Stephanie St.Andrew
4/13/2012
4th grade
Science
Heat Energy
60 minutes
Planning/Preparing the Lesson (Input):
Standards/GLCES/CCSS:
1. P.EN.04.41: Demonstrate how temperature can be increased in a substance by
adding energy.
2. P.EN.04.42: Describe heat as the energy produced when substances burn, certain
kinds of materials rub against each other, and when electricity flows through wire.
3. P.EN.04.43: Describe how heat is produced through electricity, rubbing, and
burning.
Lesson Objective(s):
1. TLW demonstrate how temperature can be increased in a substance by adding
energy.
2. TLW describe heat as the energy produced when substances burn, certain kinds of
materials rub against each other, and when electricity flows through wire.
3. TLW describe how heat is produced through electricity, rubbing, and burning.
“I can” objectives for elementary learners:
1. I know temperature can be increased in a substance by adding energy.
2. I can describe heat as the energy produced when substances burn, certain kinds of
materials rub against each other, and when electricity flows through wire.
3. I can describe how heat is produced through electricity, rubbing, and burning.
Necessary Prior Knowledge/Pre-Assessment:
 Students will know that energy comes in many different forms such as electricity,
heat, light, and sound.
 Students will have already demonstrated how electrical energy is transferred and
changed through the use of a simple circuit.
Best Practices:
1. Interactive and cooperative classroom study
2. Activity to engage in inquiry and problem solving
Student Activity/ Bloom’s & Gardener’s:
Bloom’s:
 Application – students will apply what they have learned to the worksheets.
Gardener’s:
 Visual/Spatial – students will be able to see a video and demonstration of
how expansion works.
Independent Practice:
Students will have time to work independently on two worksheets dealing with
heat transfer and sources of heat.
Learner Accommodations:


A microphone is used to enhance the teacher’s voice for students with hearing
impairments.
A document camera is used to blow up images/articles for students with vision
impairments.
Lesson Differentiation:


Students who are more advanced learners will fill out the worksheet with the
critical thinking questions rather than the “Heat Transfer” worksheet.
Students who are struggling will be able to work on the worksheets with teacher
assistance.
Extra Time:
If there is extra time, students can work on any of the activities that are in the
extra time section in their science journals.
Materials:
 “Heat, temperature, and energy” video from Discovery Education
 23 science journals
 Blow dryer
 “Expansion of Gases” video from YouTube
 23 “Heat Transfer” worksheets
 23 “Sources of Heat” worksheets
 23 exit slips
Teaching the Lesson:
Anticipatory Set: (5 min)
Play the video on heat, temperature, and energy. Ask students “what are some ways
that we use heat in our everyday lives?” Give students time to think and then call on
students that are raising their hands. As students name some ways that we use heat
every day, write them on the board.
Statement of Purpose: (1 min)
“Boys and girls, today we are going to be talking about heat that is a form of
energy.”
Detailed Step by Step Procedures: (50 min)
1. Have students take out their science journals and turn to the notes section. Have
them write the date at the top of the page. Then have them write “Heat Energy”
at the top as you write it on the whiteboard.
2. Ask students “when you think of heat what do you think of? How would you define
heat?” Give students time to discuss in their groups their thoughts. Then draw
sticks and have students share their thinking.
3. Tell students that scientists define heat as the flow of energy from a warm object
to a cooler object. Write the definition on the board and have students write it in
their notes.
4. Tell students that heat energy is all around us and can be found in all matter.
Explain that heat energy is the result of the movement of tiny particles called
atoms which we have talked about with electricity. Explain and write on the board
“when matter is heated the atoms are moving around very fast and move further
apart which causes the expansion.”
5. Show students the video from YouTube called “Expansion of Gases.” Then show
them the show and tell that Hanna brought in.
6. Explain to students “if a solid is heat sufficiently, the movement of particles
increases and overcomes the bonds that hold the particles together and the solid
will change from a solid to a liquid.” Tell students “if a liquid is heated sufficiently,
the movement of particles will also increase and the liquid will change from a liquid
to a gas.” Tell students that we talked about this while we were talking about
matter before break. Ask “what kind of a change did we call these?”
7. Explain to students that when we change states from heating matter it is known as
heat transfer. Write the definition of heat transfer on the board. Tell students
and write in notes “heat energy can be transferred in three different ways:
convection, conduction, and radiation.
a. Convection – transfers heat energy through the air (and liquids).
b. Conduction – transfers heat energy through one substance to another when
they are in direct contact.
c. Radiation – the heat that we feel coming from a hot object. Transfer of
heat by radiation travels at the speed of light and goes great distances.
8. Tell students “heat is important and living things rely on it to live. We can see and
feel examples of heat all around us and we observe heat’s effects when we go
outside in the sunshine and feel the warmth on our skin.” Explain that the Sun is a
source of light and heat for Earth and nearly all living things rely on the Sun to
survive.
9. Explain to students “heat comes from many different sources. For example, fuels
can be burned for heat and energy.” Write “heat is produced when we burn fuels
such as…” Ask students “what are some examples of fuels?” Let students who raise
their hands share their ideas. Write the different fuels on the board as students
share.
Note – Some examples of fuels are wood, coal, charcoal, oil, gasoline, and natural
gas.
10. Tell students “another source of heat is friction. Friction is a force that slows
down moving objects and is created when two things rub together.” Write “heat is
produced when certain kinds of materials rub together (friction).” Have students
rub their hands together and feel the heat that is created. Ask students “what are
some other examples of friction?” Give students time to think and then pick
students who have their hands raised. Write some examples in notes.
11. Explain to students that electricity is another source of heat. Write “heat is
produced when electricity flows through a wire. Show students that a blow dryer
uses heat to dry people’s hair. Ask students to give some more examples of how
electricity is used for heat (toaster, coffee maker, heating blanket, etc.). Write
the examples as students give them.
12. Hand out worksheets that deal with heat transfer and the sources of heat. Explain
to students that whatever does not get finished is homework. Give students time
to complete assignments.
Formative Assessment: (2 min)
Give students the exit slip and have them hand it into the science hand in basket
when they are finished.
Closure: (2 min)
Remind students that we have identified two forms of energy so far, electricity
and heat. Tell students that next week they will be learning about some other forms of
energy including light and sound.
After the Lesson Has Been Taught:
Using the Formative Assessment:
Reflection:
Name ________________________________________________________
Sources of Heat
Directions: Take a piece of plain white paper and divide it into 6 even boxes. In
each of the boxes draw a picture of an object that produces heat. Please label the
object in the box. Please use the space provided below to list and explain how the
objects in the pictures produce heat.
1.
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2.
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3.
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4.
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5.
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6.
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Name ________________________________________________________
Heat Energy Critical Thinking Questions
1. Heat moves from one object to another through conduction. When you put ice in your
glass, does the drink get cold faster if it sits still or if you stir the liquid? Why? Does
the ice melt faster sitting still in the liquid or when you stir the liquid? Why? Why do
you think crushed ice cools a drink faster than does a single large ice cube?
2. Native people in some parts of the world used tree bark baskets to cook their food.
They would fill the basket with water and put hot rocks from their fires into the
basket. Once the water boils, the food is added. The boiling water cooks the food. How
could the rocks make the water boil and cook the food? Why does the tree bark basket
not burn?
3. Materials that do not conduct heat well are called insulators. Air is one example of an
insulator. What materials make good insulators for keeping your drink cold on a hot day?
Why do people use insulated bags to carry their lunch to school or work? Do the
insulated bags keep food cold or hot? Why?
Name ____________________________________
Exit Slip
What happens to matter when it is heated up? Hint: Think of the second video and Hanna’s show
and tell.
List the three ways that heat energy is transferred.
Name ____________________________________
Exit Slip
What happens to matter when it is heated up? Hint: Think of the second video and Hanna’s show
and tell.
List the three ways that heat energy is transferred.