Haley Hahn

ELED 3221--‐ 003

Date:3/14/18

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Energy Transfer

Elementary Science
_____________________________________________________________________________

Big Idea: Energy can be transferred from a warmer object to a cooler one by contact or at a
distance and the cooler object gets warmer.
Grade Level: 3rd

Rationale: Students are learning this material because they are beginning to understand that heat
can be transferred through contact from hot to cold. They are realizing that the temperature of an
object can change based on its surroundings.

NC Essential Standard(s): 3.P.3 Recognize how energy can be transferred from one object to
another. Clarifying objective: 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.

Next Generation Science Standard(s):

4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents

Instructional Objective: Students will be able to independently describe and summarize heat
transfer.

Prerequisite knowledge and skills: Students should know that heat can change the temperature
of an object. They should start to connect that there are many ways for energy to be transferred.

Materials/Resources:
● Internet access for each student (tablet or laptops)
● medium size container for cold water
● Small container for warm water
● 2 thermometers
● 1 cup of cold water
 ● ½ cup warm water
● Pencil
● Paper
● Science notebook

Source of your lesson: For this lesson, I went directly from the NC science standard 3.P.3.2. I
also used a pdf slide show resource provided by my CT.
Estimated Time: 45 Minutes

Accommodation for Special Needs/different learning styles:

For ESL students, I would give the students a worksheet a day before we are covering this, that
has the terminology that we will be using. These words will be written in both english and their
native language. Students will be given time to look over and understand the terminology so that
they will understand the assignments/ lesson. To accommodate students who have adhd/ add,
teacher will give the assignment in a different format, such as a list or bullet points, so that the
student can stay more on topic/ focus by knowing what they need to find or complete.

Safety considerations: Students will be proper safety equipment to complete heat transfer
experience. I will provide clear, step by step instructions ensuring students are all at the same
pace, and help keep them on track.
Haley Hahn
ELED 3221-‐ 003
Date 3/14/18
______________________________________________________________________________

Content and Strategies (Procedure)

Engage: 5 Minutes
Teacher starts the lesson by showing the following scenario on the board. “ You are a team of
life raft engineers that are testing a new way to build life rafts that may be deployed in extremely
cold conditions. You would like to know if your new aluminum life rafts will retain heat if you
place a layer of hot water inside the raft just before placing it in the cold water.” Students will
quickly turn and talk with their table group. After students have hypothesized, teacher will come
back together to create a chart asking “ What do you know” and “What do you need to know”.
Teacher will get multiple responses. Teacher will then ask the students “ Do you think the hot
water would stay warm? Why or why not?”. Teacher will then show a few pictures of
thermometers and asks the students to read them to make sure they can measure temperature
accurately for the following experiment.
Explore: 15 Minutes
Teacher will then transition into experiment. “Lets make our own aluminum raft and see what
happens”. Students will be assigned specific roles within their groups ( coldwater reader, cold
water recorder, hot water reader, and hot water recorder). A list of these roles along with their
descriptions will be provided on the board for students to reference back to. Teacher will then
give out materials. When teacher gives signal, students will fill plastic container with cold water
(1 cup). Then, students will fill their aluminum can with cold water ( ½ cup). Students will place
a thermometer in the hot water, and in the cold water. When teacher gives the signal, students
will place their hot water can inside the cold water container. Students will do their assigned jobs
within the group monitoring change every minute. Students will write down their observations.
Teacher will ask the following questions while experiment is happening:
● What patterns are you noticing?
● Then ask the students to make predictions about what the cold/warm water temperature
will do next.
● Ask if their predictions were correct
● Then, ask the students to come up with an explanation for why the temperatures are
changing
Have the students write down their predictions in their notebook. Ask “What do you think is
going to happen to the temperature in each container?
After questions are answered, the students will talk to a group close to them to share their
observations and hypotheses. Class will then come back together to share out results.
After activity is complete, Teacher will ask:
● What happened to the warm water?
● What happened to the cold water?
● Why did these changes happen?
● Were your predictions correct?
● If not, why?
Each group will then connect to google classroom to input the data they collected during the
experiment. Each person in the group will do their assigned portions within the data input
(directions will be posted on board). After data is entered, students will then have a graph made
showing the changes that happened to the cold and warm water.

Explanation: 10 minutes
After students complete their chart, we will go over their results as a class.Teacher will then state
that energy can be transferred from a warmer object to a cooler object by contact or at a distance.
Teacher will then explain that what is happening in this experiment is energy transfer. Energy
can be transferred from something that is hot to something that is cold to make that object warm.
Teacher will then show the following words (radiation, conduction, and convection) and
examples, with their definitions for the students to reference. Students will then watch heat
transfer video and answer the following questions in their science notebooks
● What did Mr. C teach us about heat transfer
● What temperature does heat flow from
● What example did Mr. C use that that stood out the most?
● Draw a picture of our experiment in your notebook

Elaborate: 20 minutes
Teacher will have a quick review of measuring temperature and the flow of energy. Teacher will
also review the experiment they did and what the outcome was. After that is complete, students
will be given a worksheet (attached at bottom) to complete. This worksheet has 3 cups of water;
one at 50 degrees, a mystery one in the middle, and then 10 degrees on the other side. Students
will be asked to choose the temperature they think would be the correct temperature of the
middle glass. The middle glass is the result of pouring the two cups together. Then students will
answer the question at the bottom which asks for students to tell why they chose that and what
the reasoning was behind it. After students complete the worksheet it will be collected and then
we will go over as a class.

Evaluate: Formal summative assessment: Students will turn in worksheet. Students are expected
to earn 3 out of 4 points.

Closure: After worksheets have been collected, the teacher will go over the worksheet as a class.
Teacher will start discussion by asking the students what they have learned, or something they
found interesting during this lesson. They will also be asked if there is anything they’re still
confused about from the lesson. This allows for students to share their thoughts, and see what the
misconceptions are, and what they have taken away from the lesson.