LESSON PLAN

TEMPLATE
1. Lesson Plan Information
Subject/Course: Science Name: Maria Robson
Grade Level: Seven Date: Feb 3 Time: 2:25-3:25
Topic: Conduction/convection review Length of Period: 1 hour

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
2.3 use technological problem-solving skills (see page 16) to identify ways to minimize heat loss
2.4 use scientific inquiry/experimentation skills (see page 12) to investigate heat transfer through conduction,
convection, and radiation
2.5 use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and
radiation, in oral and written communication

Learning Skills (Where applicable):

- Independent work
- Participation
- Application

3. Content
What do I want the learners to know and/or be able to do?
- The difference between heat transfer through conduction and convection
- How these methods of transfers affect their daily lives
- When to use insulators
- How to apply knowledge of heating and insulators to the real life situation of packing a lunch

Today learners will:

- Identify with a partner either an example of conduction, convection or insulators or a definition of the three
- Begin to figure out how these concepts apply to their lives by figuring out how to pack a lunch with different
temperatures
- Apply knowledge from past classes to complete questions and assignment

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
- Check your understanding question from the textbook have already been assigned for assessment
- Pack a Lunch assignment will be introduced for further assessment (marked by me next Monday)

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
- Students can bring prior knowledge from learning about the difference between conduction and convection
heating
- They can also bring prior knowledge about the energy of particles and particle theory

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?
(Must include where applicable accommodations and/or modifications for learners identified as exceptional.)
Coltin & Selena may both participate in the matching activity, I will be walking around the classroom incase either
need assistance finding a match. They can both complete the pack a lunch assignment and I will consult Mrs.
Smyth about marking their assignments.
B. Learning Environment
- The classroom
C. Resources/Materials
- Epson board
- Matching cards
- Pack a lunch hand out
- Textbooks
- Check your understanding Questions/Answers

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities,
procedures, compelling problem)

I will begin the lesson by reading from the science invention book and we will have a brief discussion as a class.

MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided
instruction).

I will hand out two cards to each student and they will have to find the two students with the card that matches. This
is to review knowledge of conduction, convection and insulators. The majority of the cards have to do with the three
latter but a few cards are about the states of matter.
I will be walking around the class to help with matching and questions if students are having difficulties.
Once everyone has found a match for each card, I will pull the answers up on the Epson board for visual learners to
see. If students matched up incorrectly, we will correct them together as a class.

Next we will take up the check for understanding questions that were due.

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences
together for/with the students? How will I check for understanding?

The questions that were due are about what we are reviewing, so this brought important ideas together from
learning experiences from the past couples lessons I had with the students. They will be marking the questions
individually.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and
gradual release of responsibility.)

I will be assigning the Pack a lunch assignment. They are required to draw out how they would place specific
lunch items in a lunch bag according to their heat as well as where they would put insulators.

Remember:
- Draw a rough copy first
- Label everything such as ice packs or material used for storing food.

CONCLUSION: How will I conclude the lesson?

I will conclude with giving students the success criteria for their assignment as well as give them a chance to begin
on the rough draft, if time permits.
Conduction is the Transfer of energy through
matter using direct contact

Convection is the Heat transfer by the

movement of mass from one
place to another; can take
place only in liquids and
gases

Conduction requires Direct contact

Example of Conduction Touching a metal spoon that

is sitting in a pot of boiling
water

Example of Conduction Using a heating blanket to get

warm

Example of Convection How the inside of a

greenhouse works

Example of Convection Putting your wet shoes on a

floor vent to dry them faster
Example of Conduction Picking up a hot cup of coffee

Example of Convection Macaroni rising and falling in

a pot of boiling water

Example of Conduction A pot sitting on a hot burner

Insulators Slow down heat transfer

Insulation helps Prevent heat from flowing in

or out of a material

Melting is The changing of a solid to a

liquid

Vaporization/Evaporation is The changing of a liquid to a

gas

Condensation is The changing of a gas to a

liquid

Freezing is The changing of a liquid to a

 solid

Convection happens in Liquids and gases

Conduction happens in Solids and liquids

Example of an insulator Foam

Example of an insulator Fleece

Example of an insulator Plastic

Example of an insulator Rubber

Thermal Energy flows from Warmer objects to cooler

objects

Conductors Conduct and transfer energy

easily