Routine information Lesson objectives

Topic of the lessons: Energy At the end of these lessons, learners should be able to…
and energy transfer
Duration of the lessons in total: 3 Knowledge:
lessons (3 hour 30 minutes) 1. Differentiate between potential and kinetic energy by listing and explaining the
Grade: 7 differences.
2. Describe how energy is transformed from one type to another, but not created or
destroyed.
3. Identify examples of heat transfer methods, specifically the conduction,
convection and radiation.
Skills:
1. Apply the law of conservation of energy to explain how energy is transformed.
2. Analyze the energy transformation within different systems.
3. Apply mathematical skills to measure their understanding of potential and kinetic
energy.
4. Conduct experiments to observe the differences of heat transfer methods.

Attitudes and values:

1. Critically evaluate how the law of conservation of energy applies to real-world
scenarios.
2. Assess the relation of the energy heat transfer with other natural resources.
3.

Interdisciplinarity of the lesson:

Discipline 1: Physical sciences

● (Physics)- the law of conversation will be linked with energy transformations, force and motions.
● (Chemistry)- “Chemical changes” and the link will be the thermal decomposition that convection can lead to thermal
decomposition,
Discipline 2: Geography-
● ”Energy in ecosystems” This relates to the Law of Conservation of Energy, as energy is transferred but not lost,
though it may decrease in efficiency as it moves up the food chain.
● “The heating of the atmosphere” and will be linked with the radiation method of heat transfer.
Discipline 3: Mathematics- Applying the mathematics skills to solve energy problems.
Discipline 4: Technology
● Exploring how energy is transformed in technology.
● Designing the insulating materials .Mechanical and Electrical systems.
Discipline 5: Natural Sciences- “Physical properties of material” will be used to demonstrate the movement of particles
when heat is transferred in conduction and convection method.

Resources:
Lesson 1:
Balls, books , measuring tapes , white board , marker, textbooks , worksheets, pen ,
Lesson 2:
Picture to show the scenario: This will help the learners to see what the teacher is talking about and be able to see how
kinetic energy is different from potential energy. The picture will also demonstrate the law of conservation of energy.
Chart: To demonstrate energy transformations and it will guide learners when drawing the flow diagram showing energy
transformation and conservation.
Textbook: To present concepts in a structured and concise manner. I will guide learners through textbook explanations,
diagrams, and examples to ensure they have a solid understanding of key terms and principles.
Whiteboard: To write a simple and short summary of the Law of Conservation of Energy.

Lesson 3:
Laptop
Projector
Youtube videos
Pictures(charts)
Laboratory equipments for experiments: Bunsen burner, stand, potassium permanganate, 200ml beaker, wire gauze, lighter
and a candle
Worksheets
Teacher and learner’s books
Lesson steps

Aim of lesson step Description of the teacher’s Description of learners’ Interdisciplinary

role role concepts? Explain

Lesson 1 (1 hour) POTENTIAL AND KINETIC ENERGY

INTRODUCTION (10
MINUTES): To begin the class lesson, the - learners actively - Physical Sciences:
the aim is to check learner`s teacher leads a discussion by participate in the Introduction to energy
prior knowledge to supplement asking intriguing and discussion by sharing forms.
their existing knowledge and open-ended questions to get their prior understanding - Geography: How energy
promote more effective and
insight of what learners already of what energy is relates to the environment
engaging learning
know , questions like: and daily choices.
1. How can you define - learners answer the
energy? questions and listen to
their peers responses and
2. Where do we get energy build more
from? understanding on them

3. Can you name at least 2

types of energy you know?

MISCONCEPTION (5 -the teacher initiates a -learners evaluate their Physical Sciences:

MINUTES): discussion to identify and understanding to check if Different types of energy
address common they hold any and their sources.
Aim to check what
misconceptions learners have misconceptions they
misconceptions learners have
about energy and energy transfer about energy and energy need clarity on
so the teacher can address them. transfer , the following are the
most common misconceptions - learners listen
attentively as the teacher
1. Only moving objects addresses these
require energy misconception and they
construct new
address it as : static objects understanding
possess potential energy and it
 depends on its position or
composition and it could be
thermal, chemical or potential
energy. kinetic energy is the
force behind motion

2. only living things

possess energy

The teacher addresses it as:

energy is fundamental for all
things, not just the living ones,
it is present in all matter and
occurs in different forms .
examples are thermal ,
chemical and kinetic energy

TOPIC INTRODUCTION (5 - verbally state the expected - learners observe

MINUTES): learning outcomes for the as the teacher
lesson demonstrate
Aim to help learners understand
potential and
what will be covered on the
- the teacher introduces the kinetic energy
lesson today and what they are
expected to learn or understand lesson topic through a simple using a book and
demonstration of potential and note down what
kinetic energy they see and
how it relates to
- the teacher hold the book at the topic
different heights to
demonstrate potential energy
and then drops it to illustrate
kinetic energy and energy - learners state
transformation realistic
examples of
- the teacher defines the key kinetic and
concepts as potential energy

- 1. kinetic energy: is energy

related to motion

-2. potential energy : is energy

stored in a system

- teacher ask learners to give

realistic examples to show
their understanding of the key
concepts
physical science : The
BODY (30 MINUTES): - The teacher assign the -lerners are assigned to teacher uses inquiry-based
learners to groups of 5 their groups of 5 where learning through experiment
 The smart inquiry-based lesson and provide each they will be , use of scientific method to
activity aims to help learners group with the demonstrating the shift illustrate energy
visualize and experience energy necessary resources ( from potential energy to transformation from
transformation in tangible way potential energy to kinetic
ball, measuring tape, kinetic energy
energy
worksheets) to perform
an experiment where . the learners follow
mathematics: learners use
learners will be instructions by the their mathematics skills to
dropping a ball at teacher and set up their measure the height in
different heights and work stations meters at which the ball is
observe as it bounces dropped
back at different -learners conduct the
heights experiment by dropping
the ball at predetermined
heights and observe their
results
- the teacher guides the
learners throughout the - they discuss their
experiment to demonstrate results in their groups
how potential energy changes and record their
to kinetic energy . observations in the
results table on their
- makes sure all the learners worksheets
get a chance to engage with the
learning material and construct - learners reflect on the
their understanding through energy shift they observe
observations through performing the
experiment and relate it
- teacher encourages to realistic examples by
discussions so learners relate answering questions on
their observations to the the provided worksheet
concepts learnt

CONSOLIDATION (10 - the teacher reviews the key - the learners share
MINUTES): concepts using diagrams in the examples of energy
learner`s textbook to illustrate transformations they see
the difference between outside of classroom
potential and kinetic energy
-learner respond to the
to check how well the learners reflective questions that
understood the topic, the foster further discussion
teacher poses reflective and deeper
questions , such as understanding within
their groups
1. Can you provide examples
where both kinetic and - Learners provide
potential energy is present? feedback on the lesson
format, discussion and
2. Can energy be destroyed or experiment to assist the
created and why? teacher determine what
 strategies worked well
- at the end of the lesson, the for them.
teacher collects the worksheets
for marking

-Post- lesson reflection on

teaching strategies
(inquiry-based and
experimental ) implemented
and how well they worked for
the learners

Lesson 2 (1 hour):POTENTIAL AND KINETIC ENERGY IN SYSTEMS AND LAW OF CONSERVATION OF

ENERGY

Introduction (15 Minutes) - Prior knowledge: We learnt •Active participant. They •Natural sciences:
•Prior knowledge: The aim is to about potential and kinetic have to answer the Potential and Kinetic
check background knowledge energy in our previous lesson. questions that were energy: the teacher will use
they know about the about to be The learners will answer the asked by the teacher. the topic to assess learners’
taught lesson. To check following questions: •Listen attentively. prior knowledge and to
misconceptions and address 1.What is potential energy? •Read the key words in explain how kinetic and
those misconceptions. 2.What is Kinetic energy the book. potential energy relates
•Topic introduction: The aim 3.How do you think kinetic •Memorize the key through to the law of
of this lesson step is to connect a energy is different from concepts by closing the conservation of energy.
new topic with the previous topic potential energy? book and saying them. •Physical Science (
or lesson. And to state the lesson Physics): The key concept
objectives. The teacher will use the recall is law of conservation and
•Discuss key concept: The aim questioning method to check the relationship between
is to identify and simplify the the concepts that learners potential and kinetic energy.
content by outlining important should already know, The concept will help
terms on the topic. Again, it is to misconceptions. I will use students develop a deeper
give clear explanations on key open-ended questions to understanding of energy
concepts so that the learners can encourage students to explain principles and their
run with this information the their thinking. This can reveal practical applications
entire lesson and to understand underlying misunderstandings.
without difficulties. Possible answers:
Law of conservation of energy 1. Potential energy is the
states that energy cannot be energy that an object has
created or destroyed, it can only because of its position or
be transformed from one form to condition. For example, a book
another. on a high shelf has potential
KEY CONCEPTS: energy because if it falls, the
System: A group of parts that energy will be released.
work together to change energy 2. Kinetic energy is the energy
from one form to another of motion. Anything that is
Mechanical system energy moving, like a rolling ball or a
system that uses parts that move running person, has kinetic
and use force to do workparts. energy.
Biological system: an energy 3.Kinetic energy is the energy
system that uses biological of moving objects, while
energy allows parts to work potential energy is the stored
together to perform a specific energy an object has because
function in a living organism. of its position or condition. In
Electrical system: energy other words, potential energy
system that uses the movement can change into kinetic energy
of electrons through an electrical when the object starts moving.
circuit to transfer energy
Thermal system: energy system
that uses heat energy to increase Possible misconception:
the amount of kinetic energy in a 1.If a person is running and
substance . stops running does that mean
the energy is lost?
Address misconceptions: To
address the misconceptions ,
The teacher will first identify
them through formative
assessments, such as engaging
students in discussions. Once
identified, The teacher will
correct them by providing
clear, concrete explanations
using demonstrations to make
abstract concepts more
physical.

Introduction of the lesson

topic:
The above question is directing
us to this step. The teacher
will address the misconception
and introduce the topic Law of
Conservation also potential;
and kinetic energy is systems.
Possible answer: No, the
energy is not lost when a
person stops running.
According to the Law of
Conservation of Energy,
energy cannot be created or
destroyed, only transferred or
transformed. When a person is
running their body is
converting chemical energy
(from the food they eat) into
kinetic energy (the energy of
movement).
Write the topic of the lesson on
board and verbalize it.
•Verbalize the lesson
objectives.
•State, define, write, and
explain the key concepts of the
lesson.

Discuss key concepts: The

teacher will outline the key
 concepts of the lesson and
explain them.

Development( 35 Minutes): •Facilitate knowledge. The •Listen carefully to the •Physical sciences: The key
● The aim of this step is to teacher will expand the teacher when she/he concept is the Law of
introduce conceptual information through talking, does further conservation.
knowledge about the writing, and using explanations. Demonstrating energy
lesson. Again, it aims to demonstrations. •Take notes when the conservation.
improve the learners’ •Give the learners assessment. teacher tells them to do •Geography (Energy in
critical thinking and The teacher will tell the so. Ecosystems): Geography
problem-solving skills learners about the activity they •Work in groups of 4 explores energy transfer
encouraging have and explain what they are members to do an within ecosystems,
inquiry-based learning. expected to do. activity. particularly through food
● It helps students to •Engage in the group chains and food webs,
make connections Explain the key concept with activity and share their where energy from the sun
between the lesson demonstration and to show findings. (solar energy) is converted
content and real-life conceptual knowledge: by plants into chemical
applications. Possible answers: energy and then transferred
● Lastly, this step assesses 1.Explain the law of 1. Riding a bicycle through various trophic
the learners’ knowledge conservation and use a levels as organisms
or understanding. scenario to show energy can be consume one another. This
conserved. Potential energy relates to the Law of
2.Scenario: imagine someone ( chemical energy stored Conservation of Energy, as
kicking a ball and it starts on the person from the energy is transferred but not
moving until it stops. The food they eat) lost, though it may decrease
energy is conserved because Mechanical energy ( in efficiency as it moves up
the first step was that the ball the person use his leg the food chain.
was stationary and had muscles to apply force Technology( Mechanical
potential energy, once it was on pedals of a bicycle) and Electrical systems and
kicked it gained energy Kinetic energy ( the control): The key concept
(kinetic energy) it moved until bicycle start to move) from this discipline is types
it stopped moving at this point of systems. Mechanical and
the energy is stored again electrical systems illustrate
(potential energy). 2 . Electrical stove energy conversion between
potential and kinetic forms.
Potential energy ( as Both mechanical and
electrical energy in the electrical systems
socket demonstrate the law of
conservation of energy.
Electrical energy ( now Physical Sciences(
the stove is turned on ) Physics):
Explore energy
Heat energy ( Electrical transformations , forces,
energy is converted into and motions.
This scenario shows that heat energy)
energy can never be lost but is
only transformed from one
another to another. 3. Sun and the tree
3. The teacher will explain
how this law can be applied in Radiant energy( from
systems. the sun is absorbed by
plants)
 4.The teacher will repeat the Chemical energy ( the
definition of the system and plants use the radiant
give an example of a system. energy to undergo
5.Example of a system: donkey photosynthesis)
pulling a cart
6.The will explain types of
systems.
7.The teacher will use one of 4. Petrol and a car
the systems to apply the law of
conservation. Chemical energy ( the
Class Activity: petrol )
The teacher will give the
learners an activity which is Heat energy ( the engine
group work. They will have to heats up)
analyze the given chart on the
board which is a system . Mechanical energy ( car
wheels start)

Kinetic energy ( the car

moves)

The learners are expected to

draw a flow diagram where
they show the energy
transformation and energy
conservation.

Consolidation (10 minutes): •The teacher will ask the •Learners will answer
The aim of this step is to check if learners to state the law of the questions asked by
the lesson was successful and conservation of energy and the teacher to share their
clarify misunderstandings. And share what they understand understanding about the
also, to reinforce and solidify the about the law. lesson.
key concepts that learners have •Clear any misconceptions •Ask questions that they
encountered throughout the learners might have. might have regarding the
lesson. •Do a quick summary of the lesson.
content with the learners. •Participate in
summarizing the lesson.

Lesson 3 (1 hour30 mins): HEAT TRANSFER

Introduction (15 minutes): Before introducing the topic, The learner’s role is to Natural sciences: Potential
The aim of this step is to the teacher will ask the actively participate in the energy and kinetic energy
examine and clarify any following questions to assess discussion and reflect on in systems(Thermal
misunderstandings or areas of students’ understanding of the their own knowledge, energy)- The key concepts
uncertainty from the previous previous lesson and to also identifying what they of this topic will be used to
lesson before demonstrating the encourage critical thinking and already know. maintain the continuity of
links between both previous and application of concepts to They have to use critical the lesson and to build a
current concepts, reinforcing real-world scenarios. thinking skills to make
relationships, and creating a Questions: connections between the bridge between the previous
coherent understanding. Last but 1.What is the law of the concepts. lesson and the present one.
not least, to assist learners who conservation of energy and
might require further explanation how does it relate to kinetic
or reinforcement. and potential energy?
2.Can you think of a scenario
Additionally, to introduce the where energy is converted
topic by giving some background from a kinetic energy to
knowledge and an easily potential energy then back to
understood summary of the key kinetic energy?
concepts. 3.Can you give two examples
Key concepts of systems which have
Heat is energy that is transferred potential energy, and which
from a hotter to a cooler object. have kinetic energy.
Temperature is a measure of 4. The teacher will illustrate
how hot or cold a substance this picture
feels.
Heat (energy transfer) occurs in
three ways: conduction,
convection or radiation.
Conduction, energy takes place
when the objects are in contact.
Convection is the transfer of
energy within liquids or gasses.
Radiation is the transfer of to the learners and ask the two
energy where objects do not have systems involved in the shown
to be physically touching. image of heating water in a
kettle that is plugged and lastly
ask the learners to describe the
energy transfers within and
between the two systems. The
teacher encourages
engagement by asking the
above open-ended questions,
so they will have a discussion
with the learners to provide
context for the new lesson and
clarify any misconceptions
where it is necessary. After the
discussion between the teacher
and the learners. Referring to
the last question, the teacher
will remind the learners about
thermal systems. That thermal
energy is transferred from one
object to another, that is where
the concept of heat will be
introduced by saying Heat is
the transfer of thermal energy
from a system to its
surroundings or from one
object to another.
 The teacher will pose more
questions and discuss the key
concept of the lesson.
1.What is the difference
between heat and temperature,
discuss with your peers? The
answer will be Heat is the
transfer of thermal energy from
a system to its surroundings or
from one object to another
because of a difference in
temperature. While
temperature is a measure of
how hot or cold a substance
feels, and it is measured in
degrees Celsius.

Possible answers:
1.The law of conservation
states that energy can not be
created or destroyed, it is
converted from one form to
another. kinetic energy and
potential energy are two forms
of energy that can be converted
into each other.
2.A roller coaster car when
rolls down a hill, kinetic
energy takes place and when it
climbs up a second hill, it
converts to potential energy
because energy is stored but
when it rolls down again, it
goes back to kinetic energy.
3.They are an electrical system
and a thermal system
4.The electrical current
transfers energy to the hot
wire-wire in the kettle, which
transfers energy to the water
and so the water molecules get
more and more kinetic energy
until the water starts to boil.

Development (60 minutes) The teacher will use Learners will have to 1.NATURAL SCIENCES:
The aim of this step is to deliver discussions, visual aids, critically think and Physical properties of
the content and make sure that demonstrations, group works discuss with their peers. material: The teacher will
the lesson objectives align with and the integration of They will analyse the integrate the following topic
the teaching materials and technology to teach about the video that will be shown to the lesson when
activities. It is where effective methods of heat transfer. to them and get a clear explaining conduction of
teaching and learning strategies concept of how the heat how the physical properties
are promoted. The teacher will explain that transfers between two of materials affect their
there are three ways in which solid objects in direct ability to conduct heat. By
thermal energy can be physical contact with using thermal conductivity,
transferred from one them before they observe materials with high thermal
object/substance to another or what happens to the pins, conductivity, such as metal
from a system to its paper clips as the bunsen are effective at transferring
surroundings. Then mention burner is lit and heat is heat through conduction
them: conduction, convection, applied to one end of the because they have a high
and radiation. metal rod. They will ability to conduct heat.
discuss in peers and
Conduction: The teacher will present their answers.
ask learners to discuss in peer
and ask them the following
questions. “Have you noticed
that when you put a cold, metal
teaspoon into your hot cup of
tea, the teaspoon handle also
warms up after a while? Have
you wondered how this
warmth “moved” from the tea
to the cold teaspoon and
warmed it up?”
After hearing the learner’s
views the teacher will then
introduce the method of
conduction. And explain that
when energy is transferred to
an object, the energy of the
particles increases, this means
that the particles have more
kinetic energy, and they start to
move and vibrate faster. As the
particles are moving faster,
they bump into other particles
and transfer some energy to the
neighbouring particles. In this
way the energy is transferred
through the substance to the
other end.

The teacher will play a video (

https://youtu.be/9yjApqj-jdA
?si=0qO37UMF16Ms4f6L )
for the demonstration of
conduction through a wire and
ask the following questions:
1. When the bunsen
burner is lit, what
happens to the rod just
above it?
2. Which pin or paperclip
dropped off the metal
rod first? the one
closest to or furthest
from the bunsen
burner?
3. What does that tell us
about the way in which
 heat is conducted
along wire?
The teacher will remind
learners about what they learnt
in grade 5 that metals conduct
heat better than non-metals.
Before explaining thermal
conductivity, there are
substances that allow thermal
energy to be conducted
through them and so they are
called conductors and there are
substances that do not allow
thermal energy to be conducted
through them and are called
insulators.

Convection: Learners must use their 2.PHYSICAL

The teacher will define critical thinking skills SCIENCES(Chemistry):
Convection as the transfer of and communication Chemical changes.
heat energy from one place to skills because they will This discipline will be
another through the movement have group work. integrated when explaining
of liquid or gas particles. The the convection method of
teacher will explain this Experiment: heat transfer. The link will
concept using the example of a Activity: be the phase changes that
pot of water on a stove, that Learners will conduct an convection involves the
only the bottom of the pot experiment. movement of fluids which
touches the stove plate but all Instructions can lead to phase changes
the water inside the pot, even 1. Half fill the beaker (liquid to gas or vice versa).
the water touching the sides with cold tap water. 2. These phase changes are
becomes warmer. The teacher Carefully put a small chemical changes that
will play a video( amount of potassium absorb and release heat
https://youtu.be/FTSBtx5jha permanganate on one energy.
Y?si=ELAdop0HxAwxcEqo ) side of the beaker. DO Then it will also be
for the learners to see how the NOT STIR. 3. Heat the integrated when the learners
particles move while relating water directly under the conduct an experiment in
the concept to another topic in side of the beaker with convection in water where a
natural sciences they have potassium permanganate potassium permanganate
done in term 2 where they with a Bunsen/spirit will be put in beaker filled
were learning about the burner and observe what with water where a Bunsen
physical properties of material. happens. 4. Set up a burner will be placed
And relating it to physical control experiment and directly under the side of
sciences (chemistry) about the place a few grains of the beaker with a potassium
concept of chemical change. potassium permanganate permanganate w about to
into the bottom of a heat it. The link will be the
The teacher will explain beaker filled with water. thermal decomposition that
convection current by giving Do not heat this beaker, convection can lead to
an example and explain why a and observe what thermal decomposition, a
heater is positioned on the happens. chemical change where a
ground and air conditioner up substance breaks down into
close to the ceiling before simpler substances due to
assigning learners a practical heat.
activity.
 Questions
1. What did you see as
the water started to warm
up in the beaker that was
heated? Draw a picture
to show what you saw. 2.
What is happening to the
potassium permanganate
in this beaker? 3. Can
you explain the pattern
you saw? 4. Compare
this to the beaker which
was not heated. What did
you observe in this
beaker?

Possible answers
1. Learners should see
the purple from the
dissolved potassium
permanganate moving in
a circle upwards through
the water.
2. As the potassium
permanganate dissolves
in the water it is being
dragged through the
water.
4. The potassium
permanganate will
dissolve, but it will not
form rising currents. It
will diffuse evenly and
densely at the bottom of
the beaker. Over a long
time, it will spread out
evenly throughout the
water.
Radiation: Learners will partake in 3.GEOGRAPHY: Heating
Lastly the teacher will explain discussions and do an of the atmosphere.
the concept of radiation using investigation in groups This discipline will be
visual aids, the teacher will where they will take a linked with the radiation
show learners a picture of the light candle and place it method of heat transfer. The
sun radiating heat in all in a holder, then other teacher will explain using
directions then ask a question: group members will hold an illustration of the heating
their hand above the of the sun on earth. That the
candle then hold their sun emits solar radiation,
hand on the side of the which is a form of
candle and discuss what electromagnetic energy, this
they felt when doing the radiation travels through
experiment and why they space and reaches the earth
felt that way? surface. Further explain that
the earth’s surface absorbs
 some of this radiation,
converting it into heat
energy. That is why the
earth’s surface temperature
rises during the day. That
will help the learners
understand why the sun is
able to warm us even
though it is so far away.
How is the sun able to warm us
even though it is so far away?
After the discussion the teacher
will elaborate that the energy is
transferred from the sun to
everything on the earth and
that energy transfer is called
Radiation. The sun does not
need to be touching the earth
for the energy to be transferred
because there is a space in
between the earth and the sun,
the energy from the sun is able
to warm us without the sun
ever touching us. The teacher
will further explain the concept
using the topic heating of the
sun in geography. Then assign
an activity to the learners
Consolidation (15 minutes): Use summarization method to Learners will be required
The aim of this step is to assess help learners consolidate their to actively participate in
the learner’s understanding and understanding review activities and
to review and reinforce the key discussions.
concepts learned during the The teacher will then give
lesson. learners worksheets where they Ask questions to clarify
will label and show the three any misunderstandings.
ways heat transfer takes place
in the diagram below. They
will explain their possible
answers verbally.
REFERENCES

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Natural Science grade 7-9. (2020). WCED
EPortal. https://wcedeportal.co.za/eresource/112876

ANNUAL TEACHING PLAN (ATP) Natural Science Gr. 7 Term 1-4. (2023). WCED EPortal.
https://wcedeportal.co.za/eresource/226001

Siyavula Education