Lesson Plan – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

Chemical World (CW) – Chemical Stage 4 Year 8 114-115, 158-160
Reactions
Date: Location Booked: Lesson Number:
Week 7 1/3
Time: 60 minutes Total Number of students Printing/preparation
Experiment/lesson hand out
Outcomes:
SC4-16CW describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles
SC4-17CW explains how scientific understanding of, and discoveries about, the properties of
elements, compounds and mixtures relate to their uses in everyday life
SCLS-22CW recognises the properties of common substances
SCLS-24CW investigates a variety of chemical changes
SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types,
collaboratively and individually
Content statement/s:
CW4 In a chemical change, new substances are formed, which may have specific properties
related to their uses in everyday life
a. Students identify when a chemical change is taking place by observing a change in
temperature, the appearance of new substances or the disappearance of an original substance
Life Skills: students observe some types of chemical changes, eg baking a cake, making bread, lighting
a sparkler or gas bubbles forming in water.
Life Skills: students identify that when a chemical change occurs, new substances may be formed.
Life Skills: students recognise that some substances change when heated, eg burning magnesium.
WS6 Students conduct investigations by:
b. assembling and using appropriate equipment and resources to perform the investigation,
including safety equipment
d. following the planned procedure, including in fair tests, measuring and controlling variables
Cross-curriculum priorities:

General capabilities:
 Literacy

Assessment: Formative:
 Complete the experiment and record results in workbook or on worksheet
 Spelling test
 Recapping lesson by asking “What did we learn today?” or “What didn’t you understand about
today’s lesson?”

Lesson overview:
In this lesson students learn about physical change of a substance, identify chemical change and its
indicators. Students do this through theoretical exercises and through experimentation.
 Time Teaching and learning actions
Intro Welcome and settle class.
10min Get students to write Purpose, Content and skills into their books (success criteria)
Purpose: Identify when a chemical change is taking place
Content: Physical change of substances, chemical change, Identifying chemical
change, Experiments in chemical change
Skills: experimentation, Investigation

Spelling test, words;

Colour, Temperature, gas, precipitate, light

Word meanings
Colour: the quality of an object or substance with respect to light reflected by the object
Temperature: The degree of hotness or coldness of a body or environment
Gas: an air-like fluid substance which expands freely to fill any space available, irrespective of
its quantity
Precipitation: the action or process of precipitating a substance from a solution.
Light: electromagnetic radiation that can be detected by the human eye

Body Introduce students to new unit ‘chemical reactions’ brief outline of unit content.
5min Show an introduction video showing cool chemical changes.
https://youtu.be/FofPjj7v414

10min Ask students if they know what occurs when a substance undergoes a physical change? Looking
for the answers: shape, size, or the state of a substance changes, or the way substances are mixed
changes

Ask students to list 5 examples of physical change in their books.

Giving examples of water to ice (substance change), melting of a gold bar (shape)

5 min Talk to students about what a chemical change is.

 New substances are formed
 Which have specific properties
Students are to copy definition into their books

Ask students if they can think of any situations at home where new substances are formed as a
result of combining two substances

Explain to students what the experiment that we will be conducting

25 min Formative assessment: During experiments teacher is to go around asking students about
the experiment and theory.

Hand out experiment handout

Experiment 1: Decomposition of copper carbonate by heat (colour change)

Remind Students: Dowhat, Towhat, Detail

Aim: To observe signs of a chemical reaction in copper carbonate when it is heated.

Materials: Test tube rack, Bunsen burner, test tube, boss head clamp, finger clamp, sample of
copper carbonate, and matches.
Method:
1. Set up Bunsen burner.
 2. Place a small amount of copper carbonate in a test tube and sit it in the rack.
3. Set test tube in boss head clamp so the Bunsen will fit underneath the test tube.
4. Ask teacher to check your setup, to get the matches.
5. Light the Bunsen burner and set a safety flame.
6. Move the Bunsen burner under the test tube to observe the experiment
Results:
What colour is the copper carbonate before the heat is applied? _______________
What colour is the new substance? _______________

Experiment 2: Magnesium and oxygen (production of state, light) magnesium oxide

Aim: To observe the signs of a chemical reaction between magnesium and oxygen.
Materials: Bunsen burner, matches, and a magnesium strip, tongs, heat proof dish
Method:
1. Set up Bunsen burner.
2. Ask teacher to check your setup, to get the matches.
3. Using tongs light the magnesium and place in a heat proof dish
Results:
What was the sign of a chemical reaction? _________________
What physically changed in the visual appearance of the magnesium? ________________
Experiment 3: Vinegar and sodium carbonate (production of state)

Aim: To observe the signs of a chemical reaction between Vinegar and sodium carbonate.
Materials: beaker, 2 teaspoons of sodium carbonate, 50ml of vinegar
Method:
1. Place beaker in the middle of the cardboard box
2. Place 2 teaspoons of sodium carbonate into beaker
3. Add 50ml of vinegar into the beaker.
Results:
What happened when the vinegar was added to the sodium carbonate? ______________

Life Skills: student observes the experiment performed in order to see a chemical change.
Life Skills: student recognises that magnesium is no longer a malleable grey metal once heated.

Conclus Signs of a chemical change for each substance.

ion5min Change in colour, change in temperature, production of gas, production of precipitation,
emission of light
Fill in table of signs of chemical changes for experiments completed.

Recap of learning what was covered.

• What happens in a chemical change?
• What happened when copper carbonate was heat?
• What happened when Magnesium was burned?
• What happened when Vinegar and sodium carbonate are mixed?
• 5 signs of chemical change?
What will be done next lesson.
• Continue with experiments
• Discuss and identify reactants and products
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learned that the way a question is asked is just as important as what is being asked. In order
to get a useful response from students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW By exploring how different chemicals interact to create a
chemical change hence changing the properties of the two
substances.
SC4-17CW By asking students where mixtures and reactions take place
in everyday life.
SCLS-23CW By asking students where mixtures and reactions take place
in everyday life.
SCLS-24CW Conducting experiments in chemical change
SC4-6WS Students follow the method for the experiment

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson

1.2 Understand how
students learn
1.3 Students with
diverse linguistic,
cultural, religious
and socioeconomic
backgrounds
1.6 Strategies to support full
participation of students
with disability
2.5 Literacy and numeracy
strategies
The lesson plan shows that I understand how students learn by my
use of evidence based researched teaching strategies like
scaffolding and formative assessments.
Evidenced based teaching methods such as scaffolds, explicate
learning and success criteria have been used to cater for students
with low socioeconomic backgrounds and with EAL/D
considerations.
By using scaffolds, focusing on metalanguage the lesson plan
helps students with EAL/D considerations or student with
disabilities.
By using different approaches, such as spelling tests, word
meaning exercise and missing words in hand outs, the lesson
plane helps improve students’ literacy skills.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
key risks Safety measures
- Contact of skin or eyes with - Wash effected area with water, students must complete a
hydrochloric acid safety instruction before labs and PPE is to be warn
- Burns from flames. - Cut hazard, broken glass must be cleaned up immediately.
- Broken glass - Students must complete a safety instruction before labs

General practice
- all students must finish lab safety course before prac
- PPE is to be worn at all times.
References (In APA)
7a9rian2. *2014, April 20). Amazing chemical reactions! Retrieved from
https://youtu.be/FofPjj7v414

Resources Attached:
 Lesson 1 Power point slides.pptx
 Lesson 1 Handout.pptx
Lesson 1 Power Point Slides
Lesson 1 Handout.pptx
 Lesson Plan – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

Chemical World (CW) – Chemical Stage 4 Year 8 114-115, 158-160
Reactions
Date: Location Booked: Lesson Number:
Week 7 2/3
Time: 60 minutes Total Number of students Printing/preparation
Experiment/lesson hand out
Outcomes:
SC4-16CW describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles
SC4-17CW explains how scientific understanding of, and discoveries about, the properties of
elements, compounds and mixtures relate to their uses in everyday life
SCLS-23CW explores how common chemicals affect everyday life
SCLS-24CW investigates a variety of chemical changes
SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types,
collaboratively and individually
Content statement/s:
CW4 In a chemical change, new substances are formed, which may have specific properties
related to their uses in everyday life
a. Students identify when a chemical change is taking place by observing a change in
temperature, the appearance of new substances or the disappearance of an original substance
Life Skills: students observe some types of chemical changes, eg baking a cake, making bread, lighting
a sparkler or gas bubbles forming in water.
Life Skills: students identify that when a chemical change occurs, new substances may be formed.
Life Skills: students recognise that some substances change when heated, eg burning magnesium.
WS6 Students conduct investigations by:
b. assembling and using appropriate equipment and resources to perform the investigation,
including safety equipment
d. following the planned procedure, including in fair tests, measuring and controlling variables
Cross-curriculum priorities:

General capabilities:
 Literacy

Assessment: Formative:
 Recapping last lesson by Asking students “what did we learn yesterday?” or “what didn’t you
understand about yesterday’s lesson?”
 Complete the experiment and record results in workbook or on worksheet
 Spelling test
 Recapping lesson by asking “what did we learn today?” or “what didn’t you understand about
today’s lesson?”

Lesson overview:
This lesson continues looking at physical change of substances and identifying chemical change and its
indicators. This lesson also introduces reactant(s) and product(s), and explores what they are.
 Time Teaching and learning actions
Intro Welcome and settle class.
10min Get students to write Purpose, Content and skills into their books (success criteria)
Purpose: Identify when a chemical change is taking place, identify reactant(s) and
product(s)
Content: Spelling test, experiments in chemical change, Identifying chemical change,
identify reactant(s) and product(s),
Skills: Experimentation, Investigation

Spelling test, words;

Chemical, Physical, changes, reaction, substance

Word definition
Chemical: a distinct compound or substance
Physical: relating to things perceived through the senses as opposed to the mind; tangible or
concrete
Changes: make or become different
Reaction: a chemical process in which substances act mutually on each other and are changed
into different substances, or one substance changes into other substances.
Substance: the real physical matter of which a person or thing consists and which has a
tangible, solid presence.

5min Discuss with students what was learnt last lesson before slides are presented.
Recap of previous lesson.
• What happens in a chemical change?
• What happened when copper carbonate was heat?
• What happened when Magnesium was burned?
• What happened when Vinegar and sodium carbonate are mixed?
• 5 signs of chemical change?
13min Formative assessment: During experiments teacher is to go around asking student about
the experiment and theory.

Experiment 4: Magnesium and hydrochloric acid

Aim: To observe the signs of a chemical reaction between magnesium and acid.
Materials: Test tube rack, test tube, hydrochloric acid, magnesium strip, thermometer
Method:
1. Place test tube in test tube rack
2. Place hydrochloric acid into the test tube.
3. Place thermometer into test tube.
4. Record the initial temperature of the hydrochloric acid.
5. Add a strip of magnesium to the hydrochloric acid.
6. Record temperature change
Results:
Was there a change in temperature? ______ Did it rise or fall? ______
What was the other sign of a chemical reaction? _________________

12Min Experiment 5: lead nitrate and potassium iodide

Aim: To observe the signs of a chemical reaction between lead nitrate and potassium iodide.
Materials: Test tube rack, test tube, lead nitrate solution in a dropper, potassium iodide
solution,
Method:
1. Place test tube in test tube rack
2. Place led nitrate solution into a dropper
 3. Place potassium iodide solution into the test tube.
4. Add drops of led nitrate into test tube with potassium iodide solution.

Results:
What was the initial colour of both solutions? ____________ Identify the two signs that a
chemical reaction occurred:
1. ____________________
2. ____________________

Class discussion after experiment is finished.

Ask students if they can think of any situations at home where new substances are formed as a
result of combining two substances

15min Identify reactant(s) and product(s) from the experiments conducted.

The reactants and products are described to the students and an example is presented in the
slides.
Students are to fill in missing words into identical paragraphs in worksheet.
Task: students are to go through description of experiments previously conducted and determine
the reactants and products and fill in the table on work sheet. Teacher to do the first one then
walk around and help students complete the remaining four.
Answers are to be given after 10min.

Using crossword for students that finish early.

5min Recap of learning what was covered.

• What happened when Magnesium and hydrochloric acid?
• What happened when lead nitrate and potassium iodide?
• What is a reactant?
• What is a product?

What will be done next lesson.

• Discover what rust/corrosion is.
• Setup a corrosion experiment
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learnt how to plan a practical experiment and learnt what to research and what needs to be
included.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW By exploring how different chemicals interact to create a
chemical change hence changing the properties of the two
substances.
SC4-17CW By asking students where mixtures and reactions take place
in everyday life.
SCLS-23CW By asking students where mixtures and reactions take place
in everyday life.
SCLS-24CW Conducting experiments in chemical change
SC4-6WS Students follow the method for the experiment

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2 Understand how The lesson plan shows that I understand how students learn by my use
students learn of evidence based researched teaching strategies like scaffolding and
formative assessments.
1.3 Students with Evidenced based teaching methods such as scaffolds, explicate learning
diverse linguistic, and success criteria have been used to cater for students with low
cultural, religious
and socioeconomic socioeconomic backgrounds and with EAL/D considerations.
backgrounds
1.6 Strategies to By using scaffolds, focusing on metalanguage the lesson plan helps
support full
participation of
students with EAL/D considerations or student with disabilities.
students
with disability
2.5 Literacy and By using different approaches, such as spelling tests, word meaning
numeracy
strategies
exercise and missing words in hand outs, the lesson plane helps
improve students’ literacy skills.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
key risks Safety measures
- Contact of skin or eyes with - Wash effected area with water,students must complete a
hydrochloric acid safety instruction before labs and PPE is to be worn
- Broken glass - cut hazard, broken glass must be cleaned up immediately.

General practice
- all students must finish lab safety course before prac
- PPE is to be worn at all times.

References (In APA)

Resources Attached:
 Lesson 2 Powerpoint slides.pptx
 Lesson 2 Handout.pptx
Lesson 2 Power Point slides.pptx
Lesson 2 Handout.pptx
 Lesson Plan – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

Chemical World (CW) – Chemical Stage 4 114-115, 158-160
Reactions
Date: Location Booked: Lesson Number:
Week 7 3/3
Time: 60 minutes Total Number of students Printing/preparation
Corrosion workbook
Outcomes:
SC4-16CW describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles
SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements,
compounds and mixtures relate to their uses in everyday life
SCLS-22CW recognises the properties of common substances
SCLS-23CW explores how common chemicals affect everyday life
SCLS-24CW investigates a variety of chemical changes
SC4-4WS identifies questions and problems that can be tested or researched and makes predictions
based on scientific knowledge
SC4-5WS collaboratively and individually produces a plan to investigate questions and problems
Content statement/s:
CW4 In a chemical change, new substances are formed, which may have specific properties
related to their uses in everyday life
b. Students demonstrate that a chemical change involves substances reacting to form new
substances (ACSSU225)
Life Skills: students recognise that in a chemical change there may be the appearance of a new substance,
eg rust forms on iron materials or the disappearance of an original substance, eg acid is added to a piece of
chalk.
Life Skills: students investigate the requirements for rusting, including oxygen and water from the air.
Life Skills: student identifies ways to prevent rusting, eg painting or plating.
Life Skills: student describes some ways to remove rust from metals, including using sandpaper or
soaking in lemon juice.
WS4 Students question and predict by:
b. making predictions based on scientific knowledge and their own observations
WS5.1 Students identify data to be collected in an investigation by:
a. identifying the purpose of an investigation
Cross-curriculum priorities:

General capabilities:
 Literacy
Assessment: Formative:
 Recapping last lesson by asking students “What did we learn yesterday?” or “What didn’t you
understand about yesterday’s lesson?”
 Complete the experiment and record results in workbook or on worksheet
 Spelling test
 Recapping lesson by asking “What did we learn today?” or “What didn’t you understand about
today’s lesson?”
Lesson overview:
In this lesson students are looking at corrosion. They will gain an understanding of what corrosion is and
how it occurs. Students will also setup an experiment to determine what conditions are needed for an
iron nail to start rusting.
 Time Teaching and learning actions
Intro Welcome and settle class.
10min Get students to write Purpose, Content and skills into their books (success criteria)
Purpose: What does iron need to rust?
Content: Exploring what rust is, what causes rust, experiment
Skills: experimentation, Investigation

Spelling test, words;

Properties, weathering, Materials, corrode, particles

Word definition
Properties: characteristic of a substance that is observed during a reaction in which the chemical
composition or identity of the substance is changed
Thermometer: an instrument for measuring and indicating temperature
Materials: the matter from which a thing is or can be made
Corrode: destroy or damage (metal, stone, or other materials) slowly by chemical action.
Particles: a minute portion of matter.

Body Hand out corrosion workbooks

10min
Teacher to run through and discuss with students the following questions. Students to fill in the
missing words in their work books

Discuss what corrosion is (rust)

Corrosion is the deterioration of a metal as a result of chemical reactions between it and the surrounding
environment. This is known as an oxidation layer (thebalance.com)
What causes rust?
Both the type of metal and the environmental conditions, particularly gasses that are in contact with the
metal, determine the form and rate of deterioration.
What material can experience rust? Yes all metals can corrode in one form or another. For example
pure iron can corrode quickly while stainless steel takes much longer to corrode.
Why is rust bad for materials? Yes corrosion is bad for materials as it takes layers of the material away.
Hence, causing the material to slowly erode over time. This causing the material to lose strength and other
mechanical properties.
30min Design experiment

Describe and discuss the experiment with the students showing a picture of the set up experiment.

Talk about what an Aim is and develop one for the experiment with the class.
Aim: to determine what environments cause iron manes to start rusting.

Talk about what an Aim is and develop one for the experiment with the class.
Hypothesis: I think that ……… (students to write down what they think will happen during the
experiment)

Materials:
4 x Iron nails Steel wool
4 x test tubes Test tube rack
Electronic scales Calcium chloride
4 x Rubber stopper 150ml beaker
Tripod Bunsen burner
Gauze mat Oil
Sodium chloride
Go through the method with the class. Have them fill in the missing worlds in the workbook.
Method:
1. Collect all the equipment
2. Clean the iron nails with steel wool so they don’t have any existing rust on them and they all
look the same
3. Place four clean and dry test tubes in the test tube rack and label them “A”, “B”, “C” and “D”.
4. Use the electronic scales measure out 0.5 grams of calcium chloride
5. Place the sample of calcium chloride in test tube “A”, then place an iron nail in, and lightly
 press a rubber stopper in to the top
6. Place 50 mL of tap water into a 150 mL beaker
7. Set-up a Bunsen burner, tripod, and gauze mat, place the beaker on top
8. Ignite the burner
9. Boil the water, then let it rest for 5 minutes
10. Fill half of test tube “B” with the boiled water, and add an iron nail so it is submerged beneath
the top of the water
11. Pour a 5 mm layer of oil on top of the boil water and iron nail in test tube “B”, then gently press
a rubber stopper into the top of the test tube
12. Place an iron nail in test tube “C”, then add fresh (unboiled) tap water so that it is 1 cm deep at
the bottom of the test tube, then carefully press a rubber stopper into the top of the test tube
13. Mix 5 grams of sodium chloride with 50 mL water
14. Place an iron nail in test tube “D”, then add Salt water (unboiled) so that it is 1 cm deep at the
bottom of the test tube, then carefully press a rubber stopper into the top of the test tube
15. Wait 48 hours
16. Record all observations of any changes that have occurred to the iron nails

Formative assessment: During experiments teacher is to go around asking student about the
experiment and theory.

5min What can be done to prevent rust?

Students are to provide solution to how they think rust can be prevented in metals.

Corrosion find-a-word is to be used for students that finish work early.

5min Recap of learning what was covered.
 What is corrosion?
 What causes rust?
 What materials can experience rust?
 Why is rust bad?

What will be done next lesson.

 Continue with experiment and collect results
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Throughout the three lesson plans I have learnt how to wright plans on topics that I have little
background knowledge in

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW By observing the results of the corrosion experiment to see the
behaviour of the different matters reacting
SC4-17CW By discussing the effects of corrosion in everyday life.
SCLS-22CW
SCLS-23CW Seeing the result of different environments on an iron nail
SCLS-24CW Investigating the change in corrosion with different enviroments.
SC4-4WS By asking students to create a hypothesis regarding what each nail
will do.
SC4-5WS By having student develops an aim for the experiment.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2 Understand how The lesson plan shows that I understand how students learn by my use of
students learn evidence based researched teaching strategies like scaffolding and
formative assessments.
1.3 Students with Evidenced based teaching methods such as scaffolds, explicate learning
diverse linguistic, and success criteria have been used to cater for students with low
cultural, religious
and socioeconomic socioeconomic backgrounds and with EAL/D considerations.
backgrounds
1.6 Strategies to By using scaffolds, focusing on metalanguage the lesson plan helps
support full
participation of
students with EAL/D considerations or student with disabilities.
students
with disability
2.5 Literacy and By using different approaches, such as spelling tests, word meaning
numeracy
strategies
exercise and missing words in hand outs, the lesson plane helps improve
students’ literacy skills.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
key risks Safety measures
- Burns from flames. - students must complete a safety instruction before labs
- Broken glass - cut hazard, broken glass must be cleaned up imminently.
General practice
- all students must finish lab safety course before prack
- PPE is to be warn at all times.

References (In APA)

Resources Attached:
 Lesson 3 power point slides.pptx
 Lesson 3 Handout – Corrosion experiment report hand out.docx
Lesson 3 power point slides.pptx
Lesson 3 Handout – Corrosion experiment report hand
out.docx

Corrosion
experime
nt report

By: _____________________________
Research group members:
__________________________________________________

What corrosion is (rust)

Corrosion is the _ _ _ _ _ _ _ _ _ _ _ _ _ of a metal as a
result of chemical _ _ _ _ _ _ _ _ _ between it and the
surrounding environment. This is known as an oxidation
layer

What causes rust?

Both the type of _ _ _ _ _ and the _ _ _ _ _ _ _ _ _ _ _ _
_ conditions, particularly gasses that are in contact with
the metal, determine the form and rate of deterioration.

What material can experience rust?

_ _ _ all metals can corrode in one form or another. For
example pure _ _ _ _ can corrodes quickly while _ _ _ _
_ _ _ _ _ steel take much longer to corrode.

Why is rust bad for materials?

Yes, corrosion is _ _ _ for materials as it takes layers of
the material away. Hence, causing the material to slowly
erode over time. This causes the material to lose _ _ _ _ _
_ _ _ and other mechanical properties.
 Corrosion Experiment
Aim:
___________________________________________________
___________________________________________________
____________________________

Hypothesis:
___________________________________________________
___________________________________________________
____________________________

Equipment:
 4 x Iron nails  Steel wool
 4 x test tubes  Test tube rack
 Electronic scales  Calcium chloride
 4 x Rubber stopper  150ml beaker
 Tripod  Bunsen burner
 Gauze mat  Oil
 Sodium chloride
Method:
1. Collect all the _ _ _ _ _ _ _ _ _
2. Clean the iron nails with _ _ _ _ _ wool so they don’t
have any existing rust on them and they all look the
same
3. Place _ _ _ _ clean and _ _ _ test tubes in the test tube
rack and label them “A”, “B”, “C”, and “D”
4. Use the _ _ _ _ _ _ _ _ _ _ scales measure out 0.5 _ _ _ _
_ of calcium chloride
5. Place the sample of _ _ _ _ _ _ _ chloride in test tube
“A”, then place an iron nail in, and _ _ _ _ _ _ _ press a
rubber stopper in to the top
6. Place 50 mL of _ _ _ water into a _ _ _ mL beaker
7. Set-up a Bunsen burner, _ _ _ _ _ _, and gauze mat,
place the _ _ _ _ _ _ on top
8. Ignite the _ _ _ _ _ _
9. Boil the _ _ _ _ _ , then let it _ _ _ _ for 5 minutes
10. Fill half of test tube “B” with the _ _ _ _ _ _ water, and
add an _ _ _ _ nail so it is submerged beneath the top of
the water
11. Pour a 5 mm layer of _ _ _ on top of the boil water and
iron nail in test tube “B”, then gently press a rubber _ _
_ _ _ _ _ into the top of the test tube
12. Place an iron nail in test tube “C”, then add _ _ _ _ _
(unboiled) tap water so that it is 1 cm _ _ _ _ at the
bottom of the test tube, then carefully press a rubber
stopper into the top of the test tube
13. Mix 5 grams of sodium chloride with 50 mL water
14. Place an iron nail in test tube “D”, then add _ _ _ _ _ _ _
_ _ _ (unboiled) tap water so that it is 1 cm _ _ _ _ at the
bottom of the test tube, then carefully press a rubber
stopper into the top of the test tube
 15. Wait _ _ hours
16. Record all _ _ _ _ _ _ _ _ _ _ _ _ of any changes that
have occurred to the iron nails
Diagram before 48 hours:

Results – diagram after 48 hours:

Results – chemical reactant/s and product/s (equation):
___________________________________________________
______________

Results – description:
___________________________________________________
___________________________________________________
___________________________________________________
__________________________________________

Discussion:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________________________

Conclusion:
___________________________________________________
___________________________________________________
____________________________
 Justification
This series of lesson plans is intended to be used for a group of Stage 4 students (Year 8) at

a school in Western Sydney. The class is considered to be a low ability class with many members of

the class having a learning disability such as ADHD or Dyslexia. Hence this set of lesson plans has

been designed to cater for the low academic levels of the students in the class. Strategies used

throughout the lesson plans to deal with the low academic level include explicit instruction, success

criteria/learning intentions, use of metalanguage and background information, scaffolding,

differentiation as well as high impact teaching strategies. To further differentiate the lessons for low

ability students relevant sections of the life skills syllabus have been included in the lesson plan.

At the beginning of every lesson a Purpose, Content and skills (PCS) scaffold is used to give

the students a succuss criteria and the learning intentions for the lesson. This format is used

throughout the school where these lesson plans will be presented. By having a reparative focus to

the start of a lesson, the students are given a consistent approach to the start of each lesson across all

KLA’s. The PCS informs students of the purpose surrounding the lesson. This gives the lesson

grounding and highlights what the lesson is about. The content gives a list of the tasks that will be

performed in the lesson and finally the list of skills shows students what skills the tasks are aimed at

improving. By giving the purpose, content and skills to the students at the beginning of the lesson,

students are given information on what they need to do to succeed in the lesson (Australian Institute

for Teaching and School Leadership, 2017). This strategy fits with best practice outlined in the

Quality Teaching Matrix (QTM) and the High Impact Teaching Strategies (HITS) (Department of

education and training [DET], 2003, 2017).

Metalanguage is used throughout the lesson plans to help improve cross-curriculum

priorities, in this case literacy. The lesson plans use a couple of strategies to achieve an increase in
literacy skills for the students. These include a spelling test at the beginning of each class using key

words from the previous lesson or the current lesson. The scientific definition of these words is also

given to the students following the test. The use of the missing word strategy in the worksheet

design also aims at improving metalanguage. This allows students to pay attention to what is

happening in the class instead of writing text off the board. This strategy is beneficial to all students

and it helps them to understand different concepts (Gibbons, 2009). The missing word strategy also

provides examples of quality texts and allows for the lesson to be heavily scaffolded for the students

(Gibbons, 2002). These two strategies are very effective for low ability students and students with

EAL/D consideration (Australian Curriculum, Assessment and Reporting Authority, 2014).

The lesson plans aim to implement as many of the ten HITS (DET, 2017) as possible into

the lesson. As outlined previously, the PSC conducted at the beginning of each lesson helps in

setting goals for the class and brings a consistent structure to the lesson. The PCS also helps with

explicit teaching as it explains what students need to know by the end of the lesson (DET, 2017).

The content is taught explicitly by using the HITS best practices of worked examples, allowing

sufficient time and guides to assist students to complete the work. By using these explicit teaching

strategies, the structure of the lesson is also greatly improved which aligns with another HITS

strategy. The lesson sequence aims at giving students multiple exposures to content and skills by

linking goals to the recap at the end of the lesson and the beginning of the next. Also by conducting

similar experiments in the following lesson the same concept gets revisited giving students multiple

exposures to the same concepts over different lessons. By using the evidence based research that

produced the HIT strategies the effectiveness of the lesson is greatly improved (DET, 2017).

A major pedagogical strategy used throughout the lesson plans is the use of scaffolds to

present the content and skills to the students. Scaffolding is essential for teaching students with

EAL/D and learning difficulties (Gibbons, 2002), as it helps students develop an understanding of
different concepts by allowing students to have step-by-step instructions (Australian Curriculum,

Assessment and Reporting Authority [ACARA], 2014). Each lesson is scaffolded to give students

the best chance of meeting the lesson outcomes. In lesson one and two the content is delivered

gradually so students can build their understanding of the topic before the experiments are

presented. The experiments are also scaffolded for the students. This is done by presenting one

experiment at a time and also giving students the Aim, Method and questions about the results. The

worksheets for the labs are also designed to give students the required information but have key

words missing to encourage students to think about the experiment. The lab work in lesson three

uses a scaffolded approach, however it starts to put more of the work on the students. It does this by

having the individual tasks for students to develop an aim and hypothesis for the upcoming

experiment. By using scaffolds during the lesson there is a opportunity for the teacher to explain the

academic language used in scientific investigations and to model the text-type and grammatical

language of scientific writing.

Formative assessment is the key assessment used for the lesson plans. Formative assessment

has been shown to greatly improve individual learning levels of students (Hattie, 2009). The lesson

plans incorporate formative assessment throughout each lesson, at the beginning of the lessons by

asking questions like “What did we learn yesterday?” or “What didn’t you understand about

yesterday’s lesson?”. By asking these questions the teacher has an opportunity to remind or fill in

gaps from previously learnt material. The lesson plan also encourages the teacher to conduct

formative assessment during the lab-work of individual student or groups of students. This allows

the teacher to assess how individual students are going with in the class.
 Reference List
Australian Curriculum, Assessment and Reporting Authority. (2014). English as an Additional

Language or Dialect Teacher Resource: Annotated Content descriptions Science

Foundation to year 10. Retrieved from http://docs.acara.edu.au/resources/EALD_

Learning_Area_Annotations_Science_Revised_February_2014.pdf

Australian Institute for Teaching and School Leadership. (2017). Learning intentions and success

criteria [Brochure]. Retrieved from https://www.aitsl.edu.au/docs/defaultsource/

feedback/aitsl-learning-intentions-and-success-criteria-strategy.pdf?sfvrsn=382dec3c_2

Department of education and training. (2003). A classroom practice guide. Retrieved from

http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf

Department of education and training.(2017).High Impact Teaching Strategies: Excellence in

Teaching and Learning. Retrieved from https://www.education.vic.gov.au/

Documents/school/teachers/support/highimpactteachstrat.pdf

Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language

Learners in the Mainstream Classroom. Portsmouth, New Hampshire: Heinemann

Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Challenge

Zone. Portsmouth, New Hampshire: Heinemann

Hattie, J. (2009). Visible Learning. London: Routledge.