Thermal Energy Around Us

Overview

Lesson 1 of 5 in Thermal Energy, Connected Ideas. Students build essential vocabulary, read and view an accessible non-fiction text, and investigate how materials slow the transfer of thermal energy.

Learning intentions

• WALT identify and explain key ideas about thermal energy in accessible non-fiction texts.
• WALT use subject-specific vocabulary when discussing thermal energy.
• WALT locate and record evidence from a text, diagram and investigation.
• WALT connect thermal energy to everyday life, technology, people and the environment.

Success criteria

• I can define thermal energy, temperature, heat transfer and insulation.
• I can locate key information in a text and diagram.
• I can discuss a connection between thermal energy and everyday life.
• I can record evidence in my own words.

Curriculum links

• Te Mātaiaho English Phase 3 Years 7–8: reading and viewing non-fiction texts, including identifying main ideas, relevant details and text features.
• Te Mātaiaho English Phase 3 Years 7–8: oral interaction, building on others’ ideas and using subject-specific vocabulary.
• Te Mātaiaho English Phase 3 Years 7–8: writing to inform by selecting, organising and expressing information clearly.
• NCEA-aligned literacy foundations: interpreting information, explaining connections and supporting ideas with evidence.

Lesson structure (60 minutes)

1. 0–8 min — Engage and predict: Open with the introduction and image hook slides showing a hot drink, chilly bin, radiator and person wearing a coat. Ask: “Where is thermal energy moving, and how do you know?” Students think independently, discuss with a partner, then share predictions. Introduce the unit’s final product: an informative text explaining thermal energy and at least two connections to everyday life, technology, people or the environment.

2. 8–18 min — Build vocabulary: Use the vocabulary teaching slides and the vocabulary and reading worksheet to explicitly teach thermal energy, temperature, heat, transfer, conductor, insulator and environment. Use gestures, labelled images and simple examples. Students complete a Frayer-style grid, then match terms to examples with a partner. Clarify that heat is thermal energy moving from a warmer place to a cooler place.

3. 18–35 min — Read and view: Distribute the accessible non-fiction reading and diagram worksheet. The text, “Thermal Energy Around Us”, should include short paragraphs and a simple particle diagram showing warmer and cooler particles and heat transfer. Provide a dyslexia-friendly version with a cream background, sans-serif font, 1.5 spacing, line numbering, audio read-aloud and text-to-speech. Model skimming for the topic, scanning for a key term and annotating one important sentence. Students read independently, with a partner or through supported audio, then identify one fact and one diagram detail.

4. 35–52 min — Investigate and discuss: Show the investigation instructions and discussion prompts. In groups of five, students test which material best slows the warming of an ice cube or chilled water. Use paper, fabric, foil and bubble wrap; keep the starting conditions as similar as possible. Students record observations digitally or in the table on the investigation recording table. Groups explain their results using the sentence pattern: “The ___ slowed warming because ___. Therefore, ___.”

5. 52–60 min — Check and reflect: Return to the plenary and exit-ticket prompt. Students complete the exit ticket on the exit ticket section: define one term, record one fact from the text or diagram in their own words, and explain one everyday connection. Collect worksheets, check vocabulary grids and note which students need support in Lesson 2.

Resources

• the Thermal Energy Around Us slide deck
• the reading, vocabulary and investigation worksheet
• Images of a hot drink, chilly bin, radiator and person wearing a coat
• Ice cubes or chilled water in cups
• Paper, fabric, foil and bubble wrap
• Small containers or cups for each group
• Timer and optional thermometer
• Devices or digital recording space
• Audio read-aloud and text-to-speech option
• Board and markers

Assessment

• Listen for accurate vocabulary and explanations during think-pair-share, group discussion and the investigation.
• Check vocabulary grids, reading annotations and recorded evidence for correct understanding and paraphrasing.
• Use exit tickets to identify misconceptions and group students for targeted support in Lesson 2.

Differentiation

• Support: provide a reduced text, read-aloud, pre-highlighted evidence, a word bank, labelled diagrams and sentence frames.
• Form mixed-ability groups of five, assigning roles such as reader, equipment manager, recorder, observer and speaker.
• EAL/SEN support: pre-teach images and gestures, allow oral or digital recording, chunk instructions and check understanding after each step.
• Extension: research one surprising thermal conductor or insulator and add a sourced fact, in their own words, to the class glossary. Early finishers can explain why the material is useful in everyday life.