Name: Larry McKenzie 7/6/2020 LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Investigate methods of thermal energy transfer, including By the end of the lesson, students will successfully define and identify
conduction, convection, and radiation the transfer of thermal energy as either conduction, convection, or
radiation.

Grade: 6 Subject: Science Specific Measurable Attainable Relevant Time

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
Equilibrium; Thermal Energy; Transfer; Conduction; Convection; Radiation
Frayer Model utilizing the four square graphic
What skills must be taught: Observation; Prediction/Hypothesis; organizer with the word in the middle.

Assessment: (C5)
Class/topic summary – students will write a paragraph summarizing the lesson and may include diagrams/drawings to
illustrate concepts learned during the lesson.

Strategies for Success: (C6) Element of Technology: (C6)

T-chart for similarities and differences between the
different ways thermal energy is transferred.
Anchor Chart – for the different vocabulary
Learning Styles Addressed: (C6)
Visual – Anchor chart and demo
Auditory – Can record as well as provision of pneumonic
device for vocabulary
Kinesthetic – Recording observations at stations as well as
moving to the different stations.
Can use the app Anchor to create their anchor chart. Can also
use cell phones to video record their stations to enhance
their observations.
Resources / Materials needed: (C6)
Glass baking dish, candles, ice, bags, heat lamp, wax, metal
knitting needles, plastic and metal spoon, cups, food
coloring, handouts.
Computer with internet access.

Higher Order Questions to ask: (C6)

1. How is this an example of _____ ? Convection, conduction, radiation.

2. Can you give me another example of ________________? Convection, conduction, radiation.

3. Explain conduction and what effect does it have on the transfer of energy through conduction.
Hook: (C7)
True/False statements – I will start off the class by making
some statements that the students will identify as either
true or false. Example: An ice cube will melt at the same
rate for a plastic and for a metal spoon. (this will be
demonstrated later in class)
Closure: (C7)
3 – 2 – 1 : I will have the students write down on index
cards 3 things they learned, 2 things they still have
questions about, and 1 thing they want me to know.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
To start the class on thermal energy transfer I will begin by reviewing vocabulary associated with the unit and have
students use an anchor chart to diagram and define terms. Terms like equilibrium, thermal energy, conduction, etc.
will be covered.
During the vocabulary review and discussion students will provide examples of each type of transfer using
their own experiences with some prompting from me in case they have trouble thinking of examples.
I will have a demonstration where I have a glass dish with water that is resting with each corner supported by
a cup. Under the left side of the dish I will have two lit candles while under and against the right side I will
have ice that should create convection in the dish which will be demonstrated through the use of food
coloring. I will ask the students to connect this information to what happens in the ocean.

2. Student Activities / Guided Practice: (C6)

I will have a couple of demonstrations for the students. One demonstration I will have a student hold a spoon in
each hand, one metal spoon and the other a plastic spoon. I will place an ice cube onto each spoon and then have
student predict what will happen to the ice in each spoon which will require them to connect conduction of
materials into the lesson.

3. Independent Practice: (C6)

I will have students work at stations in small groups of 2 – 3 at stations I have set up around the classroom. One
station will have students observe conduction involving pea sized wax attached to a knitting needle that will have
one end on a heat source and they will observe and record their findings. Another station will have students place a
piece of ice under a heat lamp to observe what happens and to record their findings.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Open-ended Questions combined with Wait time. This will
be done in groups and with the class where the goal is to
get the students to communicate their ideas with me and
with each other.
Wait time will allow students, especially ELLs, time to
formulate an answer to the questions.

Notes:
 Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor
By the end of the lesson, students will successfully define and identify the transfer of thermal energy as either conduction,
convection, or radiation.

OPENING:
Retrieval
True/False statements – I will start off the class by making some statements that the students will identify as either true
or false. Example: An ice cube will melt at the same rate for a plastic and for a metal spoon. (this will be demonstrated
later in class)

TEACHER INPUT:
Relevance
I will begin by reviewing vocabulary associated with the unit and have students use an anchor chart to diagram and
define terms. Terms like equilibrium, thermal energy, conduction, etc. will be covered.
During the vocabulary review and discussion students will provide examples of each type of transfer using their
own experiences with some prompting from me in case they have trouble thinking of examples.

MODEL:
Routing
I will have a demonstration where I have a glass dish with water that is resting with each corner supported by a
cup. Under the left side of the dish I will have two lit candles while under and against the right side I will have ice
that should create convection in the dish which will be demonstrated through the use of food coloring. I will ask
the students to connect this information to what happens in the ocean.

GUIDED PRACTICE:
Retaining / Rehearsing
I will have a student hold a spoon in each hand, one metal spoon and the other a plastic spoon. I will place an ice cube
onto each spoon and then have student predict what will happen to the ice in each spoon which will require them to
connect conduction of materials into the lesson.

INDEPENDENT PRACTICE:
Students will work at stations in small groups of 2 – 3 at stations I have set up around the classroom. One station
will have students observe conduction involving pea sized wax attached to a knitting needle that will have one
end on a heat source and they will observe and record their findings. Another station will have students place a
piece of ice under a heat lamp to observe what happens and to record their findings.

CHECK FOR UNDERSTANDING:

Recognizing

The following questions will be asked before moving to independent practice.

1. How is this an example of _____ ? Convection, conduction, radiation.

 2. Can you give me another example of ________________? Convection, conduction, radiation.
3. Explain conduction and what effect does it have on the transfer of energy through conduction.

ASSESSMENT:
Class/topic summary – students will write a paragraph summarizing the lesson and may include diagrams/drawings to
illustrate concepts learned during the lesson.

RESOURCES / MATERIALS:
Glass baking dish, candles, ice, bags, heat lamp, wax, metal knitting needles, plastic and metal spoon, cups, food coloring,
handouts.
Computer with internet access.

CLOSURE:
Re-exposure
3 – 2 – 1 : I will have the students write down on index cards 3 things they learned, 2 things they still have questions
about, and 1 thing they want me to know.