Plan Connected Explanations

Overview

In this third lesson of Thermal Energy, Connected Ideas, students explore possible topics and plan an informative explanation connecting thermal energy with everyday life, technology, people or the environment. The lesson supports Year 7–8 learners to select evidence, organise ideas, use technical vocabulary and paraphrase accurately.

Learning intentions

• WALT choose a focused topic, audience and purpose for an informative text.
• WALT select accurate information from more than one source and turn it into useful notes.
• WALT organise connected ideas into sections, including a visual feature.
• WALT paraphrase information rather than copy it.

Success criteria

• I can choose a focused topic and identify my audience.
• I can select and paraphrase accurate facts from more than one source.
• I can organise my plan into an introduction, logical sections and conclusion.
• I can plan a diagram or other visual feature that supports my explanation.

Curriculum links

• Writing for purpose and audience: planning and shaping informative texts with clear ideas, structure and language choices.
• Reading to locate and evaluate information: identifying key ideas, distinguishing fact from opinion and combining information from sources.
• Oral language: discussing, explaining and responding constructively during peer conferences.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–5 min – Connect and introduce the purpose Open with the hook and learning intention slides. Ask: “Where does thermal energy affect your life, and what choices can change its effects?” Briefly revisit conduction, transfer, radiation and convection from earlier lessons. Share the learning intentions and success criteria.

2. 5–15 min – Explore possible topics Set up four stations: thermal energy in cooking; clothing and human comfort; homes and technology; and climate or environmental choices. At each station, students read a short accessible text, view an image or watch a 60-second teacher-selected video, then record one wonder or connection on the station recording and planning organiser. Students rotate every two minutes, with one minute for movement and instructions. Use the station prompt slides in the station rotation slides to keep transitions efficient.

3. 15–27 min – Model source use and vocabulary Display a short paragraph and diagram using the source and vocabulary workshop slides. Think aloud as you identify facts and opinions, record brief notes, and paraphrase one sentence without copying its wording. Model how a diagram can add evidence rather than decorate a page. Students convert three provided facts into notes on the worksheet, then compare one response with a partner. Revisit and pronounce: transfer, radiation, convection, renewable, efficiency, climate and sustainable. Discuss word parts such as renewable and sustainable, and provide oral rehearsal before writing.

4. 27–45 min – Choose and plan Students select one focused topic and complete the organiser. They include a title, audience, purpose, hook, three section headings, key facts or evidence from at least two sources, a connection to people or the environment, technical vocabulary, a visual or diagram idea, and a conclusion. Year 7 students should plan three clear sections; Year 8 students should explain cause and effect or compare options. Students may write, use the shared digital template, use speech-to-text, or record an oral plan. Keep the planning instructions and model plan slides visible. Circulate to check that topics are narrow enough to explain well.

5. 45–57 min – Confer and improve In groups of five, students take turns giving a brief plan summary. Peers use the checklist on the peer conference checklist to ask: Is the connection clear? Is the sequence logical? Is there enough evidence? Is the visual useful? Students make one improvement to their plan. Hold short teacher conferences, prioritising students who need help narrowing a topic, checking source accuracy or paraphrasing.

6. 57–60 min – Exit evidence Students submit a one-minute plan pitch or written summary using the exit prompt slide. They state their topic, audience, most important connection and one fact they will paraphrase. Collect the worksheet or record pitches, and give targeted feedback before the drafting lesson.

Resources

• the Thermal Energy planning deck covering the hook, learning intentions, station instructions, source model, vocabulary, planning model, conference prompts and exit task.
• the dyslexia-friendly planning organiser with station notes, source-to-notes practice, planning boxes, peer checklist and exit summary.
• Four station texts, images or short teacher-selected videos.
• Two-level source cards or printed source texts about thermal energy.
• Shared digital planning template.
• Projector or interactive display, timer and headphones if required.
• Word bank with definitions, pronunciation support and sentence stems.
• Highlighters or coloured pencils for matching sections, evidence and connections.

Assessment

• Formatively assess station responses, noting students’ prior knowledge and possible topics.
• Check planning organisers for a focused audience and purpose, evidence from more than one source, logical structure, a visual idea and paraphrasing.
• Use the exit pitch to identify who is ready to draft and who needs further support with evidence, sequencing or technical vocabulary.

Differentiation

• Provide a dyslexia-friendly organiser, clear sans-serif text, larger spacing, colour-coded sections, audio texts, source cards at two reading levels and speech-to-text or oral recording.
• Use sentence stems such as “Thermal energy affects ___ because…” and “One source explains ___; in my own words, this means ___.”
• Run a teacher-supported planning group to narrow topics and orally rehearse section ideas. Pair students strategically for reading and discussion.
• Extend advanced learners by adding a counterpoint, such as a benefit and limitation of one technology, and planning a source acknowledgement.