PR-0552UK Primary Science - Book 2
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Heat<br />
Objective<br />
• become aware of different<br />
sources of heat energy<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
Humans have learnt to use heat in<br />
many ways. We cook our food using<br />
heat. Heat is used in industry to<br />
make goods and materials that we<br />
need and we heat water to wash in.<br />
Heat is produced in four ways:<br />
• the sun<br />
• friction<br />
• electricity<br />
• burning<br />
Some methods of producing heat<br />
are natural and others have been<br />
developed by humans.<br />
Before the lesson<br />
Materials needed<br />
• Pictures or objects that produce heat (optional).<br />
Preparation<br />
• Display the pictures of the appliances that produce heat. Find places in the<br />
classroom and school grounds where heat is produced.<br />
The lesson<br />
Stimulus<br />
• Ask the pupils to stand up and rub their hands together. After about 15 to<br />
30 seconds, tell the class to stop. How do their hands feel? In what situations<br />
would you do this?<br />
What to do<br />
• Discuss the following questions with the class.<br />
– Why do people need heat?<br />
– On an average day, when do we need heat?<br />
– What sources of heat do we rely on (especially in the colder months)?<br />
• Ask the class if they have ever touched the television, DVD player, stereo or<br />
computer after they have been on for a lengthy period of time. What do you<br />
feel? Some pupils may suggest heat. Where does the heat come from? Explain<br />
to the class that the electricity (energy) is being put into the appliances to make<br />
them work also produces heat. Explain that some machines produce heat when<br />
they are being used.<br />
• Ask the pupils to jog on the spot for a brief period. How do they feel? Explain<br />
to the class that humans are ‘heat producers’.<br />
• Some methods of producing heat are natural and others have been created by<br />
humans. Pupils complete Questions 1 and 2 on the worksheet.<br />
• Ask the pupils to consider their own houses. Where are the appliances that<br />
produce heat? Pupils draw their house plan in Question 3, labelling where the<br />
appliances that produce heat are located.<br />
• Discuss with the class the dangers of objects that produce heat. At this age,<br />
pupils should be asking adults for assistance if they wish to turn on the heater<br />
or use the microwave or convection oven.<br />
Viewing Sample<br />
After the lesson<br />
Heat ~ Activity 1<br />
Answers<br />
1. Answers will vary.<br />
2. Natural – humans, sun, fire.<br />
Human-made – hairdryer, electric heater, oven, microwave, light bulbs.<br />
3. Teacher check.<br />
4. Pupils should mention that it is dangerous to go near objects that produce heat<br />
as they may be burnt or scalded.<br />
Additional activities<br />
• Walk around the school grounds looking for objects that produce heat.<br />
• Make warning posters about the dangers of heat. Make the audience of the<br />
posters pupils who have not yet started school. Discuss how to create posters<br />
for this age group.<br />
Display ideas<br />
• Display the warning posters above.<br />
56 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
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