-­‐   Get  students  to  go  back  and  feel  which  cup  has  held  

the  heat  the  best.    

 
CONCLUSION:  
-­‐   Discuss  as  a  class  if  their  predictions  were  correct.    
-­‐   Ask  students  if  they  were  to  drink  a  coffee  which  cup  
they  would  use.    
-­‐   Play  youtube  video  to  conclude.    
-­‐   Invite  students  to  add  to  word  wall.    

Safety  Considerations:  
•   Using  hot  water  –  allocate  one  student  per  group  to  
be  in  charge  of  the  kettle  
•   Students  handling  water  use  oven  mitts  
•   Spills  /  Burns  –  need  to  be  reported  to  the  teacher  
•   Moving  around  the  room  safely  
•   No  drinking  the  water  
 
Ethical  considerations:  
-­‐  Students  to  respect  one  another  in  group  and  work  ethically    
 
Learner  diversity:  
-­‐   Cater  for  students  with  learning  difficulties  
-­‐   Spent  time  breaking  task  down  and  giving  extra  
explanation  for  those  who  need  it    
-­‐   Extend  students  through  further  questioning    
-­‐   Group  appropriate  to  ensure  students  can  work  with  
one  another  effectively  (stronger  and  weaker  
students)  

 
 
   
 5E’s-­‐  EXPLAIN  (1  lesson)  
•   To  support  students  to  represent  and  explain  their  understanding  of  how  heat  can  be  produced  and  can  move  from  object  to  object,  and  to  introduce  current  specific  
views.    
•   Formative  assessment  

WEEK/   AUSTRALIAN  CURRICULUM   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     KEY   RESOURCES  
LESSO  LINKS   OBJECTIVE   (what  &  how)   EXPERIENCES   QUESTIONS  
N     (include  learner  diversity)  
Science   Science   Science  
Unders as  a   Inquiry  
tanding   Human   Skills  
Endeav
our  
3   ACSSU ACSHE ACSIS0 Explain  how  heat    FORMATIVE   PREPARATION:     What  have   Word  wall  
049   051   60   transfers  from   ASSESSMENT   -­‐   Photocopy  worksheet.     we  learnt   Science  Journal    
hot  objects  to   about  heat?     Worksheet  
cooler  ones.     INTRODUCTION:       ‘moving  heat’.    
  -­‐   Recap  from  previous  week.     What  is  a  
Review  their   heat  source?    
-­‐   Introduce  worksheet  and  explain  how  to  fill  out.    
understanding  of    
heat  sources  and   -­‐   Discuss  how  heat  moves  from  a  hotter  to  a  colder   What  
the  production  of   object  and  that  materials  which  allow  heat  to   happens  
heat.     flow  easily  are  conductors  and  those  that  do  not   when  two  
things  are  
allow  heat  to  flow  easily  are  insulators.    
touching  and  
one  is  hotter  
BODY:  
and  one  is  
-­‐   Explain  students  will  be  getting  into  groups  to   cooler?    
create  a  poster  to  warn  others  about  the  danger  
of  touching  hot  objects.    
-­‐   Get  students  into  groups.    
-­‐   Allow  students  to  create  poster.    

 
CONCLUSION:    
-­‐   Ask  students  to  include  scientific  words  on  their  
poster.    
-­‐   Invite  students  to  add  to  word  wall  when  they  
have  finished  and  added  colour  to  their  poster.