VISHNU BOYS HINDU COLLEGE

SCIENCE LESSON PLAN

TEACHER: Darrell Dulalchan

DATE: 20th January, 2016
CLASS: 5H
TIME: 80 minutes
PERIODS: 2
UNIT: Energy
TOPIC: Heat Transfer
REFERENCES (exclude class text, include page numbers).
Hoong,T.L., Leng.H,P., Khang.G. N., (1997) New Lower Secondary Science 1, SNP Panpac
http://apollo.lsc.vsc.edu/classes/met130/notes/chapter2/index.html
PRE-REQUISITES

Knowledge:- 1. Students should know that:

-

A thermometer is used to measure temperature

Temperature refers to how hot or cold something is

Matter is made up of small particles
Matter exist in three states

Skill:- students should know how to:

- Record observations
- Analyse data

MATERIALS & RESOURCES

For Teacher

For each group / student

Whiteboard, markers, worksheet, metal rod,

thumb tack, wax, tongs, beaker with water, food
colouring, tripod, wire gauze, Bunsen burner

Activity sheet and assessment sheet,

pens, notebook

CONCEPT OR PRINCIPLE
Heat moves from a warmer object to a cooler one. This transfer of heat is brought about in three
specific ways, conduction, convection and radiation. These processes are all important since they
are involved in the cooking of food.

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

Classification

Learning Type

Knowledge

Cognitive

Comprehension

Cognitive

Understand what a prefix is and how it can be used Comprehension

to figure out the meaning of a word. (Curriculum
Integration Language )

Cognitive

Differentiate among the three methods of heat

transfer
Recognize when each method is occurring

PROCESS SKILLS
During this lesson, students will be engaged in:
Identifying / formulating a problem
2

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

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

Introduction:
T enters the classroom complaining of how hot it is. T asks how the road will feel if he walks bare
feet on the road on a hot day. T discusses Ss responses and explains that thermal energy is being
transferred from the warmer road to his cooler feet. T then asks what is happening when you
touch something and it feels cold. T explains and introduces the topic of heat transfer.
Development:
T asks Ss to pay careful attention to what is being demonstrated and to note observations.
T lights Bunsen burner and hold one end of a metal rod in the flame and the other end has a
thumb tack attached with wax. The wax melts and tack falls off. T explains how heat is being
transferred from one end of the rod to the other. T explains the process of conduction while Ss jot
down notes.
T puts a beaker of water on top the tripod and places the Bunsen burner below. A drop of
colouring is added to the water. The colouring circulates. T explains that the warm water from the
bottom rises to the top and so the heat is transferred. T explains the process of convection while Ss
jot down notes. T asks Ss to explain how land and sea breeze is formed.
T places his hands about 10 cm away from the side of the flame. T said he feels the warmth even
though the hot air is rising above the flame. T explains the process of radiation while Ss jot down
notes. T explains how this method of heat transfer is responsible for the Suns thermal energy
reaching Earth.
3

T asks Ss what are a thermos, a thermostat, and a thermometer. T explains that the word therm
implies heat and / or temperature. T then explains that a prefix is added to the beginning of a
word to change its meaning. It can also be used to figure out the meaning of words. Thermos is a
container to keep a liquid hot (or cold); a thermostat regulates temperature, a thermometer
measures temperature.
Ss are given an assessment sheet to complete.
Consolidation
Assessment sheet is corrected
T recaps the days lesson
TEACHERS EVALUATION OF LESSON
This was a good lesson. Students were engaged throughout the lesson. Students understood the concepts
about conduction, convection and radiation. The Curriculum Integration worked well as students
understood the lesson about prefixes. This was a good lesson as science and English were well
integrated,
TUTORS COMMENTS
I am sure it would have been an interesting deductive lesson, but have you thought about how to
make it inductive? Instead of telling them why the road felt hot or cold, you could take students
responses ask them to observe the activity and explain how heat is moving. You then come back to the
initial problem. Another approach. Did students think of other prefixes they have met in Science?
Dr Kalloo

CONTINGENCY PLAN
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