Marina Massa and Taylor Schuck

Title

Heat Energy

Subject Area

Science

Grade Level

Grade 4

Summary of
the Lesson

The students will be able to explore the concepts of radiation,

conduction, and convection and apply them to real life.

Title of the
Lesson

Conduction, Convection, and Radiation

Academic
Standards

S4.C.2.1.1:Identify energy forms, energy transfer, and energy

examples. (e.g,light, heat, electrical)

Objectives

L3: The students will be able to hypothesize what they think will
happen during the hot and cold water experiment.
L2: The students will be able to categorize examples of conduction,
convection, and radiation into the correct groups.
L4: The students will be able to connect the concepts to conduction,
convection, and radiation to real life.

Vocabulary:
Three Tier

Conduction, convection, and radiation.

Estimated
Time

45 minutes to one hour

Materials
Required

Ice cubes, heat transfer/energy sort cards, four clear containers, cold
and hot water, blue dyed ice cubes, red dye, four small containers,
aprons, goggles, paper towels, the Convection experiment handout,
the Heat Transfer handout, and the Heat Energy handout.

Procedure

BEFORE:
Anticipatory set: Ice cube game.
The teachers will hand out one ice cube, a paper towel, and a plate to
each student. The teacher will tell the students the rules of the game.
The students have to melt their ice cube only using their hands. They
must keep their ice cube on their plate at all times and not throw it
around the room. The student who melts their ice cube the fastest
wins. After the activity the teacher will ask the students how they tried
melting their ice cube. (Answers: held it in my hand, broke it, moved
it around.) The teacher will explain to the students that they used their
body heat; a form of heat energy to melt the ice cube.
DURING:
The teacher will pull up on the board the word Heat Energy. The
students will repeat the word. The teacher will ask the students if they
know any examples of heat energy. (Answers: fire, body, boiling
water, stove, toaster, sun, lighting, and a heater.) Next the teacher will
give out to the groups a card with a type of heat energy on it. They
have three minutes to come up with a small skit describing their type
of heat energy. They cannot use their word during it. Afterwards the
students will present their type of heat energy and the class will have
to guess. Then, they will read their explanation. The other students
will fill out a worksheet that goes along with it. (engage)
Next, the teacher will move onto a slide show about conduction,
convection, and radiation. The students will have a worksheet that
goes along with it. After each topic is taught the students will pairshare about what they learned. (explain, engage, elaborate)

Procedure

Experiment: The teacher will give each student a Convection handout.

The students will follow along as the teacher explains about coming
up with a question about the experiment, making a hypothesis, what
materials to use, and the procedure. The students will then break into
their groups. Groups 1 and 2 will put the hot water in the container
first and then put the ice cubes in. All groups will record what they
observed on their worksheet. Groups 3 and 4 will put the ice cubes in
their container first and then put the hot water in. All groups will
record what they observed on their worksheet. Afterwards, the
students will collaborate and talk about what happened. They will also
check to see if they hypothesis was correct. (explore)
AFTER:
The students will receive heat transfer task cards with real life forms
of heat energy. They must sort them into the correct group; either
radiation, conduction, and convection. The students will share at the
end. (evaluation)
Once they are done the teacher will show a video that talks about
radiation, conduction, and convection. The students will sing/follow
along with the correct hand movements.
Radiation: hands out like feeling the warmth of a fire.
Conduction: fingers pointing up and arms moving up and down
Convection:hands moving around in a circle.
Heat: hands move as if fanning yourself.
Cold: holding yourself like you are shivering.
Waves: Arm moving like it is going through the wind.
Transfer: hand grabbing something invisible and moving it
somewhere else.
(evaluation and e-learning)

Formative
Assessment

Watching the skits

Looking at the students filling out all of their worksheets
Observing while the students do their experiment
Listening during class discussions
Looking at the students matching the heat transfer cards
Watching the students do the hand motions during the video.

Student
Resources

Same as materials