Lesson Focus Learning Area / Strand Year Level Implementation Date

Properties that allow materials Science 1/2 27/8/21

to be mixed together
Duration

45 mins

Prior knowledge of learners

 Students can identify everyday materials and state their properties.

 What happens to different materials when they are warmed.
 What happens when different materials are cooled.
 Why different parts of everyday objects are made of different materials.

Lesson objective/s
By the end of this lesson, students should be able to:

 Analyse the properties that allow materials to be mixed together.

Links to Curriculum (identify relevant Strands and Content Descriptors)

 Different materials can be combined for a particular purpose (ACSSU031)

 Science involves observing, asking questions about, and describing changes in, objects and
events(ACSHE021)
 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)

Evidence of learning

 Questioning
 ‘Mixing Table’ Worksheet

Classroom Management Strategies

 Offer Praise
 Set Guidelines
 Model Ideal Behaviour
 Encourage Initiative

Resources

 Science Book
 ‘Mixing Poster’ for IWB
 ‘Mixing Poster’ A4 Version
 Rocks
 Salt
 Water
 Milk
 Oil
 Flour
 Sugar

Differentiation strategies

 Explicit Teaching
 Incorporate Visual Aids
 Explain Each Step
 Think, Pair and Share

Lesson Introduction
 Introducing the topic  Make sure students have settled and all students are facing the front.
 Engagement of the  Explain to students that in today’s lesson we will take part in different experiments to
learners analyse the properties that allow materials to be mixed together.
 Think, Pair and Share about the word ‘Mixing’.
 Give students 2 minutes to think about the word before communicating with their
elbow partner. Ask students to respond to the class about what they discussed with
 their partner.
 Place mixing poster onto IWB, go through the information on the screen regarding
mixing.
 Discuss whether the students’ responses were similar to the definition on the IWB.

Lesson Body
 Delivering the  Place ‘Mixing Retrieval Chart’ onto the IWB.
content through  Hand out Mixing Retrieval Chart’ A4 version to the students.
specific strategies  Explain to student that we are now going to predict what will happen to each of
these materials when you try to mix them together and then test it out and record
the observations.
 Ask students to point to the box that says prediction, while the teacher points to the
box on the IWB.
 Tell students that the word, ‘Prediction’ means to guess what will happen.
 Point to the first box underneath the word ‘Prediction’ which will be in the ‘Rocks and
Sand’ Column. Ask students to predict what will happen when we mix rocks and
sand together. Give students time to think about this question.
 Remind students to raise their hand if they would like to share their prediction.
 Once the students have made their predictions, the class will construct a class
prediction.
 When prediction is constructed, teacher will write this into the table on the IWB
which will allow all students to copy this down onto their own worksheet.
 Complete the previous three steps, for each of the different materials.
 Once the predictions have been completed for each of the materials, start the
experimental phase where students will view the mixing of the different materials.
 The first experiment is mixing ‘Rocks and Sand’, the teacher will bring out some
rocks and sand in a bucket and mix the materials together, walk around the
classroom and show the students the outcome.
 Ask students to raise their hands and explain what they had noticed about the
mixing of the materials.
 As a class come up with a class observation about what they had noticed in the
bucket.
 Write this observation onto the IWB where students are able to copy this down onto
their handout.
 Complete the previous four steps for each of the different materials that are being
mixed.

Lesson Conclusion  The final column the students will need to fill out why did that happen? As a class
 Concluding activities discuss why we observed what we did, make sure to remind students about the
 Summarizing the different properties of the materials and whether this played a role in the outcome.
lesson  After the discussion about why this happened, make sure to write the answer into
the correct box onto the IWB for students to follow along.
 When all of the different mixing materials have been discussed and copied down
onto the table on the IWB, ask students to get out their science book and glue this
table into their book.

Evaluation / Reflection