Lesson Plan (Primary)

Lesson title:
Topic:

Links to the
Australian
Curriculum:

Thats Science
Solids, Liquids and Gas
Learning areas

Science

Date:
27 August 2015
Duration of lesson: 60 minutes
Content descriptors

Strands & sub-strands

Science Understanding
- Chemical Science
Science as a Human Endeavour
- Nature & Development of
Science
Questioning and Predicting
- Science Inquiry Skills

Year level:

ACSSU077 & ACSSU094

ACSHE098

ACXSIS232

5&6

Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event
This lesson has been influenced by the new topic being learned in science which has been found in the Australian Curriculum. The experiment chosen for this lesson is to gain students attention
and bring their focus towards this topic. This lesson also allows students to predict what will occur during the reaction allowing them to apply any previous knowledge. This lesson also allows the
teacher know where students understanding on the topic is and what needs further development making it easier to plan for future lessons.

Students background knowledge: What is your starting point what do the

Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice,

students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

body language, student motivation.

Grade 6 students have touches briefly on this in previous year in which

they have completed observations of ice melting and freezing and also
looked at chemical and physical change.
Grade 5 students have looked at basics and know what solid, liquids
and gases are.

During this lesson I will be working on my classroom management, especially in

relation to control and attention, strategies I will be using during this lesson include:
- Raising of hand to gain attention
- Clapping rhythms to gain attention
- Use voice to draw students in.

Learning objectives: What will the students learn?

Learning environment and resources: Where will this lesson take place? e.g. indoors or
outdoors. What resources will you need to have prepared?

In conclusion of this lesson students will be able to:

- Distinguish the states of matter and their properties.
- Understand that gas takes up a part of the air mass.
- Make predictions according to their knowledge.
- Understand that such elements such as heating and cooling will
change the state.
- Know that reactions can be reversible and irreversible

This lesson will take place inside the classroom.

Resources requires:
Experiment
-

Bottle

Yeast

Balloon

sugar

Assessment strategies: How will you identify what the students have learnt and how will you record this?
Students will be assessed on their ability to understand and distinguish between solids, liquids and gases and their understanding of how their state may change
during certain process. Students will be assessed on how well they can describe the required items. Correction of books will give an indication as to how well
they understand the topic.
Notes will be taken on students ability to logically predict the outcome of the demonstration and give explanations of their predictions.

Stage of lesson

Approx
.
time

Pre-service teachers actions

Student actions/tasks

What will you do during this time?

What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?

What will the students be doing during this time?

Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?

15
mins

Set expectations for lessons in terms of management.

Students to listen attentively

Begin by asking students what they know about solid

liquid and gases. Gather ideas from all students.

Students to respond to question, thinking of anything they know about

solid, liquids and gases.

Begin demonstration. Talk through experiment and

what is been carried out. Appendix 1

Students to watch demonstration

Does gas take up space?

Students to predict what they think will occur on completion of

experiment.

Ask students to predict in their books what they believe

will happen.
Set experiment aside for investigation in conclusion of
lesson
Stage 2
Body of lesson
Describe each activity
and the order in
which it will be
undertaken.

35 mins

Revisit solid liquids as gases, and talk about their

properties and physical properties
Ice turns into water and vice versa.
Talk about physical change and chemical change. Ask
students to write in their books what they think these
mean, and what they think the difference.
Ask students to write on their books the description of
solid liquid and gases and give 5 examples of each, if
they cant think of any get them to look up on their
devices and work in pairs
Get students to also write a description about chemical
and physical change.

Students engage in discussion and ask questions.

Students to write description and their properties of:
- Solid
- Liquid
- Gas
- Chemical change
- Physical change
Students to further knowledge with their devices
Students to engage with one another and compare findings with person
next to them

Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?

Revisit the experiment and ask students to record any

changes.

Students to say their prediction,

Students to answer questions when prompt

Ask student why the balloon has expanded.

10 mins

Students to ask any questions they may have.

Ask student when we use yeast and explain what yeast
dose
Students to pack up and get ready for class
Ask students to pack up and clean and get ready for
next lesson

Evaluation and self-reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.

Students were highly engaged with this lesson, they enjoyed the demonstration at the beginning even though the balloon did not inflate as expected.
Students enjoyed doing their own research on the definitions on key words listed on the above and enjoyed searching for example of each of the
componets. I had students come up to me and tell me about their findings and I further asked them to develop their knowledge and research what
certain chemicals were, rather than listing them because that was read.
Student behaviour was great as they listened and put their hand up when wanting to talk and answer questions rather than calling out. Students
were very respectful to me and my teaching method.
I believe I needed a back up plan in terms of when students were to finish their work and needed a step up for students who enjoyed challenge

Follow up: Are there any areas that you feel you need to follow up with the students?
Mentor teacher comments:

Pre-service teacher comments:

Appendix 1: Yeast Balloon Experiment