POP # 2 Lesson Plan (Inquiry) October 30, 2020

Name of Teacher Candidate Fiza Khan

Lesson Overview
Grade Level 6th
Estimated Time Needed One 55 minute class period
Lesson Description
6.9A Investigate methods of thermal energy transfer, including conduction, convection, and
radiation
Content Area Standards
6.9B Verify through investigations that thermal energy moves in a predictable pattern from
warmer to cooler until all the substances attain the same temperature such as an ice cube melting
Technology Standards N/A
Students will be able to distinguish between the three types of heat transfer: conduction,
Objectives convection, and radiation. Students will learn that heat follows the pattern of moving from warm
to cool until all the substances attain the same temperature.

Resources/Materials/Tools
Conduction
Convection
Radiation
Insulator
Terms/Vocabulary
Conductor
Heat transfer
Thermal energy
Kinetic energy
Technology Resources N/A
Two beakers (heat resistant)
Two food colors (red and blue)
Other Resources
Water (hot and cold)
Ice

Lesson Procedures

Engage (10) You have just completed the Matter unit.
We will be beginning our next unit in
Science.
Today what we are going to learn about is
Thermal Energy Transfer.
Does anyone have any idea what this topic is
going to be about?
- Students answer
Let's begin with a very quick mini lab activity
to get us started.
Please get out your Science journals because
we’re going to be scientists today and make
some observations from this activity.
I will set up the demonstration.
Students will come closer and gather around
me while I do the demonstration.
Before they come up, they will in their
journals make a page where they record their
observation before and after.
I will show them cold water with ice and then
show them boiling water right off the coffee
maker.
I will pour each in a separate beaker.
Role of teacher: Introduce new unit to
students. Ask students any ideas after giving
the new unit name.
Role of students: Share any previous
knowledge they know about this unit already.
Role of teacher: Inform students about
demonstrations happening at front of class.
Tell students they will be actively
participating by observing what will be
happening.
Role of students: Gather around the front to
watch the demonstration.
Role of teacher: Perform the demonstration
“Particle movement in cold and hot water”.
Allow students to make before observation,
hypothesis, and after observation
Role of students: Follow directions and
record observation before, make hypothesis,
and observation after.
 POP # 2 Lesson Plan (Inquiry) October 30, 2020
Students will record any observations.
I will tell students that I will pour food color
into the beakers. They will jot down a
hypothesis for theta they think will happen.
Then, I will pour food color drops into both
the cold and hot water, blue in cold and red in
hot.
I will then tell students to record their
observations.
Students will see hot water color dispersing
much quicker than cold water color. Role of students: Participate in answering
Facilitation questions will be asked after they discussion questions when teacher asks
have recorded their observations.
What is happening to the food color?
In which beaker is the food color spreading
faster?
Why is the food color spreading at different
rates?
Why is it spreading faster in the hot water?
What is the relationship between the
temperature of the water and the movement of
the particles?
Now we will take some notes on the topic of
heat and heat transfer.
A powerpoint presentation will be displayed
on the projector and the students will have a
worksheet packet with Cornell notes.
This is where new vocabulary will be
introduced, examples will be given, and
questions will be asked.
Student and teacher discourse, instruction,
and clarifying of misconceptions will take
place here. Role of teacher: Project powerpoint on the
I will ask questions here such as: big screen
What is heat and how is it transferred from Role of students: Follow along with teacher
Explain (25)
one place to another? on the big screen and record in guided notes
What is kinetic energy and what does it have packet
to do with heat?
What is temperature?
What is temperature measured in regarding
science?
Does it matter the size of an object in relation
to temperature?
Which way does heat flow always?
What is happening when you are holding an
ice cube in your hand?
What does thermal equilibrium mean?
Heat flows from a __ block to a __ block?
Now that we’ve taken some notes, let’s
Role of teacher: Give instructions for card
transition to a card sort activity
sort activity and pass out a set to each group
Card sort activity will be on physical paper.
Explore (10) Role of students: Listen to directions for card
Teachers will pass out to each group a
sort activity. Work with a group to sort the
collection of cards and students in groups will
cards.
work together to solve.
Role of teacher: Hand out post assessment
Post assessment will be given to students at Pre / Post Assessment
Evaluate (5) Role of students: Complete post assessment
the last 5 minutes of class.
and turn in to teacher
 POP # 2 Lesson Plan (Inquiry) October 30, 2020

Plans for Differentiated Instruction/Accommodations

NOTE: Put NA for any that do not apply.
Special Education Students
English Language Learners
Gifted and Talented
Other:
As students are working in card sort groups, I can go around each group and do a quick
formative assessment by asking check for understanding questions
I can gather them in a small group and work with them during the card sort activity
I can allow them to work on a reading assignment on STEMscopes
N/A

Classroom
Management
Plan for the
Lesson

Management
strategies that
I plan to use
are:
Quiet/attentio
n signal: If
you can hear
me clap one,
clap twice
Moving into
groups: Have
students line
up and then
count off
each student
by number
Transitioning
during the
lesson: Get
students
attention to
make it go
faster
Potential Challenges/Plan B

Notes and Credits