Sources and Forms of Energy · B3 Science

Lesson notes

Learning Objectives

Indicator: B3.4.1.2.2 - Know everyday uses of heat.

By the end of the lesson, learners can:

State at least four everyday uses of heat energy in the home and in the community.
Match at least five different professions to the specific way they use heat energy in their work.
Explain in their own words why farmers need heat energy for their activities.
Describe how heat is used for food preparation, preservation, and heating of water in daily life.
Demonstrate safe handling practices when working with or near hot substances.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Forces and Energy (Strand 4)
Sub-strand: Sources and Forms of Energy (4.1)
Content standard: B3.4.1.2 - Show understanding of the concept of heat in terms of its sources, effects, importance, and transfer from one medium to another
Indicator: B3.4.1.2.2 - Know everyday uses of heat.
Suggested placement: Term 2, Week 11 (Week 23 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.
Curriculum reference: Science Curriculum (Basic 1-3), 2019, p. 58
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Review previous lesson on heat energy and ask learners to cite everyday uses of heat energy in the home. e.g. for ironing, food preparation and preservation, heating of water.
- Through think-pair-share, ask learners to mention one application of the use of heat energy by the following professions, farmers, nurses, hair dressers, blacksmiths, tailors and seamstresses.
- Ask learners to explain why farmers need heat.
Precaution: Let learners observe safety whilst dealing with hot substances.