Original Lesson Plan 4

Day: M T W T F Date: 21/01/18 Time: 2.00 Year: 8

Learning Area: Science Topic: State of Matter
Curriculum content description: (from ACARA)
Properties of the different states of matter can be explained in terms of the motion and arrangement of
particles (ACSSU151)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- The students have been introduced to the topic in previous lesson and have basic
understanding from year 7
- The students have worked in groups and understand the roles of the group in supporting
learning for all.
- The students have used mind maps in previous classes.
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Enables students to understand the different properties in the states of matter and importance of
particles

Learning objectives: Evaluation:

On completion of this lesson, students (Explain how you will know that lesson objective has
will be able to: been achieved / monitor student learning)
(What will students know and be able to do at the 1. Students will be able to model the
completion of the lesson – specific, concise and arrangement of the particle in each state
attainable objectives) 2. Worksheet which will be handed to
students and be completed in test like
1. Understand the 3 different states of conditions
matter
2. Describe what the particles are doing in
each type of matters
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be
required)

Students will need

 Pencil
 Text book (to help them with activities)
Teacher will prepare
 3 plastic bags
 rock
 water
 worksheets https://www.pinterest.com.au/pin/312648399103230170/
 https://www.pinterest.com.au/pin/493073859181398769/
 https://www.pinterest.com.au/pin/474215035733470623/
 Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Group work when completing the worksheets so that all are involved.

Have prepared an extension activity: https://www.pinterest.com.au/pin/332773859951219962/

Have an awareness of the students who may need more assistance or encouragement.

Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

Get students to quickly put their books down on the desk and stand around me at the front of
the class room
Introduce the lesson with an interactive exercise. I'll have 3 plastic bags one with a rock inside it
10 which I will ask the students to feel what's inside the bag and get the students to bend the rock
to see if it will change shape. The next bag will have water in it I'll ask the students to gently
squeeze the bag of water and then ask the question did the shape of the water change? The next
bag will have air sealed in it, I'll get students to gently press the bag and ask students if the shape
of the air in the bag changes? I will then unseal the bag and ask the students what happened to
the air which was just inside the bag.

2. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

Ask students to be seated at their desks.

Before I start writing on the board I'll ask the students to copy down what I am writing and that
there will be a quiz on this topic at the end of the lesson which they have to hand into me.
Write down the definition of matter and the properties of the 3 different states on the board. I
will stop to ask questions whilst I'm writing to make sure students are understanding what I am
35 writing and to also make sure everyone is on task.

After I have finished writing on the board I will hand out the first of the 2 worksheets to the first
person of each row and get them to pass it to the other students to save time.

Ask students to complete both the worksheet individually. If students finish this quickly I will give
them the extension activity individually.

After all students have finished this worksheet. I will then discuss the answers as a whole class
making sure students write down notes as the discussion is going.

I will then give the students 5 minutes to revise what they have learnt this lesson, After the 5
minutes I will ask the students to put away their notes and file their worksheets and hand out the
quiz worksheet to the first person of each row and get them to pass it to the other students to
save time. The students will have the rest of the class to finish this worksheet.

I will ask the students who have finished to put their hand up and I will collect their papers and
they can finish the extension activity.

3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
 Ask the students who are still working on their quiz to hand their paper to me before they leave
5 class

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The Introduction to the lesson went really well the students were engaged and eager to learn and
were excited about the lesson as they were able to participate and discuss what was going on inside
the bags
The learning objectives were clear to the students
Too many worksheets. I would get them to answer the quiz in their workbooks for future revision for
them to use when they are studying for exams. I would make sure that I answer each question after
some discussion correctly so that everyone has the correct information in their workbooks.
 Improved Lesson Plan 4
Day: M T W T F Date: 21/01/18 Time: 2.00 Year: 8
Learning Area: Science Topic: State of Matter
Curriculum content description: (from ACARA)
Properties of the different states of matter can be explained in terms of the motion and arrangement of
particles (ACSSU151)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
The students have been introduced to the topic in previous lesson and have basic understanding from year 7
The students have worked in groups and understand the roles of the group in supporting learning for all.
The students have used mind maps in previous classes.
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Enables students to understand the different properties in the states of matter and importance of
particles

Learning objectives: Evaluation:

On completion of this lesson, students
will be able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
1. Understand the 3 different states of
matter
2. Describe what the particles are doing in
each type of matters
(Explain how you will know that lesson objective has
been achieved / monitor student learning)
3. Students will be able to model the
arrangement of the particle in each state
4. Questions from the worksheet written on
board and answered in back of book in
test like conditions. Notebooks will be
collected so I can asses

Preparation and Resources:

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

Students will need

 Pencil
 Text book (to help them with activities)
Teacher will prepare
 3 plastic bags
 rock
 water
 worksheets https://www.pinterest.com.au/pin/312648399103230170/
 https://www.pinterest.com.au/pin/493073859181398769/
 https://www.pinterest.com.au/pin/474215035733470623/
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Group work when completing the worksheets so that all are involved.
Have prepared an extension activity: https://www.pinterest.com.au/pin/332773859951219962/
Have an awareness of the students who may need more assistance or encouragement.
Timing: Learning Experiences:

4. Introduction: (How will I engage the learners?)

Get students to quickly put their books down on the desk and stand around me at the front of
10 the class room
Introduce the lesson with an interactive exercise. I'll have 3 plastic bags one with a rock inside it
which I will ask the students to feel what's inside the bag and get the students to bend the rock
to see if it will change shape. The next bag will have water in it I'll ask the students to gently
squeeze the bag of water and then ask the question did the shape of the water change? The next
bag will have air sealed in it, I'll get students to gently press the bag and ask students if the shape
of the air in the bag changes? I will then unseal the bag and ask the students what happened to
the air which was just inside the bag.

5. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

Ask students to be seated at their desks.

Before I start writing on the board I'll ask the students to copy down what I am writing and that
there will be a quiz on this topic at the end of the lesson which they have to hand into me.
Write down the definition of matter and the properties of the 3 different states on the board. I
will stop to ask questions whilst I'm writing to make sure students are understanding what I am
35 writing and to also make sure everyone is on task.

After I have finished writing on the board I will hand out the first of the 2 worksheets to the first
person of each row and get them to pass it to the other students to save time.

Ask students to complete both the worksheet individually. If students finish this quickly I will give
them the extension activity individually.

After all students have finished this worksheet. I will then discuss the answers as a whole class
making sure students write down notes as the discussion is going.

I will then give the students 5 minutes to revise what they have learnt this lesson, whilst students
are revising I would start writing the questions on the board instead of handing out another
worksheet After the 5 minutes or after all questions are written on the board, I will ask the
students to put away their notes and file their worksheets and ask the students to open their
notebooks to the back page where they can start writing the questions down and answer them.
Reminding the students they will be handing their notebooks to me at the end of class. The
students will have the rest of the class to finish this worksheet.

I will ask the students who have finished to put their hand up and I will collect their notebook
and they can finish the extension activity.

6. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
5 objectives?)

Ask the students who are still working on their quiz to hand their paper to me before they leave
class
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The Introduction to the lesson went really well the students were engaged and eager to learn and
were excited about the lesson as they were able to participate and discuss what was going on inside
the bags
The learning objectives were clear to the students
Too many worksheets. I would get them to answer the quiz in their workbooks for future revision for
them to use when they are studying for exams. I would make sure that I answer each question after
some discussion correctly so that everyone has the correct information in their workbooks.