Assignment 1 Lesson Plan

Topic of Lesson

ASSIGNMENT 01 - LESSON PLAN Forms of Energy

Educator

Mr. S.M. Vukeya

Grade

Seven

Learning Area

Natural Sciences

Learning Outcome Assessment standards

LO 2: Constructing Science Knowledge. LO 3: Science; Society and the environment. AS 1: Recalls meaningful information. AS 2: Understands sustainable use of the earth’s resources – Analyses information about sustainable and unsustainable use of resources. AS 3: Interprets information

MATERIALS MEASUREMENT DATA REQUIRED: Students will learn the names and definitions of the various forms of energy, and they will also search for examples of each form. We will then discuss some examples as a class. TIME REQUIRED: 2 hours ACTIVITIES AND PROCEDURES: Prior Learning: Learners will have come across the terms ‘renewable’ and ‘nonrenewable’ energy sources in Intermediate phase Social Studies and Natural Sciences. They should also have come across the term ‘fossil fuel’. Use this unit to revise these concepts and further extend their knowledge.

ICT Skills and resources: Learners create a poster on a computer about one form of energy that they learned about. The poster will need to have at least 3 pieces of information on it, and it will have to be colourful with pictures and images.

Learner Activity: The learners will be put into groups, and each group will be given a different form of energy to research either using books or internet. They will be asked to find a definition of the form they were assigned and at least 4 examples of it. Each group will then do a brief 3 minute presentation to explain the form of energy that they researched, and to discuss the examples of that form of energy. The information must be clear and concise. The teacher will add any necessary information once the group has finished presenting. At the end of

the presentations, the teacher will do a brief oral recap of the forms and examples. Procedure: Have the learners get into pairs. Each pair will then be given a digital camera. They will then be asked to search the classroom, outside, and any other area designated by the teacher, for forms of energy. When they find an example, they will take a picture of it and be prepared to explain what form they think it is. After 15 minutes, the students will return to class and show their pictures and discuss the forms of energy. Learners read the article and answer the questions: Fuel wood crisis in Tanzania The last 10 years have shown that as women and children have had to walk further and further everyday to gather enough wood for cooking and heating, the number of trees in Tanzania has decreased by 80 percent. Cutting down trees has serious results all over Africa. Most of the topsoil in farming lands has been washed away, leaving farmers with bare ground which contains none of the minerals needed for good crop growth. There is a much greater risk of flooding in the rainy season because there is no longer enough topsoil or vegetation to absorb heavy rains.

FOLLOW-UP ACTIVITY: Assessment: Go over questions in class. Ask different pairs to give their answers. If some learners still have not grasped the concept of renewable energy resources, let them do the following remedial question. Remedial questions 1. Identify the source of energy for drying fish on racks outside. Answer: The sun 2. Why is this a renewable energy source? Answer: Because the sun will always give us heat. Student follow -up: Learners challenges the school to an “energy efficient” week. They determine what each individual and each class can do to conserve energy. Dependencies: This is a group activity, but they should complete some research individually as homework -assignment. AFTER THE LESSON: Doing the activity was not easy, due to the fact that resources needed for the activity i.e. digital camera, was not accessible to all learners. It is a very good idea to involve learners and give them the platform to be in charge throughout the lesson, they really enjoy it.

Assessment Activity: Test Learning Area: Natural Sciences Strand: Energy and Change – renewable & non-renewable energy sources Grade: Seven Marks: 25 Time: 1 hour

a. b. c. d. e.

1. State whether each of the following statements is True or False: Fuels store energy. A thermometer measures how much heat is stored in things. Heat moves from hotter to a colder object. Radiation is when heat is transferred from one object to another object that is touching it. In convection cold air is replaced by warm air. [5 x 1 =5]

1. Answer the se questions about fuels: a. Some fuels are non-renewable. Explain what this means. (1) b. Give two examples of non-renewable fuels. (2) c. Explain what a fossil fuel is. (2) [5] 3. Answer these questions about heat transfers: a. Explain why the sun’s heat cannot reach us by convection or conduction. (2) b. How does the sun’s heat reach us? (1) c. Explain how a heater warms a room by convection. (3) [6] 4. Answer these questions about insulation: a. Explain why: i. Insulating materials often have large airspaces. (1) ii. Houses in hot places are often painted white. (2) iii. Kettles are often silver or white. (2)

a. Identify (i)the two best conductors and (ii) the two best insulators from the following list:  Glass  Aluminum  Newspaper  Wool  Copper (4) [9]

Assessment Activity: Memorandum Learning Area: Natural Sciences Strand: Energy and Change – renewable & non-renewable energy sources Grade: Seven Marks: 25 1. a. True b. False c. True d. False e. False

[5 x 1 =5]

2. a. Non –renewable fuels cannot be replaced when they are used up. (1) b. Any two: coal, oil, natural gas. (2) c. A fossil fuel is made from the remains of plants and animals (1) that died many millions of years ago. (1) [5] 3. a. Conduction and convection need particles of air or another substance to transfer heat. (1) There are no particles in space. (1) b. By radiation. (1) c. Hot air rises from the heater (1); cooler air replaces it (1) and is heated. (1) [6] 4. a. i. Air is poor conductor. /Air traps heat. (1) ii. White reflects (1) the sun’s radiation. (1) iii. White and silver do not radiate heat well (1) and lose heat slowly. (1) b. i. Conductors: aluminium (1) copper (1) ii. Insulators: wool (1, newspaper (1) [9]