NATURAL SCIENCES: PLANNING & PREPARATION
GRADE 7 TERM 3 KNOWLEDGE STRAND
Topic/Content/Concepts/
Skills
(WHAT I am going to teach/ guide/
support…)
Topic: Heat transfer
Content:
• Heating as a transfer of energy
• Conduction
Concepts:
• Heating is a process in which energy
is transferred from a hotter body to
TEACHERS a cooler body.
• The energy transfer continues until
both bodies are at the same
temperature.
• Heat is transferred in three ways by:
- conduction,
- convection, and
- radiation.
• Conduction:
- Is the transfer of heat between
solid objects that are in direct
physical contact with each
other.
- Heat ‘travels’ from the source
of heat through the object, or
from one object to another by
conduction.
- Metals are conductors of heat.
Some metals conduct heat
better than others.
- Good conductors are used for
making things such as cooking
pots.
- Other materials prevent/slow
down conduction of heat and
are called insulators of heat
GET GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER - HEATING AS A TRANSFER OF ENERGY AND CONDUCTION
ENERGY AND CHANGE
DATE: Term 3 Week 4; Lesson Plan 1_2021
Teaching Methodologies & Classroom Management Resources / LTSM
(WHAT I am going to use to
(HOW I am going to teach/guide/support…)
teach/guide/support…)
METHODOLOGY: e-Resources:
• The methodology is implied in the lesson. SASOL Inzalo/Siyavula Gr 7-B Learner
Workbook:
CLASSROOM SETUP: COVID-19 Regulations • https://www.siyavula.com/read
ENGAGE: SASOL Inzalo/Siyavula Gr 7 Parent /
• Create a hook to grab the learner’s attention. Use this to generate curiosity: Teacher Guide for the answers
- As it is winter it is the ideal time to do this activity. Switch on a heater in the • https://www.siyavula.com/read
class (if possible) after the learners have entered the class and has settled
down. Ask the learners questions to create curiosity and activate them, such Reference work:
as: Teachers for Tech and Science:
o Are you feeling cold? • http://teachersfortechandscience.
o Do you think we should switch on the heater? co.za/gr7-term-3/term-3-topic-3/
o Can you feel the heat? • NECT Natural Sciences Lesson Plan
o Why not? I can feel it! Term 3
- The idea here is that the learners realise that they do not feel the heat
immediately. The further they sit to the back, the longer it will take them to feel LAC:
the heat. The next question that should be asked is: • Glossary List / Science Dictionary
o Why do you think you cannot immediately feel the heat?
o What do you think is happening? Safety:
o Can you explain what is happening? Adult supervision to prevent injury,
- Now is the moment that you look at the science. Put on a lab-coat or put the spillage and damage is advised.
learners in a mind-frame that we are now going to look at the science of this
problem. General Materials:
- Problem: What is heat and how is it transferred/how does it work? • Video clips from the internet,
• Science diary or workbook, pencils,
EXPLORE, EXPLAIN, ELABORATE: • Laptop / tablets / smart phones,
etc.
Activity 1: Heat vs Temperature (SASOL Inzalo/Siyavula Gr 7-B LB pp. 56 – 57)
Question: Activity 2:
1. Is there a difference between heat and temperature or are they the same thing? • A wooden spoon with a long
2. Use a double-bubble map and show me what are the differences between heat handle
and temperature. (The learners read the section and show their thinking.) • A metal spoon with a long handle
• A plastic spoon with a long handle
1 | Page
 (such as plastics and wood).
These are generally poor
conductors of heat.
SASOL INZALO/Siyavula Gr 7-B:
Teacher’s Guide (pp. 62 – 75)
Learner’s Textbook (pp. 56 – 65)
NECT:
Natural Sciences Lesson Plan Term 3 (pp.
73 – 95)
Skills:
• Accessing and recalling information
• Observing
• Comparing
• Measuring
• Sorting and classifying
• Identifying problems and issues
• Raising questions
• Predicting
• Hypothesizing
• Planning and doing investigations
• Recording information
• Interpreting information
• Communicating
LAC:
• Reading with deeper understanding
- Reading and interpreting data
• Writing with clarity
- Observation skills:
o What do I see?
o What do I think?
o What do I wonder?
- Taking notes:
o Using thinking maps,
doodle maps or thinking
diagrams to make thinking
visible.
o Translate information in
thinking maps, doodle
maps or thinking diagrams
into a graph and
paragraph.
- Using symbols in a diagram as a
language to make meaning
clear.
• Vocabulary:
- heating
- hotter
GET GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER - HEATING AS A TRANSFER OF ENERGY AND CONDUCTION
• A plastic or glass bowl that is heat
resistant
• Water
• Kettle
• Butter
e.g. • 3 colourful beads of the same size
• Butter knife or blunt nose knife
3. The learners use the information in the
double-bubble map to explain and write a PhET Simulation: Conductivity
definition for heat and temperature. • https://phet.colorado.edu/sims/ht
ml/energy-forms-and-
Activity 2: Conduction (SASOL Inzalo/Siyavula Gr 7-B LB pp. 57 – 65) changes/latest/energy-forms-and-
Show the learners a video of conduction. There is a number of video resources changes_en.html
available in the resource column on the right. Choose a source that fits with the learners
in your class keeping language ability in mind. Show it, instead of doing the experiment, VIDEO RESOURCES:
as a demonstration if you are pressed for time. Conduction:
As this is a demonstration, keep in mind that the learners should do an observation • What materials conduct heat best:
activity. Think of using a Tree Map for the learners to classify the information based on https://www.youtube.com/watch?
the 3 ways that heat is transferred. It means that learners will use the same worksheet for v=Ry8yXhCxclA
this lesson plan and the lesson plan following on this one. • The process of Conduction:
https://www.youtube.com/watch?
v=WNS6oBHy50A
• Heat conductivity metals:
https://www.youtube.com/watch?
v=Sdpcjm2vmLY
e.g.
Question:
Does heat only move through air like when we switched on the heater in the class or
can it move through other materials?
Problem 1:
What material is the best to use for stirring hot mixtures so that I do not get burned?
Show the materials to the learners. (Try to make them all the same size.)
• A wooden spoon
• A plastic spoon
• A metal spoon
Hypothesis:
The learners write a hypothesis to say what they think will happen.
If I …, then ….
Learners watch the video of the experiment or the teacher conducts the experiment.
[The spoons are placed in a container with their handles in the container. Place a dot of
butter on the ladle side of each spoon (same size) and a coloured bead on each dot of
butter. Boil water in a kettle. Pour the boiling water carefully in the container with the
spoon handles facing downwards into the bowl. Use a timer and time the amount of
time it takes for the butter to melt and run down the spoon.]
Observation:
2 | Page
 - cooler The learners write down what they have observed using a See, Think, Wonder.
- temperature 1. Which spoon’s butter melted the first and the fastest?
- conduction 2. Is that what you thought would happen? Refer back to your hypothesis.
- conductor(s)
- insulator(s) Conclusion:
- variables What can you conclude about which material is the best conductor of heat?
- thermal
- heat Explain briefly to the learners what happens to the particles when heat is transferred
from one particle to the next using the following image:

Let the children answer the problem question based on what they have learned.

Problem 2:
Do you think different metals conduct heat at the same rate?

Let the learners write a hypothesis, watch the video based on this question, make
observations and come to a conclusion about the rate at which heat is conducted.

REFLECT:
Learners reflect on the work they have done during the topic.
They complete the following sentence:

I used to think …, but now I think/know …. [They have to make reference to something
they have learned during the topic and some form of knowledge that have improved,
or a misconception that has been corrected when writing this sentence.]

Topic: Heat transfer ACTIVITIES AT HOME: e-Resources:

Content:
• Heating as a transfer of energy
• Conduction
PARENTS Concepts and skills:
See the concepts and skills as described
and set out in the teacher section.
SASOL INZALO/Siyavula Gr 7-B:
Teacher’s Guide (pp. 62 – 75)
Learner’s Textbook (pp. 56 – 65)
NECT:
Natural Sciences Lesson Plan Term 3 (pp.
73 – 95)
Language across the curriculum (LAC):
Explore together: SASOL Inzalo/Siyavula Gr 7-B Learner
1. How heat is transferred at home. Workbook:
2. Identify systems at home that uses conduction to transfer heat. • https://www.siyavula.com/read
Support your child with this activity by: SASOL Inzalo/Siyavula Gr 7 Parent /
• Providing support when asked for it. Teacher Guide for the answers
• Guiding their learning through questions. • https://www.siyavula.com/read
• Showing an interest.
• Providing a safe, secure area in which to do the work. Reference work:
• Allowing for the time it will require to do the activity. Teachers for Tech and Science:
• Helping them to acquire the materials they will need to investigate the topic using • http://teachersfortechandscience.
the key questions below (a gentle reminder that in Science we advocate recycling co.za/gr7-term-3/term-3-topic-3/
as far as possible). • NECT Natural Sciences Lesson Plan
• Allowing them to make mistakes and seeing it as growth in their thinking and doing Term 3
(don’t give up attitude).
• Allowing them to fix their mistakes. LAC:
• Glossary List / Science Dictionary
The idea is still that the learner should do their own work, but it is very important that they
feel that their parents had some input and supported them. Safety:

3 | Page
GET GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER - HEATING AS A TRANSFER OF ENERGY AND CONDUCTION
 See how language skills across the
curriculum are supported in the teacher
section.
This activity will teach fact-finding and problem-solving skills and promote self-directed Adult supervision to prevent injury,
learning and responsibility as a value. spillage and damage is advised.
KEY QUESTIONS General Materials:
1. What is the difference between heat and temperature? • Video clips from the internet,
2. Why does my cold drink become warm? • Science diary or workbook, pencils,
• Laptop / tablets / smart phones,
KEY CONCEPTS: etc.
1. Heat is energy that is transferred from a hotter to a cooler object.
2. Temperature is a measure of how hot or cold a substance feels. Activity:
3. Heat (energy transfer) occurs in three ways: conduction, convection or radiation. • A wooden cutting board/block
4. During conduction, the objects must be touching each other for energy transfer to • A plastic cutting board/block
take place. • A piece of tin foil covering a
5. Some materials, such as metals, conduct heat well. They are called conductors of cutting board/block
heat. • 3 blocks of ice
6. Some materials, such as plastics and wood, slow down or prevent conduction. They • A stopwatch
are called insulators.
PhET Simulation: Conductivity
• https://phet.colorado.edu/sims/ht
ml/energy-forms-and-
changes/latest/energy-forms-and-
changes_en.html

VIDEO RESOURCES:
Conduction:
• What materials conduct heat best:
https://www.youtube.com/watch?
v=Ry8yXhCxclA
• The process of Conduction:
https://www.youtube.com/watch?
v=WNS6oBHy50A
• Heat conductivity metals:
https://www.youtube.com/watch?
v=Sdpcjm2vmLY

HEAT TRANSFER: Convection

LEARNERS’
ACTIVITIES Textbook: SASOL Inzalo/Siyavula Learner Book Gr 7-B pp. 59 – 60
Do the activity in your Science workbook. Take a clear photo of the pages after you have completed it and send it to your teacher.

ACTIVITY:

Investigative question: Do all materials conduct heat in the same way?

Aim: To investigate which materials are the best conductors of heat.

In this investigation, we will be placing an ice cube on a wooden block, a plastic block and on an aluminium block (tin foil covered) and observing which ice cube melts the
fastest.

Hypothesis:
Write a hypothesis for this investigation. Which block do you think will melt the ice cube the fastest? Remember to say something like this:

4 | Page
GET GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER - HEATING AS A TRANSFER OF ENERGY AND CONDUCTION
 If I (do this) …, then (this will happen) ….

Materials and apparatus:

• a plastic block (plastic cutting board)
• a wooden block (wooden cutting board)
• an aluminium block (cutting board covered with tin foil)
• ice cubes
• a plastic sheet under the blocks to make sure the water from the melting ice does not spill
• timer / stop watch

Method:
1. First feel the plastic block, wooden block and the aluminium block. Describe how they feel.
2. Place an ice cube onto each block and observe what happens. Make sure they cannot slip off the block.
3. Switch on the timer and observe what happens. Remember to time the effects of each block and take note of your observations.

Observations:
1. Which ice cube starts to melt first and the fastest?
2. How long did it take before it started to melt?
3. How long did it take to melt completely?
4. Which ice cube took the longest to melt?
5. How long did it take to melt completely?
6. Is this what you thought would happen? Refer back to your hypothesis.

Conclusions:
What can you conclude about which material (the plastic, the wood or the metal) is the best conductor of heat?

LEARNER ASSESSMENT WORKSHEET

INFORMAL
ASSESSMENT A revision activity will be provided at a later stage.

5 | Page
GET GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER - HEATING AS A TRANSFER OF ENERGY AND CONDUCTION

GRADE 7 TERM 3 KNOWLEDGE STRAND
Topic/Content/Concepts/
Skills
(WHAT I am going to teach/ guide/
support…)
Topic: Heat transfer
Content:
• Convection
• Radiation
Concepts:
• Heat is transferred in three ways by:
- conduction,
TEACHERS - convection, and
- radiation.
• Convection:
- is the transfer of heat from one
place to another by the movement
of liquid or gas particles.
o Air and water expand when
heated and the particles
move upwards.
o When cooled they move
down again.
o This is called a convection
current.
• Radiation:
- is the transfer of heat and does not
require physical contact or
movement of particles.
- The heat from the Sun travels
mainly by radiation across empty
space to the Earth.
- Shiny surfaces (such as silver) are
good reflectors of radiant heat and
dark surfaces (such as black)
absorb heat energy.
- Radiation heats up dark surfaces
more quickly (absorb heat) than it
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
NATURAL SCIENCE: PLANNING & PREPARATION
ENERGY AND CHANGE
DATE: Term 3 Week 4; Lesson Plan 2_2021
Teaching Methodologies & Classroom Management Resources / LTSM
(WHAT I am going to use to
(HOW I am going to teach/guide/support…)
teach/guide/support…)
METHODOLOGY: e-Resources:
• The methodology is implied in the lesson. SASOL Inzalo/Siyavula Gr 7-B Learner
Workbook:
CLASSROOM SETUP: COVID-19 Regulations • https://www.siyavula.com/read
ENGAGE: SASOL Inzalo/Siyavula Gr 7 Parent /
• Create a hook to grab the learner’s attention. Use this to generate curiosity: Teacher Guide for the answers
- If you have access to a lava lamp, use it to draw the learners’ attention. • https://www.siyavula.com/read
Darken the class as much as possible, by switch off all other overhead
lights. Switch on the lava lamp and as the learners enter the classroom let Reference work:
them experience the lamp. After they have settled down, ask the learners Teachers for Tech and Science:
questions to create curiosity and activate them, such as: • http://teachersfortechandscience.
o Do any of you know what this is called? (You might have one or two co.za/gr7-term-3/term-3-topic-3/
learners that know what it is.) • NECT Natural Sciences Lesson Plan
o What do you think is happening? Term 3
o Can you explain what is happening?
o How does it work? (Allow the learners to discuss possible options.) LAC:
• At the end of the Activity on Convection show the learners the video based on • Glossary List / Science Dictionary
how lava lamps work to satisfy their curiosity. Do not provide them with the
answer. Safety:
• Problem: How does heat influence the liquid in the lava lamp? Adult supervision to prevent injury,
spillage and damage is advised.
EXPLORE, EXPLAIN, ELABORATE:
General Materials:
Activity 1: Convection (SASOL Inzalo/Siyavula Gr 7-B LB pp. 65 – 71) • Video clips from the internet,
There are several video resources available in the resource column on the right. • Science diary or workbook, pencils,
Choose a source that fits with the learners in your class keeping language ability in • Laptop / tablets / smart phones,
mind. Show it, instead of doing the experiment, as a demonstration if you are etc.
pressed for time.
As this is a demonstration, keep in mind that the learners should do an observation Activity 1:
activity. The learners have used the Tree Map during the previous week and have • Apparatus:
completed the first section based on Conduction. - 2 x 250 ml glass beaker
- Tripod
- Gauze
1 | Page
 heats up shiny surfaces (reflect - Bunsen burner / oil lamp /
heat). candle
- Potassium permanganate
SASOL INZALO/Siyavula Gr 7-B: crystals
Teacher’s Guide (pp. 76 – 93) - Piece of white cardboard
Learner’s Textbook (pp. 65 – 81) e.g. - Water
- Teaspoon
NECT:
Natural Sciences Lesson Plan Term 3 (pp. 73 Activity 2:
– 116) • matt black paper
• white paper
Skills: • aluminium foil (tinfoil)
• Accessing and recalling information • 3 alcohol thermometers
Use the same practices as the previous week but place the focus on convection
• Observing • stopwatch / timer / cellphone
and radiation. Refer to the heater conversation that happened at the start of the
• Comparing • glue / adhesive tape / Prestik
lesson during the previous week.
• Measuring
• Sorting and classifying PhET Simulation: Conductivity
Question:
• Identifying problems and issues • https://phet.colorado.edu/sims/ht
Switch on the heater in the class as the previous week. I can feel the heat in the air,
• Raising questions ml/energy-forms-and-
but how do I know heat transfer is happening? Does heat transfer only happen in
• Predicting changes/latest/energy-forms-and-
air?
• Hypothesizing changes_en.html
• Planning and doing investigations
Problem:
• Recording information If I boil water on a stove how does all the water heat up and not just the water at VIDEO RESOURCES:
• Interpreting information Convection:
the bottom of the pot touching the plate?
• Communicating • Colourful convection currents:
https://www.youtube.com/watch?
Show the learners the video on convection currents. Again, choose carefully from
LAC: the list provided or do the experiment in the class. [Set up the experiment using the v=RCO90hvEL1I&feature=emb_title
• Reading with deeper understanding • How does it work? – Lava lamps:
equipment as listed in the resource column. Measure 200 ml of cold water into a
- Reading and interpreting data https://www.youtube.com/watch?
glass beaker. Set the beaker on a gauze pad on top of a tripod stand. Place a
• Writing with clarity: v=DL3Ez9bxMTo&feature=emb_title
small scoop of potassium permanganate at the bottom of the beaker (be careful
- Observation skills: not to stir) and wait for it to settle. Use a heat source like a Bunsen burner, spirit • Convection currents in a beaker of
o What do I see? water:
burner or oil lamp and heat the water. Have a second beaker with potassium
o What do I think? https://www.youtube.com/watch?
permanganate that is not heated as a control.]
o What do I wonder? v=dZdz9UDNhDA
- Taking notes: Observation: • Convection currents:
o Using thinking maps, doodle https://www.youtube.com/watch?
The learners write down what they have observed using a See, Think, Wonder on
maps or thinking diagrams to v=0mUU69ParFM
the second part of the Tree Map.
make thinking visible.
• What did you see as the water started to warm up in the beaker that was
o Translate information in Evaluate and Revision:
heated? Draw a picture to show what you see.
thinking maps, doodle maps or • Thermal conduction, convection
• What is happening to the potassium permanganate in the beaker?
thinking diagrams into a graph and radiation:
• Can you explain the pattern you saw?
and paragraph. • Compare this to the beaker which was not heated. What did you observe in https://www.khanacademy.org/sci
- Using symbols in a diagram as a ence/physics/thermodynamics/spe
this beaker?
language to make meaning clear. cific-heat-and-heat-
• Vocabulary: transfer/v/thermal-conduction-
Explain briefly to the learners what happens when heat is transferred
- convection from one place to another by the movement of liquid or gas particles convection-and-radiation
- expand • Conduction – Convection –
using the image to the left.
- convection current Radiation – Heat transfer:
- radiant heat https://www.youtube.com/watch?
Let the learners answer the problem question based on what they
- radiation have learned. v=HpCvWuvCUoA
- electromagnetic waves
2 | Page
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
 - vacuum • Heat Transfer: Conduction,
- heat absorption The learners watch a video based on the application of this principal in a lava Convection and Radiation RAP:
- heat reflection lamp. (See the resource column to the right.) https://www.youtube.com/watch?
- matt time_continue=8&v=7Y3mfAGVn1c
- reflect Application question: &feature=emb_title
- absorb 1. Using the same principles, where would you install an aircon, near the ceiling or
close to the ground? Explain your answer.
2. Do you think we can apply this principle on a larger scale? Can you think of
an example?
3. Can you apply this principle in another subject? Which subject and where in
the subject? (Lead the learners to the fact that in Geography they have
studied the climate of the earth and studied specifically land and sea breezes
as well as the ocean currents.)

Activity 2: Radiation (SASOL Inzalo/Sivula Gr 7-B LB pp. 71 – 76)

How else is heat transferred? We know that heat is transferred through solid objects
by …, and heat is transferred through liquids and gases by …. The learners can
complete the sentence.

Make a statement like:

But what about the sun? It also transfers heat. But there is a vacuum in space and
no liquids and gases. Also, the sun is not touching the Earth directly. So how can
we feel the heat from the Sun?

Do an experiment to show that heat can be transferred by radiation:

Set up all the equipment before the time. This experiment will occur outside in the
sun. Refer to the daily weather forecast to ensure you do this on a sunny day. (See
the material list in the resource column on the right.)
• Fold three simple envelopes from the three different types of materials:
- 1 tin foil envelope
- 1 white paper envelope
- 1 matt black paper envelope
• Place a thermometer into each envelope so that only the bulb of the
thermometer is in the envelope and the thermometer can still be read with
ease.
• Set up three stations, conveniently spaced, outside in a sunny spot that is fairly
protected from the wind.
• Stick the three envelopes to each station (Prestik) in direct sunlight and place
the thermometer into the envelope as explained.
• Put 3 learners in charge of reading the temperature from the thermometers.
(No touching, just reading.)
• Put one learner in charge as a timekeeper. The learner can use their own
cellphone to keep time.
• The rest of the class need to keep record of the information provided by the
learners that read the information from the thermometers.

Make sure that the learners are well versed in how to read a thermometer. Make
sure that the learners are well-aware of safety precautions and take responsibility
for their own and other learners’ safety. Throughout this activity, no equipment may
be touched by any individual, except the teacher. Keep COVID-19 regulations in
mind.
3 | Page
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
 Investigation:
Question:
• Which surface will absorb the most radiation from the sun and as a result
increase in temperature the fastest?

Variables:
1. What is the dependent variable (which variable are you going to measure)?
2. What is the independent variable (which variable are you going to change)?
3. What must be kept the same for all the different materials being tested?

Hypothesis:
• Write a hypothesis for this investigation.

Materials and apparatus:

• The learners list the apparatus and materials being used.

Method:
• The learners write the method being used to lay-out, set-up and do the
experiment.
• They make a labeled drawing of the experiment.

Results and observations:

• Provide a printed table for each learner on which they can write their
observations.
• The timekeeper needs to call out time every two minutes.
• The learners reading the temperature need to give their readings to the rest of
the class every time the timekeeper call time.
• The first reading should happen right at the beginning before time is kept. The
timekeeper starts keeping time at intervals of two minutes from that moment.
• Take another 8 readings over 16 minutes for all three envelopes.
• Provide each learner with graph paper once back in class. The learners need
to draw a line graph for each envelope’s temperature readings. Make sure
that the graph is correctly drawn with all the necessary labels and headings.

Analysis:
The learners answer the following questions based on the experiment:
1. What do you notice about the shapes of the graphs you drew? Are the graphs
straight lines or curves?
2. Which line on your graph is the steepest? What does it tell us?
3. Compare your results for the white paper and the shiny surface (tinfoil). What
does this tell you?

Evaluation:
1. Did the investigation run smoothly? Is there anything you would change?
2. Did you get any results that did not seem to fit the overall pattern?

Conclusion:
• The learners write a conclusion for the investigation. They need to refer back to
the investigative question and their hypothesis.
4 | Page
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION

Topic: Heat transfer
Content:
• Convection
• Radiation
Concepts and skills:
See the concepts and skills as described and
set out in the teacher section.
SASOL INZALO/Siyavula Gr 7-B:
Teacher’s Guide (pp. 76 – 93)
PARENTS Learner’s Textbook (pp. 65 – 81)
NECT:
Natural Sciences Lesson Plan Term 3 (pp. 73
– 116)
Language across the curriculum (LAC):
See how language skills across the
curriculum are supported in the teacher
section.
GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
EVALUATE:
Learners check their completed Tree Map with all the observations made and
compare the information with the information as explained in the video ‘Thermal
Conduction, Convection and Radiation’. As a final revision and evaluation activity
the learners can listen to the Heat Transfer Rap and see how much of the
information they know and understand by completing a quiz.
REFLECT:
Learners reflect on the work they have done during the topic.
They complete the following sentence:
I used to think …, but now I think/know …. [They have to make reference to
something they have learned during the topic and some form of knowledge that
have improved, or a misconception that has been corrected when writing this
sentence.]
ACTIVITIES AT HOME: e-Resources:
Explore together: SASOL Inzalo/Siyavula Gr 7-B Learner
1. Why does the Sun make us warm? Workbook:
2. Explain the differences between convection, radiation and conduction. • https://www.siyavula.com/read
3. How can we reduce sun damage to our cars, furniture, curtains and skin?
SASOL Inzalo/Siyavula Gr 7 Parent /
Support your child with this activity by: Teacher Guide for the answers
• Providing support when asked for it. • https://www.siyavula.com/read
• Guiding their learning through questions.
• Showing an interest. Reference work:
• Providing a safe, secure area in which to do the work. Teachers for Tech and Science:
• Allowing for the time it will require to do the activity. • http://teachersfortechandscience.
• Helping them to acquire the materials they will need to investigate the topic co.za/gr7-term-3/term-3-topic-3/
using the key questions and the learner activity below (a gentle reminder that • NECT Natural Sciences Lesson Plan
in Science we advocate recycling as far as possible). Term 3
• Allowing them to make mistakes and seeing it as growth in their thinking and
doing (don’t give up attitude). LAC:
• Allowing them to fix their mistakes. • Glossary List / Science Dictionary
The idea is still that the learner should do their own work, but it is very important that Safety:
they feel that their parents had some input and supported them. Adult supervision to prevent injury,
spillage and damage is advised.
This activity will teach fact-finding and problem-solving skills and promote self-
directed learning and responsibility as a value. General Materials:
• Video clips from the internet,
KEY QUESTIONS • Science diary or workbook, pencils,
1. How does a heater warm up a cold room? • Laptop / tablets / smart phones,
2. Why can the Sun make us warm? etc.
KEY CONCEPTS: Activity:
1. Heat (energy transfer) occurs in three ways: conduction, convection or • Materials:
radiation. - candle in a holder
- matches / lighter
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 - During conduction, the objects must be touching each other for energy - kebab sticks
transfer to take place. - marshmallows (small and big)
o Some materials, such as metals, conduct heat well. They are called - stopwatch / timer / cell phone
conductors of heat.
o Some materials, such as plastics and wood, slow down or prevent VIDEO RESOURCES:
conduction. They are called insulators. • Thermal conduction, convection
- Convection is the transfer of energy within liquids or gases. and radiation:
o A convection current refers to the movement of a liquid or gas during https://www.khanacademy.org/sci
energy transfer. The liquid or gas moves upwards from the heat ence/physics/thermodynamics/spe
source (as it expands) and then downwards when the liquid or gas cific-heat-and-heat-
cools (as it contracts). transfer/v/thermal-conduction-
- Radiation is the transfer of energy where objects do not have to be convection-and-radiation
physically touching. Radiation does not require a medium and can take • Conduction – Convection –
place through empty space. Radiation – Heat transfer:
o The Sun's energy is transferred to Earth by radiation. https://www.youtube.com/watch?
o Dark, matt surfaces are good absorbers of radiant heat v=HpCvWuvCUoA
o Light and shiny surfaces are poor absorbers of radiant heat. Light, • Heat Transfer: Conduction,
shiny surfaces reflect more radiant heat than they absorb. Convection and Radiation RAP:
https://www.youtube.com/watch?
Activity: Radiation time_continue=8&v=7Y3mfAGVn1c
This activity must be completed under adult supervision. &feature=emb_title
• The learners and their parents will complete the activity set out in the Learner
Activity using the materials as set out in the resource column to the right.

Topic: HEAT TRANSFER – Radiation

Do the following activity under adult supervision! We are going to have a marshmallow braai.

Investigative Question:
LEARNERS’ • Which side of a candle radiates the most heat?
Hypothesis:
ACTIVITIES
• Write a hypothesis for this investigation.
Materials and apparatus:
• The learners list the apparatus and materials being used.
Method:
1. The learners write the method being used to lay-out, set-up and do the experiment.
2. They make a labeled drawing of the experiment.
Questions:
1. We know now that heat from a candle will be transferred to the air around it. The air particles will warm up. Where will this air move to? What is this called?
2. So, when you hold the marshmallow above the candle, what do you see and why?
3. But, what about when you hold the marshmallow to the side of the candle? Did you get the same results?
4. This is not convection as the air particles do not travel sideways when they warm up from the flame. So, how is energy transferred to the marshmallow when you feel the
warmth on the side of the candle?
5. Lastly, if you placed a marshmallow in the candle flame and observe what happens, how would it look after a little while?
6. Why did the kebab stick not warm up and burn your hand? What will happen if you replace the kebab stick with a fork? How would the energy transfer from the flame to
the end of the fork?
Evaluation:
• Did the investigation run smoothly? Is there anything you would change?
• Did you get any results that did not seem to fit the overall pattern?
Conclusion:
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
 • Write a conclusion for the investigation. Refer to the investigative question and your hypothesis.

Write the answers in your workbook, take a photo of the results and send it to your teacher. You can also record the experiment and share it with your friends.

LEARNER ASSESSMENT WORKSHEET

INFORMAL
ASSESSMENT A revision activity will be provided at a later stage.

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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION
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GRADE 7 NATURAL SCIENCES DRAFT LESSON PLAN: HEAT TRANSFER – CONVECTION AND RADIATION