Lesson Plan
Date Week(s) Period(s)
From: 8-Mar-26 To: 12-Mar-26 1 7
Grade: 4 Teacher’s Name: Ms. Batoul Dkeek Subject Area: Science
Unit/Chapter: How is Energy Lesson(s): 1 Keywords:
Transferred? (HMH)
● PS3.A Definitions of Energy: Energy can be moved from place to place by moving
objects or through sound, light, or electric currents.
● PS3.B Conservation of Energy and Energy Transfer: Energy is present whenever there
are moving objects, sound, light, or heat. Light also transfers energy from place to place.
Lesson Objectives: Energy can also be transferred from place to place by electric currents, which can then
be used locally to produce motion, sound, heat, or light.
● PS3.D Energy in Chemical Processes and Everyday Life The expression “produce
energy” typically refers to the conversion of storedenergy into a desired form for practical
use.
Day Spark your Learn Together/Activity Check your Resources/Material Assessment/
Learning/ Essential (Explanation/Elaboration) Understanding Evaluation
Question/ (Wrap-up)
Interactive lesson choose one of
(Warm-up Activity) these examples
Sunday Show students a Workbook Task: Read paragraph p.91 Assessment/
Science handbook,
picture of a musical and explain Evaluation
Students are asked to compare sounds as
homework for board, screen sharing p.
band and ask: how is illustrated in two photographs p. 89
students. 88, plastic cups. Rubber ☐ Drop Quiz
energy transferred? Hands-on activity: bands, thread ☐ Classwork
☐Assigned Quiz
Students carry out investigations to learn that
the transfer of energy as sound travels the wire ☐ Question
of a telephone cup. Creation
Explanation:
☐ Exit Ticket
☐Homework
Discusses how changes in temperatur can
change the structure of matter.
Ask: What is one way you can tell whether an Specify: solve
object is warm or cool? Possible answers: p.91in science
touch it; place your hand near it; see it burning; handbook
see it frozen
Place a cool metal object in front of students,
and ask each one to touch it one by one.
Ask each student whether the object is warm
or cool. The first students to touch it should say
that it’s cool; the last students to touch it might
say that it’s warm.
Ask: Why did the last students to touch the
object find it warmer than the first students?
Heat was transferred from students’
fingertips/hands to the metal object, causing it
to become warmer.
Workbook Activity:
Students solve ex. 2 p. 90
Day Spark your Learning/ Learn Together/Activity Check your Understanding Resources
Essential Question/ (Explanation/Elaboration) (Wrap-up)
Interactive lesson (Warm-
up Activity)
Monday 25 minutes quiz Explanation: Correct and check answers on the Science handbook,
Ask students to engage in a Separate students into pairs, board smartboard
discussion about how and have them brainstorm foods Assessment/Evaluation
energy transfers when we that change by being cooked. ☐ Drop Quiz
are making pancakes. ☐ Classwork
After pairs have been given ☐Assigned Quiz
ample time to brainstorm, call ☐ Question Creation
everyone together, and have ☐ Exit Ticket
pairs share their ideas with the ☐Homework
class.
Specify: solve p. 94 ex. 7
Ask: What types of food can be
cooked with heat?
Possible answers: meats,
breads, eggs
Ask: What might happen to
some matter if heat is removed
from it?
It might grow cold or freeze.
Read along p. 92 and 93
Workbook activity:
Students solve ex. 4 p. 92 and
ex.5 p. 93
Day Spark your Learning/ Learn Together/Activity Check your Resources
Essential Question/ (Explanation/Elaboration) Understandin
Interactive lesson (Warm-up g
Activity) (Wrap-up)
Tuesday Ask students to brainstorm Science handbook, board
some ways in which the sun’s
energy affects Earth and living
things. (p. 95) Explanation: Check and Assessment/Evaluation
Explain the different effects of sun on life. correct ☐ Drop Quiz
Discuss importance of solar panels and how they answers on the ☐ Classwork
transform energy to benefit peple. board. ☐Assigned Quiz
Workbook activity: ☐ Question Creation
☐ Exit Ticket
Solve ex. 8, 9 p. 95
☐Homework
Specify:
Day Spark your Learning/ Learn Together/Activity Check your Resources
Essential Question/ (Explanation/Elaboration) Understandin
Interactive lesson (Warm-up g
Activity) (Wrap-up)
Wednesday
Assessment/Evaluation
☐ Drop Quiz
Final Rehearsal for the science fair ☐ Classwork
☐Assigned Quiz
☐ Question Creation
☐ Exit Ticket
☐Homework
Specify:
Day Spark your Learning/ Learn Together/Activity Check your Resources
Essential Question/ (Explanation/Elaboration) Understandin
Interactive lesson (Warm-up g
Activity) (Wrap-up)
Thursday
Science Fair Event
Assessment/Evaluation
☐ Drop Quiz
☐ Classwork
☐Assigned Quiz
☐ Question Creation
☐ Exit Ticket
☐Homework
Specify:
On Level:
Have students use context clues to infer definitions, use terms and work in groups with weaker
Independent Practice
students to illustrate and explain the terms.
Differentiation
Below Level:
Instructions
Pronounce each term and have students repeat it. Then have students explain how they think
the image relates to the definition.
General:
Future Plan:
Reflection:
Collaboration:
Teacher’s Signature: ☐ ☐ Academic Coordinator