Ouch! That Spoon Is Hot! – Grade Five
Ohio Standards
Connection:
Physical Sciences
Benchmark D
Summarize the way
changes in temperature can
be produced and thermal
energy transferred.
Indicator 2
Trace how thermal energy
can transfer from one
object to another by
conduction.
Lesson Summary:
In this lesson students observe situations, conduct
demonstrations and record data about the conduction of
thermal energy between two objects. The demonstrations
incorporate common household materials found in the
kitchen. Students will summarize and trace the flow of
thermal energy during conduction.
Estimated Duration: One hour
Commentary:
Explain to students that the word thermal is another way of
describing heat. For example, they may have a pair of
thermal pajamas or underwear at home. They would use
these items in the winter to stay warm. Be sure students
understand that thermal pajamas do not create heat, but their
bodies do. The pajamas are used to reduce their body’s loss
of thermal energy.
Pre-Assessment:
1. Ask students:
a. What happens to a counter or tabletop when a hot pan
is placed on top of it?
b. Why should you not leave a metal spoon in a pan of
water or soup on the stove?
c. Why are you careful when you slide down a slide at
the park on a sunny day?
d. What do these situations have in common?
2. Give students time to discuss with a partner. Discuss
responses as a class. The class should conclude that one
object can make another object feel warmer or hot.
3. On a sticky note, ask students to write their response to
this question, “Why do objects get warm?”
4. Have students write their name and answer on a sticky
note and place on a chart in front of class. Use sticky the
sticky note explanations as a pre-assessment. Ask
students to share ideas with the class.
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Ouch! That Spoon Is Hot! – Grade Five
Scoring Guideline:
Students should be able to describe that the flow of thermal energy from the one object
causes the other object to get hot (a temperature increase). It is unlikely that the students will
use vocabulary such as flow of thermal energy or conduction in their description. Observe
any student who has difficulty comprehending or communicating their understanding about
conduction. Provide interventions as needed.
Post-Assessment:
Option 1
Have students write a summary and draw a diagram of an example of conduction. Ask the
students to label the flow of thermal energy using arrows and label the diagram
appropriately. See Attachment B, Conduction Worksheet.
Option 2
Have students create a safety poster/ picture to warn about conduction. Allow them to select
a safety procedure for the kitchen or the use of an electronic device that gets hot such as a
computer, television or video game.
Scoring Guideline:
See Attachment C, Post-Assessment Rubric.
Instructional Procedures:
1. Administer the pre-assessment activity.
2. Have students take a small sheet of paper and place it against their cheek to feel for
warmth. Direct them to place the paper on their desks.
3. Instruct students to rub their hands together vigorously to make their hands hot. Then ask
them to pick up the paper and place between their hands for five seconds. Have the
students place the paper against their cheek again.
4. Ask students if they notice a difference in temperature of the paper.
5. Ask students where the heat came from. They should identify rubbing their hands as the
source of heat.
6. Tell students that heat is actually a form of energy we call thermal energy. Thermal
energy flowed from their hands to the paper.
7. Explain that this is called conduction. Conduction is the flow of energy from one object
to the next.
8. Have students write a definition of conduction in their science journal.
9. Model the drawing of a diagram of this concept by drawing a picture of hands rubbing
together, a piece of paper and their face. Draw arrows to show the thermal energy going
from their hands to the paper, then from the paper to their face. Have students draw the
diagram in their journal.
10. Tell students that they are going to be involved in a series of investigations. They are to
identify the object that initially contains thermal energy, they are to determine if
conduction is taking place and how they know this, describe the flow of energy and draw
a diagram of conduction labeling with words and arrows.
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Ouch! That Spoon Is Hot! – Grade Five
11. Review safety considerations when working with thermal energy:
a. Know the locations and operating procedures of all safety equipment including the
first aid kit, eyewash station, safety shower, fire extinguisher and fire blanket. Know
where the fire alarm and the exits are located;
b. Any time chemicals, heat, or glassware are used, students will wear laboratory
goggles;
c. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor
immediately, no matter how trivial it may appear;
d. Never leave anything that is being heated or is visibly reacting unattended. Always
turn the burner or hot plate off when not in use;
e. Heated metals and glass remain very hot for a long time. They should be set aside to
cool and picked up with caution. Use tongs or heat-protective gloves if necessary.
12. Set up the following stations:
a. Hot water in a plastic cup surrounded by a sheet of aluminum foil;
b. A metal spoon in a cup of hot (not boiling) water;
c. Hot water in a plastic bag laying on the desk top. Focus on how the temperature of
the desk top changes;
d. Hot water in a plastic cup with a craft stick.
13. Instruct the students to perform the following procedures:
a. Put hands on the side of a plastic cup. How does it feel? Pour 250 mL of hot water in
a plastic cup. Wrap a layer of aluminum foil around the cup. Place hands on the side
of the cup. How does it feel? Is there a change? Why?
b. Feel a metal spoon and describe its temperature. Place the spoon in a cup of hot (not
boiling) water for one minute. Feel the top part of the spoon’s handle. How does it
feel? Has the temperature of the spoon changed after placing it in water?
c. Feel the top of the desk and describe its temperature. Pour hot water in a plastic bag,
zip the bag shut and lay on the desk top. Remove the bag and place hand on desk
where bag was placed. How does it feel? Is this same or different? Why? Focus on
how temperature of desk top changes.
d. Feel one end of craft stick. Describe its temperature. Place craft stick into a cup of
250 mL of hot water. After a few minutes, describe how the craft stick feels. Is there
a difference? Why or Why not? (Students should not notice a difference in the craft
stick. Wood is not a conductor of thermal energy.)
14. Have students complete the data worksheet found on Attachment A, Conduction
Explorations. They should include examples and draw a diagram for each example from
the investigation.
15. Review the demonstrations and information gathered on the worksheet by sharing with a
partner what they learned about conduction. Allow students to work together to write a
journal entry about conduction. Write the following questions on the board or overhead
to guide student’s summary:
a. What is conduction?
b. Do all objects conduct thermal energy?
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Ouch! That Spoon Is Hot! – Grade Five
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Give students the opportunity to experience conduction first hand through hands-on
activities.
 Allow students to use their own words to describe these experiences during assessments.
 Provide students with a variety of ways to demonstrate their knowledge to teacher orally,
in written form or graphically through drawings.
Extensions:
 Conduct an experiment using spoons or dowels made from different materials such as
plastic, metal, wood or rubber.
 Instruct students to imagine a world where metals do not exist. Have the students explain
in detail the impact that this would have on the world as it relates to the transfer of
energy.
 Have students create a flow-chart showing the transfer of thermal energy.
Homework Options and Home Connections:
Ask students think of ways that they prevent themselves from getting injured or burned by
conduction of thermal energy.
Interdisciplinary Connections:
English Language Arts
 Writing Applications
Benchmark D: Produce informational essays or reports that convey a clear and accurate
perspective and support the main ideas with facts, details, examples and explanations.
Indicator 5: Produce informal writings (e.g., journals, notes and poems) for various
purposes.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the students: Goggles, sandwich-size zip bags, plastic cups, sheets of white paper, 10
cm x 30 cm squares aluminum foil, craft sticks, metal spoons, journals.
For the teacher: Goggles, a source of hot water.
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Ouch! That Spoon Is Hot! – Grade Five
Vocabulary:
 thermal energy
 conduction
Technology Connections:
 Research alternative energy sources (e.g., radiant heating coils) that may be beneficial to
the community.
 Have students use Calculator Based Laboratories (CBL’s) and probe-ware to accumulate
data.
 Have students use spreadsheet programs to display, analyze and manipulate data.
Research Connections:
Marzano, Robert J., et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement. Alexandria, Va., ASCD, 2001.
Sousa, David A. How the Brain Learns. Reston, Va., NASSP, 1995.
Designing lessons that include activities requiring use of both hemispheres in the brain,
allow students to integrate the new learning into a meaningful whole.
Using concept maps allow both hemispheres of the brain to be involved in the learning
process.
When both hemispheres of the brain are involved in the learning process, they work
interactively to enhance meaning, understanding and retention of old and new concepts.
Student discourse is an essential part of using both hemispheres as well.
General Tips:
 It is important for teachers to consider safety in use of hot water during the lesson in the
classroom.
Attachments:
Attachment A, Conduction Explorations
Attachment B, Conduction Worksheet
Attachment C, Post-Assessment Rubric
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Ouch! That Spoon Is Hot! – Grade Five
Attachment A
Conduction Explorations
Date____________________
Name___________________
1.
Hot water in a plastic cup surrounded by a sheet of aluminum foil.
Is there evidence of conduction? ____
What is the evidence? Describe.
Illustrate and label a diagram of the flow of thermal energy.
2.
A metal spoon in a cup of hot (not boiling) water. Review safety.
Is there evidence of conduction? ____
What is the evidence? Describe.
Illustrate and label a diagram of the flow of thermal energy.
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Ouch! That Spoon Is Hot! – Grade Five
Attachment A (continued)
Conduction Explorations
3.
Hot water in a plastic bag laying on the desk top. Focus on how temperature of
desk top changes.
Is there evidence of conduction? ____
What is the evidence? Describe.
Illustrate and label a diagram of the flow of thermal energy.
4.
Hot water in a plastic cup with a craft stick.
Is there evidence of conduction? ____
What is the evidence? Describe.
Illustrate and label a diagram of the flow of thermal energy.
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Ouch! That Spoon Is Hot! – Grade Five
Attachment B
Conduction Worksheet
Date______________________
Name_____________________
Summarize the process of conduction. In your summary define conduction and give
examples.
Draw a diagram of an example of conduction. Be sure to show the flow of thermal energy
using arrows and labels.
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Ouch! That Spoon Is Hot! – Grade Five
Attachment C
Post-Assessment Rubric
4
 Student clearly defines conduction and uses appropriate vocabulary such as “flow
of thermal energy”.
 Gives multiple examples (four or five) of conduction from classroom experiences
to experiences outside of the classroom.
 Student draws a diagram/poster that is neatly labeled and clearly shows the flow
of thermal energy
 Student clearly explains, using appropriate vocabulary and sequential order, the
flow of thermal energy in the teacher’s demonstration/poster.
 The student consistently identifies the original source of the thermal energy.
3
 Student defines conduction and uses appropriate vocabulary such as “flow of
thermal energy”.
 Gives multiple examples (three) of conduction from classroom experiences and
experiences outside of the classroom.
 Student draws a diagram/poster that is labeled and clearly shows the flow of
thermal energy
 Student clearly explains, using appropriate vocabulary and sequential order, the
flow of thermal energy in the teacher’s demonstration/poster.
 The student identifies the original source of the thermal energy.
2
 Student defines conduction and uses own words to explain the flow of the thermal
energy.
 Gives examples (two) of conduction from classroom experiences to experiences
outside of the classroom.
 Student draws a diagram/poster that is labeled and shows most of the flow of
thermal energy
 Student explains, using sequential order, the flow of thermal energy in the
teacher’s demonstration/poster.
 Student sometimes identifies the source of the thermal energy.
1
 Student defines conduction and uses own words to explain the flow of the thermal
energy.
 Gives example (one) of conduction from classroom experiences.
 Student draws a diagram/poster that is labeled OR shows some of the flow of
thermal energy.
 Student explains the flow of thermal energy in the teacher’s demonstration /
poster without attention to appropriate vocabulary or sequential order.
 Student sometimes identifies the source of the thermal energy.
0
 No attempt made.
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