Sources of Thermal Energy

Grade: 7 | Duration: 64 minutes | Class Size: 30

Subject: Sciences
Theme 7: Les sources d'énergie thermique
Link to Alberta Curriculum:

• Science 7: Heat and Temperature (SCI7-8) — Apply understanding of heat and temperature to interpret natural phenomena and technological devices
• Science 7: Energy Transformations (SCI7-9) — Describe natural and human processes that produce heat energy, including solar radiation, combustion, geothermal sources, and biological processes such as composting

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Learning Goals

I can...

• Explain how thermal energy is produced naturally through various sources (solar radiation, combustion, geothermal activity, and composting).
• Investigate and research different natural sources of heat energy independently.
• Present my findings clearly using scientific vocabulary.

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Success Criteria

By the end of this lesson, students will:

• Identify at least three natural sources of thermal energy and describe their processes.
• Conduct focused research using multiple resources and record relevant information.
• Communicate their understanding through a brief group presentation and visual aid.
• Demonstrate collaboration skills and respect in group work.

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Materials Needed

• Student research worksheets (graphic organiser with dyslexia-friendly fonts, spacing, and colour coding)
• Tablets or computers with internet access (or printed research packets)
• Chart paper/posters and markers for group presentations
• Thermometers (class set for demonstration)
• Images and diagrams of solar radiation, geothermal vents, combustion examples, and compost piles
• Access to library/reference books for printed research (optional)

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Lesson Outline

1. Activation & Introduction – 10 minutes

• Engagement question (Think-Pair-Share):
  "Where does heat around us come from?"
• Briefly discuss student ideas then write thermal energy on board.
• Show images representing natural heat sources: Sun, campfire, volcano, compost pile.
• Give an overview of learning goal and success criteria using “I can…” statements.
• Pre-teach key vocabulary: thermal energy, solar radiation, combustion, geothermal, composting.
• Present a short teacher demonstration with a thermometer to observe heat changes (e.g., holding near a warm light bulb representing solar radiation).

Differentiation: Use visuals and concrete demonstration for ELL and diverse learners to build schema.

2. Research Exploration – 30 minutes

• Divide class into 5 groups of 6 students; assign each group a natural thermal energy source:
  1. Solar radiation
  2. Combustion of fuels (wood, fossil fuels)
  3. Combustion of living organisms (e.g. decay and respiration)
  4. Geothermal energy
  5. Composting and biological heat
• Each group receives a dyslexia-friendly research worksheet with guiding questions:
  • What is this heat source?
  • How is heat produced?
  • Where do we find it naturally?
  • What effect does it have on the environment or people?
• Students use tablets, books, or printed materials to gather information, noting answers and vocabulary.
• Teacher circulates to scaffold research, help with vocabulary, and encourage critical thinking (e.g., How does the Sun’s heat reach us?).

Differentiation: Provide printed reading materials with larger fonts and colour highlights; read research questions aloud for dyslexic students or those who need support. Offer visuals and videos for groups with limited reading ability.

Extension: Advanced learners are encouraged to find examples of technologies that harness their group’s thermal energy source (e.g., solar panels for solar radiation, geothermal heating systems).

3. Group Sharing and Building Understanding – 20 minutes

• Each group creates a mini-poster or visual summary (keywords, drawings, diagrams) on chart paper.
• Groups present their findings to the class in 3 minutes maximum.
• After each presentation, teacher facilitates a brief Q&A, prompting connections:
  • How do these natural thermal energy sources affect our daily life?
  • Which ones are renewable or sustainable?

Differentiation: Allow students who are shy or struggle with speaking to contribute by illustrating or writing poster content, or pre-record presentation parts if needed.

4. Consolidation & Reflection – 4 minutes

• Quick exit ticket: Name one natural source of thermal energy and describe how it produces heat.
• Recap the “I can…” goals and success criteria; self-assessment by students on their learning confidence.

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Assessment

• Formative assessment through observation of group work, research notes, and presentations.
• Exit ticket collected and reviewed for understanding.
• Checklist for teacher to track participation and comprehension with focus on vocabulary use and accuracy of explanations.

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Differentiation Strategies Summary

Learner Needs	Strategies
English Language Learners	Visual aids, bilingual key terms, buddy reading
Dyslexia	Dyslexia-friendly fonts, colour-coded worksheets, read-aloud support
Students with ADHD	Clear task breakdowns, movement breaks included during group presentations
Advanced learners	Extension task with technology applications research, optional digital presentation creation
Shy or non-verbal	Roles within group adapted for non-speaking participation

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Extension Activity (Optional Homework)

• Research and prepare a short written or multimedia report on one modern technology that uses natural thermal energy (e.g., solar water heaters, geothermal power plants, compost heating systems). Include benefits and environmental considerations.

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Teacher Reflection Prompt

• Were students successful in independently researching and presenting complex scientific concepts?
• Did the dyslexia-friendly materials and differentiation improve engagement for diverse learners?
• How effectively were students able to link natural sources of thermal energy to human technology?
• What adaptations or supports might improve the next lesson on heat and energy?

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This lesson plan integrates inquiry-based learning, technology, collaboration, and scientific literacy—all aligned with the Alberta 7 Science curriculum to foster deep understanding and critical thinking about thermal energy.