A 60 minute lesson in which students will identify kinetic, electrical and chemical sources of heat energy.
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Review the definition of heat energy from the previous lesson (a form of energy created by movement of the molecules in a substance). Remind the students that the molecules in warm substances are moving faster than the molecules of cooler substances.
Display the What is Hot? Poster with Imageson the board. Explain to the class that each of the objects on the poster has heat energy. Encourage the students to suggest where the heat energy might be coming from in each situation e.g. the heat energy of a light bulb comes from electricity. Do not be concerned if the students have few suggestions at this stage.
Watch the remainder of the Heat Energy video from the previous lesson (begin watching from 3:23). After watching, ask the students:
What was the microwave in the video plugged into?
What was being burnt to create the campfire?
How might our bodies produce heat?
Display the Heat Sources Poster on the board. Read the information about each heat source as a class and discuss the listed examples. Encourage the students to suggest additional examples of heat being produced by kinetic energy, electrical energy and chemical energy. Be sure that the students understand the difference between an object that feels hot (such as a hot pavement) and an object that has the ability to produce heat.
Arrange the students in a seated circle. Place the title cards (Electric Heat Sources, Kinetic Heat Sources, Chemical Heat Sources) from the Heat Sources Sorting Activity on the floor. As a class, complete the sorting activity by discussing the source of heat energy in each image. Encourage the students to consider each example carefully and, if necessary, to use a process of elimination to support their decisions e.g. A hair dryer has a cord which needs to be plugged into a power socket, so its heat must come from electricity.
Provide the students with a copy of the Heat Sources Worksheet. In order to consolidate their understanding of electrical, kinetic and chemical heat sources, allow the students to complete the worksheet independently.
Once the students have finished, discuss the answers to the worksheet as a class. Correct any misconceptions by encouraging the students to ask questions about any examples they are unsure about.
Return to the poster from the tuning in activity. Encourage the students to use the knowledge they have acquired during the lesson to identify where the heat energy is coming from in each situation.
Encourage fast finishers to add additional examples of electrical, kinetic and chemical heat sources to the table on their worksheet.
Allow students who are finding the sorting worksheet challenging to complete the task in a small group with adult support.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities