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Subject: General Science
Semester: 1
Period: 1
Week: 2
School Name:
Teacher’s Name:
Subject: General science
Grade Level: Grade 4
Date: Week 2
Lesson Duration: 45 minutes
Week & Period: Week 2, Period 1
Topic: Energy
Sub-topic: Properties of Energy
Learning Objectives
By the end of the lesson, students should be able to:
State the properties of energy
Give examples of the properties in everyday life
Previous Knowledge
Students already know the definition of energy and simple examples from week 1
Instructional Materials
Charts showing energy storage (battery, food), energy change (light bulb, fan), and energy conservation examples
Flashcards with objects that store energy
Simple objects such as a battery, food, and a ball
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows a battery and asks: “What is inside this that helps a torchlight shine?” Teacher then introduces the idea that energy has properties.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Learners listen attentively as the teacher explains that energy has properties: it can be stored, it can change from one form to another, and it cannot be created or destroyed.
- Learners observe pictures and real objects showing stored energy, such as batteries, food, fuel, a stretched rubber band, and water behind a dam.
- Learners participate in practical demonstrations:
- Teacher switches on a torch to show stored chemical energy (in the battery) changing into light energy.
- Learners throw a ball to observe stored energy in muscles changing into kinetic energy as the ball moves.
- Teacher shows a stretched rubber band snapping to illustrate stored energy converting to motion.
- Learners work in pairs to discuss and identify examples from daily life where energy changes form:
- Electrical energy to sound (radio or speaker)
- Electrical energy to heat (stove or heater)
- Food energy to movement (running, jumping)
- Sunlight to plant energy (photosynthesis)
- Learners demonstrate energy changes using simple role-play: one group pretends to eat (chemical energy) and then run (kinetic energy), another group pretends to switch on a lamp (electrical → light).
- Learners record three examples of energy transformation in their notebooks.
Assessment Checks:
- Teacher asks: “Can energy be destroyed?” Learners answer: “No.”
- Teacher asks learners to give one example of stored energy (e.g., battery, food, fuel, water behind a dam).
- Teacher asks learners to explain in their own words what happens when energy changes form.
- Teacher observes learners during demonstrations and discussions to ensure understanding.
Notes (Expanded & Detailed):
- Properties of energy:
- Energy can be stored: Energy is kept in objects or substances to be used later. Examples:
- Food stores chemical energy for our bodies.
- Batteries store chemical energy for torches or remote controls.
- Fuel stores chemical energy for cars or stoves.
- Energy can change form: Energy can transform from one type to another:
- Electrical → light (torch, bulb)
- Electrical → heat (kettle, stove)
- Chemical → kinetic (food → running)
- Mechanical → sound (clapping, drum)
- Energy cannot be created or destroyed: It can only be transformed from one form to another. This is known as the law of conservation of energy. Energy always exists in some form, even if it changes.
- Practical reminders:
- Stretching a rubber band, throwing a ball, lighting a bulb, and eating food are all examples learners can relate to.
- Energy transformation is happening everywhere around us.
Assignment/Homework:
- Draw and label three examples of stored energy you find at home.
- Identify two ways energy changes from one form to another in your daily activities and write a short sentence about each.
- Find one example where energy cannot be destroyed, just changed, and explain it in your notebook.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews the three properties of energy with learners and asks them to give examples.
Evaluation Method (Expanded):
Exit slip/quiz: Learners write down one property of energy and an example. Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
At home, learners should list two objects that store energy and explain how the energy is used.
Follow-up Activity:
Learners observe one activity at home where energy changes form and report in the next lesson.
Differentiation / Inclusive Strategies
Teacher uses real-life demonstrations to support understanding for all learners. Advanced learners give multiple examples of energy properties.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low