Heat Hunt Adventure

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Overview

Unit Title: Heat Solutions in Science
Lesson Title: Lesson 2 – Heat Hunt: Discovering Heat Sources
Duration: 60 minutes
Year Level: Year 3
Class Size: 25 students
School Context Note: No additional context provided

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Australian Curriculum Links

Learning Area: Science
Strand: Science Understanding
Sub-strand: Physical Sciences
Content Descriptor:
ACSSU049 – Heat can be produced in many ways and can move from one object to another.

General Capabilities:

• Critical and Creative Thinking
• Personal and Social Capability
• ICT Capability
• Literacy

Cross-Curriculum Priorities:

• Sustainability (Consideration of sustainable heat solutions in school settings)

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Learning Intentions

By the end of this lesson, students will:

• Identify different sources of heat in the school environment.
• Understand that heat is produced in various ways (e.g. electricity, friction, solar energy).
• Discuss how heat sources are used to solve real-life problems.
• Work collaboratively to document findings and share ideas.

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Success Criteria

Students will:

• Participate in a structured 'heat hunt' around the school.
• Accurately photograph and label at least three different sources of heat.
• Contribute to meaningful discussion about the purpose and function of heat sources.
• Reflect on how heat is used in everyday school life.

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Resources Required

Teacher Preparation

• Pre-walk the school to identify safe and interesting heat sources
• Prepare Heat Hunt recording sheets (A4 checklist with drawing/labelling task)
• Ensure iPads/tablets/digital cameras are charged and distributed
• Confirm supervision and safety procedures for movement around the school

Materials

• Clipboards and pencils
• “Heat Hunt Observation Sheet” (1 per pair)
• iPads or cameras (1 per pair or group of 3)
• Printed image tags (for students to label on photos or match heat source types)
• Whiteboard and markers for class discussion
• Interactive classroom display or space to feature photos collected

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Vocabulary

Word	Meaning
Heat	A form of energy that makes things warm or hot
Source	Where something comes from
Conduction	The way heat moves through objects like metal
Insulation	Material that stops or slows down heat movement
Solar	Energy from the sun

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Lesson Sequence

1. Warm-Up (10 minutes)

Whole-Class Discussion

• Begin by asking students: “What do you think produces heat in our school?”
• Use a T-Chart on the board:
  • Natural heat sources (e.g. sunlight)
  • Man-made heat sources (e.g. ovens, laptops, classroom heaters)
• Revisit prior learning from Lesson 1 about different types of heat production.
• Introduce today’s activity: a Heat Hunt around the school.

Guided Questioning

• "Can heat be seen?"
• "What are some ways we could find out if something is producing heat?"
• Emphasise safety – not touching potentially hot objects.

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2. Heat Hunt Activity (Outdoor/Indoor Exploration: 25 minutes)

Student Grouping: Pairs or groups of 3

• Students are given clipboards, pens, and recording sheets. Devices handed to each group.
• Ensure each group has a designated photographer, recorder, and “safety spotter”.

Activity Instructions:
Students will:

• Search for and photograph at least 3 different heat sources around the school grounds (e.g. the sun-warmed concrete, laptop vent, oven in canteen, playground slide in sun, heater, photocopier).
• Record what it is, how it produces heat, and what problem it solves (e.g. keeps people warm, cooks food, dries clothes).
• Optional prompt: “If this heat source didn’t exist, what would we do instead?”

Teacher Role:

• Circulate between groups, ask prompting questions:
  • “How do you know this object is warm?”
  • “What makes this object produce heat?”
• Support students in identifying non-obvious sources (e.g. friction from rubbing hands, poles in the sun, heat from machines or tools).

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3. Sharing & Group Reflection (15 minutes)

Back in Classroom:

• Students return and transfer top 2 photos and notes to heat source display board (physical wall or digital slide).
• Teacher facilitates discussion using the displayed photos:
  • “Which heat source surprised you the most?”
  • “Did you notice any patterns?”
  • “Are any heat sources more sustainable than others?”
• Introduce new concept: sustainable heat – invite students to think aloud about solar heat vs electricity-based objects.

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4. Wrap-Up and Reflection (10 minutes)

Reflection Activity:

• Students individually complete a short reflection:
  1. My favourite heat source today was…
  2. It is helpful because…
  3. I wonder if… (open question for future curiosity).

Extension Challenge (Optional)
Choose one heat source from today and think of a different way heat could be produced for that object, that would be more sustainable.

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Assessment Opportunities

Formative assessment through:

• Observation of student engagement and interactions
• Accuracy and thoughtfulness in completed ‘Heat Hunt’ sheets
• Contributions to group sharing and reflection responses
• Use of vocabulary and links to real-world contexts in discussion

Teacher Note: Keep anecdotal notes or evidence from student comments to inform next lesson (Lesson 3 will build on sustainable methods of producing heat.)

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Adjustments & Differentiation

• Support: Visual aids, pre-teaching heat vocabulary, adult support during walk for EAL/D or students with learning challenges.
• Extension: Offer thermal thermometers to advanced students to measure heat differences; challenge to classify types of heat transfer experienced.
• Cultural Inclusion: Encourage students to include sources of heat from home or cultural contexts, such as traditional cooking methods or heating styles.

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Teacher Reflection Prompts (Post-Lesson)

• Were students able to identify a variety of heat sources, including non-obvious ones?
• Did students make links between heat sources and their practical uses or problem-solving functions?
• Which pairs/groups showed strong observational or analytical thinking?
• Was there any safety issue or obstacle that requires modifying the next ‘investigation’-style activity?

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Looking Ahead

Lesson 3 Preview:
Students will explore how different materials respond to heat and begin investigations on insulation and heat movement – setting the stage for building 'cool-proof' lunchboxes.

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Let the adventure of scientific discovery begin — the heat is on! 🔍🔥