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 around us : Sound and movement
energy
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 - 1 3 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…

We use energy for everything we do.

Energy is transferred through food chains.
That any movement requires energy.
7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach)

Sound energy can be heard and light energy can be seen.

Sound is measured in decibels.
Movement energy creates sound energy and causes movement.

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 that sound energy can be heard and light energy can be seen.
Know how and in what sound are measured.
How most musical instruments produce sound.

7.4 FUTURE LEARNING

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

Next lesson will be on noise pollution. Learners will already know how sound energy is created.

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.)

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
Musical Instruments
Materials to make musical instruments
Worksheets

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
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
Pictures : http://www.printerest.co.za
Pictures : gr-4-term-3-2019-ns-t-resource-pack.pdf (nect.org.za)
10. LESSON PHASES
10.1 INTRODUCTION OF THE LESSON
(Time allocated: 15 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.)

Learners enter the class and settle down. Good morning, learners. On the board is written :”What type of
energy can we see?” Refer to the question and briefly discuss it. Write the model answer on the board : We
can see light energy. Give learners the opportunity to write it in their workbooks.

Show the different kinds of musical instruments (triangle, djembe and shaker). Ask learners if the instruments
will be able to make a sound without any other energy that is applied.

Now refer to the next section on the board where the following is written:

SOUND AND MOVEMENT ENERGY

1. Sound is energy that can be heard.

2. If you sing, clap your hands or tap on the table, you are making sounds.
3. The volume of sound is measured in decibels.
4. The louder the sound, the higher the decibels and the more energy it has.

Explain the following :

a. Another type of energy is sound energy. Sound energy can be heard.
b. Light energy can be seen, but sound energy cannot be seen.
c. Ask learner to clap softly on their desks. Tell them to clap loudly on the desks. Ask the learners to
describe what they heard.
d. We measure sound in units called decibels – the louder the sound, the higher the decibels.
e. Play different sounds from Youtube to show example of sources of sound energy.

Hand out typed copies of the information to be glued in learners’ workbooks.

10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE

(Time allocated: 45 min)
(Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT THE LEARNERS WILL BE
DOING.):

Determine learners’ understanding of the introduction. Ask them:

1. What type of energy can be heard? (sound energy)
2. What is sound measured in? (decibels)

Refer to the section on the board that contains the following facts :
1. Many objects make sound energy.
2. When the sounds are too loud or irritating, it is called noise pollution.
3. When something moves it has movement energy.
4. When you move something, you have created the energy for the object.

Read the facts and explain the following:

a. Noise pollution is unwanted sounds or sounds that are too loud. Noise pollution can affect people’s lives
as it is very irritating and annoying.
Ask learners if they have experienced noise pollution.
b. Movement energy gets created, for example, kicking a ball. The ball was standing still but started rolling
after you kicked it, so movement energy has been created.

Show the picture of the person singing and the musical notes that comes from his mouth.
Ask learners if sound energy can be seen. (No)

Show the picture of different movements.

Ask learners which movements use more energy that others (moving up, moving through and moving over
will use more energy than moving straight).

Divide learners into groups of 4 (a more knowledgeable peer in each group). Ask learners to demonstrate
different movements.
Hand out worksheets with multiple choice questions to be completed in the groups. Allow discussions and
give support where necessary. After completing the worksheets, write the correct answers on the board and
give learners opportunity to explain their answers. Explain the correct answers to the learners.

Ask each group to decide on a sound that they can create as a group and to demonstrate it. Hand out
materials for making musical instruments. Give ideas and allow learners to share ideas. Ask groups to
decide amongst each other what instrument they are going to make. Give support where necessary.

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.):

Give a brief recap on the lesson. Ask learners to create movement energy by packing up their books and
create sound energy by each getting an opportunity (taking turns) to make a sound on a musical instrument.
Ask learners to complete the activity in the workbook for homework.

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?)

Learners that might get bored will be given random tasks to do, for example, to create sound energy and
movement energy simultaneously.
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?)

Easy tasks will be given and questions of a lower level will be asked.
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 presentation of the musical instruments.

2. Everything went according to plan. .
3. All lesson objectives were met.
4. I learnt that the shy learners were more prone to ask questions to their peers.
5. It was challenging to keep the noise down as learners were asked to make sounds. Next time I will rather
ask individuals instead of the whole class at once.
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 ask more individuals to participate.
8. The learners answered the questions correct and with confidence after and during the lesson. The group
work also reflected that the learners understood the lesson objectives and all uncertainties were corrected.