Lesson 6 of 9
Objective: Students will be able to recognize that heat will flow between objects of different temperatures until they reach the same temperature.
I will begin this lesson with a class discussion. I will ask students to think about a time when two objects or materials of different temperatures have come together in real life. I will give the students the opportunity to think-pair-share with an elbow partner. Allowing the students the opportunity to share ideas with their peers helps students to generate new ideas and contribute to the other student's ideas; while promoting a classroom culture where peer discourse is welcomed.
Next, students will be given the opportunity to share their thinking. I will select students to share their ideas with the class. I will give the students a scenario to think out. I will ask students to picture themselves going on a picnic. In their basket, they have packed hot and cold items.
I will ask students to predict what will happen to my hot and cold items that I have packed in the basket. Students will share their ideas. I will explain to the students that the items that have contact with each other inside of the basket will change temperatures. I will explain that heat will be transferred between the two until they are the same temperature.
Students will share their opinion about how this heat transfer could have a negative effect on the food that has been packed for the picnic. We will discuss how the heat will transfer from the hot item to the cold item, which will cool down the hot item and warm up the cool item.
To begin the exploration section, students will continuing discussing the problem with the heat transfer that will take place inside their picnic basket. I will share with students that today, they will come up with a solution to prevent the heat transfer inside of the picnic basket. Students will be given a Heat Transfer Prevention Sheet to illustrate a model to prevent the tranfer of heat from the hot and cold items in the basket.
Students will be given the opportunity to brainstorm and illustrate their models.
To conclude the lesson, students will be given the opportunity to share their illustrations. As students share, I will ask probing questions like, "what materials did you use? How are these materials going to prevent the flow of energy?" Asking probing questions allows the students the opportunity to elaborate on their thinking while helping the audience to understand the model.