Heat Transfer

Overview

Students investigate how heat energy moves between objects using conduction, convection and radiation. They make predictions, record observations, and use evidence to explain patterns, linking to fair testing and interpreting information from investigations.

Learning intentions

• Students will predict what will happen when heat energy transfers through different materials or in different conditions.
• Students will observe and record patterns for conduction, convection and radiation.
• Students will use scientific vocabulary (conductor, insulator, evidence, prediction) to explain heat transfer in an everyday context.
• Students will present a clear written explanation using evidence from observations.

Success criteria

• I can make a prediction about how heat will transfer and explain it.
• I can describe what I observed and label my recording (drawing/diagram/notes).
• I can identify conduction, convection or radiation and match it to evidence.
• I can use heat transfer vocabulary to explain why an everyday object is designed that way.

Curriculum links

• Science ST2 (Energy & change): uses information to investigate effects of energy on physical systems.
• Working scientifically: poses questions to create fair tests investigating effects of energy on physical systems.
• Working scientifically: uses and interprets data to describe patterns and relationships.
• English: communicates ideas clearly in discussion and written responses.
• Mathematics: uses data and representations to organise and interpret information (informal links through pattern spotting and recording).

Lesson structure (60 minutes)

1. 0–5 min · Engage (Driving question). Teacher displays a metal spoon, wooden spoon, thermos, saucepan picture, and a “Sun” picture. Students Think–Pair–Share: where they felt heat today, whether heat can move without touching, and which object transfers heat fastest; they record one prediction in their science journals.

2. 5–20 min · Explore (Rotate through 3 investigations). Students rotate in small groups through three stations. Each station includes a prompt, a short observation window, and a recording task.

• Station 1 (Conduction) 5–10 min. Students predict which spoon warms most quickly (metal/wood/plastic). They place spoon ends into warm water (teacher prepared) and observe which warms first. Students record: prediction, observations, and a labelled scientific drawing. Teacher circulates, asking: “Which spoon warmed first? What evidence supports your explanation?”
• Station 2 (Convection) 10–15 min. Students observe coloured warm water in a clear container: warm water rises, cooler water sinks. Students draw arrows to show movement and heat transfer patterns, then write a short explanation. Teacher asks: “What pattern can you see? Why is the coloured water moving?”
• Station 3 (Radiation) 15–20 min. Teacher demonstrates using a heat lamp (teacher use only) with two identical objects at different distances. Students observe which object warms first and discuss how heat transfers without direct contact. Students record labelled observations and one evidence sentence.

3. 20–30 min · Prepare data explanations. Teacher pauses groups and asks students to compare their three sets of observations to their original prediction. Students add a “Claim–Evidence” line in journals: one claim about heat movement and one piece of evidence from one investigation (students choose which one).

4. 30–40 min · Explain (Anchor chart + vocabulary). Teacher leads a class discussion and constructs an anchor chart: Three Ways Heat Energy Moves (conduction, convection, radiation). Students explicitly practise key vocabulary: heat energy, thermal energy, conduction, convection, radiation, conductor, insulator, evidence, prediction. Students answer: “What evidence supports your conclusion? Were your predictions correct? Which investigation best demonstrated heat transfer?” Teacher checks for correct use of evidence words and vocabulary.

5. 40–45 min · Elaborate (Everyday design reasoning). In pairs, students sort and explain using images: insulated drink bottle, emergency blanket, ceiling fan, house insulation, saucepan. For each image, they identify which heat transfer method is happening, why the object is designed that way, and how understanding heat transfer helps people.

6. 45–55 min · Assessment task: Heat transfer reasoning. Students choose one everyday object from the set and plan their written explanation in their journals using a quick scaffold:

• Method of heat transfer (conduction/convection/radiation)
• Evidence from observations (refer to one investigation)
• Why it is useful (link design to heat transfer)

7. 55–60 min · Evaluate (Exit ticket). Students complete the exit ticket and submit before leaving: choose one everyday object and explain which type of heat transfer occurs, what evidence supports the explanation, and why the method is useful. Teacher collects for marking.

Resources

• Metal, wooden and plastic spoons
• Warm water supply (teacher prepared) and containers
• Clear container for convection + coloured warm water
• Heat lamp (teacher use only) and two identical objects
• Science journals
• Investigation recording sheets with space for prediction, observations, labelled diagram
• Anchor chart paper/whiteboard
• Vocabulary cards (heat energy, thermal energy, conduction, convection, radiation, conductor, insulator, evidence, prediction)
• Images: insulated drink bottle, emergency blanket, ceiling fan, house insulation, saucepan
• Exit ticket template

Assessment

• Formative: teacher observation during rotations (predictions, safe participation, and recording of observations).
• Formative: questioning during discussion (“Which warmed first?” “What pattern can you see?” “What evidence supports your conclusion?”).
• Summative/formative for this week’s focus (Exit Ticket): students identify heat transfer type, cite evidence, and justify usefulness using correct vocabulary.

Differentiation

• Support: sentence stems for recording and explanations (e.g., “I predict… because…”, “My evidence shows…”, “This is radiation because…”).
• Support: pre-made category/visual prompts for everyday objects and partially completed recording sheets.
• Extension: students compare which investigation produced the clearest evidence and explain why (e.g., “Conduction was easiest to see because…”).
• EAL/SEN: use vocabulary cards and model one example explanation before independent writing; allow drawing-based evidence where appropriate during the Explore stage.