© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Plans
Chapter 3: Heat and Temperature
Total number of periods: 12 periods
Overview of Lesson Plans
What Is Heat? (2 periods)
Lesson
Specific Instructional Objectives
3.1
Pupils should:
know that heat is a form of energy
be able to list some common sources and
uses of heat
Cambridge Primary Scientific Enquiry
Skills
Collect evidence in a variety of
contexts. (Ep1)
Process Skills
Observing
Measuring
Hypothesising
Comparing
Communicating
Analysing
Predicting
21st Century Skills
Think creatively
Number of
Periods
2
Collaborate with
others
Be self-directed
learners
Communicate clearly
Apply technology
effectively
What Is Temperature? (4 periods)
Lesson
Specific Instructional Objectives
3.2
Pupils should:
know that temperature is a measurement
of the degree of hotness of an object
be able to measure temperature using
thermometer
understand the differences between heat
and temperature
How Does Heat Travel? (2 periods)
Lesson
Specific Instructional Objectives
3.3
Pupils should:
know that heat travels from a hotter to a
colder place or object until both objects
Cambridge Primary Scientific Enquiry
Skills
Choose apparatus and decide what to
measure. (Ep5)
Measure temperature, time, force
and length. (Eo2)
Cambridge Primary Scientific Enquiry
Skills
Collect evidence in a variety of
contexts. (Ep1)
Process Skills
Analysing
Inferring
Observing
Measuring
Comparing
Process Skills
Observing
Predicting
Inferring
21st Century Skills
Be self-directed
learners
Number of
Periods
4
Make judgements
and decisions
Solve problems
21st Century Skills
Use systems thinking
Number of
Periods
2
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reach the same temperature
be able to relate the change in temperature
of an object to the gain or loss of heat by
the object
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Link evidence to scientific knowledge
and understanding in some contexts.
(Eo7)
What Happens When an Object Gains or Loses Heat? (2 periods)
Lesson
Specific Instructional Objectives
Cambridge Primary Scientific Enquiry
Skills
3.4
Pupils should:
Make relevant observations and
understand the effects of heat gain or loss
comparisons in a variety of contexts.
include expansion or contraction of objects, (Eo1)
and change in state of matter
Explain what the evidence shows and
whether it supports prediction.
Communicate this clearly to others.
(Eo6)
Process Skills
Analysing
Inferring
21st Century Skills
Solve problems
Number of
Periods
2
Use systems thinking
Reason effectively
Link evidence to scientific knowledge
and understanding in some contexts.
(Eo7)
What Are Good and Poor Conductors of Heat? (2 periods)
Lesson
Specific Instructional Objectives
3.5
Pupils should:
understand the properties of good and poor
conductors
identify good and poor conductors of heat
Cambridge Primary Scientific Enquiry
Skills
Collect evidence in a variety of
contexts. (Ep1)
Design a fair test and plan how to
collect sufficient evidence. (Ep4)
Process Skills
Analysing
Inferring
Communicating
Organising
21st Century Skills
Use systems thinking
Number of
Periods
2
Communicate clearly
Environmental
literacy
Make relevant observations and
comparisons in a variety of contexts.
(Eo1)
Present results in drawings, bar charts
and tables. (Eo4)
Explain what the evidence shows and
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Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
whether it supports prediction.
Communicate this clearly to others.
(Eo6)
Link evidence to scientific knowledge
and understanding in some contexts.
(Eo7)
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Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Main Lesson Plans
Lesson 3.1
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Engage:
Use activity to engage
pupils in the new topic
Lesson Notes
Background: Heat is a form of energy. An object becomes hotter when it gains heat and becomes colder when it
loses heat. We can determine how hot or cold an object is by measuring its temperature. Heat can affect the size
or volume of an object, and its state. Pupils will learn more about the concept of heat in this chapter.
Resources
This website provides useful background information for this chapter.
URL 3.1
Chapter opener
Use the chapter opener to introduce the topics covered in this chapter. Ask pupils:
•
How did Ari’s hot drink become cold?
•
Why was the chicken rice still warm?
Textbook page 41
Activity: Divide the pupils into groups and give each group two cups of the same amount of hot water at the same
temperature, and two thermometers. Ask each group to think of how to cool one of the cups of water and keep
the other cup of water as warm as possible for five minutes. After the activity, discuss with pupils the following
questions:

Why does the hot water cool down after some time?

What is the best way to cool down hot water?

What is the best way to keep hot water warm?

Why does the temperature of water stop changing and remain at a certain temperature after a period of
time?
Pupils should be able to discover some of the properties of heat and temperature (e.g. heat can be transferred)
but they may not understand the details behind it. Tell pupils they are going to learn more about heat and
temperature in this chapter.
Process Skills: Observing, Measuring, Hypothesising
21st Century Skills: Think creatively; Collaborate with others
What’s In This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.

Heat can come from many sources.

Heat has uses.
Textbook page 42
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Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes



Resources
Heat affects temperature.
Heat can travel.
There are conductors of heat.
Teaching Tip: Trace the path of the mind map by reading out loud.
What Is Heat?
Go through the text in the section opener with the class.
Textbook page 43
Ask pupils:

How do your hands feel when you touch a hot object, such as when you hold a cup of warm tea in your
hands? (Answer: Our hands feel warm.)
Explain:
New concepts are
explained through
inquiry
Explain that:

The warmth that you feel is heat. Heat is a form of energy.
Sources of heat
Ask pupils:

How can you tell if something is a source of heat? (Answer: Something is a source of heat if it produces
heat.)

How can heat be produced? (Answer: Heat can be produced by burning fuels, such as wood. Electrical
appliances, such as an oven and an electric iron, can also produce heat.)
Textbook page 43
Explain that:

There are many sources of heat. Heat can come from the Sun, burning fuels or from electrical appliances.
Explore:
Pupils find out how
the concept was
applied in the past
Project Idea: Pupils can do research to find out how early humans (i.e. humans from a long time ago) got fire.
Pupils can present or demonstrate the ways early humans made fire.
Process Skill: Comparing
21st Century Skill: Be self-directed learners
Evaluate:
Pupils extend the
concepts that they
Uses of heat
Activity: Carry out the activity in Build Your Skills! with the class to explain the importance of heat. Get pupils to
discuss the uses of heat in different places and identify their sources. Pupils should be aware that other organisms
make use of heat as well. For example, reptiles and amphibians raise their body temperature by sunbathing and
Textbook page 44
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have learnt to real life
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
plants require warmth to grow well. Then ask pupils to imagine what our lives would be like if there were no heat
in the world.
Resources
Process Skills: Communicating, Analysing, Predicting
21st Century Skill: Communicate clearly
Elaborate:
Pupils learn how heat
can be harmful
Project Idea: Tell pupils that heat can also be harmful to us. Get pupils to do an Internet search to find out ways
heat can be harmful. Pupils can present their findings to the class.
Process Skills: Analysing, Comparing
21st Century Skills: Apply technology effectively; Be self-directed learners
Workbook page 35
Activity 1: Hot Stuff!
Internet link for Lesson 3.1
URL 3.1:
Heat and Temperature
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/
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Lesson 3.2
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Explore:
Pupils form new
hypotheses through
experimenting
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
What Is Temperature?
Explain that:

We can find out how hot or cold of an object is by measuring its temperature.

The unit of temperature is degree Celsius.
Resources
Textbook page 45
Activity: Carry out the investigative task in Experiment Time! for pupils to find out how accurate our sense of
touch is. Follow the instructions and have pupils record the results. You can further ask pupils to compare their
estimates with one another to see if they can sense and predict the same temperature. Pupils should find that
their estimates are not the same as the actual temperature, and that their estimates may not be the same as their
classmates’. Pupils should be able to conclude that measurement of temperature by our sense of touch is not
accurate. A thermometer is needed for measuring the exact temperature.
Safety Note: Ensure that the water is not too hot for this experiment.
Process Skills: Analysing, Inferring
Engage:
Pupils learn through
demonstration and
hands-on learning
Explain:
Pupils learn more
about a common
laboratory apparatus
Measuring temperature
Teaching Tips:
1. You can bring a laboratory thermometer and some items (e.g. a mug of cold water or hot drink) to class and
ask pupils to guess the temperature of the items by touching the mugs. Then use the thermometer to get the
exact temperature. Include the tip on how to read the thermometer correctly.
2. Ask one or more pupils to volunteer in the demonstration to read the temperature from the thermometer
accurately, as shown in the Textbook. Remind pupils to position their eyes level to the meniscus (curved
upper surface) of the liquid in the thermometer to read the marking nearest to this liquid level.
Textbook pages 46—47
Activity: Get pupils to do an Internet search on liquids that are suitable to be used in a thermometer. You can also
explain the special properties of the liquids in thermometers introduced in Discover More! Liquids such as mercury
and alcohol are suitable to be used in thermometers because of certain desirable qualities:
(a) They heat up and cool down quickly so that their expansion and contraction can be observed quickly.
(b) Their heating and cooling are reversible and the results can be reproduced.
(c) They expand when heated and contract when cooled (at the temperature range they are supposed to work).
Note that water does not satisfy property (c) at temperatures around 4 °C.
21st Century Skill: Be self-directed learners
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Elaborate:
Pupils extend
understanding of the
topic through the
activity
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
Activity: Get pupils to learn more about different types of thermometers. Bring different types of thermometers
(e.g. ear thermometer, infrared thermometer, digital thermometer) to class. Ask pupils to describe their features
(e.g. appearance, measurable temperature range, and how they measure temperature) and in what situation
these thermometers are used.
Resources
Textbook page 47
Process Skills: Observing, Analysing
21st Century Skill: Make judgements and decisions
Comparing heat and temperature
Common Misconception: Heat and temperature are related to each other, but they are not the same thing. Heat is
a form of energy, whereas temperature is a measure of the degree of hotness of an object.
Elaborate:
Pupils are encouraged
to apply the skills they
learnt
Textbook pages 48—49
Project Idea: Ask pupils to design an experiment to compare heat and temperature. An example is explained in the
Textbook. Provide pupils with a Bunsen burner, flasks, a thermometer and a stopwatch to test how the amount of
water affects the temperature change. Pupils should be able to find out the results by recording and comparing
the time needed to heat the different amounts of water in the flasks to a certain temperature. The results should
show that more time is needed to heat up a greater amount of water.
Ask pupils:

What variables should be kept the same to ensure that the test is fair? (Answer: Initial temperature of the
water, strength of fire and size of flasks.)

What can you conclude from the experiment? (Answer: The greater the amount of water, the more energy is
needed to heat it up to the same temperature.)
Workbook page 47
Worksheet 1: Comparing
Heat
Consolidation Worksheet 1
Process Skills: Measuring, Comparing, Inferring
21st Century Skill: Solve problems
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Lesson 3.3
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Engage:
Pupils are introduced
to a new concept by
bringing up a real-life
scenario
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
How Does Heat Travel?
Go through the examples of the mug of hot milk in hot water, and the metal spoon in hot soup with the class to
explain that:

Heat travels from a hotter object to a colder object until both objects reach the same temperature.
Resources
Textbook pages 49—50
Relate back to the cartoon in the chapter opener.
Ask pupils:

Why did Ari’s hot drink turn cold? (Answer: The surrounding air is cooler than the hot drink. Therefore, the
hot drink loses heat to the surrounding air and becomes cold.)
Teaching Tip: Show pupils the video that teaches the difference between heat and temperature.
Explain:
Misconceptions are
recognised and
corrected by
explanation
Common Misconception: Pupils might think that ‘cold’ can be transferred from one object to another as they can
feel cold from a cooler or refrigerator. In fact, cold is simply an absence of heat. We feel cold because heat leaves
our body. Only heat can travel or be transferred, not ‘cold’.
Elaborate:
Pupils investigate the
new concept through
an experiment
Activity: Carry out an experiment or demonstration to observe how heat is transferred. Light a candle and drip a
drop of wax on a metal rod at intervals of about 3 cm. Place a thumbtack on each drop of wax and let the wax
harden. Hold one end of the rod with a clamp and heat the other end with a candle flame. Ask pupils to predict
what will happen and record any observations. Pupils should be able to observe that the wax melts one by one
and the thumbtacks fall in order, starting from the wax closest to the flame.
URL 3.2
Ask pupils:

What can you conclude from this experiment? (Answer: The temperature of the candle flame is higher than
the metal rod, so the heat is transferred from the flame to the rod. As the heat passes along the rod from the
heated end to the other end, the wax melts one by one, starting from the one closest to the flame. The one
that is furthest from the source of heat melts last. This shows that heat travels from the hotter part to the
colder part.)
Safety Note: The melting wax and heated metal rod are very hot. Never touch them with bare hands. Always wear
protective gloves during this experiment.
Process Skills: Observing, Predicting, Inferring
Workbook page 49
Worksheet 3: Hot and Cold!
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Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
21st Century Skill: Use systems thinking
Resources
Consolidation Worksheet 2
Internet link for Lesson 3.3
URL 3.2:
Video: Difference between heat and temperature (corresponds with Internet Link 3.1 in Textbook)
http://www.youtube.com/watch?v=v1zOnyC4RgQ&feature=related
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Lesson 3.4
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Engage:
Pupils are drawn to an
interesting problem in
the cartoon
Elaborate:
Pupils solve the
problem by applying
new knowledge
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
What Happens When an Object Gains or Loses Heat?
Go through the cartoon in the section opener with the class. The cap of the jellybeans jar is too tight.
Resources
Textbook pages 51—52
Ask pupils:

What happened when Min inverted the jar and placed the cap in hot water? (Answer: The cap expanded. It
became easy to open the jar.)
Teaching Tip: Bring two glasses that are stuck together to class. Ask pupils to think of how to separate the glasses.
Provide them with hot and cold water. Pupils should fill the glass on the inside with cold water and warm the glass
on the outside with hot water. This will contract the inside glass and expand the outside glass, thus making it easier
to separate the glasses. Pupils will learn to apply what they have learnt to solve the problem.
21st Century Skill: Solve problems
Ask pupils:

What do you observe when you boil too much water in a kettle? (Answer: Some water spills out and steam
comes out.)
Explain that:

An object will expand when it is heated. When it is cooled, it will contract.

The water in the kettle expands when heated. If the kettle has too much water, the water will spill out of the
kettle when it starts to boil.

Heat can change the state of matter from solid to liquid or from liquid to gas.
Evaluate:
Pupils check their
understanding by
coming up with further
examples
Tell pupils to find out more examples of objects gaining and losing heat in our everyday life and share with their
classmates.
Teaching Strategy: Relating to real life
Activity: Carry out the investigation in Experiment Time! to find out if gas expands when heated. Follow the
instructions and have pupils answer the questions.
Elaborate:
Pupils extend what
they have learnt to a
new scenario
Workbook pages 37—38
Activity 2: Ball and Ring
Workbook pages 39—40
Activity 3: Rise and Fall
Textbook page 52
Give pupils a new scenario where the heated glass bottle is cooled down with cold water. Ask them to predict the
outcome by asking:

What will happen if the glass bottle is then placed in a basin of cold water? (Answer: The balloon is
pulled/sucked into the neck of the bottle.)
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Explore:
Pupils conduct an
experiment as an
extension of the
concept

Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
Why does this happen? (Answer: Heating the glass bottle expands the air inside. When air cools down as the
bottle is placed in the cold water, the air contracts and takes up less space in the bottle. The surrounding air
tries to fill the bottle and hence, pushes the balloon into the bottle.)
Resources
Process Skills: Analysing, Inferring
21st Century Skill: Use systems thinking
Project Idea: Pupils can conduct another investigative task to observe the contraction of cold air. Blow up two
balloons to the same size. Place one of the balloons in a freezer and leave the other balloon at room temperature.
Observe the size of the two balloons after one hour. The balloon in the freezer should become smaller while the
size of the balloon at room temperature remains unchanged. This shows that air contracts at low temperatures. As
the balloon from the freezer returns to room temperature, it should expand again.
Process Skills: Analysing, Inferring
21st Century Skill: Reason effectively
Explain:
Pupils are taught other
effects of heat
Besides expansion and contraction, explain to pupils that heat can also change the state the substance is in. When a
substance gains or loses enough heat, it can change its state of matter. For example, an ice cube, which is a solid,
gains enough heat to change into water, which is a liquid.
Tell pupils that they will learn more about the states of matter in Chapter 4: Solids, Liquids and Gases, and how heat
affects solids, liquids and gases in Chapter 5: States of Matter: Melting and Freezing.
Consolidation Worksheet 3
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Lesson 3.5
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Engage:
Prior knowledge is
connected with the
new concept
Explore:
Pupils learn new
knowledge through
inquiry
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
What Are Good and Poor Conductors of Heat?
Background: Pupils have learnt that there are many different types of materials in Grade 3 Chapter 5: Materials
All Around Us. Different materials have different heat conductivities.
Resources
Textbook pages 53—55
Ask pupils:

What are the properties of a good conductor and a poor conductor of heat? (Answer: A good conductor
allows heat to pass through quickly. A poor conductor does not allow heat to pass through quickly.)

What materials are good heat conductors? What are they used for? (Answer: Metals are good heat
conductors. They are used to make cooking utensils because they conduct heat readily from the source of
heat (fire) to the food being cooked.)

Refer back to the cartoon in the chapter opener. Why does the chicken rice remain warm after 30 minutes?
(Answer: The Styrofoam container is a poor conductor of heat. It slows down heat loss.)
Get pupils to do Workbook Activity 4 for studying the heat conductivity of different materials.
Explain:
Pupils clarify
misconceptions and
deepen their
comprehension
Common Misconceptions:
1. Pupils might think that a good conductor of heat does not become cold easily. Actually, a good conductor
does not only gain heat quickly, but loses heat quickly as well. Therefore, it can readily become cold.
2. Objects that keep things warm do not generate heat. They work by preventing loss of heat. Therefore,
these objects are usually made of poor conductors as they do not gain or lose heat readily, or let heat pass
through them easily.
Explore:
Pupils discover how
the concept is related
to their daily life
Activity: Carry out the activity in Build Your Skills! with the class to find out more about examples of poor
conductors in our everyday life, and their uses. As poor conductors allow heat to pass through slowly, they are
used to make objects that keep things warm or prevent things from getting heated easily. Ask pupils to look for
things around them that are made of poor conductors of heat.
Ask pupils:

What materials are poor conductors of heat made of?

What are they used for?
Workbook pages 41—43
Activity 4: Hot Rods
Workbook pages 44—46
Activity 5: Keep Me Warm!
Workbook page 48
Worksheet 2: Good and
Poor Conductors
Process Skills: Analysing, Inferring
21st Century Skill: Use systems thinking
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Evaluate:
Pupils’ understanding
is assessed when they
apply what they have
learnt to a related
situation
Evaluate:
Pupils summarise
what they have learnt
in the chapter
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
Teaching Tip: Ask pupils the question posed by Ari in the Textbook. Get pupils to discuss the answer.

Do you think the polystyrene cup is also able to keep things cold for a longer period of time? (Answer: The
polystyrene cup is also able to keep things cold for a longer period of time. This is because heat from the
surrounding air cannot travel quickly to the cold water in the polystyrene cup as the polystyrene is a poor
conductor of heat.)
Resources
Textbook page 54
Wrap up the chapter with the following:
Consolidation Worksheet 4
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Textbook page 55
Map It Out
Teaching Tips:
1. Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading
out loud. You may wish to draw the map as you speak.
 Heat comes from sources such as the Sun, burning fuels and from electrical appliances.
 Heat has many uses such as keeping us warm, drying our clothes, and cooking and warming up food.
 Heat affects temperature, which is measured using a thermometer.
 Heat can travel from a hotter place to a colder place.
 Heat causes objects to expand.
 Heat can travel in conductors.
 There are good conductors of heat such as metals, and poor conductors of heat such as wood, plastic,
rubber and most liquids and gases.
2. Get pupils to speak or present to the class about what they have learnt in this chapter. Give pupils two
minutes to organise their thoughts before they speak. This will help pupils consolidate their understanding
and develop their confidence in presenting in front of others.
Textbook page 56
Workbook page 50
Worksheet 4: Guess My
Parts!
Process Skills: Communicating, Organising
21st Century Skill: Communicate clearly
Evaluate:
Pupils’ learning
progress is evaluated
through the exercise
Work It Out
Go through the worked example with pupils. Read the hint with pupils when answering part ‘a’.
Textbook page 57
Process Skills: Analysing, Predicting
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Elaborate:
Pupils apply what they
have learnt and learn
a new situation
Science SMART Teacher’s Guide Grade 4 Chapter 3 Lesson Plans
Lesson Notes
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g.
each pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Resources
Textbook page 58
21st Century Skill: Environmental literacy
Exam Practice
Fun and Games
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