You will learn
- Define energy transfer.
- List transfer pathways.
- Identify useful and wasted energy.
- Draw energy diagrams.
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 transfers by forces, current, light, sound and heating.
- Some energy is always wasted as heat.
- Energy is conserved.
- Diagrams show how energy splits.
Words to know
moving energy from one place or object to another
energy used for the job wanted
energy not used for the job wanted
a way that energy is transferred
1. Discover: The pushed swing
Dayo pushes his sister on a swing. His arm transfers energy to the swing by a force. The swing moves; a little energy warms the air and the chains. “Not all the energy is useful,” says Mr Acheampong. “Some is wasted as heat and sound.”
Think: What happens to the wasted energy?
2. Understand: Transfer
Idea 1: Pathways
Energy is transferred by forces (mechanical work), electric current, light, sound and heating.
Idea 2: Useful and wasted
In a device, useful energy does the job; wasted energy usually spreads out as heat. A bulb gives light (useful) and heat (wasted).
Idea 3: Conservation
Energy cannot be created or destroyed, only transferred. The total energy before equals the total after.
3. Worked examples
Example 1 (I show you): Name
Pathways.
- Forces.
- Light.
- Heating.
Answer: Five.
Example 2 (We do it together): Split
Bulb.
- Light.
- Heat.
- Total.
Answer: Useful and wasted.
Example 3 (You try): Draw
Diagram.
Show the steps and answer
- Input.
- Useful.
- Wasted.
Answer: Arrows.
Did you know?
A traditional filament bulb wastes about 90 percent of its electrical energy as heat.
Why this matters
Tracking energy shows how to waste less and save money.
4. Explore: Energy transfer chain
Draw an energy transfer chain for a toy car powered by a wound-up spring, a torch and a solar-powered calculator, labelling wasted energy.
- Choose three devices.
- List stores.
- Draw arrows.
- Label waste.
Think about it: what did you notice?
What did you notice? Every device wasted some energy.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is moving energy from one place to another.
- ___ energy does the job wanted.
- ___ energy does not do the job wanted.
- A ___ is a way energy is transferred.
Guided practice
Question 1. What is transfer?
Moving energy.
Question 2. What is useful energy?
Job done.
Question 3. What is wasted?
Not useful.
Independent practice
Level 1: Start
- What is transfer?
- What is useful energy?
- What is wasted?
- Name a pathway.
- Is energy created?
Level 2: Grow
- Why waste?
- Why conserved?
- Why diagrams?
Level 3: Stretch
- Draw chains.
- Label waste.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain what happens to energy in a light bulb.
Show a sample answer
Use useful and wasted.
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: Spreads out.
Fix: Transfer it.
8. Lesson summary and revision card
- I can define energy transfer.
- I can list transfer pathways.
- I can identify useful and wasted energy.
- I can draw energy diagrams.
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 transfers by forces, current, light, sound and heating.
- Some energy is always wasted as heat.
- Energy is conserved.
- Diagrams show how energy splits.
11. Next lesson
Next lesson: Energy transformation. 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 transfer and wasted energy. [2 marks]
- Name three pathways. [3 marks]
- Draw a diagram for a bulb. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- 1 each
- Input [1]; useful [1]; wasted [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 transfer?
- What is useful energy?
- What is wasted?
- Name a pathway.
- Is energy created?
- Why waste?
- Why conserved?
- Why diagrams?
- Draw chains.
- Label waste.
Homework
Draw an energy diagram for a toaster or a fan (adult help).
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is transfer? | Moving energy. | 1 |
| 2. What is useful energy? | Job done. | 1 |
| 3. What is wasted? | Not useful. | 1 |
| 4. Name a pathway. | Heating. | 1 |
| 5. Is energy created? | No. | 1 |
| 6. Why waste? | Friction, heat. | 1 |
| 7. Why conserved? | Not destroyed. | 1 |
| 8. Why diagrams? | Show split. | 1 |
| 9. Draw chains. | Diagrams. | 1 |
| 10. Label waste. | Labels. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Moving energy.; 2 Job done.; 3 Not useful.; 4 Heating.; 5 No.. Level 2: 1 Friction, heat.; 2 Not destroyed.; 3 Show split.. Level 3: 1 Diagrams.; 2 Labels.; 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 transfer | 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 List transfer pathways | 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 Identify useful and wasted 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 |
| O4 Draw energy diagrams | 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: “Wasted energy disappears.” Spreads out.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Draw energy transfers.
- 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 studies energy transfer. You do not need to be an expert to help.
- Feel a warm phone.
- Ask “Where is that heat from?”
- Switch off unused 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 transfer; list transfer pathways; identify useful and wasted energy; draw energy diagrams.
Prerequisite knowledge. Grade 5 ideas: energy forms, light, shadows, sound and heat.
Materials. Toy car, torch, calculator. 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. Check cells.
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). Rub hands and ask, “Where did the heat come from?”
Explanation (10 min). Teach transfer.
Guided activity (10 min). Learners draw.
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. Where does the energy go? What is wasted?
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. “Wasted energy disappears.” Spreads out.
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. Draw energy transfers. 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 2; 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.