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The Earth System: Energy Transfer
Resource ID#: 75692
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This is a 5E lesson where students will work through three lab stations to learn about conduction,
convection and radiation. This lesson will take two class periods for completion.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Overhead Projector
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: heat transfer, conduction, convection, radiation
Instructional Component Type(s): Lesson Plan, Assessment , Formative Assessment, Student
Center Activity, Learning Goal
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Energy Transfer In the Earth’s System.pptx
Rubric.xlsx
Heat Transfer Pictures.docx
Heat Transfer Answer Key.docx
Foldable Example.docx
EnergyTransfer in the Earth System.docx
LESSON CONTENT

Lesson Plan Template:
Learning Cycle (5E Model)

Learning Objectives: What will students know and be able to do as a result of this lesson?
The students will be able to explain and give examples of the differences between energy transfer by
conduction, convection and radiation in the Earth's system.

Prior Knowledge: What prior knowledge should students have for this lesson?
1.
2.

Students should have a basic understanding of:
 SC.3.E.6.1: Demonstrate that radiant energy from the Sun can heat objects and when the Sun
is not present, heat may be lost.
Students should also know that objects become heated in different ways. You may need to probe them
to get them to think about how different things become hot.
 Probe by asking this, "Tell me some ways that things get hot?"
 Sample answers:
 Put it in the sun.
 Put it in the stove.
 Take it out of the fridge.
 Examples the teacher may give:
 Walking on the road barefoot in the summer your feet become hot because
your feet are touching the road (conduction).
 Students become sunburned by being outside in the sun, via radiation (the
sun does not actually touch their skin).
 Water in a pot becomes heated evenly due to hot particles rising, cooling,
then returning to the bottom. The process repeats again--this is boiling
(convection).
Guiding Questions: What are the guiding questions for this lesson?
1.
2.
How do objects on Earth become warmer?
 Sample answers:
 From the Sun
 From Volcanoes
 By lighting things on fire
What are the different ways that things become heated?
 Sample answers:
 From the Sun
 By being too close to something hot
3.

How do different parts of the Earth System become heated or exchange heat?
 Sample answers:
 From the Sun
 From the core
 Because of global warming
 Global winds
Engage: What object, event, or questions will the teacher use to trigger the students'
curiosity and engage them in the concepts?
Day 1:
1.
2.
3.
4.
5.

Show the pictures in this document (Project the word document for students to see)
Teachers can use this answer key for reference.
Ask the questions: "Which of these pictures is showing an energy transfer?"
 Possible student responses:
 Just the wood burning because fire is energy.
 The lava lamp because it uses electricity.
 Correct answer:
 They are all showing energy transfer by different methods.
 "Is energy being transferred in the same way in each picture?"
 Possible student responses:
 Yes, energy always works the same way
 No, different energy transfers differently
Say: "Today we are going to discuss how heat energy is transferred through three different
methods. By the end of this lesson, you will be able to name them, and describe how heat energy
transfers happen. An example of flip charts is included in the formative assessment. Have students use
their individual flip charts. Flip to where you think you are in your ability to name and describe the
three different forms of heat energy transfer. Remember, red means you have no idea about heat or
energy transfer; yellow means you have a pretty good idea, but aren't positive that your ideas are
completely correct; green means that you know how heat energy is transferred and know the subject
well enough to teach it to your neighbor." (Wait for students to finish flipping to their perceived ability
level to complete this task.)
Ask them to explain how the energy is being transferred, and what are the starting points and ending
points for the heat transfer? (see picture answer key)
 Possible student responses:
 From hot to cold
 From cold to hot
 Wherever there is heat
Explore: What will the students do to explore the concepts and skills being developed
through the lesson?
Day 1:
1.
2.
3.
Students will rotate between three lab stations.
 Each station should take at least 5 to 7 minutes.
 Allow 30 to 35 minutes for the lab to be completed.
Lab safety reminder:
 Make sure that students exercise caution when handling hot objects.
 Provide heat mitts.
Student-teacher discussion:
 Station 1: What caused the wax drops to fall? (The metal rod heated because it was in actual
contact with the heat source. Tell them this is conduction.)
 Station 2: Why did the temperature of the tap water rise? (It gained heat because it was
CLOSE to the heat source, though not touching it. Tell them this is radiation.)
 Station 3: What happened to the different temperature water? (The cold water sank and the
hot water rose--this is convection and with a constant heat source the circulation would
continue, like in a lava lamp. Tell them this is convection.)
4.

This wraps up Day 1:
 We learned that heat can be transferred directly between two objects (conduction), between
two objects via radiation through the air (radiation), and by circulating heat in a circular
motion where heat rises and cold sinks (convection).
 Tomorrow, we will begin with notes and ways these concepts apply directly to the Earth
System.
Explain: What will the students and teacher do so students have opportunities to clarify
their ideas, reach a conclusion or generalization, and communicate what they know to
others?
Day 2:
1.

Use this PowerPoint. Have students take notes.
 Students should include in their notes:
 Definitions
 Earth System examples
 Everyday examples
 Diagrams of concepts
Elaborate: What will the students do to apply their conceptual understanding and skills to
solve a problem, make a decision, perform a task, or make sense of new knowledge?
Day 2:
1.
2.

Summative Assessment
1.
2.

After each form of heat transfer, ask students to find examples from their lives that fit each form.
 Possible student examples:
 Conduction: The bottom of a pot heating up, burning their bare feet on hot asphalt,
burning their legs on leather or vinyl car seat.
 Radiation: Getting a sunburn, standing next to a campfire, putting a hand next to a
coffee cup
 Convection: A lava lamp, some may have a convection setting on their oven which
circulates the air for even cooking.
Students should now complete the foldable described in the summative assessments.
Students will show their knowledge of Earth's energy transfer by completing a foldable.
 The foldable will be labeled "Energy transfer Through the Earth System".
 In each section, students will draw and label one of the energy transfer methods.
 On the back of the picture, students should list three different situations where that energy
transfer takes place (one Earth System and two every day examples).
 On the back, at the bottom of the paper under each picture, students will write IN THEIR
OWN WORDS how that energy transfer mechanism works.
 Example
Use this rubric for grading.
Formative Assessment
1.
2.
3.
At the start of the lesson, tell your students,"Today we are going to discuss how heat energy is
transferred through three different methods. By the end of this lesson you will be able to name them
and describe how those heat energy transfers happen. Right now, using your individual flip charts, flip
to where you think you are in your ability to name and describe the three different forms of heat
energy transfer. Remember, red means you have no idea about heat or energy transfer; yellow means
you have a pretty good idea, but aren't positive that your ideas are completely correct; green means
that you know how heat energy is transferred and know the subject well enough to teach it to your
neighbor." Wait for students to finish flipping to their perceived ability level to complete this task.
During lab portion, circulate through the lab groups and ask students to tell you what is happening and
why it is happening. Students may say they see nothing or they don't know why something is
happening. Other students may connect the fact that there is an interaction between the temperatures of
the different objects.
At the beginning of the second day ask students to self evaluate again using the same question and flip
charts used at the beginning of the first day (see #1 above).
4.

Students will do some peer to peer assessment as they discuss answers to questions on the lab.
Feedback to Students
1.
2.
Teacher will circulate during lab rotations and ask students what is happening and why.
Teacher will help clarify misunderstandings by asking probing questions to get students to the correct
answer.
 What is happening?
 The water is moving.
 The colors are moving.
 Correct answers:
 Station 1--Heat is being transferred directly from the hot plate to the metal skewer
melting the wax dots sequentially as the heat moved down the skewer.
 Station 2--The hot water is heating the air between the two beakers, causing a
warming of the cooler water.
 Station 3--The cold water sinks to the bottom, the warm water rises to the top.
 Where is the heat going?
 Students may say:
 It's just going away.
 It's going to the other water container.
 Correct answer:
 The heat is always going from hot to cold.
 How is the heat moving from one point to another?
 Students may say:
 It's the air in the room changing the heat.
 It's not really moving.
 It's jumping from one point to another.
 Correct answers:
 Station 1--The heat is moving by actual contact between the two surfaces.
 Station 2--The heat is being transferred through the air from the hot object
to the cold object.
 Station 3--The heat is being transferred through the water by circulation.
(Warm water rises, cold water sinks, this will eventually warm the cold
water and cool the hot water. With a constant heat source at the bottom it
will keep circulating.)
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
o
o
o
o

Students who are unable to finish the lab may come in before or after school for one on one assistance.
Guided notes can be provided for those with difficulty understanding and writing quickly.
If you have some particularly slow working students with drawing or writing, the process may be
made faster by having pictures of the processes printed ahead of time, so those students only have to
cut and glue rather than draw.
Set up foldable pages (fold and/or cut) ahead of time for some of your slower working students.
Extensions:
If you have more time, density could be explored for its effects on convection.


Suggested Technology: Computer for Presenter, Overhead Projector
Special Materials Needed:
Materials needed for two of each lab stations:
o
o
o
o
2 hot plates
2 metal skewers with three wax dots evenly spaced
6 mitts for handling warm beakers and metal skewers
4 150 ml glass beakers
o
o
o
o
o
o
o

2 thermometers
2 100 ml beakers
2 200 ml glass beakers
ice water
blue food coloring
red food coloring
source for hot water such as a coffee pot
Further Recommendations:
o
o
Lab stations should be set up before class begins.
Different colored paper for each class period can be used to keep the assessments separated.
SOURCE AND ACCESS INFORMATION
Contributed by: Sherrie Edwards
Name of Author/Source: Sherrie Edwards
District/Organization of Contributor(s): Orange
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.E.7.1:
Description
Differentiate among radiation, conduction, and convection, the
three mechanisms by which heat is transferred through Earth's
system.