SCIENCE LESSON PLAN

TEACHER: Neerja Yadav- Dulalchan

DATE: 06/11/15

CLASS: Form 1
TIME: 1 hour
PERIODS: 1
UNIT: Heat
TOPIC: Conduction
REFERENCES (exclude class text, include page numbers).

Interactive Science Bk 1- Leng and Cazabon

PRE-REQUISITES

Knowledge: - 1. Students should know:

1. Heat is transferred from a region of higher temperature to a region of lower temperature.
2. Matter exists in three forms- solid, liquid and gas.
3. Matter is made up of particles that are in constant motion.
Skill:- students should know how to:
1. Work and communicate effectively in groups.

MATERIALS & RESOURCES

For Teacher

For each group / student

MMP, Laptop, PPP

Textbook
Whiteboard / Markers

1- Wooden pencils, plastic forks, glass

rod, metal spoon, beaker with boiling
water, thermometer, Ice and petri
dish
2- Wooden and plastic utensils.
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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

At the end of the lesson, students should be able to:

Define conduction.

Classification
Cognitive(Remembering)
Cognitive ( Understanding)

Differentiate between good conductors and good

insulators giving examples.
Apply the principle of conduction to real life
situations.

Cognitive (Application)

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure

Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments
2

Applying scientific ideas and methods to solve qualitative and quantitative problems

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

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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( particles vibrate faster)

Teacher then asks students to re- explain the experiment above using the knowledge that they just learnt.
Teacher gives students one piece of ice to hold.
Students describe how conduction is occurring.
Teacher asks students if they think all materials conduct heat in the same way.
Elaboration
Teacher gives each group a beaker, boiling water, a metal spoon, a wooden pencil, plastic fork, glass rod
Students place all objects in the hot water and observe how each object felt before and after 2 minutes.
Students explain why not all the objects feels hot.
Teacher tries to get them to say that some materials conduct heat better than others.
Students tell teacher which is the best conductor.
Teacher explains that poor conductors are also called good insulators.
Teacher asks students to explain why pots are usually made of metal and why utensils usually have
wood or plastic handles.
Consolidation:
EvaluationTeacher gives students a work sheet with different pictures and asks students to describe how
conduction is occurring.
Teacher uses a video (Conduction Eureka!) to recap the main points of the lesson.
https://www.youtube.com/watch?v=tpkyuqial8o

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

6/11/2015: Holy Faith Convent

Lesson Plan Objectives were measurable and relevant to students lives. A logical development of lesson, from
observations of heat conduction to explanation of event based on kinetic theory to investigations of insulators
and conductors. You used a constructivist 5E approach but the lesson was more of a concept development
lesson that illustrated the concept vs having students discover the concept. If you wanted students to carry out
an inquiry then your Engagement should end with a question and possibly students predictions. The
introduction should stimulate curiosity and motivation to want to find out. In the case of this lesson, if you felt
students already knew that heat travelled from the less hot to hotter end, you might ask how can we show this
is the case? You might have even given them the list of materials and ask them to design an investigation to
show this effect. They could predict the outcomes and then observe the effects. Other suggestions by your
colleagues included heating from the centre of the rod, and asking students for predictions or even comparing
rods of different types of metals.
Lesson Delivery:
Introduction: The little acting worked to capture attention and direct students to the topic of heat and
conduction. See above for enhancing the inquiry aspect of the introduction. The demonstration though simple
did a good job of bringing out the concept of heat flowing. Your questions deepened students observation of
the process beyond just tack drops. You were also able to direct students to the change of state that occurred
and the sequence and timing of the events. You incorporated many types of intelligences in this lesson. Using
the children as models to demonstrate the movement of molecules helped students to visualize the process.
This could also be done as a problem solving exercise. Students work out how to demonstrate the movement for
themselves. The ice was a thought provoking application as you need to remember that your hand is actually the
warmer medium, and we are accustomed to thinking of our body as room temperature. The insulator/conductor
investigation was an example of a performance outcome. Again this could be more problem centered by asking
students to predict and then demonstrate. Something a little more specific that if the heat moves through
materials at the same rate. Quick thinking to substitute the lab item for the spoon. The only issue was that it was
shorter than the other items so it added another variable to the outcome. However this could have been used as
part of the discussion. The application question was directly related to real life and the video did a good
summary of concepts.
Questions were clear and distributed across the class. They probed and extended students answers and the
lesson flowed logically and smoothly from one section to the next, and engaged students throughout.

R. Kalloo

HOLY FAITH CONVENT, COUVA

CONDUCTION WORKSHEET
FORM 1

Complete the table below.

1. Hot cup of coffee

Observation:

Explanation:

2. Metal rod and Bunsen

burner experiment

Observation:

Explanation:

3. Holding ice

Observation:

Explanation:

4. Experiment with hot

water and different
objects

Observation:

Explanation:

Describe how Conduction takes place in the following situations.

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