Energy - Transfer of Thermal Energy  

 
 
The concise reason for doing this lesson for the group of learners targeted. 
 
The students have been studying different types of energy but have not yet discussed heat or thermal 
Purpose/Rationale 
energy. With the skills they have developed and the knowledge of energy transfer, this lesson will enrich their 
understanding of energy as a holistic topic.  
 
The specific measurable and/or observable outcome(s) learners will be expected to achieve at the end of 
the lesson. 
 
Content: 
Objective(s)   
The students will make observations while engaging in a science experiment with an emphasis on heat 
energy transfer.  
 

The specific ways language (reading, writing, listening, speaking, viewing, and visually representing) will 
need to be understood and /or used by learners to participate in learning tasks and demonstrate their 
Academic   learning. 
Language   
Academic language- thermal, energy, transfer, molecules, density, observations, beaker, temperature  
 
Lesson objective alignment to one or more standard sets (i.e. ILS, CCSS ​and​ WIDA Can do) 
 
Standard(s): 
Standards 
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by 
sound, light, heat, and electric currents.  
 
Formative: Specific strategies embedded in the instruction to check for understanding of content and/or 
academic language demand in the moment in order to address lack of understanding immediately. 
 
Assessments   
● During the lesson, we will be checking for students’ understanding with open-ended questions. This type 
of formative assessment will promote reflective and critical thinking as well as help us determine what 
aspects of each lesson we might need to address further.  
 ● The students will have discussion points throughout the Mystery Science video we created to prompt 
collaborative discussions-- with these we will be circulating the room at this time, listening to the 
students’ conversations. 
● During this lesson, we will be observing my student as they interacts with the learning activities to check 
for engagement and interest. If the student is demonstrating confusion or lack of interest we will change 
our academic approach. 
 
Summative: Specific strategies occurring at the end of the lesson to determine progress toward the lesson 
objective and academic language demand(s) in order to guide future instruction. 
 
● Students will be given a journal page where they will document observation notes as they 
participate in the lesson. We will confirm the students understanding of the transfer of heat energy 
by the conclusions documented in the journal entries.  
● We will be implementing the single point target rubric to evaluate their note-taking. Linked below! 
Rubric For Transfer of Thermal Energy Lesson  
 
What technology & materials will be used for the lesson​? (List all teacher and student supplies) 
 
● Water (will need microwave to heat one of the water containers) 
● Microwave safe bowls 
● Empty water bottle 
● Balloons  
Resources 
● Rubberbands  
● “Mystery Science” video 
● Journal page 
● smartBoard  
● Single point target rubric 
 
 How will you engage students in the lesson? 
 
The students will be introduced to this lesson with a phenomenon about the transfer of thermal energy, 
specifically how hot air rises and cold air sinks. We will perform an experiment that involves hot and cold 
water. The purpose of each temperature of water will help us demonstrate how the hot air will rise. We will 
put a balloon on an empty water bottle and place the water bottle in both temperatures of water- only 
when the water bottle is in the hot water, the balloon will start to inflate. 
 
https://www.youtube.com/watch?v=r5t4FLGwbZI  
 
Mystery Science Recreated!  
Phenomenon   
 
Our phenomenon will be a video about hot air balloons- watching them inflate and float 
 
Phenomenon Video  
 
 Describe what you and the students will be doing, how they will be active in the learning, how you will know 
they are engaged & learning ​(Your lesson should have a beginning, a middle, and an end). 
 
Follow along with the powerpoint we created! 
 
This procedure is scaffolded with the assistance of a ​Google Slide​: We will show the students a “Mystery 
Science” video that we created based on the videos they watch regularly for their science curriculum. 
 
1. After watching the phenomenon, student will be prompted to critically think by answering discussion 
questions within small groups or with a partner.  
● Why do you think the balloon is able to expand?  
● Why do you think the balloon is able to take flight?  
● Is it possible for heat to affect the motion of something?  
 
2. We will the then discuss with students how exactly hot air balloons work.  
“Hot-air balloons float because the air trapped inside the balloon is heated up by a burner, making it 
less dense than the air outside. Here's another way to think of it. You've probably heard people say 
that heat rises, by which they really mean that hot air rises. When you see clouds of dirty gray gas 
drifting upward from smokestacks, that's because the air coming out of them is hotter than the 
surrounding air. A hot air balloon stays on the ground when the air inside it is too cool. When the air 
inside is a bit hotter, the balloon floats at a steady height.”  
 
3. Next, within our video we will demonstrate to our students a “Hot Air Balloon Experiment”. We will be 
using a produce bag, paper clips, and a hair dryer to create our own hot air balloon. Our idea was 
inspired by​ SCIENCE MAX Season 2 Hot Air Balloon Full Episode 
Instructional   
Procedure  4. After watching the video, the students will begin their own science experiment.  
They will divide into 3 groups of 4 and 1 group of 5: This will be decided at random with the help of 
Classroom Dojo.  
 
5. Each group will be given 2 beakers, one filled with cold water and one filled with hot water. They will 
also be given a water bottle with a balloon on top.  
 
6. After being introduced to the experiment materials students will be asked to write out a prediction 
for the experiment.  
● They will be given sentence starters on the journal page and projected on the powerpoint!  
● My prediction for this experiment is…  
● When I put the water bottle in HOT WATER the balloon will……  
 7. Students will be instructed to put the water bottle in the warm water and observe what happens. 
After doing this they will be instructed to write down and draw their observations.  
 
8. Next, students will make a prediction of what will happen to the balloon once they put the balloon 
in the cold water.  
● Sentence Starter: When I put the water bottle in COLD WATER the balloon will……  
 
9. Students will be instructed to put the water bottle in the cold water and observe what happens. 
After doing this they will be instructed to write down and draw their observations.  
 
10. Students will then be asked to write down if their predictions were accepted or rejected and they 
will be instructed to give support to their conclusions by referencing notes and drawings (models).  
 
11. Once students complete their observation notes on their journal page(s) we will review the 
explanation of what exactly happens when the molecules are exposed to warm temperatures and 
when molecules are exposed to cold temperatures. These will be supported by visual depictions.  
 
 
How will you close the lesson? 
 
We will close the lesson by allowing the students to participate and explore an internet simulation on the 
Closure   SmartBoard, ​Phet Colorado or Brainpop​,​ ​to help our students further their understanding of the lesson. We 
will collect their journal pages as their summative assessment.  

The specific ways you will meet the needs of all learners. 
 
With the Universal Design for Learning in mind we will consider providing multiple means of representation 
and various mechanisms of action and expression to ensure all students have an equal opportunity to 
demonstrate their learning. For example; we will assess a students oral understanding as well as their written, 
Modifications/  we will apply multiple forms of a text to fit the needs of students--physical text, video, audio, etc. Also, group 
Differentiation  work, collaborative learning groups and heterogeneous partnering (one being stronger student assisting 
  student with diverse needs - direct instruction and comparing and explaining) will be implemented during 
this lesson to ensure all students learning.  
● Students will have access to the powerpoint - via google drive. This will allow them to follow along at 
their own pace.  
● we will assess a students oral understanding as well as their written  
● we will apply multiple forms of a text to fit the needs of students--physical text, video, audio, etc.  
 ● group work, collaborative learning groups and heterogeneous partnering (one being stronger 
student assisting student with diverse needs - direct instruction and comparing and explaining)