Grade 6 Science — Term 1, Week 8
5 day-plan(s) · WeLearn JA SCI T1 G6
Day 1: Energy and Its Forms
Grade 6 Science · Term 1, Week 8 · 60 minutes
| Objectives | Identify energy forms and explain energy transfer. |
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| Materials | Energy demos, pictures |
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| Key vocabulary | energy, form, transfer, store, chain |
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| Engage (starter) | "How does energy move from the Sun to your dinner?" |
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| Develop (main) | Interactive: trace energy transfer chains through several forms; tap-to-reveal energy stores and transfers. |
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| Plenary (close) | Trace an energy transfer chain. |
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| Assessment | Explains energy transfer. |
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| Teacher notes | Sets up conservation of energy in Term 3. |
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Day 2: Light and the Electromagnetic Spectrum
Grade 6 Science · Term 1, Week 8 · 60 minutes
| Objectives | Describe light as part of the electromagnetic spectrum. |
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| Materials | Prism, spectrum chart |
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| Key vocabulary | light, spectrum, visible, infrared, ultraviolet |
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| Engage (starter) | "Is there light we cannot see?" |
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| Develop (main) | Interactive: split visible light with a prism; introduce the wider spectrum (infrared, ultraviolet); tap-to-reveal the spectrum. |
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| Plenary (close) | Name a type of light we cannot see. |
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| Assessment | Describes the EM spectrum. |
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| Teacher notes | The MoEY jump: EM spectrum, kept simple. |
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Day 3: Sound as Waves
Grade 6 Science · Term 1, Week 8 · 60 minutes
| Objectives | Describe sound as waves with pitch and volume. |
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| Materials | Tuning fork, oscilloscope image, instruments |
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| Key vocabulary | sound, wave, frequency, amplitude, pitch, volume |
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| Engage (starter) | "How do waves carry a sound to your ear?" |
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| Develop (main) | Interactive: link vibration to sound waves; relate frequency to pitch and amplitude to volume; tap-to-reveal sound waves. |
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| Plenary (close) | What wave property gives a higher pitch? |
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| Assessment | Describes sound waves. |
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| Teacher notes | Introduce wave language. |
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Day 4: Heat and Temperature
Grade 6 Science · Term 1, Week 8 · 60 minutes
| Objectives | Distinguish heat and temperature and describe heat transfer. |
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| Materials | Thermometer, warm/cool items |
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| Key vocabulary | heat, temperature, transfer, conduction, insulate |
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| Engage (starter) | "Is heat the same as temperature?" |
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| Develop (main) | Interactive: measure temperature; discuss heat moving from warm to cool by conduction; test insulators; tap-to-reveal. |
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| Plenary (close) | Which way does heat move? |
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| Assessment | Distinguishes heat and temperature. |
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| Teacher notes | Heat transfers from warm to cool. |
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Day 5: Review: Energy
Grade 6 Science · Term 1, Week 8 · 60 minutes
| Objectives | Consolidate energy forms, light, sound, and heat. |
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| Materials | Energy demos, review stations |
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| Key vocabulary | review, energy, spectrum, wave |
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| Engage (starter) | "Energy scientist challenge!" |
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| Develop (main) | Interactive: trace energy transfers and review light, sound, and heat at review stations. |
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| Plenary (close) | Name three forms of energy. |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce energy transfers between forms. |
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