Name: Elizabeth Hitt Grade/Subject: 6th grade Science Date: 1/3/2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

6.9. Force, Motion, and Energy. The student knows that the Law of Conservation of Energy States that energy can neither
be created nor destroyed, it just changes form.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
6.9 (A) Investigate methods of thermal energy transfer, including conduction, convection, and radiation.

3. SMART At the end of the lesson, students will create a graphic organizer that compares and
Objective(s): (C3) contrasts methods of thermal energy transfer including conduction, convection, and
radiation.

Essential Question: Why is it important to differentiate between the different types of thermal energy
transformations?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
The purpose of this lesson is to build on the student’s prior knowledge of temperature changes.
The students will learn the different types of thermal energy transfer and explain real-world
examples of conduction, convection, and radiation. This lesson will scaffold the larger idea of
energy transformations in future lessons and the students will be able to identify what type of
thermal energy transformation is taking place during any type of energy transfer.
I will compare and contrast different forms of thermal energy transformations based on their
key characteristics.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Explain and compare
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Thermal energy transfer, conduction, convection, radiation

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen, Discuss with elbow partner and compare conduction, convection, and radiation.
demonstrate and perform.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures,
e.g., graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Create a graphic organizer comparing conduction, convection, and radiation.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will provide visual guides for each vocabulary word and teach kinesthetic hand movements
that accompany conduction, convection, and radiation.
The resources,
representations, and Vocabulary Strategies - (GO TO Page)
strategies you will 1. Repetitive exposure by me and through discussion with elbow partners
provide to help students
understand, use, and
practice the concepts and 2. Learning the vocabulary word in both written text (study guide) and oral speech (whole
language they need to group discussion)
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Create a graphic organizer comparing conduction, convection, and radiation
strategy.
-Talk: Use discussion with their elbow partner to help complete the graphic organizer

Syntax - (GO TO Page)

1. Repetitive vocabulary word exposure

2. Learning vocabulary words before reading in their study guide

Making Content Comprehensible (R9)

Using real world examples to help explain the different types of thermal energy transfer will
help make this new topic more comprehensible. Additionally, using hand gestures that go along
with the different types of thermal energy transfer will help students remember them.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: As their exit ticket, students will label multiple examples of heat transfer as
Assessment(s) must be conduction, convection, or radiation.
aligned to the TEKS,
and objectives.
Summative:
Completed study guide over thermal energy transfer, completed graphic organizer, and
completed Energy Transformations Test at end of lesson.

Assessment of your language demands:

Formative:
Completion of the graphic organizer with accurate examples of conduction, convection, and
radiation

Summative:
During the Energy Transformations test, students are able to:
1. Identify a thermal energy transfer apart from the other learned after this lesson.
2. Identify if the thermal energy transfer is conduction, convection, or radiation.

8. Hook (C7) Hook activity (make connections to prior learning)

YouTube video/song called “Hot 2 Cold” to introduce the way heat transfers followed by a
discussion of how we, especially living in Texas, can fry an egg on the sidewalk.
Closure (C7)
Closure Activity: (make connections to prior learning)
Discussion question/Exit ticket:
1. How does heat transfer when we cook a package of Ramen on the stovetop? Or
Student Assets (C7) 2. What ways did your family stay warm during the “Freeze” we experienced a couple of years
ago? When did you use conduction, convection, and radiation?

Personal assets: Their own examples of heat transfer in their everyday lives
Cultural assets: Cooking with family
Community assets: Ways we stayed warm during the “Freeze”
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) Tell a story about a girl with a glass of ice-cold lemonade and discuss how the heat is
(C9) transferring throughout the drink.

Be sure to include:
How will students learn WE DO –
and use academic We will learn how heat is transferred between substances and determine if the transformation is
language? conduction, convection, or radiation.

Three higher order

thinking questions. YOU DO –
You will create a graphic organizer comparing conduction, convection, and radiation that
includes examples of each.
Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Flexible grouping by pairing EB

students with bilingual students during the creation of the graphic organizer to help
solidify understanding of the lesson.

o Gifted / advanced learners: Have the students think about other forms of energy transfer
(i.e. electric, mechanical, chemical), identify when thermal energy is present, and
determine what type of thermal energy transfer is taking place.

Technology: -(GO TO page)

Warm-up: quick interactive Edpuzzle video introducing thermal energy and its forms:
conduction, convection, and radiation.

Marzano Strategy - (GO TO page)

Graphic organizers made by students. Additional anchor charts and word wall vocabulary terms
for reference.

Higher Order Thinking Questions (GO TO page)

1. How do particles of a substance move around in each type of thermal energy
transfer?
2. Why is it important to differentiate between the different types of thermal energy
transformations?
3. How can we use thermal energy transfer to make everyday tasks easier?

Grouping / Partnering Technique: (Hattie)

Group by academic level taking EB students into account for successful learning outcomes.
 Potential misconceptions and your plan to address it:
Ice-cold lemonade: the students are most likely to think that the cold from the ice is moving
into the warmth of the lemonade. The YouTube video “Hot 2 Cold” should address this issue
but using the terms and concepts in academic discussion with the students will help alleviate
issues with this misconception.

10. Resources and Chromebook

materials needed (C9) Pencil
Study Guide
(E7) Promethean Board/YouTube
EdPuzzle
Fillable Graphic Organizer
Colored markers
Pre-Made anchor charts and word wall vocabulary with visuals

(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Time-Out signal
Management Strategies 2. Time limits for each activity
(CBM5) 3. Clear instructions for transitions
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Quantity: For the classes that are ICS, I could do 1 vocab word a day instead of all 3
strategies and planned
supports, will you employ to 2. Time: Allowing some students to have more time with assignments
meet the needs of each
student that has identified
3. Input: provide visuals (Video/word wall/anchor charts)
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Output: allow some students to verbally respond to discussion post

2. Difficulty: Provide a fillable graphic organizer for the students with learning needs

3. Participation: Have students take turns filling out a large graphic organizer on the
promethean board
(E11)
Strategies for ELLs (strategies that support language acquisition)
1. Post content and language objectives for the lesson

2. Have visual aids for new vocabulary words

3. have each EB student use a new vocabulary word verbally in a sentence to ensure
comprehension

4. Give wait time for students to absorb, categorize, and questions new materials.

5. Review key concepts at closing to ensure understanding of major ideas for EB students.