Download P.EN.06.41 Fall 08

ESSC 311
Cathy Sala
Lynn Walkuski
10-10-08
Lesson Plan
“The Heat Is On! Heat Transfer by Radiation, Conduction and Convection”
Grade 6
30-60 minutes
P.EN.06.41 Explain how different forms of energy can be transferred from one
place to another by radiation, conduction, or convection.
Objective: After being administered a pre-assessment on heat transfer, 6th grade
students will observe radiant, conductive and convective energy. They will then
receive direct instruction, accompanied by a thinking map, on the three types of
heat transfer. Following instruction students will create an original drawing,
using colored pencils, markers and paper, illustrating radiation, conduction and
convection during the four seasons of the year.
Materials:
Pre-assessment, “What I Know About…Heat Transfer”
CD- “Radiation, Conduction and Convection”, by Rhythm, Rhyme, Results
“Heating” Thinking Map
Heat Lamp
Hair dryer
Radiometer
Thermos
Metal Spoon
Wood piece
Metal piece
Plastic pop bottle
Pop can
Drawing paper
Colored pencils/markers
Vocabulary
Transfer- To move from one place to another
Radiation-Electromagnetic energy
Conduction-transfer of energy from atom to atom
Convection-Transfer of heat in a gas or liquid by currents
Engage
Introduction and Pre-assessment
Students will be asked to be thoughtful about the concepts that are about
to be presented. They will be asked if they remember how it feels to be in the sun
in the summer. They will be asked to think about the reason that the sun makes
them feel hot. Students will be asked if they have ever gone out to the playground
in the winter, or when it is cold, and touched the monkey bars with bare hands. “
How did it feel? Why did it feel cold? Why can I touch a tree with my bare hands
and my skin feels comfortable, but when I touch the monkey bar, it feels cold?”
Students will be asked to suppose their mom is baking a chocolate cake in the
oven and they open the oven door to check if it’s done. “What happens to the heat
in the over? Does it hit you in the face?” They will be told that they will be
learning about heat transfer in the form of radiation, conduction and convection.
Students will be given the pres-assessment and told that the teachers just
want to see what they already know. They will be told to take a couple of minutes;
it they don’t know any answers it’s ok. . The teachers will set-up the hands-on
examples of heat transfer on a table in the front of the class. Examples will be
divided into three groups; radiation, conduction and convection
Explore
Students will be directed to come to the table in the front of the room to
have “hands-on” time with examples of heat transfer. While they are there, the
CD will play.
Explain
Teachers will distribute the “Heating” thinking map. Direct instruction of
each process will be given referencing the thinking map and the hands-on
examples on the table. As a means of checking for understanding during
instruction, students will be asked the questions introduced during the “Engage”
section, or similar questions, with appropriate corrections being given, if
necessary.
Radiation will be defined as electromagnetic waves transporting energy.
Sunlight travels through space. It does not need fluids or solids to make the
journey. Radiation brings heat to earth.
Conduction will be defined as the transfer of energy from atom to atom.
For example, a metal spoon in a hot liquid becomes warm. Heat travels from
warm to cold. A metal pipe at room temperature is not actually colder but it feels
that way when heat travels from your hand to the pipe.
Convection will be defined as transfer of heat by movement of the warmed
matter. It is transferred in a gas or liquid (air, water) by movements of currents.
For example, when heating water, warmer water will rise and the cooler water
will fall.
Elaborate
Students will be asked to apply the concepts introduced during the
“Explain” section. The class will be divided into 4 groups. Each group will be
assigned one of the four seasons; winter, spring, summer, fall. They will be asked
to draw, as a group, a picture of their assigned season using the concepts they just
learned. They are to illustrate all three concepts, if possible. For example, the
group doing “summer” may draw a beach scene, with the sun as radiant energy
and hot sand depicting conduction and a warm breeze blowing. After a sufficient
amount of time, one member from each group will present their drawing to the
class explaining how they depicted the concepts.
Evaluate
As a means of evaluating concepts learned in this lesson, the preassessment will again be given.
References:
Ahrens,C. (2008). Essentials of Meteorology, An Invitation to the Atmosphere.
United States, Thompson Brooks/Cole.
Convection, Conduction and Radiation, retrieved Sept.27, 2008, from
http://www.mansfieldct.org/schools/mms/staff/hand/convcondrad.htm
Heat Transfer. Retrieved Oct. 1, 2008.
http://www.lessonplanspage.com/printbles/PScienceObjectsConductHeat
ContainHeat56
Ortiz, B. Solar Energy Experiment. Retrieved Oct. 1, 2008.
http://www.col-ed.org/cur/sci/sci106.txt