Science lesson plan · 7th grade (Year 8 in England) · 60 minutes
Conduction, convection and radiation
Energy
CCSS NGSS.MS-PS3-3CCSS NGSS.MS-PS3-4England: KS3 Physics: Energy (energy changes and transfers)England: KS3 Physics: Matter (energy in matter)
Objective and success criteria
Students will: Conduction, convection and radiation.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Energy stores and transfers
Leads to: Global winds, ocean currents and climate zones
Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 min
- 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.
- Which energy store is most important here: water behind a high dam? (elastic potential (stretch or squash) / thermal (heat) / chemical / gravitational potential (height)) → gravitational potential (height)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
- A moving car speeds up. What happens to its kinetic energy? (It decreases / It becomes zero / It stays the same / It increases) → It increasesPrompt: Kinetic energy depends on speed.
- Which of these mainly has a thermal (heat) energy store? (water behind a high dam / a piece of coal / a hot radiator / a child at the top of a slide) → a hot radiatorPrompt: Think about what each object is doing.
Hook · 6 min
- 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.
I do: model it · 12 min
- 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.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which kind of energy transfer is this: a pan handle warming up? (conduction / convection / radiation) → conductionPrompt: Is the energy moving through a solid, carried by a moving fluid, or travelling as waves?
- Why are saucepans often made of metal with plastic handles? (Metal is an insulator / It is just for colour / Metal is a good conductor; plastic is a good insulator / Plastic conducts heat better than metal) → Metal is a good conductor; plastic is a good insulatorPrompt: Which part should get hot, and which should not?
You do: independent practice · 17 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Heat transfer: which statement is NOT true? (Convection cannot happen in solids. / Metals are good thermal conductors. / Coats make heat. / Air trapped in materials makes good insulation.) → Coats make heat.Prompt: Which way does energy flow: hot to cold, or cold to hot?
- Why are saucepans often made of metal with plastic handles? (It is just for colour / Metal is a good conductor; plastic is a good insulator / Plastic conducts heat better than metal / Metal is an insulator) → Metal is a good conductor; plastic is a good insulatorPrompt: Which part should get hot, and which should not?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Energy stores and transfers.
- Use concrete materials: wind-up toys or a pendulum.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Global winds, ocean currents and climate zones.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder