Conduction, Convection, Radiation

Resource ID#: 129984 Primary Type: Lesson Plan

Submit Feedback / Report Problems
 Like It!
25 likes

This lesson uses a PowerPoint to guide the students and teacher through information
related to conduction, convection, and radiation. Student will complete an interactive station
activity, and then create a poster of the information they learned.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector,
Speakers/Headphones, Microsoft Office
Instructional Time: 2 Hour(s)
Keywords: conduction, convection, radiation
Instructional Component Type(s): Lesson Plan, Worksheet,  Virtual
Manipulative,  Presentation/Slideshow,  Video/Audio/Animation,  Image/Photograph,  Formative Assessment,  Student Center
Activity,  Learning Goal
Resource Collection: FCR-STEMLearn Earth Systems

ATTACHMENTS
ConductionConvectionRadiationPowerPoint.pptx
VocabularyWordTriangle.docx
LabStation1Conduction.docx
LabStation2Convection.docx
LabStation3Radiation.docx
PosterInstructionsConvectionConductionRadiation.docx
PosterRubricConvectionConductionRadiation.docx

LESSON CONTENT
 Lesson Plan Template: 

General Lesson Plan

 Learning Objectives: What should students know and be able to do as a result

of this lesson?

The students will be able to identify the processes of conduction, convection, and radiation, and explain the transfer
of heat in each process.

 Prior Knowledge: What prior knowledge should students have for this lesson?
 Student should have the basic knowledge of the following:

o SC.3.E.6.1: Show that the radiant energy from the sun can heat objects.
o Students should know that objects can be heated by several methods. They should be asked if they
can explain how objects can get hot or loose heat.
o Accessing and opening websites on the Internet
 Guiding Questions: What are the guiding questions for this lesson?

o What are different ways that heat flows?

 Conduction, convection, radiation
o What happens when heat is applied to different types of materials?
 Kinetic energy is gained by the molecules when they are heated.
 The molecules gain additional energy and move faster as they become hotter.
o What is the difference between conduction and convection?
 Conduction involves heat transfer by direct contact with the hot object and convection
involves the particles moving in a circular current from the heat source to a cooler area. This may
occur in liquids and in air.
 Teaching Phase: How will the teacher present the concept or skill to students?

At the beginning of the lesson the teacher will inform the students that:
"Today we are going to compare and contrast how heat is transferred by three methods. At the end of the lesson you
will be able to describe the three methods of energy transfer and explain how heat is transferred."
The teacher will also add:
"Let me see how many of you have prior knowledge of this topic. Give me a thumbs up if you know something
about heat transfer, and show me your fist if you don't know anything about it."
Use the attached PowerPoint presentation to introduce the concepts of conduction, convection, radiation, and kinetic
energy to the students as a guided activity, with definitions to explain the movement of particles in the energy
transfers.

o Slide 2 a has a link to the YouTube video "Convection, Conduction and Radiation" by
Andi Lucas. (12:14 min)
Ask the students to write three facts that they learned from the video. If they do not have science journals, a
single sheet of paper is acceptable. Example facts:

 The person used an oven mitten to hold the hot dish in the oven.
 The three key terms were conduction, convection and radiation.
o The teacher will review slides 3-6 using the notes given for each slide.
o The teacher will now use the slide 7, "Comparing the Three Forms of Energy," to guide students
to given an example of each type of energy transfer.
o If students are struggling, the teacher will use slides 8, 9, and 10 to finish the Comparison of the
Three Forms of Energy on Slide 7.
2. Guided Practice: What activities or exercises will the students complete with
teacher guidance?
 Part I
The teacher will assist the students as they complete a vocabulary word triangle. This may also be displayed using
slide 11 from the PowerPoint.

o Complete the vocabulary activity using the attached vocabulary word triangle graphic organizer.
Reference slide 11 in the PowerPoint for guidance. The student will be provided with triangles or they may
draw the triangles in their science note books.

Part II
The teacher will instruct the students that they will now be moving into stations as instructed. Slide 12 may be
displayed in order to aid students in moving from station to station.
The teacher will tell the students the following rules:

o All directions must be followed at all times.

o Safety equipment must be worn at the lab station.
o All directions must be read at the lab station.
o Students will not be allowed to leave their assigned lab stations.
o If you need to ask a question, raise your hand.
o If you need assistance or help, raise your hand.
o If there is an accident, make the teacher knows immediately!

The teacher will inform the students that they are allowed 20-30 minutes for each section and the full lab will be
completed over the course of 2 days.

o The teacher will give students numbered cards 1, 2, or 3. The students that have card number 1
will go to Lab station 1. The students that have card number 2 will move to lab station 2. The students that
have number 3 card will move to Lab station 3. Provide students with the appropriate lab sheets.
o Students will spend 20-30 minutes at each station. Once all groups are ready, students will rotate
to the next station.
o Independent Practice: What activities or exercises will students
complete to reinforce the concepts and skills developed in the lesson?

The students will complete a poster showing their understanding of conduction, convection and radiation, and a
rubric will be provided for this assignment. The students will work individually to complete this assignment. Student
directions:

o Title the poster "Different Types of Energy Transfers."

o Divide the poster into three sections.
 The first section should be labelled "Conduction."
 The second section should be labelled "Convection."
 The third section should be labelled "Radiation."
o In each section, draw and label an example of each type of energy transfer methods as stated in the
previous step.
 o Below each of the labeled illustrations, the student will describe how the process of energy
transfer occurs.

Use the attached rubric to grade student posters.

2. Closure: How will the teacher assist students in organizing the

knowledge gained in the lesson?

The teacher will use the PowerPoint to present the exit slip question "Explain the main differences between the three
types of heat transfer."
Sample answers:

o Conduction involves heat transmission through direct contact with a hot object.
o Convection involves heat transmission through movement of particles through a medium in a
circular wave.
o Radiation involves heat transmission through electromagnetic waves and does not require a
medium for transmission.
3. Summative Assessment

Students will work individually to complete the poster assignment. Students will demonstrate their understanding of
Earth's energy by completing a poster that will be divided into three sections: conduction, convection and radiation.

o Show students examples of vocabulary pictures.

o Provide students with the attached poster instructions and poster rubric.
o Formative Assessment

The teacher will use the thumbs-up method to see how many students have prior knowledge of conduction,
convection, and radiation. Students give a thumbs up if they know a little about conduction, convection, and
radiation, or raise a fist if the do not.
Students will record three facts they learn while watching the YouTube video.
Students will complete vocabulary triangles.
During the lab station portion, the teacher will circulate to monitor and instruct students instruct the students. The
teacher will circulate during the lab activities and determine student understanding by asking probing questions
pertaining to the content. The teacher will also determine if the students are on the correct tract and if not the teacher
will clarify any misconceptions that might have arisen during the lesson. Probing questions for lab stations:
Station 1:

o "Explain what is happening to the butter and why." The butter on the metal knife will melt faster
than the plastic knife. This is because metallic materials are better conductors of heat than plastic
 materials, so more of the heat from the water transfers through the metal knife. Note: The two slices of
butter will also be subjected to equal amounts of radiant heat from the hot water.

Station2:

o "What effect does the heat source in the center under the pan have on the currents in the
water?" The water heats up faster in the center of the pan, therefore rising up from the center.
o "What type of heat transfer is taking place?" The type of heat transfer is convection.
o "How do you know?" A circular current formed in the water as the heated water in the center
rose to the surface and the cooler water at the top sank to the bottom.

Station 3:

o "How do different parts of the Earth System become heated?"From the sun, from the earth's core,
warm winds

This is a timed activity that will take approximately two days to be completed. At the start of the second day or
session the students will be asked to show 2 thumbs and or fists depending on their level of comprehension.

o Feedback to Students

o The teacher will circulate the classroom during the lab activities and determine student
understanding by asking probing questions pertaining to the content.
o The teacher will also determine if the students are on the right tract by asking the following
questions:
 Where might the heat be transferred?
The heat is always moving from hot to cold
o How is the heat moving in from one place to another?

 Station 1: The heat is transferred due to direct contact with the butter and the hot metal
knife.
 Station 2: The heat is transferred by the movement of particles as they gain kinetic
energy and move into a cooler area of the liquid medium.
 Station 3: The heat is transferred due to radiation and there is no medium as it is a form
of electromagnetic waves coming from the sun.

ACCOMMODATIONS & RECOMMENDATIONS



Accommodations:
Accommodations:

o Group students according to abilities.

 o Allow students to come in to the class to complete assignments after school.
o Provide extra notes for the students that have difficulty grasping the concept.
o Provide picture/illustrated examples for students to view to assist them in completing the labs.

For the ESE and ELL students:

o Model activities before and during the activity.

o Provide posters showing the students how to manipulate the equipment.
o Demonstrate the procedure of what is needed to be done.
o Use graphic organizers to organize the steps of the assignments.
o Emphasize the important key vocabulary words by underlining them for clarity.


Extensions:
For Lab activity:

o The conduction experiment could be varied by using other materials, such as ice cream.
o The students could be asked to create their own experiment and observe the effects of heat transfer
in different materials.
o Students could be asked to compare values of albedo various locations around the school or home.
These areas could include a grassy field, the pavement, or even on the side of the building. These values
could be tabulated and compared as data to show heat refection values and relationships.

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector,
Speakers/Headphones, Microsoft Office


Special Materials Needed:

Special materials needed for the teacher.

o An LCD projector
o Access to a printer if possible
o Laptop
o Speakers for showing the video

Special materials needed for the lab stations:

o Lab safety equipment (goggles, lab apron, mittens)

o Hot plates
o Food coloring
o Beakers
o 4 Styrofoam cups
o Plastic knife and metal knife
o Warm water
o Butter
o Dropper
 o Data sheet
o Source of hot water
o Internet access


Further Recommendations:

o The lab stations should be prepared before the students enter the classroom.
o Lab sheets should be given for each station explaining the procedures for the experiment.
o The teacher should briefly describe what is expected for the lab stations.
o The behavior rules must be stated, the lab safety rules must be clearly stated.
o Lab safety equipment must be distributed to each student at the lab station. (Safety goggles,
gloves, aprons)

SOURCE AND ACCESS INFORMATION

Contributed by: althea brooks
Name of Author/Source: althea brooks
District/Organization of Contributor(s): Broward
Access Privileges: Public
License: CPALMS License - no distribution - non commercial