Lesson Plan Template-1

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Lesson Plan Template-1

KLA: Science Stage of

Learner: Stage-4 Year Group: 7 C Lesson Duration: 60 minutes Safety

Considerations: Consider use of sharp pens, pencils, and shapers and students’ walking and movement.

General hazard in classroom-untidy bags, tables edges, and chairs Practical activity safety.

Careful about unnecessary accidents.

Printing / Preparation:

Check the internet, video clips, simulations, smart board, and

projector. Extra sheets

Necessary printouts Students’ additional needs.

Pens and pencils. Hand on practical materials

Knowledge and Understanding( K&U) Strand:

CHEMICAL WORLD Working

Scientifically (WS) Strand(s): QUESTIONING AND PREDICTING K & U outcome(s):

“Describes the observed properties and behavior of matter, using scientific models and theories about the motion and arrangement of particles

Explains how scientific

understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

WS outcome(s): Identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-4WS

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

WS context statement(s):

WS4 Students question and predict by:

K& U content descriptor(s):

a. Describe the behavior of matter in terms of particles that are

continuously moving and interacting

WS content descriptor(s):

a. Identifying questions and problems that can be investigated scientifically (ACSIS124,

ACSIS139)

b. Making predictions based on scientific knowledge and their own observations

(ACSIS124,ACSIS139)”

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Highlight any areas addressed within lesson: General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural

understanding Literacy Numeracy

Personal and social capability

Learning Intentions: Success Criteria:

Students will able to describe the properties of different states of matters, arrangement, and motion of particles

Students will learn the metalanguage of these states of matter lesson.

Students will describe the behavior of matter in terms of particles that are continuously moving and interacting.

Students' contribution to group discussion, brain storming questions responses describe the understanding of properties of different states of matters.

Teacher’s feedback states about students’ engagement on assessment task/work sheet outcomes.

Students’ understanding of simulation activity involvement shows the metalanguage usage. Communication of states of matter with real life points out the student's knowledge of the behavior

of matter.

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

1.2 Deep understanding Deeper understanding plays a role to improve higher-order thinking. These aspects contribute' to communicate clearly and confidently about the content.

2.2 Engagement Engagement is a one of the quality learning environment method, which can explicit students to create the positive relationship with the teacher.

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Lesson Script

Introduction:

Time Teacher Activity Student Activity Resources

Prior to students entering The first teacher will check whether the class is clean and hazard free. The teacher checks the ideal classroom setups (collaborative learning setup).

Turn on-

lights/fans/computer/proj ector; video clip links up loads and software. Check assessment task printouts, work sheets, and student roll.

Prepare for practical activity setups.

Teacher writes today’s lesson topic and aims at a white board.

The teacher asks students to form a line in front of the ideal classroom.

. Markers, White board Work sheets Assessment tasks Computer Smart board Extra sheets Pen

Power point hard copies

Item printed card sets

Modified activity/ hands out prints outs Practical activity materials

Recorder/ head phone

Laptops (for class set)

Particular web page- Edmodo

Extension activity sheets.

05 min

Introduction:

Instruct students to

move quietly and sit

according to the

classroom setup.

Ask students to unpack the bag and take the

learning necessary

things.

Teacher greets the students

Students follow teacher’s instructions and sit quietly.

Students sit according to the table arrangement and unpack their bags.

Students’ greet 3.1 Background

knowledge

Background knowledge help students to create a meaningful connection between prior knowledge.

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Engagement:

Lesson starts with the brainstorm questions to

understand students’

prior knowledge and

identify some

misconceptions. (pre

assessment) Questions will be:

Have you heard about the word matter?

What is the matter? What are the common matters?

List few examples of matters?

List the answers on the board.

Teacher connects the

students’ ideas with

lesson focus without any confusion.

Allow students to write the correct answers in their book.

The teacher tells, "I will

explain the contents

clearly rest of this

lesson. teacher. Students actively participate in the brainstorming activity. Provide possible answers: Atom/particle/dust/s oil Made up with something Water with dust Gas/air/Oxygen/ballo on

Solid/rigid

things/hard material Water/liquid/juice Students write down the correct responses from white board to note book.

White board

Different colour markers

Papers pens

05 min

Mark the roll.

Before move on to the

lesson, the teacher

provides the vocabulary list to students.

Ask students to check and mark the vocabulary list.

I will explain the

importance of words

meanings, definitions

throughout the lesson. Allow Students to write

Students listen

carefully and help to mark the roll.

Support for roll

marking

Listen to teacher’s instructions.

Throughout the

Class roll list White board marker vocabulary lists White board Marker Paper

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the meaning whenever they want.

Allow them to write down the meaning in their note book.

The teacher points the today’s’ lesson aims will be:

What is the definition of matter?

What are solid, liquid, and gas and how they behave?

What are the common examples of each state of matter?

Particle model-

The basic structure of

the atom, particle

arrangement, and

behavior, diagrammatic

representation of all

states, what are plasma and first-hand activity

for investigation and

demonstration.

lesson, students use to understand the word definitions and

the write the

meaning on their list.

Listen to teacher’s introduction.

pen

White board Markers

The body of Lesson:

10 min

Engage into Lesson focus:

Pair activity –(teacher planned activity)

Distribute “item”

printed on cards (10 cards for one pair) to sort out according to the states of matter.

Teacher instructs the

activity clearly

(planned).

Students get the sets of cards.

Students listen to the

instructions and

actively participate to finish their activity as a pair.

Each pair writes the answer under matter or non-matter or not

Papers pens

White board Markers.

An item printed card sets. Pair and share activity sheets

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Teacher lists (card activity) the correct answer on the white board.

The teacher finally

provides the whole class explanation to find the definition of "matter". Teacher checks which

pair got 10/10?

(Formative assessment) Video clip viewing:

Teacher views a short video clip to explain What are solid, liquid, and gas and how they behave?

The teacher provides a work sheet to complete as an individual task (formative assessment). Teacher allows students to ask questions.

The teacher walks

around and helps to

clarify their

misconception.

After that teacher tells to students to place the worksheets on the note book.

Explain the states of matter properties and behaviours clearly on the board with the help of hand out.

Note: Extension activity

made for advanced

students.

Check the time 20

minutes of the lesson.

sure columns.

Students correct

their answers and

write down the

definite of the

“matter”.

Students raise their hands.

Students actively

watch the video clip

and finish their

individual task.

Students ask their misconceptions

without disturbing

others.

Students listen to

teacher’s explicit

explanation and note

down the extra

points in the note book.

Laptop/computer Internet

Smart board.

States of Matter (solids, liquids, and gases):

https://www.youtube.com/watch?v=bMbmQzV-Ezs Work sheets-1 White board markers papers glue sticks pens Hands out

Extension activity sheets

15 min

Explain and evaluate-Group work:

Assign a hands-on _Follow _the

Practical materials placed on one table: Syringes (150ml

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activity to explicit the explanation of compression properties of each matter. Teacher guides) students to form a group and how to carry

out this activity

(planned).

Teacher review the

procedures and let

students start the

activity.

Ask students to

investigate the

observation from the hands-on task.

The teacher walks

around and helps. After that teacher asks

students to find a

conclusion to explain about each state of matter.

Teacher provides

modified prints out for special need students (large prints/ colour prints)

Teacher corrects the misconceptions.

Teacher asks students to

place the practical

activity sheet in their book.

End of the group

discussion teacher

demonstrates the task clearly to students on white board.

Finally, teacher asks students to clean up the table and through the unwanted things to the bin.

instructions and start to do the activity. As a group work,

students try to

practice and find out the observation.

Each group member collaboratively

participates to find the observations.

End of the task

students provides the

group conclusion

points to the whole class.

Students ask doubt questions.

Students correct

their mistake and complete the activity.

Students take their own notes and clear their misconceptions. Students clean the tables and wash their hands.

Water Soil

Air (oxygen gas) Measuring cylinder. Tissue

Syringe with end caps

Goggles

Practical-hands outs.

Modified prints outs.

Papers

pens

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Time check-35 minutes

10 min

Explanation and

engagement.

The teacher explains the particle theory with the help of power point presentation.

Allow taking notes. Teacher connects the

particle theory with

states of matter. This will help students to correlate the concept into the main picture of the chemical world.

Simulation activity:

The teacher provides instruction about the activity and how to use the simulation link to

learn particle

movement.

Note: Teacher

considers the additional special needs students (recorder/head phone)

The teacher provides

the device to all

students.

The teacher moves

around the classroom

and supports for

students learning. Ask students to complete the diagrammatic representation of solid/liquid/gas molecular structures on a given sheet (formative assessment task).

Students engage into

the power point

presentation and

take notes.

Students follow the

instructions and

actively participate as an individual task.

Every student logs on to the device and try

to practice the

particle movement.

Students ask their misconceptions and get teacher’s help.

Students actively

draw the diagrams and label it well. Students ask their misconceptions. Laptop/computer Internet Smart board. Particle theory- https://www.slideshare.net/mithusarkar/daltons-atomic-theory-

Explanation of the practical summary-handout

Laptops (for class set) Internet

Particular web page- Edmodo Smart board.

States of matter:

https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html

Recorder/head phone

Work sheet for solid/liquid/gas molecular structures

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Teacher asks to create

diagrammatic models

for each state of

matters.

The teacher helps to complete the activity.

10 min

Elaboration of lesson objectives:

Short video clip views to

explore states of

matters and how

matters can categories into different states. Teacher considers the additional special needs students (recorder/head phone).

Ask questions to

connect the concept with nature of life.

For example, the

teacher asks few inquiry based questions:

“How do wet clothes get dry on cloth line?

Why do car windows fog up in winter?”

The teacher explains the

lesson objectives

throughout the lesson. Time check- 55 minutes

Students quietly

watch the video clip and write the main lesson focus on the note book.

Students connect all the lesson contents to answer the inquiry based questions. Students support to provide possible responses without disturbing others. Because of- Hot. Wind Evaporation Humidity Inside heater Outside temperature is low Humidity Laptop/computer Internet Smart board.

Different types of matters:

https://www.youtube.com/watch?v=ELchwUIlW a8

Recorder/ head phones.

White board and markers

Conclusion:

05 min

The teacher tries to reinforce all the lesson contents to lesson aims with the help of concept map.

Allow students to draw the summary of concept

Students listen and copy the map in their book.

White board

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map in their book. Each time teacher marks the aim on the white board.

Allow students to check the vocabulary list again.

End of the lesson

teacher asks them to fill the vocabulary list again (assessment task). The teacher provides the home work question on the white board.

What is plasma? Where can you find it? Example for plasma? Next lesson we will study about how increase or decrease in the amount of heat energy possessed by particles to changes in particle movement.

Teacher collects remain papers, pens, hands outs from students.

Allow students to pack up and ready for the other lesson.

Students write down

the home work

question in their note book.

Students help to the teacher.

Students pack up and push their chairs and tables.

Marker.

Assessment: Prior knowledge checking tasks, formative assessments, individual task and vocabulary task. How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How will this be measured?

Students’ contribution their understanding of different states of matters, particle theory knowledge and

properties of different states. .

In the group discussion, brain storming and pair and share activity students contribute their lesson understanding very well.

Students’ success of describing ability about particle model and

arrangement, behaviour and diagrammatic representation.

Students’ engagement and assessment task/work sheet feedbacks provide the clear knowledge gained through the lesson.

Students’ deeper

understanding and identifying states of matter clarification.

Students’ understanding of stimulation activity and completion of states of matter vocabulary list show the evidence of understanding.

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Reflection:

What have I learned about

teaching and learning

processes when preparing this lesson?

I reflect my teaching and learning process must include different types of teaching strategies (group task, individual activity, pair and share, ICT, numeracy and literacy challenges, and stimulation).

I need to maintain a good relationship with students to provide the positive learning environment.

Other Considerations:

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 3.5.1

Demonstrate a range of verbal and non-verbal communication strategies to Support student engagement.

Group discussion and brain storm activity provide the verbal communication skill development.

3.3.1

Include a range of teaching strategies

All the lesson content teachers with help of different teaching methods. Brain storm activity, Pair and share activity, group work hand on

practical, open ended questions, individual task, stimulation, video clips, and presentation.

3.4.1Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

This ICT resources incorporation helps students to engage in the lesson. Power point, videos, and stimulation activity.

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Resources:

Vocabulary List:

Words Never know Heard Know Define

Solid Gas Liquid Atom Element Compound Matter Motion

Pair and share activity sheet-

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Card set for pair and share activity

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Hand out about states of matter

Group activity investigation procedures:

The aim of this experiment: Students need to find out the each matter compress ability.

Safety: General laboratory hazards, careful about the eye (use goggles), syringe tip sometimes can heart.

Material: Syringes (150ml) Water Soil Air (Co2) Measuring cylinder. Tissue

Syringe with end caps

Safety: Ware safety goggles all the time

Care of the students' figure because syringe may get break General hazads-walking and movement.

Procedures:

1. Filling a syringe (150 ml) with 50ml water and placing a finger over the end than trying to compress the syringe.

2. Filling the syringe with the same amount of soil and repeating the process. 3. Filling the syringe with the same amount of air and repeating the process.

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Observation:

Each group has to investigate the problem which they observe. Each time ask how far the syringe can be compressed?

What is the volume difference you can see on syringe?

Matters Can compress Volume difference Why?

soil water Gas

Conclusion:

Video link

States of Matter (solids, liquids, and gases):

https://www.youtube.com/watch?v=bMbmQzV-Ezs

Short video resource: Different types of matters:

https://www.youtube.com/watch?v=ELchwUIlWa8

Simulation activity States of matter:

https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html

Power point presentation:

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Work sheet for solid/liquid/gas molecular structures

Solid

Gas

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Particle theory concept map-hand out

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References:

Dalton Atomic Theory - SlideShare(2011). Retrieved from

Particle theory- https://www.slideshare.net/mithusarkar/daltons-atomic-theory- Example of matters.2017/8/4. Retrieved from

https://www.google.com.au/search?biw=1024&bih=652&tbm=isch&sa=1&q=matter+examples+for+

kids&oq=matter+example&gs_l=psy- ab.1.1.0l3j0i5i30k1.9850.14828.0.16990.9.9.0.0.0.0.228.1970.2-9.9.0....0...1.1.64.psy-ab..0.9.1967.1XLRn11R0qM#imgrc=CQNk4XUxh6yefM

Matter Cloze Worksheet: 2017/8/6.Retrived from.

https://www.google.com.au/search?biw=1024&bih=652&tbm=isch&sa=1&q=state+of+matter+work

+sheet+&oq=state+of+matter+work+sheet+&gs_l=psy- ab.3..0i13k1l3j0i13i30k1.294061.295294.0.296100.8.8.0.0.0.0.335.1107.0j3j1j1.5.0....0...1.1.64.psy-ab..6.1.334.8x--FthXDLc#imgrc=c8KDZTZzlc9SGM:

NSW syllabus for the Australian curriculum / Board of Studies, New South Wales: Science K-10 syllabus

2012. Sydney Board of Studies NSW. Retrived from.

https://syllabus.nesa.nsw.edu.au/science/science-k10

Phet (2016).Simulation activity States of matter: Retrieved from

https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html States of matters behaviour. 2017/8/7. Retrived from

https://www.google.com.au/search?tbm=isch&q=practical+conclusion+for+states+of+matters+compr essing+behaviour&spell=1&sa=X&ved=0ahUKEwixvuT8osnVAhVDXbwKHfcDBl4QBQgkKAA& biw=1008&bih=644&dpr=1#imgrc=QxItcJnyZX6T7M

States of Matter (solids, liquids and gases).(2013). The Chemistry Journey : The Fuse School: Retrieved from https://www.youtube.com/watch?v=bMbmQzV-Ezs

What's Matter?2015 - Crash Course. Retrieved from Re https://www.youtube.com/watch?v=ELchwUIlWa8

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Lesson Plan Template-2

Learner: Stage 4 Stage group 7C Lesson Duration: 60 minutes Safety Considerations:

General hazard in classroom-untidy bags, tables edges and chairs.

Consider use of sharp pens, pencils, and shapers and students’ walking and movement.

Practical activity safety

Printing / Preparation: Pens and pencils. Hand on practical materials

Check of internet, video clips, smart board, and projector. Extra sheets Necessary printouts Students’ additional needs. Knowledge and Understanding( K&U) Strand:

CHEMICAL WORLD Working Scientifically (WS) Strand(s): PROCESSING AND ANALYSING DATA AND INFORMATION K & U outcome(s):

“Describes the observed properties and behavior of matter, using scientific models and

theories about the motion and arrangement of particles SC4-16C

Explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

WS outcome(s): processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-7WS

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): WS7.2 Students analyze data and information

K& U content descriptor(s):

b. Relate an increase or decrease in the amount of heat energy possessed by particles to

changes in particle movement

WS content descriptor(s): Reflecting on the method used to

investigate a question or solve a problem,

including

evaluating the quality of the data collected”

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Highlight any areas addressed within lesson: General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural

understanding Literacy Numeracy

Personal and social capability

Students will

Learn the effect of temperature how can change the particle movement.

Understand the relationship between of hot and cool temperature effect in everyday life.

How to relate the particle model with temperature.

Teacher’s observations provide the students’ understanding of the effect of temperature how can change the particle movement. Experiment result collection and formative assessment feedbacks provide students learning capability.

Students’ engagement shows the high quality of learning gained through the lesson.

This refers to pedagogy focused on producing a 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

Teaching element

Indicators of presence in the lesson 1.4

Higher-order thinking

Higher-order thinking is an important factor to facilitate the understanding of lesson concepts.

2.2 Engagement

The quality of learning can be achieved by the students’ engagement. That can facilitate, students to create the positive learning environment.

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Lesson Script

Introduction:

Previous to students entering

The first teacher will check whether the class is clean and hazard free. The teacher checks ideal classroom setups (collaborative learning setup).

Check assessment task printouts, work sheets, and student roll.

Turn on-

lights/fans/computer/proje ctor; video clip links up loads and software.

Teacher writes today’s lesson topic and aims at the white board.

Teacher asks students to form two lines in front of the ideal classroom.

Markers, White board Work sheets Assessment tasks Computer Smart board Extra sheets Pen

Power point hard copies

Item printed card sets

Modified activity/ hands out prints outs

Recorder/ head phone

05 min Introduction:

Instruct students to move quietly and sit according to the classroom setup. The teacher tells students to unpack your bag and take the learning things.

Students follow teacher’s instructions and sit quietly. Students sit according to the table arrangement and unpack their bags.

3.1 Background knowledge

The significance is helping to create meaningful learning. Background knowledge always helps students to connect all the aspect in multiple ways.

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Teacher greets the students.

Motivation:

The teacher starts the lesson with open ended question (prior

knowledge).

What is particle theory? Briefly, describe the each state of matters particle movements.

The teacher provides what is today's lesson aims and how we are going to achieve them.

Aims listed on the board. How temperature effect particle motion?

The teacher tells to write the heading in students' book.

Teacher asks, If you have any doubt about the previous lesson please ask now.

Students’ greet teacher.

Students support to

provide possible answers to open ended questions. Students listen to teacher’s introduction.

Students clarify a few misconceptions.

Students write the headings in their books.

White board Markers.

Papers Pens

05 min Mark the roll.

Teacher asks students to submit the home works.

Engagement:

The teacher gives three questions on a smart board?

Why ices melt?

How water becomes ice cube?

How muddy puddles get dry?

Tell students to find the answer from the pair and share discussion.

Teacher allows 2 minutes

Students listen carefully and help to mark the roll. Students provide their home work to the teacher. Students engage in the pair and share activity and contribute short answers to teachers.

Class roll list Smart board Home work folder

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to discuss.

Teacher gets the verbal answers and engorges them well.

10 min Before going into the lesson teacher distribute the list of words. Students have to write the meaning of the word end of the lesson (assessment).

Engagement- Design one common activity (teacher demonstration)

Teacher demonstrates the activity to the student (planned).

Blow up a balloon and focus the low setting hair drier on it.

Watch the observation and write it in your book

After the observation, that teacher explains the concept with the help of inquiry based on

questions.

What happened to inside air?

What is your answer if the balloon kept in cold place? Let students write the possible answers- student centered

Teacher gives a possible explanation to understand the misconceptions.

Students receive the word list and throughout the lesson, they try to learn the words.

Students listen to teacher’s small experiment

demonstration.

Students wait for the result of the observation.

Write the observation.

Students learn to understand the basic concepts and write the answers in their book.

Students ask misconception without disturbing others.

Word list White board Markers. Papers Pens Goggles Hair dryer Small balloon

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10 min Explanation:

To understand particle movement theory teacher shows an animated video to students (2 min).

After that teacher explains the lesson concept on white board.

Teacher connects the previous lesson knowledge with this lesson (Frayer model). Teacher uses real world examples also.

Note: Teacher considers the additional special needs students

(recorder/head phone) Allow students to take notes

After explanation teacher ask students to complete the work sheet-1 task (formative assessment). Teacher waits for few minutes and walks around to help.

End of the task the teacher asks them to place the task sheet in their note book.

The teacher helps them to correct the answer. Check the time (30 minutes of the lesson)

Students quietly watch the animated video clip.

Students actively learn the new concepts and take notes also.

Students collect the work sheet and actively answer the questions.

Students place the work sheets in the book and correct the answers.

Ask misconceptions and help from the teacher.

Internet

Computer Smart board

The Kinetic Molecular Theory (Animation): https://www.youtube.com/watch?v=1 Jtw8g795Us Work sheets-1 Pens Glue sticks 20 min Elaboration and

engagement the particle theory:

Group experiment: Teacher guides students to form groups (4

Students follow the guide and listen to a teacher.

Goggles Lab coat

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members).

Teacher assigns a

“balloon and the bottle” experiment.

Teacher gives the hand out of “balloon and the bottle” experiment

procedures and questions. Teacher briefly reviews the procedures to students.

The teacher explained the planned experiment clearly to students.

After the understanding of the procedures teacher asks students to make inquiries about:

The weight of the set up in cold/heat?

What is you will expect when temperature increase?

What will happen to water when it is heat/cool?

After answering the questions teacher allows students to start the experiment.

The teacher tells to students that all the instructions should follow in an appropriate manner. Teacher organized all the experiment items prior to the lesson.

Teacher allows students to finish the all the questions and tells them to place a sheet in their book.

Then allow them to clean the laboratory tables.

Without disturbing others students ask the questions.

Students write the inquiries question answers prior to the experiment.

All students follow the safety rules.

Students move carefully.

Students collect the materials from the organized table. Students work

collaboratively and find the scaffold the answers without any confusion. All listen to the instructions and clean the laboratory.

One member of the group moves and shares their data table to the other groups.

Experiment procedure

(students tied their hair and wear closed shoes)

6 sets of materials (one small balloon,

one small bottle, hot plate, balance, and oven mitt

Pens Glue sticks

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Ask students to compare their data table with other groups.

Teacher checks the time (50 minutes of the lesson)

05 min Explanation and

evaluation:

The teacher explains the observations clearly to students on white board. Each predicts questions explained thoroughly with the help of particle

theory.

Now teacher asks

students to complete the word list task (formative assessment).

Tell the answers for students’ misconception. Time check-55 minutes

Students cooperate to understand the how temperature effects on particle movements.

Complete the word list task.

Ask the misconceptions.

White board Markers

Conclusion:

05 min Teacher concludes the

lesson with the summary of particle movement diagrams. Then explains how particle movement disturbs with temperature effects. All the

explanations connected with lesson aims and everyday life.

Students get a home work task.

Each student has to create cartoony diagrams of all states of matters’ with temperature effect. Next lesson you all will study how temperature affects the different states

Students understand the connection of the lesson how will affect everyday life.

All write the home work question.

Students help to the

teacher.

Students pack up and push their chairs and tables.

White board Markers

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phase changes.

Teacher collects remain papers, pens, hands outs from students.

Allow students to pack up and ready for the other lesson.

(Science Web, 2017) and (Sciencenetlinks,2017)

Assessment:

Word list, open ended question, formative assessment and pair share activity

How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How will this be measured?

Students' understanding of the effect of temperature how can change the particle movement.

Teacher’s observations provide the students’ understanding of effect of temperature

Students learning capability and understanding.

Experiment result collection and formative assessment feedbacks provide

High quality of learning gained through the lesson

Students' engagement in group activity shows the high quality of learning gained through the lesson.

Reflection:

What have I learned about teaching and learning processes when preparing this lesson?

Learn new websites to get the teaching resources. Different ideas of experimentations.

Time management skills.

Other Considerations:

Graduate Standards Evidence within this lesson 3.3.1

Include a range of teaching Strategies.

Use different teaching strategies such as pair, open ended questions method and share activity, group activity

2.2.1

Organize content into an effective learning and teaching sequence.

Effective learning carried out through engagement, explanation, engagement, and exploration of lesson sequencing.

Used open ended question, pair and share activity, small experiment, ICT use, and group work activity.

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References

Advanced science serving society. 2017.Sciencenetlinks. Retrieved from http://sciencenetlinks.com/lessons/temperature-changes-everything/

Australian science teachers association. 2017.Temperature Changes Everything

Science Web Australia. Retrieved from.http://scienceweb.asta.edu.au/years-5-6/unit1/lesson-two/yr56-unit1-lesson-2.html

NSW syllabus for the Australian curriculum / Board of Studies, New South Wales: Science K-10 syllabus 2012. Sydney Board of Studies NSW. Retrieved from.

The Kinetic Molecular Theory (Animation) 2016.Scámarca Productions. Retrieved from https://www.youtube.com/watch?v=1Jtw8g795Us

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Resources:

Word list Words Meaning Melt Freeze Evaporate Boil Heat Work sheet-1

Animated video:

The Kinetic Molecular Theory (Animation): https://www.youtube.com/watch?v=1Jtw8g795Us

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Experiment

Materials:

Procedure:

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Data Collection Table

Analysis Questions:

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Lesson Plan Template-3

Learner: Stage 4 Group learners 7C Lesson Duration: 60 minutes Safety Considerations:

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 Ethical understanding Information and communication Intercultural understanding

Literacy Numeracy Personal and social

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technology capability

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.

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

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.

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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.

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

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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

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

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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:

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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.

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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

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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.

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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.

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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

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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.

liquid

Condensation

Cool

Heat

Cool

solid

Evaporation

Freeze

Melt

Gas

Heat

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Extension activity:

How to correlates these phase change with water cycle?

What are the other examples you can use to explain these situations?

Practical

Aim: explore and investigate how water changes into different stages (physical changes). Materials

One set per group

• Ice cubes

• ice cube tray

• different shape or size of the clear plastic container

• freezer

• clock/ timer

• clear plastic cups

Each group members have to get a roll to play example writer, time keeper, and illustrator Procedure:

1. Take an ice cube in a clean plastic cup

2. After the placement of cube, student has to start the stop watch or timer. 3. Draw a picture of the ice cube

4. Write one property of the cube

5. Have continuous observation of cube Students have to follow a set of questions: a. Which are- Feel of the cube

b. Ice made up with what?

c. Change the ice into different shapes of the container and what you can see now? d. What will happen to the ice after some time?

e. How will you get to know?

f. How long will it take one stage to another stage?

6. Every 3 minutes interval students have to repeat the same questions to get the observations. 7. Students have to stop entering when the ice got completely melt.

8. Students have to record the observations with three minutes time intervals (15 minutes take to complete fully).

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The above questions need to consider for the observations. Observation:

Discussion:

Conclusion:

(Science link, 2017)

Set of other questions- Inquiry based questions to investigate the main idea of the practical. After the completion of ice:

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?

How to explain these changes with one word? Can you make ice again? How long will it take?

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Hand out:

CHEMISTRY TERM PHASE CHANGE

Fusion/Melting Freezing Vaporization/Boiling Condensation Sublimation Deposition Solid to a Liquid Liquid to a Solid Liquid to a Gas Gas to a Liquid Solid to a Gas Gas to a Solid (Chem4kids.com.2017)

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References:

Australian science teachers association. 2017. Water and Ice: Science Web Australia. Retrieved from http://sciencenetlinks.com/lessons/water-1-water-and-ice/

Chem4kids.com.2017.Changing States of the matter. Retrieved from http://www.chem4kids.com/files/matter_changes.html Chemistry Phase Changes - Shmoop. 2017/8/5. Retrieved from

https://www.google.com.au/search?biw=1008&bih=644&tbm=isch&sa=1&q=diagrammatic+of+diff erent+stages+evaporation%2C+condestation%2C+melting%2C+boiling&oq=diagrammatic+of+diff

erent+stages+evaporation%2C+condestation%2C+melting%2C+boiling&gs_l=psy- ab.12...24448.55179.0.56965.54.51.3.0.0.0.487.7351.0j9j18j4j1.32.0....0...1.1.64.psy-ab..20.0.0.S3by0PxxyQo#imgrc=KKazLtN3awoi9M:

Jdrin001.2015.Phase changes: Solid, liquid, gas. Retrieved from https://www.slideshare.net/jdrin001/phase-changes-52550614

NSW syllabus for the Australian curriculum / Board of Studies, New South Wales: Science K-10 syllabus 2012. Sydney Board of Studies NSW. Retrieved from.

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Justification

Knowledge and understanding of science visions puzzles in many ways and also that can lead to connect the nature of the real events. Three lesson plans organized to provide “chemical world” contents’ scientific knowledge, skills and knowledge and understanding to twenty-first-century students. One of the stage-4 unit outcomes (CW1) considered for organizing three coherent lesson plans which are "Describe the behavior of matters", " Changes of particle movement with temperature effect" and "Physical properties of matter relates to temperature" (NSW Syllabus 7-10, 2012). These lessons amended with many student-centered pedagogical content knowledge and cooperative learning approaches such as: planning and engaging strategies, investigating activities, eliciting methods, and evidence based learning to understand the real world situations (Discovery K-12 Grant National Science Foundation, 2013).

Science is a fascinating and challenging subject because it has much deeper and abstract concepts including with scientific terms. These three lesson plans designed to teach literacy developing strategies throughout the lessons. This teaching approach continues to develop students' growth of literacy skills throughout their life. All these lessons organized with different types of literacy catering methods. Lesson 1 and 2 have vocabulary list task to teach new words of "states of matter" and "effect of temperature on matters". The chemical world vocabularies possibly can teach the meanings, spellings, and punctuations of the states of matters. These words understanding can help to communicate and relate the real world problems. Furthermore, group discussion activity develops students' speaking skills. These literacy skills and recourses are most meaningful for future learning, debating and presentation tasks. Additionally, lesson 3 has the list of words on the white board but teacher design a task which is every student must talk something about minimum one words. This task develops speaking, reading and pronouncing ability of student regarding "phase change of states matters". These words are most common in general because of that students must learn the meaning of the words. These lessons summarized with the mind map, concept map, and diagram which are useful tools to learn the language of science (NSW syllabus k-10).

Throughout these three lessons, the constructivist approach of a 5E instructional model was used to organize the inquiry based learning. This model supports to construct the bridge in between students' prior knowledge to new information (Tanner, K. D., 2010). Designed all three lessons have the variety of 5E approaches to cater the new contents to students.

First lesson considered few engaging activities such as brain storming questions; that helps students' to assess the prior knowledge about states of matter, pair activity; demonstrate the response of the work and motivation of “states of matters’ behavior” lesson focus: video clip and power point incorporation facilitate students to learn in audio visual engorgement to study behavior of matters. These engagements are necessary to finish a group activity in the rest of the lesson (Rappa, Yip, and Baey, 2009). This group activity design helps students to scaffold the states of matter understanding to build positive interaction, reflecting ability, creativity, delivering a discussion, and development of social skills. Among three lessons

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two lesson designs with experiments because that can help students to reduce the cognitive load and engorgement of the lesson (Haslam, C, Y., & Hamilton, R, J. 2010).

All evaluation and explanation phases are important to learn further about the behavior of matters and other lessons. Another 5E component which is elaboration included in the lesson plan 1. Video clip views to elaborate how categories into three different states matters. That elaboration mostly facilitates teacher to how different types of matters are playing a role in real life? In this lesson, 5E model approaches improve students’ inquiry based learning attitudes and active participation about states of matters and their behaviors (Zhang, L. 2015).

Additionally, in lesson 2 the teacher’s common activity demonstration caters engagement for the student. This activity develops students' motivation to learn about "how temperature affects particle movement". After this activity students start to investigate and connect the prior knowledge to explain the activity. That can facilitate to frame the idea about particle movement how can disturb by temperature changes. The 5E model elaboration approach used to bring out the particle model theory through group activity. Here students did the experiments and collect the observations to elaborate the particle model theory. These experiment results provide students to reasoning the problem, clear explanations, proof, and conclusions. These understandings mostly offer comprehensible knowledge and skills about how temperature affects states of matters behavior (Barufaldi. J, 2002).

More over in lesson 3 has few explanation approaches to teach the phage changes of matter. This power point explanation encourages students to listen, assumptions, judgments, and predictions about the phase changes. These skills are really important to understand the chemical world concept with nature. This 5E explanation approach develops students’ discovery learning, questioning attitudes and examining their knowledge about real world examples to states of matters phase changes (Kirschner et al, 2006).

In lesson 2 organized with the animated video which explains the particle movement theory. Animated audio visual representation of particle theory helps a lot to teach the abstract concepts of the chemical world. This kind of explanation strategy creates interest on the lesson, think about the topic and motivation to learn about particle models and its usages.

Furthermore, all three lessons include evaluation approaches (formative assessments) in the lessons. Formative assessment tasks such as vocabulary list, open ended questions, individual tasks, group discussion, pair and share activity use to evaluate students’ knowledge of concept skills and progress of learning (Barufaldi. J, 2002). Especially, these evaluation processes show the evidence of the accomplishment. According to the results of a self-assessment, observation and engagement, students and teacher can assess their understanding of states of matter, the behavior of matters, examples of matters, how heat disturb particle movement and what are the phase changes occurs during the temperature effects. Though, all three lessons have the applications of Information and communication technology (ICT) because it provides many opportunities to learn, create and communicate, working collaboratively and problem-solving abilities. In addition to that ICT develops designing, data collection and analyzing, interpretation and digital technology development (NSW syllabus k-10). All lessons initially start with ICT