Goals
O1. Explain, in simple terms, what happens to heat in an enclosed space.
O2. Formulate a hypothesis regarding the ability of an insulating material to reduce heat loss
O3. Use a model of an insulated house to observe and graph the variation of temperature over time.

Target group and educational context
This practice is designed primarily for primary school pupils, especially students in Grade III (9-10years old), working in collaborative teams within a STEM learning environment. It can also support teachers interested in integrating inquiry-based learning, formative assessment, and interdisciplinary STEM approaches into science education. The activities are suitable for mixed-ability classrooms and can be adapted for inclusive educational settings, as they combine hands-on investigation, teamwork, observation, and digital tools that support differentiated participation. The educational context is the primary school science classroom, particularly within lessons related to heat transfer, temperature, materials, and everyday applications of science. The practice is implemented through a project-based STEM approach across four lessons, where learners investigate a real-life problem: reducing heat loss in a house using insulating materials. Pupils engage in experimentation, data collection, graph interpretation, collaborative problem solving, and reflection, while connecting scientific concepts to familiar experiences such as clothing, heating homes, and energy conservation.

How to implement
**Individual steps educators should follow to implement this practice:**

1. Introduce the real-life problem by discussing why homes lose heat and how insulation helps maintain temperature. Encourage pupils to connect the topic with everyday experiences such as winter clothing, heating systems, or insulated objects.

2. Present basic scientific concepts related to heat transfer, temperature, and insulating materials using simple explanations, images, videos, and classroom demonstrations.

3. Organize learners into small collaborative teams and provide identical cardboard house models together with different insulating materials such as cotton, sponge, fabric, cardboard, or bubble wrap.

4. Guide pupils to formulate hypotheses about which material may reduce heat loss most effectively and ask each team to design a simple insulated house model.

5. Support learners during the construction stage, ensuring that materials are applied consistently and that each team follows the same experimental conditions.

6. Conduct the experiment by placing containers with warm water inside each insulated model and measuring the temperature at regular intervals using thermometers.

7. Help pupils collect and record the experimental data in shared digital tables or worksheets and guide them in creating simple graphs to represent temperature changes over time.

8. Facilitate discussions in which learners compare results, interpret graphs, identify the most effective insulating materials, and explain their conclusions using scientific reasoning.

9. Integrate formative assessment throughout the project using observation, questioning, reflection activities, digital quizzes, peer discussions, and collaborative feedback.

10. Conclude the project with team presentations and reflective activities in which pupils explain what they learned about heat transfer, insulation, sustainability, and energy conservation.

Why it is inspiring
This practice is effective because it combines scientific investigation, engineering design, teamwork, and digital learning in a meaningful real-life context that is easy for young learners to understand. Instead of only learning theoretical information about heat and temperature, pupils actively explore how insulating materials reduce heat loss through experimentation, observation, and data analysis.

The project increases student engagement by using hands-on activities and problem-solving tasks that encourage curiosity and active participation. Learners are motivated to test ideas, compare results, and improve their solutions, which strengthens critical thinking and inquiry skills. The collaborative structure of the activities also supports communication, cooperation, and shared decision-making.

Another important strength of the practice is the integration of formative assessment throughout the learning process. Pupils continuously receive feedback through observation, discussions, digital quizzes, data interpretation, and reflection activities. This helps teachers monitor understanding in real time and supports students in becoming more aware of their own learning progress.

The practice is also worth implementing because it promotes sustainability and environmental awareness from an early age. By exploring ways to reduce heat loss and save energy, pupils understand how scientific knowledge can contribute to responsible everyday choices and energy-efficient living.

In addition, the project is accessible and adaptable, as it uses low-cost materials and simple digital tools that can easily be integrated into primary school classrooms. The interdisciplinary STEM approach helps learners connect science, mathematics, technology, and engineering concepts in an authentic and motivating learning experience.

Available resources
Lesson Plan / Activity Instructions / Teacher Guide.