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Name Alyson Pfeil

Class ELED 3221


Date 4/6/2016
edTPA Indirect Instruction Lesson Plan Template
Methods of Heat Transfer
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Central Focus/Big Idea: Energy
Subject of this lesson: Scientists can explain the effects of the transfer of heat between objects at
different temperatures.
Grade Level: 5th Grade
NC Essential Standard(s): 5.P.3.1: Explain the effects of the transfer of heat (either by direct
contact or at a distance) that occurs between objects at different temperatures. (Conduction,
convection or radiation)
Next Generation Science Standard(s): MS-PS3-4. Plan an investigation to determine the
relationships among the energy transferred, the type of matter, the mass, and the change in the
average kinetic energy of the particles as measured by the temperature of the sample.
21st Century Skills: Creativity and Innovation- Outcome for 4th grade addresses students ability to
use science in the world around them.; Collaboration- Outcome for 4th grade addresses that students
work collaboratively with others both in small and large groups in their science classroom; Critical
thinking and problem solving Outcome for 4th grade addresses importance of students
constructing explanations from their observations.
Academic Language Demand
Language Function: Students are expected to be able to explain the effects of the different
methods of heat transfer.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: conduction, convection, radiation

Instructional Objective: Students will be able to explain the different methods of how heat is
transferred and give every day examples. The students will be able to successfully answer 11 out of
13 questions on the worksheet given at the end of the lesson.
Prior Knowledge (student): Students should be able to recognize that heat is a basic form of energy.

Content Knowledge (teacher): The teacher should have already reviewed the lesson and read the
Heat Travels passage. They should also have a clear understanding of the overall topic and activities
including the definitions of conduction, convection, and radiation.
Accommodations for special needs (individual and/or small group): I would make sure to pair a
strong student with the special needs student for support. I would also make sure students with
physical disabilities are sitting close to the front of the classroom so they are able to see the Smart
Board and are closer to the teacher. I will check in with these students frequently throughout the
lesson to make sure they are understating the topic and assignments. For ELL, I will also place them
with a strong student for added learning support. I would try to have their native language written
on the back of the back of the heat scenes and the reading passage.
Materials and Technology requirements:

Chocolate Candy Bar


Lamp
Smart Board
A set of the Heat Scenes for each pair of students (13 sets- 1 group of 3 students)
Big notebook paper for the Conduction, Convection, and Radiation chart
How Heat Travels passage (1 per student- 27 copies)
Magazines
Construction paper (27 sheets)
Glue Sticks (13 glue sticks- 1 group of 3 students)
Scissors
Heat Transfer worksheet (1 per student- 27 copies)

Total Estimated Time: 1 class period- If I had the time to do the real lesson I would make it over 2
class periods so I could conduct a conduction, convection, and radiation experiment. I was not
allotted this amount of time in my IMB classroom.
Source of lesson:
Heat video from Scholastics website:
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm
Heat Scenes from the Power Sleuth website:
http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf
Safety considerations: I will precut the Heat Scene cards so students do not have to worry about
cutting these cards. I will also remind the students that we do not touch the lamp when we are doing
the chocolate bar experiment. We want to use caution so we do not burn ourselves on the bulb. The
chocolate bar should also not be touching the lamp.

Content and Strategies (Procedure)


Engage:
Begin by holding a chocolate candy bar in your hand. Ask the following questions:

What am I holding? (Answer: A chocolate candy bar)


What happens if you hold the candy bar in your hand for too long before you eat it? (Answer: The
candy bar will melt)
Why does this happen? (Answer: The heat moves from your hand to the chocolate bar, which raises
the temperature of the chocolate causing it to melt)

Show the students the video Heat by Scholastic. Ask the following questions after watching the
video:

What is heat? (Answer: Heat is thermal energy)


What are the means of heat transfer? (Answer: Radiation, Conduction, and Convection)

Finish the experiment with the chocolate candy bar by asking a student to place the candy bar near
the bulb of the lamp. Ask the following questions

Can you feel the heat? Why? (Answer: Yes, heat is being transferred from the bulb to the hand)
What is the difference between the way the heat is transferred between the chocolate bar and my
hand and the chocolate bar and the lamp? (Answer: The chocolate bar is in direct contact with your
hand and the lamp is at a distance)

Explore:
Heat Scenes
Pass out the precut 10 cards with different photos on them. Use this to do two different types of
sorts with the students: an open sort and a closed sort.
Open Sort: Pass out the Heat Scenes to each pair of students. Ask the students to sort the cards any
way they wish without your guidance. Ask each pair to explain how they categorized the cards.
(Answer: students should come up with a variety of answers, expect some students to come up with
the three ways heat is transferred) Then ask:

Do you notice any differences how heat is moving from object to object in the photos? (Answer:
Yes, the photos show different ways heat is transferred: conduction, convection, and radiation.)
Which cards show heat being transferred by direct contact? (Answer: The hot soup with a metal
spoon, got spring geyser, boiling water, and the wood stove.)

Closed Sort: Tell students that now you want them to classify the scenes into only three groups:
conduction, convection, and radiation. Give the students time to sort out the cards. Make a chart on
the board with the sections conduction, convection, and radiation. Discuss the photos that the
students have sorted. As students give answers, tape the item into the corresponding category if it is
correct. Then ask:

Were there any scenes that could fit into two different categories? Which ones? (Answer: Yes, the
hot soup with a metal spoon, the woodstove, and the women peeking in the oven could fit into
multiple categories)

Which pictures did you think the heat transfer was easiest to identify and which were more difficult?
(Answer: answers will vary)

Explanation: Explain to students that there are three different ways that heat is transferred and
they are called conduction, convection, and radiation. Use the following explanations:

Conduction is the heat transfer by direct contact. The heat can be transferred from one object to
another or from one molecule to another. An example of conduction is a spoon in a cup of hot soup
becomes warmer because the heat from the soup is conducted along the spoon.
Convection is the transfer of heat in a gas or liquid by the movement of currents. Convection takes
place when heated molecules move from one place to another, taking the heat with them. For
example, a cup of coffee. Heat leaves the coffee cup as the currents of steam and air rise.
Radiation is the transfer of heat through space in the form of waves. Sunlight is a form of radiation
that is radiated through space to our planet.

After explaining ask:

What are some examples of convection, conduction, and radiation that we have used today?
(Answer: expect several responses, such as Boiling water is an example of convection, Melting ice
cream in the sun is an example of radiation, etc.)

To help further explain the three ways heat is transferred make a chart explaining each type of heat
transfer giving examples and illustrations for each. Use the following questions and write the
answers on the chart:

Turn and talk to a partner and decide on a good definition for conduction Allow students time to
discuss. What definition should we write on our chart for heat transferred through conduction?
(Answer: expect several responses, such as The transfer of heat by direct contact.)
What are examples of conduction? (Answers: expect several responses, such as a pot sitting on a hot
burner, a metal spoon becomes hot from the boiling water inside the pot, the heat from a hot liquid
makes the cup hot, etc.)
Turn and talk to a partner and decide on a definition to explain convection. Allow students time to
discuss. What is a definition of convection? (Answer: expect several responses, such as The transfer
of heat in a fluid as a result of the liquid moving.)
What are examples of convection? (Answer: expect several responses, such as boiling water, heat
leaving a coffee cup, etc.)
Turn and talk to a partner and discuss a definition for radiation. Allow students time to discuss. What
is the definition of radiation?
What are examples of radiation? (Answer: expect several responses, such as heat from a light bulb,
heat from a fire, the sun warming up your face, etc.)

Elaborate:
How Heat Travels
Tell students the title of the reading and ask:

What do you think this reading may be about? (Answer: The ways that heat travels.)
What are the ways that heat travels? (Answer: conduction, convection, and radiation)

Read the first paragraph aloud. While reading stop at each of the first three questions and ask:

What type of heat transfer is it when we burn the roof of our mouth on hot pizza? Why? (Answer:
Conduction because your mouth is in direct contact with the hot pizza)
When you burn your feet from walking barefoot across hot asphalt or beach sand on a hot summer
day what type of heat transfer is happening? (Answer: Conduction because heat is transferred to your
body because it is in direct contact with matter that is at a higher temperature.)
Which heat transfer causes sunburn and why? (Answer: Radiation because heat is being transferred
from the sun through invisible waves to our bodies.)

Have the students read the rest of the passage silently to themselves. After everyone has finished
ask the following questions:

How are the three means of transferring heat alike? (Answer: expect several responses, such as
They all involve heat.
How are conduction, convection, and radiation different? (Answer: expect several responses, such as
Conduction transfers heat through direct contact, convection transfers heat through a liquid, and
radiation transfers heat through waves.)
What are examples of heat transfers that occur in every day situations? (Answer: expect several
responses, such as boiling water, heat from the sun, the heat of the handle of a hot frying pan to your
hand, etc.)

Students will work in pairs to find two examples of conduction, convection, and radiation in every
day situations. Students will be given magazines to look through for pictures and construction paper
to glue their pictures to. Each picture should be labeled with the correct heat transfer: conduction,
convection, or radiation.
Evaluate:
Summative Evaluation:
Have students practice with the methods of heat transfers using the Heat Transfer worksheet.
Collect the worksheet to assess the students knowledge and understanding of the topic.

Formative Evaluation:
The questions I asked throughout the lesson and the observations I made while circulating the
calssroom to check for understanding during the activites.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills: Twenty-four of the twenty-five students who were in
the classroom to take the assessment showed mastery of the objective by answering 11 out of 13
questions correctly on the Heat Transfer worksheet. Seven students answered thirteen out of thirteen
questions correctly. Eleven students missed one question and received a 92%. Six students missed
two questions and received a 85%. One student did not meet the objective. This student missed four
questions and received a 69%. The students who missed questions seemed to incorrectly answer the
questions on the second page where they were to identify if the picture was displaying conduction,
convection, or radiation.
Reflection on lesson: Reflection is on Weebly site.
CT signature/confirmation: _________________________________ Date: ________________