SCIENCE UNIT PLANNER

Introduction:
Heat can be used for simple things such as heating water and enjoying a warm bath however,
individuals need to develop awareness of the dangers of heat. For example, when someone’s
body temperature is too high or when suffering burns from touching a hot frying pan (Cisneros &
Goins, 2009). This unit was designed to explore the production, transfer and measurement of heat
in light of faith-based inquiry and the values of working together with Respect, Integrity,
Compassion and Justice for all (St. Mary’s Primary School, 2018). The unit encourages students
to use their learning in authentic contexts in their daily routines within their communities.
Through this, students will learn the positive and negative effects of heat, how it can be used, and
the ways in which we can protect ourselves and others from heat. Furthermore, these concepts
will encourage students to consider how they can use heat to help their community, and the ways
to protect against the dangers of heat. This will be accomplished through brainstorming and
inquiry so that students will be able to expand their science and inquiry skills, and use their
creativity to problem solve real life issues which will help them to have the skills and
understanding to solve problems outside of the classroom.

Overview of the unit of work and teaching approaches

As St. Mary’s Primary School values include Respect, Integrity, Compassion and Justice, this unit
of work is able to support this through the teaching theme of Compassionate Education and
Education for Sustainability (EfS). Compassionate Education focuses on the school values of
respect, and compassion in particular. As emphasised by Bilias-Lolis, Gelber, Bray and Maykel
(2017), Compassionate Education ‘invests in relationships, in promoting helping behavior, and in
the trust that every child deserves the opportunity to learn in a context where they are understood,
embraced, and supported’ (p. 1235). St Mary’s Primary School states that two aims for students
are to ‘establish healthy relationships’ and ‘make responsible and ethical decisions’ (St Mary’s
School, 2017). While these aims can be supported through Compassionate Education they are
also linked with the Education for Sustainability approach. Within this unit of work, the focus is
“Force of Objects: Production of Heat and Temperature”. It is hoped that through these teaching
approaches evident in the unit of work, the students develop a deeper sense of wellbeing and how
sustainable thinking can have a greater effect on others and their community. Australian
Education for Sustainability Alliance (2014) suggests that a sustainable perspective values
diversity, partnerships, relationships and behaviour changes rather than the pure gain of
knowledge and skills. Through this unit of work, probing questions are used as a means of
analysing the student's traditional beliefs and extend their understanding of how their actions can
affect others. This process involves preparing students with skills and knowledge for a
‘sustainable future’ and takes students ‘beyond individual responsibilities’ (Stevenson, Davis,
Ferreira, & Evans. 2014; Taylor, Quinn & Eames, 2013). This unit of work encourages students
to go outside and investigate the way in which heat affects our environment, thus the community
within it. This inquisition is intended to empower the students to critically reflect on their current
practices and identify opportunities where they can make informed decisions to create a more
sustainable lifestyle for themselves and their community. Education for Sustainability also links
with the Education for Sustainability framework which states that ‘Catholic Education
encourages and empowers school students and their communities to take action towards
sustainability for the common good’ (CEM, 2016).
UNIT OVERVIEW

Topic: Force of Objects Year Level: 4

Key scientific Victorian Curriculum Focus
understandings Content strand(s): Science Understanding
• Heat can be created Sub-strand(s): Physical Science
through a number of
methods including Key Level description (taken directly from Victorian
friction and burning Curriculum documents):
Heat can be produced in many ways and can move from one object
• Heat can be
to another; a change in the temperature of an object is related to the
transferred
gain or loss of heat by the object (VCSS063)
• We can physically
feel heat and measure Additional Science Curriculum Links:
its effect using tools Science as a human endeavour- Science knowledge helps
people to understand the effects of their actions
(VCSSU056)

Science inquiry skills- Compare results with predictions,
suggesting possible reasons for findings (VCSIS070)
Cross Curriculum Capabilities:
Critical and creative thinking -
Construct and use open and closed questions for
different purposes (VCCCTQ010)

Investigate different techniques to sort facts and
extend known ideas to generate novel and
imaginative ideas (VCCCTQ012)
Ethical Capability -
Discuss the ways to identify ethical considerations in
a range of problems (VCECU006)

Explore the contested meaning of concepts including
fairness and harm and how they can seem to differ in
different situations (VCECU004)
Unit of work goals Key equipment/ Key vocabulary
• To understand how resources: Heat, temperature, transfer, conduction,
heat can be produced • Buckets of absorption
and how it can be water (1 hot, 1 , hot (+ comparatives and superlatives), cold
transferred from one cold, 1 room (+ comparatives and superlatives),
object to another. temperature) sustainability, environment, Celsius, degrees,
• To understand the • Digital and glass friction, thermometer, conduction,
convection, radiation
different forms of thermometers
heat and how it can • Note taking
support a sustainable equipment
lifestyle.
 lifestyle.
Links to other
• To use the
contexts
thermometer and • Compassionate
correct language to
education
describe changes in
approach
temperature
• Education for
sustainability
• Faith based
education:
school values
Key probing questions
• How can we use production of heat to support a sustainable lifestyle?
• How does heat affect us?
• How can it be helpful to transfer heat from one thing to another?
• How can we measure heat?

LESSON FOCUS
Session 1
• What is heat? What is temperature?

Learning intention: To develop and interpret where heat comes from and the different forms
of heat energy.

Session 2
• Production of heat

Learning intention: Understand different ways that heat can be produced and how this can
affect daily life.

Session 3
• Transfer of heat

Learning intention: Discover how heat is transferred from one object or substance to another
and how different substances conduct heat.
Session 4
• Conclusion and scenarios

Learning intention: Relate learning from the unit to real life situations and present what I have
learned in a group drama.

Misconceptions:
Misconceptions are any understandings that students may have about the concepts taught in class
that vary from what is scientifically correct (Gregson, 2012). Students may have misconceptions
about science concepts based on their everyday experiences. Misleading science journals and
texts, media and students’ own incorrect assumptions are factors that can contribute to
misconceptions (Stein, Larrabee & Barman, 2008). Misconceptions can arise in the classroom
when teachers don’t identify students’ prior knowledge of the learning concepts. When they teach
new knowledge, it may conflict with students altered conceptions and students may only partly
understand new information (Gregson, 2012).

When teachers are aware of the common misconceptions their students have about the concepts
being taught, they can help students unlearn or change their misconceptions. Teachers can then
teach new information without the possibility of students absorbing new information with their
pre-existing misconceptions (Sadler & Sonner, 2016).

Physical science concepts can be difficult for students to understand as they often tend to be more
abstract and may not be based on common sense (Stein et al., 2008). Some possible
misconceptions that students have about physical science are;
• Cold is the opposite of heat
• The size of an object affects its temperature
• Some materials are naturally cold
• Temperature is heat
• Thermometers are used for measuring heat
• Like water, heat has substance and flows from one object to another
(Rascoe, 2010; Sadler & Sonnert, 2016; Driver, 2015)
Assessment:
The three assessment types—diagnostic, formative and summative—will be implemented and
referred to, to differing extents, throughout this unit of work. A diagnostic assessment will firstly
be used to gain an understanding of the students’ prior knowledge regarding the topic and various
formative assessments will be used through the course of the unit to support and improve lesson
planning. The summative assessment at the conclusion of this unit of work will be the primary
source of assessing students’ learning, and development and proficiency of knowledge (Dixson &
Worrell, 2016). This summative assessment will be important as it will present both the teaching
team and students, their achievements, strengths and weaknesses for the topic of this unit (Dixson
& Worrell, 2016). Furthermore, it will provide a reflection for the teaching team to study for
future reference.

The summative assessment for this unit of work will have students separated into six groups of
four, and each group forming and justifying a solution to a given fictional yet practicable
situation. Each situation is purposely devised to encourage the students to relate their learning
and new knowledge about heat to extend a solution. The situations also incorporate aspects of
Compassionate Education—exploring a science issue through an angle of compassion—and
Education for Sustainability—thinking of sustainable science—that students would have
uncovered both actively and indirectly throughout the unit. Furthermore, a summative assessment
that is performance-based and promotes educative discussions, and creative and ethical
conversations between students and teachers, strengthens students’ learning and knowledge more
so than traditional methods of summative assessment (Hus & Matjasic, 2017). Moreover, this
kind of summative assessment follows St. Mary’s Primary Schools priorities such as responding
to the demands of a changing world, valuing a diversity of cultures and ideas, and building
interpersonal and cooperative skills (St. Mary’s Primary School, 2018).

References:

Australian Education for Sustainability Alliance. (2014). Education for Sustainability and the
Australian Curriculum Project: Final
 Report for Research Phases 1 to 3 [report]. Retrieved from http://www.ryde.nsw.gov.au/
files/assets/public/environment/education-for-sustainability-and-the-australian-
curriculum-project.pdf
Bilias-Lolis. E, Gelber. N, Rispoli. K, Bray. M & Maykel. C. (2017). On promoting
understanding and equality through compassionate
educational practice: Toward a new inclusion. Psychology in the Schools, 54(10),
1229-1237. Retrieved from
http://onlinelibrary.wiley.com.ezproxy2.acu.edu.au/doi/10.1002/pits.22077/epdf
Catholic Education Melbourne [CEM]. (2016). Education for Sustainability [framework].
Retrieved from
http://www.cem.edu.au/CatholicEducationMelbourne/media/Documentation/Right
%20hand%20column/Sustainability-Framework-2016
pdf
Cisneros, A. B., & Goins, B. L. (2009). Body Temperature Regulation. New York, USA: Nova
Science Publishers.
Dixson, D. & Worrell, F. (2016). Formative and summative assessment in the classroom. Theory
Into Practice, 5(2), 153-159.
Driver, R., Squires, A. & Rushworth, P. (2014). Making Sense of Secondary Science. New York,
USA: Routledge.
Gregson, R. (2012). Connecting with Science Education. South Melbourne, Australia: Oxford
University Press.
Hus, V. & Matjasic, J. (2017). Evaluation and assessment in early social science. Universal
Journal of Educational Research, 5(4),
664-670.
Rascoe, B. (2010). What is heat? Inquiry regarding the science of heat. Science Activities:
Classroom Projects and Curriculum
Ideas, 47(4), 109-114.
Sadler, P. & Sonnert, G. (2016). Understanding misconceptions: teaching and learning in middle
school physical science. American
Educator, 40(1), 26-32.
Stein, M., Larrabee, T. & Barman, C. (2008). A study of common beliefs and misconceptions in
physical science. Journal of
 Elementary Science Education, 20(2), 1-11.
Stevenson, B., Davis, J., Ferreira, J.A. & Evans, N. (2014). Embedding EfS in Teacher
Education: An Introductory Guide to Using the
Systems Change Model. Sydney, Australia: Office for Learning and Teaching.
St. Mary’s Primary School. (2018). Faith based inquiry. Retrieved from
http://www.smstkildaeast.catholic.edu.au/learning-and-teaching/35/p/faith-inquiry-
learning/
Taylor, N., Quinn, F. & Eames, C. (2015). Educating for Sustainability in Primary Schools:
Teaching for the Future. Rotterdam, Netherlands:
Sense Publishers.
 LESSON PLAN FORMAT 1 / 4

Lesson Focus: To gain an understanding of where heat Date: 17/4/2018

comes from and the different forms of

heat energy

VIC Science Year level(s): Year 4

Curriculum

Discipline(s):

VIC Science Understanding Lesson 60mins

Curriculum duration:

strand (s):

VIC Physical Science

Curriculum

sub-strand(s):

Content Heat can be produced in many ways and can move from one object to

description another; a change in the temperature of an object is related to the gain

or loss of heat by the object (VCSS063)

Additional Science Curriculum Links:

Science as a human endeavour-

Science knowledge helps people to understand the effects of their actions (VCSSU056)


Science inquiry skills-

Compare results with predictions, suggesting possible reasons for findings (VCSIS070)

Learning Standard:

At the conclusion of this lesson, the students will understand that:

Heat energy is produced in different ways and is found in different forms, heat is around us

in everyday life

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:

Investigation of familiar surroundings

Informal measuring of heat - touch and feel

Assessment:

Formative - anecdotal records (need to take notes whilst roving through the groups)

Peer assessment - working in groups to brainstorm and explore

Observation of group and class discussions

Assessment criteria for analysis:

I am doing well if I am able to list at least 3 examples of heat found in the classroom

I am doing well if I can explain how heat affects me

I am doing well if I participate in a discussion using words from the word wall.

Background to the learning:

A. References for teacher background knowledge:

Terms with definitions:

Skamp and Preston (2014) : “Heat is defined as the transfer of internal energy from one

substance to another in the process of heating and cooling “ (pg.123).

Skamp and Preston (2014): “The transfer of thermal energy through materials, called

‘conduction’, is also a collision effect. For example, if you place one end of an iron bar

into a fire, the whole bar soon heats up. This can be explained as the particles in the end of

the bar gaining kinetic energy from the gas particles in the fire through colliding with

them. The increased movement of the particles in the bar creates internal collisions within

the bar. The collisions raise the kinetic energy of the particles within the bar, thus raising

the temperature” (pg.127) .

Skamp and Preston (2014): “The transfer of thermal energy also can occur when particles

at the source travel to the receiver to then transfer kinetic energy in a collision effect. Hot

air currents are an example of this effect. This type of transfer is called ‘convection’ and

only occurs in liquids and gases “(pg. 127).

Skamp and Preston (2014): “The transmission of light through space occurs without a

medium and is thus a ‘radiation’ effect… scientists refer to general notion of light as

‘electromagnetic radiation’ (pg 128)”

Radiation- transfer of energy that is transmitted in for the form of waves (electromagnetic

radiation) or fast travelling particles (particulate radiation). The source of the heat and the

body that is heated are not touching, and no matter needs to move between them. For

example the electromagnetic radiation from the hot sun reaches the colder earth and

eventually heats it up as a result. When the sun goes behind a cloud this radiation is mostly

stopped and the sun is not able to heat the earth as much.

Reference:
Skamp, K. & Preston , C. (2014). Teaching primary science constructively . South
Melbourne, Vic: Cengage Learning Australia.
Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/
detail.action?docID=1991005

B. Identify students’ current knowledge

Students have a knowledge of biological sciences - features of living and non-living things,

life cycles and environmental living.

Students have had personal experiences with heat and temperature informally, and in their

everyday life.

Lesson resources:

Butches paper

Markers

Spoons (Back up - for activity)

Labels (30+ )

Device with songs:

Just Dance - Animals video ( https://www.youtube.com/watch?v=qt4zIG7kUBc )

[Back up - musical bob]

https://www.youtube.com/watch?v=Y2V6yjjPbX0&feature=share [hand clap song,

original]

https://www.youtube.com/watch?v=Z0m99F9MPvM&feature=share [Swish song]

** All songs aim to get students moving so they are producing heat **

________________________________________________________________

Lesson content:

A. Introduction 10 mins

[McHugh + Norman]
Just Dance ( Animals - production of heat)

[musical bob - back up]

B. Development 15 mins

Steps and focus questions:

1. What do you notice about how you are feeling? [McHugh]

a. Pull out the key language and write on the key ‘heat’ words poster, model

the language throughout the class

2. Where does heat come from? [Norman]

a. conduction, convection and radiation

b. Engage student prior knowledge, address misconceptions

3. What do you think produces heat around the classroom? [McHugh]

4. How can we record our investigation? [Norman]

a. Explain the task and model on the board.

5. What types of heat can you find around the classroom? [McHugh]

a. Ask for student definitions and scaffold terminology

6. Do you have any questions? [Norman]

 a. Explain that we are looking for at least 5 sets of objects that produce/don’t

produce heat.

b. Sort out mixed ability groups of 4 (6 groups as there are 24 students )

C. Consolidation, practice, extension 25 mins

[McHugh and Norman]

● Once the students are in their mixed ability groups, ensure that students are on

track.

● Differentiation:

○ Hand out enabling prompts to students [Appendix 1].

○ Hand out extension prompts to students [Appendix 2].

● Rove around and support learning

D. Closure 7 mins

[McHugh and Norman]

● Gather students back on the floor - report their findings and open a discussion

about how heat affects us

● Exit ticket - Closing question (How can we use our knowledge about the transfer of

heat, to help out others in the community?)

Lesson/activity transition:

Ask students to gather back on the floor

● Have students make sure their names of their groups are on the page

ASSESSMENT GRID

Learning Intention:
To gain an understanding of where heat comes from and the different forms of heat

energy

Student name Assessment criteria

1. 2. 3.

I am doing well if I

am able to list at least

3 examples of heat

found in the

classroom

I am doing well if I

can explain how heat

affects me

I am doing well if I

participate in a

discussion using

words from the word

wall.

Purpose of assessment
 To inform To ensure To discuss To inform 1:1 Evidence for

future lessons coverage of VIC with conference with student school report

and student Curriculum parent including setting future

learning standards learning goals

____________________________________________________________________

Appendix 1:
Enabling prompt - Using our five senses to find heat

Which sense helps identify heat production?

You can see the light turned on, if you then touch it you will feel heat being produced.

You can hear the heater on so then you can go over and feel the heat being produced.

What senses helped you to find objects in the classroom that produced heat?

Object Touch Taste Sound Sight Smell

Appendix 2:
Extension prompt - Is it hot or not?

Your task is to work in your group to investigate objects around the classroom that produce

heat. For every object you find you must also find an object that doesn’t produce heat.
Hot How do you know? Not How do you know?
 LESSON PLAN FORMAT 2/ 4

Lesson Topic/Focus: Production of heat Date: 27/4/2018 (session 2 of

4)

VCF-10 Learning Area: Science Year level(s): 4

VCF-10 Strand(s): Scientific Understanding Lesson duration: 60 mins

VCF-10 sub-Strand(s):
Physical Science: Heat can be produced in many ways and can move from one object to another; a change
in the temperature of an object is related to the gain or loss of heat by the object (VCSS063)
Science as a human endeavour: Science knowledge helps people to understand the effects of their actions
(VCSSU056)


VCF-10 Cross curriculum priorities:

Ethical Capability: Discuss the ways to identify ethical considerations in a range of problems (VCECU006)

Explore the contested meaning of concepts including fairness and harm and how they can seem to
differ in different situations (VCECU004)

Learning Standard(s)/Outcome(s)/Objective(s):
At the conclusion of this lesson, the students will know/understand that:
• Heat can be produced in a number of ways
• Humans can use different methods to intentionally produce heat
• The production of heat can affect daily life in various ways

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
• Warming up or cooling down things that are hot or cold
• Discuss different uses for and dangers of heat

Assessment:
• Questioning and class discussions throughout the lesson
• Diagrams and ideas students write and draw in their books will show their understanding
of the concept in this lesson

Assessment criteria for analysis:

• Students need to come up with at least 3 ideas for their diagrams
• Students should have labelled arrows showing where the heat comes from and goes on
their diagrams
Teaching focus:
• Explain concepts or directions clearly without ‘rambling’
Lesson content:
A. Introduction

__5__ mins
• Ice cube race: Students will partner with the person next to them. Each pair will get an ice cube
in a sealed bag. When the time starts, students must try to melt their ice cube as fast as
possible.
BE CAREFUL NOT TO POP THE BAG! Bring paper towel incase
B. Development

__15__ mins
• Discuss different methods students used to heat up their ice cubes
o How did you heat up your ice cube?
o What are some strategies you used?
• Show students “Shin Bio Heat Pack”
o This is an example of chemical energy that gives off heat. What are some other ways
that heat can be produced? (Turn to your partner to discuss for 2 minutes)
▪ Students to put up hands and discuss as a class
• Explain that heat is a type of energy and so we are not really creating heat, but moving it from
one place to another. With the ice cubes, we were moving the heat from our hands or breath (or
whatever strategies they use) to the ice cube. With the heat pack, energy was formed from the
chemicals mixing together, which made heat come out. In this case, touching the heat pack
meant heat energy was moving from the heat pack to your hand or whatever was touching it.

C. Consolidation, practice, extension

__25__ mins
• In their books on a piece of paper, students need to brainstorm different ways to make things
warmer or create heat. Under each idea, students should draw a diagram showing where the
heat is coming from or going.
Show example on the board of an oven opening.

D. Closure
__5_ mins
• Ask students to put their pencils down.
• What are some of the ideas we came up with? (get 3 examples and ask students to explain their
diagrams)
• Why is it useful to know how to warm things up?
• What are some ways heat can be formed without us doing anything? (eg. The sun warming our
skin or heating a space like a car through the window)
• Do you think heat can ever be a bad thing?
Background to the learning:
A. References for teacher background knowledge
IPAC. (n.d.). Cool Cosmos: what is heat? Retrieved from http://coolcosmos.ipac.caltech.edu/
cosmic_classroom/light_lessons/thermal/heat.html
Science Learning Hub. (2009). Heat energy. Retrieved from https://www.sciencelearn.org.nz/
resources/750-heat-energy

B. Identify students’ current knowledge

• Have previously covered these concepts last year according to Victorian Curriculum
• Will gather further information on background knowledge in first class prior to this lesson
Lesson resources:
• Resealable sandwich bags (1 per 2 students)
• Ice cubes (bring a bag to ensure enough are still frozen by the time the class starts)
• Shin Bio heat pack (bring from home, ensure it is pre boiled so that the disk is ready to be
popped)

• #
• Paper and pencils for each student (bring loose paper in case students do not have books)

Post-lesson review and evaluation:

Student achievement:

• Students were able to show further understanding of topics than was expected, by
forming their own ideas and examples of concepts correctly during both discussions
and diagrams.
• Some students were able to show multiple examples of heat transfer in the same
diagram.

Teaching effectiveness:

• For future lessons students should be extended through proper scientific language, as
well using encouraging students to come up with strategies for using what they know in
everyday life.
• I was able to explain concepts well and balanced the time on the floor with the time
where students were working. In the future I need to be more confident and clear in my
speech and explanations, and be more prepared for students to come up with “out of
the box” ideas.

Lesson/activity transition:
Will observe standard class habits at beginning of first class
Or
Depending on the layout of the room, I will either ask students to sit at their desks facing the
front or on the floor with all materials put away or set up neatly without touching them yet.
I will then begin by introducing myself and thanking the class for welcoming me in to learn in
their classroom.

At the end of the class, I will ask students to pack everything away neatly and hand them over to
their usual teacher.
 LESSON PLAN FORMAT 3/ 4

Lesson topic/focus: Transfer of heat Date: 01/05/2018

VCF-10 Learning Science Year level(s): 4
area(s):
VCF-10 Strand(s): Science Understanding Lesson 60 mins
duration:
VCF-10 Sub- Physical sciences — heat can
strand(s): be produced in many ways
and can move from one object
to another; a change in the
temperature of an object is
related to the gain or loss of
heat by the
object (VCSSU063)

Learning Standard(s)/Outcome(s)/Objective(s):
We are learning to: use equipment to measure heat and record the relevant data.

At the conclusion of this lesson, the students will know that: different
substances and materials gain heat differently and that heat is able to be transferred
from one object to another—through conduction, convection and radiation. Students
will also think about how heat is important for human safety and survival.

Assessment:
• Group discussions
• Presentation of data

Assessment criteria for analysis:

1. Students participate in group discussions and offer insightful thoughts and views.
2. Students use the equipment effectively to find results.
3. Students, as a group, produce a creative and individual method for displaying the
data.
4. Students demonstrate an understanding of the three ways of transferring heat.
Teaching focus:
Management of behaviour, particularly as this lesson prompts a lot of talking
between students—so maintaining students’ attention and decreasing the amount of
extraneous conversations. Also keeping students on track when undertaking
activities outside of the classroom.

Background to the learning:

A. References for teacher background knowledge
Bilias-Lolis. E., Gelber, N., Rispoli.K, Bray, M. & Maykel, C. (2017). On promoting
understanding and equality
through compassionate educational practice: toward a new inclusion.
Psychology in the Schools, 54(10), 1229-1237.
Hubber, P. & Jobling, W. (2014). Energy. In K. Scamp & C. Preston (eds). Teaching
Primary Science Constructively
(6th ed.). Australia: Cengage Learning Australia. pp.118-158.
Lofts, G. & Evergreen, M. (2014). Science Quest 8 for Victoria (2nd ed.). Australia:
Jacaranda.

B. Identify students’ current knowledge

This is the third lesson in a series of four lessons on the topic of “Force of Objects:
Heat”. In previous lessons for this unit, students have learnt about how heat is
produced and have begun to grasp the concept of how heat is transferred.
Furthermore, as the students are in grade 4, they would have hopefully retained
some knowledge on the same topic from last year.

Lesson resources:
• Thermometers (both traditional and digital preferred)
• Notebooks or paper, clipboards and writing tools
• Whiteboard and markers

Lesson content:
A. Introduction __5__
mins
Begin with a reflection on what has been covered in previous lessons and ask
students if they have made any connections with their new knowledge to examples
from their day to day life.
• “Can anyone tell me a situation where they realised heat was produced or
transferred?”

B. Development
__10__ mins
Expand on the idea of the transfer of heat, introduce (or revisit, if students are
already aware) the ways heat can be transferred: conduction, convection and
radiation. Explain through examples.
• Conduction: heat from a physical object to another
• Convection: heat through air or water
• Radiation: heat from the sun or flame

C. Consolidation, practice, extension

__35__ mins
1. Inform students that they will soon be leaving the classroom to walk around the school
to investigate the differences in temperature within different areas of the school.
2. Draw up a table on the board for students to copy down and tell students that they will
be recording data into the table. Demonstrate how to use a thermometer, if students
aren’t already aware. Allocate students into six groups of four. Give some “ground
rules” before heading out, e.g. stay together—no walking off on your own, keep the
noise level down as other students are still in class, don’t discuss findings yet with
other groups as this will be done at the end, make sure you are recording data as we
go along for the most accurate information.
3. Have students undertake the first part of the activity inside the classroom as the first
area. Then go outside to investigate other areas. These can be: playground, oval or
football field, under shelter, etc.
4. Bring students back inside the classroom. On the whiteboard write up each group’s
data and discuss these findings.
• “Which was the area that was the hottest/coldest, with the highest/lowest
temperature?”
 • “Why do you think this area was the hottest/coldest?”

D. Closure __10__
mins
Connect findings to compassionate education:
• “What is the temperature that humans can survive in? Why do you think
this is?”
• “What sort of appliances and/or devices do we use to keep warm/cool?”
• “What about people who don’t have homes? How do you think they keep
warm/cool?”
• “What can we do to help these people if they don’t have access to the
things we do to keep warm/cool?”
Watch video: http://chp.org.au/homelessness/
 LESSON PLAN FORMAT 4 / 4

Lesson Topic/ Conclusion and scenarios Date: 08/05/18

Focus: (session 4)

Victorian Science Year level(s): 4

Curriculum
Discipline:

Victorian Scientific Understanding Lesson 60 minutes

Curriculum duration:
Strand(s):

Victorian Physical Science

Curriculum sub-
strand(s):

Content Heat can be produced in many ways and can move from one object to
Description: another; a change in the temperature of an object is related to the gain or
loss of heat by the object (VCSS063)

Additional Science as a human endeavour- Science knowledge helps people to

Science understand the effects of their actions (VCSSU056)
Curriculum
Links:

Cross Critical and creative thinking -

Curriculum Construct and use open and closed questions for different purposes
Capabilities: (VCCCTQ010)

Learning Standard(s)/Outcome(s)/Objective(s):
At the conclusion of this lesson, the students will know/understand that:
● They can relate learning from the unit into real life scenarios
● There are various ways to produce heat to affect the environment that they are in

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
● Presenting what they have learned in a group role play
● Creatively problem solve a scenario
● Working and brainstorming in a group to identify a solution

Assessment:
● Student contribution to the role play scenario
● Student contribution to whole class discussions

Assessment criteria for analysis:

● Students must come up with an appropriate solution to their scenario
● Students must work cooperatively in a group to identify a solution and be an active participant in the role play
● Students must contribute to class discussion where appropriate

Teaching skills that the pre-service teacher would like to personally develop:
● I would like to Engage students with the classwork and keep them focused on their work and on the
right track.
Background to the learning:
Identify students’ current knowledge:
● Students have had three lessons on this topic over the last three weeks. They understand what heat
and temperature are, how heat is produced and how they can produce heat themselves and the
transfer of heat between objects.
·
Lesson resources:
● Whiteboard marker
● Four pieces of paper with a different scenario on each one
● Objects found around the room to help with role play
·

Lesson content:
A. Introduction 10 mins
1. When students are settled, ask the following question to the whole class to create a discussion.
When students provide an answer, give positive feedback that continues the discussion: Have you
ever been in a situation where you were cold and had to warm yourself up? What did you do?
2. Observe student contribution and discussion as part of assessment.

B. Development 25 mins
1. Explain to students that they will be put into groups to find a solution to a scenario.
2. Go around the room and give each student a number from 1-4. Ask all the students with a 1 to go into a
group, all the students with 2 to go into a group and so on until 4 groups are formed.
3. Give each group the paper with their scenario on it (Appendix 1).
4. Tell students that their role plays should be between 2 to 3 minutes long, this includes reading the scenario to
the class.
5. Each group finds a space in the classroom to work on their scenarios.
6. After discussing task with students, write the task on the board for them to refer back to.
7. Students will then create a drama/role play for the other students in the class to show how they found a
solution to the scenarios.
8. Remind students that they are allowed to use their creativity to find a solution, but it has to provide an
appropriate solution.
9. Students may use objects in the classroom in their role play as long as it does not cause disruptions to other
groups or classroom layout.
10. As students work on their role plays, roam around the room and keep students on track, asking probing
questions to help them come up with a solution.
11. Observe student participation as part of assessment.
Prompting question examples:
● How can you use objects to warm yourself up?
● If you were in that scenario, what sort of objects/materials would you have around you?
● How could a certain material be useful in this scenario?

C. Consolidation, practice, extension 15 mins

1. Find a space within the class for students to role play their scenario.
2. Move objects/ tables/ chairs if necessary.
3. Ask students to come to the floor, sitting in a semicircle, making space for the groups doing role plays.
4. Each group takes it in turn to read their scenario and then perform their role play, showing how they solved
their scenario.
5. Observe student contribution and solution to scenario as part of assessment.

D. Closure 10 mins
1. After students have completed their role plays, ask the following questions to prompt class discussion:
● How can heat or temperature affect our daily lives?
● After completing the scenarios, what have you learnt about the production of heat?
● Was heat transferred between any objects in your scenario? If so, which objects and how did it happen?

Lesson/activity transition:

Step 1: Tidy the classroom by returning materials used in the drama to their appropriate places
Step 2: Reorganise furniture
Step 4: Gather students onto the floor

Post-lesson review and evaluation:

Student achievement:To what extent were outcomes achieved? How did the students demonstrate this?

Teaching effectiveness:What have you learnt from the lesson? What do you recommend for future lessons?

ASSESSMENT GRID

Outcome/Standard/Objective

Students can relate learning from the unit into real life scenarios.

Student name Assessment criteria

(three focus students for
this lesson)
1. Student has 2. Student has 3. Student has
come up with worked contributed to
appropriate cooperatively in class
solution to the a group and has discussions
scenario been an active
participant

APPENDICES
Scenario 1:
You decide to go hiking in the woods during your winter holiday. After a few hours you
realise you have lost your GPS and you don't know how to get back. It is starting to
become cold and you need to warm up. The only thing you have in your backpack is a
thin jumper and a bottle of insect repellent.

The Challenge:
Find a way to warm yourself up.

Scenario 2:
You are walking home from school one day and notice a puppy laying on the side of the
road. You pick it up and find that it is very cold. You are still far from your home and the
puppy is shivering. The only thing you have in your school backpack is a school book
and an empty chips packet made of foil.

The Challenge:
Find a way to warm up the puppy.

Scenario 3:
You are on your way to school on a cold day. You decide to take some tea with you to
warm yourself up and you want to keep it hot throughout your whole walk to school.
Unfortunately you do not have a thermos at home so you need to find a different
solution.

The Challenge:
Find a way to keep your tea hot while you walk to school.

Scenario 4:
You accidentally lock yourself out of your house in the backyard on a warm and sunny
day. While you are waiting for someone to come home, you decide to take a swim in the
pool. Afterwards, you feel too cold and need to warm up quickly.
You did not bring a towel out with you. The only things in the backyard are a rubber ball,
a wooden table with metal chairs and and a mirror on the wall.

The Challenge:
Find a way to warm yourself up quickly.