A substantial number of upper-level science students and practicing physical science teachers demonstrate confusion about thermal equilibrium, heat transfer, heat capacity, and specific heat capacity. The traditional method of instruction, which involves learning the related definitions and equations, using equations to solve heat transfer problems, and using equations to determine the heat capacity of a metal in a laboratory setting, contributes to this confusion. A simple modification of a traditional high school or introductory college chemistry heat capacity laboratory is described. Based on the learning cycle, rather than a verification of the concept of heat capacity, this experiment is designed to introduce students to the concept of heat capacity and to encourage them to make connections to their personal experiences before being provided with definitions and mathematical equations. Rationale for this modification along with a description of the experiment including pre- and postlab student questions, student instructions, sample student data, and teacher facilitation suggestions are provided. (Contains 1 table.)