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CLASS: Form 1
TIME: 1 hour
PERIODS: 1
UNIT: Heat
TOPIC: Conduction
REFERENCES (exclude class text, include page numbers).
PRE-REQUISITES
For Teacher
3- Worksheets.
CONCEPT OR PRINCIPLE
Heat is transferred from a region of higher temperature to a region of lower temperature in three ways
(Conduction, Convection and Radiation). Conduction occurs when heat energy travels from one object
to another by direct contact between the molecules. Knowledge of conduction has been important for
our survival as more humans are able to survive in very cold and very hot environments and it has also
made life easier for example in the case of cooking utensils in the preparation of food.
SPECIFIC OBJECTIVES
Classification
Cognitive(Remembering)
Cognitive ( Understanding)
Cognitive (Application)
PROCESS SKILLS
Applying scientific ideas and methods to solve qualitative and quantitative problems
ACTIVITIES
Model: Constructivist model and Inquiry model
Strategies: 5 E, concept attainment, group work
Introduction:
Engagement:
Teacher picks up a coffee cup with steaming liquid and immediately puts it back down and yells ouch!
Teacher asks students what just happened, they reply that the teacher got burnt, and then teacher asks
why and how.
Students should say that the heat moves from hotter matter to colder matter and so it moved from the
cup to the hand.
Development:
Exploration :
Teacher puts students into groups and asks them to observe a setup of a metal rod being heated by a
Bunsen burner, with Vaseline and thumb tacks placed along the rod.
Students time how long it takes for thumb tacks to fall and jot down their observations
(Vaseline closer to the heat source melts first and thumb tacks fall.)
Teacher asks students to share their observations and explain why this happened.
Students say heat moved through the metal rod from one end to the other, heat moves from hot metal rod
to Vaseline which melts and thumbtack falls.
Explanation
Teacher explains the whole concept of conduction
Teacher uses students in the class as the particles that make up a pot on the stove. And explains how the
heat is transferred from particle to particle increasing the kinetic energy.
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TEACHERS REFLECTION: I attempted another 5E lesson, it was a little better this time but it was
still not a full 5E lesson. I now understand that the engagement must have an inquiry question for
students to discover something. This lesson went well in my opinion. The form ones were excited from
the beginning. The activity with the thumbtacks was very successful but should have been accompanied
by the engagement question. Students also enjoyed pretending to be particles conducting heat and the
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video that was shown at the end. At the end students were able to do their evaluation and grasped the
concepts that I wanted them to. I still not up to level that I want but I think that I am improving more and
more after each lesson.
TUTORS COMMENTS
Form 1 Heat Conduction
R. Kalloo
Observation:
Explanation:
Observation:
Explanation:
3. Holding ice
Observation:
Explanation:
Observation:
Explanation:
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