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    This lesson plan aims to teach 7th grade students about heat transfer by conduction over 60 minutes. Students will be asked about heat transfer to elicit prior concepts. Then through a demonstration and activity where students compare the temperature of different materials, they will explore that some materials feel colder due to being better conductors of heat. Students will present their findings and the teacher will further explain conduction and differences in thermal conductivity. To elaborate, a video and slides will emphasize key points about conduction occurring through particle contact and how conductivity affects insulation. Finally, students will complete a short test to evaluate their understanding of good and poor heat conductors.

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    This lesson plan aims to teach 7th grade students about heat transfer by conduction over 60 minutes. Students will be asked about heat transfer to elicit prior concepts. Then through a demonstration and activity where students compare the temperature of different materials, they will explore that some materials feel colder due to being better conductors of heat. Students will present their findings and the teacher will further explain conduction and differences in thermal conductivity. To elaborate, a video and slides will emphasize key points about conduction occurring through particle contact and how conductivity affects insulation. Finally, students will complete a short test to evaluate their understanding of good and poor heat conductors.

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    This lesson plan aims to teach 7th grade students about heat transfer by conduction over 60 minutes. Students will be asked about heat transfer to elicit prior concepts. Then through a demonstration and activity where students compare the temperature of different materials, they will explore that some materials feel colder due to being better conductors of heat. Students will present their findings and the teacher will further explain conduction and differences in thermal conductivity. To elaborate, a video and slides will emphasize key points about conduction occurring through particle contact and how conductivity affects insulation. Finally, students will complete a short test to evaluate their understanding of good and poor heat conductors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    45 views3 pages

    Untitled

    Uploaded by

    fae dela pena
    This lesson plan aims to teach 7th grade students about heat transfer by conduction over 60 minutes. Students will be asked about heat transfer to elicit prior concepts. Then through a demonstration and activity where students compare the temperature of different materials, they will explore that some materials feel colder due to being better conductors of heat. Students will present their findings and the teacher will further explain conduction and differences in thermal conductivity. To elaborate, a video and slides will emphasize key points about conduction occurring through particle contact and how conductivity affects insulation. Finally, students will complete a short test to evaluate their understanding of good and poor heat conductors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    LESSON PLAN EXEMPLAR

    Topic/Title Heat Transfer by Conduction


    Grade Level Grade 7 (Third Quarter)
    Time Allotment 60 minutes
    Learning Competencies/ Objective
    At the end of the cycle, students should be able to describe heat transfer by
    conduction and compare the heat conductivities of materials based on their
    relative coldness

    ELICIT MATERIALS
    Recall Concepts about heat. Ask the students: T.V
    Is it possible for heat to be transferred?
    Do you know some ways on how heat can be
    transferred?

    ENGAGE
    Teacher demo: Alcohol lamp,
    1. Heat a stainless spoon directly on a flame stainless spoon
    using an alcohol lamp.
    2. After a few seconds let the students feel the
    heated spoon (be sure that the heated spoon
    is just enough for the students to feel the
    difference in temperature)
    Note: Inform the students that what has been
    demonstrated should not be done at home
    without the guidance of an older one.

    Guide questions:
    1. What did you feel when you hold the spoon?
    2. What makes the spoon hot?
    3. How did the spoon get hot?

    EXPLORE
    Designing Class Activity Small pieces of
    1.Group the students into six different
    2. Let them do the activity: Which Feels Colder! objects(copper/silver
    (Learners Module pp. 62-63) coin, aluminium foil,
    Procedure: iron nail, stainless
    Part A: To be performed one day ahead. spoon)
    1. Place a laboratory thermometer inside the Laboratory
    freezer of the refrigerator thermometer
    2. Place also your sample objects inside the Cooler with ice cubes
    freezer at the same time. Leave them inside
    the freezer overnight
    Note: If there is no available refrigerator, students
    may use cooler with ice cubes and leave it in the
    classroom overnight.
    Part B:
    3. Take the temperature reading from the
    thermometer inside the freezer/ cooler.
    Answer guide questions.
    4. Touch one object lightly with your finger and
    feel it.
    Answer guide questions.
    5. Touch the rest of the objects inside the
    freezer/ cooler using different fingers, then
    observe.
    Answer guide questions.

    EXPLAIN
    Group presentation: Manila Paper, Marker
     Each group will present their data in the class
     Let the 6 groups compare and analyse their
    results
     Students should generate a conclusion from
    their result.

    ELABORATE
    CAI (ICT) Slided, TV, speaker
    1. Present a slided:
    Give emphasis on the following concepts:
     Conduction takes place between objects that
    are in contact with each other.
     The energy from the object of higher
    temperature is transferred to the other object
    through their particles that are close or in
    contact with each other. Then the particles
    receiving the energy will also transfer the
    energy to other places within the object
    through their neighboring particles.
     Some objects conduct heat faster than the
    others. This explains why we feel some
    objects colder or warmer than the others even
    if they are of the same temperature.
     Every material differs in terms of thermal
    conductivity.
    Show the approximate values of thermal
    conductivity of some common materials given
    in the learners’ module.
    Ask students:
    a. What have you notice to the thermal
    conductivities of the given materials?
    b. What does it mean when a material has a
    higher conductivity? Lower conductivity?
     Solids that conduct heat better are considered
    good conductors of heat while those which
    conduct heat poorly are generally called
    insulators.
     When it comes to conducting heat, not all
    substances are created equal. Metals and
    stone are mostly considered good conductors
    since they can speedily transfer heat, whereas
    materials like wood, paper, air, and cloth are
    poor conductors of heat.

    2. A video presentation will be shown to have a


    deep understanding about conduction and
    how it occurs.

    EVALUATE
    Students will be given a short test on which they will Worksheets, pen
    put a check mark (√) if the material is a good
    conductor of heat and cross mark (X) if not

    EXTEND
    Ask students to list three cooking utensils and what Paper, pen
    they are made of. Do you think they are good
    conductor of heat? Why?

    REFERENCES
    Grade 7 Learners Module pp.62-64 Modules, Internet
    Grade 7 Teachers Module pp.36-38
    www.youtube.com/watch?v=wlbPRNZ6ho

    Prepared by:

    AILEEN O. LACAP
    Sta Cruz High Integrated School

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