STRAND – ENERGY AND CHANGE TOPIC 3 – SYSTEMS TO SOLVE PROBLEMS DAILY LESSON PLAN – GRADE 6 DURATION – 2½ WEEKS = 8¼ HOURS TERM 3 LESSON CONTENT TIME WEEK 6 NO: (DURATION) SYSTEMS TO EQUIPMENT AND TEXTBOOK(S) TOPIC SUGGESTED ACTIVITIES RESOURCES (PAGE NO: ) SOLVE PROBLEMS designing, making, evaluating and presenting a Basic components for a • • system that uses a circuit to produce movement, circuit, including components light, sound or heat* in a structure such as a steady such as cell/s, light bulb/s USING ELECTRIC hand game, house, light house or a toy. The circuit conducting wire/s, buzzer/s, OTHER CIRCUITS should include components such as cell/s, light and switch/es Magazine Newspaper bulb/s, buzzer/s, and switch/es (refer to Section 2.7) Internet [This can be used as a possible project] LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: LEARNER HOMEWORK: (PAGE NO: ) Check the knowledge and that they can: learner’s draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV • set, to the coal-fired power station and back to the original source, the Sun explain how fossil fuels such as coal are formed • • determine which appliances use more energy and explain why this is so
DAILY LESSON PLAN – GRADE 6 TERM 3 STRAND – ENERGY AND CHANGE TOPIC 3 – SYSTEMS TO SOLVE PROBLEMS DURATION – 2½ WEEKS = 8¼ HOURS LESSON NO: CONTENT TIME (DURATION) WEEK 6 TOPIC SYSTEMS TO SOLVE PROBLEMS SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) USING ELECTRIC CIRCUITS • designing, making, evaluating and presenting a system that uses a circuit to produce movement, light, sound or heat* in a structure such as a steady hand game, house, light house or a toy. The circuit should include components such as cell/s, light bulb/s, buzzer/s, and switch/es (refer to Section 2.7) [This can be used as a possible project] • Basic components for a circuit, including components such as cell/s, light bulb/s conducting wire/s, buzzer/s, and switch/es OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising questions / Predicting / Hypothesizing / Planning investigations / Doing investigations / Recording information / Interpreting information / Designing / Making/Constructing / Evaluating and Improving Products / Communicating ASSESSMENT: Check the learner’s knowledge and that they can: • draw and label an electric circuit correctly • demonstrate open and closed circuits with the use of a switch • distinguish between conductors and insulators in a range of materials • trace the electrical energy in a sequence from an appliance, such as from your TV set, to the coal-fired power station and back to the original source, the Sun • explain how fossil fuels such as coal are formed • determine which appliances use more energy and explain why this is so LEARNER HOMEWORK: (PAGE NO: )
4-GR-6-NS-T3-TOPIC-2-DAILY-PLAN.docx