Primary Connections - Heating Up

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Heating up
Year 3
Physical sciences
PrimaryConnections project
Director Ms Shelley Peers (Australian Academy of Science)
Reference Group Professor Jenny Graves, AO FAA (Australian Academy of Science) [Chair]
Ms Shelley Peers (Australian Academy of Science)
ACT Department of Education and Training
Australian Council of Deans of Education
Australian Curriculum Assessment and Reporting Authority (ACARA)
Australian Government Department of Education, Employment and Workplace Relations
Australian Literacy Educators’ Association
Australian Primary Principals Association
Australian Science Teachers Association
QLD Department of Education, Training and Employment
Independent Schools Council of Australia
Indigenous Education Consultative Body
National Catholic Education Commission
NSW Department of Education and Communities
NT Department of Education and Training
Primary English Teaching Association Australia
SA Department for Education and Child Development
TAS Department of Education
VIC Department of Education and Early Childhood Development
WA Department of Education
Professional learning program
PrimaryConnections comprises a professional learning program supported with exemplary

curriculum resources to enhance teaching and learning in science and literacy. Research shows
that this combination is more effective than using each in isolation.
Professional Learning Facilitators are available throughout Australia to conduct workshops on the
underpinning principles of the program: the PrimaryConnections 5Es teaching and learning model,
linking science with literacy, investigating, embedded assessment and collaborative learning.
The PrimaryConnections website has contact details for state and territory Professional Learning
Coordinators, as well as additional resources for this unit. Visit the website at:
www.primaryconnections.org.au
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Heating up
Year 3
Physical sciences
Heat is important to us in many ways in our everyday lives. We use heat in practical ways, such as
drying our hair, cooking our dinner and warming our water. We enjoy the feel of the Sun’s warmth
on our skin on a spring day or the satisfying warmth of holding a cup of hot chocolate on a cold
winter’s night. But we also know about the dangers of heat and react instinctively when we touch
a hot stove or walk barefooted on hot sand. However, heat also preoccupies us. We worry about
things being too hot or too cold—the daily temperature, our coffee, our food, the water in the
shower, how we sleep.
The Heating up unit is an ideal way to link science with literacy in the classroom. It provides
opportunities for students to investigate different heat sources and how heat moves from one
object to another. Through hands-on activities, students investigate the difference in conductivity
of materials.
Lesson 1 Change detectives

Lesson
© Australian Academy of Science, April 2013.
Copyright for Education
Educators, academics and students in Australia, people working in associated organisations (such as education authorities,
Education Services Australia, the Australian Curriculum, Assessment and Reporting Authority and the Australian Institute
for Teaching and School Leadership) and people teaching, studying and learning in schools overseas where the Australian
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Except as allowed under copyright law or as set out above, you may not reproduce, communicate or otherwise use
any of this publication in any of the ways reserved to the copyright owner without the written permission of the
Australian Academy of Science.
For permissions, contact the Business Manager, Primary Connections (Australian Academy of Science).
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ISBN 978 0 85847 329 4
Acknowledgments
The PrimaryConnections – Linking Science with Literacy project is supported by the Australian Government.
Thanks to the trial teachers and students of the trial schools Australia-wide and Fellows of the Australian Academy of Science
who contributed to this unit.
All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian
Curriculum, Assessment and Reporting Authority 2014.
For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.
Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for
incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:
• The content descriptions are solely for a particular year and subject;
• All the content descriptions for that year and subject have been used; and
• The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au
This material is reproduced with the permission of ACARA.
Disclaimers
The views expressed here are those of the author and do not necessarily represent the views of the Australian Government.
These materials are intended for education and training only. Every effort is made to ensure the accuracy of the information
presented in these materials. We do not assume any liability for the accuracy or completeness of the information contained
within. The Australian Academy of Science accepts no liability or responsibility for any loss or damage whatsoever suffered
as a result of direct or indirect use or application of any of these training materials.
ii
Contents
The PrimaryConnections program v
Unit at a glance 1
Alignment with the Australian Curriculum: Science 2
Alignment with the Australian Curriculum: English and Mathematics 7
Teacher background information 8
Introduction to heat 8
Lesson 1 Warming up 10
Lesson 2 Hot spots 15
Lesson 3 Energy explorers 24
Lesson 4 Sharing the warmth 29
Lesson 5 Too hot to handle 34
Lesson 6 Getting warmer 39
Lesson 7 Finding the heat 46
Appendix 1 How to organise collaborative learning teams (Year 3—Year 6) 50
Appendix 2 How to use a science journal 54
Appendix 3 How to use a word wall 56
Appendix 4 How to facilitate evidence-based discussions 58
Appendix 5 How to conduct a fair test 61
Appendix 6 How to write questions for investigation 62
Appendix 7 Heating up equipment list 64
Appendix 8 Heating up unit overview 66
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PrimaryConnections
Foreword
The Australian Academy of Science is proud of its long tradition of supporting and informing
science education in Australia. ‘PrimaryConnections: linking science with literacy’ is its flagship
primary school science program, and it is making a real difference to the teaching and learning
of science in Australian schools.
The PrimaryConnections approach has been embraced by schools since its inception in 2004,
and there is substantial evidence of its effectiveness in helping teachers transform their practice.
It builds teacher confidence and competence in this important area, and helps teachers use
their professional skills to incorporate elements of the approach into other areas of the
curriculum. Beginning and pre-service teachers find the approach do-able and sustainable.
PrimaryConnections students enjoy science more than in comparison classes, and Indigenous
students, in particular, show significant increases in learning using the approach.
The project has several components: professional learning, curriculum resources, research
and evaluation, and Indigenous perspectives. With the development of an Australian curriculum
in the sciences by ACARA in December 2010, it is an exciting time for schools to engage
with science, and to raise the profile of primary science education.
Students are naturally curious. PrimaryConnections provides an inquiry-based approach
that helps students develop deep learning, and guides them to find scientific ways to answer
their questions. The lessons include key science background information, and further science
information is included on the PrimaryConnections website (www.primaryconnections.org.au).
Science education provides a foundation for a scientifically literate society, which is so important
for engagement in key community debates, such as climate change, carbon emissions, and
immunisation, as well as for personal decisions about health and well-being. The inquiry
approach in PrimaryConnections prepares students well to participate in evidence-based
discussions of these and other issues.
PrimaryConnections has been developed with the financial support of the Australian Government
and has been endorsed by education authorities across the country. The Steering Committee,
comprising the Department of Education, Employment and Workplace Relations and Academy
representatives, and the Reference Group, which includes representatives from all stakeholder
bodies including states and territories, have provided invaluable guidance and support.
Before publication, the teacher background information on science is reviewed by a Fellow
of the Academy. All these inputs have ensured an award-winning, quality program.
The Fellows of the Academy are committed to ongoing support for teachers of science at
all levels. I commend PrimaryConnections to you and wish you well in your teaching.
Professor Suzanne Cory, AC PresAA FRS

President (2010–2013)
Australian Academy of Science
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Heating up
The PrimaryConnections program

PrimaryConnections is an innovative program that links the teaching of science and literacy
in the primary years of schooling. It is an exciting and rewarding approach for teachers and
students, with a professional learning program and supporting curriculum resources. Further
information about professional learning and other curriculum support can be found on the
PrimaryConnections website: (www.primaryconnections.org.au)
The PrimaryConnections teaching and learning model

This unit is one of a series designed to exemplify the PrimaryConnections teaching and
learning approach, which embeds inquiry-based learning into a modified 5Es instructional
model with the five phases: Engage, Explore, Explain, Elaborate and Evaluate (Bybee, 1997).
The relationship between the 5Es phases, investigations, literacy products and assessment
is illustrated below:
PrimaryConnections 5Es teaching and learning model
Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations Formative assessment

and represent developing conceptual
understanding
Consider current scientific explanations
ELABORATE Extend understanding to a new context or make Summative assessment

connections to additional concepts through a of the Science Inquiry Skills
student-planned investigation
EVALUATE Students re-represent their understanding and Summative assessment

reflect on their learning journey, and teachers collect of the Science Understanding
evidence about the achievement of outcomes
More information on PrimaryConnections 5Es teaching and learning model can be found at:
Developing students’ scientific literacy

The learning outcomes in PrimaryConnections contribute to developing students’ scientific
literacy. Scientific literacy is considered the main purpose of school science education and
has been described as an individual’s:
• scientific knowledge and use of that knowledge to identify questions, acquire new
knowledge, explain scientific phenomena and draw evidence-based conclusions about
science-related issues
• understanding of the characteristic features of science as a form of human knowledge
and enquiry
• awareness of how science and technology shape our material, intellectual and cultural
environments
• willingness to engage in science-related issues, and with the ideas of science, as a
reflective citizen (Programme for International Student Assessment & Organisation for Economic
Co-operation and Development [PISA & OECD], 2009). v
PrimaryConnections
Linking science with literacy

PrimaryConnections has an explicit focus on developing students’ knowledge, skills,
understanding and capacities in science and literacy. Units employ a range of strategies to
encourage students to think about and to represent science.
PrimaryConnections develops the literacies of science that students need to learn and to
represent their understanding of science concepts, processes and skills. Representations
in PrimaryConnections are multi-modal and include text, tables, graphs, models,
drawings and embodied forms, such as gesture and role-play. Students use their everyday
literacies to learn the new literacies of science. Science provides authentic contexts and
meaningful purposes for literacy learning, and also provides opportunities to develop a
wider range of literacies. Teaching science with literacy improves learning outcomes in
both areas.
Assessment
Assessment against the year level achievement standards of the Australian Curriculum:
Science (ACARA, 2014) is ongoing and embedded in PrimaryConnections units.
Assessment is linked to the development of literacy practices and products. Relevant
understandings and skills are highlighted at the beginning of each lesson. Different types of
assessment are emphasised in different phases:
Diagnostic assessment occurs in the Engage phase. This assessment is to elicit
students’ prior knowledge so that the teacher can take account of this when planning how
the Explore and Explain lessons will be implemented.
Formative assessment occurs in the Explore and Explain phases. This enables the
teacher to monitor students’ developing understanding and provide feedback that can
extend and deepen students’ learning.
Summative assessment of the students’ achievement developed throughout the unit
occurs in the Elaborate phase for the Science Inquiry Skills, and in the Evaluate phase for
the Science Understanding.
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Heating up
Alignment with the Australian Curriculum: Science

The Australian Curriculum: Science has three interrelated strands—Science Understanding,
Science as a Human Endeavour and Science Inquiry Skills—that together ‘provide students
with understanding, knowledge and skills through which they can develop a scientific view of
the world’ (ACARA, 2014).
The content of these strands is described by the Australian Curriculum as:
Science Understanding
Biological sciences Understanding living things
Chemical sciences Understanding the composition and behaviour of substances
Earth and space sciences Understanding Earth’s dynamic structure and its place in the cosmos
Physical sciences Understanding the nature of forces and motion, and matter and energy
Science as a Human Endeavour
Nature and development An appreciation of the unique nature of science and

of science scientific knowledge.
Use and influence of How science knowledge and applications affect people’s lives and
science how science is influenced by society and can be used to inform
decisions and actions
Science Inquiry Skills
Questioning and Identifying and constructing questions, proposing hypotheses and

predicting suggesting possible outcomes
Planning and conducting Making decisions regarding how to investigate or solve a problem
and carrying out an investigation, including the collection of data
Processing and analysing Representing data in meaningful and useful ways; identifying
data and information trends, patterns and relationships in data, and using evidence to
justify conclusions
Evaluating Considering the quality of available evidence and the merit or

significance of a claim, proposition or conclusion with reference to
that evidence
Communicating Conveying information or ideas to others through appropriate

representations, text types and modes
All the material in this table is sourced from the Australian Curriculum.
There will be a minimum of four PrimaryConnections units for each year of primary school
from Foundation to Year 6—at least one for each Science Understanding sub-strand of
the Australian Curriculum. Each unit contains detailed information about its alignment with
all aspects of the Australian Curriculum: Science and its links to the Australian Curriculum:
English and Mathematics.
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PrimaryConnections
Safety
Learning to use materials and equipment safely is central to working scientifically. It is
important, however, for teachers to review each lesson before teaching to identify and
manage safety issues specific to a group of students. A safety icon is included in
lessons where there is a need to pay particular attention to potential safety hazards.
The following guidelines will help minimise risks:
• Be aware of the school’s policy on safety in the classroom and for excursions.
• Check students’ health records for allergies or other health issues.
• Be aware of potential dangers by trying out activities before students do them.
• Caution students about potential dangers before they begin an activity.
• Clean up spills immediately as slippery floors are dangerous.
• Instruct students never to taste, smell or eat anything unless they are given permission.
• Discuss and display a list of safe practices for science activities.
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2014). Australian Curriculum: Science.
www.australiancurriculum.edu.au
Bybee, R.W. (1997). Achieving scientific literacy: from purposes to practical action. Portsmouth, NH: Heinemann.
Programme for International Student Assessment & Organisation for Economic Co-operation and Development.
(2009). PISA 2009 assessment framework: key competencies in reading, mathematics and science.
Paris: OECD Publishing.
viii
Heating up
Unit at a glance Heating up

Phase Lesson At a glance
ENGAGE Lesson 1 To capture students’ interest and find out what they
Warming up think they know about how heat can be produced in
many ways and can move from one object to another.
To elicit students’ questions about heat and
keeping warm.
EXPLORE Lesson 2 To provide students with hands-on, shared experiences

Hot spots of identifying heat sources in the classroom and at home.
Session 1
Hot or not?
Session 2
Heat at home
Lesson 3 To provide students with hands-on, shared

Energy explorers experiences of ways in which heat is produced.
Lesson 4 To provide students with hands-on, shared experiences

Sharing the warmth of heat moving from one object to another.
EXPLAIN Lesson 5 To support students to represent and explain their

Too hot to handle understanding of how heat can be produced and can
move from object to object, and to introduce current
scientific views.
ELABORATE Lesson 6 To support students to plan and conduct an investigation

Getting warmer to compare the conductivity of different materials.
EVALUATE Lesson 7 To provide opportunities for students to represent

Finding the heat what they know about how heat can be produced in
many ways and can move from one object to another,
and to reflect on their learning during the unit.
A unit overview can be found in Appendix 8, page 66.
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PrimaryConnections
Alignment with the Australian Curriculum: Science

This Heating up unit embeds all three strands of the Australian Curriculum: Science.
The table below lists sub-strands and their content for Year 3. This unit is designed to be taught in conjunction
with other Year 3 units to cover the full range of the Australian Curriculum: Science content for Year 3.
For ease of assessment the table below outlines the sub-strands and their aligned lessons.
Strand Sub-strand Code Year 3 content descriptions Lessons
Science Physical ACSSU049 Heat can be produced in many ways and can 1–7
Understanding sciences move from one object to another
Science as Nature and ACSHE050 Science involves making predictions and 1–4, 6
a Human development of describing patterns and relationships
Endeavour science
Use and ACSHE051 Science knowledge helps people to understand 1–7

influence of the effect of their actions
science
Science Questioning and ACSIS053 With guidance, identify questions in familiar 1–4, 6
Inquiry Skills predicting contexts that can be investigated scientifically
and predict what might happen based on
prior knowledge
Planning and ACSIS054 Suggest ways to plan and conduct investigations 4, 6

conducting to find answers to questions
ACSIS055 Safely use appropriate materials, tools or 2, 3, 4, 6

equipment to make and record observations,
using formal measurements and digital
technologies as appropriate
Processing and ACSIS057 Use a range of methods including tables and 2–4, 6
analysing data simple column graphs to represent data and to
and information identify patterns and trends
ACSIS25 Compare results with predictions, suggesting 4, 6

possible reasons for findings
Evaluating ACSIS058 Reflect on the investigation, including whether a 6

test was fair or not
Communicating ACSIS060 Represent and communicate ideas and findings 1–7

in a variety of ways such as diagrams, physical
representations and simple reports
All the material in the first four columns of this table is sourced from the Australian Curriculum.
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Heating up
Interrelationship of the science strands

The interrelationship between the three strands—Science Understanding, Science as a
Human Endeavour and Science Inquiry Skills—and their sub-strands is shown below.
Sub-strands covered in this unit are in bold.
Year 3
Science Understanding Science as a Human Endeavour Science Inquiry Skills
• Biological sciences • Nature and development • Questioning and predicting

• Chemical sciences of science • Planning and conducting
• Earth and space sciences • Use and influence • Processing and analysing
• Physical sciences of science data and information
• Evaluating
• Communicating
All the terms in this diagram are sourced from the Australian Curriculum.
Relationship to overarching ideas

In the Australian Curriculum: Science, six overarching ideas support the coherence
and developmental sequence of science knowledge within and across year levels.
In Heating up these overarching ideas are represented by:
Overarching idea Incorporation in Heating up
Patterns, order and Students classify heat sources into groups according to the type of energy
organisation used to produce the heat. They explore the cause and effect of heat transfer
from one object to another.
Form and function Students explore how materials can slow down heat flow (insulating properties).
They explore the observable properties of heat sources in the classroom and
at home.
Stability and change Students observe that the temperature of objects can change if they are touching
a heat source. They identify that objects lose heat until they are the same
temperature as the other object.
Scale and Students experience heat sources as cold, warm, hot and very hot. They measure
measurement how the temperature of materials changes over time to identify heat loss or
gain, and discuss whether the heat has transferred to or from the material.
Matter and energy Students identify sources of heat energy, both those that are actively producing
heat (primary sources) and those that are hotter than their environment due to
stored heat (secondary sources). They discuss different energy sources that
can be transformed into heat energy. Students explore basic principles of heat
energy transfer and represent heat flow on annotated diagrams.
Systems Students investigate simple thermodynamic systems of heat transfer. They describe
relationships and interactions between heat sources and other materials, such
as the air or hot water.
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PrimaryConnections
Curriculum focus
The Australian Curriculum: Science is described by year level, but provides advice across four
year groupings on the nature of learners. Each year grouping has a relevant curriculum focus.
Curriculum focus Years 3–6 Incorporation in Heating up
Recognising questions that can Students use their everyday experience of warming
be investigated scientifically and themselves, or use stimulus material about animals trying
investigating them to keep warm, to generate inquiry questions about heat
conduction. They develop their science investigation
skills to conduct fair tests and gather evidence to support
their claims.
Achievement standards
The achievement standards of the Australian Curriculum: Science indicate the quality of
learning that students typically demonstrate by a particular point in their schooling, for
example, at the end of a year level. These standards will be reviewed regularly by ACARA
and are available from the ACARA website.
By the end of this unit, teachers will be able to make evidence-based judgments on whether
the students are achieving below, at or above the Australian Curriculum: Science Year 3
achievement standard.
General capabilities
The skills, behaviours and attributes that students need to succeed in life and work in
the 21st century have been identified in the Australian Curriculum as general capabilities.
There are seven general capabilities and they are embedded throughout the units. For further
information see: www.australiancurriculum.edu.au
For examples of our unit-specific general capabilities information see the next page.
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Heating up
Heating up—Australian Curriculum general capabilities
General Australian Curriculum description Heating up examples

capabilities
Literacy Literacy knowledge specific to the study In Heating up the literacy focuses are:
of science develops along with scientific • science journals
understanding and skills. • ideas maps
PrimaryConnections learning activities • word walls
explicitly introduce literacy focuses and
• tables
provide students with the opportunity to
use them as they think about, reason and • t-charts
represent their understanding of science. • posters.
Elements of numeracy are particularly Students:

evident in Science Inquiry Skills. These • collect and interpret data in tables
Numeracy include practical measurement and the • identify trends and patterns from numerical data
collection, representation and interpretation
• use measurement to quantify the amount of heat
of data.
in something.
Information and ICT competence is particularly evident Students are given optional opportunities to:
communication in Science Inquiry Skills. Students use • use interactive resource technology to view, record
technology (ICT) digital technologies to investigate, create, and analyse information
competence communicate, and share ideas and results. • use information technology to record and analyse
information.
Students develop critical and creative Students:

thinking as they speculate and solve • use reasoning to develop questions for inquiry
Critical and problems through investigations, make • analyse data from investigations and relate it to their
creative thinking evidence-based decisions, and analyse original questions
and evaluate information sources to
• consider different ways of thinking about heat sources
draw conclusions. They develop creative
and why clothes keep them warm
questions and suggest novel solutions.
• develop evidence-based claims.
Ethical behaviour Students develop ethical behaviour as Students:

they explore principles and guidelines • ask questions of others respecting each other’s point
in gathering evidence and consider the of view.
implications of their investigations on
others and the environment.
Students develop personal and social Students:

competence as they learn to work effectively • work collaboratively in teams
Personal in teams, develop collaborative methods of • listen to and follow instructions to safely complete
and social inquiry, work safely, and use their scientific investigations
competence knowledge to make informed choices.
• participate in discussions.
Intercultural understanding is particularly • Cultural perspectives opportunities are highlighted

evident in Science as a Human Endeavour. where relevant
Intercultural Students learn about the influence of • Important contributions made to science by people
understanding people from a variety of cultures on the from a range of cultures are highlighted where relevant.
development of scientific understanding.
All the material in the first two columns of this table is sourced from the Australian Curriculum.
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PrimaryConnections
Cross-curriculum priorities
There are three cross-curriculum priorities identified by the Australian Curriculum:
• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.
For further information see: www.australiancurriculum.edu.au
Aboriginal and Torres Strait Islander histories and cultures

The PrimaryConnections Indigenous perspectives framework supports teachers’
implementation of Aboriginal and Torres Strait Islander histories and cultures in science.
The framework can be accessed at: www.primaryconnections.org.au
Heating up focuses on the Western science way of making evidence-based claims about how
heat is related to energy transfer and transformation. Students identify primary heat sources
(that transform different energy sources to heat) and secondary sources (that transfer heat they
have accumulated). They discuss how heat is exchanged between materials until they reach
the same temperature.
Aboriginal and Torres Strait Islander Peoples might have other explanations for observations
explored in this unit.
PrimaryConnections recommends working with Aboriginal and Torres Strait Islander community
members to access local and relevant cultural perspectives. Protocols for engaging with
Aboriginal and Torres Strait Islander community members are provided in state and territory
education guidelines. Links to these are provided on the PrimaryConnections website.
Sustainability
In Heating up, students discuss how heat sources need to continually transform another
energy source to keep something warmer than its surrounding environment. Teachers might
choose to elaborate on sustainable technologies to improve sustainable living in terms of
heating and insulating homes. This might assist students to develop knowledge, skills and
values for making decisions about individual and community actions that contribute
to sustainable patterns of use of the Earth’s natural resources.
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Heating up
Alignment with the Australian Curriculum:

English and Mathematics
Strand Sub-strand Code Year 3 content descriptions Lessons
English– Language for ACELA1475 Understand that languages have different written 1–7
Language interaction and visual communication systems, different oral
traditions and different ways of constructing
meaning
Text structure ACELA1476 Understand that successful cooperation with others 1–7
and organisation depends on shared use of social conventions,
including turn-taking patterns, and forms of
address that vary according to the degree of
formality in social situations
Expressing and ACELA1478 Understand how different types of texts vary in 1, 2, 3, 5, 6

developing ideas use of language choices, depending on their
purpose and context (for example, tense and
types of sentences)
ACELA1484 Learn extended and technical vocabulary and 1–7

ways of expressing opinion including modal
verbs and adverbs
English– Creating ACELT1791 Create texts that adapt language features and 1, 5
Literature literature patterns encountered in literary texts, for example
characterisation, rhyme, rhythm, mood, music,
sound effects and dialogue
English– Interacting with ACELY1676 Listen to and contribute to conversations and 1–7
Literacy others discussions to share information and ideas and
negotiate in collaborative situations
ACELY1792 Use interaction skills, including active listening 1–7

behaviours and communicate in a clear, coherent
manner using a variety of everyday and learned
vocabulary and appropriate tone, pace, pitch
and volume
ACELY1677 Plan and deliver short presentations, providing 5

some key details in logical sequence
Mathematics– Using units of ACMMG061 Measure, order and compare objects using 6
Measurement measurement familiar metric units of length, mass and capacity
and Geometry
Mathematics– Data ACMSP069 Collect data, organise into categories and create 2, 3, 6
Statistics and representation displays using lists, tables, picture graphs and
Probability and simple column graphs, with and without the use
interpretation of digital technologies
ACMSP070 Interpret and compare data displays 3, 6
All the material in the first four columns of this table is sourced from the Australian Curriculum.
Other links are highlighted at the end of lessons where possible. These links will be revised and updated
on the website (www.primaryconnections.org.au).
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PrimaryConnections
Teacher background information

Introduction to heat
Heat is a form of energy created by the movement of molecules in an object. All matter is
made up of atoms and molecules (groupings of atoms). The atoms and molecules of a
material are always moving. Even objects which are very cold have some heat energy
because their atoms and molecules are still moving.
When molecules get more energy in them than they had before, they move faster, and we
call that heat. Things are hot if their molecules are moving quickly and cold if their molecules
are moving more slowly. Temperature is a way of measuring how fast the molecules are moving.
Heat itself isn’t a ‘thing’ but rather a process of energy transfer. For example, when you hold
a cup of hot coffee, heat flows from the cup to your hand—the hot thing warms up a cooler
thing by the transfer of heat or heat energy. As the cup of coffee is hotter than your hand, the
molecules in your hand move faster as heat energy flows from the cup to your hand. Over
time, the molecules of the hotter object slow down and the molecules of the colder object
speed up until eventually the two objects are the same temperature.
If you leave your cup of coffee on your desk and come back to it later, the heat will have flowed
from the cup to the room until the coffee is the same temperature as the room (called equilibrium).
Storing and producing heat

Heat has its origins in other forms of energy:
• The Sun changes nuclear energy into light and heat energy.
• A fire and living cells can change chemical energy into heat energy.
• Some electrical devices can change electrical energy into heat energy.
• Kinetic (motion) energy can be changed into heat energy through friction.
These are all examples of primary sources of heat. We might produce heat as a side product
of any work we might do.
Secondary sources of heat do not produce heat themselves but are previously heated by a
primary heat source. If then moved to a cold environment they exchange heat with objects
around them until all materials reach the same temperature.
Students’ conceptions
Taking account of students’ existing ideas is important in planning effective teaching approaches
which help students learn science. Students develop their own ideas during their experiences
in everyday life and might hold more than one idea about an event or phenomenon.
Students might think that the terms ‘hot’ and ‘cold’ are absolutes and opposites. However, ‘hot’
can be translated as ‘has a higher temperature than me’ and ‘cold’ as ‘has a lower temperature
than me’. We intuitively understand the world in terms of what is hot or cold to us, but this
would be very different if, for example, we had an internal body temperature of 120°C.
Students might think that ‘cold’ moves from one material to another. Statements such as
‘Don’t let the cold in!’ imply this. Heat energy always transfers from the hotter object to the
colder one.
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Heating up
References
Cool facts about heat. Beyond penguins and polar bears
www.beyondpenguins.ehe.osu.edu/issue/keeping -warm/cool-facts-about-heat
Cool cosmos ‘What is heat?’
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/heat.html
Burgoon, J., Heddle, M. & Duran, E. (2010). ‘Re-Examining the Similarities Between Teacher and Students
Conceptions About Physical Science’, Journal Science Teacher Education (2911), 22:101–114.
Hapkiewicz, A. (1992). ‘Finding a List of Science Misconceptions’, MSTA Newsletter, 38 (Winter ’92), pp. 11–14.
Skamp, K. (Ed.) (2012). Teaching primary science constructively (4th Edn). South Melbourne:
Cengage Learning Australia.
To access more in-depth science information in the form of text, diagrams and
animations, refer to the PrimaryConnections Science Background Resource which
has now been loaded on the PrimaryConnections website:
www.primaryconnections.org.au/science-background-resource/.
Note: This background information is intended for the teacher only.
9
PrimaryConnections
Lesson 1 Warming up
AT A GLANCE
To capture students' interest and find out what they think they know about how heat
can be produced in many ways and can move from one object to another.
ENGAGE
To elicit students’ questions about heat and keeping warm.

Students:
• role-play the way they feel when they are hot or cold
• discuss the ways they would warm up if they felt cold
• explain the reasons they think different things help them to warm up
• experience and explain their ideas on how heat moves.
Lesson focus
The focus of the Engage phase is to spark students’ interest, stimulate their curiosity, raise
questions for inquiry and elicit their existing beliefs about the topic. These existing ideas
can then be taken account of in future lessons.
Assessment focus
Diagnostic assessment is an important aspect of the Engage phase. In this lesson you
will elicit what students already know and understand about:
• how heat can be produced in many ways and can move from one object to another.
You will also monitor their developing science inquiry skills (see page 3).
Key lesson outcomes

Science Literacy
Students will be able to represent their current Students will be able to:
understanding as they:
• contribute to class discussions about
• discuss strategies animals have for how to keep warm
keeping warm
• use talk to their share ideas
• explain their existing ideas about how to
• represent their ideas about how
stay warm
heat moves
• identify heat sources
• contribute to the class science journal
• discuss how heat moves. and word wall.
10 Lesson 1 Warming up
Heating up
This lesson also provides opportunities to monitor the development of students’ general
capabilities (highlighted through icons, see page 5).
Equipment
FOR THE CLASS FOR EACH STUDENT
• class science journal • student science journal

• word wall • ice block
• ideas map (see ‘Preparation’)
ENGAGE
• multimedia resources showing animals
or humans trying to keep warm
(see ‘Preparation’)
Preparation
• Read ‘How to use a science journal’ (Appendix 2).
• Read ‘How to use a word wall’ (Appendix 3).
• Create a template for an ideas map (see Lesson step 6) in the class science journal
and record the topic 'keeping warm' in the centre.
• Prepare an area for students to stand and role-play the way they feel in different
situations (see Lesson step 1). If the classroom is small consider using an outside area.
Identify multimedia resources, such as pictures or videos, which show animals or
humans trying to keep warm, for example:
• BBC Learning zone clip 12886, ‘Penguin Huddle’:
www.bbc.co.uk/learningzone/clips/penguin-huddle/12886.html
• Discovery atlas: Snow monkeys:
dsc.discovery.com/tv-shows/other-shows/videos/discovery-atlas-snow-monkeys.htm
• The book Antarctica by Helen Cowcher, ISBN: 0-374-40371-6.
• Create a page in the class science journal titled ‘Our questions about heat’.
• Optional: Display the science journal, multimedia resources and ideas map on an interactive
whiteboard. Check the PrimaryConnections website to see if an accompanying
interactive resource has been developed: www.primaryconnections.org.au
Lesson steps
1 Introduce the multimedia depicting animals trying to keep warm (see ‘Preparation’).
Ask questions, such as:
• What do you think they are doing?
• Why do you think they are doing that?
• How might this help them keep warm?
PrimaryConnections
Note: In the Engage phase, do not provide any formal definitions or correct students’
answers as the purpose is to elicit students’ prior knowledge.
2 Introduce the class science journal and discuss its purpose and features.
Literacy focus
Why do we use a science journal?
We use a science journal to record what we see, hear, feel and think so that we can
look at it later.
What does a science journal include?

ENGAGE
A science journal includes dates and times. It might include written text, drawings,
measurements, labelled diagrams, photographs, tables and graphs.
Record students’ answers in the class science journal.

3 Ask students to stand where they have space to move (see ‘Preparation’). Explain that
you are going to describe some situations and they will role-play as if they were in that
situation.
4 Ask students to imagine that they are standing in a room that is at a very comfortable
temperature. Then ask them imagine that the room is getting colder, and colder, until
it is freezing. Ask the students to then imagine that the room is getting warmer and
warmer, until it is extremely hot.
5 As a class discuss the activity, asking questions, such as:
• What did you do when you acted like the room was freezing cold/extremely hot?
• Why do you think you acted that way?
• Have you ever been very cold/hot before? Why do you think that happened?
6 Introduce the class ideas map (see ‘Preparation). Discuss the purpose and features of
an ideas map.
Literacy focus
Why do we use an ideas map?
We use an ideas map to show our thoughts about a topic.
What does an ideas map include?

An ideas map includes a title in the centre. Ideas are written around it and arrows are
drawn between similar ideas. An ideas map might include pictures and symbols.
7 Ask students to think about ways to keep warm. Organise the ideas map using
categories, such as:
• Go somewhere warm.
• Stand near something warm.
• Hold something warm.
• Put warm clothes on.
• Move your body.
Heating up
Ask students to add ideas to each of these categories, for example, by coming
forward and drawing pictures or by describing things that they or you can record.
Optional: Ask students to create their own ideas map in their science journals.
ENGAGE
Work sample of a class ideas map on ways to keep warm
8 Use guided questioning to find out what students think they know about heat and the
movement of heat, for example:
• Why do you think a heater is hot?
• How do you think a blanket keeps you warm?
• Why do people need heat?
• In what everyday activities do we use heat?
• What are some sources of heat that we rely on?
• How do we measure heat?
Write students’ explanations on the ideas map and join them with arrows or lines to
the ideas they explain.
9 Ask students to hold an ice block in their hands and observe and feel what happens.
After the ice has melted and students have dried their hands ask them to touch their
faces and describe how their hands feel. Ask students to draw a picture and write to
explain what they think happened to cause the ice block to melt and why their hands
were cold using the following sentence starters:
The ice block melted because …
My hand was cold afterwards because …
PrimaryConnections
ENGAGE
Work sample of how heat moves
Record students’ questions about heat and warming up on the ‘Our questions about
heat’ page of the class science journal.
10 Draw students’ attention to the word wall and discuss its purpose and features.
Literacy focus
Why do we use a word wall?
We use a word wall to record words we know or learn about a topic. We display the
word wall in the classroom so that we can look up words we are learning about and see
how they are spelled.
What does a word wall include?

A word wall includes a topic title or picture and words that we have seen or heard about
the topic.
Ask students what words or images from today’s lesson would be useful to place on the
word wall.
Invite students to contribute words from different languages to the word wall, including
local Indigenous words for hot, cold, heat or warmth, if possible.
Curriculum links
English
• Use comparative language, such as cold, colder, coldest; warm, warmer, warmest.
The Arts
• Discuss requirements of clothing that is used for warmth.
Indigenous perspectives
• Discuss traditional ways to keep warm, for example, wearing a kangaroo skin.
Lesson 2 Hot spots
AT A GLANCE
To provide students with hands-on, shared experiences of identifying heat sources in the
classroom and at home.
Session 1 Hot or not?
Students:
• identify heat sources in the classroom
• identify primary and secondary heat sources
• record observations in a table.
EXPLORE
Session 2 Heat at home
Students:
• identify primary and secondary heat sources at home
• take a photo or draw a heat source and bring to school.
Lesson focus
The Explore phase is designed to provide students with hands-on experiences of the
science phenomenon. Students explore ideas, collect evidence, discuss their observations
and keep records, such as science journal entries. The Explore phase ensures all students
have a shared experience that can be discussed and explained in the Explain phase.
Assessment focus
Formative assessment is an ongoing aspect of the Explore phase. It involves monitoring
students’ developing understanding and giving feedback that extends their learning. In this
lesson you will monitor students’ developing understanding of:
• how heat can be produced in many ways.

PrimaryConnections
Key lesson outcomes

Science Literacy
Students will be able to: Students will be able to:
• identify heat sources in the classroom • understand the purpose and features
of a table and T-chart
• sort heat sources into heat producers and
things heated by heat producers • use oral, written and visual language to
record and discuss their observations
• identify heat sources at home.
of heat sources
• engage in discussion to compare ideas
about heat sources.
EXPLORE

Heat sources
Whether or not something is a ‘source’ of heat depends on its surroundings. If a material is
put in contact with a colder material whose atoms move more slowly then heat transfer will
occur until both materials reach the same temperature.
Primary heat sources are heat sources that produce their own heat (see below for examples).
A secondary heat source is something that is heated by a primary source and then transmits
the heat to something colder, for example, a hot water bottle is a secondary heat source for
warming the bed.
Producing heat
Some examples of how heat can be produced are:
• Electrical energy is converted into thermal energy (heat) when you use objects such as
computers, electrical stove elements, toasters, hair dryers or light bulbs.
• Movement energy (kinetic) from friction creates heat. For example, rubbing your hands,
sharpening a pencil, spinning skateboard wheels.
• Chemical energy including burning. For example, foods we eat are converted into heat in
our bodies; fire, candles and gas heaters burn to produce heat.
• Light from the sun is converted to heat as the sun's rays warm the earth's surface.
When looking for heat sources, students might be confused by their body heat and identify
things such as books as being warm. This might also arise from a confusion of what ‘warm’
means. Encourage students to identify whether things are actually warming their hand and
ask the whole team to check whether they agree.
Students might think the wick of a candle is burning, however it is the wax vapour which burns
to form the majority of the flame we see. The wick does burn, but its main purpose is to
provide a way for the wax to get hot enough to vaporise and burn.
16 Lesson 2 Hot spots

Heating up
Students might think that the Earth gets heat by thermal radiation from the Sun. The Sun is
actually too far from the Earth to heat it directly. Instead, the light from the Sun is reflected or
absorbed by objects on Earth. Absorbed light usually increases the energy in an object,
causing the object to heat up.
Some students might think that materials are intrinsically warm (blankets) or cold (metals).
They might think that objects that keep things warm—such as a sweater or gloves—may be
thought to be sources of heat instead of the objects keeping things warm by trapping heat.
Session 1 Hot or not?

Equipment
FOR THE CLASS FOR EACH TEAM
EXPLORE
• class science journal • role wristbands or badges for Director,
• word wall Manager and Speaker
• team roles chart • each team member’s science journal
• team skills chart • 1 copy of ‘What’s hot?’
(Resource sheet 1) per team member
• 1 enlarged copy of ‘What’s hot?’
(Resource sheet 1)
• candle
• hot water bottle
• kettle containing warm water
• collection of heat sources or pictures of
them (see ‘Preparation’)
Preparation
• Read ‘How to organise collaborative learning teams (Year 3–Year 6)’ (Appendix 1).
Display an enlarged copy of the team skills chart and the team roles chart in the
classroom. Prepare role wristbands or badges.
• Prepare an enlarged copy of ‘What’s hot?’ (Resource sheet 1).
• Collect other heat sources, or pictures of them, for students to explore in the
classroom, such as a hairdryer, curling wand, computer, clock/radio, warm cup of tea.
• Optional: Display the pictures of heat sources and ‘What’s hot?’ (Resource sheet 1)
on an interactive whiteboard. Check the PrimaryConnections website to see if an
accompanying interactive resource has been developed
(www.primaryconnections.org.au).
• Prepare a class T-chart with the column headings ‘Heat producers’, and ‘Heated by
something else’. Leave space for a title at the top of the sheet (see Lesson steps 9
and 11).

PrimaryConnections
Lesson steps
1 Review the previous lesson using the class science journal. Using the ideas map,
review things that students identified as those to stand next to when trying to warm up.
2 Explain that students will be working in collaborative learning teams to see how many
different things they can find in the classroom that feel warm or hot. Discuss how to
identify if things are warm or hot, for example, by feeling if they are warm to touch.
Optional: Allow teams to investigate more areas than just the classroom.
3 Discuss safe ways of searching for heat sources, including slowly moving a hand
towards something, and withdrawing before it gets too hot.
4 Introduce the enlarged copy of ‘What’s hot?’ (Resource sheet 1). Read through and
discuss. Discuss the purpose and features of a table.
Literacy focus
Why do we use a table?
EXPLORE
We use a table to organise information so that we can understand it more easily.
What does a table include?

A table includes a title, columns with headings and information organised under
each heading.
5 Model how to complete the table using a candle. Write ‘candle’ in the first column.
Ask students to touch the candle. Ask questions, such as:
• Did you expect it to be hot? Why/Why not?
• What does it need in order to be hot? Why?
Light the candle and complete the rest of the columns.
Safety note: Remind students to slowly move their hands towards the candle and
move their hands away when it becomes too hot.
6 Discuss the last column ‘Produces its own heat? Or heated by something else?’
Ask students:
• Is the candle producing its own heat or is it heated by something else?
(Producing its own heat.)
• How do you know? (I can see it burning.)
Model how to complete the last column for a candle.
7 Show students the cold hot water bottle. Discuss what it is and what it is used for.
Pour warm water from a kettle into the hot water bottle. Ask students to feel the heat
of it. Ask students:
• Is the hot water bottle producing its own heat or is it heated by something else?
(Heated by something else.)
• How do you know? (The hot water in it was heated by a kettle.)
Discuss how students will form teams to complete an entry on their resource sheet for
the hot water bottle and other items in the classroom.

Heating up
8 Form teams and allocate roles. Ask Managers to collect team equipment.
If students are using collaborative learning teams for the first time, introduce and
explain the team skills chart and the team roles chart. Explain that students will use
role wristbands or badges to help them (and you) know which role each member has.
Allow time for teams to complete the activity.
EXPLORE
Work sample of ‘What’s hot?’ (Resource sheet 1)
9 Explain that teams will share their findings as a class using a T-chart. Introduce the
T-chart (see ‘Preparation’) and discuss its purpose and features.
Literacy focus
Why do we use a T-chart?
We use a T-chart to organise information so that we can understand it more easily.
What does a T-chart include?

A T-chart includes two columns with headings. Information is put into the columns based on
the headings.
10 Ask Speakers to share their team’s findings. List warm or hot objects found by teams
on self-adhesive notes and ask the Speakers to place it in the column on the T-chart
that matches their findings. Encourage dialogue by asking questions, such as:
• Who agrees with what this team found? Why?
• Who disagrees with what this team found? Why?
11 Write the title ‘Heat sources in our classroom’ above the T-chart and ask students
what they think a ‘heat source’ is. Discuss how it is something that gives heat to other
things and that all of these things are heat sources.

PrimaryConnections
Heat sources in our classroom

Heat producers Heated by something else
computer heat pack
Sunlight hot water bottle
candle window pane
aquarium light glass jars on window sill
pump
fridge motor
matches
people
heater
12 Read through the heat producers’ side of the T-chart and ask questions, such as:
EXPLORE
• What other heat producers can you think of?

• Is there anything similar about any of the heat producers?
13 Ask students what they learned about heat and heat sources from today’s lesson and
write their ideas in the class science journal.
14 Revise the ‘Our questions about heat’ page in the class science journal. Add any new
questions that students might have.
15 Update the word wall with words and images.

Heating up
What’s hot?
Name: Date:
How hot is it?

Produces its own heat?
What’s hot?
Or heated by something else?
Warm Hot Very hot
Produces its own heat
Heated by something else
Copyright © Australian Academy of Science, 2014. ISBN 978 0 85847 329 4 Resource sheet 1
PrimaryConnections
Session 2 Heat at home

Equipment

• word wall • 1 copy of ‘Information note for families’
• ‘Heat collection’ board (Resource sheet 2)
• 1 enlarged copy of ‘Information note for
families’ (Resource sheet 2)
Preparation
EXPLORE
• Set up a ‘Heat collection’ board for the students to place their photos or pictures of heat
sources brought from home. Use a T-chart format as in Session 1 with the title ‘Heat sources
at home’, and the columns ‘Heat producers’ and ‘Heated by something else’.
• Prepare an enlarged copy of ‘Information note for families’ (Resource sheet 2).
Lesson steps
1 Review the previous lesson using the class science journal and T-chart. Discuss objects
and activities that were warm, hot or very hot to touch.
2 Explain to students that they will be looking for heat sources at home. Ask students to
find an object at home that is a heat source and either take a photo or draw a picture
of it. Discuss examples of what they might find. Examples include a hairdryer, curling
wand, matches, stove element, gas burners, hot water system, television, electric
blanket, oven, clock/radio or printer.
3 Introduce the enlarged copy of ‘Information note for families’ (Resource sheet 2) and
discuss the ‘Tasks to do’ section.
Remind students of safe ways of searching for heat sources, including slowly moving
a hand towards something, and withdrawing before it gets too hot.
4 Show students the ‘Heat collection’ board where their photos and drawings will be placed
for discussion in the next lesson.
5 Distribute ‘Information note for families’ (Resource sheet 2) to students.
Curriculum links
Science
• Further investigate and compare different ways heat can be produced.
Mathematics
• Create a graph of how many heat sources were found in different locations.

Heating up
Information note for families
Introducing the ‘Heat at home’ project

This term our class will explore heat in a science unit called Heating up.
As part of this unit students are asked to find things at home that are heat sources and either draw
them or take a photo to share with the class.
Safety note: Students are asked to use safe ways to search for heat sources, including slowly
moving a hand towards something and withdrawing before it gets too hot.
Tasks to do
1. Students brainstorm with family and friends different objects at home that are heat sources and
discuss if each one is warm, hot or very hot.
2. Discuss whether the object is producing heat or was heated by something else.
For example:
• A hairdryer. The vent area can get hot. It produces its own heat.
• A globe in a bedside lamp. It can get hot. It produces its own heat.
• A saucepan on stove. It gets very hot. It is heated by something else (a gas burner).
3. Students to choose one object that is a heat source and bring a photo or drawing of it to class.
This project will be shared with classmates on _______________________________.
Class teacher
PrimaryConnections
Lesson 3 Energy explorers
AT A GLANCE
To provide students with hands-on, shared experiences of ways in which heat is produced.
Students:
• sort pictures into three groups according to how they produce heat
• find objects and items to include in the groups.
Lesson focus
EXPLORE
Assessment focus
• how heat can be produced in many ways.
Key lesson outcomes

Science Literacy
• identify three of the ways in which heat • contribute to discussions about some
can be produced ways in which heat is produced
• classify heat sources according to how • use questions to agree and disagree
they produce heat. with teams’ claims.
24 Lesson 3 Energy explorers

Heating up

Energy can take on many forms and can change from one form to another. Many different
types of energy can be converted into heat energy; light, electrical, kinetic, chemical,
mechanical, nuclear and sound energy can cause a substance to heat up by increasing the
speed of its molecules. In this unit, students will be looking at the following three types of
energy that produce heat:
Electrical energy
Electrical energy is converted into heat (thermal energy) when you use objects such as
electric blankets, electric stove elements, toasters, hair dryers or light bulbs.
Kinetic energy (Motion energy)
All moving things have kinetic energy. It is energy possessed by an object due to its motion
or movement. The heavier a thing is and the faster it moves the more kinetic energy it has.
Energy from friction creates heat. For example, when you rub your hands, sharpen a pencil,
make a skid mark with your bike or use the brakes on your car, friction generates heat.
EXPLORE
Chemical energy
Chemical energy is energy stored in atoms and molecules. Chemical energy is released in a
chemical reaction, often in the form of heat. Examples of stored chemical energy include matches,
batteries, petroleum, natural gas and dry wood. As each of these burns, they release chemical
energy which is converted to thermal energy (heat) and light energy. For example, a match
has chemical energy stored in it. When the match is struck, it burns and the chemical in it
produces heat energy and light energy.
Reference
CoolCosmos: What is heat?
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/heat.html
Equipment

• team skills chart • 1 copy of ‘Warming ways’
(Resource sheet 3) per team member
• ‘Heat collection’ board from Lesson 2,
Session 2
• 1 enlarged copy of ‘Warming ways’
(Resource sheet 3)
• objects, photos or pictures of heat sources
(see ‘Preparation)

PrimaryConnections
Preparation
• Collect objects, photos or pictures of heat sources that use:
• electricity, such as a hairdryer, heater, toaster, sandwich maker
• chemicals (burning), such as a tea candle, fire, gas heater, cigarette lighter
• friction, such as a pencil sharpener, hands rubbing together, sandpaper, skid mark
from a bike, using the brakes on a car.
• Prepare an enlarged copy of ‘Warming ways’ (Resource sheet 3).
• Optional: Display ‘Warming ways’ (Resource sheet 3) on an interactive whiteboard.
Check the PrimaryConnections website to see if an accompanying interactive
resource has been developed: www.primaryconnections.org.au
Lesson steps
1 Review the previous lesson using the class science journal. Discuss objects that are
EXPLORE
heat producers. Compare them with things that are heated by something else.
2 Ask students to place the photo or drawing that they have brought from home on
the ‘Heat collection’ board in the appropriate column. Discuss items with the class.
Discuss the amount of heat it produces and whether it is a heat producer or heated
by something else. Compare this with the T-chart from Lesson 2, Session 1, and note
similarities and differences. Discuss how there are many different types of heat sources.
3 Introduce the enlarged copy of ‘Warming ways’ (Resource sheet 3). Explain that
students will be working in collaborative learning teams to individually cut out and then
sort the pictures into three groups according to what they think each uses to produce
heat. Ask students to paste the pictures into their science journals, putting each group
on a separate page, and pasting the title for the group at the top of the page.
4 Explain that each team will then find other things from the collection of objects and
pictures, including those brought from home, of other items that might go in each
group (see ‘Preparation’). Ask students to write or draw each item that they find onto
the page of the group that they think it belongs to.
5 Form teams and ask Managers to collect team equipment. Allow time for teams to
complete the activity.
6 Ask Speakers to present their team’s findings, providing reasons for their choices.
Encourage students to agree or disagree with each team using the ‘Science question
starters’ (see Appendix 5).
Ask teams questions, such as:
• What did you use to help you decide how to make your groups?
• Was there any object that you weren’t sure of which group to put it in? Why?
26 Lesson 3 Energy explorers

Heating up
EXPLORE
Work sample of heat sources that use electricity

Heating up
Warming ways
Electricity Friction Burning
Lesson 4 Sharing the warmth
AT A GLANCE
To provide students with hands-on, shared experiences of heat moving from one object
to another.
Students:
• observe that many objects do not produce heat
• explore how objects obtain heat by being in contact with a heat source.
EXPLORE
Lesson focus
Assessment focus
Key lesson outcomes

Science Literacy
• explore objects that do not produce heat • use oral, written and visual language to
record and discuss investigation results
• identify heat sources inside and outside
the classroom • engage in discussion to compare results.
• explore that some objects heat up when
in contact with a heat source.

PrimaryConnections

Heat flow
When two materials at different temperatures are placed in contact with each other, heat passes
from the hotter object to the colder one until their temperatures are the same. This heat
transfer is known as conduction. How quickly heat is transferred between the two materials
depends on several variables. The more surface contact between the materials, the faster
the transfer. Different materials also ‘heat up’ at different speeds. When heat travels easily
through a material it is known as a heat conductor, and when heat travels slowly the material
is known as a heat insulator. A metal spoon at room temperature is the same temperature as
the air. It might feel colder than a wooden or plastic spoon because metal conducts heat so
much better. Because your hand is hotter than room temperature, heat is conducted away
from it, and a metal spoon cools your hand faster. A metal spoon at room temperature is the
same temperature as the air. It might feel colder than a wooden or plastic spoon because
metal conducts heat so much better. Because your hand is hotter than room temperature,
heat is conducted away from it, and a metal spoon cools your hand faster. Heat flow
EXPLORE
depends strongly on the geometry and type of materials. For example, the recently
discovered thinnest material graphene, which is composed of just a single layer of carbon
atoms, is known for its fast heat transfer properties.
Students might think that heat is an intrinsic property of materials, that a metal is always hot
or always cold depending on which memory students are drawing on. However, intrinsic
properties of materials are their capacity to conduct heat and to store thermal energy when
warmed by heat sources. Since metals conduct heat quickly they are useful cooking
implements, spreading the heat from the heat source quickly and evenly through the material
but they are not creating the heat themselves.
Equipment

• team skills chart • 1 enlarged copy of ‘Warm me up!’
(Resource sheet 4)
• metal teaspoon
• 1 timing device (eg, a stopwatch)
• heat pack
• metal teaspoon
• 1 enlarged copy of ‘Warm me up!’
(Resource sheet 4)
30 Lesson 4 Sharing the warmth

Heating up
Preparation
• Prepare an enlarged copy of ‘Warm me up!’ (Resource sheet 4).
• Pre-heat the heat pack for Lesson step 4.
• Optional: Display ‘Warm me up!’ (Resource sheet 4) on an interactive whiteboard.
Lesson steps
1 Review previous lessons using the science chat-board. Review the ‘Heat sources’
table and discuss how if something feels warm or hot it might be producing its own
heat or it might be absorbing heat from something else.
2 Discuss how most things around us do not produce heat. Ask students to find objects in
the classroom that do not produce heat. List students’ ideas in the class science journal.
EXPLORE
3 Show students a metal spoon. Ask students to feel the spoon and describe its
temperature.
4 Introduce the heated heat pack and ask students to feel that it is very warm. Ask students
what they think will happen when you wrap the hot heat pack around the cold spoon.
5 Wrap a hot heat pack around the spoon, wait for one minute and then unwrap and
ask some students to feel if the spoon is still cold or if it is warm, hot or very hot.
Ask students what they think happened to make the spoon warmer.
6 Draw a picture of the spoon on the heat pack in the class science journal. Discuss the
purpose and features of a labelled diagram.
Literacy focus
Why do we use a labelled diagram?
We use a labelled diagram to show the shape, size and features of an object.
What does a labelled diagram include?

A labelled diagram might include a title, an accurate drawing, a scale to show the object’s
size and labels showing the main features. A line or arrow connects the label to the feature.
Ask students to draw arrows to show the heat going from the heat pack to the spoon.
7 Introduce the enlarged copy of ‘Warm me up!’ (Resource sheet 4) and discuss with
students. Explain that students will be working in collaborative learning teams to find
ways of heating up the metal spoon. Discuss examples with students, such as putting it
out on the court, placing it on the path, holding it next to a heater, putting it on a
heated hot water bottle, putting it in warm water, putting it on hot sand, holding it over
a candle, blowing it with a hairdryer, or putting it close to your skin for body heat.
8 Discuss that teams will look for places that are heat sources, place the metal spoon
there for two minutes and then feel the spoon for whether it is warm, hot or
very hot. Model how to measure for 2 minutes and how to complete the table.
9 Re-form teams and allocate roles. Ask Managers to collect team equipment.

PrimaryConnections
EXPLORE
Work sample of ‘Warm me up!’ (Resource sheet 4)
10 Ask Speakers to present their team’s findings and which heat source they think would
be the best to use to get warm and why they think that. Encourage students to provide
reasons and evidence for their conclusions. Invite students to agree or disagree with
each team using the ‘Science question starters’ (see Appendix 5).
• What was the best heat source that you could find for the spoon?
• Did it need to touch the heat source? Why do you think that?
• How does the heat move to heat the spoon up?
• Which heat source do we think is the best to warm up the spoon? Why?
32 Lesson 4 Sharing the warmth

Heating up
Warm me up!
Name: Date:
Draw each heat source touching the spoon. Draw arrows to show the heat source heating up the spoon.
Heat source________________________________ Heat source________________________________
After 2 mins it was _________________________ After 2 mins it was _________________________
PrimaryConnections
Lesson 5 Too hot to handle
AT A GLANCE
To support students to represent and explain their understanding of how heat can be
produced and can move from object to object, and to introduce current scientific views.
Students:
• represent their understanding of heat sources and the movement of heat using
everyday scenarios
• create a poster warning others about the dangers of heat.
Lesson focus
In the Explain phase students develop a literacy product to represent their developing
understanding. They discuss and identify patterns and relationships within their observations.
Students consider the current views of scientists and deepen their own understanding.
EXPLAIN
Assessment focus
Formative assessment is an ongoing aspect of the Explain phase. It involves monitoring
You are also able to look for evidence of students’ use of appropriate ways to represent
what they know and understand about heat sources and transfer, and give them feedback
on how they can improve their representations. You will also monitor their developing
science inquiry skills (see page 2).
34 Lesson 5 Too hot to handle

Heating up
Key lesson outcomes

Science Literacy
• explain that heat transfers from hot • use written and oral language to
objects to cooler ones demonstrate their understanding of
heat transfer
• review their understanding of heat sources
and the production of heat. • create a poster to explain heat and how
heat moves
• use scientific language to describe
heat sources
• contribute to discussions about everyday
scenarios involving heat transfer.
Equipment
EXPLAIN

• team skills chart • 1 copy of ‘Moving heat’ (Resource sheet 5)
per team member
• 1 enlarged copy of ‘Moving heat’
(Resource sheet 5) • materials to create a poster
Preparation
• Prepare an enlarged copy of ‘Moving heat’ (Resource sheet 5).
• Optional: Display ‘Moving heat’ (Resource sheet 5) on an interactive whiteboard.

PrimaryConnections
Lesson steps
1 Review previous lessons using the class science journal. Ask questions, such as:
• What have we learned about heat?
• How is heat produced? What ways do you know of?
• What is a heat source?
• What happens when two things are touching and one is hotter than the other?
2 Introduce the enlarged copy of ‘Moving heat’ (Resource sheet 5). Read through and
discuss. Explain that each student will complete the resource sheet by drawing the
missing heat source and showing how the heat from the heat source moves to the
colder object. Allow time for students to complete the activity.
3 Discuss the completed resource sheets with students, explaining what heat source is
missing, and using arrows to show the movement of heat. Discuss the producers of
heat in each picture.
4 Discuss how heat moves from a hotter to a colder object; and that materials which
allow heat to flow easily are called ‘conductors’.
5 Explain that students will be working in collaborative learning teams to choose one of
the pictures excluding the lizard and create a poster to warn other students about the
dangers of touching hot objects. For example, the poster might:
• warn students not to touch the metal handle of a hot frying pan, or to be careful
when using a metal teaspoon in a hot cup of tea (because metal is a good conductor).
EXPLAIN
• warn students to be careful when walking barefooted on hot sand at the beach.
6 Discuss the purpose and features of a poster.
Literacy focus
Why do we use a poster?
We use a poster to display ideas and information. We can view a poster to collect
information about a topic.
What does a poster include?

A poster includes a title, words and pictures. It might include graphs, photos and tables
as well as borders, arrows and labels.
7 Ask students to include in their poster scientific words and information that they have
learned during the unit about heat sources, how heat is produced and how heat moves.
8 Form teams. Ask Managers to collect team equipment. Allow time for teams to
complete the activity.
9 Ask Speakers to present their team’s poster to the class.
10 Review the ‘Our questions about heat’ section of the class science journal and answer
any questions that can be answered.
36 Lesson 5 Too hot to handle

Heating up
11 Optional: For each unanswered question, discuss with students whether the question
is relevant to the topic and feasible to investigate. If it is, discuss a plan of action for a
way to find that information, for example, through secondary sources, such as credible
textbooks or websites, or carry out an investigation.
Curriculum links
Science
• Read ‘The Magic Schoolbus in the Arctic’ (ISBN-10: 0590187244/ ISBN-13:
978-0590187244) or watch the animated YouTube video based on it. Discuss the
characters’ experiences with heat, heat sources and keeping warm, and relate them
to what they have learned during the unit.
Information and Communication Technology (ICT)
• Find a digital camera for the class that can take infrared photographs. Some
computers, tablets and phones have programs or applications that allow you to take
infrared photographs.
• Source multimedia resources to help students understand the concept of heat,
for example, books or websites such as the BBC’s Ks3 Bitesize: Science website.
EXPLAIN

Heating up
Moving heat
Name: Date:
Draw in the missing heat source. Use arrows to show the movement of heat.
A lizard resting on warm rocks A metal teaspoon in a hot cup of tea
Heat moves from the_______________________ Heat moves from the_______________________
to the____________________________________ . to the____________________________________ .
Frying pan on a stove Walking on hot sand
Heat moves from the_______________________ Heat moves from the_______________________
to the____________________________________ . to the____________________________________ .
Lesson 6 Getting warmer
AT A GLANCE
To support students to plan and conduct an investigation to compare the conductivity

of different materials.
Students:
• work in teams to investigate the conductivity of different materials when heated by
hot water
• record and represent their findings in a table
• discuss and compare their results from the investigation.
Lesson focus
In the Elaborate phase students plan and conduct an open investigation to apply and
extend their new conceptual understanding in a new context. It is designed to challenge
and extend students’ science understanding and science inquiry skills.
Assessment focus
Summative assessment of the Science Inquiry Skills is an important focus of the
ELABORATE
Elaborate phase (see page 3).
Key lesson outcomes

Science Literacy
• conduct an investigation of the conduction • use oral, written and visual language to
of heat through different materials record and discuss investigation results
• make predictions about what will happen • record data in a table
to different materials placed in hot water
• discuss findings and compare results.
• observe, record and interpret the results
of their investigation
• identify the differences in conductivity of
different materials.

PrimaryConnections

Heat flow
When two materials at different temperatures are placed in contact with each other, heat
passes from one to the other until their temperatures are the same. This heat transfer is
known as conduction.
How quickly heat is transferred between the two materials depends on several variables.
The more surface contact between the materials, the faster the transfer. Different materials
also ‘heat up’ at different speeds. Insulators are materials that block the flow of heat, while
conductors are materials that allow heat to flow easily. Good insulators include plastics, air,
fabrics that hold air and feathers.
Sometimes students believe that insulators are heat sources, because they seem to make
things warm when they are actually slowing or blocking heat loss. Insulators will stop the
heat from flowing, so things that are warm tend to say warm, but they are not a heat source.
Equipment

• team skills chart • 1 copy of ‘Hot water investigation planner’
(Resource sheet 6)
• 1 enlarged copy of ‘Hot water investigation
planner’ (Resource sheet 6). • 3 sticks or 3 spoons made of different
ELABORATE
materials (see ‘Preparation’)

• 1 timing device (eg, a stopwatch)
• optional: 1 timing device (eg, a stopwatch)
• 1 measuring jug
• sturdy cup or mug (see ‘Preparation’)
• hot water (<50°C)
• towel
Preparation
• Read ‘How to conduct a fair test’ (Appendix 5).
• Read ‘How to write questions for investigation’ (Appendix 6).
• Collect a container of at least 250 mL for each team, stable enough to not tip over
when things are put inside, such as a glass jar or a ceramic mug.
• Optional: Have up to three teams sharing the same jar or mug.
• Collect sticks or spoons, such as a wooden spoon, a plastic spoon and a metal
spoon, for each team.
• Optional: Have one of each type for each student, as they cool down quickly.
40 Lesson 6 Getting warmer

Heating up
• Set up a safety zone where you can prepare the hot water and keep the cups or
mugs. Decide on a class safety procedure for team Managers to collect their sticks
or spoons from the water, for example, by staggering when they are put into the hot
water so not every team is collecting at the same time, and drying the sticks or spoons
before handling them.
• Optional: Pour the water into the cups that each team is in charge of keeping safe on
their table.
• Keep water temperature below 50°C, for example, by mixing almost boiled water with
equal parts of cold water.
• Prepare an enlarged copy of ‘Hot water investigation planner’ (Resource sheet 6).
• Optional: Display ‘Hot water investigation planner’ (Resource sheet 6) on an interactive
whiteboard. Check the PrimaryConnections website to see if an accompanying
interactive resource has been developed: www.primaryconnections.org.au
Lesson steps
1 Review previous lessons using the science chat-board. Review the ‘Heat sources’
table and ask questions, such as:
• What is a heat source?
• What happens when you put something next to a heat source? Does that
always happen?
2 Explain that students will be working in collaborative learning teams to investigate
what happens when different materials are put in contact with a heat source.
3 Discuss what heat sources might be used for the investigation, safely and cheaply.
Explain that the class will use water that has been heated on a stove or with an
ELABORATE
electric kettle. Ask questions, such as:
• When does water become hot? Why do you think that?
• Does it always stay hot? Why do you think that happens?
Remind students to take care during this lesson, as hot water can cause burns.
4 Discuss what the students will be investigating and ask:
‘What things might affect how much a spoon heats up in hot water?’ (how long the
spoon is in the water, the hotness of the water, how much of the spoon is in the water,
the volume of water, what the spoon is made from)
5 Explain that students will test how well different materials conduct heat, so firstly
identify that the thing to be changed in the investigation is the type of material.
6 Discuss ways to keep the investigation fair, asking questions, such as:
• What if we put one stick in a cup with a little bit of water and one stick in a cup
with a lot of water?
• What if we put one stick in very hot water and one in warm water?
7 Introduce the enlarged copy of ‘Hot water investigation planner’ (Resource sheet 6)
and read through with students.

PrimaryConnections
8 Brainstorm and discuss what students will:

• change: the material of the spoon (or stick)
• measure/observe: the hotness of the spoon (or stick)
• keep the same: how long the spoon is in the water, the temperature of the water,
how much of the spoon or stick is in the water, the volume of water.
9 Model how to record a question for investigation using this information, for example:
‘What happens to the hotness of the spoon (or stick) when we change what the
spoon (or stick) is made from?’
10 As a class, predict what will happen when the different materials are left in the water.
Record responses on the enlarged copy of ‘Hot water investigation planner’
(Resource sheet 6).
11 Explain that as hot water can cause burns, you will manage the containers of hot
water and Managers will collect the items after the allotted time has passed. Introduce
the safety procedures (see ‘Preparation’).
12 Discuss how to measure the time between putting in the sticks and spoons and taking
them out, for example, the teacher or a student will use a timing device such as a
stopwatch and will call out when to measure.
13 Model how to complete an observation in the ‘Recording results’ section of the
enlarged copy of ‘Hot water investigation planner’ (Resource sheet 6). Review the
different descriptions for heat on the word wall, including ‘warm’, ‘hot’ and ‘very hot’.
14 Form teams and allocate roles. Ask Managers to collect team equipment.
Allow time for teams to complete their investigation.
ELABORATE
Students investigating heat conduction in different spoons
Note: The water might cool quickly, if it does reheat it before doing the five-minute test.
42 Lesson 6 Getting warmer

Heating up
15 Invite each team to share what they found out during their investigation. Record a
summary of the class results on the ‘Recording results’ section of the enlarged copy
of ‘Hot water investigation planner (Resource sheet 6).
16 Introduce the ‘Discussing results’ section of the ‘Hot water investigation planner’
(Resource sheet 6). Ask students questions, such as:
• What happened to the temperature of the materials when they were in contact
with the hot water? Why?
• Were there any differences between the materials? For example, was there a
difference in how hot they became? Why?
• After class discussion, allow students time to complete this section of the planner.
• Discuss how the spoon which became hottest is made of the material that is the
best conductor i.e. it allows the heat to flow most easily.
ELABORATE
Student work sample of the ‘Hot water investigation planner’ (Resource sheet 6)
17 Discuss practical applications of this finding, for example, which spoons to use to stir
soup or hot drinks.
18 Update the word wall section with words and images.

Heating up
Hot water
investigation planner
Name: Date:
Other members of your team:
What is your question for investigation? What do you predict will happen? Explain why.
What happens to
___________________________________________
when we change
___________________________________________?
To make this a fair test what things (variables) are you going to:
Change? Measure/Observe? Keep the same?
Change only one thing What would the change affect? Which variables will you control?
Describe how you will set up your investigation. What equipment will you need?
Use drawings if necessary Use dot points
Write and draw your observations in your science journal
Heating up
Recording results
Name: Date:
How hot before How hot 20 seconds How hot 3 minutes

Object
putting in water after putting in water after putting in water
Stick or spoon made of
____________________
____________________
____________________
Discussing results
What did our class find?
Why do we think that happened?
PrimaryConnections
Lesson 7 Finding the heat
AT A GLANCE
To provide opportunities for students to represent what they know about how heat can
be produced in many ways and can move from one object to another, and to reflect on
their learning during the unit.
Students:
• review the class ideas map
• find, list and categorise things that produce heat
• create a drawing to show how heat moves from one object to another
• participate in a class discussion to reflect on their learning during the unit.
Lesson focus
In the Evaluate phase students reflect on their learning journey and create a literacy
product to re-represent their conceptual understanding.
Assessment focus
Summative assessment of the Science Understanding descriptions is an important
aspect of the Evaluate phase. In this lesson you will be looking for evidence of the extent
to which students understand:
Key lesson outcomes

EVALUATE
Science Literacy
• identify that heat can be produced in • use oral, written and visual forms to
different ways by different heat sources present their understanding of heat
production and transfer
• explain heat can move from one object
to another • reflect on their learning in a science
journal entry.
• discuss and compare their ideas.
46 Lesson 7 Finding the heat

Heating up
Equipment

• word wall • 1 copy of ‘Where’s the heat?’
• ideas map from Lesson 1 (Resource sheet 7)
• 1 enlarged copy of ‘Where’s the heat?’
(Resource sheet 7)
Preparation
• Prepare an enlarged copy of ‘Where’s the heat?’ (Resource sheet 7).
• Optional: Display ‘Where’s the heat?’ (Resource sheet 7) on an interactive whiteboard.
Lesson steps
1 Review the previous lessons using the class science journal. Review the ideas map
created in Lesson 1, and ask questions, such as:
• Have you changed your ideas on anything? Why or why not?
• What can we add to our ideas map now?
2 Ask students to review their drawings and ideas from Lesson 1 of the ice melting in
the hand. Ask students to do the drawing again and use arrows to show how the heat
is moving. Ask students if they have changed their explanations and discuss what
their new ideas are. For example,
The ice block melted because … the heat from my hand moved to the ice block.
My hand was cold afterwards because … the heat that was in it had moved to the ice
block. Cold doesn’t move to hot objects; it is the heat that moves out of the
hot objects. EVALUATE
Work sample of review of how heat moves
Lesson 7 Finding the heat 47

PrimaryConnections
3 Introduce the enlarged copy of ‘Where’s the heat?’ (Resource sheet 7) and explain
that students will complete the resource sheet to show what they have learned.
Discuss the picture and what they think is happening. Discuss what will happen if the
boy touches the saucepan handle.
4 Explain that students will:
a) find examples of heat sources in the picture (things that are warm or hot) and
circle them
b) write the names of the objects that they circled in the table according to the energy
that it is produced from.
5 Allow time for students to complete their copy of ‘Where’s the heat?’ (Resource sheet 7).
‘Where’s the heat?’ (Resource sheet 7)
6 Ask students to share their ideas with the class.

Optional: Ask students to work in groups to create a short play about giving advice
to a shivering person on how to warm up. Ask students to consider what advice they
EVALUATE
might give and to provide evidence and reasoning for their claims.
7 Ask students to reflect on their learning during the unit using the class science journal.
• What ideas did you have about heat at the start of the unit?
• What did we want to find out about?
• What have you learned about heat? Why do you think that now?
• What activity did you enjoy most of all? Why?
• What activity did you find the most challenging? Why?
• What are you still wondering about?
48 Lesson 7 Finding the heat

Heating up
Where's the heat?
Name: Date:
1. Find the heat sources and circle them.

2. Write and draw the objects in the column of what it takes to produce heat.
Electricity Burning Friction or motion
PrimaryConnections
Appendix 1
How to organise collaborative learning teams
(Year 3–Year 6)
Introduction
Students working in collaborative teams is a key feature of the PrimaryConnections
inquiry-based program. By working in collaborative teams students are able to:
• communicate and compare their ideas with one another
• build on one another’s ideas
• discuss and debate these ideas
• revise and rethink their reasoning
• present their final team understanding through multi-modal representations.
Opportunities for working in collaborative learning teams are highlighted throughout
the unit.
Students need to be taught how to work collaboratively. They need to work together
regularly to develop effective group learning skills.
The development of these collaborative skills aligns to descriptions in the Australian
Curriculum: English. See page 7.
Team structure
The first step towards teaching students to work collaboratively is to organise the team
composition, roles and skills. Use the following ideas when planning collaborative learning
with your class:
• Assign students to teams rather than allowing them to choose partners.
• Vary the composition of each team. Give students opportunities to work with others
who might be of a different ability level, gender or cultural background.
• Keep teams together for two or more lessons so that students have enough time to
learn to work together successfully.
• If you cannot divide the students in your class into teams of three, form two teams of
two students rather than one team of four. It is difficult for students to work together
effectively in larger groups.
• Keep a record of the students who have worked together as a team so that by the end
of the year each student has worked with as many others as possible.
Team roles
Students are assigned roles within their team (see below). Each team member has
a speciﬁc role but all members share leadership responsibilities. Each member is
accountable for the performance of the team and should be able to explain how the team
obtained its results. Students must therefore be concerned with the performance of all
team members. It is important to rotate team jobs each time a team works together so
that all students have an opportunity to perform different roles.
For Year 3–Year 6, the teams consist of three students—Director, Manager and Speaker.
(For Foundation–Year 2, teams consist of two students—Manager and Speaker.)
50 Appendix 1
Heating up
Each member of the team should wear something that identifies them as belonging to that
role, such as a wristband, badge, or colour-coded peg. This makes it easier for you to
identify which role each student is doing and it is easier for the students to remember what
they and their team mates should be doing.
Manager
The Manager is responsible for collecting and returning the team’s equipment. The Manager
also tells the teacher if any equipment is damaged or broken. All team members are
responsible for clearing up after an activity and getting the equipment ready to return to
the equipment table.
Speaker
The Speaker is responsible for asking the teacher or another team’s Speaker for help.
If the team cannot resolve a question or decide how to follow a procedure, the Speaker
is the only person who may leave the team and seek help. The Speaker shares any
information they obtain with team members. The teacher may speak to all team members,
not just to the Speaker. The Speaker is not the only person who reports to the class; each
team member should be able to report on the team’s results.
Director (Year 3–Year 6)
The Director is responsible for making sure that the team understands the team investigation
and helps team members focus on each step. The Director is also responsible for offering
encouragement and support. When the team has ﬁnished, the Director helps team members
check that they have accomplished the investigation successfully. The Director provides
guidance but is not the team leader.
Team skills
PrimaryConnections focuses on social skills that will help students work in collaborative
teams and communicate more effectively.
Students will practise the following team skills throughout the year:
• Move into your teams quickly and quietly
• Speak softly
• Stay with your team
• Take turns
• Perform your role.
To help reinforce these skills, display enlarged copies of the team skills chart (see the end
of this Appendix) in a prominent place in the classroom.
Supporting equity
In science lessons, there can be a tendency for boys to manipulate materials and girls
to record results. PrimaryConnections tries to avoid traditional social stereotyping by
encouraging all students, irrespective of their gender, to maximise their learning potential.
Collaborative learning encourages each student to participate in all aspects of team
activities, including handling the equipment and taking intellectual risks.
Observe students when they are working in their collaborative teams and ensure that both
girls and boys are participating in the hands-on activities.
Appendix 1 51
PrimaryConnections
TEAM ROLES
Manager
Collects and returns all
materials the team needs
Speaker
Asks the teacher and other
team speakers for help
Director
Make sure that the
team understands the
team investigation and
completes each step
PrimaryConnections
TEAM SKILLS
1 Move into your teams
quickly and quietly
2 Speak softly
3 Stay with your team
4 Take turns
5 Perform your role

PrimaryConnections
Appendix 2
How to use a science journal
Introduction
A science journal is a record of observations, experiences and reflections. It contains
a series of dated, chronological entries. It can include written text, drawings, labelled
diagrams, photographs, tables and graphs.
Using a science journal provides an opportunity for students to be engaged in a real
science situation as they keep a record of their observations, ideas and thoughts about
science activities. Students can use their science journals as a useful self-assessment tool
as they reflect on their learning and how their ideas have changed and developed during
a unit.
Monitoring students’ journals allows you to identify students’ alternative conceptions, find
evidence of students’ learning and plan future learning activities in science and literacy.
Keeping a science journal aligns to descriptions in the Australian Curriculum: Science and
English. See pages 2 and 7.
Using a science journal

1 At the start of the year, or before starting a science unit, provide each student with a
notebook or exercise book for their science journal or use an electronic format. Tailor
the type of journal to fit the needs of your classroom. Explain to students that they will
use their journals to keep a record of their observations, ideas and thoughts about
science activities. Emphasise the importance of including pictorial representations as
well as written entries.
2 Use a large project book or A3 paper to make a class science journal. This can be
used at all year levels to model journal entries. With younger students, the class
science journal can be used more frequently than individual journals and can take the
place of individual journals.
3 Make time to use the science journal. Provide opportunities for students to plan
procedures and record predictions, and their reasons for predictions, before an
activity. Use the journal to record observations during an activity and reflect afterwards,
including comparing ideas and findings with initial predictions and reasons. It is
important to encourage students to provide evidence that supports their ideas,
reasons and reflections.
4 Provide guidelines in the form of questions and headings and facilitate discussion
about recording strategies, such as note-making, lists, tables and concept maps. Use
the class science journal to show students how they can modify and improve their
recording strategies.
5 Science journal entries can include narrative, poetry and prose as students represent
their ideas in a range of styles and forms.
54 Appendix 2
Heating up
6 In science journal work, you can refer students to display charts, pictures, diagrams,
word walls and phrases about the topic displayed around the classroom. Revisit and
revise this material during the unit. Explore the vocabulary, visual texts and ideas that
have developed from the science unit, and encourage students to use them in their
science journals.
7 Combine the use of resource sheets with journal entries. After students have pasted
their completed resource sheets in their journal, they might like to add their own
drawings and reflections.
8 Use the science journal to assess student learning in both science and literacy.
For example, during the Engage phase, use journal entries for diagnostic assessment
as you determine students’ prior knowledge.
9 Discuss the importance of entries in the science journal during the Explain and Evaluate
phases. Demonstrate how the information in the journal will help students develop
literacy products, such as posters, brochures, letters and oral or written presentations.
Heating up science journal entry
Appendix 2 55
PrimaryConnections
Appendix 3
How to use a word wall
Introduction
A word wall is an organised collection of words and images displayed in the classroom.
It supports the development of vocabulary related to a particular topic and provides a
reference for students. The content of the word wall can be words that students see,
hear and use in their reading, writing, speaking, listening and viewing.
The use of a word wall, including words from regional dialects and other languages, aligns
to descriptions in the Australian Curriculum: English. See page 7.
Goals in using a word wall

A word wall can be used to:
• support science and literacy experiences of reading, viewing, writing and speaking
• provide support for students during literacy activities across all key learning areas
• promote independence in students as they develop their literacy skills
• provide a visual representation to help students see patterns in words and
decode them
• develop a growing bank of words that students can spell, read and/or use in
writing tasks
• provide ongoing support for the various levels of academic ability in the class
• teach the strategy of using word sources as a real-life strategy.
Organisation
Position the word wall so that students have easy access to the words. They need to be able to
see, remove and return word cards to the wall. A classroom could have one main word wall
and two or three smaller ones, each with a different focus, for example, high-frequency words.
Choose robust material for the word cards. Write or type words on cardboard and perhaps
laminate them. Consider covering the wall with felt-type material and backing each word
card with a self-fastening dot to make it easy for students to remove and replace word cards.
Word walls do not need to be confined to a wall. Use a portable wall, display screen, shower
curtain or window curtain. Consider a cardboard shape that fits with the unit, for example,
a large thermometer shape for the Heating up unit.
The purpose is for students to be exposed to a print-rich environment that supports their
science and literacy experiences.
Organise the words on the wall in a variety of ways. Place them alphabetically, or put them
in word groups or groups suggested by the unit topic, for example, words for the Heating up
unit might be organised using headings, such as ‘Sources’ and ‘Descriptions of heat’.
Invite students to contribute words from different languages to the word wall. Group words
about the same thing, for example, different names of the materials used in Heating up, on
the word wall so that students can make the connections. Identify the different languages
used, for example, by using different-coloured cards or pens to record the words.
56 Appendix 3
Heating up
Plants in action word wall Material world word wall
Using a word wall

1 Limit the number of words to those needed to support the science and literacy
experiences in the classroom.
2 Add words gradually, and include images where possible, such as drawings,
diagrams or photographs. Build up the number of words on the word wall as
students are introduced to the scientific vocabulary of the unit.
3 Encourage students to interact with the word wall. Practise using the words with
students by reading them and playing word games. Refer to the words during science
and literacy experiences and direct students to the wall when they need a word for
writing. Encourage students to use the word wall to spell words correctly.
4 Use the word wall with the whole class, small groups and individually during literacy
experiences. Organise multi-level activities to cater for the individual needs of students.
Heating up word wall
Appendix 3 57
PrimaryConnections
Appendix 4
How to facilitate evidence-based discussions
Introduction
Argumentation is at the heart of what scientists do; they pose questions, make claims,
collect evidence, debate with other scientists and compare their ideas with others in the field.
In the primary science classroom, argumentation is about students:
• articulating and communicating their thinking and understanding to others
• sharing information and insights
• presenting their ideas and evidence
• receiving feedback (and giving feedback to others)
• finding flaws in their own and others’ reasoning
• reflecting on how their ideas have changed.
It is through articulating, communicating and debating their ideas and arguments that
students are able to develop a deep understanding of science content.
Establish norms
Introduce norms before starting a science discussion activity. For example,
• Listen when others speak.
• Ask questions of each other.
• Criticise ideas not people.
• Listen to and discuss all ideas before selecting one.
Question, Claim, Evidence and Reasoning

In science, arguments that make claims are supported by evidence. Sophisticated
arguments follow the QCER process:
Q What question are you trying to answer? For example, ‘Which spoon will heat up
the most?’
C The claim. For example, ‘The metal spoon heated up the most’.
The evidence. For example, ‘We placed spoons made out of different materials in hot
E
water. After 3 minutes the metal spoon was the hottest compared to the plastic and
wooden spoons.’
R The reasoning. How the evidence supports the claim, for example, ‘Metal is a better
conductor of heat than plastic and wood.’ Note: students might not yet demonstrate
this level of reasoning in Year 3.
Students need to be encouraged to move from making claims only, to citing evidence to
support their claims. Older students develop full conclusions that include a claim, evidence
and reasoning. This is an important characteristic of the nature of science and an aspect
of scientific literacy. Using science question starters (see next section) helps to promote
evidence-based discussion in the classroom.
58 Appendix 4
Heating up
Science question starters

Science question starters can be used to model the way to discuss a claim and evidence
for students. Teachers encourage team members to ask these questions of each other
when preparing their claim and evidence. They might also be used by audience members
when a team is presenting its results. (See PrimaryConnections 5Es DVD, Chapter 5).
Science question starters
Question type Question starter
Asking for I have a question about________________________________ .

evidence
How does your evidence support your claim______________ ?
What other evidence do you have to support your claim
___________________________________________________ ?
Agreeing I agree with ___________ because _______________________.
Disagreeing I disagree with ________________ because _______________.

One difference between my idea and yours is _____________.
Questioning I wonder what would happen if _________________________?

further
I have a question about ________________________________ .
I wonder why ________________________________________?
What caused _________________________________________?
How would it be different if _____________________________?
What do you think will happen if_________________________?
Clarifying I’m not sure what you meant there.

Could you explain your thinking to me again?
Appendix 4 59
PrimaryConnections
DISCUSSION
SKILLS
• Listen when others speak
• Ask questions of
each other
• Criticise ideas not people
• Listen to and discuss all

ideas before selecting
one
Heating up
Appendix 5
How to conduct a fair test
Introduction
Scientific investigations involve posing questions, testing predictions, collecting and
interpreting evidence and drawing conclusions and communicating findings.
Planning a fair test
Will the length of time

it is in the hot water
affect how hot the
Will changing the
spoon gets?
material affect how hot
the spoon gets?
Will the temperature
of the water affect
how hot the spoon
gets?
All scientific investigations involve variables. Variables are things that can be changed (independent),
measured/observed (dependent) or kept the same (controlled) in an investigation. When planning
an investigation, to make it a fair test, we need to identify the variables.
It is only by conducting a fair test that students can be sure that what they have changed in
their investigation has affected what is being measured/observed.
‘Cows Moo Softly’ is a useful scaffold to remind students how to plan a fair test:
Cows: Change one thing (independent variable)
Moo: Measure/Observe another thing (dependent variable) and
Softly: keep the other things (controlled variables) the Same.
To investigate whether the material of a spoon has an effect on its hotness, students could:
Independent
CHANGE the material of the spoon
variable
MEASURE the hotness of the spoon Dependent variable
how long the spoon is in water, the

temperature of the water, how much of Controlled
KEEP THE SAME
the spoon is in the water, the volume of variables
water.
Appendix 5 61
PrimaryConnections
Appendix 6
How to write questions for investigation
Introduction
Scientific inquiry and investigation are focused on and driven by questions. Some
questions are open to scientific investigation, while others are not. Students often
experience difficulty in developing their own questions for investigation.
This appendix explains the structure of questions and how they are related to variables in
a scientific investigation. It describes an approach to developing questions for investigation
and provides a guide for constructing investigable questions with your students. Developing
their own questions for investigation helps students to have ownership of their investigation
and is an important component of scientific literacy.
The structure of questions for investigation

The way that a question is posed in a scientific investigation affects the type of
investigation that is carried out and the way information is collected. Examples of
different types of questions for investigation include:
• How does/do…?
• What effect does…?
• Which type of…?
• What happens to…?
All science investigations involve variables. Variables are things that can be changed,
measured or kept the same (controlled) in an investigation.
• The independent variable is the thing that is changed during the investigation.
• The dependent variable is the thing that is affected by the independent variable, and
is measured or observed.
• Controlled variables are all the other things in an investigation that could change but
are kept the same to make it a fair test.
An example of the way students can structure questions for investigation is:
What happens to ______________________ when we change ______________________ ?
dependent variable independent variable
The type of question for investigation in Heating up refers to two variables and the
relationship between them, for example, an investigation of the variables that affect how
much a spoon heats up in hot water. The question for investigation could be:
Q1: What happens to the hotness of the spoon when we change what the spoon
is made from?
In this question, the hotness of the spoon depends on the material the spoon is made from.
The material of the spoon is the thing that is changed (independent variable) and the
hotness of the spoon is the thing that is measured or observed (dependent variable).
62 Appendix 6
Heating up
Q2: What happens to the hotness of the spoon when we change how long it is in
the water?
In this question, the hotness of the spoon depends on the time it is in the water.
The time it is in the water is the thing that is changed (independent variable) and the
hotness of the spoon is the thing that is measured or observed (dependent variable).
Developing questions for investigation

The process of developing questions for investigation in Heating up is to:
• Provide a context and reason for investigating, for example, what affects the flow of
heat from one object to another?
• Pose a general focus question in the form of: ‘What things might affect ___________
(dependent variable)?’.
For example, ‘What things might affect how much a spoon heats up in hot water?’.
• Use questioning to elicit the things (independent variables) students think might
affect the dependent variable, such as how long the spoon is in the water, the
temperature of the water, how much of the spoon is in the water, the volume of water.
• Each of the independent variables can be developed into a question for investigation,
for example, changing the material of the spoon. These are the things that might be
changed (independent variables), which students think will affect the thing that is
measured or observed (dependent variable).
• Use the scaffold ‘What happens to ___________ when we change __________?’
to help students develop specific questions for their investigation, for example,
‘What happens to the hotness of a spoon when we change what the spoon is made
from?’.
• Ask students to review their question for investigation after they have conducted their
investigation and collected and analysed their information.
• Encouraging students to review their question will help them to understand the relationship
between what was changed and what was measured in their investigation. It also helps
students to see how the information they collected relates to their prediction.
Appendix 6 63
64
Appendix 7
Appendix 7
Heating up equipment list
PrimaryConnections
LESSON 1 2 2 3 4 5 6 7
EQUIPMENT ITEM QUANTITIES
SESSION 1 2
Equipment and materials

candle 1 per class
collection of heat sources or pictures of them 1 set per class
heat pack 1 per class
hot water (<50°C) 1 per class
hot water bottle 1 per class

ice block 1 per student
kettle containing warm water 1 per class
labels for ‘Heat collection’ board 3 per class
measuring jug 1 per class
multimedia resources showing animals or humans trying to keep warm 1 set for class
objects, photos or pictures of heat sources 1 set for class
sticks or spoons made of different materials 3 per team
sturdy cup or mug 1 per team
teaspoon, metal 1 per class
teaspoon, metal 1 per team
thermometer, large optional 1 per class
timing device, eg. a stopwatch 1 per class
timing device, eg. a stopwatch 1 per team
timing device, eg. a stopwatch optional 1 per team
towel 1 per class
LESSON 1 2 2 3 4 5 6 7
EQUIPMENT ITEM QUANTITIES
SESSION 1 2
Resource sheets
‘What's hot?’ (RS1), enlarged 1 per class
‘What's hot?’ (RS1) 1 per student
‘Information note for families’ (RS2), enlarged 1 per class
‘Information note for families’ (RS2) 1 per student
‘Warming ways’ (RS3), enlarged 1 per class

‘Warming ways’ (RS3) 1 per student
‘Warm me up!’ (RS4), enlarged 1 per class
‘Warm me up!’ (RS4) 1 per team
‘Moving heat’ (RS5), enlarged 1 per class
‘Moving heat’ (RS5) 1 per student
‘Hot water investigation planner’ (RS6), enlarged 1 per class
‘Hot water investigation planner’ (RS6) 1 per team
‘Where’s the heat?’ (RS7), enlarged 1 per class
‘Where’s the heat?’ (RS7) 1 per student
Teaching tools
class science journal 1 per class
word wall 1 per class
‘Heat collection’ board 1 per class
ideas map 1 per class
student science journal 1 per student
team roles chart 1 per class
team skills chart 1 per class
role wristbands or badges for Director, Manager and Speaker 1 set per team
Appendix 7
65
Heating up
66
Appendix 8
Heating up unit overview
Appendix 8
SCIENCE OUTCOMES* LITERACY OUTCOMES* LESSON SUMMARY
PrimaryConnections
Students will be able to Students will be able to: Students: ASSESSMENT

OPPORTUNITIES
represent their current
understanding as they:
Lesson 1 • discuss strategies animals • contribute to class discussions • role-play the way they feel Diagnostic assessment
Warming up have for keeping warm about how to keep warm when they are hot or cold • Science journal entries
• explain their existing ideas • use talk to their share ideas • discuss the ways they would • Class discussions
about how to stay warm warm up if they felt cold
• represent their ideas about • Ideas map
• identify heat sources how heat moves • explain the reasons they think
different things help them to • Drawings
• discuss how heat moves. • contribute to the class science
warm up
journal and word wall.
ENGAGE
• experience and explain their
ideas on how heat moves.
Lesson 2 • identify heat sources in the • understand the purpose and Session 1 Formative assessment
Hot spots classroom features of a table and T-chart Hot or not? • Science journal entries
• sort heat sources into heat • use oral, written and visual • identify heat sources in the
Session 1 • Class discussions
producers and things heated language to record and discuss classroom
Hot or not?
by heat producers their observations of heat • Tables
• identify primary and secondary
Session 2 sources • T-chart
• identify heat sources at home. heat sources
Heat at home • engage in discussion to
• record observations in a table • ‘What’s hot?’
compare ideas about heat (Resource sheet 1)
sources. Session 2
Heat at home • Photos and drawings
EXPLORE
• identify primary and secondary
heat sources at home
• take a photo or draw a heat
source and bring to school.
* These lesson outcomes are aligned to relevant descriptions of the Australian Curriculum. See page 2 for Science and page 7 for English and Mathematics.
SCIENCE OUTCOMES* LITERACY OUTCOMES* LESSON SUMMARY ASSESSMENT
Students will be able to: Students will be able to: Students will be able to:
OPPORTUNITIES
Lesson 3 • identify three ways in which • contribute to discussions about • sort pictures into three groups Formative assessment
Energy explorers heat can be produced ways in which heat is produced according to how they produce
• Science journal entries
heat
• classify heat sources according • create labelled diagrams
• Class discussions
to how they produce heat. • find objects and items to
• use questions to agree and
include in the groups. • ‘Warming ways’
disagree with teams’ claims.
(Resource sheet 3)
• Labelled diagrams
EXPLORE
Lesson 4 • explore objects that do not • use oral, written and visual • observe that many objects do Formative assessment
Sharing the produce heat language to record and discuss not produce heat
warmth investigation results
• identify heat sources outside • explore how objects obtain
the classroom • engage in discussion to heat by being in contact with a
compare results. heat source. • ‘Warm me up!’
• explore that some objects heat
(Resource sheet 4)
up when in contact with a heat
source.
EXPLORE
Lesson 5 • explain that heat transfers from • use written and oral language • represent their understanding Formative assessment
Too hot to handle hot objects to cooler ones to demonstrate their of heat sources and the • Science journal entries
understanding of heat transfer movement of heat using
• review their understanding • Class discussions
everyday scenarios
of heat sources and the • create a poster to explain heat
production of heat. and how heat moves • create a poster warning others • ‘Moving heat’
about the dangers of heat. (Resource sheet 5)
• use scientific language to
describe heat sources • Posters
EXPLAIN
• contribute to discussions
about everyday scenarios
involving heat transfer.
Appendix 8
67
Heating up
68
Appendix 8
PrimaryConnections
SCIENCE OUTCOMES* LITERACY OUTCOMES* LESSON SUMMARY ASSESSMENT

Students will be able to: Students will be able to: Students will be able to:
OPPORTUNITIES
Lesson 6 • conduct an investigation of the • use oral, written and visual • work in teams to investigate Summative assessment
Getting warmer conduction of heat through language to record and discuss whether or not different of Science Inquiry Skills
different materials investigation results materials are heated by hot
water
• make predictions about • record data in a table
what will happen to different • record and represent their
• engage in discussion to
materials placed in hot water findings in a table • ‘Hot water investigation
compare results.
planner’ (Resource sheet 6)
• observe, record and interpret • discuss and compare their
the results of their investigation results from the investigation.
• identify that different materials
ELABORATE
conduct heat at different rates.
Lesson 7 • identify that heat can be • use oral, written and visual • review the class ideas map Summative assessment
Finding the heat produced in different ways by forms to present their of Science Understanding
• find, list and categorise things
different heat sources understanding of heat
that produce heat • Science journal entries
production and transfer
• explain heat can move from
• create a drawing to show how • Class discussions
one object to another • reflect on their learning in a
heat moves from one object to • ‘Where’s the heat?’
science journal entry.
• discuss and compare their ideas. another (Resource sheet 7)
• participate in a class
EVALUATE
discussion to reflect on their
learning during the unit.
Order your next unit at
Biological Chemical Earth and Physical

Year sciences sciences space sciences sciences
F Staying alive What’s it made of? Weather in my world On the move
Up, down and

1 Schoolyard safari Spot the difference Look! Listen!
all around
2 Watch it grow! All mixed up Water works Push pull
Feathers, fur
3 Melting moments Night and day Heating up
or leaves?
Plants in action Material world
4 Beneath our feet Smooth moves
Friends and foes Package it better
Earth’s place
5 Desert survivors What’s the matter? Light shows
in space
It’s electrifying
Marvellous Earthquake
6 Change detectives
micro-organisms explorers
Essential energy
PrimaryConnections: Linking science with
literacy is an innovative program linking
the teaching of science with the teaching
of literacy in primary schools.
The program includes a sophisticated

professional learning component and
exemplary curriculum resources.
PrimaryConnections features an inquiry-

based approach, embedded assessment
and incorporates Indigenous perspectives.
The PrimaryConnections curriculum

resources span Years F–6 of primary school. www.primaryconnections.org.au
ISBN 978-0-85847-329-4
9 780858 473294
PC:3:P1

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n ed lian

Professional learning program

PrimaryConnections comprises a professional learning program supported with exemplary

Lesson 1 Change detectives

The PrimaryConnections program v

Alignment with the Australian Curriculum: Science 2

Alignment with the Australian Curriculum: English and Mathematics 7

Teacher background information 8

Lesson 2 Hot spots 15

Lesson 3 Energy explorers 24

Lesson 4 Sharing the warmth 29

Lesson 5 Too hot to handle 34

Lesson 6 Getting warmer 39

Lesson 7 Finding the heat 46

Appendix 1 How to organise collaborative learning teams (Year 3—Year 6) 50

Appendix 2 How to use a science journal 54

Appendix 3 How to use a word wall 56

Appendix 4 How to facilitate evidence-based discussions 58

Appendix 5 How to conduct a fair test 61

Appendix 6 How to write questions for investigation 62

Appendix 7 Heating up equipment list 64

Appendix 8 Heating up unit overview 66

Professor Suzanne Cory, AC PresAA FRS

The PrimaryConnections program

The PrimaryConnections teaching and learning model

Phase Focus Assessment focus

ENGAGE Engage students and elicit prior knowledge Diagnostic assessment

EXPLORE Provide hands-on experience of the phenomenon Formative assessment

EXPLAIN Develop scientific explanations for observations Formative assessment

ELABORATE Extend understanding to a new context or make Summative assessment

EVALUATE Students re-represent their understanding and Summative assessment

Developing students’ scientific literacy

Linking science with literacy

Alignment with the Australian Curriculum: Science

Biological sciences Understanding living things

Chemical sciences Understanding the composition and behaviour of substances

Science as a Human Endeavour

Nature and development An appreciation of the unique nature of science and

Science Inquiry Skills

Questioning and Identifying and constructing questions, proposing hypotheses and

Evaluating Considering the quality of available evidence and the merit or

Communicating Conveying information or ideas to others through appropriate

Unit at a glance Heating up

EXPLORE Lesson 2 To provide students with hands-on, shared experiences

Lesson 3 To provide students with hands-on, shared

Lesson 4 To provide students with hands-on, shared experiences

EXPLAIN Lesson 5 To support students to represent and explain their

ELABORATE Lesson 6 To support students to plan and conduct an investigation

EVALUATE Lesson 7 To provide opportunities for students to represent

A unit overview can be found in Appendix 8, page 66.

Alignment with the Australian Curriculum: Science

Strand Sub-strand Code Year 3 content descriptions Lessons

Use and ACSHE051 Science knowledge helps people to understand 1–7

Planning and ACSIS054 Suggest ways to plan and conduct investigations 4, 6

ACSIS055 Safely use appropriate materials, tools or 2, 3, 4, 6

ACSIS25 Compare results with predictions, suggesting 4, 6

Evaluating ACSIS058 Reflect on the investigation, including whether a 6

Communicating ACSIS060 Represent and communicate ideas and findings 1–7

Interrelationship of the science strands