Paige Kearnan

ELED 3221-002
11 October 2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN

Heat Transfer

Elementary Science
_____________________________________________________________________________

Big Idea: Energy: Conservation and Transfer

Grade Level: 3rd Grade

Rationale: Students are learning this material because they are realizing the importance of heat
in our daily lives. They are realizing how heat affects us. For example, the sun heats the
atmosphere and we are able to live comfortably without a jacket. Another example is how we
may burn our hand if we touch a hot pan on the stove. Students are beginning to ask the
questions, can we live without heat? Or what causes heat?

NC Essential Standard(s): 3.P.3.2 Students know that objects can transfer energy by touching
or by giving off or receiving energy waves. Heat can move from one object to another in more
than one way. Convection (more commonly gasses and liquids) and conduction (more commonly
solids) are best understood at this level not as vocabulary terms, but rather through effects that
may be observed using everyday materials such as water, air, cooking and heating utensils.

Next Generation Science Standard(s): 4-PS3-2 Make observations to provide evidence that
energy can be transferred from place to place by sound, light, heat, and electric currents.

Instructional Objective: Students will be able to describe heat energy and describe the way heat
is transferred by defining and giving an example of conduction, convection, and radiation.
Students will earn up to 5 points on exit ticket.

Prerequisite knowledge and skills: Students should have an understanding of temperature.

They should know the idea that heat is caused by several factors.

Materials/Resources: pencil, worksheet with graphic organizer, worksheet with three-column

chart, Smart Board for video

Source of your lesson: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46516

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm
Estimated Time: 30 minutes

Accommodation for Special Needs/different learning styles: For my ESL students, during the
explain phase I will have a separate three-column worksheet with pictures to help give them a
visual of the type of heat transfer.

In my clinical classroom, there are a few students who begin to fall asleep during class. I will
have these students either stand during the lesson or during the explore phase I will have them
really get their energy out while standing.

Safety considerations: Students will be especially cautious when standing and rubbing their
hands together next to other classmates.
Paige Kearnan
ELED 3221-002
11 October 2017
______________________________________________________________________________

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage:
Teacher will ask:
Raise your hand if you ever put on a jacket?
Or turned on a heater?
Or melted an ice cube in your hand?
(Students raise hands for each)
Each of these actions involved heat and how it is transferred. Today we are going to talk about
how scientists and engineers think about heat. You each have a graphic organizer in front of you.

HEAT

What is the cause of heat?

I want you to think of at least four examples of sources of heat.
(The sun, a lamp, a match, fire, etc.)
After you give four examples, answer the question What is a cause of heat? at the bottom of
your paper.
(The sun, fire, rubbing two things together, etc.)

Explore:
OK, class, I would like you to stand up and begin rubbing your hands together like this
[demonstrate].
After 15 to 30 seconds, have the class stop and ask questions like these:
In what kinds of situations would you do something like this? Why?
(When Im cold, when its cold outside)
How do your hands feel right now? Why?
(Warm, hot)
Why is rubbing your hands together useful or helpful?
(Helps keep our hands warm)
You just used thermal energy to make heat! You all are "little heat producers" when you are
physically active. So we can define heat as the flow of thermal energy. Heat flows in the
direction of the hotter object to the cooler object.

Explanation:
So we know that heat flows from objects of higher temperature to objects of lower temperature.
But did you know heat occurs in three forms, referred to by engineers as heat transfer:
conduction, convection and radiation. Lets watch a video on heat transfer. As you are watching
the video, I want you to pay close attention to the three ways heat can be transferred
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm
Lead class discussion on the three ways heat is transferred. Ask students to fill in the three-
column chart during discussion.
Heat Transfer
Radiation Conduction Convection
Define: Define: Define:

Example: Example: Example:

What is the first type of heat transfer the video presents?
(Radiation)
How does this heat transfer its energy?
(Through waves, electromagnetic waves, through space, etc.)
Does this type of transfer need to touch anything to transfer its heat?
(No)
What is the next type of heat transfer the video introduces?
(Conduction)
How does this heat transfer its energy?
(Through one object to another)
Thats right. Anytime we touch something that is hotter or colder than our skin we experience
heat transfer by conduction.
What is the last type of heat transfer the video presents?
(Convection)
How does this heat transfer its energy?
(Through liquid, gas)

Elaborate:
After filing in the definitions for the types of heat transfer in the three-column worksheet, have
students fill in one example of each type of heat transfer. They can use drawings to describe their
example.
Conduct class discussion on heat:
Why do people need heat?
(To survive)
In what kinds of specific everyday situations do we need heat?
(Cooking, staying warm)
What are some of the major sources of heat that we rely on?
(The sun, fire)

Evaluate: After completing the definition section of the three-column worksheet, students will
provide an example of each type of heat transfer. On the bottom of the chart, teachers will ask
students to summarize in their journal the weather pattern for that week. Students are expected to
use appropriate weather vocabulary, specify the typical weather patterns for the time of year, and
describe how the weekly weather pattern had an effect on them. Students will be grade on entire
foldable.

Closure: For closure, I will ask students what questions they still have about heat energy and
about the way heat is transferred? I will explain the purpose of the lesson.
It is important to learn that heat transfer is all around us and we need heat and heat transfer as
humans to survive.