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Science · B7

Term 3 · Week 1 · 2.00 credits · GHS 1.00

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Lesson Note - Science

LA PRESBY A & B JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Science

Lesson 1 of 2

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

WONDER MAKAFUI TOKLO

Subject

Science

Class

JHS 1 (B7)

Class Size

—

Duration

50 mins

Week No.

Week 1

Strand

4. Forces And Energy

Sub-Strand

3. Conversion And Conservation Of Energy

Content Standard & Indicators

B7.4.3.1.1 B7.4.3.1.2

Content Standard

Demonstrate knowledge of how to assemble and explain the functions of basic electronic components and their

Indicator 1 B7.4.3.1.1

Explain the principle underlying conservation and conversion of energy.

Indicator 2 B7.4.3.1.2

Demonstrate the conversion of energy into useable forms.

Performance Indicator

Explain the principle underlying conservation and conversion of energy using a diagram of energy transformation in a closed system.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 20 Apr 2026	1Identify forms of energy and recall how energy changes from one form to another 2Ask learners: When Kofi switches on a torch, what happens? Learners shout out the energy forms they see (light, heat). Write their answers on the board	ENERGY CONSERVATION LAW USING DRY CELL EXAMPLE 1Draw a large circle on the board labelled 'Closed System'. Inside, write 'Dry Cell' at the centre. Using the textbook diagram on page [X], show learners how a dry cell contains chemical energy that transforms into electrical energy when connected to a bulb. Trace the arrows: Chemical → Electrical → Light + Heat 2Distribute the science kit dry cells and a simple bulb circuit to each group. Learners observe and feel the heat from the bulb, then record in their exercise books: What energy forms do we see and feel? They write at least two 3Ask a volunteer from the group that finished first: Can the total energy disappear? Guide them to conclude: No, it changes form but stays the same amount. This is conservation of energy	1Textbook 2Science kit dry cells and bulb circuit 3Chart/diagram of energy conversion 4Exercise book	1Show the chart/diagram of energy flow in a closed system. Learners choral repeat three times: Chemical energy becomes electrical, heat, and light, but the total energy stays the same 2Pairs compare their exercise book answers with each other and tick if both recorded two or more energy forms correctly Exercise 1Draw a simple diagram showing how energy in a dry cell changes into light and heat when a bulb is switched on, and write one sentence explaining why the total energy does not disappear in their exercise books.
Tue 21 Apr 2026	1Identify everyday energy conversions in Ghanaian homes and markets 2Ask learners to name one appliance they saw this morning and whisper to their partner what energy it uses	ENERGY CONVERSION IN DAILY LIFE 1Display the Chart/diagram showing energy conversions (torch: chemical → light; fan: electrical → mechanical; charcoal stove: chemical → heat). Learners copy the three examples into their exercise books and label the energy types using the Textbook page 45 as reference 2Call on one representative from each pair to read their copied example aloud; confirm each conversion with the class by repeating chorally three times 3Learners identify one appliance in the school compound (e.g. solar light, grinding mill, radio) and write down what energy enters and what energy comes out using the Science kit/specimens labels as a guide	1Textbook (page 45) 2Chart/diagram showing energy conversions 3Exercise book 4Science kit/specimens with energy conversion labels	1Learners stand and point to three different objects in the classroom (e.g. bulb, fan, blackboard), then whisper the energy conversion for each to their neighbour 2Ask: How many energy conversions do we use before arriving at school today? Learners show fingers 1–5 to indicate their count (trotro engine, school bell, classroom light) Exercise 1Draw a simple diagram showing how a torch converts chemical energy into light energy, labeling the energy types at each stage in their exercise books.

Class Teacher

WONDER MAKAFUI TOKLO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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