• 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 child at the top of a slide? (chemical / thermal (heat) / gravitational potential (height) / elastic potential (stretch or squash)) → gravitational potential (height)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
2. A ball is dropped. Which energy store decreases as it falls? (gravitational potential / nuclear / elastic / kinetic) → gravitational potentialPrompt: It is getting lower.
3. Which of these mainly has a chemical energy store? (a battery / a squashed spring / a rolling football / a spinning fan) → a batteryPrompt: 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: feeling the Sun's warmth on your face? (conduction / convection / radiation) → radiationPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
2. Why does a thermos flask (vacuum flask) keep drinks hot? (The vacuum stops conduction and convection; shiny walls reduce radiation / Plastic makes heat / It traps cold out by magic / It contains a heater) → The vacuum stops conduction and convection; shiny walls reduce radiationPrompt: Which transfers need 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. Which kind of energy transfer is this: a hot-air balloon rising? (conduction / convection / radiation) → convectionPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
2. Heat transfer: which statement is NOT true? (Air trapped in materials makes good insulation. / Metals are good thermal conductors. / Dark, matt surfaces are good absorbers and emitters of infrared radiation. / Coats make heat.) → Coats make heat.Prompt: Which way does energy flow: hot to cold, or cold to hot?

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