This action might not be possible to undo. Are you sure you want to continue?
Day Date Time School Class No. of pupils Absentee/s Topic Sub-topic
: : : : : : : : :
Monday 17/11/2008 10.00 a.m – 11.00 a.m. (one hour) Sekolah Rendah Bijak Pandai Primary 4 Pintar 20 students Nil Water Water as a solvent
Previous knowledge: 1) Students are familiar with the terms ‘solid’ and ‘liquid’.
Materials: 1) Mineral water 2) Tap water 3) Tablespoons 4) Glasses 5) Sugar 6) Milo powder
7) Coffee powder 8) Sand 9) Chalk powder 10) Black pepper 11) Salt 12) Milk powder 13) Ovaltine 14) Turmeric powder 15) Flour 16) White pepper 17) Worksheets for group work (refer Appendix 1)
Resources / References: 1) Go with Science! Primary 4 textbook. 2) Upper Primary Science Curriculum, page 47.
Content: Soluble and Insoluble substances.
Main science idea: Definition of soluble substances. Definition of insoluble substances. Definition of dissolve.
Definition of solution.
Other main science idea: Water can dissolve many substances.
Aims: 1) To provide the students with the basic knowledge and understanding of Science concept (soluble and insoluble substances).
2) To provide the students with enjoyable science experiences which build on their natural interest and curiosity in their environment.
Objectives: At the end of the lesson, the students should be able to: 1) Define orally and correctly the terms soluble and insoluble substances. 2) Identify soluble and insoluble substances through experiments. 3) Demonstrate the experiments individually or in groups. 4) Answer four out of six questions in the worksheet correctly.
1) Do not drink or taste the solutions. 2) Handle the glasses with care.
3) Do not play with all the materials used for the experiments. 4) Wash all the materials after the experiments.
Pre-Activity (Induction Set) – 5 minutes:
The teacher puts an empty transparent glass, a bottle of mineral water, a spoon and a packet of Coffee mate. The teacher asks the students to predict what she will do with those things. Then, the teacher asks the students to observe the teacher’s action.
First, the teacher pours the mineral water into the glass so that it fills half of the glass. Then, the teacher tears the Coffee mate packet. Using the spoon, the teacher takes a tablespoon of the Coffee mate powder and put it into the glass of water. Next, the teacher stirs the mixture evenly. Then, the teacher holds the glass and shows it to the students. The teacher asks whether the students are familiar with the procedures that she demonstrated. The teacher expects that the students to answer that they have seen their parents doing the same thing at home.
Then, the teacher will tell the students that they are going to do the same procedures for their experiments that day. Before the teacher starts teaching, the teacher reads and explains the safety precaution that the students should know before starting the experiments. The teacher pastes a manila card containing the safety precaution on the whiteboard.
Activity Proper – Lesson Development (50 minutes):
Demonstration 1 (15 minutes):
First, the teacher demonstrates an experiment in order to explain the terms ‘DISSOLVE’ and ‘SOLUBLE’. The teacher explains and demonstrates the experiment to the students. Throughout the experiments, the teacher uses tap water.
For the first demonstration, the teacher uses a tablespoon of solid sugar. The teacher fills the glass with tap water. The teacher puts the sugar into the glass containing water. Then, the teacher asks the students to observe the bottom part of the glass. The expected answer is “sugar is seen at the bottom of the glass”. The intention of this question is to encourage the students to use their 5 senses. In this case, sense of sight.
Then, the teacher stirs the water. The teacher instructs the students to observe what will happen to the sugar if she stirs the water containing sugar. Teacher’s question: “Where do you think the sugar has gone?”. The expected answers are “sugar has disappeared or sugar has mixed with the water”. The teacher accepts the answers and explains that the correct term to be used is ‘DISSOLVE’. Then, the teacher writes the term and the definition on the whiteboard. The term ‘dissolve’ means the substance (in this case, sugar) disappear in the water.
The teacher explains further that when the sugar has dissolved into the water, it is called ‘SUGAR SOLUTION’. The teacher writes ‘SOLUTION’ and the definition on the whiteboard. The term ‘solution’ means a liquid into which a solid has been mixed and dissolved.
For further understanding, the teacher demonstrates another experiment. This time, the teacher uses Milo powder. The teacher repeats the same procedures for this experiment.
Next, the teacher asks a student to demonstrate the same experiment using coffee powder. The teacher asks the student to demonstrate the experiment to his or her friends. Then, the student shares the results with the class.
After all the experiments, the teacher concludes that sugar, milo and coffee powder dissolve in water. Therefore, they are known as ‘SOLUBLE SUBSTANCES’. The teacher writes the term and its definition on the whiteboard. Soluble substances means substances or things that dissolve in water.
Demonstration 2 (10 minutes):
Next, the teacher demonstrates an experiment to explain the term ‘INSOLUBLE’ to the students. For the first experiment in this part, the teacher uses a tablespoon of chalk powder. The teacher fills the glass with tap water. The teacher puts the chalk powder into the glass containing water. Then, the teacher asks the students to observe the bottom part of the glass. The expected answer is “the chalk powder is seen at the bottom of the glass”. The intention of this question is to encourage the students to use their 5 senses. In this case, sense of sight.
Then, the teacher stirs the water. The teacher asks the students what they observe. The expected answers are “the water turns chalky (white in colour) and we can still see the chalk powder in the water”.
The teacher explains that chalk powder is insoluble in water. Since this is the first time the teacher introduce the term, the teacher writes the tem and its definition on the whiteboard. ‘Insoluble Substances’ are substances that cannot be dissolved.
For further understanding, the teacher demonstrates another experiment. This time, the teacher uses sand. The teacher repeats the same procedures for this experiment. Next, the teacher asks a student to demonstrate the same experiment using black pepper. The teacher asks the student to demonstrate the experiment to his or her friends. Then, the student shares the results with the class. After all the experiments, the teacher concludes
that chalk powder, sand and black pepper do not dissolve in water. Therefore, they are insoluble substances.
Group Work Experiment (20 minutes):
After the teacher explained and demonstrated a few experiments to the students in front of the class, the teacher divides the students into four groups for the group work activity. Each group consists of five students.
The teacher selects which students to be in each group. The teacher calls out the names of the students to be in Group A, B, C and D. This is done to make sure that each group consists of mixed ability students. The aim for doing this is to avoid the fast learners to dominate the activity. Not only that, the fast learners can help and guide their friends during the group work activity.
For the group work activity, each group is given the same substances to be tasted. They are given 20 minutes to do the experiments. The teacher provides worksheets for the students to fill in and record their results. The teacher instructs the students to submit the worksheets at the end of the activity.
Post Activity (7 minutes):
The teacher asks the students verbally about what they have learnt during the lesson. The teacher asks the students to give the terms and definitions used throughout the lesson.
The intention for asking the questions is to impose the concept of soluble and insoluble substances within the students. Questioning technique is also as a method to recall the content of the lesson that has been taught by the teacher.
: What is ‘dissolve’?
Expected answer : ‘Dissolve’ means the substance disappear in the water.
2) Question Expected answer
: Define the term ‘solution’. : ‘Solution’ means a liquid into which a solid has been mixed and dissolved.
3) Question Expected answer
: Define the term ‘soluble substances’. : ‘Soluble substances’ means substances or things that dissolve in water.
4) Question Expected answer
: What is ‘insoluble substances’? : ‘Insoluble Substances’ are substances that cannot be dissolved.
Closure (3 minutes):
The teacher closes the lesson by asking the students to list out five substances which are soluble and insoluble. Then, the teacher asks the students to write down the terms and definitions that they have learned o a piece of paper.
APPENDIX 1 WORKSHEET FOR GROUP ACTIVITY
Use a tablespoon for each substance to be tested. Record the results in the table below. Place a tick ( ) in appropriate column (either the substances are soluble or insoluble).
SUBSTANCES FLOUR SALT TURMERIC POWDER WHITE PEPPER OVALTINE MILK POWDER
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.