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Elise Brady USC EDU340 Practicum North Arm State School Year 3

Week 2 Lesson 1/3 - Science

Subject: Science lesson 3 Time: Date: 20/10/2015


Subject Area Focus: Exploring solids
Learning Objective: Understand the properties of solids, including powders.

Curriculum descriptor/s:

Objectives:

For students to understand the properties of solids, including powders.

Key Learning Indicators:

Students can identify the properties of solids, including powders


Students can identify why powders are solids and not liquids

Monitoring/Assessment:

Observations throughout lesson


Concluding assessment

Differentiation:
Extension Extend able students with predicting gases
Support Teacher support for students who are struggling

Resources:
Science journals
Butchers paper
Wood block Book Slinky Hacky sack Sand
Sand worksheet
Funnel x4
Magnifying glasses x 8-12
Containers x8
PROPERTIES
Liquids: Made of matter, take up space, fixed volume, No fixed shape, can flow (has viscosity)
Solids: Made of matter, take up space, fixed volume, Fixed shape, doesnt flow

Focus: Draw students attention to the front of the class.

Engage: Tell the students that we will be learning about solids. Review the last lesson on
liquids. Have students spend 3-5 minutes writing a list of the properties of liquids on some
butchers paper Liquids
runny
fixed volume
Guided Learning: Have students come to the mat and sit in a circle. Observe some solid
objects and discuss/identify the properties of them. Pass the objects around the circle and allow
students to feel them and look closely at them. Have students try to predict why the object is a
solid.

Exploration: Have students go back to their desks and give them 3-5 minutes to list all of the
properties that they can about the individual solids

Wood Book Hacky Sack Slinky

Discuss the common properties of these objects. Have students add the COMMON
properties to the other side of the liquid list:
Liquids Solids
runny will not change
size
fixed volume

Give each student a Sand worksheet. Give each table group a sample of sand and a
magnifying glass. Have them inspect the sand, and list all of its properties on their worksheet;
them have them pour the sand through a funnel and list the new properties they observe. Have
students predict whether they think that sand is a liquid or a solid. Students can use their lists of
liquid/solid properties to work out the answer. Select a few students to share their
observations/results with the rest of the class. Discuss other materials that might act like a liquid
powders, sugar, salt, flour

Conclusion: Draw a concept map on the board (students to copy into their books) about the
new learning achieved in this lesson. Go over learning goals to clarify they were met.

E.g.:

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