| Objectives | Recognise light and sound as forms of energy. |
|---|---|
| Materials | Torch, sound makers |
| Key vocabulary | energy, light, sound, form, travel |
| Engage (starter) | "What do light and sound both carry to us?" |
| Develop (main) | Interactive: connect that light and sound both travel and carry energy to our eyes and ears; tap-to-reveal energy forms. |
| Plenary (close) | Name two forms of energy we have studied. |
| Assessment | Recognises energy forms. |
| Teacher notes | Gentle bridge to the Term 3 energy unit. |
| Objectives | Recognise heat as a form of energy that moves. |
|---|---|
| Materials | Warm water, spoon, thermometer |
| Key vocabulary | heat, energy, warm, transfer, cool |
| Engage (starter) | "How does a metal spoon in hot water get warm?" |
| Develop (main) | Interactive: feel a spoon warming in hot water; discuss heat moving from warm to cool; tap-to-reveal heat as moving energy. |
| Plenary (close) | Which way does heat move? |
| Assessment | Recognises heat energy. |
| Teacher notes | Heat moves from warmer to cooler. |
| Objectives | Recognise that energy makes things move, heat, and light up. |
|---|---|
| Materials | Pictures of energy in action |
| Key vocabulary | energy, move, heat, light, sound, change |
| Engage (starter) | "What does energy help things to do?" |
| Develop (main) | Interactive: match energy to what it does (move, heat, light, sound); discuss energy causing change; tap-to-reveal energy in action. |
| Plenary (close) | Give one thing energy helps to do. |
| Assessment | Understands energy effects. |
| Teacher notes | Sets up energy sources in Term 3. |
| Objectives | Describe simple ways to save energy at home and school. |
|---|---|
| Materials | Pictures of lights, fans, appliances |
| Key vocabulary | save, energy, waste, switch off, care |
| Engage (starter) | "How can we avoid wasting energy?" |
| Develop (main) | Interactive: spot ways energy is wasted; sort saving actions; make a class energy-saving plan; tap-to-reveal saving tips. |
| Plenary (close) | Name one way to save energy. |
| Assessment | Identifies energy saving. |
| Teacher notes | Connects science to daily life. |
| Objectives | Consolidate light, sound, and heat as energy. |
|---|---|
| Materials | Review cards, demos |
| Key vocabulary | review, energy, heat, light, sound |
| Engage (starter) | "Energy detective challenge!" |
| Develop (main) | Interactive: match energy forms to examples and review saving energy at stations. |
| Plenary (close) | Name a form of energy. |
| Assessment | Station accuracy. |
| Teacher notes | Bridges neatly to Term 3. |