Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 9:45am to 10:35am Date: Students Prior Knowledge:

Learning Area: Science - After Year 3, students should be able to

understand a change of state between solid
and liquid can be caused by adding or
removing heat (ACSSU046).

Strand/Topic from the Australian Curriculum

Chemical Sciences
- Solids, liquids and gases have different observable
properties and behave in different ways
(ACSSU077)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence
competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Understand the individual properties of gas.
Identify the presence gases in the world and everyday living.
Practise lab safety.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Check if interactive whiteboard is working and
compatible to the MacBook Air.
- Make sure all student iPads are charged.
- 6 small ice cream containers of water
- 6 plastic cups
- Tissue Box
- Photocopy 30 Science experiment activity sheets.
- Ensure all the links provided to the students are
working and accessible.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
- In order to support students who are struggling
with the set activities/lesson, the teacher could
assist the students by:
- Sitting and working with the student.
- Providing study/help cards from previous
lessons.
- Students who have hearing or sight difficulties
to be seated in the front of the class.
- Ensure to speak slowly and repeat
instructions, as two students are ESL and may
not understand instructions the first time.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the segment where they will be
9:45am Students will be sitting at their own desks. Instruct introduced.
students to not leave anything on their desks and pay
attention to the Interactive whiteboard. Youtube Video Link:
https://www.youtube.com/watch?v=C33WdI64FiY
Teacher will say: Year 5s, in todays lesson we will be
focusing on the third and final state of matter, which is
known as Gas. Before moving onto todays lesson,
lets sing and watch our States of Matter Song.
Students will remain seated, whilst the YouTube video
Matter chatter song will be played on the Interactive
whiteboard. Invite students to sing along to the song.
Students can also dance around the classroom.

9:50am
Introduce to students to the big question What is
Gas? The teacher will say: Year 5s we will be Youtube Clip What is Gas
watching a short video outlining what gas really is. Pay https://www.youtube.com/watch?v=EDTF6l2WhYo
attention to the experiments completed by the
instructor.

After watching the clip, have a small discussion with

the students. Teacher will ask the following questions:
1. What gases are present in our atmosphere?
2. How do we know if carbon dioxide is present?

Get students to think of where they find gases in the

world. The teacher will ask the students two more
questions;

1. What senses help us see gas in the world?

2. What are some examples of gas in the world?

Discussion should continue for 5 minutes.

Lesson Steps (Lesson content, structure, strategies &

Key Questions):
9:55am
Students will be asked by the teacher to open their
iPads and go to Lesson 4 on the Year 5 States of
Matter Weebly site. The teacher will tell the students to
open the Document Investigating Gas activity sheet
which will need to be completed whilst completing the
experiment. Students will keep their iPads on the desk
and await the teachers instructions.

Before moving to the experiment, the teacher will want

the students to go to the the experiment section of

Lesson 4 on the States of Matter Weebly page.

The teacher will highlight the importance of the safety

rules in the classroom. The teacher will say:

Students, I would like you to pay attention to the

Science Skills. This is outlined on the website. Please
have quick read of it, in your own head. Then as a
class we will be reading the skills/rules together.
Students, I would like you to pay attention to the
Science Skills. This is outlined on the website. Please
have quick read of it, in your own head. Then as a
class we will be reading the skills/rules together.

Allow the students to have quick read of the Science

Skills. This should only take 30 seconds.

Teacher will then ask the students to read the six

different rules aloud.

After the students have read the rules. The teacher will
say:

Year 5s. so please make sure you respect each

other.
10:00am
Introduction of Experiment called Investigating a Gas

The teacher will organise the students into cooperative

learning teams. Each team will have a copy of an
activity sheet titled Investigating Gas. There will be
six groups of four students. In each of the six groups,
students will have their IPads to record their
information as well as take photographs of the
experiment. During the experiment, the students will
have the opportunity to upload the photographs for
their posters.
- Gas in our Word Activity Sheet
Once in their groups, the teacher will instruct one - Six Classroom IPads
student from each group to collect one ice-cream - 6 Small ice cream containers of Water
container of water, one cup and one tissue from the - 6 Small cups
tissue box. These items will be place on the round - Tissue Box
table in the wet area of the classroom.

Prior to experiment, the teacher refers to the

experiment section of Lesson 4 on the States of
Matter Weebly page.

Students will be sitting in the groups and will await the

next set of instructions.

10:05am
Conducting of the Experiment

Teacher will explain the experiment to the students by

reading the instructions: Whilst the teacher is
explaining the instructions, the students can also read
the same instructions on the website.

Place a tissue into a cup and then place the cup

gently in the water upside down. During the
experiment, I would like you to consider the following
question: Can you keep the tissue dry using only the
equipment provided and the knowledge that air takes
up space?

Teacher will instruct each student in the group to

complete the Gas in our World Activity Sheet.

The teacher will ask each group to write their

hypothesis, based on their assumptions for what might
happen in the experiment. Students will use the
worksheet to list the materials used, observations and
their conclusion of the experiment. The teacher will
encourage the students to draw what they have seen
in the experiment. The teacher will let the students
know that they will be assessed too.

The teacher will put the stopwatch on the interactive

whiteboard. Students will only have 10 minutes to
complete their experiment and record observations.

Remind one student to take photographs/videos of the - Stopwatch Website

experiment and to use it for a later activity in the
lesson.
10:15am
Students will only get 10 minutes to complete this
experiment, as it is brief and easy to clean up.

While students are working in the group, the teacher

will walk around the classroom to assess each group.
The teacher will have the Safety Skills Evaluation
with them.

Students might misbehave and play with the water. If

student does misbehave, they will fail the Safety
Skills evaluation and be asked to sit out for the
experiment.

Students should be finished with their experiment.

Teacher will instruct the students to pack their
equipment away. One student from the group will
place the equipment on the back table, from where
they collected the equipment. The teacher will instruct
the students to tip the water from the ice-cream
container into the classroom plants.

Once the equipment has been put away, the students

will sit at their desks in their groups.

The teacher will instruct the students to place their

activity sheet on the teachers desk. The teacher will
have a read of their observations.

The teacher will comment on his/her observation of the

students participation in the experiment.

The teacher will ask the students the following

question: Can you please tell me what your
hypothesis was and whether it was achieved?

During the discussion, the teacher will reiterate the

properties of gas outlined in the video and previous
lessons.

Students are free to share their experiences of what

occurred in the lesson and provide positive criticism to
their peers. If students get upset or too carried away
with their feedback, the teacher will interrupt the
conversation and move on to the next activity.

Teacher will allow 2-3 minutes for class discussion.

10:20am
POSTER ACTIVITY. -

Students will be sitting with their group at their desks.

The teacher will instruct the students for the next
activity.

"Students, we have looked at Solids, Liquids and now

Gases in the real world. After completing your
experiment today, I would like you to create an
individual poster on Gases in our World. The website
you will be using is Canva. You may use images from
the internet or the experiment to assist you. You will
only have 10 minutes to create the poster.

The teacher will state the requirements which are

needed in the poster:

1. Title
2. Images of Gas
3. What is a Gas?
4. Examples of Gas in the real world.

Even though the teacher is reading the instructions,

the teacher will direct the students to the Weebly page.

The activity is brief and quick as students are required

to gather information from the internet.
10:25am
Give students a five-minute warning to alert them that
they should be finished with their posters.
10:30am
The teacher will tell the students that the activity is
over. Students who are finished will be required to print
their poster during their computer time in the
afternoon. Students who have not finished will have
the opportunity to work on their poster during Free
Time on Thursday.

The teacher will tell the students to put their iPads

away in their desks.

Lesson Closure:(Review lesson objectives with

10:30am students)

The teacher will ask the students two questions

recapping the lesson:

1. What are some examples of gas in the world?

2. What is Gas?

The teacher will summarise the lesson by stating:

Okay Year 5s, we have focused on all the aspects of

the properties of gas and examples of gas in our
world. What I want you to take from this lesson today
is that gas is something around us which we cannot
see. However, it is an important factor in order for us
to live. In next weeks lesson, we will be summarising
all states of matter and how they work together.

10:35am
Transition: (What needs to happen prior to the next
lesson?)

The Recess bell will ring. Remind students that they

will be having Performing Arts after recess and to wait
for Miss Della Posta outside the Hall.

Assessment: (Were the lesson objectives met? How

will these be judged?)

- Experiment Observation Rubric.

Students will be assessed on their Scientific research
skills. The rubric focuses on a students ability to write
a hypothesis, observe an experiment and to comment
on their conclusions. During the experiment, the
teacher will be assessing their awareness of science
safety and their use of time. Students will also be
assessed on their understanding of the properties of
gas. When assessing the student, the teacher will
need to take into account each childs ability.

- Gases in Our World Poster Activity

Rubric.
Students will be assessed on their literacy and Science
skills and knowledge. Their ability to integrate what
they have learnt from the experiment needs to be
identified in the poster. Students will be assessed on
their relevance of gas in their everyday lives. As this
activity is conducted within a short time frame,
students will be assessed on their time management
skills too. When assessing the student, the teacher will
need to take into account each childs ability.

. Both rubrics are attached to the lesson plan.

Year 5 Investigating Gas Experiment

Name: __________________________

Teacher Comment:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Signature: __________________________________

Generic Poster Rubric

CATEGORY 4 3 2 1
Use of Class Used time well Used time well Used some of the Did not use class
Time during each class during each class time well during time to focus on
period. Focused period. Usually each class period. the project OR
on getting the focused on getting There was some often distracted
project done. the project done focus on getting others.
Never distracted and never the project done
others. distracted others. but occasionally
distracted others.
Graphics - Several of the One or two of the The graphics are No graphics made
Originality graphics used on graphics used on made by the by the student are
the poster reflect the poster reflect student, but are included.
a exceptional student creativity based on the
degree of student in their creation designs or ideas
creativity in their and/or display. of others.
creation and/or
display.
Required The poster All required All but 1 of the Several required
Elements includes all elements are required elements elements were
required elements included on the are included on missing.
as well as poster. the poster.
additional
information.
Content - At least 7 5-6 accurate facts 3-4 accurate facts Less than 3
Accuracy accurate facts are are displayed on are displayed on accurate facts are
displayed on the the poster. the poster. displayed on the
poster. poster.

Grammar There are no There is 1 There are 2 There are more

grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on the grammatical
poster. poster. poster. mistakes on the
poster.

Labels All items of Almost all items of Several items of Labels are too
importance on the importance on the importance on the small to view OR
poster are clearly poster are clearly poster are clearly no important
labelled with labelled with labelled with items were
labels that can be labels that can be labels that can be labelled.
read from at least read from at least read from at least
3 ft. away. 3 ft. away. 3 ft. away.