Science

Energy and conservation

An AR classroom game for Grade 6. Learners can aim with their hands at the camera or play by tapping the screen.

This set has 6 questions in an interactive multiple choice activity.

Curriculum indicatorว 2.3 ป.3/1

Play Host a classroom

A look before you play

Sample questions

A few real prompts from the game to help you choose an activity for your class.

01
What does the law of conservation of energy say?
- energy changes form but is never lost
- energy is used up and gone from the world
- new energy is created every time we use it
Read the explanation
Energy is never lost; it only changes from one form into another.
02
In a torch, what does the energy in the battery become?
- Sound to electricity, then light
- chemical to electrical, then to light
- heat to chemical, then to light
Read the explanation
Chemical energy in the battery becomes electrical energy, then light.
03
In the body, what does the energy in food become?
- light into chemical energy in muscles
- electrical into sound and light
- chemical into mechanical energy and heat
Read the explanation
Chemical energy in food becomes movement and heat.

Before you play

Game teaching guide

What children will practise

Energy transformations: the law of conservation of energy, energy in a torch, in the body, at a dam and in a solar panel, and using energy sustainably. It matches indicator ว 2.3 ป.3/1 (examples of one form of energy changing into another), a Grade 3 indicator since Grade 6 has none on energy; question 4 on dams links to ว 2.3 ป.3/2 (energy sources for generating electricity).

What's in the worksheet

6 questions, multiple choice with three options each - Conservation of energy: energy changes form but is never lost - In a torch: chemical to electrical, then light - Food in the body: chemical to mechanical energy and heat - A dam uses the mechanical energy of water; a solar panel uses light energy

How to use it in class

Use it after children draw an energy-flow diagram for one household appliance, about 5-6 minutes in teams. For questions 2 and 3, have teams sketch the energy arrows on paper before tapping. After question 1, ask: if energy is never lost, why save it? Then explain that some always ends up as heat we cannot use. You can link it to a class and record it in the gradebook.

Common sticking points

- Question 1: choosing energy is used up and gone, which matches everyday speech. Explain that it changes into forms we cannot use, mostly heat. - Question 3: choosing light into chemical energy in muscles, mixing it up with photosynthesis. Separate plants making food from light and bodies using food. - Question 4: choosing geothermal because it sounds like an underground source like a dam's water. - Question 2: the keyed answer goes chemical to electrical to light, but a torch bulb also gives off heat. If a child points this out, praise them for linking it to question 1.