Chapter 2: Energy Overview of Lesson Plans

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 2 Lesson Plans
Lesson Plans
Chapter 2: Energy
Total number of periods: 20 periods
Overview of Lesson Plans
What Is Energy? (2 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
2.1 Pupils should: Collect evidence in a variety of contexts Communicating Be self-directed learners 2
- know that energy is the ability to make things work or to answer questions or test ideas. (Ep1) Comparing Collaborate with others
move Measuring Interact effectively with
- know that energy is derived directly or indirectly from the Observing others
Sun Predicting Use systems thinking
Classifying Communicate clearly
Inferring Reason effectively
Apply technology
effectively
What Are the Different Forms of Energy? (14 periods)

Skills Periods
2.2 Pupils should: Collect evidence in a variety of contexts Communicating Apply technology 14
- understand and list examples of the various forms of to answer questions or test ideas. (Ep1) Comparing effectively
energy Inferring Be self-directed learners
Suggest ideas, make predictions and Measuring Collaborate with others
communicate these. (Ep2) Observing Communicate clearly
Predicting Interact effectively with
Organising others
Analysing Reason effectively
Contrasting Think creatively
Use systems thinking
What Is Energy Conversion? (2 periods)
1
Skills Periods
2.3 Pupils should: Collect evidence in a variety of contexts Analysing Be self-directed learners 2
- understand and investigate the different types of energy to answer questions or test ideas. (Ep1) Communicating Communicate clearly
conversion Observing Collaborate with others
Suggest ideas, make predictions and Inferring Interact effectively with
communicate these. (Ep2) Measuring others
Manage projects
With help, think about collecting Use systems thinking
evidence and planning fair tests. (Ep3) Apply technology
effectively
Draw conclusions from results and begin
to use scientific knowledge to
Suggest explanations.
(Eo4)
What Is Energy Conservation? (2 periods)

Skills Periods
2.4 Pupils should: Collect evidence in a variety of contexts Communicating Apply technology 2
- understand the need to conserve energy in our everyday to answer questions or test ideas. (Ep1) Observing effectively
life Analysing Be self-directed learners
Suggest ideas, make predictions and Inferring Communicate clearly
communicate these. (Ep2) Collaborate with others
Global awareness
Think creatively
Use systems thinking
Reason effectively
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Main Lesson Plans
Lesson 2.1
BSCS 5E Lesson Notes Resources
Background: Every moment in our daily life involves energy. Energy is not only needed for us to work, but to make the things
around us work as well. There are many different forms of energy. Energy cannot be created or destroyed. It can only be
converted from one form to another. In this chapter, pupils will learn how energy makes things work and that energy can come
from the Sun. They will also learn how energy is applicable and important in our daily lives. Pupils will also learn about the
different forms of energy and the conversions between them. At the end of this chapter, pupils will also learn about the
different ways they can practise energy conservation.
Chapter opener Textbook page 21

Teaching Tip: Use the scene in the chapter opener to introduce how energy is involved in our life.
Engage: Ask pupils:

Questions are  Do you know what energy is? (Allow pupils to respond freely.)
raised to generate  Do you know what energy is used for? (Allow pupils to respond freely.)
pupils’ curiosity  Where can we find energy? (Allow pupils to respond freely.)
 Do you believe that the sandwich Ari is eating will give him energy? (Allow pupils to respond freely.)
You can ask pupils these same questions again at the end of the chapter by way of revising with them.
What’s In This Chapter?, What Will I Learn? Textbook page 22

Emphasise to pupils what their learning journey will be like for this chapter.
 Energy is the ability to do work.
 Energy is derived directly or indirectly from the Sun.
 Energy has many forms.
 Energy can be converted from one form to another.
 We need to conserve energy.
Teaching Tip: Trace the path of the mind map by reading out loud.
What Is Energy? Textbook pages 23—24

Teaching Tip: Tell pupils that energy is used all the time, even if we cannot see it. There are also many different forms of
energy in the world. In fact, we use energy so frequently, we may do it without realising it, e.g. talking to people, walking or
writing.
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You may give more examples or ask pupils to discuss how energy is involved in our daily life. You can have pupils identify
different activities or things in the classroom where energy is involved.
Ask pupils:
 What can energy do? (Allow pupils to respond freely.)
 What is the source of this energy? (Allow pupils to respond freely.)
Activity: Bring pictures of several objects that are commonly found around us, e.g. car, mobile phone, heater, etc. For each
picture shown, ask pupils if energy is needed for the object to work. Lead pupils to conclude that energy is found in almost
everything around us, and is needed in order for them to work or survive.
Process Skills: Classifying, Inferring
Explain that:
 Energy is involved in life and it is important to us.
 There are different sources of energy in daily life.
Explore: Activity: Get pupils into groups. Get them to imagine that they are on a one-day holiday, and may do anything they like. Each
Pupils identify the group should act out the different activities they will carry out throughout the day, starting from when they first wake up.
importance of new Then, have other groups identify the activities in which energy is involved. Ask pupils to think about how their life would be
idea through an like if the energy supply were cut off.
activity
Process Skills: Communicating, Observing, Predicting
21st Century Skills: Interact effectively with others; Communicate clearly; Use systems thinking
Engage: Activity: Get pupils in groups and provide each group with the following materials:
Pupils learn more  Three thermometers
about new concept  A sheet of black paper
by participating in  A sheet of white paper
a fun activity  A lightbulb
Cover the bulb of one of the thermometers with black paper and another with white paper. The third thermometer should
remain as it is. Put all the thermometers under direct sunlight for thirty minutes. Before putting the thermometers under the
Sun, ask pupils to predict which thermometer would record the highest temperature at the end of the activity. During the
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activity, ask pupils to record the temperature change and compare the data with their predictions made before. Have pupils
compare the data obtained from different groups.
Explain that:
 The Sun is an energy source.
 The Sun can generate light and heat, which are different forms of energy.
Teaching Strategy: Hands-on activity
Process Skills: Observing, Comparing, Predicting, Measuring
21st Century Skills: Use systems thinking; Reason effectively
Common Misconception: Most pupils think that energy is created and comes from the power generator. Actually, energy
Explain: cannot be created or destroyed. It can only be converted from one form to another. In a power generator, energy is converted
Explanation is from one form of energy to another, e.g. kinetic energy to electrical energy.
given to avoid any
misconception Teaching Tip: Tell pupils that apart from heat and light energy, there are many different kinds of energy. They will learn more
about the different forms of energy and how they are inter-converted later.
Field Trip Idea: Plan a visit to a power plant to find out more about the function of a power plant and how energy conversion
Elaborate: can take place. Before the trip, you can also have pupils do some basic research on the power plants in the country. Pupils
Pupils develop should research on how many power plants there are in the country and know where these plants are located.
deeper
understanding Process Skills: Communicating, Observing Workbook pages 15—16
from research Activity 1: Energy and Its
conducted 21st Century Skills: Be self-directed learners; Apply technology effectively Functions
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Lesson 2.2
What Are The Different Forms of Energy? Textbook page 24
Light energy
Background: Light is a form of energy. Without light, we would be unable to see the things around us. This would also affect
the environment, such as plants being unable to carry out photosynthesis and livestock not being able to adapt to darkness,
thus affecting their hunting and eating habits. Light energy can come from different objects around us. For example, the Sun
and lightbulbs are sources of light energy. Our eyes detect light from these sources, enabling us to see.
Teaching Tip: You may give pupils more examples of how light energy is involved in our daily life. Ask pupils to identify the light
sources inside the classroom and at home.
Activity: Turn off all light sources in the classroom and have pupils try to take photos using a camera without any light source.
You can also bring pupils to a room with no windows so that the room will be completely dark when you switch off the lights.
Explain that:
 Light is needed for an object to be seen.
 In the case of the camera, the pictures taken will be blurry as there is no light source to illuminate the objects around
pupils. Light is thus important in giving clarity to pictures.
Process Skills: Observing, Communicating
21st Century Skill: Use systems thinking
Teaching Tip: Explain that light energy can also be used to generate power through solar energy. Pupils will learn more about
this later in the chapter.
Activity: Bring two identical plants to class. Place one in sunlight and the other in the dark and water these plants daily. After
three days, observe the difference between the two plants.
Ask pupils:
 What do you observe about these two plants? (Answer: The plant placed in sunlight grew while the other died.)
 Why do you think this is so? (Answer: The plant in sunlight could carry out photosynthesis while the plant in the dark could
not.)
 What can you conclude from this experiment? (Answer: Plants need light energy to carry out photosynthesis. Without
light, they would not survive.)
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Process Skills: Observing, Comparing, Inferring
21st Century Skills: Use systems thinking; Reason effectively
Teaching Tip: Tell pupils that light energy is also important to animals. While plants need light energy to carry out
photosynthesis, animals depend directly or indirectly on plants for food. If there were no light, plants would die and this would
in turn affect animals.
Activity: Pick a few pupils from the class to form a group. Arrange the pupils in this group in a specific order and have them
Explore: remember their positions. Have the rest of the class sit down and provide enough space for the group to move around. Tell
A fun activity is pupils in the group to close their eyes. You can also cover pupils’ eyes with strips of cloth to fully emulate total darkness. Then,
held for pupils to separate pupils and mix them up. Tell them that they have to find one another and form the exact same arrangement again
learn more about without looking.
concept taught
Explain that:
 Light enables us to see things.
 In the case of the activity that was just carried out, it was difficult for pupils to find one another as they could not see.
Even if pupils communicated with one other by talking, they would have taken a shorter time to form the arrangement if
they could see.
 Without light, the sense of sight is useless.
Teaching Strategy: Relating to real life
Process Skills: Communicating, Organising
21st Century Skills: Collaborate with others; Interact effectively with others; Communicate clearly
Project Idea: Tell pupils that there are animals that can give out light, e.g. fireflies. Ask pupils to research on what other
Elaborate: animals can give out light. Pupils can also research on the purpose of these animals emitting light and how we can benefit
Pupils develop from studying this phenomenon.
broader
understanding Process Skill: Communicating
from research
conducted 21st Century Skill: Be self-directed learners
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Heat energy
Background: Heat is a form of energy that can make us feel warm. Heat energy increases the temperature of an object and Textbook page 25
can come from different objects around us. For example, the Sun, fire, and the bodies of warm-blooded animals are sources of
heat energy.
Activity: Ask pupils to identify all the sources of heat energy inside the classroom and at home and have them list the sources
down. You can also ask pupils to put their hands on their body or on their classmate’s hand or neck. Pupils should observe that
their body or their classmate’s body feels warm.
Explain that:
 The human body is also a source of heat energy.
Process Skills: Communicating, Observing
Sound energy
Background: Sound energy is a form of energy that enables us to hear. Sound is produced and transmitted by vibrations of Textbook page 26
objects. The louder the sound is, the greater the sound energy it carries. Many current technologies such as radars make use
of sound energy.
Common Misconception: Pupils may think that sound can only be transmitted through air. Actually, sound is transmitted by
Explain: vibrations, and can thus be transmitted through gases, solids and liquids.
An explanation is
given to clear any Activity: Bring to class some objects that can be found in daily life, e.g. a mobile phone, alarm clock, bell, etc. Ask pupils to
misconceptions close their eyes. Play sounds from these objects and ask pupils to identify the sounds heard.
Teaching Tip: You may give more examples of how sound energy is involved in our daily lives.
Activity: Get pupils into groups and have them follow the instructions at the website to make a rainstick which can mimic the
sound of rain falling. URL 2.1
Process Skills: Communicating, Measuring, Observing
21st Century Skills: Collaborate with others; Interact effectively with others; Think creatively
Activity: Get pupils in groups. Ask pupils to make a simple string telephone using two plastic cups and a string. Make a hole in
Engage: the middle of the bottom of the cups. Connect the cups with an elastic string through each hole. Pull the string taut and speak
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Pupils carry out a into one of the cups. Another pupil can listen through the other cup. Ask pupils to use this string telephone for
fun activity to communication.
help them
further understand Explain that:
the  Sound travels through vibrations.
concept
Process Skills: Observing, Communicating, Inferring
Activity: Get pupils in groups and play a game where pupils have to communicate without speaking. Get each group to sit in a
circle and give a blank sheet of paper to each pupil. Start the game by writing any sentence at the top of the paper, e.g. ‘It is a
windy day’. Pass the paper to the pupil on the left and have him/her express the meaning of the sentence by drawing a picture
under the sentence. Then, fold back the top part of the paper so that others cannot read the sentence and pass the paper on
to the pupil on the left. The pupil has to write a new sentence based on the picture drawn. The paper is passed on around the
circle until everyone has drawn a picture or written a sentence. Remember to fold the paper after each pupil has taken his/her
turn so that only the latest drawing or sentence can be seen. Compare the final sentence or drawing with the original
sentence.
Explain that:
 Sound is important in communication.
 We would be unable to grasp the proper meaning of what the other person is trying to say if we could not speak and
explain to one another clearly.
Process Skill: Communicating
Activity: Carry out Discover More! and have pupils research on the different types of sonar and their uses.
Project Idea: Have pupils research on how sounds are produced by musical instruments. Pupils can also use this research to
create their own musical instrument.
21st Century Skills: Be self-directed learners; Think creatively
Electrical energy
Background: Electrical energy is also known as electricity and allows electrical appliances to work. Most electrical appliances Textbook page 27
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obtain electrical energy from power plants while some small electrical appliances obtain electrical energy from batteries.
Teaching Tip: Explain the importance of electricity in our daily life.
Activity: Carry out Build Your Skills! with the class. You can also have pupils identify electrical appliances inside the classroom
and at home. Textbook page 28
Ask pupils:
 What is the function of the electrical appliance you have identified? (Allow pupils to respond freely.)
 What has to be done in order for it to work? (Answer: It has to be connected to electricity.)
 What will happen if there is no electrical supply in the room? (Answer: All the electrical appliances will not work.)
 What should we pay attention to when handling electricity? (Allow pupils to respond freely. Pupils should give answers
that are related to the safe use of electricity.)
Explain that:
 Electrical appliances work when electric current flows through them.
Project Idea: Some animals such as electric eels can generate electricity by themselves. Ask pupils to research on how and
Explore: why electric eels generate electricity and what we can learn from these animals.
Pupils develop
broader Process Skill: Communicating
understanding
from the research 21st Century Skill: Be self-directed learners
conducted
Potential energy
Background: Potential energy is the energy stored in a body that can be later used to do work. It can be divided into chemical
potential energy, gravitational potential energy and elastic potential energy. Chemical potential energy is found in chemical
substances such as foods and fuels. Chemical potential energy provides organisms with the energy to carry out life processes,
while fuels give off heat and light when burnt.
Activity: Ask pupils to look around the classroom or at home and identify the materials that are fuels.
Explain that:
 Fuels are any materials that burn to give off heat and sometimes light.
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 Fuels have chemical potential energy.
Process Skill: Observing
Activity: Bring a battery-operated toy car and some batteries to class. Ask pupils to place the batteries in the toy car and turn it
on. Textbook page 29
Ask pupils:
 What did the batteries do when placed inside the toy car? (Answer: They allowed the toy car to move.)
 What kind of energy can batteries supply to the toy car? (Answer: Electrical energy.)
Explain that:
 Batteries are sources of chemical potential energy.
Process Skills: Communicating, Observing
Activity: You can conduct an experiment with pupils to show the potential energy stored in foods at the website.
URL 2.2
Process Skills: Observing, Predicting, Measuring
Teaching Tip: Tell pupils that fossil fuels are non-renewable. Once they are used up, they cannot be generated again (or take a
very long time to regenerate). Coal is one of the commonly used fuels. You can inform pupils that one pound of coal can
generate 926 watt-hours of energy. Then, tell them how many watt-hours of energy an electrical device typically uses (a
refrigerator uses 700 watt-hours, a lightbulb uses 60 watt-hours).
Project Idea: Read through Discover More! and have pupils research more about fossil fuels, how they are formed and the
applications of fossil fuels. Pupils can also discuss on what would happen if fossil fuels ran out.
Process Skills: Communicating, Analysing
21st Century Skill: Be self-directed learners
Background: Gravitational potential energy is found when an object is positioned above ground. The amount of gravitational
potential energy depends on the height of the object from the ground and the mass of the object. The greater the distance Textbook page 30
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from the ground and the greater the mass of an object, the greater gravitational potential energy of the object.
Workbook pages 17—18
Activity: Bring several balls to class, e.g. tennis ball, baseball ball etc. Have pupils hold a tennis ball and release it from Activity 2: How Far Can It
different heights. Ask pupils to compare the height of the tennis ball when it bounces after hitting the ground. Ask pupils to Roll?
predict the results before carrying out the activity. Then, repeat the activity using two balls of different weights.
Explain that:
 Gravitational potential energy stored in an object depends on the height and mass of an object.
Process Skills: Observing, Predicting, Comparing, Analysing
Teaching Tip: Tell pupils that the ball has energy and this energy is called gravitational potential energy.
Common Misconception: Pupils may think that every object stores a fixed amount of gravitational potential energy. Actually,
Explain: there is no absolute value of the amount of gravitational potential energy stored in a body. The amount of gravitational
An explanation is potential energy stored depends on the ground level at which an object is positioned.
given to clear any
misconceptions Background: Elastic potential energy is found in elastic objects when they are stretched or compressed. For example, a
stretched rubber band and a compressed spring possess elastic potential energy. The more an object is stretched, the greater Textbook page 31
the amount of elastic potential energy it will have.
Teaching Tip: You can instruct pupils to look for examples of items in the classroom which have elastic potential energy.
Activity: Bring several rubber bands to class. Have pupils stretch a rubber band between their fingers. Explain that elastic
potential energy is now stored in the rubber band. Release the rubber band and let it shoot across the room. Remind pupils to
be careful when letting the rubber band go and to shoot it at an empty spot to prevent injuries. Ask pupils to think of ways
that will allow the rubber band to travel a longer distance.
Process Skills: Observing, Comparing, Predicting
Activity: Get pupils in groups and have them build their own elastic powered car by at the website provided.
URL 2.3
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Teaching Strategy: Hands-on activity

21st Century Skills: Collaborate with others; Apply technology effectively
Kinetic energy
Background: Kinetic energy is found in moving objects such as moving cars. The amount of kinetic energy an object has Textbook page 32
Explore: depends on its speed and mass. The greater the mass and speed, the greater the amount of kinetic energy of the object.
Pupils gain greater Workbook pages 19—20
understanding of Activity: Get pupils into groups. Position a board ramp against a wall. Release a tennis ball from the top of the ramp and let it Activity 3: Super Jumper
concept by carrying roll down. Then, raise the height of the ramp and release the same tennis ball again. Have pupils compare the kinetic energy Card
out an activity of both rolls of the tennis ball.
Ask pupils:
 When will the tennis ball roll down the ramp the fastest? (Answer: When the height of the ramp is raised.)
 What can you conclude about the relationship between the speed of an object and the amount of kinetic energy from this
activity? (Answer: The greater the speed of an object, the more kinetic energy it has.)
Repeat the activity by replacing the tennis ball with other balls such as a marble, golf ball and baseball. Have pupils compare
the kinetic energy in the different rolling balls.
Ask pupils:
 Which object rolled down fastest? (Answer: Pupils should point out that the larger balls, such as the tennis ball and
baseball, rolled down faster than the marble and softball.)
 What can you conclude about the relationship between the mass of an object and the amount of kinetic energy from this
activity? (Answer: The greater the mass of an object, the more kinetic energy it has.)
Explain that:
 The amount of kinetic energy depends on the speed and mass of an object.
Process Skills: Observing, Contrasting, Predicting
Activity: Get pupils in groups. Provide pupils with magazines, newspapers and posters. Ask pupils to look through these
printouts and search for images that show the presence of kinetic energy, e.g. a picture of a woman jogging. Have pupils cut Textbook page 33
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the images out and paste them on the board, and explain why each image shows kinetic energy.
Process Skill: Observing Activity 4: Gravitational
Potential Energy
Activity: Carry out Build Your Skills! and have pupils identify the type of energy in the different components of the objects
Evaluate: shown. Textbook page 34
Pupils display
understanding by Process Skills: Observing, Analysing
carrying out an
activity that tests Activity: Get pupils in groups. Provide pupils with magazines, newspapers and posters. Ask pupils to look through these
the concepts learnt printouts and search for images that show different forms of energy, e.g. a picture of a mobile phone that has chemical
potential energy due to its battery. Have pupils cut the images out and paste them on the board, and identify the forms of
energy.
21st Century Skill: Use systems thinking Consolidation

Worksheet 1
Internet links for Lesson 2.2
URL 2.1: Rainsticks

http://www.kinderart.com/sculpture/rain.shtml
URL 2.2: Peanut power

http://www.energyquest.ca.gov/projects/peanut.html
URL 2.3: Elastic powered car

http://www.youthideas.co.uk/yw/act/car/index.shtml
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Lesson 2.3
What Is Energy Conversion? Textbook page 35
Teaching Tip: Remind pupils that energy cannot be created or destroyed. It can only be converted from one form to another.
You may give scenarios to pupils and ask them to identify the energy conversions involved.
Explore: Activity: Prepare cards on which different energy conversions are written, e.g. electrical energy  sound energy. Ask several
Pupils establish pupils to come up and let them each draw a card. Do not let the rest of the class see the cards. Pupils will then have to act out
new knowledge one by one the energy conversion described on their card. Pupils can mimic sound effects, but should otherwise not talk. For
through a fun example, if the energy conversion written on the card is chemical potential energy  kinetic energy, pupils may pretend to eat
activity and then run in front of the class. The pupils sitting down have to guess the energy conversion described on the card.
21st Century Skills: Communicate clearly; Interact effectively with others
Activity: Wind the string of a yo-yo around your finger and hold the yo-yo in your hand. Tell pupils that there is potential Textbook page 36
energy in the yo-yo. Then, release the yo-yo, allowing it to fall. Tell pupils that the potential energy has now changed into
kinetic energy. When the yo-yo reaches the bottom of the string, pull up to allow the yo-yo to wind itself back to the top of the
string and into your hand. Tell pupils that kinetic energy has changed back to potential energy.
Teaching Strategy: Real-life example
Process Skills: Observing, Analysing, Inferring
Teaching Tip: Explain to pupils that natural elements such as the Sun, wind and water are known as alternative energy. They Textbook page 37
can be used to generate electricity through energy conversions. Tell pupils that they will learn more about alternative energy
later in the chapter.
Field Trip Idea: Plan a visit to a power station to learn more about power generation and the different forms of energy
conversions that can take place. Pupils can take photos and share their findings with the class.
21st Century Skill: Be self-directed learners
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Elaborate: Project Idea: Energy conversion is the major function of a power generator. Ask pupils to research on the working principle of
Pupils develop the power generator. What kind of energy conversion is involved? Ask pupils to present their findings to the class.
broader
understanding Process Skills: Communicating, Analysing, Inferring
from research
conducted 21st Century Skills: Be self-directed learners; Communicate clearly
Activity: To show how heat energy comes from the Sun, get pupils in groups and build a solar energy oven. Textbook page 38
Prepare the following materials: Workbook pages 23—25

 Unwaxed paper cup Activity 5: Paper Cup
 A sheet of aluminium foil Ballerina
 An apple, cut into several pieces
 A sheet of plastic wrap Workbook pages 27—28
 A metal can large enough to accommodate the paper cup Activity 6: Turn My Key!
 A sheet of newspaper
Instructions: Activity 7: Converting
 Cover the inside of an unwaxed paper cup entirely with aluminum foil. Energy
 Put a piece of apple inside the cup.
 Wrap the cup with plastic wrap and then cover it entirely with aluminum foil tightly. Workbook pages 31—32
 Place the cup in a metal can and fill up the remaining space around the can with newspaper. Worksheet 1: Where’s
 Place the metal can in a sunny spot and heat energy from the Sun will bake the apple inside the can. the Energy?
Teaching Tip: Explain that the Sun is one source of heat and light energy.
Project Idea: Carry out Discover More! and have pupils visit the websites provided to learn more about nuclear and solar
energy. Then, research on the applications of these energies. Have pupils discuss the pros and cons of using nuclear and solar URLs 2.4, 2.5
energy.
Process Skills: Observing, Communicating
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21st Century Skills: Collaborate with others; Interact effectively with others; Communicate clearly; Apply technology effectively
Activity: Carry out Build Your Skills! and have pupils identify the correct energy conversions taking place.
Evaluate: Textbook page 39
Pupils apply what Process Skills: Observing, Analysing
they have learnt by Consolidation
carrying out an Worksheet 2
activity
Internet links for Lesson 2.3
URL 2.4: More about nuclear energy (corresponds with Internet Link 2.1 in Textbook)
http://library.thinkquest.org/06aug/01335/nuclear.htm
URL 2.5: More about solar energy (corresponds with Internet Link 2.2 in Textbook)
http://www.eia.gov/kids/energy.cfm?page=solar_home-basics
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Lesson 2.4
What Is Energy Conservation? Textbook page 40
Background: Most of the energy we use comes from fossil fuels. Fossil fuels are formed over many years and cannot be
reused. We also have a limited supply of fossil fuels. At the same time, the burning of these fuels will bring about many
environmental problems. Therefore, we must make wise choices in using energy and reduce energy consumption.
Engage: Activity: Ask pupils to imagine that they are spies looking for any careless activity that wastes energy, e.g. a fan that is
Pupils gain greater switched on in an air-conditioned room. Then, ask them to suggest actions that can be taken in order to save or reduce the
understanding of amount of energy used. In the case of the example, pupils can suggest that the fan be switched off in an air-conditioned room.
concept by carrying
out a fun activity Explain that:
 Not only large machines consume energy. Small devices can also consume energy, such as the unnecessary charging of
mobile phones overnight.
 One of the methods of energy conservation is to plant more trees. Trees provide shade and can keep the surrounding air
cooler and can also prevent soil erosion. Therefore, less energy is used for air conditioning.
Process Skill: Observing, Communicating
21st Century Skill: Use systems thinking; Reason effectively
Activity: Carry out Build Your Skills! and have pupils discuss and list the different ways where they can conserve energy
beginning from the time they wake up to when they go to bed. Textbook page 41
Process Skills: Analysing, Communicating Workbook pages 33—34

Worksheet 2: Conversion
Activity: Carry out Discover More! and have pupils bring a copy of their electricity bill to class. Have the class discuss how and Conservation
energy-saving measures can be implemented to help save energy and in turn, reduce their electricity bills.
Consolidation
Process Skills: Analysing, Communicating Worksheet 3
Project Ideas: Fun and Games

Explore: 1. Get pupils into groups and have them create a brochure or leaflet that raises awareness on the importance of saving
Pupils gain greater energy and the different ways that can be adopted to achieve this. Exam practice
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understanding of 2. Tell pupils that the use of compact fluorescent lamps is one of the ways to use less electricity. Have pupils research on the
concept by doing difference between compact fluorescent lamps and conventional lightbulbs and why the former use less electricity than
research and the latter. Pupils can also include this in their brochure or leaflet.
working together 3. In groups, ask pupils to research on the current state of energy conservation in the country. Have pupils address issues
such as what initiatives are currently being done to conserve energy. They can also research on the most updated
technology being used in energy conservation and use this as a comparison to identify and discuss if there are any areas
that can be improved on.
Process Skills: Communicating, Analysing, Inferring, Observing
21st Century Skills: Be self-directed learners; Global awareness; Communicate clearly; Collaborate with others
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out Textbook page 42
loud. You may wish to draw the map as you speak.
 Energy is the ability to do work.
 Energy can come from different sources such as the Sun, running water, wind and fossil fuels.
 Energy cannot be created or destroyed. It can only be converted from one form to another.
 Energy has many forms such as electrical energy, sound energy, heat energy, light energy, kinetic energy and potential
energy.
 The amount of kinetic energy depends on the mass and speed of the object.
 Potential energy includes chemical potential energy, gravitational potential energy and elastic potential energy.
- Chemical potential energy can come from food, fuels and batteries.
- The amount of gravitational potential energy depends on the mass of the object and the height of the object from
the ground.
- Elastic potential energy can be found in stretched elastic bands or springs when stretched or compressed.
Work It Out
Evaluate: Teaching Tip: Go through the worked example with pupils. Read the hint when answering part ‘a’. Textbook page 43
Pupils analyse
19
given data and Process Skills: Observing, Analysing

apply their
knowledge to Science @ Work
answer questions Background: Solar energy is a renewable energy source. This energy is clean and will not generate any pollutants. Solar energy Textbook page 44
makes use of light energy from the Sun, where light is captured or absorbed by the solar cells to generate power. Today,
continual improvements are made to solar panels, such as making solar panels more flexible and light-weight.
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
21st Century Skill: Apply technology effectively
20

Chapter 2: Energy Overview of Lesson Plans

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Chapter 2: Energy Overview of Lesson Plans

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 2 Lesson Plans

Overview of Lesson Plans

What Is Energy? (2 periods)

What Are the Different Forms of Energy? (14 periods)

What Is Energy Conversion? (2 periods)

What Is Energy Conservation? (2 periods)

Main Lesson Plans

Chapter opener Textbook page 21

Engage: Ask pupils:

What’s In This Chapter?, What Will I Learn? Textbook page 22

What Is Energy? Textbook pages 23—24

Process Skills: Classifying, Inferring

Teaching Strategy: Hands-on activity

Process Skills: Observing, Comparing, Predicting, Measuring

21st Century Skills: Use systems thinking; Reason effectively

Process Skills: Observing, Communicating

21st Century Skill: Use systems thinking

Process Skills: Observing, Comparing, Inferring

21st Century Skills: Use systems thinking; Reason effectively

Teaching Strategy: Relating to real life

Process Skills: Communicating, Organising

Process Skills: Communicating, Observing

Process Skills: Communicating, Measuring, Observing

Process Skill: Communicating

Teaching Tip: Explain the importance of electricity in our daily life.

Teaching Strategy: Relating to real life

 Fuels have chemical potential energy.

Process Skill: Observing

Process Skills: Communicating, Observing

21st Century Skill: Use systems thinking

Process Skills: Communicating, Analysing

21st Century Skill: Be self-directed learners

Process Skills: Observing, Predicting, Comparing, Analysing

21st Century Skill: Use systems thinking

Process Skills: Observing, Comparing, Predicting

21st Century Skill: Use systems thinking

Teaching Strategy: Hands-on activity

Process Skill: Communicating

Process Skills: Observing, Contrasting, Predicting

21st Century Skill: Use systems thinking

Teaching Strategy: Relating to real life

Process Skill: Observing

21st Century Skill: Use systems thinking Consolidation

Internet links for Lesson 2.2

URL 2.1: Rainsticks

URL 2.2: Peanut power

URL 2.3: Elastic powered car

Process Skill: Communicating

21st Century Skills: Communicate clearly; Interact effectively with others

Teaching Strategy: Real-life example

Process Skills: Observing, Analysing, Inferring

21st Century Skill: Use systems thinking

21st Century Skill: Be self-directed learners

Prepare the following materials: Workbook pages 23—25

Process Skill: Observing

Teaching Strategy: Relating to real life

Process Skills: Observing, Communicating

Internet links for Lesson 2.3

Teaching Strategy: Relating to real life

Process Skill: Observing, Communicating

21st Century Skill: Use systems thinking; Reason effectively

Process Skills: Analysing, Communicating Workbook pages 33—34

Project Ideas: Fun and Games