Republic of the Philippines

Department of Education
Region XVIII – Negros Island Region
SCHOOLS DIVISION OF BACOLOD CITY
HANDUMANAN NATIONAL HIGH SCHOOL
ZONE 5, HANDUMANAN, BACOLOD CITY

INDICATORS
TO BE
I. Objectives OBSERVED
DURING THE
DEMONSTRA
TION AND
ANNOTATION
S
The learners demonstrate understanding the concept of
A. Content heat and temperature and explore the three methods of
Standard heat transfer and relate the principles of heat to real-world
phenomena.
Conduct a simple experiment demonstrating heat transfer
B. Performance and describe real-life application of heat transfer methods
Standard and work collaboratively to present their findings.

C. Most Essential Infer the conditions necessary for heat transfer to occur.
Learning (S7LT-IIIh-i12)
Competencies
(with code)
Learning At the end of the class, learners must:
Objective
Knowledge:

 Define heat and explain the process of heat

transfer;
 Identify and distinguish the methods of heat
transfer;
 Distinguish conducting materials from non-
conducting materials.

Skill:

 Calculate heat transfer using appropriate

equations;
 Conduct experiments to measure heat transfer
in different materials;
 Design a system that optimizes heat transfer for
a specific purpose.

Attitude:

Develop an appreciation for the role of heat transfer

 efficiency and sustainability.
II. Content Topic: Heat Transfer

Duration: 45 minutes

III.  CO_Q3_ Science 7_Module 6

Resources/Materials  Teachers Science Handbook
 Power Point Presentation

Learner Profile Demographic Profile

A. Total number of learners: 42

B. Nationality : Filipino
C. Ethnicity: Ilonggos and Hiligaynons
D. Grade Level: Grade 7
E. Age Bracket: 13-14 years old
F. Language Used: English, Filipino and Hiligaynon
G. Cultural Background: Varied
H. Technical Capability: Varied
I. Multiple Intelligences: Varied
J. Class Groupings: Heterogenous

Elicit/Review Reviewing the house by presenting the images about

expected behavior students must do during class.

CONTEXTUALIZED
THE PICTURES

LISTEN

RESPECT
RAISE YOUR HANDS IF YOU WANT TO ANSWER.

“HOW DOES HEAT MOVE?”

Teacher: Good morning, class! Today, we’re going to learn

about heat transfer. Can anyone tell me what happens when
you touch something hot, like a cup of tea?

Student 1: It feels hot and can burn you!

Teacher: Right! Heat moves from the object to your skin.

This is called heat transfer. There are three ways heat can
move: conduction, convection, and radiation. Let’s start
with conduction. Who can guess what that means?

Student 2: Is it when heat moves through something by

touching it?

Teacher: Exactly! Like when you touch a metal spoon in hot

soup. The heat moves from the soup to the spoon, then to
your hand. Now, convection—any ideas?

Student 3: Isn’t that like when hot air rises, like near a
heater?

Teacher: Yes! Warm air rises, and cooler air moves in to take
its place. That’s convection. Finally, radiation is a bit
different. It’s when heat moves through space, like from the
sun.

Student 1: So, heat from the sun reaches us without

touching us?

Teacher: Exactly! The sun's heat travels through space as

radiation. So, we have heat moving by touching
(conduction), through air or water (convection), and
through space (radiation).
 Student 2: Cool, I get it now!

Teacher: Great!

Engage/Motivation IIS

Explore/Activity "Which Materials Let Heat Flow?"

In this activity the teacher will present the objectives and

instructions. The activity is entitled "Hot or Cold", this
activity will answer students’ curiosity about heat transfer
and get them thinking about how heat moves between
objects. (Please see attached annex B)

Explain/Analysis In this portion, the teacher will distribute a learning activity

manual that contains a series of activities. The activities will
guide students to determine the different method of heat
transfer, help them to be able to understand the three
method- conduction, convection and radiation. The teacher
will pair the students for the 1.1 activity. (Please see
attached annex C)

Activity 1.1
"Heat Transfer in Action: Guess the Method from the
Picture!"

In this activity, you'll become a "Heat Transfer Detective"

and explore the different ways heat moves from one place
to another. Using pictures as clues, your task is to identify
which method of heat transfer — conduction, convection,
or radiation — is being demonstrated. Are you ready to
uncover the science behind how heat travels? Let’s get
started! (Please see attached annex D)

"The Ice Cube Challenge"

In this activity, students will explore how heat is transferred

through conduction by observing how an ice cube melts
when placed on different materials. By comparing how fast
the ice melts on various surfaces, students will learn about
the role of different materials in transferring heat. This
hands-on experiment helps illustrate the concept of heat
flow and its practical applications in everyday life. Students
will observe and discuss how heat moves from warmer
objects to cooler ones, and how some materials are better
at conducting heat than others.

Materials Needed:

 3 small pieces of aluminum foil, paper, and fabric

(cut into squares)
 3 ice cubes
 Timer

Procedure:

Place an ice cube on each material (foil, paper, and fabric)

on a flat surface.
Start the timer and observe how quickly each ice cube
melts.
After a few minutes, compare which ice cube melted
fastest and discuss why.
"Heat Transfer in Water"

In this activity, students will observe convection in action by

examining how heat moves through water. They will
explore how warm water rises and cool water sinks,
creating convection currents that transfer heat throughout
the liquid. By using food coloring, students will be able to
visually track the movement of water and understand how
heat causes water to circulate. This hands-on experiment
will help students better grasp the concept of heat transfer
in liquids and recognize how convection affects every day
processes like boiling water, weather patterns, and ocean
currents.

Materials Needed:

 A clear glass or plastic container (like a bowl or jar)

 Hot water (not boiling, but warm enough to create
noticeable convection currents)
 Cold water
 Food coloring (two different colors, like red and
blue)
 A spoon or stirrer (optional)
 Timer (optional)

Procedure:

Fill the container about halfway with cold water.

Slowly pour hot water into the center of the cold water. You
can gently pour hot water into a spoon and let it fall to
minimize mixing.
Add one drop of food coloring to the hot water and one
drop of food coloring to the cold water.

In this activity, students will explore the concept of

radiation, one of the three methods of heat transfer. Unlike
conduction and convection, radiation does not require a
medium (solid, liquid, or gas) to transfer heat. Heat moves
in the form of electromagnetic waves, and students will
experience this firsthand by feeling the heat emitted by a
lamp. By comparing how black and white surfaces absorb
radiation differently, students will observe how radiation
transfers energy from a heat source to an object, even
 without direct contact. This activity will help students
understand how radiation plays a role in everyday
phenomena, such as feeling warmth from the sun or a
heater.

Materials Needed:

 A lamp with an incandescent bulb (or a heat lamp, if

available)
 A thermometer (optional, if you want to measure
temperature changes)
 A piece of black paper or cloth (to observe radiation
absorption)
 A piece of white paper or cloth (to compare
radiation absorption)

Set up the lamp or heat source so it is shining at a distance

of about 30-40 cm (12-16 inches) from the papers.
Place the black paper and the white paper under the lamp
or heat source.
Have students feel both papers (or use the thermometer to
measure temperature on each paper) after about 2-3
minutes.
Ask students to observe which paper feels warmer and
discuss why.

Elaborate/ “Conductor vs Insulator”

Abstraction In this activity, students will categorize different materials as
either conductors or insulators. Conductors are materials
that allow heat or electricity to pass through them easily,
while insulators block or slow down the transfer of heat or
electricity. By grouping materials correctly, students will gain
a better understanding of how heat is transferred and the
role of different materials in everyday life. This exercise will
help develop the skills to identify materials based on their
ability to conduct heat, a key concept in understanding how
energy moves through the world around us. (Please see
attached annex E)
 "Word Match: Fill in the Gaps"
In this activity, students will read a short paragraph and
select the correct words from a given list to complete the
sentences. This exercise helps students practice
understanding context, improving their vocabulary, and
learning how specific words fit into a given situation. By the
end of this activity, students will strengthen their
comprehension skills and learn how to choose words that
best complete the meaning of a passage. (Please see
attached annex F)

Extend/Application In this portion, students will apply what they’ve learned

about conduction, convection, and radiation to real-life
examples. They will match each situation to the correct
method of heat transfer and explain how heat moves in
those cases. This worksheet helps students see how heat
transfer happens in everyday life, from cooking to natural
processes, and strengthens their understanding of these
important concepts.

Real-Life Heat Transfer Scenarios

Instructions: Read the following real-life situations and

answer the questions below each.

1. Scenario 1: You put your hand over the stove and

feel the heat rising. What method of heat transfer is
this? Why?
o Answer:
____________________________________
____________________________________
____________________________________
____________________________________
_________________________
2. Scenario 2: A metal rod is placed in a fire, and the
metal rod gets very hot. Explain how heat moves
through the metal rod.
o Answer:
 ____________________________________
____________________________________
____________________________________
____________________________________
_________________________
3. Scenario 3: On a windy day, you notice the cold
wind makes you feel colder, even if you're wearing
a jacket. What heat transfer method is responsible
for this? How does it affect your body temperature?
o Answer:
____________________________________
____________________________________
____________________________________
____________________________________
_________________________
4. Scenario 4: You leave a chocolate bar outside on a
hot day, and it begins to melt. How does the heat
from the sun affect the chocolate?
o Answer:
____________________________________
____________________________________
____________________________________
____________________________________
_________________________

Evaluate/Assessment Post Test

The student will answer the post-test to see if they have an
improvement by comparing their pre-test scores and post-
test scores.
 Assignment On a one whole sheet of paper, state the importance of heat
transfer in everyday life and it’s impact to all living things
Remedial Activity
References