tue university or LESSON NOTRE DAME Ups ereReALN OA © LESSON ORGANISATION = Weil Wi = Expemnmentet PLAN ‘SCHOOL OF EDUCATION Year Level: 5B Time: 11:05 12:05 Date: 12/6/18 “Students” Prior Knowledge: ei eS In previous lessons, students developed jarning Area: Sctence, Chemical agience: = Anunderstanding of the different properties of Strana/Topic from the Australian Curriculum: sols, liquids and gases (states of mater) acsisose In-depth investigation ACSISoS7 ACSIS218 wer ‘ACSIS093 = Students explored the properties of different solids materials and record thelr observations ina table (Solid scence’ worksheet) Strand/Topic from SCASA: Solids, iquids and gases have diferent observable properties and behave in diferent ways (ACSSUO77) General Capabilities (tay potent bo covered nh sso) Numeracy ICT ‘Sica and —| Eat Pacanal and] ware Terpetence |eestve minting | bensviow | Soci raeretanng F a 4 $ (CrOse-CuTTIeulum prlOHtes (nay be adoased hte sso) “Asia and Torres SvaH lander Aaland aaa’ engagement Wh Fala BtanaBG histories and cultures Proficiencies:(14athemaics oni) Tesson Objectives (.e. anticpated outcomes ofthis lesson, in pain form beginning with an action verb) As 2 result ofthis lesson, students will be able to: Work in collaborative learning teams to predict what will happen in their experiments Draw and label a diagram explaining how gases spread out to fil their container Teacher's Prior Preparation/Organization: = Prepare questions to ask the students during the lesson €.9 - For introduction/review to engage students learning “In your previous lessons, you talked about the different properties of a solid. Today we will be looking at liquids, can ‘someone tell me the different properties of a liquid?” = Make sure the whiteboard is clear of any writing = Make sure the whiteboard pen works well and will not run out during the lesson = Tub of counters to distribute as students answer ‘questions or offer responses - this ensures all students participate. 1 counter = 1 faction point Provision for students at educational ris Extending prompts: Students are required to blow up a balloon. Class discussion: “Where does the air go if | opened this balloon?” “Why does it do this?” — talk about the types of atoms Enabling prompts: break down the question ‘Scaffold the steps and apply = Target teach focus group - Campbell, Grace (work habits), Allo (work habits), Josh - gradual release as students demonstrate competence = Use positive reinforcement to encourage desirable work habitsaf nindimap ~ link te compend = Worksheets (46) — Resource 4, Primary connections Print 4 A3 worksheet for Indi Timer Optional Tally - Me vs You whole class incentive 8x groups of3 and 1x group of 4 Materials (water, tissues, large containers, balloons, plastics cups/containers) = Cleaning equipment LESSON EVALUATION (to be completed AFTER the lesson) ‘Assessment of Lesson Objective and Suggestions for Improvement: Teacher self-reflection and self-evaluation: [OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Time | Motivation and introduction: 1. Brainstorm the properties ofa gas on the whiteboard ~ ask students for examples. = Students come up and write their answers on the whiteboard b Oe ww 2. Extension questions: sees did to savel “Are balloons a sold ora gas?" 7 A: Gas inside the balloon is a gas, though this is bounded by the balloon which is asold “What ate other examples where a gas is bound by a sola?” ‘A: Basketball, arin a bieycle tire 3. Teacher displays bicarb soda, vinegar, balloons and a bot. The teacher asks students: ‘ “What state of matters the bicarb soda?” —~ S\dentts were « pean “What stat of mater is the vinegar?” wanted te te tH ‘The students move outside for an experiment: combining a soid and liquid to form 2 gas. The teacher asks the students to predict what will happen. (See appendix 1) i. eh to be done Raining, traded to be tore int asieoow with Rosources/References Allgn these with the segment where they will be introduced. Whiteboard Whiteboard marker Dide'r get tee \ engaged ave Bicarb soda, balloons, vinegar, bottle, spoon Msasstenr | buper Newopaper om tz desiyLoies oy leaders and encowrager (A freer) na en a PAF Done wall Unlournige dscusion Or an C1OCkKH Cuvee ine a 10mins 10mins 20mins ‘Smins Lesson Steps (Lesson content, structure, strategies & Key Questions). 4. Introduce the students to a transparent cup and ask the students if they think there is anything inside it?“ 5. Divide the class ino Gx groups of 3 and ‘x group of 4 according to O birthday months —move these students to that they are siting next to each other. Have students place ther books under the table. > Allocate @leader and encourager in each group. Leader: This person leads/commands the group, in charge of collecting materials ‘and making sure everyone's organised and staying on task to get their work done, the one that does the experiment ‘And an encourager: This person motivates everyone to work together, make sure no one if left behind and not just one person is doing all the work students to the ‘tissue in a cup’ worksheets. Remind the students to provide reasons for their predictions. Students are to note the features of their drawings uy 8, Modelidemonstrate the experiment Define prediction: A statement about what you think will ha Lesson Closure:(Reviow lesson objectives with students) 10. Ask one groups leader to share their findings wit the class, “In your fst investgaton, was your prediction corec”" ye 9 your pr ad ahonto “Why did this happen?” The tissue stayed dry because alr takes up the space between It and water” ‘Transition: (What needs fo happen prior to the next lesson?) | Have the leader collect the materials and put them out the front - they also need | {o collect the worksheets from their groups and place them on the teacher's desk ‘Students pack up their desk and stand behing their chair for further instructions. Assessment: (Were the lesson objectives met? How will these be judged?) *Name list = Siill developing, has basic knowledge, needs modelling = Achieving standards, confused in some parts ~ Deeper understanding, reasoning, application - Plastic clear eup a ths accerdin it} day mo Nhs “yl denb? yor wit Drang, dite ‘Worksheets Materials (container tissues, water, ‘beo transparent eups) ‘The teacher will describe these role to the students and write their roles on the board (student accountability) Fr 7. Leaders collects worksheets for their groups. Teacher introduce the dbely “dateren® Rd eee ag sate conor ia rece enc ehooa Tae reese Seat eC students conduct the investigation and record thelr results. Gow gine ae its yoy = pooks