Energy | Project Based Learning
Students work in teams to investigate how energy changes in chemical reactions and design a simple, evidence-based product that explains exothermic and endothermic processes. Over 75 minutes, students analyze data, test a safe reaction or simulation, and create a brief poster or slide summarizing their findings.
| Term | Definition |
|---|---|
| Energy | The ability to do work or cause change. |
| Exothermic | A reaction that releases energy to the surroundings, usually causing temperature to increase. |
| Endothermic | A reaction that absorbs energy from the surroundings, usually causing temperature to decrease. |
| Activation energy | The minimum energy needed to start a chemical reaction. |
| Chemical reaction | A process in which substances change into new substances. |
| Surroundings | Everything outside the system being studied. |
Pose a real-world question: Why do hand warmers feel hot, and why do instant cold packs feel cold? Assign team roles such as recorder, data collector, materials manager, and presenter. Briefly review safety expectations.
Discuss prior ideas, predict whether each example is exothermic or endothermic, and organize into teams with assigned roles.
Provide directions for a safe class reaction or approved simulation. Model how to record temperature before, during, and after the reaction. Circulate to support accurate data collection.
Run the investigation or simulation, measure temperature changes, record observations, and note evidence of energy transfer.
Guide students to compare results across groups. Ask probing questions about temperature change, energy flow, and evidence for exothermic versus endothermic processes.
Share data, identify patterns, and revise explanations using scientific vocabulary.
Introduce the product requirement: create a one-slide summary or mini-poster that includes a claim, evidence, reasoning, and one real-world application. Provide a checklist and conference with groups.
Create the product, choose the strongest evidence, and connect the reaction to a real-world energy example.
Have each group give a 30–45 second share-out or post their product. Use a simple rubric to assess accuracy, evidence, and clarity. Collect an exit ticket.
Present their findings, listen to peers, and complete the exit ticket.
Revisit the opening question and have students answer it using evidence from their investigation. Highlight how energy transfer can be observed through temperature change and connect this to everyday products and processes.
Formative assessment will include observation of group work, accuracy of data collection, participation in discussion, and the exit ticket. Summative assessment will be the group poster/slide scored with a brief rubric for scientific accuracy, evidence, reasoning, and communication.
Choose one everyday process or product that involves energy change, such as a cold pack, hot pack, fuel burning, or photosynthesis. Write a short paragraph explaining whether it is exothermic or endothermic and include at least two pieces of evidence or facts.