You will learn
- Define energy.
- Name forms of energy.
- Give examples.
- Sort stores and movement.
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 is measured in joules.
- Kinetic energy is movement.
- Potential energy is stored.
- Chemical energy is stored in food and fuel.
Words to know
the ability to make things happen
the unit of energy, J
energy of movement
stored energy due to position or condition
1. Discover: The roller coaster
A roller coaster climbs slowly to the top, then races down. “At the top it has lots of gravitational potential energy,” says Mr Boateng. “As it falls, that becomes kinetic energy.”
Think: Where is the energy greatest at the bottom?
2. Understand: Energy forms
Idea 1: Energy
Energy is the ability to make things happen, measured in joules (J). It can be stored or moving.
Idea 2: Stored
Potential energy is stored: gravitational (raised objects), elastic (stretched springs), chemical (food, fuel) and nuclear (inside atoms).
Idea 3: Moving
Kinetic energy is the energy of movement. Thermal (heat), light, sound and electrical energy also move.
3. Worked examples
Example 1 (I show you): Name
Forms.
- Kinetic.
- Thermal.
- Chemical.
Answer: Several forms.
Example 2 (We do it together): Sort
Stored or moving.
- Food.
- Rolling ball.
- Raised book.
Answer: Stores and movement.
Example 3 (You try): Give
Examples.
Show the steps and answer
- Spring.
- Torch.
- Fuel.
Answer: Everyday examples.
Did you know?
A 100 g apple lifted 1 metre gains about 1 joule of gravitational potential energy.
Why this matters
Everything that happens involves energy.
4. Explore: Energy hunt
Look around the classroom for examples of energy and sort them into forms on a chart, such as a moving fan, a lamp, a stretched elastic band and a lunch bag.
- Hunt for examples.
- Name the form.
- Sort on a chart.
- Share.
Think about it: what did you notice?
What did you notice? Many items involved more than one form.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is the ability to make things happen.
- The ___ is the unit of energy.
- ___ energy is energy of movement.
- ___ energy is stored energy.
Guided practice
Question 1. What is energy?
Ability to do things.
Question 2. What unit?
Joule.
Question 3. What is kinetic?
Movement.
Independent practice
Level 1: Start
- What is energy?
- What unit?
- What is kinetic?
- What is potential?
- Where is chemical energy?
Level 2: Grow
- Why stored?
- Why kinetic rising?
- Why fuel?
Level 3: Stretch
- Hunt.
- Sort.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name and explain three forms of energy.
Show a sample answer
Use examples.
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: Not a substance.
Fix: Stores too.
8. Lesson summary and revision card
- I can define energy.
- I can name forms of energy.
- I can give examples.
- I can sort stores and movement.
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 is measured in joules.
- Kinetic energy is movement.
- Potential energy is stored.
- Chemical energy is stored in food and fuel.
11. Next lesson
Next lesson: Energy transfer. 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 forms of energy. [2 marks]
- Explain kinetic and potential energy. [4 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Any four [2]
- Kinetic [1]; potential [1]; example each [2]
- 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 unit?
- What is kinetic?
- What is potential?
- Where is chemical energy?
- Why stored?
- Why kinetic rising?
- Why fuel?
- Hunt.
- Sort.
Homework
List eight energy examples in your home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is energy? | Ability to do things. | 1 |
| 2. What unit? | Joule. | 1 |
| 3. What is kinetic? | Movement. | 1 |
| 4. What is potential? | Stored. | 1 |
| 5. Where is chemical energy? | Food. | 1 |
| 6. Why stored? | Position. | 1 |
| 7. Why kinetic rising? | Speed. | 1 |
| 8. Why fuel? | Chemical store. | 1 |
| 9. Hunt. | List. | 1 |
| 10. Sort. | Chart. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Ability to do things.; 2 Joule.; 3 Movement.; 4 Stored.; 5 Food.. Level 2: 1 Position.; 2 Speed.; 3 Chemical store.. Level 3: 1 List.; 2 Chart.; 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 Name forms of 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 |
| O3 Give 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 |
| O4 Sort stores and movement | 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 substance.” Not a substance.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Name forms of energy.
- 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 learns forms of energy. You do not need to be an expert to help.
- Spot energy at home.
- Ask “Which form?”
- Mind hot items.
- 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; name forms of energy; give examples; sort stores and movement.
Prerequisite knowledge. Grade 5 ideas: energy forms, light, shadows, sound and heat.
Materials. Chart paper, classroom items. 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. Set up an energy chart.
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). Drop a ball and ask, “What energy is changing?”
Explanation (10 min). Teach energy forms.
Guided activity (10 min). Learners hunt.
Independent activity (10 min). Learners sort.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Stored or moving? Which form?
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 substance.” Not a substance.
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. Name forms of energy. 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 6 Unit 8, topic 1; Next Generation Science Standards, energy and waves; Cambridge Lower Secondary Science, physics; IB Primary Years Programme, how the world works. These sources informed the lesson.