow or prevent
the transfer of heat energy.
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5.5A: Classifying Matter
Matter and Energy
Student Checklist
Content
Organization
Presentation
□
I included details
covered in the Key
Concepts as well as
other important concepts
I learned.
□
I organized my final
presentation with an
introduction, body, and
conclusion.
□
My project has a neat
appearance. My
handwriting is legible,
and I used correct
grammar.
□
I checked my material to
make sure it was
accurate. I used more
than one resource.
□
The pictures or drawings
I included make sense
with the content of my
project.
□
I used illustrations to
make my project
attractive.
□
I connected what I
learned in science with
the problem or issue in
the prompt.
□
I made sure to include
my science vocabulary
properly and in the right
context.
□
I can easily discuss my
project with someone
who asks me questions
about it.
Category
Meets
Expectations
(2 points)
Below
Expectations
(1 point)
Content
Student included detail
on all components and
SCOPE Key Concepts
and used multiple
sources.
Student included detail
on most components
and SCOPE Key
Concepts and used one
to two sources.
Student included little to
no detail on components
and SCOPE Key
Concepts, and no
sources were identified.
Organization
Student correctly used
all SCOPE vocabulary in
a clearly structured
format.
Student correctly used
most SCOPE
vocabulary, and content
is understandable.
Student correctly used
little to no SCOPE
vocabulary and did not
organize content.
Final product has a neat
appearance with
detailed illustrations.
Student can easily
discuss project findings.
Final product is clearly
presented with at least
one illustration, and
student can talk about
project findings.
Final product is not
neatly presented and
lacks illustrations.
Student requires
prompting to discuss
findings.
Score
Teacher
Comments
Total
Exceeds
Expectations
(3 points)
Presentation
Assessment Rubric
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