K5 Science Endorsement GPS Lesson Plan

Title
Teacher(s)
E-mail
School
Lesson
Title
Grade
Level

Heat
Janice Belcher
Janice.belcher@cobbk12.org
Dowell
Introduction to Heat
3rd

Concept This unit on heat allows

students to observe how heat is
s(s)
Targeted produced, how insulation
works, and how to measure
temperature differences.

Lesson Essential Question:

How does temperature affect the states of matter?
What causes objects to change temperature?
What can we do to keep an objects temperature constant?

Georgia Standards:
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and
will understand a change in temperature indicates a change in heat. a. Categorize ways to
produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b.
Investigates how insulation affects heating and cooling. c. Investigates the transfer of heat energy
from the sun to various materials. d. Use thermometers to measure the changes in temperatures
of water samples (hot, warm, cold) over time
Safety Considerations Oven Mitts to be used when working with hot
liquid.
Misconceptions- Heat and temperature are the same. Heat energy can
be lost. Melting and dissolving are the same. Insulators make things hot or
cold. Heat is generated from materials such as blankets, coats or hats. On a
cold day when a door is opened the cold air comes in. Some materials such
as metals are inherently cold.

The Learning Plan:

ENGAGE:
TSW give each will complete a word splash in their journal. TTW write
everything they know about heat.
Watch BrainPop video on HEAT.
TTW add to their word splash any new ideas/concepts about heat.
When appropriate, lead the class into a discussion of heat itself in more

general terms. You may wish to review Heat Energy for general background
information. Discussion questions may include:

Why do people need heat?

In what kinds of specific everyday situations do we need heat?
What are some of the major sources of heat that we rely on?
What kinds of machines produce heat when being used?

EXPLAIN:

TTW take the students outside and give them a magic bead. TSW observe the
bead and discuss what happens. Why does this happen?
TTW introduce heat, thermometer, temperature, and heat transfer through the
visual aid of PowerPoint. TTW emphasis vocabulary, essential questions, and student
learning objectives student driven experimentation.

ELABORATE/EXTEND:
TSW conduct food dye experiment. TTW prompt the student to answer the following questions: What
do you think will happen? Why? Record the water temperature. Watch as a drop of food coloring is placed
into the center of each container of water. What do you see?
All responses will be recorded in journal.
EVALUATE:
STEM Challenge-Students will create a type of insulation to keep hot water
hot and cold water cold using 5 materials or less.