Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-LAPU CITY
B.M. Dimataga St., Lapu-Lapu City

LESSON PLAN IN SCIENCE

Section and Time:

Learning Infer the conditions necessary for heat transfer to occur Level 7
Competency
Quarter 3
Learning Knowledge: : Evaluate the methods of heat transfer showed in a given Week 9
Objectives picture No.
Skills: List down instances where conduction, convection and Day 2
radiation takes place;
Attitudes: acknowledge the importance of heat transfer in our daily life .
Topic HEAT-ASSESSMENT Duration:
60 minutes
Resources Needed Candle, candle holder, match
PROCEDURE:
Element of
Suggested Activities
the Plan
Awareness
The teacher starts by posting the picture below and ask
the following question:
1. Which arrow in the picture represents
conduction?
2. Which arrow in the pictuet represents
convection?
3. Which arrow in the picture repressents radiation?

Activity The students will be divided into two equal groups. Group 1 shall be instructed to answer task
#1 and group 2 shall perform task #2. Each group shall choose 2 representative to share the
answer of the group to the whoole class after the alloted time given.
Task 1
Heat transfer is evident everywhere around us. Look at the illustration below. This illustration
depicts several situations that involve heat transfer. Your task is to identify examples of
situations found in the illustration that involve the different methods of heat transfer.

1. Encircle three situations in the drawing that involve any method of heat transfer. Label
them 1, 2, and 3.
 2. Note that in your chosen situations, there could be more than one heat transfer taking place
at the same time. Make your choices more specific by filling up Table 3.

Task 2
Below is a diagram showing the basic parts of the thermos bottle. Examine the parts and the
different materials used. Explain how these help to keep the liquid inside either hot or cold for a
longer period of time. Explain also how the methods of heat transfer are affected by each
material

Analysis Why thermos bottles have silver lining in the inner and outer glass wall?
(The silver coat in the inner and outer glass wall of the thermos bottle retains heat inside the
bottle/reflects heat that escapes/prevents heat lost by radiation)
Abstraction What are activities at home involves heat transfer?

Application What are the significance of each parts of the thermos bottles?

Assessment Group presentation of the students will be assess using the following criteria:
For task 1
96-100 students are able to identify situations in the illustration that involves heat transfer,
identify the methods of heat transfer involve, able to share their group output with
confidence and excellent communication skills.
90-95students are able to identify situations in the illustration that involves heat transfer,
identify the methods of heat transfer involve, able to share their group output with less
confidence but proficient communication skills
85-89students are able to identify situations in the illustration that involves heat transfer,
identified few the methods of heat transfer involve, and able to share their group output
with acceptable communication skills
80-84 students are able to identify situations in the illustration that involves heat transfer,
identified the methods of heat transfer involve incorrectly, and able to share their group
output with acceptable communication skills
75-79 students are able to identify situations in the illustration that involves heat transfer,
identified the methods of heat transfer involve incorrectly, and not able to share their
group output.
70-74 not able to identify situations in the illustration that involves heat transfer,
not able to identify the methods of heat transfer involve, and not able to share their
group output.

For tasks 2
96- 100 – students are able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, provide logical explanation
how each parts affect the methods of heat transfer, and able to present their output
with confidence and excellent communication skill
90 – 95 - students are able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, provide explanation
 how each parts affect the methods of heat transfer, and able to present their output
with less confidence and proficient communication skill
85-89 - students are able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, provide logical explanation
how each parts affect the methods of heat transfer, and able to present their output
with confidence and excellent communication skill
80-84 - students are not able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, provide explanation
how each parts affect the methods of heat transfer, and able to present their output
with good communication skill

75-79 - students are not able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, not provide logical explanation
how each parts affect the methods of heat transfer, and able to present their output
with good communication skill
70-74 - students are not able to explain how each parts of the thermos bottle keep the liquids
inside either hot or cold for a longer period of time, not provide logical explanation
how each parts affect the methods of heat transfer, and not able to present their
output
Assignment What is electricity?