B1 Science · Term 2 Week 8: Sources and Forms of Energy

Lesson notes

Learning Objectives

Indicator: B1.4.1.1.1 Understand energy and give examples of its uses

By the end of the lesson, learners can:

State in their own words that energy is what enables us to do work.
Give at least three reasons why they eat food every day, linking food to energy.
Demonstrate at least three activities that use energy, such as clapping hands, lighting a candle, or switching on a light.
Predict what happens when a car or a machine runs short of fuel.
Identify and name at least two everyday activities at home or school that require energy.

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Curriculum details

Strand: Forces and Energy (Strand 4)
Sub-strand: Sources and Forms of Energy (4.1)
Content standard: B1.4.1.1 - Demonstrate understanding of the concept of energy, its various forms and sources and the ways in which it can be transformed and conserved
Indicator: B1.4.1.1.1 - Understand energy and give examples of its uses
Suggested placement: Term 2, Week 8 (Week 20 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.27: printed "B1.4.1.1.1Understand energy and give examples of its uses", the code run straight into the text with no space; every code-matching pattern in this toolchain, including INVENTORY.md's, is blind to it
Curriculum reference: Science Curriculum (Basic 1-3), 2019, p. 27
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Learners talk about why they eat food every day
- Guide learners to undertake activities that involve the use of energy. E.g. clapping of hands, lighting of a candle or torch, or switching on the light in the classroom.
- Assist learners to come-out with the meaning of energy.
- Ask learners to brainstorm on what happens when a car runs short of fuel.
- Summarise the learners' responses by explaining to them that energy is what enables us to do work.