Energy and Change [Grade 6 English]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME

ENERGY AND CHANGEGRADE 6

We welcome the wide use of these materials. Please acknowledge the PSP. ©PSP 2001

An example of a short learning programme in the Natural Sciences and Technology

Activity 1: Different forms of energy

Activity 2: My own energyActivity 3: Energy chainsActivity 4: Stored energyActivity 5: Coal has stored energy

Activity 6: Coal gives us energy to make electricity

Activity 7: How much do we pay for our electricity?

Activity 8: Saving electricity

DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS

This learning programme will work towards the following learning outcomes in the Natural Sciences

s LO1: Scientific InvestigationsThe learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts

s LO2: Constructing Science KnowledgeThe learner will know and be able to interpret and apply scientific, technological and environmental knowledge

s LO3: Science, Society and the EnvironmentThe learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

Course presented by Rose Thomas and Sandra Mahote

Booklet designed by Welma Odendaal and illustrated by Janet Ranson

and Nicci Cairns

Western Cape Primary Science Programme

Edith Stephens Wetland Park

Lansdowne Road

Philippi 7785

PO Box 529Howard Place7450

Tel: 021 691-9039 Fax: 021 691-6350

e-mail: [email protected]

website: www.psp.org.za

Contents• This booklet illustrates an example of a short learning programme for Grade 6.

• It develops concepts, skills, attitudes and language in a step-wise fashion.

• It includes activities and tasks for learners, teacher tasks, support materials and assessment suggestions.

2 . . . . . . . . . . . . . .Activity 1 Different forms of energy

4 . . . . . . . . . . . . . .Activity 2 My own energy

6 . . . . . . . . . . . . . .Activity 3 Energy chains

8 . . . . . . . . . . . . . .Activity 4 Stored energy

13 . . . . . . . . . . . . .Activity 5 Coal has stored energy

18 . . . . . . . . . . . . .Activity 6 Coal gives us energy to make electricity

22 . . . . . . . . . . . . .Activity 7 How much do we pay for our electricity?

27 . . . . . . . . . . . . .Activity 8 Saving electricity

30 . . . . . . . . . . . . .Suggested work scheme

32 . . . . . . . . . . . . .Assessment sheets

34 . . . . . . . . . . . . .Recording sheet for task assessment

35 . . . . . . . . . . . . .Codes for recording

36 . . . . . . . . . . . . .Labels for Activity 1

37–40 . . . . . . . . . .Flashcards to photocopy for Activity 3 – Energy chains

41–42 . . . . . . . . . .Learner task cards to photocopy for Activity 4

43 . . . . . . . . . . . . .Information sheet for Activity 5

44–45 . . . . . . . . . .Task sheets for Activity 5

46–49 . . . . . . . . . .Flashcards to photocopy for Activity 5– How coal was formed

50–51 . . . . . . . . . .Task sheet for Activity 6 – The power station

52–53 . . . . . . . . . .How electricity works for us

54–60 . . . . . . . . . .Flashcards and captions to photocopy for Activity 6

61 . . . . . . . . . . . . .Example of an electricity bill for Activity 7

62 . . . . . . . . . . . . .Task sheet for Activity 7

63 . . . . . . . . . . . . .Preparing coal for sale



66-67 . . . . . . . . . . .Energy and change

68 . . . . . . . . . . . . .Mindmap

2

Different forms of energy

• Energy exists in different forms: – heat energy– light energy– sound energy– movement energy– stored energy– electrical energy– nuclear energy/atomic energy (although these

activities do not deal with nuclear energy).

Activity 11

Key concept

1. Explain to the learners that many pictures and advertisements in thenewspaper illustrate examples of different forms of energy, e.g. motorcars, appliances and machines of any kind all use and produce certainforms of energy. People, plants and animals all use and producecertain forms of energy.

2. Give each group of learners used newspapers or magazines and labelswith different forms of energy (refer to page 36 for labels).

Teacher task

3

Placing energy labels onto pictures1. Find pictures and look for all the different forms of energy.2. Put labels on all the places where you found the different forms

of energy.3. Explain to your group why you have placed each label there and

what the energy is doing at that place.4. Write a sentence about each form of energy that you found and

what it was doing.

Different forms of energy

What we want to assess What we expect from learners

Placing energy labels onto Learners must identify the different pictures forms of energy by putting correct

labels onto each place where they find energy.

Writing about different forms Sentences must say:of energy 4 what form of energy they found

4 where the energy is found

4 what the energy does

4

Learner tasks GROUP

ActivityAAsssseessssmmeenntt 11

4

My own energy

1. Introduce this activity by asking learners the following:(a) What activities will you do after school?(b) What energy will you use to do that?(c) What food gave you that energy?

2. Facilitate a discussion with the learners about the energy their bodiesuse when they are not active.e.g. What energy does your body use when you watch television ?Many learners will be watching television after school. They will alsosleep at night.They will think they are not using any energy because they are sittingstill or sleeping.Explain to them that even though they are not running around:4 their hearts will be beating 4 their blood will still circulate in their bodies 4 their muscles will be making small movements to hold their bodies

in position4 their lungs and diaphragm will be moving as they breathe4 their eardrums will be vibrating4 their eyes will be moving as they are watching etc.

• We need energy to do our daily activities (work).• The energy we use comes from the food we eat.• Food is the fuel for our bodies.

Activity 22

Key concepts

Teacher task

Learners must think of the

energy in their bodies when

they complete the table on

page 5.

NOTE TO THE TEACHER

5

3. With the learners complete this table:

The different forms of energy my body uses

What will I do after school? What energy will my body use? What food gave me that energy?

1. Play soccer Movement energy Bread

2. Watch TV Movement energy (my heart will Milk and cheesebeat and my eyes move)

3. Listen to the radio Movement energy (I will be Fruitbreathing and listening)

4. Sing in the choir Sound energy Mielie pap

5. Play netball Movement and sound Meatenergy

1. Use the table above to write sentences about the energy you will useafter school.

This afternoon I will do the ironing. I will use movement energythat I got from the bread that I ate.

2. Write at least two sentences about why our bodies need food.

My body needs food to give me energy. I use energy all day and night.

My own energy


1. Completing sentences The sentence must be completedabout their own energy with:

4what the learner will do after school

4what form of energy she will use

4what food she ate to get that energy

4

2. Sentences to explain 4any two good reasons why ourwhy we need food bodies need food

Teacher task

Learner task INDIVIDUAL


6

Energy chains Where does my energy come from originally?

1. Use flashcards and sentence strips to show the energy chain of thebread. e.g. The sun gives energy to the wheat plant to grow. Bread ismade from wheat and contains the energy from the wheat. The girleats the bread and gets energy from it. You can photocopy theflashcards from pages 37 to 40.

4 The sun gives heat and light energy.4 The wheat plant gets energy from the sun to help it to grow.4 The bread is made from wheat and it has stored energy.4 Thembi gets energy from eating bread.

2. Give learners samples or pictures of different food (learners may takefood from their school lunch boxes) to draw and explain other energychains.

• Green plants take in energy from the sun to make their own food .• Green plants are the only living things that can make their own

food.• Energy is stored inside the food that we get from plants.• We get this energy when we eat food.• Energy is transferred from one living thing to another in a .

sequence known as an energy chain.

Activity 33

Key concepts

Teacher task

7


Drawing of a food The drawings should:energy chain 4 have a heading

4 be clear

4 show the correct food energy chain

4 be in a correct sequence starting with the sun

4 have correct labels

4

Writing about a food The writing should: energy chain 4 match the drawings to tell the story

of the food energy chain

4 have a correct sequence to explain

the energy chain

Learner task Draw and write to explain other energy chains about foods you like.

ActivityAAsssseessssmmeenntt 33 Energy chains

8

Stored energy

1. Explain the following to the learners:4 Food (peanuts), stretched elastic bands, springs, chemicals, and

other things, have energy stored inside them4 we call these sources of stored energy4 we have to do something to these sources of energy if we want to

get the stored energy out of them2. Give learners sources of stored energy and a task card about getting

stored energy out (page 41 and 42 to photocopy for learners).

• Energy is stored in different substances and in different ways until it can be used.

• Food, chemicals, stretched elastic bands, wood and other fuels also have stored energy, eg:(a) we get the stored energy out of food when we eat the food(b) when we release a stretched elastic band, we can get the

stored energy out of it.

Activity 44

Key concepts

Teacher task

Learner Task Card

Getting stored energy out1. There is energy stored in each of these energy sources in the box.2. Try to do something to get the energy out of each source, and

complete the table below:

Activity 44

I burned it or I Heat and light Stored energy changesate it energy or movement to heat and light energy

and sound energy or stored energy changes to movement and sound energy

I burned it Heat and light Stored energy changes energy to heat and light energy

I connected it to a Light energy Stored energy is circuit with a light changed to light energybulb.

I released it Movement and sound Stored energy is energy changed to movement

and sound energy

I burned it Heat and light Stored energy is energy changed to heat and

light energy

9

Continueson page 10

Stored energy changesto heat and light energy

I burned it Heat and light energy

10

2. Write sentences to tell what you did to get the energy out of eachthing and what different forms of energy you got out.

How we got the stored energy out

1. There was stored energy in the wax candle. I burned the wax toget heat and light energy from it.

2. ..................................................................................................................................................................................................................................................................

3. ..................................................................................................................................................................................................................................................................

4. ..................................................................................................................................................................................................................................................................

5. ..................................................................................................................................................................................................................................................................

6. ..................................................................................................................................................................................................................................................................

7. ..................................................................................................................................................................................................................................................................

8. ..................................................................................................................................................................................................................................................................

I burned it Heat and light energy Stored energy is changed to heat and light energy

I pushed it off the Movement and sound Stored energy is table energy changed to

movement and soundenergy

11

TThheerree aarree mmaannyy eenneerrggyy ssoouurrcceess.. FFuueell iiss oonnee

kkiinndd ooff eenneerrggyy ssoouurrccee.. WWee hhaavvee ttoo bbuurrnn ffuueell

iinn oorrddeerr ttoo ggeett iittss eenneerrggyy oouutt.. WWhheenn ffuueell

bbuurrnnss iitt ccoommbbiinneess wwiitthh ooxxyyggeenn iinn tthhee aaiirr iinn

aa cchheemmiiccaall rreeaaccttiioonn aanndd tthhiiss rreelleeaasseess eenneerrggyy

mmoossttllyy iinn tthhee ffoorrmm ooff hheeaatt aanndd lliigghhtt..

DDiiggeesstteedd ffoooodd,, ssuucchh aass aa ppeeaannuutt iiss aa ffuueell

ffoorr oouurr bbooddiieess.. AAllll ffoooodd iiss bbuurrnneedd sslloowwllyy

wwiitthhoouutt aa ffllaammee iinn tthhee cceellllss ooff oouurr bbooddiieess..

HHeerree iitt uunnddeerrggooeess aa cchheemmiiccaall rreeaaccttiioonn wwiitthh

ooxxyyggeenn jjuusstt lliikkee aannyy ootthheerr ffuueell tthhaatt bbuurrnnss..

NOTE TO THE TEACHER 1. From the previous table, ask learners to sort thesubstances into two groups:A) Those things that we need to burn in order to get

energy out of them B) Those things that we do not need to burn in order

to get energy out of them.2. Explain to learners that:

4 the energy sources that we burn in order to getenergy out of them are called fuels, – (A)

4 the energy sources that we do not need to burn inorder to get energy out of them are called non-fuels – (B).

1. Sort the energy sources into things that we need to burn in order toget energy out and those that we do not need to burn in order to getenergy out.

2. Record these on the table below:

Sources of energy

A: Things that are fuels B: Things that are not fuels

Candle wax BatteryPeanut Stone Methylated spirits Stretched elastic bandCoalwood

3. Complete the sentences below:Only some energy sources are fuels.

Candle wax, peanuts, methylated spirits, coal and wood are fuels

because we must burn them to get their energy out.

The stone, the stretched elastic and the battery are not fuels

because we do not burn them to get energy out.

Learner task

12

Stored energy


Completing a table about getting stored Learners must be able to do something to get energy out of energy sources the energy out of the energy sources.

The table must be completed with:4 what the learners did to get the energy out4 the forms of energy they got out4 the energy changes that took place

Sentences to tell what was done to get Sentences should say:stored energy out of energy sources 4 what the learners did to get the energy out

4 what different forms of energy they got out

Table to compare fuels and non-fuels Learners should be able to classify substances as fuels and non-fuels:This will be evident when the table is completed correctly with wax candle, peanut, methylated spirit, wood and coal as fuels, and the stone,the battery and the stretched elastic band as non-fuels.

Sentence completion The sentence should be completed with:

The wax candle, the peanut, methylated spirit, wood and coal as fuels, and the stone, the battery and the stretched elastic band as non-fuels.


Coal has stored energy

Where does coal come from?Coal was formed from ancient plants and animals that died and turned torock over millions of years (they became fossilized). It is therefore called afossil fuel.1. Give learners questions about coal to discuss in their groups.2. After the learners have finished discussing about how coal was made

in the earth, hand out the information sheet about “How the Earthmakes coal” (photocopy from page 43).

Learner Task Card 1:

How coal was made in the Earth

1. Discuss the following questions in your groups:(a) What does coal look like?(b) What do people use coal for?(c) What do people do in order to get coal?(d) Do you know of places where coal is found in our country? (e) How was coal made?(f) How long do you think it took the Earth to form coal?

2. (a) Now read paragraphs 1,2 and 3 of “How Earth made coal” for more information.

(b) Look at the map with the heading COAL IN SOUTH AFRICA to see places where coal is found in our country.

13

• Coal was formed by nature over millions of years in the Earth’s crust.

• Coal was formed from ancient plants and animals that died andturned to rock over millions of years (they became fossilised). It is therefore called a fossil fuel.

• Coal stores energy, which originally came from the sun.

Activity 55

Key concepts

Teacher task

Learner task GROUP

14

1. Give learners a task card with pictures of how coal was formed(photocopy from page 44).

2. After the learners have carefully looked at the pictures, give themloose paragraphs about how coal was formed (page 45).

3. Ask learners to match these paragraphs with the pictures. 4. Check to see if the learners have matched the pictures with the

paragraphs correctly (see overleaf for the correct explanation aboutcoal formation).

5. Ask learners to paste the paragraphs next to the pictures.6. Ask learners to read aloud the explanation of how the Earth made

coal.

Alternative Teacher TaskHelp learners to build up (acquire) the language for this task:1. Explain the pictures of how coal was formed to the learners (you can

photocopy the flashcards on pages 46–49 for demonstration).2. Facilitate a class discussion about the story of how coal was formed.

Write new words on the board.

1. Look at the pictures that show how coal was made in the Earth.2. Match each picture with its appropriate paragraph.3. Let your teacher help you match the pictures with their appropriate

paragraphs if you are stuck.4. Paste the paragraphs next to their appropriate pictures.5. Read the full explanation of how coal was made in the Earth.

Teacher task

Learner task GROUP

15

Learner Task Card 2 How coal was made in the EarthPaste the correct sequence of the story of how coal was formed ontoyour task card.N.B. Certain special conditions in some parts of the Earth’s crust andthe way it changed over millions of years, allowed coal to be formed.


Pictures that tell how coal was formed Paragraphs that tell how coal was formed

Millions of years ago the Earth’s climate waswet, so many plants grew near water. Whenthese plants died, some fell into the water.They did not rot but in time layer upon layerof sand and mud covered them.

More and more layers of sand and mud fellon top of these dead plants. The plantsslowly became squashed plant material,which we call peat.

More and more pressure from sand and mudcompressed and squashed this plant materialinto a harder layer. This layer is called lignite.As the compression took place, gas andwater were squeezed out of the dead plantmaterial.

Over millions of years more layers of sandand mud covered the lignite. The ligniteeventually became a hard black type of arock called coal.

First

Then

Next

Finally

many layers ofsand and rock

coal

pressure from thelayers of sand

more layers ofsand and rock

lignite

layers of sand

squashed plantmaterial calledpeat

watersand and mud

dead plants thatfell into water

16

Optional Learner Task:In your own words write a story of how coal was made in the Earth.

Make an energy chain about coal with the learners.

Draw and write to explain the coal energy chain into your class workbook.

The energy chain of coalThe sun gives heat and light energy.

Plants use light energy from the sun to help them grow. Some ofthis energy is stored as chemical energy inside plants.

Over millions of years, dead plants become coal. The energy fromplants becomes stored inside coal.


Teacher task

Learner task

17

ActivityAAsssseessssmmeenntt 55What we want to assess What we expect from learners

Matching pictures with paragraphs The learners should be able to match the pictures with theabout how coal is made in the Earth appropriate paragraphs of how coal was formed in the

Earth.This will be evident when learners can identify the correct picture that matches each paragraph to make a correct sequence of paragraphs that tell the story of how coal was formed in the Earth.

Writing about how coal was made The story must:in the Earth 4 have a heading

4 have sentences that make sense4 have a logical sequence 4 have the correct use of key words such as squashed

plant material, layers of sand, millions of years ago etc.

Drawing the coal energy chain The drawing should:4 have a heading4 be clear4 tell the energy story in the correct sequence 4 correct labels4

Writing explanations of the coal Sentences should: energy chain 4 match the drawings that show the coal energy chain

4 be in a correct sequence to tell the coal energy story4

Where does coal come from?

18

1. Make a mind map with learners on the chalkboard about the uses ofcoal.

2. Ask learners to read for more uses of coal.(paragraph 4 of “How coal is made in the Earth” on page 43).

3. Complete the mind map with more uses of coal from the reading.

Read paragraph 4 of “How coal was made in the Earth” (page 43) to findmore uses of coal.

1. Make sure that learners realise that coal is used to make electricity inmost power stations (for teacher enrichment read pages 66– 67 (takenfrom “Learning for Sustainable Living” of Birdlife South Africa).

2. Give learners a task card to complete about a power station (page 50)plus ‘How energy works for’ us photocopied from pages 52–53.

3. Facilitate a class discussion in order to help the learners with moreinformation about a power station, after they have completed question3 on the Learner Task Card about the power station (see page 51 foranswers).

• Most power stations use coal to make electricity.• The coal got its energy from plants that originally got their energy

from the sun.• Most electrical appliances get energy from power stations.

Activity 66

Key concepts

Teacher task

IIff yyoouu aarree nneeaarr CCaappee TToowwnn,, yyoouummaayy vviissiitt tthhee AAtthhlloonnee ppoowweerrssttaattiioonn wwiitthh yyoouurr lleeaarrnneerrss,,bbeeffoorree yyoouu bbeeggiinn tthhiiss aaccttiivviittyy.. ((TTeell nnoo.. 002211--669944 11771155 ffoorraappppooiinnttmmeennttss))

NOTE TO THE TEACHER

COAL

TRAINS

FIRE

Learner task

Teacher task

Coal gives us energy to makeelectricity

The Power Station 1. In your groups discuss the picture about the power station. Use the

questions to help you.2. Read, “How electricity works for us “ to find the answers to the

questions about the power station.3. Participate in a class discussion so that you can share your information

about the power station.

1. Lead a discussion about a power station in order to make sure that:4 Learners understand that coal is used to heat water in a power

station.4 It is the steam from this heated water that turns the turbines. 4 The turbines turn the generator that makes electricity.

2. Give learners pictures of the electricity energy chain and ask them toput them in sequence (page 54-60 to photocopy. Also use the pictureof the sun on page 37).

The Power Station

What happens inside a power station?

What do we get from thepower station?

Where have you seena power station?

Why is there steam?

What arethe towers

for?

Why is theresmoke?

Why arethere wires?

19

Teacher task

Learner Task Card

20

Learner Task CardThe energy chain of electricity1. In your group look at the power station again and sequence the

pictures to show the energy chain about how electricity reaches ourhomes.

2. Draw to show the energy chain of electricity.

3. Write a paragraph to explain the energy chain of electricity.

The electricity energy chain

First the sun gave its heat and light energy to plants so that plants cangrow.

After the plants died they turned to coal over millions of years. Thecoal stored the energy of the plants.

Next the coal was mined out of the Earth and taken to a power station.At the power station the coal was burned to get the energy from it.

Then the energy from the burning coal boiled the water in the powerstation. The steam from the boiling water turned a turbine andgenerator to make electricity.

After that the electricity came in power lines to our homes.

Finally we used the electrical energy to make light in our homes.

1. Make flash cards of any electrical appliance to tell the learners theenergy story of that electrical appliance (refer to the bed-side lampexample above).

2. Now switch on an electric kettle and help learners to complete itsenergy chain in groups.

3. Supply learners with pictures of other electrical appliances tosequence and let them write more energy chain stories of the electricalappliances they have chosen (pictures of electrical appliances can beobtained from newspapers and magazines).

Learner task

Teacher task

21

1. In your groups look at the electric kettle boiling water and write anenergy chain to tell where the kettle gets its electrical energy fromoriginally.

2. Draw and write more energy chains of your own, about the electricalappliances in the pictures your teacher gave you.

Learner task



Drawing the energy chain The drawing should:of electricity 4 have a heading

4 be clear4 tell the electricity energy chain4 show the correct sequence of the energy chain 4 have correct labels4

Writing about the electricity Sentences should: energy chain 4 match the drawings that show the electricity energy chain

4 be in a correct sequence to tell the electricity energy chain4

Drawing energy chains of The drawing should:

different electrical appliances 4 have a heading4 be clear4 drawings that tell the electricity energy chain4 show the correct sequence of the energy chain 4 have correct labels4

Writing about an energy chain Sentences should: of an electrical appliance 4 match the drawing that show the energy chain of that

particular electrical appliance4 be in a correct sequence to tell the energy chain of that

electrical appliance4

Using coal to make electricity

22

Activity 77 How much do we pay for electricity?

1. Introduce the following to the learners:(a) Electricity is measured in units called Watts (W) or kilo Watts (kW)

e.g. a stove uses 8 000 W = 8 kW.(b) Different appliances use different amounts of electrical energy.

2. Give learners a table that shows how much electricity each applianceuses (page 62).

• We can measure how much electricity we have used in units called Watts (W).

• We pay for the bringing of electricity to our homes.• We also pay for how much electricity we use and how long we

use the electricity ( kW.h).• The more electricity we use, the more money we pay and the

more coal is used.

Key concepts

Teacher task

Learner task

1. Look at the tablethat shows howmuch electricityeach appliance usesand answer thefollowing questionsin your workbook.(a) Which electrical

appliance usesthe mostelectricity?

(b) How muchelectricity does ituse? (write youranswer in Watts(W) and in kiloWatts (kW).

(c) Which electricalappliance usesthe leastelectricity?

(d) How muchelectricity does ituse? (write youranswer in Watts).

23

1. Remind learners that power stations use coal to make electricity and itcosts money to mine coal and to transport it to the power station.

2. In the light of the above, facilitate a discussion about why we mustpay for our electricity (you may refer to page 63 “Preparing Coal forsale” to help your discussion).

3. Introduce the following to the learners:4 We pay more money when we use electricity for a long time. 4 The electricity supplier (Eskom) makes us pay for how much

electrical energy we use (kilo Watts) and how long we useelectricity for (hours).

4 They send a person (a meter reader) to come and record thereading that shows how much electricity we have used that monthon our meter boxes.

4 They then send us an account based on these calculations chargedat the cost of electricity where we live.

4. Give learners a task card (“We pay for our electricity”) to complete(page 64 to photocopy for learners).

Teacher task

24

Activity 77 Learner Task CardWe pay for our electricity1. Look at the electrical appliances in the table below and pretend that

these are the electrical appliances used in your home.2. Fill in the missing information in the table (N.B. You may use your

calculator to do the calculations).3. How much electrical energy did your family use altogether this month?

899,85 kW.h4. How much must your family pay this month?

R 197.96

1. Explain to learners that some people have prepaid electricity boxes;they pay for their electricity in advance by buying a card.E.g. If you buy a card for R50, when you have used R50 worth of kW.h,your electricity will be disconnected until you buy more.

2. Give learners a task card about an electricity account to complete.

How much we mustpay @22c per unit

price

Electricalappliance

How muchelectricity it uses

in Watts

How muchelectricityit uses in

kW

How long weused it forthis month

How muchelectricalenergy we

used in kW.h.

Teacher task

(page 62 tophotocopy for

learners)

15W

720W

150W

3W

2W

= R11,22

= R13,20

= R59,40

Activity 77

25

Learner Task Card

An electricity account

1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use?(b) For what period was this amount of electricity used?(c) How much must Mrs Khumalo pay?(d) By when is Mrs Khumalo expected to pay this amount of money?(e) According to this account what would be the result of not paying on time?

2. Think about how electricity is produced and how it reaches our homes. In the lightof that, write to tell why people need to pay for electricity.

Learner task

IMPORTANT NOTICE

• Notice in terms of section 17 (1) of the eledctricity supply by-law:

Failure to pay by due date shall result in your electricity supply being

disconnected. A fee for disconnection shall be charged and your deposit

may be increased. Immediate reconnection op supply after payment

cannot be assured.

26

You may begin like this:

Why we must pay for our electricity

People who use electricity must pay for it. The reason is:

Power stations use coal to make electricity. We have to employ people

to dig coal out of the mines, prepare it for selling and transport the

coal to power stations.

Another reason is:

We have to pay people who work in the power stations to produce

electricity and to bring it to our homes.

Another reason is:

We have to pay meter readers who come to read our electricity boxes

and people who make our prepaid electricity boxes.

Learner task 2

ActivityAAsssseessssmmeenntt 77What we want to assess What we expect from learners

Reading and interpreting a table Learners should be able to read and interpret the table that (table to show how much shows how much electricity each electrical appliance uses:electrical energy each appliance This will be evident when:uses) Learners can give correct answers to questions a, b ,c and d

Table completion Table must be completed with:4 the number of Watts, which the appliance uses4 correct calculations of how much electricity the family

used per month4 the correct calculation of how much the family must pay4

Reading a table Learners should be able to read an electricity account:(Electricity account) This will be evident when:

Learners can give correct answers to questions a, b, c, d and eWriting about why people Sentences should:should pay for electricity 4 Reveal that the learner realises the costs involved in

getting electricity into our homes

The cost of electricity

27

Saving electricity

1. Remind learners about the fact that we use coal to make electricity.2. Give learners a reading about coal eventually running out (see below).3. Facilitate a discussion with learners about the implications of coal

running out. Use the following questions to help you:(a) What is the main source of energy used to make electricity in a

power station?(b) What will happen when there is no more coal?N.B.In the discussion make sure that the learners understand thefollowing:The more electricity we use the more coal is used.

4. Give learners a task card to complete (photocopy from p 65).

• If we use less electricity, we save coal, which is a valuable natural resource that will eventually be used up.

• If we are less wasteful with electricity, we will save our moneytoo.

Activity 88

Key concepts

Teacher task

Coal as a Non-renewable Energy Source

Coal is one of the natural sources of energy found in the Earth’s

crust. It is sometimes called a fossil fuel because it was formed

naturally over millions of years from dead plants and animals.

No one knows how much coal exists in the crust of the Earth. We

are using up the fossil fuels very quickly. So mining companies are

searching all the time to find new supplies of these natural fuels.

They even have to search in difficult places, for example, under the

sea.

Scientists think that one day soon, we will have discovered and

used up all the Earth’s supplies of fossil fuels such as coal, gas and

oil. We say that fossil fuels are non-renewable sources of energy.

This means that when they are all used up we can’t get new supplies

from anywhere else (because it would take millions of years for

Nature to make more).

Scientists estimate that if we continue using fossil fuels as fast as

we are at present, then all the coal will be finished in 2085.

28

Use as little electricity as you possibly can

1. In your groups look at the picture of Mrs Mabhena using electricity inher kitchen.

2. Mark the places where electricity is being wasted.3. Discuss ways in which Mrs Mabhena could save electricity.4. Let one person write your suggestions to Mrs Mabhena about how

she can use less electricity and motivate why she should consider yoursuggestions.Write your suggestions here:For example:

1. Put the right amount of water in the kettle for the number of cupsof tea you want to make.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learner task GROUP

29

5. Choose one person to tell the rest of the class about your suggestionsto Mrs Mabhena.

Allow learners to give a report back about their suggestions to Mrs Mabhena.

Write the following conclusion on the board with the learners:

Coal is a precious resource. When we use electricity we are also using upcoal that was used to produce electricity. When we save electricity we arealso saving coal for the future.

Saving electricity


Identifying places where Learners should be able to identify electricity is wasted places where electricity is wasted:

This will be evident when learners can mark places on the pictures whereelectricity is wasted.

Writing suggestions of 4 Suggestions should motivate whysaving electricity people should try to use less

electricity

4

Teacher task


30

PERIOD 1ACTIVITY 1

Placing energylabels, talking andwriting sentencesabout different formsof energy± 50 min

PERIOD 2ACTIVITY 2

Table completionwith the learners± 15 min

Writing sentencesabout the energy inthe body ± 35 min

PERIOD 3ACTIVITY 3

Teacher introducingfood energy stories

Learners writing anddrawing own foodenergy stories± 50 min

PERIOD 4ACTIVITY 4

Introducingsubstances withpotential energy

Getting storedenergy out ofsubstances andwriting sentences ± 50 min

PERIOD 5

Sorting substancesand introducing fuels

Table completion± 50 min

PERIOD 6ACTIVITY 5

Discussing andreading for moreinformation aboutcoal ( 30 min

Matching paragraphswith picturesshowing how coalwas formed ± 20 min

PERIOD 7

Reading the wholestory of coalformation ( 20 min

Making the coalenergy story with thelearners

Learners drawingand writing the coalenergy story ( 30 min

PERIOD 8ACTIVITY 6

Making a mind mapabout uses of coaland reading for moreinformation aboutcoal uses andcompleting the mindmap ± 20 min

Learners discussingquestions about apower station andreading anddiscussing to getmore about thepower station ± 30 min

PERIOD 9

Learners sequencepictures that tell thePower Station energystory

Learners draw andwrite the PowerStation energy story± 30 min

Making an energystory of an electricalappliance with thelearners± 20 min

PERIOD 10

In groups learnerswrite an electrickettle energy story

Each learner writesan energy story of anelectrical applianceof their own ± 50min

SUGGESTED WORK SCHEME

ENERGY & CHANGE GRADE 6 LEARNING PROGRAMME

PERIOD 11ACTIVITY 7

Introduction aboutmeasuring electricity

Reading and inter-preting a table withelectrical appliances± 20 min

Discussion aboutwhy we must pay forelectricity andintroducing how thecost is calculated ± 30 min

PERIOD 12

Learners complete atask card aboutcosting electricity ± 40 min

Discussion about thepre-paid boxes±20 min

Learners read andinterpret anelectricity bill

Learners write to saywhy we must pay forthe electricity we use

PERIOD 12ACTIVITY 8

Reading about coaleventually runningout and discussionabout implications ± 30 min

Identifying placeswhere electricity iswasted± 20 min

PERIOD 13

Writing suggestionsof how to use lesselectricity

Report back andsentence completionabout conservationof natural resources.

Writing a conclusionabout using lesselectricity andconserving coal.

Estimated time to finish the activities in this learning programme = 13 periods @ 50 minutesper period = 10,8 hours. This is almost three weeks’ work.(Recommended time per week for the Natural Sciences and Technology = 4 hours)

32

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To photocopy for

Activity 3

34

To photocopy for

Activity 3

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To photocopy for

Activity 3

36

To photocopy for

Activity 3

To photocopy forActivity 4

Getting stored energy out1. There is energy stored in each of these energy sources in the boxes below.2. Try to do something to get the energy out of each source, and complete the

table below:

Learner Task Card

37

38

Coal

A stone on theedge of thetable

To photocopy forActivity 4

Learner Task Card

39

Information sheet forActivity 5

How coal is made in the EarthCoal is a hard, black rock. For hundreds of years people have burned coal to keep

themselves warm. It takes millions of years to make coal.

Millions of years ago there was a lot of water and many trees covered the Earth.

Sometimes when trees died they fell into the water. Over many years, layers of soil

covered the trees and turned the wood into peat, which is soft and can be burned for fuel.

More and more layers of heavy soil on top caused more pressure so that gas and water

were squeezed out of the peat. This made the peat change into a thin layer of hard coal or

into oil. The Earth takes millions of years to make the coal. This coal is formed very deep

under the ground and so people have to dig mines to get it out. There are many coal

mines in South Africa

Using coalMost of South Africa’s coal is used in Power Stations to make electricity. There is a big

factory in Sasolburg that makes coal into petrol. A special form of coal called coke helps

us to make iron into steel. Tar, plastic and fertilizers also come from coal. People use coal

in their homes to cook food or keep themselves warm. If we continue to use coal, the

world will soon run out of it. This is a great worry and many people are looking for

different types of fuel in order to save coal. The Earth’s oil will be used up by the year

2030 and coal by 2085.

Coal in South AfricaSouth Africa has a lot of coal. Look at the map to see where we mine it.

We use most of our coal, but we sell some to Japan.

Areas wherecoal is found

40

First

Then

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Finally

many layers ofsand and rock

coal

pressure from thelayers of sand

more layers ofsand and rock

lignite

layers of sand

squashed plantmaterial calledpeat

watersand and mud

dead plants thatfell into water

Learner Task forActivity 5

Paste the story of how coal was formed in correct sequence on to your task card.

Pictures that tell how coal was formed Paragraphs that tell how coal was formed

41

More and more pressure from sand and

mud compressed and squashed this plant

material into a harder layer. This layer is

called lignite. As the compression took

place gas and water were squeezed out of

the dead plant material.

More and more layers of sand and mud fell

on top of these dead plants. They slowly

became squashed plant material, which we

call peat.

Over millions of years more layers of sand

and mud covered the lignite. The lignite

eventually became a hard black type of a

rock called coal.

Millions of years ago the Earth’s climate

was wet, so many plants grew near water.

When these plants died, some fell into the

water. They did not rot but in time layer

upon layer of sand and mud covered them.

42

Task card for Activity 5

43


44


Lignite

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Teacher’s copy

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48

How electricity works for us

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Captions for Activity 6

The energy chain of electricity

The sun gives heat and light energy.

The plants use the light energy from the sun to grow.Some of this energy is stored as chemical energyinside the plants.

Over millions of years, dead plants became coal. Theenergy from the plants becomes stored inside thecoal.

The energy in the coal is used in the Power Station. Itis changed to electrical energy.

The coal is used to heat water. The steam from thewater turns the turbine. The turbine turns a generatorwhich makes electricity.

The electrical energy is carried in wires supported byhigh pylons. Electrical energy is carried in wires toour homes.

We use electrical energy in our homes to get heatand light energy.

57


IMPORTANT NOTICE• Notice in terms of section 17 (1) of the eledctricity supply by-law:

Failure to pay by due date shall result in your electricity supply beingdisconnected. A fee for disconnection shall be charged and your deposit may beincreased. Immediate reconnection op supply after payment cannot be assured.

1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use?(b) For what period was this amount of electricity used?(c) How much must Mrs Khumalo pay?(d) By when is Mrs Khumalo expected to pay this amount of money?(e) According to this account what would be the result of not paying on time?

2. Think about how electricity is produced and how it reaches our homes. In thelight of that, write to tell why people need to pay for electricity.

An electricity account

58

Task sheet for Activity 7

How much electricity do appliances use?

59


Preparing coal

After the coal comes from the mines, people haveto prepare it to be sold.

1. Cutting 2. Conveying 3. Washing

4. Loading 5. Crushing 6. Sorting

7. Grading 8. Transporting 9. Exporting

10. Selling

Steenk

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Graad

60

Task sheet for Activity 7We pay for electricity

3. How much electrical energy did your family use altogether this month?4. How much must your family pay this month?

How much wemust pay @22cper unit price

Electricalappliance

How muchelectricity it uses in Watts

How muchelectricityit uses inkW

How longwe used itfor thismonth

How muchelectricalenergy we used in kW.h.

1. Look at the electrical appliances in the table below and pretend that theseare the electrical appliances used in your home.

2. Fill in the missing information in the table – A, B, C, D, E, F, G, H (N.B. You may use your calculator to do the calculations).

A

B

D

E

F

= G

= H

C

=

61

Task sheet for Activity 8

Use as little electricity as youpossibly can

62

energ

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ACTIVITY

Investigating Energy Resources

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Documents

Energy and Change [Grade 6 English]