DETAILED LESSON PLAN

School Grade
Level
Teacher Learning
Area
Teaching date Quarter
and time

I. Objectives.
At the end of 45mins. discussion, with the help of instructional materials, 90% of the learners in
Grade 4 Rose will be able to:
a. identify one process of heat transfer: convection
b. demonstrate how the process of convection works by performing an experiment.
c. understand the importance of convection by siting some examples that are seen in daily life.

II. Subject Matter

Topic: Heat Transfer: Convection
Reference: Curriculum Guide in English
Materials:

III. Preliminary Activities

Teacher’s Activity Student’s Activity

1. Prayer
Please stand up everyone for an  (Students will pray “Angel of God”)
opening prayer. Kyle, lead the prayer.  In the name of the Father…..Amen.

2. Energizer
Remain standing everyone. We will be
going to have our energizer. I will  Yes ma’am! We’re ready!
perform it first and follow the steps
that I will be teaching you. Are you
ready?
(Teacher will play the video and lead  (students will follow the teacher)
the class in dancing and singing the
action song).

3. Greetings/Classroom  Good morning, Teacher, Good

Arrangements morning classmates!
Good morning class!

Before you take your seat, pick up the

pieces of paper on the floor and put it
in the trash bin and arrange your
chairs.

1. Attendance  None teacher! All are present!

Is anyone absent today?

Very good! All of you are present

today. It’s a good day to start our new
lesson.
IV. Learning Procedures:

A. ELICIT
Review:
Before we start our new lesson for  The lesson last meeting was all
today, let’s review what was the lesson about Heat Transfer. Heat transfer
we discuss last meeting. Okay, Jane is the movement of thermal energy
please stand and share it with your between objects or systems at
classmate. different temperatures. Heat
transfer is when heat moves from
a hotter thing to a colder thing!

Okay, Very Good Jane! It is the Heat  The two types of heat transfer that
Transfer. So, who can recall what are we already discussed was the
the two types of heat transfer that we Conduction and Radiation.
already discussed last meeting? Faith,
please share it with your classmate.
 Conduction is the process of
Thank you, Faith. Very good! transfer of heat due to direct
Conduction and Radiation. Can anyone contact of materials and particles.
tell me what is conduction and While, radiation is the process of
radiation? heat transfer through
electromagnetic waves, such as
infrared radiation and occur
through empty space, without
needing a physical medium or
Excellent! To test whether you can still direct contact.
remember what are the examples of
conduction and radiation. We will have
a quick recap through an activity.

Directions: Place the picture to which

corresponding type of heat transfer
does it belong.
 (Students will place picture 1 , 2
and 3 in the group of conduction)
The melting of ice cream,
sunbathing and campfire is a
form of radiation heat transfer
because heat is transferred
through empty space and
doesn’t need direct contact with
each other.

 (Picture 4, 5 and 6 will be place in

the group of conduction)
Ironing of clothes, grilling of
meat and frying of egg in the
pan belongs to conduction
because heat is transferred
though direct contact of objects
with each other.
Very Good Everyone! We will now
continue our lesson to another form of
heat transfer which is the
“Convection”.

B. ENGAGE

To start our lesson, we will have first an

experiment. I want you to form into two  (Students will form themselves into
groups, each group will have their own two groups: group 1 and Group 2)
leader or representative, secretary to
take some notes, and your reporter to
present your work later after the class
discussion. I will also be giving you
some guide questions that you can use
for the experiment.

Okey! for the experiment, here are the

materials:
A pair of glass, a hot water, a cold  (Student will put blue color into the
water, food coloring and a cd. cold water and red color into the
warm water.)
Experiment #1: mixing of food color
and see how it reacts into the water.

 (Students will record their

observations on their guide notes.)

 The food coloring in the cold-water

sinks at the bottom of the glass.
While the food coloring on the hot
water directly mixes with the water.
Okay student, what have you notice
when the food coloring was put into
cold water?
And what happen to the food color that
was put in the warm water?

C. EXPLORE  The blue water and

the cold water will
Experiment #2: “Mixing or not be mixing, creating
Mixing” into another color.
In this experiment, the water from the
first experiment will be used.

Direction 1: Put the cold water with

the blue color on top of the warm water
with red color.

Predict what will happen to the water

when we put cold water on top of the  Teacher, it will also be the same
warm water with the first one.
Direction 2: This time, let’s reverse it.
We put the warm water on top of the
cold water.
 (Student will perform
Now guess again what will happen the experiment.)
when we put hot water on the top of
cold water.  Warm water with the
red color will be remain
Let’s see if it will really mix like the first separated with the cold
one. water with blue color in the bottom

 It is because of magic ma’am!

So, what did you observe? Did the blue

water and red water mix?  It is because of heat ma’am!

Good observations. So, what do you

think made the first set mix with each
other and not with the second?

No, although it is very amusing like a

magic happen, but it is not because of
it.

Yes, very good! It is because of heat

transfer. Specifically, the convection.

D. EXPLAIN

Now, let’s discuss what is Convection.

Convection
“The procedure of heat transfer with
the motion of molecules in fluids like
liquids and gases. In the starting, the
heat transfer between fluid and object
takes place via conduction. However,
bulk heat transfer occurs with the
movement of fluid.”

 Explanation
When a liquid or gas is heated, the
molecules move faster and spread out,
making the substance less dense. The
less dense part of the liquid or gas
rises, while the denser, cooler parts
sink. This process is called convection.
The flow of the liquid or gas or this
continuous cycle of heating, rising,
cooling, and sinking creates
a convection current.

Now, let’s discover what really happed

in the experiment.
 Going back to our experiment. The
cold water with the blue color instantly
goes down, and the warm water with
the color red started to rise up because
it is less dense than the cold water.  It is because warm water is less
Always remember that hot air rises and dense than the cold water so it stays
cold air sinks. at the top. And because warm water
always goes up and cold water goes
Now, why do you think the red color down. They are moving away from
water on the top of the cold water stays different directions and thus, never
on the top and the blue one with cold mixing.
water stays at the bottom?

Excellent observation! Now here are

some examples of convection that we
can observe on daily life.

 Examples
You can observe convection when you
boil water. The hot water rises and
transfers heat to the surrounding water
and air, eventually sinking. This creates
a circular current.

When a water is heated from below,

thermal expansion occurs due to which
the lower layers of the water become
less dense due to overheating.

Buoyancy causes the less dense and

hotter part of the water to rise and the
cooler and denser water takes its place.  Yes ma’am!

This process is repeated until the water

becomes uniformly heated. In this way
heat is transferred by convection.  The fire that are lightened in the
hot air balloon is causing it to fly.
The same thing happens with the hot
air balloon. Have you already seen a
hot air balloon?

What do you think makes the hot air

balloon lift and fly?
Yes! The fire makes the air warmer and
causing the molecules in the air inside
the hot air balloon to react and expand
and eventually lift in the air.

E. ELABORATE

So here are some examples of

convection that we can see in our
surroundings.

1.The circulation of hot air from the

furnace inside the house.

2.The circulation of land and sea

breezes during daytime and nighttime.

3.Air
conditioner absorbs warm air and
releases down cool air.

F. EVALUATE
 Activity #3: Candle Carousel
Students will perform an experiment
and observe how the candle heats the
air and move the carousel to move and
spin.  Yes ma’am!
Each group will begiven materials that
they will use.

Okay children, so now with the same

group that you have in our first activity,  (The students will perform the
you will now perform another activity and light the candle.)
experiment and observe what makes  Students will record their
the carousel move. Are you ready? observations on their notes by
asking the guide questions that
will also be given to them
together with the materials.

G. EXTEND

With the information gathered in the

activity, each group will make their
conclusion. The representative or
reporter of each group will present
their observation within the class on
their understanding about how
convection works and how it affects
things around us.