How to teach the concept of

Energy to Elementary School

Learners
Expected Learning Outcomes
• Identify the key things/issues to consider before planning a lesson.

• explain some main pedagogical approaches

• demonstrate how to prepare lesson plans on the concept of Energy

• When you are preparing your lesson plan for a
given topic, what are some of the things you
consider?
Key Issues to Consider before Planning and Delivering
a Lesson
• Consider the age and • Time Allocation
background of learners

• Class Size • Pedagogical Approach(es) to use

• How assessment will be

• Select Resources conducted
 Resources
• Charts • Concept maps
• Videos • Realia
• Flashcards • Images/Pictures
• Equipment/
Apparaturus
Pedagogical Approaches
• DEMONSTRATION • THINK-PAIR SHARE
• ACTIVITY-BASED • COLLABORATIVE
METHOD LEARNING
• INQUIRY-BASED • PROJECT-BASED LEARNING
LEARNING
OTHER KEY PEDAGOGICAL CONSIDERATIONS
IN THE NEW SCIENCE CURRICULUM
• ICT Based Learning. E.g. Showing videos on the excretory system.
• Improvisation. E.g. Designing and building TLMS to demonstrate
separation of mixtures, or models of the respiratory system etc
• Engaging Learners in Meaningful Learning.
• Organisation of Field Trips and Nature Walks. E.g. A visit to the water
works, hospital or local clinic.
• Use of Concept Maps, Mind Maps and Future’s Wheel. E.g
Developing a concept map on Pollution, Its causes, effects and
prevention.
• Invitation of Professionals to make Class presentations. E.g. Inviting a
nurse to give a talk on Common
NaCCA 2019 CurriculumSkin
for ChangeDiseases
Development
and Sustainable and their prevention
 SCIENCE PROCESS SKILL
Basic Science Process Skills Integrated Skills Manipulative Skills

Observing Interpreting Data. Using & handling science

apparatus and substance.
Classifying Making Hypotheses.
Handling specimen correctly
Measuring & Using Numbers Experimenting. and carefully.

Making Inferences Drawing specimen and

apparatus.
Predicting
Clean science apparatus.
Communicating Store science apparatus.
Different Pathways to Learning (UNESCO, 2004)

Pathways Children think and learn through:

Verbal or linguistics Written and spoken words, memory and recall

Visuals Visual aids; use of art, easily-read maps, charts, diagrams

Logical or Reasoning & calculation: use of numbers, abstract patterns and

mathematical precise measurement
Body or Kinaesthetic Movement, games and drama

Music or rhythmic Sounds, rhyme, rhythm and repetition

Interpersonal Group and cooperative work; understanding social situations and

relationships
Intro-personal Personal concentration and reflection; working alone and being
aware of their own feelings, strengths, and weakness.

11
Differentiated Instruction

Creating multiple paths so that students of

different abilities, interests, or learning needs
experience equally appropriate ways to learn.

12
Assessment Strategies
INTRODUCTION

14
 ASSESSMENT

• After you have taught a unit to your class, what do you want
to know?
• What are the current assessment practices in your schools?

NaCCA 2019 Curriculum for Change and Sustainable

Development
SESSION 3.5: LESSON PLANNING

• A lesson plan (referred to as lesson notes) based on this

scheme of work must be prepared for the associated indicators
to the content standard to be achieved.
• Phases of the Lesson Plan
• Phase 1: Starter (preparing the brain for learning)
• Phase 2: Main (new learning including assessment)
• Phase 3: Plenary/Reflections (Learner and teacher)
• Design a Lesson based on the Topic assigned to your group last Week.
Date: Period: Subject

Time: Strand:

Class: Class size: Sub-Strand:

Content Standard Indicator: Lesson 1 of 2

Performance Indicator: Core Competencies and

Subject Specific Practices:
Key words:

Phase/Duration Learner activities Resources

Phase1: Starter
(preparing the brain
for learning)

10 minutes

Phase 2: Main
(new learning
including
assessment)

40 minutes

Phase 3: Plenary/
Reflections
(Learner and
teacher)

10 minutes
Next Week

Overview of the Science

Curriculum