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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

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

Learning Area: Science

Strand/Topic from the Australian Curriculum - Understand the individual properties of gas.
- Should be able to identify presence of gases in
Science Understanding - Chemical Science
the world and everyday living.
- Solids, liquids and gases have different observable - Understand the change of state between solid
and liquid can be caused by adding or
properties and behave in different ways
removing heat.
(ACSSU077) - Recall the three states of matter (solid, liquid,
gas).
- Define and identify the physical observations/
properties of solids.
- Identify examples of solids
- Describe 3 physical/observable properties of
liquids
- Identify different liquids found in everyday life
- Illustrate and label the impact of adding heat to
a solid (ice cube)

General Capabilities (that may potentially be covered in the lesson)


Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
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:


Recall the three states of matter
Describe each of the three sates of matter
Identify the presence of states of matter (Solids, Liquids & Gas) in the world, by providing relevant examples
of each state (minimum of 5 examples)

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Teachers Prior Preparation/Organisation: Provision for students at educational risk:
- Interactive Whiteboard - Two students are sensitive to light and loud
- Matter Chatter - sounds. These students can view the YouTube
https://www.youtube.com/watch?v=C33WdI64FiY videos on their iPads.
- http://splash.abc.net.au/res/i/L5821/index.html - In order to support students who may be
- http://splash.abc.net.au/res/i/L9124/index.html struggling with the set activities/ lesson, the
- Caidens iPhone 7 teacher could assist the students by:
- Virtual Reality Headset Sitting and working with the student
- YouTube Video Links Providing posters or help cards from
- Google Earth. previous lessons
- iPads (1 per student) Adjust grouping decisions, thus rather than
- Book Creator app working individually, students could work
- Quiz Cards/ Questions collaboratively with a partner
- Checklist - To accommodate students who may be visually
- Marking Key impaired, those students will be seated closer to
- Organise iPhone 7 and link to YouTube Videos. the board. In order to avoid difficulty reading
(Make sure Social Media notifications are turned and interpreting instructions, it will be ensured
off). that the font size used is reasonable and easily
- Make sure Virtual Reality Headset settings are interpreted
correct. - To accommodate those students difficult of
- Ensure Adobe Flash Player is downloaded on hearing, it will be ensured that instructions for
each iPad activities and any videos used consist of both
written and verbal instructions
- To accommodate those students who may fall
under the ESL category, ensure contextually
relevant examples are used, and instructions
are repeated and convey slowly
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
[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:
9:45am 1. The teacher will instruct students to clear their desks and direct their Interactive Whiteboard
attention to the interactive whiteboard.
2. To engage students with todays lesson, the song Matter Chatter will Matter Chatter
be played to students on the interactive whiteboard. The teacher will https://www.youtube.co
invite students to sing along to the song. m/watch?v=C33WdI64Fi
3. Once viewed, the teacher will invite students to move to the next room Y
saying

Students, we will now be moving into the back room. Please make
sure you leave all your work on your desk and move right away.

4. Once students have assembled in the next room, the teacher will draw
their attention and begin to explain the instructions to the class.
Students will be involved in a role play exercise where they will work
together to become/ act out the particle levels of the three states of
matter. Students will begin by moving around the room to music and
when instructed, students will stop and form a state of matter.
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5. During each movement, the teacher will stop the class, provide them
with an instruction ask the students questions. These include

i. Stand very tightly together and to grab each other tightly (but
sensibly) this is like being a solid. You cant move away and
you are packed in tightly with the other particles (SOLID)
- What are some examples of a solid?
- Why are solid particles close together?

ii. Stand a metre apart, holding hands this is like being a liquid.
You can move a bit, but not too far away from the other
particles (LIQUID)
- What happens when you add heat to a solid?
- What are some examples of liquids?

iii. Spread out and be as far away from each other as you can
(GAS)
- What are some examples of gases?

6. After students, have completed this activity. The teacher will instruct
the class to make their way to their desks. The teacher will commend
the students if they have followed the instructions during this activity.

9:55am Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. The class will be divided up into three different groups to complete


three activities related to solids, liquids and gases. The students will
spend ten minutes at each activity. By the end of the 30 minutes, the
groups will have completed all three activities.

Activity 1:
i. Each student in the group will be given an iPad (the school iPads (1 per student)
must have Adobe Flash Player already downloaded on each
iPad).

ii. Students will be playing the online game Changes of State:


Solid to Liquid. Students will observe what happens when ice http://splash.abc.net.au/res/i/L
9124/index.html
is warmed and when water is cooled. It allows the students to
see a close-up of what changes occur at a particle level when
there is a change from one state, solid, to another, liquid (and
vice versa). Students then have to describe what changes
they observed.

Activity 2:
i. Each student in the group will be given an iPad (the school http://splash.abc.net.au/res/i/L
must have Adobe Flash Player already downloaded on each 5821/index.html
iPad).

ii. Students will be playing the online game Types of matter:


solids, liquids and gases. This is an interactive game where
the students observe and recall what the particle properties of
solids, liquids and gases are. Then students have a chance to
pick out and identify some real examples of solids, liquids and
gases by zooming in with the magnifying glass and observing
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the movement of the particles. Students then have to choose
which of the three unknown properties is the correct one for
the substance chosen.

These activities are great tools for revising and reviewing the states of matter
as they are simple yet interactive and involve lots of real-life objects and
substances, meaning they are able to construct more knowledge and relate it
to their world.

Activity 3:
i. Students will have the opportunity to experience Solids, Caidens iPhone 7
Liquids and Gases in the real world. Students will take turns Virtual Reality Headset
having a virtual reality experience where they will be able to YouTube Video Links
see the States of Matter around them. The teacher will have a Google Earth.
list of YouTube Videos that students can view. Each student iPads
will get a turn. Students will not know what state of matter they
are going to experience. During this experience, the students
will explore Google Earth and find examples of States of
Matter present in the world. Once completed, the student will
explain to the group what they have seen and guess what they
have seen.

ii. In this activity, the teacher will say the following to the
10:25 students:
am
Students, I would like you to please pay close attention to each
video clip, as this will help you consolidate all the ideas related to
the States of Matter.

2. Students will then be instructed to return to their seats and access the
Book Creator app on their iPads.
3. Students will be tasked with continuing and completing their States of iPads
Matter Reflection Journals as started in lesson 1 using the iPad app
Book Creator. Book Creator app
4. This activity will require students to reflect on the content conveyed
over the course of the three lessons
5. Students should have already completed the Solids component of
this booklet during lesson 1. This consisted of providing responses to
the following questions:
- What was the focus of our science lesson today?
- What are the three states of matter?
- What is the definition of a solid?
along with their created collage titled Solids in the Real World
6. Adding to this booklet, students will be tasked with incorporating
information relating to the states liquid and gas.
7. This reflection journal should include:
Liquids:
Define and explain the properties of liquids
Upload the screenshot from Wordle as previously emailed to
the teacher
List/ find images/ examples of liquids

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Writing a description OR drawing a picture of what happens
when you heat a solid
Gases:
Upload the photograph taken of the experiment completed
during lesson 3
List examples of gases
Define and explain the properties of gases
8. This book will then be saved and exported/ printed, marked and
returned to students to use a form of assessment.
Quiz Cards/ Questions
Lesson Closure:(Review lesson objectives with students)
10:40
1. The teacher will gather the attention of the class and instruct students
am
to save and email their completed reflection journal to the teacher.
2. Students will then participate in a quiz, summarising the content taught
over the four lessons.

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


1. The teacher will congratulate and thank students on their performance,
behaviour and participation during the lesson.
10:45 2. The teacher will ensure all reflections have been made and equipment
am has been returned.
3. Students are to wait patiently to be let out to recess.
Checklist
Assessment: (Were the lesson objectives met? How will these be judged?) Marking Key
To assess whether the objectives of the lesson were met, the use of
anecdotal notes and a checklist/ marking key will be used. These will
relate to the reflection journal and accompanying activities.

Checklist will include


Student was able to recall the three states of matter
(Objective 1)
Student was able to describe each of the three sates of matter
(Objective 2)
Student was able to identify the presence of states of matter (Solids,
Liquids & Gas) in the world, by providing relevant examples of each
state (minimum of 5 examples)
(Objective 3)

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Example Marking Key
Below Satisfactory Satisfactory Above Satisfactory
Stated the three
states of matter?

Definition of a solid
included

Properties of liquids
have been defined
and explained

Wordle has been


included

A minimum of 5
examples of liquids
have been included

A written description
of OR drawing of what
happens when you
heat a solid has been
included
A photograph taken
of the experiment
have been included

A minimum of 5
examples of solids
have been included

Properties of liquids
have been defined
and explained

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Example Checklist
Student Objective 1: Objective 2: Objective 3:
Student was able to Student was able to Student was able to
recall the three states describe each of the identify providing
of matter three sates of matter relevant examples of
each state of matter
(minimum of 5
examples)
X X X