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Part A: Mini Lesson Plan

Stage and Topic

Stage 5: Transfer of Energy

Big Ideas Associated with the Topic:

Energy is all around us and is present in different forms. How does energy get from one place to another?
Does energy move the same in different mediums? This topic seeks to encourage students to understand these
concepts so they can link with bigger models (such as convection currents in the plate tectonic unit of work).

Alignment with Outcomes

Knowledge and Understanding:

PW1 Energy transfer through different mediums can be explained using wave and particle models.

a. explain, in terms of the particle model, the processes underlying convection and conduction of heat energy.

Working Scientifically:

WS4 b. Making predictions based on scientific knowledge and their own understanding

Lesson Objectives

Students will be able to explain conduction and convection by using their understanding of the particle model
and the interaction of particles in this model. Students will understand that heat does not just enter or leave a
room and that a transfer of energy is occurring.

Materials and Preparation Before Class Safety Issues Addressed

Projector, Heat Energy Worksheet, Heat Energy Ensure cables for computer/projector are secure and away
PowerPoint from walk areas to ensure no hazard for tripping.

Time Teachers Work Students Work Assessment

Heat Energy PowerPoint delivered Students are encouraged to be Informal questioning
6 mins with questions to encourage actively answering questions to to probe information
student participation and build build on their conceptual from the students.
content knowledge. understanding. Questions can be
seen as a formative
The following questions to be Student discuss their answers assessment in which
asked: with the teacher. students are provided
What is heat energy? answers and feedback
How does heat turn water as they answer.
into steam?
Where does the transfer
of energy occur to heat a
kettle of water?
When you heat a pan is
this instantaneous?
Looking back to the
particle model how could
you explain the pan
getting hot?

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Why is this process

gradual?
How can we relate the
transfer of energy we
have just discussed to the
heating of air?
Why is one side of the
room colder than the
other, does this have
something to do with the
transfer of heat?
Does heat transfer
through water?
Would the transfer be
similar to air or to the
pan?

Kahoot Quiz with video clip: Students use their devices to Small summative
4mins access the Kahoot Quiz. quiz part way
What did you guys think through the lesson to
about the video? The quiz starts with a video clip assess students
Are you ready for the for students to watch, students are knowledge.
quiz? to watch the video and answer the
Which of these will act as quiz.
a better conductor of
heat?
What happens to the
particles as heat energy
transfers?
How do convection
currents work?

5 mins Heat Energy Worksheet and Students to work through the Students to write
conduction simulation. Heat Energy Worksheet and definitions and draw
interact with the conduction diagrams relating to
simulation. the particle model on
Hand out worksheets allow the worksheets
students a chance to write their Students to ask questions if they provided.
answers require any assistance.
The use of ongoing
If anyone needs help Students to answer questions questioning is a way
please ask relating to the simulation. to encourage students
What do you think to build their content
conduction is? knowledge.
What do you think
convection is?

Use PowerPoint to show

definitions for both.

Open Simulation while students

are writing their definitions.

Continue to ask students questions

to build their knowledge:

What did you notice

happening to the particles
as they heat up?

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What did you notice

happening to the
temperature?
Would anyone like a
chance to interact with the
simulation?
Draw a diagram of
conduction and
convection using the
examples discussed today.

Part B: Reflection
a) Reflect on the incorporation of the ICT.

This lesson includes several ICT tools to enhance student learning such as; a PowerPoint

presentation, a Kahoot quiz with a video clip and an online simulation. The PowerPoint

provides the lesson with a planned structure and a way for students to easily view the ideas

and questions the teacher is trying to convey. The presentation was used to give visual ques

to students and provide the initial question with visual stimulus. The PowerPoint did not

include enough visual stimuli and included the questions I was intending to ask, instead I

should have included further ques for students. The second element, included a video and a

Kahoot quiz. This provided students with further visual stimulus on the content that had been

discussed. The Kahoot quiz allows the teacher to assess students during the lesson and alter

information depending on student answers. The Kahoot quiz was poorly designed and did not

perform its intended function as 2/3 questions were meant for multiple answers. Lastly, the

simulation provided students with the ability to view a dangerous experiment in a safe way,

the implementation of this simulation worked well to provide students with knowledge of the

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particle model and the interaction of energy transfer. Without this simulation, students may

have had difficulty visualising particles interaction with heat.

b) Reflect on your skill of using questioning to develop meaningful group discussion.

The opening question at (0:21) What do you guys think heat energy is?, the question is

very specific and I have not provided the students with any scenario prior to the question. The

question could have been better delivered after explaining the kettle or fire to allow students

the chance to remember their own prior knowledge. The questions have been used to create a

running dialogue with the students to help develop their knowledge and understanding of the

content at (0:42) The heat isnt directly touching the water; so how do you think it is turning

into steam?. The questions are being used to scaffold the learners toward the correct answer,

the students still need further support so additional questioning is used. Additional question at

(1:09) How does that energy itself get transferred from the element on the stove to the

water? has been used to further stimulate classroom discussion between teacher and

students. The students are getting to the concept but require further questioning, at (2:29)

How is the pan getting hot? was used as a question to get the students to think about what

is happening to the particles and one student used the word conducting. The use of

questioning enabled an ongoing dialogue between the students and the teacher which enabled

students to work through problems verbally.

c) Reflect on your skill with explaining content and providing explicit instructions.

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During the lesson at (10:59) a student asks the question Why is it that if something is hot it

actually does rise?. The response given was as follows When the particles start to vibrate

they spread apart a bit more, the colder particles clump together and have a higher

density so due to that particles being more separated they have a slightly less density

than colder variations that is why heat rises, or hotter particles I should say. The answer

provided to the student is correct however it lacks correct scientific terminology, for example

saying slightly less density should have been lower density. It becomes clear when

watching the explanations provided to the students that as a teacher I am lacking in sound

content knowledge and need to improve on this knowledge so I am able to answer with more

confidence and with the correct terminology. The instructions provided before the quiz were

as follows (6:58): We are going to watch a video and we are going to do a Kahoot quiz as

well. The instructions given tell the students what they will be doing next. After the quiz the

instructions were very minimal (11:32) I am going to give you guys a worksheet now. The

students have again been given instructions to complete an assigned task. The students were

not given enough time to fill out the definitions before I interrupted them again at (12:18) and

I should have allowed further time to be given to the students.

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Part C: Supporting Materials

YouTube Link to Mini Lesson Video: https://youtu.be/kibsDcfqq4M

PowerPoint:

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Conduction Simulation:
https://content.echalk.co.uk/esa/Science/physics/conduction/conduction

Kahoot Quiz:
https://play.kahoot.it/#/k/e484024d-5281-45bf-9e96-5ead55633ed3

Video in Kahoot Quiz:

https://www.youtube.com/watch?v=Gyj444FK0zs

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Worksheet:

Transfer of Heat Energy: Conduction and

Convection
Define Key Terms:
Conduction:

Convection:

Draw a diagram of Conduction as per experiment observation, explain with labels what
is occurring with particles as they are heated in solids:

From your understanding of Convection and what we have discussed in class draw a
diagram that explains convection currents and how particles transfer energy:

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Part D: Justification
a) How does your reflection on teaching align to research on science teacher

professional development?

The reflection on teaching assists pre-service teachers with developing their

Pedagogical Content Knowledge (PCK). PCK refers to the ability to combine

content knowledge with well-developed lessons so that students learning is

more than just wrote learning and teachers are not just delivering content

(Loughran et al., 2012). A study on Chinese pre-service teachers highlights the

emphasis needed for PCK to create well informed teachers (Liu, Liu & Wang,

2015). Reflection is a skill that is highly regarded in professional development,

with the experience of critically analysing ones teaching flaws that may not have

been apparent are revealed and are able to be dissected in a safe way to

overcome these obstacles and ultimately create more successfully teachers

(Phelps & Jamissen, 2006; Pareja Roblin & Margalef, 2013). Science education as

stated by Aydeniz & Kirbulut (2014), requires teachers to be make science

relevant to students lives by using inquiry and formative assessments with the

core focus on PCK. By reflecting on the lesson it is very clear that the focus needs

to begin with PCK. Parker & Heywood (2013) reinforce the need for critical

reflection and the way to building pedagogy is through reflecting on teaching and

learning.

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b) Why is the ICT you developed/selected appropriate for your lesson, and how

does it support meaningful learning in science?

The ICT developed and selected for this lesson provide students with the ability

to experience a concept that is difficult to understand. Otrel-Cass, Kathrin, Cowie,

Bronwen & Khoo (2010), suggest that ICT open new and different ways of

teaching and learning and that a balance between technology and PCK is needed

to provide successful teaching and learning. The simulation selected allows

students to view the particle model in action, applying more heat makes the

particles move more rapidly and further apart. This concept would be difficult to

show if this were a physical experiment. The students may have seen the metal

glow red, however, they would not have been able to see the individual particles

moving. The other benefit of using ICT is to encourage a new era of learners, this

generation of students actively use multiple devices, schools have acknowledged

this with some introducing a Bring Your Own Device policy (Johns, 2015). The

use of ICT will encourage and motivate learners, the lesson incorporates Kahoot!,

a quiz based application to allow teachers to assess student knowledge in a fun

way. Students are able to use nicknames and compete with other students in the

class with responses having the ability to be saved for future reference (Johns,

2015).

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c) Based on your three weeks of professional experience, what changes would you

make to the teaching of your lessons to address the needs of students at your

placement school?

The lesson plan would need to be adjusted to incorporate further guiding questions to

scaffold the concept and more explicit instruction. Scaffolding content to assist student

to understand content will be needed the use of guiding questions such as What

happens to particles when you apply heat? this question is from Stage 4 and can be

used to build the content knowledge required for this concept. Explicit instructions such

as Get your workbooks and equipment out, will be needed to ensure students write

down their responses. Allowing students more time between questions so they have

enough time to develop a succinct answer. The Kahoot! Quiz may not be successful due

to the lack of devices; some students do not have a phone or computer. The lesson

would not be inclusive if only half of the class were able to interact with the quiz. The

questions could be printed out for the class and used as an additional worksheet. The

need for the lesson to be engaging would be essential. Low SES students will shine when

given the opportunity to engage in higher order tasks (Katsh-Singer, McNeill & Loper,

2016), the content itself should remain the same however the amount of visuals used on

the PowerPoint would need to be increased and the use of more relevant examples for

the students may be needed. The expectation for students to achieve their learning

outcomes still remain the same, the difference will be the assistance provided to help

student get to their goals and the strategies implemented by the teacher.

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References
Aydeniz, M., & Kirbulut, Z. (2014). Exploring challenges of assessing pre-service science
teachers pedagogical content knowledge (PCK). Asia-Pacific Journal of Teacher
Education, 42(2), 147-166.
Johns, K. (2015). Engaging and Assessing Students with Technology: A Review of
Kahoot! Delta Kappa Gamma Bulletin, 81(4), 89-91.
KatshSinger, R., McNeill, K., & Loper, S. (2016). Scientific Argumentation for All?
Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic
Status Schools. Science Education, 100(3), 410-436.
Liu, Enshan, Liu, Cheng, & Wang, Jian. (2015). Pre-service Science Teacher Preparation in
China: Challenges and Promises. Journal of Science Teacher Education, 26(1), 29-44.
Loughran, J., Berry, Amanda, Mulhall, Pamela, & Ebrary, Inc. (2012). Understanding and
developing science teachers' pedagogical content knowledge (2nd ed., Professional learning;
v. 12). Rotterdam: Sense.
Otrel-Cass, Kathrin, Cowie, Bronwen, & Khoo, Elaine. (2010). ICT in Support of Science
Teaching and Learning: Teaching Landforms and Erosion. Set: Research Information for
Teachers,(3), 15-21.
Parker, J., & Heywood, D. (2013). Exploring How Engaging With Reflection on Learning
Generates Pedagogical Insight in Science Teacher Education. Science Education, 97(3), 410-
441.
Pareja Roblin, N., & Margalef, L. (2013). Learning from dilemmas: Teacher professional
development through collaborative action and reflection. Teachers and Teaching, 19(1), 18-
32.
Phelps, R. Jamissen, G. (2006) The role of reflection and mentoring in ICT teacher
professional development: dialogue and learning across the hemispheres, Teacher
Development, 10(3), 293-312, doi: 10.1080/13664530600921825

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