SANTS Private Higher Education

Institution
GRADES 4, 5, 6 and 7 LESSON
NAME: CJS Vermeulen STUDENT NO. B5Z5ZN

1. SUBJECT 2. TOPIC
Natural Sciences & Technology Energy and change : Energy from the Sun

3. DATE 4. GRADE
(Mark the grade you will be teaching with an X)

y y y y m m d d
x
2 0 2 1 - 0 9 - 0 6 4 5 6 7

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC FORMAT
ON MySANTS
5. NCS OUTCOMES/General aims (tick boxes)
Learners are able to:
 Identify and solve problems and make decisions using critical and creative thinking.
 Work effectively with others as members of a team, group, organisation and community.
 Organise and manage themselves and their activities responsibly and effectively.
 Collect, analyse, organise and critically evaluate information.
 Communicate effectively using visual, symbolic and/or language skills in various modes.
 Use science and technology effectively and critically showing responsibility towards the environment and
the health of others.
 Demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON
(Briefly summarise the content (see 7.2) that you will be presenting in this lesson)

Explain what a food chain is

Explain that the movement of energy is called a food chain
Discuss and explain different classes of animals according to what they eat

7. LESSON OBJECTIVE(S)
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values)
At the start of this lesson the learners should already know… and can do…

What energy is and the importance thereof.

That humans eat plants and animal products.
7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach)

A food chain is also referred to as energy chain

The food/energy chains show the order in which energy is transferred.
Animals are divided into different groups according to what they eat (herbivores, carnivores and omnivores).

7.3 LESSON OBJECTIVES

(Own lesson objectives based on General and Specific Aims from CAPS, written in your own words)
By the end of the lesson the learners should be able to…

Understand what a food chain is and that it is also called energy chain.
Understand the order in which energy is transferred.
Identify herbivores, carnivores and omnivores.

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

Next lesson will be on the classification of plants and animals into different food chains, as well as food chains
more detailed.

8. LTSM (Name LTSM you intend using in this lesson and remember to reference ALL your resources (text books, websites,
workbooks etc.) under Reference list of all sources consulted in point 9 below. Try to use a number of different items or types of LTSM.)

NST Thunderbolt DBE workbook;

Thunderbolt Kids: http://www.thunderboltkids.co.za
Thunderbolt Kids for Teachers and Parents : http/www.thunderboltkids.co.za/teachers-parents.html
Youtube video
Data projector
Pictures
Chalkboard
Crossword puzzles
Worksheets
GRADE 4 NATURAL SCIENCE & TECHNOLOGY (NST) TERM 3 (OXFORD TEXTBOOK) : Grade 4 Natural
Science & Technology (NST) Term 3 (Oxford Textbook) • Teacha! (teachingresources.co.za)

9. REFERENCE LIST OF ALL SOURCES CONSULTED

(List all the text books, workbooks, websites etc. that you used to prepare this lesson)

Natural Sciences lesson Plan Gr 4 Term 3

Department of Basic Education. (2011). Curriculum and Assessment Policy Statement Grades 4-6:Natural
Sciences and Technology. Pretoria: Government Printing
Chalkboard
NST Thunderbolt DBE workbook;
Thunderbolt Kids: http://www.thunderboltkids.co.za
Thunderbolt Kids for Teachers and Parents : http/www.thunderboltkids.co.za/teachers-parents.html
Youtube videos : https://www.youtube.com
Data projector
Pictures : http://www.printerest.co.za
GRADE 4 NATURAL SCIENCE & TECHNOLOGY (NST) TERM 3 (OXFORD TEXTBOOK) : Grade 4 Natural
Science & Technology (NST) Term 3 (Oxford Textbook) • Teacha! (teachingresources.co.za)
Crossword puzzles
Worksheets
10. LESSON PHASES
10.1 INTRODUCTION OF THE LESSON
(Time allocated: 10 min)
(Give a detailed description of how you greet the learners, how you set the atmosphere for the new lesson, how you awaken the learners’
prior knowledge, and how you create a link between what the learners already know and the new knowledge that you will be presenting.)

Good morning, learners. Ask randomly what learners had for breakfast. Eggs or porridge with milk will come
up . Refer to the chalkboard where the question :”What else do cows give us besides milk?” (meat) is written
on.

Now refer to the next section on the board where the following is written:
1. The Sun gives us light and heat
2. Plants change light energy into energy that is stored as food in the plant.
3. Animals get the energy they need by eating plant, or other animals.
4. Energy from the Sun is transferred to plants and then to animals.
5. Dead plants and animals provide food for other animals.
6. The transfer of energy happens in a food chain : from the Sun to the plant and then to animals.

Explain the following :

a. The Sun provides the Earth with heat and light energy;
b. Light energy gets changed into food by plants.
c. The energy that animals need is obtained through eating the plants or other animals.
d. The energy is still stored in dead plants or animals.
e. The process of energy being transferred is known as a food chain.
f. Show pictures of the process during which the Sun provides energy to humans.

Allow a short time for the learners to copy this section of information in their workbooks.

10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE

(Time allocated: 25 min)
(Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT THE LEARNERS WILL BE
DOING.):

Check learners’ understanding of the introduction. Ask them:

1. Is there still energy in dead plants and animals? (yes)
2. Where does the transfer of energy happen? (in a food chain)

Hand out and read the worksheet that contains the following facts :
1. A food chain is also called an energy chain.
2. A food chain shows the order in which energy gets transferred from the Sun.
3. The energy gets transferred to plants and then to the animals that eat plants.
4. Then the energy gets transferred to other animals which eat animals.
5. Animals that eat plants are called herbivores.
6. Animals that eat animals are called carnivores.
7. Animals that eat both plants and other animals are called omnivores.
.
Show the short clip of food chains.

Explain the following :

a. That a food chain is the same as an energy chain.
b. That the chains show the order in which energy travels.
c. How animals is categorised in different groups (herbivores, carnivores and omnivores) .

Ask learners whether they are herbivores, carnivores or omnivores. Show different pictures of food chains.

Divide learners into groups of 4 (a more knowledgeable peer in each group). Provide each group with a small
picture of the Sun, a picture of grass, a picture of a cow and a picture of a person eating meat. Also provide
each group with a paper. Learners have to work together in groups to build a food chain. (Glue the pictures
to the paper in the correct order of energy getting transferred). Ask random learners in the groups to explain
why they chose the order and to explain their food chain.
Reinforce new vocabulary (herbivores, carnivores and omnivores) by asking groups to choose one of the
animal groups and to decide on an animal that belongs to the group and imitate the sound that the animal
makes for other groups to guess what animal they are imitating.

10.3 CONSOLIDATION
(Time allocated : 5 min)
(Give a detailed description of how you will consolidate the new knowledge, as well as how you incorporate assessment of the objectives
and how you will wrap up. Please also mention here any HOMEWORK that you will give the learners.):

Ask the class to answer as a whole:

1. What is an animal called that only eats plants…. Plants and other animals….. only animals.
2. Where does the energy come from?
3. What is another term for food chain?

Homework : Learners have to complete the worksheet handed out. They also have to draw their own food
chain in the workbook.

11. DIFFERENTIATION

11.1 LEARNER ENRICHMENT

(Indicate what measures are in place for learners who grasped concepts quickly. How will you challenge them and keep them from
getting bored?)

Additional worksheets and crossword puzzles that are on a more difficult level are available.
The learners who grasps quickly are motivated to explain concepts to learners who have difficulty to grasp.

11.2 LEARNER SUPPORT

(Indicate what measures are in place for learners who struggle to grasp the concepts. How will you support them and keep them from
getting negative and frustrated?)

Additional worksheet and crossword puzzles of a very easy level are available.
Learners are given the opportunity to discuss and ask questions on the topic in the class and in groups,
where at least one more knowledgeable peer is involved.

12. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find
challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following
questions to guide your reflection:

1. Describe aspects of your lesson that worked really well.

2. Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
3. Re-examine your lesson objectives. Did you meet them? Why/why not?
4. This is what I learnt about the learners in my class today:
5. What was my most challenging moment in this lesson and why? How will I respond next time?
6. To what extent were the learners productively engaged in the learning process? Discuss.
7. If I had the opportunity to teach this lesson again to this same group of learners, what would I do differently? Why?
8. What evidence/ feedback do I have that the learners achieved an understanding of the lesson objective(s)?

1. The learners enjoyed the humorous imitation of sounds of animals.

2. Everything went according to plan, except for load shedding.
3. All lesson objectives were met.
4. I learnt that the shy learners performed better in the group activity.
5. Only challenge was to present all the videos planned. Next time a will have more pictures for which I don’t
need electricity to present.
6. The learners were engaged at all times as short class discussions and questions were allowed. They
were also motivated to share their ideas and understanding with the class and in the groups.
7. I would use more visual examples that don’t rely on electricity.
8. The learners answered the questions confident after and during the lesson. The homework also reflected
that the learners understood the lesson objectives.