| Objectives | Students will be able to: (1) explain that light is an electromagnetic wave; (2) list parts of EM spectrum; (3) draw and label spectrum. |
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| Materials | Prism, CD, UV beads, worksheet. |
| Key vocabulary | electromagnetic spectrum, radio waves, microwaves, infrared, visible, ultraviolet, X‑ray, gamma ray |
| Engage (starter) | (10 min) “Light is just a tiny part of a huge spectrum of waves. Did you know radio waves and X‑rays are light’s cousins?” |
| Develop (main) | (35 min) 1. Discuss EM spectrum, order by wavelength. 2. Demo: UV beads change colour in sunlight. 3. Draw spectrum with uses (radio – communication, microwave – cooking, etc.). 4. Worksheet: match wave to use. 5. Write about a chosen wave. |
| Plenary (close) | (10 min) Spectrum challenge: order the waves without looking. |
| Assessment | Drawing accurate; worksheet correct; paragraph informed. |
| Teacher notes | Keep it conceptual. |
| Objectives | Students will be able to: (1) describe sound as a longitudinal wave; (2) define frequency, amplitude, pitch, loudness; (3) build a pan flute. |
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| Materials | Tuning forks, rulers, straws, tape, scissors, oscilloscope app (if available). |
| Key vocabulary | longitudinal wave, frequency, amplitude, pitch, loudness, hertz |
| Engage (starter) | (10 min) Strike a tuning fork, dip in water – see splashes! “Sound vibrates.” |
| Develop (main) | (35 min) 1. Show wave on oscilloscope: high frequency = high pitch; high amplitude = loud. 2. Experiment: ruler on desk, change length – pitch changes. 3. Build a straw pan flute: cut straws different lengths, tape together, blow across top. 4. Draw a sound wave diagram. 5. Write: “Pitch depends on ___; loudness depends on ___.” |
| Plenary (close) | (10 min) Pan flute concert; identify highest/lowest pitch. |
| Assessment | Pan flute works; explanation accurate. |
| Teacher notes | Link to music. |
| Objectives | Students will be able to: (1) differentiate heat and temperature; (2) explain methods of heat transfer (conduction, convection, radiation); (3) conduct a convection current demo. |
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| Materials | Hot water, cold water, food colouring, clear container, metal spoon, candle. |
| Key vocabulary | heat, temperature, conduction, convection, radiation, insulator |
| Engage (starter) | (10 min) Touch a metal spoon in hot water. “Heat travels from hot to cold. This is conduction.” |
| Develop (main) | (35 min) 1. Conduction: solids. 2. Convection: fluids (demo: hot coloured water rising). 3. Radiation: sun. 4. Draw a diagram of each. 5. Worksheet: identify heat transfer in scenarios. 6. Write a paragraph: “If I heat a pot of soup, heat reaches the top by ___.” |
| Plenary (close) | (10 min) Quiz: “Which heat transfer can happen in a vacuum?” (Radiation) |
| Assessment | Diagrams labelled; worksheet correct; paragraph accurate. |
| Teacher notes | Relate to cooking and climate. |
| Objectives | Students will be able to: (1) explain gravity as a force that keeps planets in orbit; (2) create a scale model of the solar system (distance); (3) calculate weight on different planets. |
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| Materials | Planet data (mass, distance), scale model materials (toilet paper for distance), calculators. |
| Key vocabulary | gravity, orbit, mass, weight, astronomical unit |
| Engage (starter) | (10 min) “Why doesn’t Earth fly away from the sun? Gravity! It’s the string holding planets.” |
| Develop (main) | (35 min) 1. Discuss gravity depends on mass and distance. 2. Build a scale model of solar system using toilet paper squares (1 square = 10 million km). 3. Calculate your weight on Mars (weight = mass × gravity). 4. Draw the model. 5. Write: “I would weigh ___ on Jupiter because ___.” |
| Plenary (close) | (10 min) Model display; weight comparison chart. |
| Assessment | Model distances proportional; calculations correct. |
| Teacher notes | Fun with math. |
| Objectives | Students will be able to: (1) explain that stars are suns; (2) describe life cycle of a star; (3) identify the Milky Way. |
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| Materials | Star life cycle diagram, pictures of galaxies, dark room with flashlights. |
| Key vocabulary | star, nebula, protostar, main sequence, red giant, white dwarf, supernova, black hole, galaxy |
| Engage (starter) | (10 min) Look at night sky photo. “Each point is a star, maybe with planets. Our sun is a star too.” |
| Develop (main) | (35 min) 1. Star life cycle: nebula → main sequence (our sun) → red giant → white dwarf (or supernova → neutron star/black hole). 2. Discuss galaxies: we live in Milky Way. 3. Draw life cycle. 4. Write a story: “Journey from a nebula to a black hole.” 5. Share. |
| Plenary (close) | (10 min) Dark room demo: flashlights as stars, talk about constellations. |
| Assessment | Life cycle diagram correct; story accurate and creative. |
| Teacher notes | Inspire awe. |