7.0 Energy (Yr 4)

TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:

DATE: TIME:
THEME: PHYSICAL SCIENCE TOPIC: 7.0 ENERGY
CONTENT STANDARD 7.1 Sources and Forms of Energy
LEARNING STANDARD: 7.1.1 State the meaning of energy.
7.1.2 Describe various sources of energy through observation using various media
LEARNING OBJECTIVE: Pupils are able to :
1. State the meaning of energy.
2. List the sources and forms of energy.
SUCCESS CRITERIA: 1. Pupils will be able to state the meaning of energy correctly.
2. Pupils will be able to list 3 sources and forms of energy correctly.
TEACHING ACTIVITIES : : Activity 1 1. Pupils respond to question asked by teacher. “What will happen to human if they do not eat for 2 days”
2. Pupils answer will be linked to the meaning of energy and energy sources.
“Energy is the ability to do work”
: Activity 2 1. Pupils are divided into 5 groups. To do “Giant Bubble Map”

2. Each group will be supplied with a mah-jong papper and a marker of various colours. A printer (3 in 1) will be placed in
front of the class (on the teacher’s desk)
3. Pupils will create bubble maps related to energy sources using creativity and ideas.
4. Picture of each types of energy on pages 124 and 125 will be printed using the printers provided on the teacher’s desk by
each leader of each group.
5. The picture will be used by each group to attach to the giant bubble map.
6. The time taken to complete the assingnment is only 25 minutes.
7. Each group will present a giant bubble map and the group with questions can ask question after the presentation.
: Activity 3 1. Pupils will be given a worksheet for exercises related to energy sources
LEARNING MATERIALS: / worksheet / printer / Mahjong paper, marker pen
ELEMENT ACROSS THE / Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : / ICT Environmental sustainability Patriotism
/ Noble Value Financial Education / Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS
/ Remembering / Applying Evaluating

/ Understanding Analysing / Creating
SCIENCE PROCESS / Observing Classifying Measuring And Using Number
SKILLS: Making Inference Predicting Defining Operationally
Experimenting Making Hypothesis Using Space-Time Realtionship
/ Interpreting Data / Communicating / Controlling Variables
MANIPULATIVE SKILLS: / Using and handling science apparatus Handling specimen correctly and carefully
/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map / Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz / Orally / Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6
21ST CENTURY SKILLS : Field Trip Game Gallery Walk

Experiment Role Play I-THINK Map /
Hot seat Presentation / Singing
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________
DATE: TIME:
CONTENT STANDARD 7.1 Sources and Form of Energy.
LEARNING STANDARD: 7.1.3 Explain with examples the varios sources of energy.
7.1.4 Explain through examples the transformation of energy in daily life .
1. Explain with examples the transformation of energy.
2. Explain through examples the transformation of energy.
SUCCESS CRITERIA: 1. Pupils will be able to state 2 examples the transformation of energy correctly.
2. Pupils will be able to explain 3 examples the transformation of energy correctly.
TEACHING ACTIVITIES : : Activity 1 1. Pupils will be divided into small groups to carry out “giant bubble map 2” (TB page 126 and 127)
2. Each group will be supplied with a mah-jong papper and a marker of various colours. A printer (3 in 1) will be placed in
front of the class (on the teacher’s desk)
3. Pupils will create bubble maps related to forms of energy using creativity and ideas.
4. The time taken to complete the assingnment is only 20 minutes.
5. Each group will present a giant bubble map and the group with questions can ask question after the presentation
: Activity 2 1. A pupils will be at the side of the fan and the lamp to stimulate the transformation energy changes that occur in everyday
life at home or school.
2. One pupils will switching on the light and a fan, whileothe pupils should pay attention during the simulation.
3. Pupils will respond to questions from teachers “ What is the energy that is changed when switching on the light and a
fan?
4. Pupils answer will explain the transformation of energy that occur/
Electrical energy – kinetic energy (switching on a fan)
Electrical energy – light energy (switching on a light)
: Activity 3 1. Pupils will be in their on group to conduct energy building activities.
2. Each group will be given different types of picture equipment (electric kettle, radio, flashlight, toys car, mobile phone and
iron) to identify the transformation of energy that occur.
3. The answer discussed will be written on the answer sheet.
4. Pupils will be given 15 minutes to complete this assingnment.
5. All answer wil be displayed using the slide show.
LEARNING MATERIALS: / Lap top, slideshow / Printer, mah-jong paper, marker / Picture of electric kettle, radio, flashlight, toys
pen car, mobile phone and iron
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship // Global sustainability
CURRICULUM : / ICT / Environmental sustainability Patriotism

/ Understanding Analysing Creating
SKILLS: Making Inference Predicting / Defining Operationally
Experimenting Making Hypothesis Using Space-Time Realtionship
Interpreting Data Communicating Controlling Variables
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT

Experiment Simulation / I-THINK Map /
REFLECTION:

DATE: TIME:
CONTENT STANDARD 7.1 Sources and Forms of Energy
LEARNING STANDARD: 7.1.5 Make generalisation that energy cannot be created or destroyed but can be transformed.
7.1.6 Explain the observation on the forms energy through written or verbal form,sketches or ICT in a creative way .
1. Make generasion that energy cannot be created or destroyed but can be transformed.
SUCCESS CRITERIA: 1. Pupil s will be able to explain that energy cannot be created or destroyed but can be transformed .
TEACHING ACTIVITIES : : Activity 1 1. 3 pupils are required to perform the given character.
a) A father and son who recently left school from home on a motorcycle, suddenly ran out of oil and their motorcycle
stopped.
b) His father and son push a motorcycle and refuel at the petrol pump.
c) After filling the oil, the motorcycle can move again.
2. One pupil will act as a storyteller. The storyteller will tell the explanation of each situation.
Explanation 1 : The motorcycle cannot move not because its kinetic energy has been destroyed but
because of its chemical energy loss.
Explanation 2 : The motorcycle can still move even when slowed down due to transformation of
energy. (food)[chemical energy] – kinetic energy
Explanation 3 : Energy cannot be created in but can be transformed. The evidence is that the
motorcycle can move again because the motorcycle has changed its energy.
Chemical energy – kinetic energy – sound energy
: Activity 2 1. Pupils will be in their groups to produce bookmarks related to energy statements
“ Energy cannot be created or destroyed , but energy can be transformed.
2. The group will be provide with scissors, hole puncher, coloured paper and ribbon.
3. Pupils will send the bookmarks to the boxes provided for exhibition and sale.
: Activity 3 1. Pupils do an exercises in work science book as a reinforcement activity.
LEARNING MATERIALS: / Box motorcycle, Petrol station / scissors, hole puncher, coloured paper / Pupils workbox
signboard. and ribbon
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT / Environmental sustainability Patriotism
/ Remembering / Applying / Evaluating

SKILLS: Making Inference / Predicting / Defining Operationally
Experimenting Making Hypothesis / Using Space-Time Realtionship
Interpreting Data Communicating Controlling Variables
MANIPULATIVE SKILLS: / Using and handling science apparatus / Handling specimen correctly and carefully
/ Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
LEARNING ASSESSMENT

Project / Role Play / I-THINK Map
REFLECTION:
DATE: TIME:
CONTENT STANDARD 7.2 Renewable and Non- renewable Energy sources
LEARNING STANDARD: 7.2.1 Explain with examples renewable and non-renewable energy sources though observation using energy wisely.
1. Describe renewable and non-renewable energy soursces.
SUCCESS CRITERIA: 1. Pupils will be able to state 3 examples renewable and non-renewable energy sources though observation using energy
wisely.
TEACHING ACTIVITIES : : Activity 1. Pupils will respond to the riddle from the teacher, “when daylight has two energies, At night its was
1 gone,anyway tomorrow he’ll be back.”
2. The answer of the pupils will be attributed to the energy of the sun which is one of the renewable energies.
: Activity 1. Pupils are divided into 5 groups. Each groups will be given a drawing paper, pen, scissors, and glue. (Group
2 activity)
2. Pupils can refer to page 134 in the textbooks for ideas on renewable energy posters
3. Pupils discuss the information gathered eith group members.
4. Pupils create a poster based on the group discussion.
5. After create a poster, pupils display their work in class. Group members can view other groups’ work.
: Activity 1. Pupils will be given a bubble map (renewable and non-renewable energy) sheet to complete.
3
LEARNING MATERIALS: / Bubble map sheet /Drawing paper, scissors, glue and Lap top. audio
coloured paper

SCIENCE PROCESS / Observing / Classifying Measuring And Using Number
SKILLS: Experimenting / Communicating Defining Operationally
Interpreting Data Making Hypothesis Using Space-Time Realtionship
Making Inference / Predicting Controlling Variables
LEARNING ASSESSMENT
ST
21 CENTURY SKILLS : Field Trip Game Gallery Walk
Experiment / Role Play I-THINK Map /
Hot seat Project-poster / Singing
REFLECTION:
DATE: TIME:
CONTENT STANDARD 7.2 Renewable and Non-renewable energy sources
LEARNING STANDARD: 7.2.2 Generate ideas on the importance of using energy wisely
7.2.3 Explain the observations on renewable and non-renewable
1. Provide reasoning on the importance of saving energy for sustainability of energy sources.
SUCCESS CRITERIA: 1. Pupils will be able to state 3 importance of saving energy for sustainability of energy sources correctly.
TEACHING ACTIVITIES : : Activity 1 1. Pupils will be shown with the old calculator and the new calculator to see the differences.
2. Pupils will respond to teacher questions. “What is the difference between these 2 calculators?
3. Old calculator only uses dry celss and if it runs out of energy from dry cells, old type calculator will not
work.
4. But for new calculator using solar cells will work as long as it receives sunlight.
5. The teacher introduced the topic today.
: Activity 2 1. Pupils are divided into 5 groups. Each group will be given a shoe box, polystyrene, aluminium foil, black
sugar paper, plastic sheet, adhesive tape, glue, scissors, ruler, marker pen and an egg.
2. Pupils needs to produce a solar oven using the material given (Fun activity TB page 138)
3. Pupils refer to the steps of the activity as shown in the textbook.
4. Pupils are reminded to use scissors carefully when performing this activity.
5. The solar oven is placed under the sunlight.
: Activity 3 1. Pupils provides a flow map sheet to complete the given work
LEARNING MATERIALS: / calculator / plastic sheet, adhesive tape, glue, / a shoe box, polystyrene, aluminium foil,
scissors, ruler, marker pen and an black sugar paper
egg.
/ Noble Value Financial Education Creativity And Innovatioan

SKILLS: / Making Inference Predicting / Controlling Variables
Interpreting Data Making Hypothesis Using Space-Time Realtionship
Experimenting / Communicating / Defining Operationally
MANIPULATIVE SKILLS: / Using and handling science apparatus / Handling specimen correctly and carefully
/ Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map / Flow Map Multi Flow Map
TEACHING AND Quiz Orally // Presentation / Student work
LEARNING ASSESSMENT

Activity solar oven / Role Play I-THINK Map /
Hot seat Presentation Singing
REFLECTION:

7.0 Energy (Yr 4)

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7.0 Energy (Yr 4)

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TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

SUBJECT: SCIENCE CLASS:

: Activity 2 1. Pupils are divided into 5 groups. To do “Giant Bubble Map”

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

/ Remembering / Applying / Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

/ Remembering / Applying Evaluating

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

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