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# Lesson Plan Template

## Teacher: William Date: December District: School: University

Sanchez 4, 2017 of North Texas

## Subject: Physical Grade Level: 6th Unit Title: Lesson Title:

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,

## Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills,

Explanations, etc.)

## ● Energy has the ability to move from one object to another.

● Energy moves from warmer matter to cooler matter until both objects or
substances reach the same temperature
● One of the three ways heat transfers is through the process of conduction.

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.

## Relevant ELPS - Language Objective(s):

1. The students will be able to use visual and contextual support from the teacher and
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:

## I. Nature of Science: Scientific Ways of Learning and Thinking

A. Cognitive Skills in Science
4. Rely on reproducible observations of empirical evidence when constructing,
analyzing, and evaluating explanations of natural events and processes.
B. Scientific Inquiry
1. Design and conduct scientific investigations in which hypotheses are formulated and tested.
C. Collaborative and Safe Working Practices
1. Collaborate on joint projects
III. Foundation Skills: Scientific Applications of Communication
2. Set up apparatuses, carry out procedures, and collect specified data from a given set of
appropriate instructions.
3. Recognize scientific and technical vocabulary in the field of study and use this vocabulary to
enhance clarity of communication.
C. Presentation of scientific/technical information
1. Prepare and present scientific/ technical information in appropriate formats for various
audiences.
V. Cross Disciplinary Themes
B.Energy (thermodynamics, kinetic, potential, energy transfers)
2. Know the processes of energy transfer

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
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
happened to the ice chip? How does the
temperature of the ice chip compare to the
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
8. Transition to Explore: The teacher will pose the
following question: What evidence do we have
that thermal energy transfers?

## Explore 1. In groups, the students will do a wax dot

experiment with the purpose of identifying that
heat moves from warmer matter to cooler
matter in the process of conduction.
2. The groups will receive goggles for each
member, the Wax Dot experiment directions
sheet, the Melting Wax Chips by Conduction
Data Table sheet that will be glued to their
science notebook, a ruler, aluminum foil,
masking tape, two tuna cans, wax chips, candle,
and a timer.
3. The teacher will briefly explain and model some
of the procedures of the experiment. This will
also be a great time to go over the safety rules
for the experiment.
4. The students will follow the directions on the
Wax Dot experiment directions sheet. First
students will use their ruler to place the cans so
they can spaced about 15 cm apart. Students
will then make an aluminum foil bridge over
the top of the cans. Students will use the
masking tape to fasten the foil to the inside of
the top of the can.
5. Students will then place the small wax chips at
3 cm, 8 cm, and 13 cm across the foil. Students
should make sure that the candle is about 3-
4cm below the foil.
6. The teacher will walk around and light the
candle with a match once the students are ready
to begin and have set up their experiment. The
candle should be placed below the wax chip that
is at 3 cm. The teacher will remind students of
the fire safety rules and to not touch the foul or
flame.
7. At this time, one student will start the timer.
8. Students should record the time it takes for
each chip to begin melting in their Melting Wax
Chips by Conduction Data Table sheet. The
chips will look glossy when they begin to melt.
9. The students will then write down their
observations and explain the direction of heat
transfer.
10. Throughout the experiment, the teacher will
walk around and use probing questions. After
students have written down their observations,
they will discuss their thoughts with their table
group.
11. As students are finishing up with the
experiment, the teacher will give students a
piece of poster board where students will draw
their design and use labels and arrows to
identify the transfer of energy. This activity will
be done in the next stage of the lesson, Explain
Phase.
Questions:
1. As students set up their experiment, the teacher
will walk around and ask: What will happen
with the wax dots? What is the reason behind
2. As students start the experiment, the teacher
walks around and listens to students’
discussions and asks the following questions:
the following probing questions: What pattern
do you notice in the movement of thermal
energy? What evidence did you observe that
showed heat transfer?
Safety:
● Students should be wearing goggles at all times.
● Students should have their hair tied and not
lean too close to an open flame as this is
common reason why accidental fires occur.
● Students should roll their sleeves up.
● Students will act responsibly in their work
stations.
● Students will follow instructions and report all
accidents and injuries to the teacher
IMMEDIATELY.
● Students will not eat or drink in work stations.
Explain Student Explanations
1. Poster Board Activity: Using the data and
observations that students observed in the Wax
Dot Experiment, as a group, students will
draw/label, use arrows, and write a brief
explanation of what happened in the
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. This will be shared to the whole
class.
2. Sentence stems will be provided for students.
These stems include the following:
a. The type of heat transfer that I noticed
was______________
b. I noticed that________________
c. I observed that_______________
3. The students will then 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. Students will write this in
their science notebooks. Some students will
share with the rest of the class.
Teacher Explanations:
1. The teacher will pass out the Conduction Notes
sheet.
2. After the Poster Board Activity, the teacher will
ask students to write their own definition of the
term conduction, include examples of
conduction, characteristics of conduction, and
non-examples of conduction, through the use of
the frayer model.
3. Using the PowerPoint, the teacher will go over
key terms and concepts as they relate to heat
transfer and conduction.
4. As a summary activity, students will complete
“The Important Thing” activity. In this activity,
students will write three ideas/things they
learned and the most important thing they
learned.
a. The three important ideas/things from
the lesson today are _______,
_______, and ________, but the
most important thing I learned today is
_________________.

## 5. After students have completed The Important

Thing Activity, the teacher will let students
know that will now deepen their understanding
of heat transfer and conduction through a new
activity that will take place in the elaborate
phase.

## Elaborate 1. For the elaborate phase, each lab group will be

given a poster board.
2. As a group, students will think of one
conduction example from their daily lives.
(Examples may include touching a hot stove
and your hand burning, stepping outside with
your bare feet on a hot day, etc. )
3. Students will draw their example on their
science notebook and poster board. In addition,
students will label their drawing, indicate the
direction of heat transfer, and explain why their
example is a form of conduction.
4. Students will present their poster board to the
class.
5. As students present, their peers will take notes,
and formulate questions that will be asked at
the end of the presentation.

## Evaluate Summative Assessment:

● 3-2-1 Exit Ticket Activity
○ In their science notebooks, students will
write 3 things they learned, 2 things
they found interesting, and 1 question
they still have.
● Thermal Energy and Conduction
○ For homework, students will complete
the Thermal Energy and Conduction
take home assessment. This assessment
will cover everything learned
throughout the experiments/lesson.

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.

## 1. Students will be provided with multiple opportunities to work as a group. By working

in groups students will learn from one another and support each other’s learning.
2. In addition, several visuals will be used throughout the lesson, specifically during the
explain phase of the lesson through the Powerpoint presentation.
3. The lesson will appeal to a variety of learners (visual, auditory, kinesthetic, artistic,
etc.) as students will have various opportunities to demonstrate their understanding of
the scientific concept being learned.

## Materials and Resources:

Materials
1. Wax Dot experiment directions sheet,
2. Melting Wax Chips by Conduction Data Table sheet
3. Ruler
4. Aluminum foil
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.

Prediction

Observation

Explanation

Conduction Notes

## 1. Fill in the boxes of the frayer model for Conduction.

2. Heat transfer is the flow of __________ ____________ depending on the
nature of the matter, the size of the sample, and temperature of the
environment.
3. _________________ is the transfer of thermal energy by contact.
4. The direction of thermal energy transfer is always from ___________
temperatures toward _____________ temperatures.
5. Matter is made up of tiny particles that are always in ____________.
6. _____________ ____________ can transfer when particles of matter are in
_____________ ____________ with each other, as they are in __________
liquids, and sometimes gases.

7. Video Notes
1)

2)

3)
Name_______________________ Date: _________________

1.

2.
3.

1.

## Thermal Energy and Conduction Take Home Assessment

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.

## 7. In your own words, define conduction.

Name:_____________________________ Date:____________

Directions:

## 1. Place the wax chips at 3 cm, 6 cm, and 9 cm

across the foil bridge.
2. The teacher will walk around and light the
candle with a match.
3. Slide the candle under wax dot #1 (located
at 3cm)
4. Start the timer
5. Record the time it takes for each chip to
begin melting.