Physical and Chemical Changes Lesson Plan for Visual & Kinaesthetic

Learners
List of Group Members: C. Mathura, N. Sookdeo and J. Sahadeo
Subject: Matter
Year Level: Form 1
Topic: Physical vs Chemical changes
Time Frame: 70 min
ICT Tools Used: Interactive WhiteBoard, Padlet, Google Docs, Power Point, Quizalize, Paint 3D, Videos
Types of Learners/Learning Styles:
i.Style1:_Visual Learning Style
ii.Style2:_Kinaesthetic Learning Style

Objectives of the Lesson:

1. Students will be able to identify physical changes.
2.Students will be able to identify chemical changes.
3.Students will be able to differentiate between physical and chemical changes visually.
4.Students will be able to differentiate between physical and chemical changes kinaesthetically.

Set Induction:
a video of a burning match. (Substitution)
https://www.youtube.com/watch?v=K45ZQ3S7nzg
Methodologies:
Learning Style 1 - KINAESTHETIC
1. PowerPoint presentation
illustrating Physical changes and
chemical changes
(Teacher)(Substitution)
2. Students complete a matching activity
on an interactive white board where
they drag and drop different types of
properties into the correct
category.(Augmentation)
3. Students are placed in groups and
perform four experiments each such as
a) Melting ice
b) Reaction between an Acid and
Baking Soda.
Learning Style 2- VISUAL
1. PowerPoint presentation illustrating
Physical changes and chemical changes
(Teacher)(Substitution)
2. Students complete a matching activity on
an interactive whiteboard where they drag
and drop different types of properties into
the correct category.(Augmentation)
3. Students research and illustrate 1 example
of any natural physical and chemical change
(eg; rusting ,glaciers melting) and represent
them using colour pencils and paper or
paint 3D also use Google docs to collaborate
on a list of the physical and chemical

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 c) Separation of iron filings and sand. properties related to their
d) Burning Magnesium ribbon. examples.(Redefinition)
They then share their findings using Padlet and
categorize the types of properties into
chemical and physical. (Augmentation)

Home Work:
VISUAL LEARNERS - Students complete a test on QUIZALIZE.
KINAESTHETIC LEARNERS - Students are asked to pick an object where they have to think of a physical
and chemical change that the object could go through. The must then write two properties that would
change as a result of the change.

Closure:
VISUAL LEARNERS - Students present their list.
KINAESTHETIC - Students give an oral reflection saying how their activities helped then understand the
concepts of the lesson.

The Visual learning activity;

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 LEARNING STYLES ACTIVITY
List of Group Members: Gaitri Ramlal, Karuna Arjoon, Tamara Gellizeau, Sunil Bridglal, Laura Dawrapaul
Subject: General Science
Year Level: Form 3
Topic: Speed
Time Frame: 70 minutes
ICT Tools Used: Power Point, Video Set Induction
Types of Learners/Learning Styles:
i.Style1: Spatial
ii.Style2: Kinesthetic

Objectives of the Lesson:

1.Scalar and vector quantity
2.Definition of speed
3.Formula for speed
4. Application of formula

Set Induction:
Youtube video: Scalar vs Vector Quantity
https://www.youtube.com/watch?v=Pj8Zh0A-uLU
Youtube video: What is Speed?
https://www.youtube.com/watch?v=S9Z1a3sZfHY

Methodologies:
Detailed Comparison of activities involves in catering to Learning Styles bearing in mind the 4Cs;
communication, collaboration, critical Thinking/problem solving and creativity.
Learning Style1 Learning Style 2
T - introduces students to a video on -students are placed into groups, taken to playfield
Scalar and Vector quantity via video. -Two of the three variables are kept constant and
T- explains difference of scalar and vector students asked to determine the third.
quantity. Activity 1: One student walks and another runs a fixed
T- introduces speed via video and distance (20 metres). Students then infer third variable
integrating speed into scalar and vector to be time taken to complete race
quantity.

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 T- allows students to ask questions about
material that was introduced for better
understanding.
T- introduces students to formula (s= d/t)
T-uses Powerpoint to give several
examples of word problems concerning
formula.
Activity 2: One student walks and another runs for 5
seconds. Students then infer third variable to be
distance covered
Activity 3: A single student runs a measured distance
(20 metres) and timed. Applying formula, class can
determine speed.

Home Work:
Worksheets
• https://blogs.glowscotland.org.uk/nl/airdrieacadmaths/files/2016/02/Speed-Distance-Time-
Worksheet.pdfhttps://www.homeschoolmath.net/worksheets/table-speed-time-
distance.php?col=

• 2&row=3&metric=1&customary=1&hoursminutes=1&minutes=5&fractionalhours=1&timeunits
=fraction&decimals=1&workspace=9&type1=1&type2=1&type3=1&font=sans-
serif&FontSize=12pt&pad=6&border=on&ptitle=&Submit=Submit

Closure:
The teacher will review the key points of the lesson and assess the student’s problem-solving ability
from the homework worksheets given.

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 LEARNING STYLES ACTIVITY
List of Group Members:DRUSILLA BALKARAN; DENESIA ALI; JUDY JEBODH; NAZIROON MOHAMED
Subject: GEOGRAPHY
Year Level: FORM ONE
Topic: NATURAL RESOURCES
Time Frame: 60 MINUTES
ICT Tools Used: POWERPOINT PRESENTATION; YOUTUBE VIDEOS; KAHOOTS
Types of Learners/Learning Styles:
i.Style1:Visual
ii.Style2:Verbal
Objectives of the Lesson:
1.Describe the natural resources found in Trinidad and Tobago
2.Locate and name areas in Trinidad and Tobago where these natural resources are located
3.Explain the importance of each to the economy of Trinidad and Tobago
4.Explain the negative impact of each resource on the environment
Set Induction: Youtube video on natural resources.
Methodologies: Detailed Comparison of activities involves in catering to Learning Styles bearing in mind
the 4Cs; communication, collaboration, critical Thinking/problem solving and creativity.
Learning Style1: VISUAL Learning Style 2:VERBAL

Youtube video on natural resources with Youtube video on natural resources with
documentary documentary

Students will be provided with a blank map with a Reading and listening to guided instructions
key to insert areas where natural resources are from teacher
located. Students are then required to search for a
map online showing location of resources.
Teacher projects a list of questions about uses
Students are required to create a graphic organizer of resources and students will do web search
using questions as guidelines provided by the to find information and present in a table.
teacher, students will do web search to find
answers to questions.
• Home Work: Students are required to get pictures with brief explanations showing how
development of these resources can negatively affect the environment.
• kahoot quiz on resources.

LEARNING STYLES ACTIVITY

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List of Group Members:Sheldon, Kelly, Kathy-Ann, Meguella
Subject: Integrated Science
Year Level: Form 1
Topic: Safety in Science
Time Frame: 60 minutes

ICT Tools Used: projector ,laptop, youtube, apps

Types of Learners/Learning Styles:

(i) Style1: Visual
(ii) Style2: Auditory

Objectives of the Lesson:

1.Students will be able to define safety
2.Students will be able to relate the safety symbol to the type of hazard
3.Student will be able to create a presentation to highlight safety rules which ensure personal
safety

Set Induction:
Students name the symbols and sounds on a Teacher created Powerpoint Game
Teacher consolidates responses and asks students to name the day’s topic
(Learning styles - Auditory and Visual)

Methodologies: Detailed Comparison of activities involves in catering to Learning Styles

bearing in mind the 4Cs; communication, collaboration, critical Thinking/problem solving and
creativity.
Learning Style 1 - Visual Learning Style 2 -
Auditory

1. Powerpoint game (images 1. Powerpoint

Of symbols are flashed, students to identify symbol game with
(substitution) sounds
2. Video on safety symbols (substitution)
https://www.youtube.com/watch?v=WQyObsamnMw
3. Kahoot to assess safety symbols (augmentation) 2. Video on
Transitional statement to safety rules safety symbols
4. Students view the chart with safety challenges and create group
presentation for each of the 8 labelled situations (modification)
3. Sound effect
with quiz

4. Create group
presentation using
apps

LEARNING STYLES ACTIVITY

List of Group Members: Wendell l, Mario, Eva, Michelle, Sherwin

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Subject: Agricultural-Science
Year Level: Form 4
Topic: Cultural Practices in Agriculture-Mulching
Time Frame: 90 mins
ICT Tools Used: Projector, Sway, Youtube videos embedded
Types of Learners/Learning Styles:
i.Style1: Visual/Auditory
ii.Style2: Kinesthetic
Objectives of the Lesson: At the end of the lesson...
1. Students will be able to define the term ‘mulching’
2. Students will be able to mulch plants in and around the farm/garden
3. Students will be able to differentiate between mulching and moulding
4. Students will be able to highlight three benefits of mulching
Set Induction: Video presentation depicting - A CEPEP gang cleaning as they often do, cutting the grass,
placing it in heaps and anticipating the dump truck to carry the grass away, real life situation. Student will
be asked what is wrong with this picture, what are some other uses of the grass other than throwing it
away? After elicitation this will lead them into today’s topic of mulching which will show or identify the
way this “waste” can help the smallest of farmers improve their crop production practices (rake your
money maker:))- C used- ‘ Communication’ and ‘ Critical thinking skills’

Methodologies: Detailed Comparison of activities involved in catering to Learning Styles bearing in mind
‘the 4Cs; communication, collaboration, critical thinking/problem solving and creativity.
Learning Style 1- Visual/Auditory Learning Style 2 - Kinesthetic
-Using a real video of CEPEP gang, where students are to -Reproducing the steps one should
identify what they are seeing (initiate discussion, which follow when mulching.
would lead to problem solving) -Proper use of P.P.E
-Creation of a SWAY presentation that would define -Proper use of tools, (rake, hoe, shovel)
mulching and illustrate the types of materials used, the
benefits of mulching and the differences between mulching SAMR: Redefinition Students will be
and moulding. (Augmentation) required to create a padlet that shows
-Show pictures also images of the mulching exercise they
http://support.guardian.co.tt/news/2016-08-25/cepep- have done on the farm. From this, they
contractors-facing-termination will collaborate to present challenges
they may have faced.( (C used
Collaboration and Creativity )
LEARNING STYLES ACTIVITY Group RAJ
List of Group Members: Joan Balkaran-Lall, Aneela Pariag, Rohan Ramroop
Subject: Mathematics
Year Level: Form 3

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Topic: Pythagoras’ Theorem
Time Frame: 1 period, 35 mins
Requirements: paper, pen,pencil, ruler, protractor
ICT Tools Used: Image, YouTube video
Types of Learners/Learning Styles:
i.Style1: Visual
ii.Style2: Kinesthetic
Objectives of the Lesson:
1. Labelling a right angle Triangle
2. Identify the hypotenuse
3. Formula for Pythagoras’ Theorem
4. Use of formula
Set Induction: Project a picture of a right angle triangle with the three sides made of squares.

Methodologies: Detailed Comparison of activities involves in catering to Learning Styles bearing in mind
the 4Cs; communication, collaboration, critical Thinking/problem solving and creativity.

Main body:

view the following video: https://www.youtube.com/watch?v=JH9V3bWA1T0

https://www.khanacademy.org/math/basic-geo/basic-geometry-pythagorean-theorem/geo-
pythagorean-theorem/v/the-pythagorean-theorem (Substitution)
Introduce the equation for Pythagoreas’ theorem, a +b =c
2 2 2

Practical activity:

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Using a ruler and pencil, draw a triangle of sides 3cm by 4cm, and using a protractor they would get a
right angle in between the two sides. Label your triangle sides X,Y,Z. Draw and complete your triangle.
Identify the hypotenuse of your triangle. Measure with your ruler the length of the hypotenuse.
Compare your value of hypotenuse with your calculated value from the use of the equation.

Learning Style1 (Visual) Learning Style 2 (Kinesthetic)

Projected Image of triangle Practical Activity- drawing and measuring
Students will see that a triangle can be formed from 3 their triangle
squares of differing sides

Home Work: Do questions from website (Augmentation)

https://reviewgamezone.com/mc/candidate/test/?test_id=13177&title=The%20Pythagorean%20Theor
em
Closure: Where can Pythagoras’ Theorem be used in real life?

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 LEARNING STYLES ACTIVITY
List of Group Members: Rishi Ramesar, Vashti Anjali Goberdhan, Veera Ramkissoon,
Jaime Ramkissoon-Maharaj
Subject: Mathematics
Year Level:Form 1
Topic: Constructing a cube using a net.( Multiple Intelligences; tactile and visual )
Time Frame: 45 mins
ICT Tools Used: Interactive Website, you tube videos
Types of Learners/Learning Styles:
i.Style 1:_________Visual___________
ii.Style 2:__________Tactile__________
Objectives of the Lesson:
1. Identify the nets which can be used to form a cube - knowledge
2. Construct a cube using an appropriate net - Arithmetic Thinking / Psychomotor
Set Induction: https://youtu.be/-0bbAfOuh-M ( SAMR-Substitution)
Methodologies: Detailed Comparison of activities involves in catering to Learning Styles bearing in
mind the 4Cs; communication, collaboration, critical Thinking/problem solving and creativity.
Learning Style 1 - Visual Learning Style 2 - Tactile
( SAMR-Augmentation)
students will visit an interactive website which involves Students will attempt to construct
identifying the nets of a cube. cubes using teacher provided Nets.
https://illuminations.nctm.org/activity.aspx?id=3544

Home Work:

1. Using a suitable net and materials

Construct your own cube of edge 4cm.
You may decorate your cube using colour, patterns and designs.

2. Students will make a video and upload it to youtube highlighting the process used to
construct the cube ( SAMR Redefinition)

Closure: https://www.youtube.com/watch?v=vQa3kP2FE4g

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 LEARNING STYLES ACTIVITY
List of Group Members: Criston Williams, Natasha Thurab- James,Renata Francis, Leanna Parris-
Ramdeen
Subject: Mathematics
Year Level: Form One
Topic: Sets
Time Frame: 35 mins
ICT Tools Used: Kahoot, YouTube,
Types of Learners/Learning Styles:
i.Style1: Visual
ii.Style2: Kinesthetics
Objectives of the Lesson:
1. Define the term ‘set’, ‘subsets’ and ‘intersection’.
2. Give some types and one example of each type of set
3. Identify members of sets and use sets symbols
4. Represent sets using a Venn Diagram
Set Induction:
Have persons in the class that like doubles stand on the left side of the class. Have persons that like crab
and dumpling stand on the right side of the class. Persons that like both crab and dumpling would stand
in the middle of those who like doubles only or crab and dumpling only. Those ho remain would be
those who like neither. This would be used to introduce the concept of sets, subsets and intersection.

Methodologies: Detailed Comparison of activities involves in catering to Learning Styles bearing in mind
the 4Cs; communication, collaboration, critical Thinking/problem solving and creativity.
Learning Style 1 - Visual Learning Style 2 Maths & Logic
1. Draw each type of set on the 1. Students will use objects found in their book
whiteboard and identify the bags and form an intersected/union set and
members. identify each member.
2. Students will form sets in the 2. Use Kahoot and prepare an assessment for
classroom under specific criteria. students to practice drawing sets, identifying
3. Use YouTube video showing symbols members and using symbols.
used to represent sets, with multiple
examples and a simple assessment.

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Home Work: Students will complete an exercise from their textbooks.

Closure: Oral Revision.

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 LEARNING STYLES ACTIVITY
List of Group Members: Karen Roopnarine, Shalini Latchman, Kris Harnamji, Zellon Mike, Reza
Mohoyodeen, Islam Shudeen

Subject: Integrated Science

Year Level: Form 1

Topic: Cells

Time Frame: 40 minutes

ICT Tools Used: YouTube Video (Substitution), Interactive Online Game (Augmentation)

Types of Learners/Learning Styles:

(i) Style1: Visual
(ii) Style2: Kinesthetic

Objectives of the Lesson: Students will be able:

1.To identify the organelles found in a Plant Cell and an Animal Cell
2.To create a model of a Plant Cell
3.To create a model of an Animal Cell

Set Induction: Teacher shows a YouTube song/video on plant and animal cells.
https://www.youtube.com/watch?v=NkC9AiJf7gI

Methodologies: Detailed Comparison of activities involves in catering to Learning Styles

bearing in mind the 4Cs; communication, collaboration, critical Thinking/problem solving and
creativity.
Learning Style 2:
Learning Style1: Visual Kinesthetic

1. Teacher shows a YouTube song/video on plant and animal cells. 1. T

(communication) demonstr
ates the
2. T allow S in groups to do an interactive online game comparing models of
the parts of plant and animal cells: plant and
https://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_ animal
game.htm (collaboration) cells to S.
(communi
cation)

2. T allows S
to manipulate the
models in groups.
(critical thinking /

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 problem solving
and
collaboration)

Home Work: S would be asked to create individual models of both plant and animal cells, using
materials found at home. (creativity)

Closure:T identifies students to come up and summarize the organelles found in plant and
animal cells.

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