Elise Brady USC EDU340 Practicum North Arm State School Year 3

Week 4 Science

Subject: Science lesson 7 Time: 1:40 Date: 03/11/2015

Subject Area Focus: Adding heat to liquids
Learning Objective: To understand that the properties of liquids (for example, viscosity) can
change when heat is added.

Curriculum descriptor/s:

Key Learning Indicators:

Students understand that the properties of liquid can change when heat is added
Monitoring/Assessment:

Observations throughout lesson

Concluding assessment

Differentiation:

Students write observations, responses and results according to their own level of
understanding.

Resources:
Science journals
Three samples of honey one cold, one room temperature and one warmed, in transparent
plastic bowls
Three spoons
Sheet of A4 paper
Marker pen
Stiff card or clipboard
Clips or tape
Small box (for example, tissue box)
Stopwatches x3
Newspaper or paper towels
Cleaning cloths

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 examining what happens when heat is added to
liquids.
Guided learning: Show students the Heating Honey video. Discuss with students.

Focus questions Q. What did you observe in this video? A. Honey being dropped into water. Q.
What differences did you observe between the three samples of honey? A. For example: The
cold honey stayed in a blob and dropped straight to the bottom of the glass; the room-
temperature honey flowed in a long, slow stream into the water; the warm honey fell in short
streams very quickly in the water. Q. Why do you think the honey samples behaved differently?
A. For example: The amount of heat affected how well the honey flowed.

Exploration:

Have students form a circle around the experiment table. Display the three samples of honey
and have the students identify the properties of each sample, writing the properties in their
books.
Set up honey viscosity race and have students make predictions in their science journals about
what will happen in the viscosity race. Perform investigation as a whole class (selecting certain
students to takes part). Have students write the results of the investigation in their journals and
share with the class.

Conclusion:

Go over learning goals to clarify they were met. Discuss new learning and emphasise to
students the connection between adding heat to a liquid and the viscosity of that liquid.