Date: September 5, 2017 Grade: 5th

Teacher Name: Mrs. Elizabeth Martin Subject: Science

1. Topic-

Heat Transfer

2. Content-

Heat transfer is a result of moving molecules as energy is transferred between an object and its
surroundings.

Key vocabulary:

heat, energy, transfer, conductor, insulator, molecules.

PA Standards:

- Standard - 3.2.5.B2 - Examine how energy can be transferred from one form to another.

- Standard - 3.2.5.B3- Demonstrate how heat energy is usually a byproduct of an energy

transformation.

3. Goals: Aims/Outcomes-

1. Students will understand and learn about the movement of molecules as heat is transferred
between an object and its surroundings.

2. Students will understand the concept of a conductor and insulator of heat.

3. Students will understand the effect that conductors and insulators can have on heat and
changing states of matter.

4. Objectives-

1. Students will experiment with how different surrounding materials will affect an ice cube.

2. Students will observe the changes in heat of both the surrounding materials and the ice cube,
in order to better understand the concept of heat transfer.

3. Students will visually experiment to better understand the concept of how heat affects the rate
in which molecules move.

4. Students will combine their observations in changes in temperature, characteristics of

conductors and insulators of heat, and the rate of moving molecules, in order to demonstrate an
understanding of heat transfer.

5. Materials and Aids-

ice cubes
frying pan
plastic bowl
3 mason jars
food coloring
Water - room temperature (23 degrees Celsius); cold (4 degrees Celsius); hot (37 degrees
Celsius)

6. Procedures/Methods-

A. Introduction-

1. Students will be shown three mason jars filled with water. They are labeled "COLD", "ROOM
TEMPERATURE", and "HOT"

2. Three volunteers will come forward and I will have them place a single ice cube in each jar
simultaneously.

3. We will observe the jars and note that the hot water melts the ice cube the fastest, the room
temperature cube melts second and the cold water still has the ice cube floating around once the
other two are gone.

4. Students will open up their Interactive Science Notebooks (ISNs) and in a new section entitled
"Heat Transfer", we will take 5 minutes for them to reflect on what they observed and
hypothesize what they want to know more about.

5. We will come back together as a class and on a KWL Chart, we will note student observations
and place them on the (K) What We Know and the hypotheses on the (W) What We Want to
Know sections.
B. Development-

1. As a whole group, show the students a frying pan, a plastic bowl and a cup of ice cubes.

2. Tell them that they will be working at their table groups to observe how both the frying pan
and the plastic bowl affect the ice cube's state.

3. A volunteer comes forward and both the frying pan and the bowl are felt. The student will
observe that the bowl is colder than the frying pan.

4. You place a single ice cube into the frying pan and another one into the plastic bowl to model
the experiment. This is left up front, as the individual groups will be performing the same
experiment for themselves at their tables/

5. Materials are passed out for the next phase of the lesson - frying pans, bowls and a cup of ice
at each table.

C. Practice-

1. Students are told that they will perform the same experiment in their table groups.

2. They should take care to observe their ice cubes and are told that they can touch the bowl and
the frying pan. However, they are not to move the containers and must not touch the ice cube.

3. As the tables work, they will write down their observations in their ISNs.

4. After approximately 10 minutes, the class will come back together as a whole group. What did
the groups notice during their experiments?

5. The words HEAT TRANSFER, CONDUCTOR, INSULATOR, MOVEMENT and

MOLECULES will be written on the SmartBoard.

6. Students are partnered with one other student who is at their table and are told to hypothesize
what these words mean, how they are related to each other and how they are related to the
experiment that was just performed.

7. The teacher approaches her own experiment that she had originally modeled up front. By now
the ice cube has melted in the pan and the ice cube in the plastic bowl is very small. Using the
partner discussions to guide the conversation, the topics of HEAT TRANSFER, CONDUCTOR
and INSULATOR are explained and applied to one of the objects in the experiment.

8. In elaborating on the topic, the question of how MOVEMENT and MOLECULES fit in to our
explanations of heat transfer, is posed.
9. Students are now shown the same three jars from the beginning of the class. The room
temperature water is kept in the ROOM TEMPERATURE jar but the HOT and COLD jars are
replaced with new water of the designated temperatures.

10. A drop of red food coloring is added to each jar and the students observe from their seats,
how the color is dispersed throughout the jar.

11. The concept of movement of molecules is introduced, demonstrating how the red food dye is
more dispersed throughout the hot water and is dispersed the least in the cold water. Heat causes
the molecules to move faster.

12. A testable question is formed: How does our knowledge about heat transfer and the
movement of molecules explain the melting ice cubes that were seen at the beginning of the
lesson?

D. Independent Practice-

1. Formative assessments can be observed as students participate in the experiment and after as
they hypothesize with a partner, showing how they apply the new words to what they have
observed in the experiments.

2. Formative assessment - Students are asked to open their ISNs and to draw a colored
illustration that shows the 3 different jars of water. They should label how the food color
demonstrates molecule movement in each scenario or explain their illustration in a paragraph.
This will be collected to gauge for understanding.

3. Students will engage in a conversation about how these concepts are relevant to the rate of
melting ice cubes observed at the beginning of the lesson. Student participation is noted as an
informal formative assessment on knowledge generalizing.

E. Accommodations (Differentiated Instruction)-

1. Special Education
-cross-ability grouping will be structured to place students with typical peers who can support
their learning.
-Photocopied note sheets will be given to Special Education students who may find notetaking
and copying from the board frustrating.
-a graphic organizer will be handed out that can be used to structure their ISN assessment.
Instead of drawing entirely from scratch, students are given the option to use the graphic
organizer to label what is happening and demonstrate understanding.
-A graphic organizer can also be used for the Talk Like a Scientist homework assignment, to
help to organize the student’s thoughts and focus on concept understanding.
2. ESL
-Modeling of lessons will provide visuals for ESL students
-A list of content vocabulary will be given to the ESL students prior to the lesson to scaffold
their understanding of science terminologies.
-Native language labels will be placed on the board on tags underneath the key content
vocabulary so that ESL students can visually associate them with the English word.

3. Gifted
-Gifted students will be grouped together and given open-ended enrichment questions that will
advance their thinking on the topic of heat transfer. How do conductors and insulators of heat
explain matter going from the liquid to the gaseous or solid state? What are some examples of
this?

F. Checking for understanding-

Formative assessment:

Homework- Students are to copy the words from the SmartBoard into their ISNs. For
homework, they are to write a paragraph "talking like a scientist" to describe the frying pan/ice
experiment. They can use labeled illustrations to further explain their work. This will be
collected the next day to gauge understanding

G. Closure-

1. To close today's lesson, the KWL chart will again be addressed. The class will work as tables
again and will compile a list of what they learned today. When the group reconvenes, each table
will state something that they learned today for the KWL chart and this will be recorded.

2. Students will be introduced to the summative group project that the class will work on during
the next week. Through this summative assessment, students will have the opportunity to work
collaboratively in order to demonstrate their understanding of heat transfer. This is described
below in the Evaluation section.

7. Evaluation-

As a summative assessment for this lesson, the students will be working collaboratively in
groups of 4 at their tables in order to plan a presentation that will demonstrate for the class how
the concepts that were learned relate to one of several scenarios.

These scenarios are:

1. The best cup to place their drink into. What type of drink and why?
2. Should a snowman wear a coat to stay cold? Why?
3. What is the best material for a slide to be made out of? Why?

The students will work each day in their groups to pick a position on one of the topics and to
demonstrate creatively and by "Talking Like a Scientist" why they have chosen this position on
the issue. Ideas for a presentation are:
-visual depiction and an oral presentation
-have a debate for the class using scientific terinologies
-record yourselves on a Green Screen forecast web site
-do an experiment and detail your results creatively
-anything else you can think of that will show understanding.

Each group must turn in an exit ticket at the end of Day1 of the lesson, with their group's topic,
their method of presentation and the role/job that each member of the team will play in the final
production.

Students will complete a self-evaluation of their own participation and that of each team
member. Each person will also evaluate every group as a whole as they present for the class.

A summative rubric will be used to measure achievement of specific learning goals and
objectives for the final presentation.

8. Teacher Reflection-

At the end of this lesson, the teacher can reflect on the level of success of the inquiry process.
Was more or less scaffolding needed in order to familiarize students with the content?

Were the experiments performed relevant in helping to teach the concepts and was the order in
which they were presented successful in engaging and elaborating on the topic at hand?

Were students able to generalize the concepts learned to real-life application in the group
project, gaining an understanding that heat transfer can be seen in many facets of life?

Was more or less group work necessary in order to allow students to demonstrate their own
understanding?

Were additional accommodations or modifications to the lesson made that should be noted for
future planning?

Did students meet their learning objectives that had been defined at the start of the lesson?