University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Lesson Number: 1 Fiona Buchanan of 5 Date/Time: 28/11/2012 Curriculum Area / Activity: Lesson Duration: Science reversible and irreversible changes 110 minutes Number of Pupils: 27 Class: Year 5/6 SS Class

SEN Pupils School Action

(refer to departmental register / IEPs)

Names of other adults present: Ms Noble, Mrs Phillips(?)

Student teacher target in relation to Standards and ITDP

T1 - Set high expectations which inspire, motivate and challenge pupils T2 - Promote good progress and outcomes by pupils T3 - Demonstrate good subject and curriculum knowledge T4 - Plan and teach well structured lessons T5 - Adapt teaching to respond to the strengths and needs of all pupils T6 - Make accurate and productive use of assessment T7 - Manage behaviour effectively to ensure a good and safe learning environment T8 - Fulfil wider professional responsibilities Personal and professional conduct

Identified targets based upon previous lesson plan evaluation

Set SMART objectives Strict times for input and activities keep up the pace Ensure everyone understands the activity Select a focus group

Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values, attitudes and skills) To find out what changes happen when mixing solids and liquids Working towards... Children will see that some solids dissolve when mixed with water, some do not and some change to become something new. They may not observe all three and will need support in using correct scientific language. (Level ?) With help They will need support to go through the correct stages, they may not

Differentiated Learning Outcomes

Achieving... Children will see that some solids dissolve when mixed with water, some do not and some change to become something new. They can (mostly) use the correct scientific language. (Level 3b) With little or no help They will plan their experiment using correct terminology, they will Beyond... Children will see that some solids dissolve when mixed with water, some do not and some change to become something new. They can use the correct scientific language. They may hypothesise about how to reverse dissolved substances (Level 4c) Without help. They will plan their experiment using correct terminology, they will conduct it,

LO1

L02

To plan, conduct and record an experiment using the steps of a scientific enquiry

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport

understand the significance of the sequence of the stages or the necessity for variables. With help

conduct it, identifying variables and things to keep the same. They will record their results With little or no help

identifying variables and things to keep the same. They will record their results and hypothesise about further investigations Without help.

Learning across the curriculum

English - En1 speaking and listening, EN2 Reading, En3 Writing

Resources
Lesson plan x 5 for support staff, x 1 class teacher, x 1 mentor(s) Seating plan - groups IWB / Whiteboard /Pens TA or AOT for SEN pupils Tidy up music ready to go Measuring cylinders, beakers, timer, measuring spoons Water, salt, sand, plaster of paris, flour, bicarbonate of soda, sugar Recording sheets printed on A3 Lolly Sticks Post-it notes, Flip chart paper & pens

Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

2 minutes

Into Groups and sit at allocated tables Monitors hand out SCIENCE books Pupils stick in LI Starter

5minutes

LI To plan, conduct and record an experiment using the steps of a scientific enquiry. To find out what changes happen when mixing solids and liquids Remember to Use the planning template Record what you think will happen Decide what to change / keep the same Explain what you did Record your results Check for allergies

ABILITY GROUPS ON ATTACHED SHEET Mixed ability groups To support those children who leave class for additional support . During the afternoon a number of children will have support intervention groups today it will be year 5 phonics. Mrs Laloo said the children will be taken ou at the beginning of the lesson. When they return I will give them a sepapre quick input

Q & A to assess for prior Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

Q & A States of matter In books write an examples of a solid, liquid and gas. Teacher Input & Q & A Children listening

Starter activity

knowledge. Use the answers to support other children. Lolly sticks I have already asked the children if anyone is allergic to the substances we will be using. The only persn who said they had a problem was Luke Mewett. HE sais he cannot touch salt. Will check again before the experiments begin.

10 minutes

New topic Reversible and irreversible changes What do you know about solids and liquids? If I mix a solid and liquid what happens? Can this be changed back (reversed)? Explain activity Start today with step one, looking at how what happens when we mix solids and liquids Q & A - Definition of terms Solid Liquid Gas Dissolve Solution Reversible Irreversible Net week we will see if the process can be reversed Scenario You are a trader from the Middle Ages (link to Paragon topic) and have attacked by pirates. You have been shipwrecked on your way to sell your goods. Your barrels, containing a number of solids have become wet. You need to find out what has happened as in some barrels the solids seem to have disappeared and there is just liquid. There is a little bit of each dry substance left so

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

you are going to find out what happens when water is added. You can see if indeed some of the solids have disappeared. Depending on our results we will decide what we should do next. How are we going to do this investigation? Scientific enquiry How can we plan an investigation? Think Pair Share On WB children feedback ideas Explain activity Hand out recording sheets Group name and date You will use 6 different substances, each table will use 1 when finished pass to the next table. In your groups, plan your experiments Decide on your method Decide on equipment, quantities etc Assign roles You have 5 minutes http://www.online-stopwatch.com/fullscreen-stopwatch/ Draw class back together Children listeneing again Gather equipment and first substance and start your experiment Make sure you document what you are doing FLIP CHART As we make observations note down on you planning sheets also add to a post it , add your name & team name and put on to our concept map drawn on Flip Chart Each table to start with a substance, conduct the experiment, document it and collect the next substance Mixed ablity groups To help those who go out for support to explain what has been done. Also to support those with lower literacy levels Each group will use a flip camera to video the experiment. They will record their activity and results which will be used as evidence for assessment. Observation will provide assessment information

Q&A Think Pair Share Feedback 70min Activity Q & A, Feedback ideas

Collaborative group work

Evidence of understanding, application, and synthesis will be demonstrated through engagement in the task and observed through assessment of written work (the scientific enquiry planning sheet). This will show understanding / progress and highlight areas of misunderstanding and areas for improvement. Talk will also be used to assess learning and progress, with both group and 1 to 1 questioning

Q&A

Working wall concept map on a flipchart, adding new knowledge / information as we go Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

Children may need support to use the flip cameras, this will be done as a need to know basis

Flip Cameras will be used to record the experiments. Everyone will be able to use the camera. Only video what is happening. ANY MISUSE will result in the camera being removed. You have 10 minutes (max) per substance. You will be stopped after each one, to ensure you have recorded the information. http://www.online-stopwatch.com/fullscreen-stopwatch/ Differentiation: Level 1 (Ms Noble) Children may be unable to articulate or write their findings, observation and Q & A will be used as will video. The children should have equal opportunity to participate. They should be encouraged to make but may have difficulty in thinking things through and making connections. They will need maximum support. CR will have Ms Noble as his INA. Level 2 Children will be more able however, will require guidance through the task and some children will find it difficult to stay focussed. By assigning jobs that suit their skills such as videoing for some of the time should help their engagement with the task. They will make simple observations and some hypotheses, although these may not be accurate . They may come up with conclusions. 3c ((Wendy Phillips) Children will be more independent, they will make more detailed observations and hypotheses, drawing on existing knowledge they may need some/minimum support but

Although in mixed ability groups there will need to be differentiation within the group

Lolly stick to pick pairs

Teaching and support staff deployed as per differentiation Teacher (FB) observing to assess progress on a whole class observation sheet. Teacher (FB). Supporting groups / individuals as necessary.

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

will engage well with the task. They will be able to draw conclusions. 3b (IND & FB) Children will be mostly independent, they will make more detailed observations and hypotheses, drawing on existing knowledge, they will engage well with the task. They will be able to draw conclusions. 3a 4a (IND & FB) Children are indepenedent learners and will lead and be encouraged to support the others. Need to be careful that they do not take over and do everything themselves. They will hypothesise, make detailed observations and record their results. They will come up with valid conclusions . 5 mins Clearing up Children to put unused equipmwnt away and label their containers Plenary: Stick LI in books and mark in green or pink and for the I can .... statement write a comment about the topic and activities, and whether you enjoyed it, found it interesting hard easy or just right

Use tidy up music to countdown to being ready to sit and listen Invite children to read their reports Using lolly sticks select a child from each group to feed back what they found out How can we be sure our results are accurate, what could we do? (I hope we can start to hypothesise about being able to reverse the process to get the original substances back - Are the changes reversible or irreversible?) Use tidy up music to countdown to being ready to leave Chairs away / stand behind chairs Teacher directing questions to individuals Lolly sticks to pick children

10 minutes

3minutes

Monitors collect books

Sunday, 24 February 2013