Name Frank Nappi

Class Science
Date 10/30/15
edTPA Indirect Instruction Lesson Plan Template
Heat Transfer
_____________________________________________________________________________
Central Focus/Big Idea: Students will understand what heat transfer is and know the
differences between conductors and insulators.
Subject of this lesson: Heat transfer
Grade Level: 3
NC Essential Standard(s): 3.P.3.2 Recognize that energy can be transferred from a warmer
object to a cooler one by contact or at a distance and the cooler object gets warmer.
Next Generation Science Standard(s): Science and Engineering Practices Developing and
Using Models Modeling in 35 builds on K2 experiences and progresses to building and
revising simple models and using models to represent events and design solutions. Develop
models to describe phenomena. (3-LS1-1
21st Century Skills: Creativity and Innovation: Outcome for 4th grade addresses using daily
activities to explain or describe the scientific topic used. In this case, cooking is used to describe
heat transfer.
Collaboration: Outcome for 4th grade addresses students working in small and large groups.
Information literacy: Outcome for 4th grade addresses importance of researching reliable
scientific information.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
The language function chosen is describe because students will be describing
what they have learned about the vocabulary words as well as what happens while
the water boils.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Scientific Vocabulary: Conduction, convection, radiation

http://kids.britannica.com/comptons/article-201969/heat

Describe
Summarize

Explain

Instructional Objective: Students will be able to explain the three methods of heat transfer, and
describe each method. Using what they have learned, students will use the pictures given to each
group to demonstrate each method. In addition, working independently, students are expected to
correctly answer 2 out of 3 questions on the assessment.
Prior Knowledge (student): Students should understand hot and cold.
Content Knowledge (teacher): The teacher should fully understand the three methods of heat
transfer as well as any common misconceptions students may have. This is a basic, beginning
lesson on heat transfer, though the teacher should be ready to answer questions regarding
insulation or other questions students may have that might be more advanced.
Accommodations for special needs (individual and/or small group): Any ELL students will be
given their own set of cutout pictures with the name of the picture in English as well as their first
language.
Any students that need to work on their own will be allowed to do so. They will be given closer
observation and instruction as needed.
Materials and Technology requirements: Hot plate and container for boiling water
demonstration; cutout pictures of heat source, radiation arrows, hot fire poker, and pot.
Total Estimated Time: 45-50 minutes
Source of lesson: N/A
Safety considerations: Students will be kept at a safe distance while the teacher boils the water.
Teacher will cut out the pictures ahead of time so there is no need for students to use scissors.

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. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Ok, class, today we are going to talk about how heat can be transferred between its
heat source and other objects. The first thing I want to show you is what happens when we put
this container of water on this hot plate. Lets make a few predictions. What do you think is
going to happen to the water? After a few predictions the teacher will put the container with the
water in it on top of the heat source. While the water begins to heat up the teacher will ask the
students to observe the water and describe what is happening and why. So, why do you think
the water is heating up? Is there anything besides the water that is heating up? If I were to bring
my hands close to the hot plate what would I feel, why? What if I put a metal spoon on the heat
source and held the handle, what do you think would happen, why? After the teacher asks the
questions he/she will begin handing out the article on heat transfer.
Explore: During the explore phase students will read the article as a group and discuss the
contents of the article. While the students discuss the information in the article, the teacher will
walk around the room asking students about the article. Some questions to ask students are: What
new words are you using? What do these words mean?
While the students read the article the student should write down the three vocabulary words on
the board.
While you read and discuss the article, I want you to keep in mind three words. The words are
conduction, convection, and radiation. While you discuss the article in your groups I want you to
explain to each other what these words mean and come up with your own example of what they
are.
Explanation: The explanation phase in this lesson is integrated with the explore phase. After the
students discuss the three vocabulary words the teacher will have some of the groups talk about
what they discussed and mention some of the examples for these words. In this phase the teacher
will discuss any misconceptions students may have, if any. Also, while the students explain the
three vocabulary words the teacher will write some of their examples and explanations on the
board.
Elaborate: For this phase of the lesson the teacher will pass out the cut out pictures of the heat
source, fire poker, radiation arrows, and pot. Ok, now I want you to work in groups again. I am
going to say what I want to see and you are going to use the pictures to show it. So, I will say I
want you to show me radiation, conduction or convection, and then I want you to use the pictures
to show me. One by one the teacher will ask the students to use the pictures to match with the
vocabulary word the teacher says. While the students match the pictures up to describe the word,
the teacher will observe the groups and ask any appropriate questions, such as why did you use
that picture?

Evaluate:
Summative: During this phase students will individually complete the short quiz.
Formative: This evaluation is completed throughout the lesson while the teacher asks questions
about the content, and checks for understanding while walking around and observing the groups
at work.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

Heat Transfer Article

Source: http://www.kidsgeo.com/geography-for-kids/0061-transferring-heat.php
Transferring Heat
Before we continue our discussion on how heat affects our environments, let's explore how heat
is transferred from one object to another. There are three natural processes that can be used to
transfer heat. These processes are called radiation, conduction, and convection.

Radiation
All objects radiate energy and heat, even your own body. However, the radiation coming from
hotter objects is more intense than that coming from cooler objects. Radiation leaves an object in
the form of waves. The hotter an object, the shorter the wavelength of this radiation.
As you stand in front of a camp fire holding your cold fingertips out in front of you, what do you
feel? Slowly your fingers begin to warm up as they absorb the radiation coming from the fire.
The infrared waves, or heat rays, leave the hot fire, and radiate out towards your hands.

Conduction
Heat can also be transferred from one object to another, or from one molecule to another through
the process of conduction. As one molecule is heated it begins to move and shake rapidly. As it
does so, it passes some of its heat energy to other molecules around it. Through this process, all
the molecules of an object pass heat from one to another until they are all hot.
Returning to the example of a camp fire: What happens if we use an old metal hanger to roast
hotdogs? As the hotdog cooks, the fire heats the end of the hanger. If we leave the hanger in the
fire long enough, eventually the end we are holding will become too hot for us to handle. This
happens despite the fact that this end was never placed into the flames. Heat was transferred
from the flames to the metal, and then from molecule to molecule in the hanger via conduction

until it reached your sensitive fingers.

Not all objects are good conductors of heat. In our example above, what would happen if you
had chosen a stick to roast your hotdog on instead of a metal hanger? Though the stick may have
caught fire, it would not have conducted the heat to your hand. This is because wood is a very
poor heat conductor.
Convection
The final way that heat is transferred from one place to another is convection. Convection takes
place when heated molecules move from one place to another, taking the heat with them.
Convection is common in both the atmosphere as well as in the oceans.
Heated air in our atmosphere expands, becoming less dense. Because it is less dense, it rises
upward. Cooler air rushes in to replace the air that lifted up. As warm air rises and cool air falls,
a giant circular pattern is created. Eventually the warmer air cools and begins to fall again.
Convection also takes place within the Sun. Vast amounts of hot gas rise up towards the surface
of the Sun. As they do so, they become cooler and begin to fall back down towards the center of
the Sun. As they do so, they again heat up and begin rising again, over and over, rising and
falling in a seemingly eternal circular pattern.

Cut out pictures. One set per group. Dont use the hands on top of the fire for convection just cut
out the pot in the second picture.

Name_____________________________

1. Tom is warming his hands by the fire. This method of heat transfer is called?
A. Convection
B. Heat
C. Radiation

2. Melissa is boiling water for tea. This method of heat transfer is called?
A. Cooking
B. Convection
C. Conduction

3. A group of friends are roasting marshmallows on a fire using wire hangars. Soon, the wire
hangers become too hot to hold any longer. This method of heat transfer is called?
A. Conduction
B. Boiling
C. Radiation