Professional Documents
Culture Documents
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.5 introduction of new scientific literacy through subject specific terminology such as solute
Metalanguage
and solvent.
2.4 Social Support The lesson supports a collaborative learning style which promotes diversity and inclusivity.
3.1 Background Lesson builds upon prior knowledge of uses of water within the household to establish a
knowledge
baseline of understanding within the classroom.
3.2 Cultural Students learn about Aboriginal ideas of water through a dreamtime story.
knowledge
Time Teaching and learning actions Organisation 5 E’s
5 Guide students into the classroom and greet students by Teacher : Standing by the door, the
name as they enter. teacher welcomes students into the
classroom.
Instruct students to take out their workbooks and stationary,
and refer to the board for the list of things which will be Student : Students enter the
focused on in the lesson classroom in an orderly manner and
sit down at their assigned/ regular
seats.
Resources :
15 ‘Stream of consciousness’ questions will be written on the Teacher: Walks around the Engage
board for students to consider while watching the YouTube classroom while students are
video on Tiddalick (2 mins 42 seconds) independently answering questions,
[ https://tinyurl.com/mzdj3gr ] checking on students as they go.
Questions may include: Teacher facilitates class discussion
‐ In what ways was water necessary in the of questions while constructing a
community? mindmap on the board.
‐ What were the consequences of the water being
removed? Students : Watch Youtube video and
‐ Do you think it would be easy to remove all of the record independent answers to the
water as Tiddalick did? Justify your answer. questions that have been written on
the board in their books.
After the video is played, students take five minutes to record
their thoughts in their books independently before students
discuss, as a class, the answers to the questions on the board Resources :
(listed above). Teacher records student answers in the form ‐ Smart board/ projector
of a mind map. ‐ Laptop
Note: If the teacher knows of any indigenous students in the ‐ Whiteboard markers
class, the teacher should call upon those students to share
their perspective/s first, if they are comfortable to do so.
10 Students, using their personal devices, recreate the class’ Teachers : Teacher distributes
mind map using the website bubbl.us. Students will be given a bubbl.us guides while students
brief introduction and printed guide (Resource 1.1) on how to open a web browser on their
use the website that they will use to make a mindmap. laptops.
Students will continue to add to this mind‐map as they
progress through the module. Students : Take out their personal
devices and use the guide to
produce a digital mind‐map
mimicking the mindmap started by
the teacher on the board
Resources :
‐ Student personal devices
‐ Class set of printed
bubbl.us guides. (~25
copies)
10 Think Pair Share: Teacher : Teacher distributes Engage,
Using the ‘Water in our everyday lives’ worksheet provided worksheets to students and briefly Explore
(Resource 1.2), students consider the contemporary use of talks through the worksheet to
water in their everyday lives, particularly focusing on its use in insure that students know what is
combination with other things. expected of them. Teacher will
Students first work individually, for about 2 minutes, to point out the example that has been
identify different ways water is used before pairing up with included in the first box of the table
the person next to them, for 2 minutes, and comparing to assist students who might find
answers. the activity challenging.
After students have finished discussing their answers in pairs, Student : Students first attempt the
the teacher facilitates the sharing of ideas among students by worksheet on their own before
moderating a classroom discussion. Students pass around a discussing answers in pairs.
ball of string, holding onto a part of the string after they give Students then participate in class
their response as a way of making sure that each student in discussion, passing a ball of string
the class has had the opportunity to give an answer. Students once they have provided an answer.
may tug the string back to the previous person if they require
help. Students may help one another by suggesting answers. Resources :
‐ Class set of the ‘Water in
Teacher justifies extended discussion about the importance of our everyday lives’
water by introducing it as the ‘universal solvent’ . worksheet printed (~25
[Students to add universal solvent/ solvent to progressive copies)
wordbank which has been established from prior lessons]
Students write down, “Is the term ‘Universal solvent’ entirely
correct? Justify your response.” in their book and answer it
when they have an opinion. Answers must be shown to the
teacher either when they have finished their work or at the
end of the third lesson.
Students revisit their list of things to see in what scenarios
water was used as a solvent.
Examples may include:
‐ Hand Soap and water
‐ Sugar in tea (In which water is the main fluid)
‐ Salt water (E.g. When you get an ulcer or mouth
infection)
‐ Dissolvable tablets (medicinal and washing
powders)
15 Compare and contrast investigation around classifying Teacher : Sets out five pre‐prepared Explore
mixtures and solutions. beakers around the classroom.
Students will be supplied with a range of materials that they Student : construct a qualitative
can combine with water to test solubility , including; results table. Follow the set method
‐ Salt and test solubility using the
‐ Sugar provided equipment. spend only 2
‐ White Pepper minutes at each station
‐ Sand Resources :
‐ Small rocks 25 beakers (20 empty, 5 containing
The experiment will be organised into five separate stations. salt, sugar, white pepper, sand and
Students will get into groups of 5 (As allocated by the small rocks respectively), 5 spatulas.
teacher) and take it in turns to combine a half a spatula’s
worth of materials into a beaker of water. Students will then
mix the contents of the beaker with the spatula for about 30
seconds and allow the contents to settle before they record
their observations. Students will spend no more than 2
minutes at each station before moving on.
Prior to commencing experiments: Students will construct a
table and make qualitative observations as to whether or not
the substances are dissolving and hence, forming a solution
or a heterogeneous mixture. (A term they should have learnt
in the previous module, CW2).
[Important: Students will ensure the spatula is dry before
extracting the material (If it is wet, they should use a paper
towel for drying).]
Questions for reflection/ to take home:
‐ Which did dissolve and which didn’t dissolve?
‐ In this investigation, what could be classified as a
solute?
‐ If you continue adding solute to the solvent, will it
continue to dissolve endlessly?
If so, why?
If not, what is the point at which it stops called?
5 Students ensure glassware has been cleaned and put in the Teacher: Ensures students follow
appropriate trays for the lab technician to clean more homework instructions and clean
thoroughly. All questions for homework should be recorded lab work spaces properly
in their books. Students should put their name at the top of
the ‘Water in our everyday lives’ worksheet and leave it on Student: Rinse and pack away all lab
the teacher’s desk before leaving the classroom. equipment and wipe down benches.
Students write in all homework
questions, record their name on
their worksheet and place it on their
teachers desk.
Resources: