General hazard in classroom-untidy bags, tables edges, and chairs Practical activity safety.
Consider use of sharp pens, pencils, scissors and shapers and students’
walking and movement.
Printing / Preparation:
Necessary printouts Students’ additional needs.
Pens and pencils.
Check of the
internet(NSW Science K-10 syllabus .2012), video clips, smart board, and projector.
Extra sheets Hand on practical materials
Knowledge and
Understanding(
K&U) Strand:
CHEMICAL WORLD Working
Scientifically (WS) Strand(s):
CONDUCTING INVESTIGATIONS
K & U outcome(s):
“Describes the observed properties and behavior of matter, using scientific models and
theories about the motion and arrangement of particles SC4-16CW Explains how scientific understanding of, and discoveries about, the
properties of elements,
compounds and mixtures relate to their uses in everyday life SC4-17CW
WS outcome(s): Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-6WS
K & U context statement:
CW1 The properties of the different states of matter can be explained in terms of the motion
and arrangement of particles.
(ACSSU151)
WS context statement(s):
WS6 Students conduct investigations
K& U content descriptor(s):
d. Relate changes in the physical properties of matter to heat energy and particle movement
that occur during observations of evaporation, condensation, boiling, melting and freezing
WS content descriptor(s):
a. Collaboratively and individually conducting a range of investigation types, including field work
and experiments, ensuring safety and ethical guidelines are followed (ACSIS125, ACSIS140)”
(NSW Science K-10 syllabus .2012, p101-116) Highlight any areas addressed within lesson:
General capabilities Critical
and creative thinking
Literacy Numeracy Personal and social
capability
technology capability
Learning Intentions: Success Criteria:
Students will learn:
Explanation about physical properties of matter to heat energy and particle movement that occur during
observations of evaporation, condensation, boiling, melting and freezing.
Explain how this observation happens in normal life cycles.
Carry out a small investigation practical to teach about the observation of melting process.
Understanding of physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing gets through the activity sheets and open ended question.
Students' engagement, involvement, and participation provide lots information about their learning and understandings.
Collaborative work participation and discussion of the group task inform the understanding of the melting observation.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing the deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge 1.2 Deep understanding 1.3 Problematic knowledge
1.4 Higher-order thinking 1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit
expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria 2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation 2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students.
Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge 3.2 Cultural knowledge 3.3 Knowledge integration
3.4 Inclusivity 3.5 Connectedness 3.6 Narrative
How are the quality teaching elements you have identified achieved within the lesson?
Teaching element
Indicators of presence in the lesson 1.5
Metalanguage Metalanguage uses to teach this lesson. This approach possibly helps students to communicate and discuss the subject matter substantively.
2.3 High Expectations
High expectation of quality learning provides students to create positive relation ship with teacher and other students
3.5
Connectedness
Connectedness of significance makes more meaningful learning. That will help students to connect the prior knowledge and normal examples.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources Preparation prior to students
entering
The first teacher will check whether the class is clean and hazard free.
Turn on-
lights/fans/computer/projector;
video clip links up loads and software.
Teacher checks ideal
classroom setups
(collaborative learning setup).
Check assessment task printouts, work sheets, and student roll.
Prepare for practical activity setups.
Teacher writes today’s lesson topic and aims at white board and vocabulary lists.
Teacher asks students to form a line in front of the ideal classroom.
Smart board Extra sheets Pen
Markers, White board Work sheets Assessment tasks Computer
Power point hard copies Item printed card sets
Modified activity/ hands out prints outs Practical activity materials
Recorder/ head phone Laptops (for class set) Extension activity sheets.
05 min
Introduction:
Instruct students to move quietly and sit according to the classroom setup.
Teacher greets the students Teacher asks students to unpack their bag and take learning need things.
Mark the roll.
Students follow teacher’s instructions and sit quietly.
Students set according
to the table
arrangement and unpack their bags.
Students’ greet
White board
Different colour markers
Class roll list Home work folder
Teacher asks students to submit the home works.
Initial question teacher asks:
“Ok 7 C” I am going to list few words on white board Tell me something about these words.
Evaporation, Condensation, Boiling, Melting and Freezing.
The teacher tells, “ you all will understand these words
meaning throughout this lessons of this unit”.
teacher.
Students listen carefully and help to mark the roll.
Students provide their home work to the teacher.
Some students’
response to give answers.
Boiling- I saw in our kettle.
Melting- Summer time my ice cream got melt.
Freeze- Canada has freezing winter.
White board Markers
05 min
Engagement :
Teacher shows a short video to engage students in the lesson (2 minutes).
After that teacher tells about the today’s lesson focus and how we are going to investigate it.
Today’s lesson aim is:
What are the particle movements changes occur during observations of evaporation, condensation, boiling, melting and freezing?
To understand I assign a collaborative experiment for you all.
Students watch the video.
Students listen to teacher’s introduction.
Internet Projector Smart board.
The water states:
https://www.youtube.com/watch?v=nH Mgqfw6Jes
The body of Lesson:
Time Teacher Activity Student Activity Resources 15
min
Engaging activity:
The teacher starts the lesson with an open ended question.
What is the main factor
Students listen to the question and answer it in the given paper.
Activity sheets-1 Pens
involves change the particle states?
How did you get that point?
(This activity use to check the prior knowledge of behaviour of matters).
Teacher asks students to write the answers in the given sheet.(individual task)
After 1-minute teacher collects the papers and explains the answer.
Explanation: Teacher uses a power point presentation to explain the phase change of matters.
Allow students to take notes and ask questions.
Evaluate the understanding:
After the presentation teacher asks students to complete the activity as a pair.
Teacher gives the activity sheet to work.
It is a cut and paste activity.
After this activity students allow to clean the table.
The teacher walks around and helps students.
The teacher will provide the answer to the work sheet-2 end of the lesson as a summary.
(formative assessments).
Let students correct their answers.
The teacher will create some extension activity for advanced students.
Teacher will check the time (25 minutes)
Students give the activity sheet and listen to teacher’s explanations.
Students understand the teacher’s explicit explanation.
Students take notes and ask
misconceptions after the presentation.
After the activity students clean the table.
Students check their answers with teacher’s answer.
Students ask their misconception without any disturbance.
Phase changes:
https://www.slideshare.net/jdrin001/phas e-changes-52550614
Scissors Glue sticks.
Activity sheet-2
Papers pens
Smart board.
Extension activity
30 min
Elaboration and exploration of the lesson focus:
Group activity:
Teacher guides students to form a group (3-4) and asks students to consider laboratory safety considerations and wear goggles and lab court.
Teacher distributes the
procedures and material list for students.
Then teacher reviews the procedures and asks, "Do you have any doubt regarding this practical".
Teacher clarifies the doubt and helps the students.
Practical aim is:
Explore and investigate (one condition of the observation-melting) how water changes into different stages (physical changes).
End of the practical
observation, the teacher asks them to clean up the laboratory tables and move to their table.
Teacher gives the list of questions on the smart board and as a handout.
The teacher walks around and helps to students.
Inquiry based questions to investigate the main idea if the lesson.
What can you see in the cup?
What is the stage different you can see now?
Can you explain what is happening when you change the ice into the different container?
What does the factor effect this observation? How?
Students follow the guidelines.
All students work collaboratively to investigate the target point of the lesson
Students carefully listen to the procedures review and ask their doubts.
Students follow the instruction and collaboratively work in the group.
Each of the group members shares the observation records to other group members
Students actively participate in the group discussion.
Ask the doubts.
Each group delivers their short discussion to others.
Other groups ask the questions after the each group discussion.
Students take extra points from the
discussion and write it
Laboratory setup for practical.
Material placed in one table Procedures
Smart board.
Set of other questions-hand out
How to explain these changes with one word?
Can you make ice again? How long will it take?
Each group has to provide a short discussion about
it.(assessment of
understanding)
Ask students to take notes.
Teacher provides the feedback after the each group discussion Teacher asks students to complete the practical
discussion and conclusion as a home work
down.
Conclusion:
Time Teacher Activity Student Activity Resources 05
min
Teacher mentions other state changes we will learn next lessons of this unit. Today I only covered one stage of change (ice become water-melting).
Again teacher asks, “Are you all confident to explain the meaning of the words which I asked in the initial “.(formative assessment)-
The teacher helps to students.
Teacher summarizes the lesson with short diagrammatic thinking tool and connects the lesson briefly to real life examples.
Check the lesson aim focus on the white board.
Tell students to copy the diagram in their book.
Teacher asks them to collect the word list and summary of the lesson hand outs.
End of the lesson teacher
Students follow the instructions.
Students' response to the teacher.
Some of them ask the doubts.
Students copy the diagram.
Students collect the hand outs Students help to the teacher.
Students pack up and push their chairs and tables.
White board Markers
Hand outs
mentions we will study other phase changes rest of the other unit lessons and connect all of them with real world
situations.
Teacher collects the balance hands outs, pens and papers.
Allow students to pack up and ready for the other lesson.
(Sciencenetlinks, 2017)
Assessment:
Formative assessment tasks, open ended questions and group activity.How will I measure/assess whether students have achieved the success criteria for this lesson?
Success Criteria: How will this be measured?
Understanding of physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing.
Find the activity sheets and open ended questions
Sometimes, students’ misconceptions give the students deeper understandings of the lesson.
Students' engagement,
involvement, and participation provide lots information about their learning and
understandings
Teacher’s observation provides the most valuable point of students’
lesson understanding.
Pair and share activity results also provide students’ developments.
Collaborative work
participation and discussion of the group task inform the understanding of the melting observation.
Group activity informs the students' engagement, development, and motivation about the lesson understanding.
Clearly, students' lesson concept understanding observed via group discussions.
Reflection:
What have I learned about teaching and learning
processes when preparing this lesson?
I need to engage and explore the lesson content through motivation process.
I have incorporated varieties of activates such as group work, assessment tasks, vocabulary list, ICT, pair and share work, and small individual task.
These numbers of strategies incorporation most probably help to engage students' learning.
Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson
2.1.1
Demonstrate knowledge
and understanding of the concepts, substance, and structure of the content and teaching strategies of the teaching areas.
Different types of methods used to teach the content of the lesson. Mainly ICT technology, teaching tool, group work, and questioning techniques.
Lesson organization may help to demonstrate the knowledge and understandings.
2.5.1
Know and understand literacy and numeracy teaching strategies and their application in teaching areas
Incorporation of .literacy and numeracy in group work task.
Additionally vocabulary list uses to find out the understanding of the words.
2.6.1
Implement teaching
Strategies for using ICT to expand curriculum learning opportunities for students.
Among the lesson short video and power point presentation used to explain the lesson content.
Activity sheet: 1 Name:
1. What is the main factor involves change the particle states?
2. How did you get that point?
Video clip: The water states:https://www.youtube.com/watch?v=nHMgqfw6Jes
Power point presentation: Phase changes:https://www.slideshare.net/jdrin001/phase-changes-52550614
Activity sheet-2
States of matter
Cut out the words and arrows below.
Arrange them on an A4 sheet of paper to create a diagrammatic representation of the changing states of matter.