Tina Lloyd Student ID: 32855508

Lesson Plan
Day: M T W T F Date: 6/10/2017 Time: 2:40 pm Year: 5

Learning Area: Science and English

Topic: Solids, Liquids and Gases

Australian Curriculum Content Description: (see ACARA or SCASA)

ACSSU077 Solids, liquids and gases have different observable properties and behave in different ways
ACSIS093 Communicate ideas, explanations and processes using scientific representation in a variety of
ways
ACELA1512 Understand the use of vocabulary to express greater precision of meaning
ACELY1699 Clarifying understanding of content

Aboriginal and Torres Strait

Asia and Australias
Cross-curriculum priorities: Islander histories and Sustainability
engagement with Asia
cultures
Personal
and social
Critical and capability Intercultural
Numer Ethical
General capabilities: Literacy ICT creative (verbal understandin
acy behaviour
thinking interactions g
as part of a
class)

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any
particular skills needed.)
The students will have a familiarity with objects that exist in different states (objects around them as
solids, water as a liquid, hot and cool air as gases etc.)
Some experience using descriptive language

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?)
To broaden the students understanding of matter and the objects around them. Also, to begin to be
able to identify and compare observable properties of each states of matter and use these
observations to classify them. They will also apply their descriptive language skills to this situation
and use them to help them compare and classify the different states of matter.
 Tina Lloyd Student ID: 32855508

This lesson can be used as a lead up into the teaching of a science experiment, exploring how objects
of different matter interact with one another, or lead into a lesson about the chemical-makeup of
solids, liquids and gases.
This lesson can also lead into a lesson about how things can change state. E.g. Ice melting (solid
liquid) or water evaporating (liquid gas)

Learning objectives: (What will students know and
be able to do at the completion of the lesson
specific, concise and attainable objectives. Use
relevant taxonomies.)
On completion of this lesson, students will be able
to:
Know the difference between a solid, liquid and
Assessment: (For each learning objective, state how
you will assess the degree to which the objective has
been achieved. What will be the evidence of the
learning? Consider formative and, if appropriate,
summative assessment strategies)
Student will use appropriate and correct

descriptive language to explain and communicate

a gas
their ideas about what they think is the
Can classify a solid, liquid and a gas by its
difference between a solid, liquid and a gas.
observable properties
Provide accurate examples of what a solid, liquid
Understand how solids, liquids and gases are
and gas is/can be.
used in everyday life.
Observable properties of the different states of
How these different states of matter behave and
matter are also accurate.
are classified.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

- No needed resources as this is just a class discussion. However, in a real teaching situation, I might
bring some objects into the classroom that I could incorporate into my teachings through
demonstrations. The students would also be able to feel and interact with such objects.

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)

- Allowing students time to think and process the information by giving them plenty of time to
answer, prompting their responses and bouncing off of each others responses.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

Hi class my name is Miss Lloyd and today I will be teaching you about the different states
of matter and we will be discussing what makes these states of matter different using
descriptive language to communicate our ideas and explanations. Descriptive language if
Tina Lloyd Student ID: 32855508

you dont already know is using words that give a lot of detail, so well be focusing on that.

Sequence of learning experiences

Alright so, the different states of matter are known as solids, liquids and gases. Everything
that surrounds us can be classified as one of these.

Can anyone give me an example of a solid? Thinks about some of the things around you, in
your classroom, or outside or a t home. A basketball, the desk.

Can anyone give me an example of a liquid? Water

Can anyone give me an example of a gas? Oxygen (the air we breathe), Wind

So, looking at their physical properties, how can we better describe these? What can we
observe about these different states of matter? So, things like, what do they feel and look
like?

Have a good think and raise your hand if you can tell me what a solid feels like and looks
like? Remember to use some descriptive language. Hard, sometimes soft, smooth, spikey.
Solids come in lots of different forms and shapes and can feel and look really different.

And what does a liquid feel like and looks like? Wet, hard to hold, cold/hot.

And what does a gas feel like and look like? Can you feel it, can you see it? Sometimes but
not always. Wind feels cold/warm, gentle, soft/harsh (strong winds) against our skin.

Great, these are all really good examples. Now we know what makes them different,
because they look and feel different.

Another way we can describe how they are different is by looking at how they behave. If
you dropped a solid object off a table, like a book, it will fall to the floor in one spot, it
might bounce a bit but it will stop pretty quickly wont it (might break apart-fragility).
Whereas if you poured a glass of water onto the floor, once it hits the floor, the water
spreads out across an area and gets separated in different puddles or droplets. (the
objects will behave differently again when dropped from different heights). What about a
gas? Is it easy to contain? How do we know if weve contained it? What would happen if
we had gas in a jar and then we opened the lid? How would the gas respond?

Now lets have a think about where we might use these different objects. What do we use
solid objects for? What are liquids used for? And where might we find gases being used?
We use these objects in our everyday lives, think back to some of the examples you have
already given.

Lesson conclusion:
And that concludes our lesson, thank you for your participation, goodbye.