1. Lesson Plan Format:
Unit/Topic/Title: Heat Transfer
Achievement Objectives:
Appreciate that science is a way of explaining the world and that science
knowledge changes over time
Begin to develop an understanding of the particle nature of matter and use this to
explain observed changes
Key Competencies: Thinking; Using language, symbols and texts; Managing
self; Relating to others; Participating and contributing (highlight teaching focus).
Science Background Information: What science do I need to know?
- Solid to gas: Sublimation
- Solid to liquid: Melting
- Liquid to gas: Evaporation
- Liquid to solid: Crystallization, Solidifying
- Gas to Liquid: Condensation
- Gas to Solid: Deposition – Reverse Sublimation
Diffusion is the movement of particles from an area of high concentration to an
area of low concentration, until the concentration is equal
-Examples include
Carbon dioxide bubbles in soft drinks diffuse out of your soda, leaving your
soda flat
Cigarette smoke - it diffuses into the air and spreads throughout the room
Smells from a deodorant can
Chlorine in a swimming pool
Examples of Radiation sun, light bulb, camp fire (warmer than surroundings)
Examples of Convection wind, surface of swimming pool being warmer, heat
pumps, fan bake in over, occurs in fluids (fluid movement)
Examples of Conduction surface to surface, transfer through surface, element,
ice on hand, fire on hand, (surface heat transfer)
Specific Learning Outcomes:
By the end of the lesson, students
will be able to:
Define the three modes of heat transfer
Achievement Criteria:
By the end of the lesson students
can:
State the three methods of heat
transfer being conduction, convection
and radiation
Date:22/5/13 Class:9Sci Time 08:40 N/- students:30
2. Assessment methods (your data gathering methods)
Assess the answers to questions posted in the sci-pad and ask the students
questions whilst walking around the room
Learning Activities (in sequence)
Time line
5
Introduction
Teacher Moves
Very brief recap on what is
diffusion?
Brief recap of the previous
lesson, get three tables of
students up the front. Create a
can shape with chairs. All water
to start with at the bottom of the
can. Apply heat. Some students
become gas and leave the can.
Some students become gas
and remain in the can. When
cooled, the exit is blocked and
all water vapor becomes liquid.
This hot air cools and contracts.
This pulls the sides of the can
in.
Questions are posed on the
board
Describe the effect of heat on:
- The movement of
particles
- The size of the particles
- The space between the
particles
Student Moves
Students answer what diffusion
is
Students come up to the front of
the class and perform the starter
activity. The students are
prompted as to what is
happening but they must decide
what to do
Students answer the questions
referring back to the role play
Main Activities (attach notes, Power Points, developed resources)
Time Line
15
Teacher Moves
Use what we just learnt to
answer the questions on page
57 and 58 within the Sci-Pad
Student moves
Students undertake the activities
within the Sci-Pad
3. 30 Heat transfer
At your table, Brain Storm
situations when heat is
transferred. A jug, a fire place,
a heat pump, an electric
blanket, the sun
Ask each group to give two
examples of heat transfer.
Write on the board, Take down
in their books.
Ask the students if they know
what the modes of heat
transfer are called and prompt
them to answering conduction
convection and radiation.
Explain briefly each mode of
heat transfer and label some of
the ways heat is produced and
to what on the board as
conduction, convection or
radiation. Get the students in
their groups to take down 3
examples for each conduction,
convection and radiation. Walk
around the room assessing the
students learning
In groups of three or four,
students brainstorm things that
produce heat and what it transfers
it too
Groups give their examples of
heat transfer
Students take notes on
conduction, convection and
radiation and classify three modes
of heat transfer as one of the
above.
Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up,
reflect on learning,)
Timeline Teacher Moves
Sum up the lesson by asking
each group to give one
example of a mode of heat
transfer and whether its
classified as conduction,
convection or radiation, whilst
referring to the learning
intentions
Student Moves
Each group gives on mode of heat
transfer and classifies it. Learning
is assessed
5. Reflection
Evaluation of student learning
(How well the students met the achievement criteria with examples/data/evidence to support and
justify your judgments)
I am happy with the student learning from this lesson. The students were engaged and interested
and I believe this is why they learnt. They understood contraction and expansion of particles due
to heat and energy increase. They could say that when heat is added to a solid, liquid or gas, the
spaces between the particles increase and the particles themselves do not contract or expand.
Strengths and Weakness of Lesson Plan
(Comment on aspects of the lesson plan such as the appropriateness of the level; usefulness of
the achievement criteria; any modifications required etc)
I believe a strength of this lesson was that the students could write down the ideas which they
had in their head and then make sense of them latter in the lesson. This got the students
engaged with the lesson and they then seemed interested in how the future content related to
their content. I believe another strength was the role playing that the students undertook. They
seemed to easily answer the questions within the sci pad after this
Evaluation of your Teaching
(Comment on: your ability to scaffold student’s learning in terms of your science knowledge, the
effectiveness of your various teaching skills and strategies including questioning, formative
assessment etc; your behavior management skills; and areas you need to improve and how you
can achieve this.
I am happy with my teaching as the students learnt. I am happy with my questioning techniques
as I only gave answers when students did not have any clue towards the answer, however most
of the time the students had some knowledge which I could link to and from here I could prompt
the student towards an answer. Things to improve on could include getting to know the students
better and better understand the learning methods of the students. I am just starting to build my
PCK and I believe PCK is specific to each year group and I hope to expand on my PCK for year
9s.
