ASSESSMENT: Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so LEARNER HOMEWORK: (PAGE NO: ) CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: *Note areas of concern; concepts to reinforce in next lesson; other comments.
DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 1 – ELECTRIC CIRCUITS DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 2 TOPIC ELECTRIC CIRCUITS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS A SIMPLE CIRCUIT • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit • Equipment such as cells/batteries, conducting wires, light bulbs and switches OTHER Magazine Newspaper Internet CIRCUIT DIAGRAMS • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating
DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 1 – ELECTRIC CIRCUITS DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 2 TOPIC ELECTRIC CIRCUITS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS A SIMPLE CIRCUIT • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit • Equipment such as cells/batteries, conducting wires, light bulbs and switches OTHER Magazine Newspaper Internet CIRCUIT DIAGRAMS • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 1 – ELECTRIC CIRCUITS DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 3 TOPIC ELECTRIC CIRCUITS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS A SIMPLE CIRCUIT • investigating how to make a simple circuit using cell/battery, conducting wires, light bulb and design and make a switch to control the circuit • Equipment such as cells/batteries, conducting wires, light bulbs and switches OTHER Magazine Newspaper Internet CIRCUIT DIAGRAMS • drawing simple electrical closed circuit diagrams including the symbols for cell/battery, bulb, conducting wire, switch TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 2 – ELECTRICAL CONDUCTORS AND INSULATORS DURATION – 2 WEEKS = 7 HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 3 TOPIC ELECTRICAL CONDUCTORS AND INSULATORS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS CONDUCTORS • testing different materials (such as metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk) in an electric circuit to see if they are conductors or insulators, and recording the results on a table • Different materials including metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk OTHER Magazine Newspaper Internet INSULATORS • Identifying where electrical insulators are used such as in plastic insulated wires, rubber gloves used by electricians, glass and ceramic insulators on power lines • Different materials including plastic insulated wires, rubber gloves used by electricians, glass and ceramic TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 2 – ELECTRICAL CONDUCTORS AND INSULATORS DURATION – 2 WEEKS = 7 HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 4 TOPIC ELECTRICAL CONDUCTORS AND INSULATORS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS CONDUCTORS • testing different materials (such as metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk) in an electric circuit to see if they are conductors or insulators, and recording the results on a table • Different materials including metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk OTHER Magazine Newspaper Internet INSULATORS • Identifying where electrical insulators are used such as in plastic insulated wires, rubber gloves used by electricians, glass and ceramic insulators on power lines • Different materials including plastic insulated wires, rubber gloves used by electricians, glass and ceramic TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 2 – ELECTRICAL CONDUCTORS AND INSULATORS DURATION – 2 WEEKS = 7 HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 4 TOPIC ELECTRICAL CONDUCTORS AND INSULATORS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS CONDUCTORS • testing different materials (such as metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk) in an electric circuit to see if they are conductors or insulators, and recording the results on a table • Different materials including metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk OTHER Magazine Newspaper Internet INSULATORS • Identifying where electrical insulators are used such as in plastic insulated wires, rubber gloves used by electricians, glass and ceramic insulators on power lines • Different materials including plastic insulated wires, rubber gloves used by electricians, glass and ceramic TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions /
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 2 – ELECTRICAL CONDUCTORS AND INSULATORS DURATION – 2 WEEKS = 7 HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 5 TOPIC ELECTRICAL CONDUCTORS AND INSULATORS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS CONDUCTORS • testing different materials (such as metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk) in an electric circuit to see if they are conductors or insulators, and recording the results on a table • Different materials including metal paper clips, nails, wire, steel-wool, coins, plastic, glass, ceramic, cardboard, paper, wood, rubber, chalk OTHER Magazine Newspaper Internet INSULATORS • Identifying where electrical insulators are used such as in plastic insulated wires, rubber gloves used by electricians, glass and ceramic insulators on power lines • Different materials including plastic insulated wires, rubber gloves used by electricians, glass and ceramic TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions /
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 3 – SYSTEMS TO SOLVE PROBLEMS DURATION – 2½ WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 5 TOPIC SYSTEMS TO SOLVE PROBLEMS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) USING ELECTRIC CIRCUITS • designing, making, evaluating and presenting a system that uses a circuit to produce movement, light, sound or heat* in a structure such as a steady hand game, house, light house or a toy. The circuit should include components such as cell/s, light bulb/s, buzzer/s, and switch/es (refer to Section 2.7) [This can be used as a possible project] • Basic components for a circuit, including components such as cell/s, light bulb/s conducting wire/s, buzzer/s, and switch/es OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so LEARNER HOMEWORK: (PAGE NO: )
DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 3 – SYSTEMS TO SOLVE PROBLEMS DURATION – 2½ WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 6 TOPIC SYSTEMS TO SOLVE PROBLEMS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) USING ELECTRIC CIRCUITS • designing, making, evaluating and presenting a system that uses a circuit to produce movement, light, sound or heat* in a structure such as a steady hand game, house, light house or a toy. The circuit should include components such as cell/s, light bulb/s, buzzer/s, and switch/es (refer to Section 2.7) [This can be used as a possible project] • Basic components for a circuit, including components such as cell/s, light bulb/s conducting wire/s, buzzer/s, and switch/es OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so LEARNER HOMEWORK: (PAGE NO: )
CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: *Note areas of concern; concepts to reinforce in next lesson; other comments.
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 4 – MAINS ELECTRICITY DURATION – 3 WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 8 TOPIC MAINS ELECTRICITY SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS FOSSIL FUELS AND ELECTRICITY • drawing and writing about to explain how fossil fuels such as coal were formed • Pictures and video clips of fuels and their various uses OTHER Magazine Newspaper Internet COST OF ELECTRICITY • drawing and writing to trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • Pictures to show how electricity is generated in a coal fired power station TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet ILLEGAL CONNECTIONS • examining labels (in adverts, or real electrical appliances) to find out how much power they require (most kettles require more than 2000 W, whilst a radio might require about 15 W*). Recording findings • Examples of electrical appliances TEXTBOOK(S) (PAGE NO: )
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 4 – MAINS ELECTRICITY DURATION – 3 WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 9 TOPIC MAINS ELECTRICITY SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS FOSSIL FUELS AND ELECTRICITY • drawing and writing about to explain how fossil fuels such as coal were formed • Pictures and video clips of fuels and their various uses OTHER Magazine Newspaper Internet COST OF ELECTRICITY • drawing and writing to trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • Pictures to show how electricity is generated in a coal fired power station TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet ILLEGAL CONNECTIONS • examining labels (in adverts, or real electrical appliances) to find out how much power they require (most kettles require more than 2000 W, whilst a radio might require about 15 W*). Recording findings • Examples of electrical appliances TEXTBOOK(S) (PAGE NO: )
*Note areas of concern; concepts to reinforce in next lesson; other comments. DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 4 – MAINS ELECTRICITY DURATION – 3 WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 10 TOPIC MAINS ELECTRICITY SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) SUB-TOPICS FOSSIL FUELS AND ELECTRICITY • drawing and writing about to explain how fossil fuels such as coal were formed • Pictures and video clips of fuels and their various uses OTHER Magazine Newspaper Internet COST OF ELECTRICITY • drawing and writing to trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • Pictures to show how electricity is generated in a coal fired power station TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet ILLEGAL CONNECTIONS • examining labels (in adverts, or real electrical appliances) to find out how much power they require (most kettles require more than 2000 W, whilst a radio might require about 15 W*). Recording findings • Examples of electrical appliances TEXTBOOK(S) (PAGE NO: )
on a table OTHER Magazine Newspaper Internet RENEWABLE WAYS TO GENERATE ELECTRICITY • Researching and writing about renewable ways to generate electricity including in wind power generators, solar panels (photovoltaics)**, hydro- electric power generators • Pictures of renewable ways to generate electricity, including examples of wind power generators, solar power generators, hydro- electric power generators TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so LEARNER HOMEWORK: (PAGE NO: ) CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: CLASS: ________ DATE LESSON TAUGHT: ____________ REFLECTION: