Heat Moves Around Us

Overview

Students investigate how heat energy comes from different sources and can transfer between objects, causing temperature changes. They use thermometers to collect simple data, compare results and represent heat movement with arrows and scientific vocabulary.

Learning intentions

Students will:

• identify different sources of heat energy
• explain that heat can transfer from a warmer object to a cooler object
• measure and record temperature using a thermometer
• use observations and data to communicate a scientific explanation

Success criteria

• I can identify at least three sources of heat.
• I can safely use a thermometer to measure temperature.
• I can describe what happens when heat moves from one object to another.
• I can use a table, arrows and scientific words to explain my results.

Curriculum links

• Heat energy can be generated from different sources, and temperature changes may occur when heat is transferred between objects.
• Data from observations can be used to develop explanations of natural phenomena.
• Data can be organised in tables to identify patterns and simple relationships.
• Observations and findings can be communicated using scientific vocabulary and visual representations.

Lesson structure (40 minutes)

1. 0–5 min · Hook and prediction. Teacher displays a picture of the Sun warming the Earth, a toaster and a campfire using the hook and heat-source images, then asks, “Where does heat come from, and where does it go?” Students name familiar heat sources and make a quick prediction about what will happen when a cool object is placed in warm water.

2. 5–11 min · Build the concept. Teacher uses the heat-source and heat-transfer teaching slides to explain that heat energy can be generated by sources such as the Sun, fire and electrical devices, and that heat transfers from a warmer object to a cooler object. Students participate in a short demonstration: the teacher places one finger near (not on) a warm mug and describes sensing warmth, then models heat movement with arrows. Emphasise that temperature tells us how hot or cold something is and is measured with a thermometer.

3. 11–15 min · Investigation briefing and safety. Teacher models how to read a thermometer at eye level and introduces the investigation instructions on the practical instructions and safety slide. In groups of four or five, students will measure cool water, add a warm sealed container or warm water as directed, and record temperatures at the start and after five minutes. Teacher reminds students not to taste materials, handle hot water only with adult assistance, keep water away from electrical equipment and report spills immediately.

4. 15–27 min · Group investigation. Teacher provides each group with a thermometer, two cups, cool water and warm water that is safe to handle, circulates and asks, “Which object is warmer? Which way will heat transfer?” Students use the heat-transfer investigation sheet to record the starting temperature of the cool and warm water, combine the water when instructed, measure again after two minutes and after five minutes, and note visible observations. One student measures, one records, one watches the timer and one reports findings; rotate roles if time allows.

5. 27–35 min · Analyse and represent. Teacher brings the class together and uses the results discussion and modelling slides to create a class table from selected group results. Students compare their measurements, identify the pattern that the warmer water cooled while the cooler water warmed, and complete the diagram on the heat-transfer explanation section. They draw arrows from the warmer water to the cooler water and write a sentence using “heat transferred from … to … because …”.

6. 35–40 min · Communicate and exit check. Teacher displays the plenary and exit-question slide and invites two groups to share their explanation. Students complete the final questions on the individual exit check: name two heat sources, state the direction of heat transfer and explain one temperature change using evidence from their table.

Resources

• the complete heat-energy slide deck
• the heat-transfer investigation sheet
• Thermometers, one per group
• Clear cups or containers, two per group
• Warm water and cool water
• Measuring jug, paper towels and timers
• Safety goggles if available
• Whiteboard and markers

Assessment

• Listen during the hook and teaching discussion for correct identification of heat sources and the idea that heat moves from warmer to cooler objects.
• Check group tables for sensible thermometer readings, completed observations and evidence of a pattern.
• Use the individual exit check to assess whether students can describe heat transfer and support an explanation with data.

Differentiation

• Provide a word bank on the worksheet: heat source, temperature, warmer, cooler, transfer, thermometer and evidence. Offer sentence starters such as “Heat transferred from ___ to ___ because ___.”
• Pair students strategically and allocate practical roles with picture cues. Allow students who need support to dictate their explanation to a partner or teacher.
• For EAL learners, use labelled images of the Sun, fire and electrical devices, gesture the direction of heat transfer and rehearse the key sentence orally before writing.
• Extend capable students by asking them to compare results between groups and suggest reasons temperatures were not exactly the same, such as different starting temperatures or measurement timing.