Name: Kailee Gragg

Class: ELED 3223

Date: 3/22/2018

Indirect Instruction Lesson Plan Template

Hot Air Balloon

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Central Focus/Big Idea: Heat transfer: Conduction, convection and radiation

Subject of this lesson: Science

Grade Level: 3rd

NC Essential Standard(s): 3.P.3.2 Recognize that energy can be transferred from a warmer
object to a cooler one by contact or at a distance and the cooler object gets warmer.

21st Century Skills: Critical thinking and problem solving: Students are to understand what is
going on during the activity and understand which transfer is happening.

Academic Language Demand

 Students will describe how the energy transfers from a warmer object to a cooler object
and they will explain what happened to the objects.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

 Scientific Vocabulary: Conduction, convection, radiation, heat transfer

Instructional Objective: Student will independently write a paragraph that explains heat
transfer and how it occurs. Students are expected to use vocabulary such as conduction,
convection and radiation to receive full credit.

Prior Knowledge (student): Students should know that there are hot and cold temperatures.
Students should also know that temperatures can be transferred from one object to another.

Content Knowledge (teacher): The teacher should know what conduction, convection, and
radiation mean. Conduction: The transfer of thermal energy of particles from one object to
another through physical contact. Convection: The transfer of thermal energy from a source that
occurs in fluids, such as air and liquid. Radiation: the transfer of thermal energy through waves

Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)? For my students that struggle with English I will
make sure that the answers that they need for filling out their worksheet are clear and I will also
provide the definitions in their home language and in English.

Materials and Technology requirements: toaster, poster board, plastic bag,

Total Estimated Time: 30-45 minutes

Source of lesson: Cooperating teacher

Safety considerations: I will make sure that the students are away from the toaster activity when
it is going on. I will also make sure that the students stay seated during the lesson to lessen the
risk of any harm.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Don’t just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: Read And Away We Go by Migy to the students to give the students an idea about the
hot air balloon. Questions to ask before reading: “Does anyone know what is on the front of this
cover?” “What is a hot air balloon?” “How do you think hot air balloons fly?”
Questions to ask after reading:
“How did all of the animals fit in the balloon?”
“Why were they all able to fit?”
“How do you think the balloon flew?”
Talk about temperatures with the students and how hot air rises so that if there is heat in the
balloon then the balloon will fly.

Explore: Tell the students to stay at their desks. Plug the toaster in and put the poster board
around the toaster. There should not be too much space between the poster and the toaster. The
poster should be taped together. Put the thin bag around the poster and hold it closed. Lift the
poster just enough to push down the toaster to get it started. Now wait. The heat from the toaster
will rise to the bag. The bag will then lift up and fly into the air like a hot air balloon.
Questions to ask students:
“What is happening to the bag?”
“Why do you think the bag is flying?”
“What is the heat transfer that is occurring in this experience?”

Explanation: Talk to the students about heat transfer. Have the students take notes about
conduction, convection and radiation. Talk about how each heat transfer was shown through out
the experience. Have students fill out a chart in their notebook about each of the types of the
transfers and an example of each. They can draw a picture to help them remember each type.
Conduction: Conduction is the direct heat transfer from one substance to another. EX: Ice
melting in your hand
Convection: Convection is the direct heat transfer from a fluid. Air is a fluid. EX: greenhouse
effect
Radiation: Transfer of heat energy through empty space. EX: the sun

Elaborate: Students will each be given a balloon. They are to blow up the balloon. I will prompt
a discussion on why the balloon expands and what kind of transfer this is. Students will have a
discussion and try to explain what is going on.

Evaluate: Formative: Check the students notebooks to make sure they filled out the chart and
drew a picture to represent it.
Summative: Exit ticket (write on a sticky note what energy transfers were being used in the
toaster experiment)

Assessment Results of all objectives/skills:

CT signature/confirmation: _________________________________ Date: ________________