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Integrated Science · B4

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Integrated Science

Ntwentwena M/A Basic

Weekly Lesson Plan

Basic 4 · Term 3

Integrated Science

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Nyame Patience

Subject

Integrated Science

Class

Basic 4

Class Size

Duration

35 mins

Week No.

Week 2

Content Standard & Indicator

B4.4.3.1.1

Content Standard

Know that movement is caused by applied forces due to the release of stored energy

Indicator

Demonstrate understanding of elastic and compressional forces and their everyday applications

Performance Indicator

Learners will demonstrate understanding of elastic and compressional forces by identifying and describing how these forces cause movement in everyday objects.

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 (12 mins) New learning + assessment	Resources	Phase 3: Plenary (4 mins) Reflection + exercise
Wed 29 Apr 2026	1Recall the meaning of elastic and compressional forces and identify examples of each in the classroom 2Show learners a rubber band stretched between two fingers and a bicycle pump being pushed in. Ask: What happens to the rubber band when I release it? What happens when I push the pump? Learners whisper answers to their partner	EXPLORING ELASTIC AND COMPRESSIONAL FORCES USING REAL MATERIALS 1Distribute rubber bands, springs, and toy cars to groups of 4. Ask each group to stretch a rubber band, release it, and describe what they see using the chart provided. Groups write one sentence: 'The rubber band moves because _____.' Call on one representative from each group to read their sentence aloud. Confirm that elastic force is stored energy released to cause movement 2Give each group a bicycle pump and a balloon. Learners push the pump handle and observe the air entering the balloon. Using pictures of real-life compressional forces (e.g., car brakes, air compressor, mattress being pressed), ask learners to match each picture to the correct description on the chart. Guide learners to explain how pushing the pump stores energy in the balloon that can be released as movement. Struggling learners work with the teacher to match 2 pictures only; others complete all 4 matches 3Struggling learners: pair with a stronger peer to observe and describe one material only. Fast finishers: predict what happens if they apply more force to the rubber band or pump.	1Rubber bands 2Springs 3Toy cars 4Bicycle pumps 5Balloons 6Chart showing elastic and compressional forces	1Ask learners: Where do you see elastic or compressional forces in your home? Learners share in pairs (e.g., door hinges, mattress, ball bouncing). Select 3 pairs to share with the class 2Learners demonstrate one force with their own hand: stretch and release fingers (elastic), or press palms together then release (compression). Whole class repeats both movements chorally while saying the force name aloud Exercise 1Write or draw: Show a picture of a catapult about to release a stone. Ask learners: What type of force is stored in the catapult before it releases? Explain how the stone will move when the catapult releases this force. (Acceptable answer: Elastic force is stored; the stone moves forward because the elastic force is released.) in their exercise books.

Class Teacher

Nyame Patience

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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