• Quick retrieval from earlier learning (Energy stores and transfers). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which energy store is most important here: a stretched trampoline? (chemical / elastic potential (stretch or squash) / gravitational potential (height) / kinetic (movement)) → elastic potential (stretch or squash)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
2. Which are ways energy can be transferred? (energy cannot move / only by wires / only by fire / by heating, by electric current, by light and sound, by forces) → by heating, by electric current, by light and sound, by forcesPrompt: Think of a lamp, a speaker and a kettle.
3. Which of these mainly has a gravitational potential (height) energy store? (a flying aeroplane (airplane) / a stretched rubber band / a battery / water behind a high dam) → water behind a high damPrompt: Think about what each object is doing.

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: Conduction, convection and radiation. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which kind of energy transfer is this: a metal spoon in hot soup getting hot?
• Step 1: Conduction passes energy through a solid as particles vibrate and pass it on.
• Step 2: So the answer is: conduction
• Answer: conduction
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which kind of energy transfer is this: a metal spoon in hot soup getting hot? (conduction / convection / radiation) → conductionPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
2. How does the Sun's energy reach Earth? (through cables / by convection currents in space / by radiation, through empty space / by conduction through space) → by radiation, through empty spacePrompt: Space is almost empty, with almost no particles.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Heat transfer: which statement is NOT true? (Convection cannot happen in solids. / Air trapped in materials makes good insulation. / Radiation needs particles to travel. / Metals are good thermal conductors.) → Radiation needs particles to travel.Prompt: Which way does energy flow: hot to cold, or cold to hot?
2. Why does a thermos flask (vacuum flask) keep drinks hot? (It traps cold out by magic / Plastic makes heat / It contains a heater / The vacuum stops conduction and convection; shiny walls reduce radiation) → The vacuum stops conduction and convection; shiny walls reduce radiationPrompt: Which transfers need particles?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.