Beaconhouse School System

Potohar Campus KG & P

Weekly Planning sheet
Class/Grade V                                       Date/Week: 16    6th -10th December 2021
Day Target /SLO Unit/ Activity/Task   ICT integration (websites, videos, links, Resources to
Topic software, IT tools) be used
Lesson Know that matter Reversible Activity (station
1 and teaching) https://www.youtube.com/watch?v=PjZSMu2SXt4
exists in three irreversible
(80 min) Students will write
physical states; e.g., changes
the properties of
water exists in 3 matter in their note
books,
physical states in
nature.

Lesson Investigate and Reversible https://www.youtube.com/watch?

2 and ACTIVITY: What v=9TVOlTolKFA&ab_channel=TheOrganicChemistryTutor
compare the
irreversible am I?
(40 min) properties of solids, changes
liquids and air in terms
of mass, volume, shape
and ease of flow

Lesson Worksheet
3
(40mins)
Name of Teacher Sarah Faisal Subject Science

Topic Reversible and irreversible Date 6th-10th Dec

Class 5 Duration 80 minutes

Attainment Target Know that matter exists in three physical states; e.g., water exists in 3 physical states in nature.

Student would have:

Learning Outcomes
 Defined the three states of matter and some of their properties.
(Knowledge, Skills and
Attitudes  Wrote the properties of matter

Content and teacher activity Student activity Time Learning Formative assessment
materials and
(Day to day
resources
assessment)

How are you explaining and demonstrating What are the students doing to help them What resources will How do you plan to
the topic? (The teaching strategies/ understand the topic? you use that will assess learning as it is
methodology selected) support the happening?
teaching and
learning activities?
 5mins SNC Book
Students will answer the questions asked by
Prior Knowledge workbook
the teacher and their feedback will be
 What is state of matter? written on the board.
 Does it take space?
 Can we change the state of matter? Students will write vocabulary words in their 
phamphlet.

Introduction: Students will see a video to identify state of

Define matter as anything that takes matter
up space and has mass. Mass is the amount
of matter in something. Show students
three jars each containing an example of 20min
https://www.youtube.com/watch?
one form of matter. (Solid - blocks, liquid
s Defined the three states
v=PjZSMu2SXt4 of matter and some of
- water, and gas - air). Ask the students Level:
(states of matter) their properties through
how they know whether something is a UNDERSTA
NDING discussion
solid, liquid, or gas. List the students'
responses on the board. Ask the students
how they know there is air in the jar that
Activity (station teaching)
appears empty.
Students will observe all three state of
Development: matters and identify their properties in
each station set by the teacher. They will
Wrote the properties of
Matter exist in three physical states, observe and write facts in their notebooks Level:
Application matter
solid, liquid and gas. We can differentiate
between the physical state of matter by
comparing their shapes and volume.

30min
Solid s
A marble is a solid.

Students will discuss the properties of 3

A solid has these three main properties: 1. states of matter and will write notes.
A solid has a definite shape. 2. A solid has
a definite mass. 3. A solid has a definite
10min
s
volume.

Liquid
Analytical
Homework:
The water we drink is a liquid.

AFL: Students will write an interesting Some substances are

A liquid has these three main properties:
1. A liquid does not have a definite shape.
2. A liquid has a definite mass. 3. A liquid
has a definite volume.
A liquid will always take up the same
amount of space and take the shape of its
container. Give an easy to understand
example, such as juice, milk or the water
in a pool.
Gases
point on chit pad and they will paste it on difficult to classify as
board. Few will be asked to read aloud and liquids or solids. Custard
share with fellows as well is one example. Try to
think of 3 other
examples.
Written task
(given in teacher’s note)
Students will write the properties of matter
in their note books,

The air you breathe is made up of gases.

A gas has these three main properties: 1.

A gas does not have a definite shape. 2. A
gas does not have a definite mass. 3. A gas
Inquisitive
does not have a definite volume.

A gas does not always weigh the same or

take up the same amount of space.
However, like a liquid, a gas will always
take the shape of its container, no matter
the size or shape of that container. Give
an easy to understand example, such as
helium in a balloon, oxygen in the air or air
in a jar.
We can differentiate between the physical
state of matter by comparing their shapes and
volume.

Conclusion:
Teacher will revise the topics and will ask
different questions related to the topic.
How did you make the lesson inclusive?

By asking different questions related to the topic from the students.

Watching videos to investigate about different types of leaves and the process of photosynthesis.

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 Teacher’s Note

BASIS FOR SOLID LIQUID GAS

COMPARISON

Meaning Solid refers to a Liquid is a Gas refers to a state

form of matter substance, that of matter, do not
which has flows freely, have any shape but
structural having a definite conform to the
rigidity and has a volume but no shape of the
firm shape which permanent container,
cannot be shape. completely, in
changed easily. which it is put in.

Shape and Fixed shape and No fixed shape Neither definite

Volume volume. but has volume. shape nor volume.

Fluidity Cannot flow Flows from Flows in all

higher to lower directions.
level.

Compressibility Difficult Nearly difficult Easy

Mass Has mass and Has mass and Has mass and
occupies space occupies space occupies space
Name of Teacher Sarah Faisal Subject Science

Topic Date

Class 5 Duration 40 minutes

Attainment Target Investigate and compare the properties of solids, liquids and air in terms of mass, volume, shape and ease
of flow

Learning Outcomes  Identified properties of solid, liquid and air

 Compared the properties of solids, liquids and air in terms of mass, volume, shape and ease of flow.
(Knowledge, Skills and
Attitudes

Content and teacher activity Student activity Time Learning Formative assessment
materials and
(Day to day
resources
assessment)

How are you explaining and demonstrating What are the students doing to help them What resources will How do you plan to
the topic? (The teaching strategies/ understand the topic? you use that will assess learning as it is
methodology selected) support the happening?
teaching and
learning activities?
Recap:(whole Class) 5 mins SNC book
Students will answer the questions asked
 What are properties of solid?
by the teacher and their feedback will be
 What are properties of liquid? written on the board.
 What are properties of water?
Level: Identified properties of solid,
 Can we identify mass of solid, liquid
KNOWLEDGE liquid and air through discussion
and gas? How?
Level:
 Can we identify volume of solid, Resolute Understanding
KNOWLEDGE
liquid and gas? How?

Introduction:
Teacher will discuss properties of matter
Development: https://www.youtube.com/watch?
v=9TVOlTolKFA&ab_channel=TheOrgan
Teacher will ask student to reinforce icChemistryTutor
properties of solid, liquid and air.

ACTIVITY: What am I? 15min

Students will answer the worksheet
I am white and fluffy and the children play independently
with me in the garden. Some grown-ups are
spoil-sports and throw salt at me to try to
make me go away. When the sun shines Exit ticket:
strongly I warm up and run to the lowest Write the muddiest points on their
Compared the
part of the garden. If I am feeling really notebooks
Properties of solids, liquids and
energetic, I may leave the path altogether
and take to the skies. air in terms of mass, volume,
Level:
Applying Shape and ease of flow.
Through experiment.

Which part of this riddle refers to : a

solid? a liquid? a gas?

ACTIVITY 10min

Look at the examples of different

substances. Some are solids, some are
liquids and some are gases. What do think
each one is? Make a table to show your
ideas. 5min

milk, oxygen, petrol, copper, wood ,

hydrogen, polystyrene, blood, carbon
dioxide, paper, water, wool, ketchup, oil
ACTIVITY
With your group, make up some useful rules
which could help someone pick out the solids.
Then do the same for the liquids and the
gases.

Conclusion:

Which object has more mass?

Does air have mass? How?
Does the air occupy space? How?

How did you make the lesson inclusive?

By showing them videos and taking feedback.

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson