Science Lesson: Heat Transfer and Building Design
Lesson Plan
1 hour 45 minutesGrades6, 7, 8Science
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Written by Yen-Yen Chiu
About this lesson
Students investigate how thermal energy moves through conduction, convection, and radiation, and explore how different materials affect heat transfer and insulation. Then they apply these concepts to analyze their classroom and homes from around the world, evaluating how materials and design choices can reduce heat gain and heat loss.
Inquire: Students explain how heat gets trapped in enclosed spaces and discuss ways people stay warm or cool without modern climate control.
Investigate: Students learn how thermal energy moves, watch a demonstration, and conduct an experiment to determine which materials best slow heat transfer.
Inspire: Students revisit their thermal maps to explain how heat moves through buildings and identify strategies for improving energy efficiency.
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Suggestions
- This lesson is designed to span two class periods. A natural break point is after the cup demonstration, leaving the full insulation experiment and Inspire section for a separate period.
- The Student Invention Journal was designed with space in the margins for a three-hole punch so students can add the sheets to their science binders. Invention education treats understanding the problem as inseparable from designing the solution. The notes, data, and reflections students record in Lessons 1–3 become the research base they draw from when they identify a problem, sketch a design, and build a prototype in Lessons 4–6.
- The class anchor chart for heat transfer modes should be displayed throughout the rest of the unit, as students will return to these concepts in lessons 3 through 6.
- Depending on classroom context, teachers can gather several examples of building materials and place them outside in direct sunlight. Students can touch each material and share observations about temperature and heat transfer.
- At the end of each lesson in the Student Invention Journal there is a “Parking Lot” page with four boxes for students to add their thoughts as they interact with the lesson:
- Questions I have from the lesson
- I’m curious about…
- This reminds me of…
- An “Aha!” moment I had
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Each student will need their own invention journal for all six lessons of the unit. If you choose not to use the Student Invention Journal, students can use a standard composition notebook, classroom journal, or regular binder with paper. Because the invention process includes sketching and cycles of feedback and iteration, a paper version is preferred. Students should be encouraged to document all of their notes and ideas without deleting or erasing, since this is all part of the process.
Prerequisites
- This is lesson 2 of 6 in our 6th-8th grade Science Unit: Heat Transfer, Biomimicry & Invention and is designed to be completed sequentially.
- This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
- Throughout the unit, the class can create a running list of keywords or phrases and their definitions to use as a classroom anchor chart. The Vocabulary Deck for the unit is divided by lesson and could be adjusted for each classroom context.
- Teachers should make a class anchor chart of the three thermal heat transfer modes with definitions and a visual example.
- Teachers should preview and select the best resources to teach thermal energy for their classroom context. Several options are listed in the Investigate section.
- Students should have been introduced to kinetic energy prior to this lesson. This lesson focuses on the relationship between kinetic energy and temperature.
- For the insulation experiment, assign different materials to different groups before class so the cross-group data comparison is meaningful. If possible, avoid having two groups test the same material.
- Teachers may want to pair students strategically for the insulation experiment so measurement and recording responsibilities can be shared.
- Teachers will need to gather materials for the cup demonstration:
- One ceramic mug
- One insulated cup
- One metal cup or can
- Enough warm water to fill all three cups
- One thermometer or temperature strip per cup (optional but recommended)
- A pitcher or kettle to heat and pour water
- Teachers will need to gather materials for the insulation student experiment:
- Two identical paper cups per group
- One insulating material per group: aluminum foil, felt or wool fabric, cotton batting, bubble wrap, newspaper
- Rubber bands or tape to secure wrapping
- One thermometer or digital temperature probe per group. Note: digital probes are recommended for faster and more accurate readings.
- Stopwatch or access to a class timer
- Warm water at a consistent starting temperature
- A shared class data chart on the board or a projected shared document for the cross-group data comparison
Differentiation
- Students can research and explore how different communities and places heat or cool their homes without central heat or air conditioning, both historically and now.
- For a current connection exploring how communities built for heat prior to air conditioning, students can read “Flashback Florida: Before Air Conditioning Changed Everything”
- As an extension activity, students can calculate the rate of heat loss in degrees per minute for both cups, graph the results, and compare their curve to other groups' graphs. Students can discuss what the shape of the curve says about how insulation works over time.
- Students can design a follow-up experiment exploring what would happen if they doubled the thickness of their wrapping material.
- Students can research why a thermos works and write an explanation using all three heat transfer modes.
From the scientist review
Notes from the Scientist Reviewer
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
This unit tasks students with using biomimicry to design a solution to a heat transfer problem. Exceptionally well-sourced throughout, this unit often references trusted institutions such as NOAA and the Smithsonian Institution. The common climate change misconception that relatively small changes in average temperatures are inconsequential is clearly addressed. The entire unit is grounded in sound science and engineering practice, focused on sustainability and equity as key design criteria. This resource explores a key strategy for climate change mitigation and adaptation and is recommended for teaching.
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About the teacher writer
Yen-Yen Chiu
Director of Education
Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.
