An assessment task in which students will demonstrate knowledge and understanding of heat energy and how it moves.
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.
In order to revise some of the key concepts from the unit, watch the Heat Transfer Song on YouTube. (Note: The temperatures which appear in this video are recorded in Fahrenheit.) After watching, ask the students:
How does heat transfer happen?
What happens if you wait too long before eating warm food?
Why does going swimming cool you down on a hot day?
As a class, create a mind map on the board to revise the key concepts addressed during the unit. Guide the students toward the following ideas:
Heat is a form of energy.
Heat moves from warmer objects or places to cooler objects or places.
Sources of heat energy can be electric, kinetic or chemical.
Conductors are materials which easily transfer heat.
Insulators are materials which slow the transfer of heat.
Explain to the students that they will be completing a worksheet independently in order to demonstrate what they have learned about heat during the unit.
Provide the students with a copy of The Heat is On – Worksheet. Briefly read through the questions and ensure that the students understand the expectations of the task. Monitor the students as they complete the worksheet independently.
Revisit the students’ sentences about how people can warm themselves up (from the first lesson of the unit). Encourage the students to rewrite their sentence, or to make alterations to it, based on the knowledge they have gained during the unit.
Collect the students’ worksheets and sentences. These could be included in a portfolio of work samples and used to assess the students’ understanding of the unit objectives.
As a class, reflect upon the unit. Gather the students’ feedback about the learning experiences they particularly enjoyed and those which they found challenging. Encourage volunteers to share something they learned from the unit.
Encourage more capable students to list and define some of the key vocabulary they have learned during the unit.
Allow students with lower literacy levels to verbally respond to some of the questions on the worksheet in order to demonstrate their knowledge.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities