You will learn
- Define energy.
- Give everyday examples.
- Name sources.
- Explain why we need energy.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Energy makes things happen.
- It is measured in joules.
- Food, fuels and the Sun are sources.
- All living things need energy.
Words to know
the ability to do work or cause change
the unit of energy
where energy comes from
a material that stores energy to release
1. Discover: The morning run
Kojo eats porridge, runs to school and kicks a ball. “Where did my running energy come from?” he asks. “From your food,” says his teacher. “And the plants that made the food got their energy from the Sun.”
Think: What would happen without energy?
2. Understand: Energy
Idea 1: Energy is ability
Energy is the ability to cause change or do work. We cannot see energy but we see what it does: things move, heat up, glow or make sound.
Idea 2: Measuring
Energy is measured in joules (J). A food label may also show kilojoules (kJ) or kilocalories.
Idea 3: Sources
The Sun, food, wind, moving water and fuels like wood and gas all store or supply energy. Nothing happens without energy.
3. Worked examples
Example 1 (I show you): Identify
Wind.
- Moves.
- Turns blades.
- Energy.
Answer: Wind has energy.
Example 2 (We do it together): Identify
Porridge.
- Food.
- Energy for body.
- Stored.
Answer: Food stores energy.
Example 3 (You try): Explain
No energy.
Show the steps and answer
- Nothing moves.
- No heat.
- No life.
Answer: Nothing could happen.
Did you know?
A single AA battery stores about 10,000 joules of energy, enough to lift a small car a few millimetres.
Why this matters
Knowing about energy helps us use it wisely.
4. Explore: Energy hunt
Walk the school and list ten things using energy, naming the source and the effect.
- Walk with a partner.
- List ten things.
- Name the source.
- Name the effect.
Think about it: what did you notice?
What did you notice? Every action had an energy source.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is the ability to cause change.
- The unit of energy is the ___.
- A ___ stores energy to release.
- A ___ is where energy comes from.
Guided practice
Question 1. What is energy?
Makes things happen.
Question 2. What is a joule?
Energy unit.
Question 3. Name a source.
Sun.
Independent practice
Level 1: Start
- What is energy?
- What is a joule?
- Name a source.
- What is a fuel?
- Who needs energy?
Level 2: Grow
- Why food?
- Why Sun?
- Why save?
Level 3: Stretch
- Do the hunt.
- Sort sources.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Trace the energy in your breakfast back to the Sun.
Show a sample answer
Use plants.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: It is an ability.
Fix: They need it.
8. Lesson summary and revision card
- I can define energy.
- I can give everyday examples.
- I can name sources.
- I can explain why we need energy.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Energy makes things happen.
- It is measured in joules.
- Food, fuels and the Sun are sources.
- All living things need energy.
11. Next lesson
Next lesson: Forms of energy. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define energy and joule. [2 marks]
- Name four energy sources. [4 marks]
- Trace breakfast energy. [2 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- 1 each
- Plants [1]; Sun [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is energy?
- What is a joule?
- Name a source.
- What is a fuel?
- Who needs energy?
- Why food?
- Why Sun?
- Why save?
- Do the hunt.
- Sort sources.
Homework
List ten things at home that use energy.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is energy? | Makes things happen. | 1 |
| 2. What is a joule? | Energy unit. | 1 |
| 3. Name a source. | Sun. | 1 |
| 4. What is a fuel? | Energy store. | 1 |
| 5. Who needs energy? | Living things. | 1 |
| 6. Why food? | Body energy. | 1 |
| 7. Why Sun? | Original source. | 1 |
| 8. Why save? | Fuels run out. | 1 |
| 9. Do the hunt. | List. | 1 |
| 10. Sort sources. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Makes things happen.; 2 Energy unit.; 3 Sun.; 4 Energy store.; 5 Living things.. Level 2: 1 Body energy.; 2 Original source.; 3 Fuels run out.. Level 3: 1 List.; 2 Table.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define energy | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Give everyday examples | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Name sources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain why we need energy | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Energy is a material.” It is an ability.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain what energy is.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child finds energy around them. You do not need to be an expert to help.
- Spot energy users.
- Ask “Where does it come from?”
- Avoid sockets.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define energy; give everyday examples; name sources; explain why we need energy.
Prerequisite knowledge. Grade 4 ideas: light, sound, simple circuits, heat and temperature, and forces.
Materials. Notebook. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Plan a walk.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Jump on the spot and ask, “Where does the energy come from?”
Explanation (10 min). Teach energy.
Guided activity (10 min). Learners hunt.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the source? The effect?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Energy is a material.” It is an ability.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Explain what energy is. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 5 Unit 5, topic 1; Next Generation Science Standards, energy; Cambridge Primary Science Stage 5, physics: energy and forces; IB Primary Years Programme, how the world works. These sources informed the lesson.