Learning Area: Science Class /Stage: Mentor Teacher Signature:

3C/Stage 2

Topic: Heat reaction Date and Time:

24/5/19
11:30am (1 hour)
Curriculum Outcomes:
ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat.

Key Inquiry Question:

How do heat, light and electrical energy make things happen?
Content:
 explore ways that head can be transferred due to conduction.

Learning Students can describe ways in which objects are affected by heat. Also, students can identify and
Intention represent distinctive aspects of seasons.
Success  Completed the artwork and it corresponds with the season they were given
Criteria  Work collaboratively (team work) with group members to create a season poster.
 Students can identify how thing are cooled down and heated up.
Differentiation Emergent: show pictures of things that are associated with the season.
Advanced: Write a paragraph describing what they would do in the season they designed
(Spring/Summer/Autumn/Winter)
Classroom  students are seated on the floor during discussion and introduction of the lesson.
organisation  Only use 4 tables for group work

Procedure Engagement/ Introduction:

Ask students: what season are we in right now?
What season comes after? and after? and after?

- now, usually in (Autumn) what is the weather like? what clothes do you wear? how is it
different to another season? what sports do you play in winter and summer?

Introduce the topic of heat.

- Explain that objects can heat up and cool down, such as your body in relation to everyday
situations.
- Brainstorm ways you can heat your body or objects on one side of the board, and ways to
cool down your body and objects on the other side of the board.
- Let volunteers to come up and fill in the brainstorm bubble with ideas and read out to the
class.

Ask students to stand where they have space to move. explain that you are going to describe a
situation (going to the grocery store) and they will role-play as if they were in that situation. ask
students to imagine and act out:
- that they are standing in a room that is at a very comfortable temperature.
- then ask them to imagine that the room is getting colder, and colder, until it is freezing
(like the morning hours on a winter day).
- Ask the students to then imagine that the room is getting warmer and warmer, until it is
extremely hot (hot summer’s day and you have just come back from playing sports out in
the sun).
 discuss why they reacted that way.

Learning experiences:
Students will work in groups of 6-7 people to create their season artwork. They will have 45
minutes to complete their poster and present it to their classmates.
- every student must contribute at least one section of the poster.

Closure:
Keep students at their tables sitting in their groups.
Let each group present to the class the reasons for their design and describe what they have
drawn.
 Conclude the lesson by asking the students what their favourite season is and why? what do they
do during those seasons that they enjoy?

Resources A3 print of tree layout divided into 4 sections

Colour pencils
Whiteboard
Whiteboard markers
Scissors
Glue sticks
Coloured cardboard posters
Questions What ways can you cool down and warm up?
What season is associated with warmth?
What is the order of the seasons?
What does the environment look like when it is summer/winter/spring/autumn?
What clothes do people wear in these seasons?
What do you see people do in each season?
Reflection Use the knowledge they have gained from discussions to create a combined poster of each
season and the conditions associated with the season.