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SCIENCE LESSON PLAN

TEACHER: J. James-Leacock & T. Jagoo-Maraj

DATE: June 2019

CLASS: Form 1

TIME: 2 periods

UNIT: Energy

TOPIC: Sources of Energy

REFERENCES (Exclude class text. Include page numbers)

Akaloo, D., Hoong, T. L., Khang, G. N., Leng, H. P. (2003). New lower secondary science 1.
Singapore: EPB Pan Pacific

Angiesparks (publisher). (2009, March 24). What is energy?. [Video file]. Retrieved from
http://m.youtube.com/watch?v=o_5oYuDY2qM

Novi Meadows Elementary. (2002). Global warming. Retrieved from

http://library.thinkquest.org/CR0215471/global_warming.htm
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PRE REQUISITES

Knowledge: students should know that:

Energy is the ability to do work.

The Sun is our principal source of energy.
Food is a source of energy.

Skill: students should know how to:

Follow rules.
Organize workspace to avoid accidents
Read and write.

MATERIALS & RESOURCES

For Teacher For each group/student

Whiteboard & Markers Writing material (pens, paper, etc.)

Computer Worksheets.
Projector and Speaker

OBJECTIVES Classification

At the end of the lesson, students will be able to:

Explain that there are two main sources of energy: Renewable and Comprehension.
Nonrenewable.

List some Renewable and Nonrenewable energy sources Knowledge

Explain that global warming is a real problem, due to the misuse of Comprehension.
energy. (HFLE)
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PROCESS SKILLS

During this lesson, students will be engaged in:

Recording of data and observations

Interpreting and evaluation data and observations
Extracting from available information data relevant to a particular situation.
Identifying/formulating a problem.
Communicating scientific ideas, observations and arguments.
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ACTIVITIES

Introduction:

Students will be shown a short video on Energy.

At the end of the video, students will be informed of the lessons objectives.

Development:

For the Objective #1 and #2

Students are encouraged to participate in an interactive Powerpoint Presentation about sources of
energy. (Visual/Spatial Learner)

TRANSITION STATEMENT: There are several issues arising from the misuse of energy.

For the Objective #3

A table with two (2) columns (Factor and Cause) is placed on the board. Through guided questions,
students are to identify global warming as a major environmental impact of misuse of energy.

Consolidation:

For the Objective #1 and #2

Students are to list different renewable and nonrenewable energy sources in their books before
leaving the class.

For the Objective #3

Students are to create a video, sway or newsletter defining the problem of global warming and
devising a plan to help solve the problem. The following should be included;
1. Definition of Global Warming
2. Causes of Global Warming
3. Effects of Global Warming
4. Plan to help solve the problem of Global Warming.
The video, sway or newsletter must be posted in the class group on Edmodo. (Web 2.0 Tool)

TEACHER'S EVALUATION OF LESSON

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SUPERVISOR’S COMMENTS