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Relevant TEKS
6.9 Force, motion, and energy. The student knows that the Law of Conservation
of energy states that energy can neither be created nor destroyed, it just changes form.
The student is expected to:
A. Investigate methods of thermal energy transfer, including conduction,
convection, and radiation
Learning Objective(s):
1. The students will be able to explain how heat moves from one object to another.
2. The students will be able to draw/label a conduction diagram and explain the
processes involved.
3. The students will be able to define conduction using their own words through the
frayer model.
1. The students will be able to use visual and contextual support from the teacher and
read grade-appropriate content area text.
2. The students will be able to write the definition to the term conduction in their own
words using the frayer model.
3. The students will be able to listen to the class discussions and respond to questions
related to heat transfer and conduction.
4. Students will be able to speak using grade-level content area vocabulary as they present
their explanations of heat transfer and conduction in the explore activity.
Relevant TX CCRS:
Assessments:
Diagnostic Assessment/s:
● (P.O.E): At the beginning of the lesson, students will do a Predict-Observe- Explain
task. Students will be ask to predict what will happen over time to a chip of ice if it is
placed in the palm of their hand. Students will perform the experiment and explain
their predictions and observations.
Formative Assessments:
1. Science Notebook
a. Questions answered throughout the lesson
2. Poster Board Activity
a. Students will draw/label, use arrows, and write a brief explanation of what
happened in the Wax Dot Experiment. They will identify what form of heat
transfer they saw, what pattern was evident in the movement of thermal energy
and what evidence did they see that showed heat transfer.
3. Frayer Model
a. Students will write their own definition of the term conduction, examples of
conduction, characteristics of conduction, and non-examples of conduction,
through the use of the frayer model.
4. The Important Thing
a. As a summary activity, students will complete “The Important Thing” sheet. In
this activity, students will write three important ideas/things they learned and
the most important thing they learned.
i. The three important ideas/things from the lesson today are _______,
_______, and ________, but the most important thing I learned
today is _________________.
Summative Assessment:
1. 3-2-1 Exit Ticket Activity
a. In their science notebooks, students will write 3 things they learned, 2 things
they found interesting, and 1 question they still have.
2. Thermal Energy and Conduction
a. For homework, students will complete the Thermal Energy and Conduction
take home assessment. This assessment will cover everything learned
throughout the experiments/lesson.
5E Learning Cycle:
Engage 1. To activate prior knowledge the teacher will Safety Rules and
give each group a very small chip of ice. Regulations must
2. The teacher will ask students to make the be listed when
following prediction: What will happen to the and/or where
ice chip over time if it is placed in the palm of appropriate
your hand? within the 5
3. The students will write their prediction in their phases
science notebook using the P.O.E. template.
4. Next, one student from each group should place
a small ice chip in the palm of their hand. Each
student in the group will be requested to
independently write down their observations by
answering the following questions: What
happened to the ice chip? How does the
temperature of the ice chip compare to the
temperature of your hand?
5. The teacher will then ask students to compare
their observations with their predictions. Are
they in agreement or disagreement?
6. Students will write whether or not their
predictions were correct or incorrect and their
explanation in the explain section of the P.O.E
table in their science notebook.
7. Students will verbally share their observations
and answers with a partner. After students have
shared among each other, we will have a class
discussion about our findings.
8. Transition to Explore: The teacher will pose the
following question: What evidence do we have
that thermal energy transfers?
Language Modification(s):
ELL Strategies:
1. The teacher will provide sentence stems to facilitate students’ ability to complete the
P.O.E. Activity (Predict, Observe, Explain) during the engage phase of the lesson.
2. Sentence stems will also be provided during the Student Explanations portion of the
lesson.
3. In addition, several visuals will be included in the PowerPoint that the teacher will use
during the explain phase of the lesson along with diagrams and labels.
4. Students will have ample opportunities to demonstrate their understanding of the
content in various ways. For instance, students will have opportunities to share their
knowledge verbally, through writing, or through technology.
5. They key vocabulary will presented through a PowerPoint presentation which will
include several drawings and labels to go along with it.
Materials
1. Wax Dot experiment directions sheet,
2. Melting Wax Chips by Conduction Data Table sheet
3. Ruler
4. Aluminum foil
5. Masking tape
6. Tuna cans
7. wax chips
8. Candle
9. Matches
10. Timer (Cell Phone)
11. Apron
12. Writing Utensils
13. Markers
14. Poster Board
15. Science Notebook
Resources
● https://aki1.acceleratelearning.com/scopes/121/elements/6882
Technology:
NETS- Students
1. Empowered Learner: Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the
learning sciences.
1c) Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
NETS- Teachers
5. Designer: Educators design authentic, learner-driven activities and environments
that recognize and accommodate learner variability.
5a) Use technology to create, adapt, and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
Observation
Explanation
Conduction Notes
7. Video Notes
1)
2)
3)
Name_______________________ Date: _________________
1.
2.
3.
1.
1. How did the temperature of the ice compare to the temperature of your hand?
2. In the example of holding ice, where does the thermal energy come from?
3. Thermal energy always moves from substances with ______________
temperatures to objects with _______________________ temperatures.
4. Use the drawing below to illustrate what you observed in the Wax Dot
Experiment. Use labels and arrows to identify the transfer of energy.
Directions: