Heat Transfer Intro

Learning Context and Curriculum Alignment

Grade: 7
Subject: Science
Duration: 60 minutes
Class size: 30 students
Language: French (as per teacher script)
Curriculum: Alberta Program of Studies - Science 7

• Topic Area: Energy and Related Systems
• Specific Outcome: Students demonstrate an understanding of different forms of energy and how energy can be transferred and transformed.
• Programme of Studies Reference:
  • 7-9 Science, Topic C: Energy and Related Systems
  • 7-9 Broad Outcome: Understand energy forms and transformations, including heat as energy transfer.

Learning Objectives (I can statements)

By the end of the lesson, students will be able to:

• I can explain that heat is a form of energy.
• I can describe how heat moves from warmer to cooler objects.
• I can observe and hypothesize about heat transfer in everyday contexts.
• I can participate in a scientific discussion using evidence and observations.

Success Criteria

• Students clearly state that heat is energy and that it transfers from hot to cold.
• Students can provide examples of heat transfer from daily life.
• Students engage respectfully and listen carefully during discussions.
• Students respond accurately to guided questions about heat movement.

Materials Needed

• Thermos with hot water (~50-60°C safe temperature)
• Whiteboard or blackboard + chalk or markers
• Student worksheets (printed in dyslexia-friendly font and layout)
• Pens/pencils
• Visual aid drawings on board of heat flow arrows
• Optional: Ice cube (for demonstration)

Dyslexia-friendly reading options:

• Worksheets printed on cream-coloured paper with larger font, simple sentences, clear spacing
• Use bullet points and visuals
• Avoid dense text blocks

Lesson Plan Breakdown

Introduction (10 minutes)

Script & Teaching Actions

1. Calm Entry:
   « Bonjour tout le monde. Comme vous le savez, je vais être avec vous en sciences pendant quelques semaines. Aujourd’hui, on commence un nouveau thème : le transfert d’énergie. »
   Pauses to engage class.

2. Eliciting Prior Knowledge:
   Show the thermos with hot water.
   « Regardez cette tasse. Elle contient de l’eau chaude. Si je la laisse ici sur le bureau pendant 20 minutes… que va-t-il se passer ? »
   Allow answers, write responses on board without correction.

3. Probe Understanding:
   « Bonne question : pourquoi elle refroidit ? Où va la chaleur ? »
   Write ideas on board.

4. Connect to Experience:
   « Est-ce que vous avez déjà tenu une tasse chaude ? Qu’avez-vous senti ? »
   Gather responses.

5. Set Objective:
   Write on board:
   Objectif : comprendre comment la chaleur se déplace
   « À la fin du cours, vous devrez être capables de dire : qu’est-ce que la chaleur et dans quel sens elle se déplace. »

Development (40 minutes)

Concept Teaching (15 minutes)

• Point to thermos: « Observons la tasse. Elle est chaude maintenant. Mais dans quelques minutes, elle sera moins chaude. »
• Write clearly: CHALEUR = énergie qui se déplace
• Stress the rule with repetition: « la chaleur va toujours du chaud vers le froid. »
• Have class repeat the rule chorally for reinforcement.

Demonstration / Modelling (10 minutes)

• Touch the thermos:
  « Si je touche la tasse chaude, ma main devient chaude. Pourquoi ? »
• Draw arrows on board to show heat flow: tasse → main, tasse → air.
• Use an ice cube to show heat movement from hand to cube.
• Engage students: "Quelle est la direction de la chaleur quand on tient un glaçon ?"

Check for Understanding (5 minutes)

Ask:

• « Si je tiens un glaçon, la chaleur va dans quel sens ? »
• « Si une soupe chaude refroidit, la chaleur va où ? »
• Clarify answers as needed.

Guided Practice (5-10 minutes)

• Invite examples of heat transfer at home or school: soleil, chauffage, four, chocolat chaud
• Write on board and confirm heat always moves warm → cool.

Independent Practice (5-10 minutes)

• Hand out worksheet:
  • Écris un exemple où la chaleur se déplace et indique dans quel sens.
• Circulate, provide scaffolding especially for ELLs or students with reading difficulties.

Conclusion (10 minutes)

Script & Reflection

• « Aujourd’hui, on a découvert que la chaleur est une énergie. Et cette énergie se déplace. » Point to board
• « Dans les prochains cours, on va découvrir les trois façons dont la chaleur se déplace. »
• Assign observational task: « Ce soir, observez chez vous : où voyez-vous la chaleur se déplacer ? »
• Recap with whole class: « Qui peut me dire la règle la plus importante ? »
• Class response: « la chaleur va du chaud vers le froid »
• Collect exit tickets (billet de sortie) based on today’s learning.

Differentiation Strategies

Extension Activities

• Research: Different real-life situations that show heat transfer (e.g., weather systems, cooking, clothing).
• Create an illustrated poster or digital presentation in groups showing heat moving from hot to cold with examples.
• Experiment: Observe cooling rates of different liquids at home and hypothesise reasons.

Assessment & Feedback

• Formative:
  • Observing answers, engagement during discussion and questions.
  • Review responses on worksheet – check understanding of heat direction.
• Summative:
  • Exit ticket: Write the main rule about heat transfer and one example.
• Provide verbal affirmations and targeted feedback during class.

Teacher Reflection Prompts

• Were students able to articulate heat as energy and its direction?
• Did visual aid and demonstrations support engagement?
• Were all learners appropriately challenged and supported?
• How did students respond to the independent task, and what adaptations could improve this?

End of lesson plan.
Feel free to revisit and enrich with interactive simulations or videos in future lessons aligned with Alberta Science standards.