Professional Documents
Culture Documents
Day : Monday
Date : 17/11/2008
Time : 10.00 a.m – 11.00 a.m. (one hour)
Topic : Water
Sub-topic : Water as a solvent
Previous knowledge:
Materials:
1) Mineral water
2) Tap water
3) Tablespoons
4) Glasses
5) Sugar
6) Milo powder
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7) Coffee powder
8) Sand
9) Chalk powder
11) Salt
13) Ovaltine
15) Flour
Resources / References:
Content:
- Definition of dissolve.
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- Definition of solution.
Aims:
1) To provide the students with the basic knowledge and understanding of Science
2) To provide the students with enjoyable science experiences which build on their
Objectives:
1) Define orally and correctly the terms soluble and insoluble substances.
Precautions:
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3) Do not play with all the materials used for the experiments.
The teacher puts an empty transparent glass, a bottle of mineral water, a spoon and a
packet of Coffee mate. The teacher asks the students to predict what she will do with
those things. Then, the teacher asks the students to observe the teacher’s action.
First, the teacher pours the mineral water into the glass so that it fills half of the glass.
Then, the teacher tears the Coffee mate packet. Using the spoon, the teacher takes a
tablespoon of the Coffee mate powder and put it into the glass of water. Next, the teacher
stirs the mixture evenly. Then, the teacher holds the glass and shows it to the students.
The teacher asks whether the students are familiar with the procedures that she
demonstrated. The teacher expects that the students to answer that they have seen their
Then, the teacher will tell the students that they are going to do the same procedures for
their experiments that day. Before the teacher starts teaching, the teacher reads and
explains the safety precaution that the students should know before starting the
experiments. The teacher pastes a manila card containing the safety precaution on the
whiteboard.
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Activity Proper – Lesson Development (50 minutes):
First, the teacher demonstrates an experiment in order to explain the terms ‘DISSOLVE’
and ‘SOLUBLE’. The teacher explains and demonstrates the experiment to the students.
For the first demonstration, the teacher uses a tablespoon of solid sugar. The teacher fills
the glass with tap water. The teacher puts the sugar into the glass containing water. Then,
the teacher asks the students to observe the bottom part of the glass. The expected answer
is “sugar is seen at the bottom of the glass”. The intention of this question is to encourage
Then, the teacher stirs the water. The teacher instructs the students to observe what will
happen to the sugar if she stirs the water containing sugar. Teacher’s question: “Where do
you think the sugar has gone?”. The expected answers are “sugar has disappeared or
sugar has mixed with the water”. The teacher accepts the answers and explains that the
correct term to be used is ‘DISSOLVE’. Then, the teacher writes the term and the
definition on the whiteboard. The term ‘dissolve’ means the substance (in this case,
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The teacher explains further that when the sugar has dissolved into the water, it is called
‘SUGAR SOLUTION’. The teacher writes ‘SOLUTION’ and the definition on the
whiteboard. The term ‘solution’ means a liquid into which a solid has been mixed
and dissolved.
For further understanding, the teacher demonstrates another experiment. This time, the
teacher uses Milo powder. The teacher repeats the same procedures for this experiment.
Next, the teacher asks a student to demonstrate the same experiment using coffee
powder. The teacher asks the student to demonstrate the experiment to his or her friends.
After all the experiments, the teacher concludes that sugar, milo and coffee powder
teacher writes the term and its definition on the whiteboard. Soluble substances means
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Demonstration 2 (10 minutes):
Next, the teacher demonstrates an experiment to explain the term ‘INSOLUBLE’ to the
students. For the first experiment in this part, the teacher uses a tablespoon of chalk
powder. The teacher fills the glass with tap water. The teacher puts the chalk powder into
the glass containing water. Then, the teacher asks the students to observe the bottom part
of the glass. The expected answer is “the chalk powder is seen at the bottom of the glass”.
The intention of this question is to encourage the students to use their 5 senses. In this
Then, the teacher stirs the water. The teacher asks the students what they observe. The
expected answers are “the water turns chalky (white in colour) and we can still see the
The teacher explains that chalk powder is insoluble in water. Since this is the first time
the teacher introduce the term, the teacher writes the tem and its definition on the
For further understanding, the teacher demonstrates another experiment. This time, the
teacher uses sand. The teacher repeats the same procedures for this experiment. Next, the
teacher asks a student to demonstrate the same experiment using black pepper. The
teacher asks the student to demonstrate the experiment to his or her friends. Then, the
student shares the results with the class. After all the experiments, the teacher concludes
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that chalk powder, sand and black pepper do not dissolve in water. Therefore, they are
insoluble substances.
After the teacher explained and demonstrated a few experiments to the students in front
of the class, the teacher divides the students into four groups for the group work activity.
The teacher selects which students to be in each group. The teacher calls out the names of
the students to be in Group A, B, C and D. This is done to make sure that each group
consists of mixed ability students. The aim for doing this is to avoid the fast learners to
dominate the activity. Not only that, the fast learners can help and guide their friends
For the group work activity, each group is given the same substances to be tasted. They
are given 20 minutes to do the experiments. The teacher provides worksheets for the
students to fill in and record their results. The teacher instructs the students to submit the
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Post Activity (7 minutes):
The teacher asks the students verbally about what they have learnt during the lesson. The
teacher asks the students to give the terms and definitions used throughout the lesson.
The intention for asking the questions is to impose the concept of soluble and insoluble
substances within the students. Questioning technique is also as a method to recall the
Expected answer : ‘Solution’ means a liquid into which a solid has been mixed
and dissolved.
in water.
dissolved.
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Closure (3 minutes):
The teacher closes the lesson by asking the students to list out five substances which are
soluble and insoluble. Then, the teacher asks the students to write down the terms and
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APPENDIX 1
FLOUR
SALT
TURMERIC
POWDER
WHITE PEPPER
OVALTINE
MILK POWDER
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