Science Lesson: Heat, Climate & Building Design
Lesson Plan
2 hours 15 minutesGrades6, 7, 8Science
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Written by Yen-Yen Chiu
About this lesson
In this lesson, students explore how rising temperatures affect communities and buildings by analyzing climate data, thermal images, and classroom materials. Students build an observational foundation for learning formal heat-transfer concepts in Lesson 2.
Inquire: Students explore how people around the world use building design and materials to stay comfortable in different climates.
Investigate: Students analyze temperature, urban heat, and thermal image data to identify patterns in heat distribution and how heat affects communities and buildings.
Inspire: Students investigate building materials and create a thermal map of their classroom to predict how heat moves and to identify opportunities to improve comfort and energy efficiency.
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Suggestions
- This lesson is designed to span 2-3 class periods and provide a strong grounding in understanding rising temperatures caused by human activity. The Investigate and Inspire sections should be completed on separate days.
- The Student Invention Journal was designed with space in the margins for a three-hole punch so students can add the sheets to their science binders. Invention education treats understanding the problem as inseparable from designing the solution. The notes, data, and reflections students record in Lessons 1–3 become the research base they draw from when they identify a problem, sketch a design, and build a prototype in Lessons 4–6.
- If global warming and human causes have already been taught and explored, the Investigate data section can be shortened to a review.
- For schools with limited access to devices, all three Option 2 graphs from Climate Central can be downloaded and printed in color for a gallery walk or displayed as a single projected image.
- If time permits and teachers have 3+ class periods, students can explore both data sets at the start of the Investigate section. Alternatively, the options can be done in a jigsaw format with:
- Jigsaw option 1: Groups of four with two students working on the Option 1 global data and two students working on Option 2 national data. Students share findings with their group and together discuss: What does the global trend tell us that the local data doesn't? What does the local data tell us that the global trend doesn't?
- Jigsaw option 2: Each student in a group is assigned one graph from Option 2, becoming the group's "expert" on that graph before coming back together to answer the cross-graph questions as a group.
- For rural schools where extreme heat data may feel hard to connect with, teachers can anchor the lesson in local weather records. The Climate Central city dropdown includes many mid-sized cities and regional hubs, allowing students to find the closest available city and then discuss what regional warming means for the surrounding area.
- Teachers can invite a local energy auditor, building inspector, or facilities manager to do a brief walkthrough of the school with students.
- As an optional homework assignment, students can identify 3-5 building materials they can see on the outside of their home, where they are on the building (roof, walls, windows, foundation), and one prediction about how it affects heat gain or loss.
- If thermometers are available, each pair of students can share one and take air temperature readings near different surfaces.
- If a thermal imaging camera is available, students can photograph the classroom walls, windows, and vents, then compare the actual thermal image with their hand-drawn prediction map in the Inspire section.
- At the end of each lesson in the Student Invention Journal, there is a “Parking Lot” page with four boxes for students to add their thoughts as they interact with the lesson:
- Questions I have from the lesson
- I’m curious about…
- This reminds me of…
- An “Aha!” moment I had
Prerequisites
- This is lesson 1 of 6 in our 6th-8th grade Science Unit: Heat Transfer, Biomimicry & Invention.
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Each student will need their own invention journal for all six lessons of the unit. If you choose not to use the Student Invention Journal, students can use a standard composition notebook, classroom journal, or regular binder with paper. Because the invention process includes sketching and cycles of feedback and iteration, a paper version is preferred. Students should be encouraged to document all their notes and ideas without deleting or erasing them, since this is part of the process.
- Throughout the unit, the class can create a running list of keywords or phrases and their definitions to use as a classroom anchor chart. The Vocabulary Deck for the unit is organized by lesson and can be adjusted to suit each classroom context.
- Teachers should preview options in the Investigate section and decide on the best format for exploring data sets.
- If needed, teachers can prepare a pre-drawn classroom or building floor plan outline to maximize time and allow students to focus on the thermal map annotations.
- Students should have basic map literacy and an understanding of bird’s-eye or floor-plan views.
- Students should have a basic understanding that global temperatures are rising due to human activity.
- Students should have a working understanding of how to read a line graph and identify trends, specifically understanding axes, scale, and the difference between a data point and a trend line.
- Students should have a working understanding of what an average (mean) is and how it is calculated.
Differentiation
- Explore these additional resources for global warming temperatures and human impacts of climate change:
- Fundamentals by Probable Futures
- Heat: A Tour of Temperature by Probable Futures
- NASA Global Warming Demonstration
- Climate Change Evidence by NASA
- Students can work through both data set options at the start of the Investigate section to deepen their understanding of the connection between rising global temperatures and rising summer temperatures in the United States.
- Students can use a pre-drawn classroom or building floor plan and focus on the thermal map annotations instead of the sketch.
- Students can use math-kitecture for a 3-step guided process on making a floor plan using basic architectural skills.
- Teachers can provide a list of building materials commonly found in their classroom or building for students to choose from. The number of materials for students to audit in the activity can be adjusted to fewer or more.
- Students can further explore Climate Central’s interactive website on extreme weather and heat.
- For a deeper study to understand the relationship between population density, land type, and surface temperature, students can explore Human Impact and the Creation of Urban Heat Islands, an interactive story map.
- Students can further explore thermal imaging starting with the following resources:
- Students can further research and investigate the history of one home from the virtual tour, including climate, available materials, and cultural context.
- Throughout the unit, to support understanding of climate change, students can read the graphic novel A Kid's Guide to Climate Change, about a younger person in Colorado who learns what climate change is, its causes, and possible solutions.
From the scientist review
Notes from the Scientist Reviewer
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
