Lesson Plan Template

Teacher: Date: District: School:

Catherine Weaver
Subject: Physical Grade Level: 6th Unit Title: Lesson Title:
Science Force, Motion, Thermal Energy
and Energy Transfer
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

(A) investigate methods of thermal energy transfer, including conduction, convection,

and radiation
Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills,
Explanations, etc.)
1. There are three different types of energy transfer, including conduction, convection,
and radiation
2. Conduction is the transfer of energy between materials in direct contact with one another
3. Conductors and insulators affect how easily heat transfers between materials
4. Conduction, Convection, and radiation are able to occur at the same time within one
system.

Learning Objective(s):
1. The student will be able to describe how conduction occurs.
2. The student will be able to identify the types of heat transfer of conduction within real life
occurrences.
3. The student will be able compare and contrast conduction, convection, and radiation.
Relevant ELPS - Language Objective(s):
1. The student will be able to use support from visuals to read different real life
examples of heat transfer and identify conduction
2. The student will be able to write similarities and differences of convection, conduction,and
radiation.
3. The student will be able to verbally respond to questions asked from their teacher, to
support their understanding of conduction.
4. The student will be able to listen to their peers within small group discussion about the
differences between the different thermal energy transfers and where they occur.
Relevant TX CCRS:
H. Thermochemistry
1. Understand the Law of Conservation of Energy and processes of heat transfer.
a. Distinguish among radiation, convection, and conduction as means of heat transfer.
b. Describe processes of heat transfer.
Assessments:
Diagnostic Assessment/s:
1. Science Notebook
 a. Think-Write-Pair-Share - Students will write their scientific predictions
as to what they believe will happen within the experiment
Formative Assessments:
1. Science Notebook
a. Compare and Contrast Venn Diagram - Students will compare and
contrast the three different types of thermal energy transfer: radiation,
convection, conduction
2. Numbered Heads Together - students will discuss as a small group the different
concepts asked about where and how the different thermal energy transfers
occur.
Summative Assessment:
1. Thermal Energy Fill in the Blank - The students will label each of the different
examples of heat transfer, as well as draw arrows to demonstrate in which
direction heat is moving.
5E Learning Cycle:
Engage 1. Give the students each three Skittles.
Instruct the students to place one
Skittle on the table, another in an open
hand, and place the last Skittle within
a closed hand.
2. Have the students hold and observe
the Skittles for 2 minutes and then
have the students
Think-Write-Pair-Share with their
table groups about their observations
of the Skittles.
3. Ask the students what happened to
each of the Skittles and why they think
some of the Skittles melted while
others did not.
4. Explain to the students that there are
photographs on the board and that
each of them depict different
situations of heat transfers.
5. Have students work in groups of 3-4
and record in their science notebooks
how they think heat is moving in each
picture.
6. Have the following questions posted
on the board to guide the students in
their recordings :
a. What in the picture makes you
think heat is moving?
b. Where is the heat coming from
and where is it going?
 c. Which substances are at higher
and lower temperatures?
7. After 2 minutes, move onto the next
picture within the slide show and have
the students repeat step 6.
8. After the students have seen each
picture have the students discuss with
their group their observations, such as
what were the different sources of
heat they witnessed and where the
heat is going.
9. The teacher will then ask the
students if each picture showed heat
transferring from one material to
another. The teacher will then ask the
students what they think would
happen if a material filled with heat
did not have another material to
transfer the heat energy to.
Explore 1. Each student group will be given two
balloons and a candle or other flame Safety:
source, such as a match. Students will be
2. The teacher will review safety instructed how
procedures for the students to use to properly
during the experiment, such as sleeves work around
pulled up, hair pulled back, goggles open flame,
worn during the experiment, and fire including
safety, such as reviewing where fire having hair,
extinguishers are located. sleeves, and
3. The students will then blow up one of jewelry pulled
the balloons with air and another with back, wear
air and some water. goggles at all
4. The students will create predictions as times, and not
to what they think will happen to each to touch or play
of the balloons as they are placed over with the open
the flame, and record them in their flame. Also
science notebook. instruct the
5. The students will then test both of the children to be
balloons over the flame for a familiar where
maximum of 15 seconds and write the fire
explanations as to why the balloon extinguisher
filled with air popped, while the and fire blanket
balloon filled with water did not. are located.
6. Ask the students where the heat was
able to transfer from the rubber
 balloon for each of the balloons,
including the one with only air and the
balloon with air and water.
Explain 1. After the students finish sharing what
they observed during the heat transfer
activity, the teacher will then tell the
students they witnessed conduction.
2. The teacher will then explain the
different aspects of conduction,
including the mediums conduction
occurs through and briefly review
different examples of conductors and
insulators, which the students should
already have background knowledge
on.
3. The teacher will then show the
powerpoint created and explain the
method of conduction shown within
the experiment, such as why one
balloon popped, while another did not,
due to the balloon being able to
transfer the heat to the water, while
the balloon with only air could not.
4. The teacher will then review the
pictures the students observed during
the engage phase and ask the students
which object contains heat and in
which direction heat is transferring.
5. The teacher will then explain to the
students that the other forms of heat
transfer (convection and radiation)
are also able to be present within real
world examples, such as the
experiment of the balloon.
Elaborate 1. The teacher will then ask the students
“What is the differences between these
types of heat transfers?”
2. The teacher will then review a Venn
Diagram previously created on the
board consisting of 3 different circles:
Radiation, Conduction, Convection
3. The class will have already filled in the
circles for convection and radiation
during the previous lessons.
 4. The teacher will ask the students to
open to the page of the modeled Venn
Diagram in their notebooks and write
individually the similarities and
differences of each of conduction in
comparison to the other thermal
energy transfers, as well as an
example of conduction.
5. After the students have worked to fill
in their Venn Diagrams for about 2
minutes, the teacher will have them
share what they wrote with their small
groups at their tables for 3 minutes.
6. After the groups finished
collaborating, the teacher will have
each group share something they
wrote for each space.
Evaluate 1. The teacher will then pass out a fill in
the blank worksheet for the students
to work on independently.
2. The students will look at each of the
examples of heat transfer and label
which form of heat transfer is present,
as well as the direction of where the
heat is moving.
3. After the students have completed the
worksheet the students will turn it in
and will review each answer as a class,
discussing why they chose which label
each heat transfer.
Language Modification(s):
Visuals will be provided on step-by-step instructions through each activity
done by the students for ELLs.
Visuals will also be provided throughout the powerpoint presentation for
ELLs.
The students will also work in groups of other students that can aid in
helping comprehension of the lesson for ELLs.
Sentence stems will also be available for notebook entries for ELLs.
Diversity and Equity (Accommodations, Modifications, Adaptations)
The students will have small groups to work with throughout the lesson
The students will have hands-on activities to help their learning, as well as
visual and audio support throughout the lesson to support all types of
learners.
Materials and Resources:
Heat Transfer Photographs
Two Balloons for each group
Candle for each group
Fill in the blank worksheet
Science notebooks for each student
Technology:

2. Planning and Designing Learning Environments and Experiences

Teachers plan and design effective learning environments and
experiences supported by technology.
Teachers:
a. design developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs
of learners.

1. Basic Operations and Concepts

Students:
a. demonstrate a sound understanding of the nature and operation of
technology systems.
.