Science Name:

Lesson School:
Date:
Time:
Plan

Ashley Van Bakel

Koo Wee Rup S.C
3.09.2015
Start: 2.17 Finish: 3.15

Year Level:
Learning Area:
Supervisor:
Room:

Year 8
Science /Chemistry Unit
Katrina Brown

Lesson Context:
Class Background:
Curriculum Links:

Learning Objectives:

Equipment & Resources:

Your Personal Goals:

Back-up Plan:

Year 8 Class, noisy with some students not following instruction. Needs to be controlled and scaffolded in their
learning. Three students have learning difficulties, autism, dyslexia and hearing problems.
Chemical change involves substances reacting to form new substances (ACSSU225)
identifying evidence that a chemical change has taken place
investigating simple reactions such as combining elements to make a compound
recognising that the chemical properties of a substance, for example its flammability and ability to
corrode, will affect its use
Students should be able to :
Understand that factors affect the rate of reactions
Describe a variety of methods of speeding up or slowing down chemical reactions
Why these factors speed up/slow down a reaction
Understand the response heat produces in a chemical reaction
The disappearing cross handout, Dilute hydrochloric acid solution, hypo solution, beaker, flask, measuring
cylinders, stopwatch, Bunsen burner, sheet of white paper, thermometer,
Practice using a loud clear voice to give directions to the class and individuals more confidently
Maintain engagement from students and handle behavioural issues more confidently
Engage with every student during the practical asking a range of questions
If practical activity cannot be carried out students will be provided with questions and tasks to complete as
theory.

Lesson Plan:
Time/Duratio
n
2.17-2.20 -3m
2.20- 2.3515m

2.30-2.5525m

What I will be doing

What the students are doing

Settle class & check class

roll
Introduce the class to what
we will be doing this lesson
Completing a practical
activity investigation the
effect heat has on a
chemical reaction
Explain method to
students before we start
ensuring no mistakes are
made throughout the
practical
Explain safety
precautions we need to
be aware of when using
the equipment
Instruct students to
begin writing up the
practical report
-Aim
-Hypothesis
-Results table

Students respond and prepare

for lesson
Listening
Responding

Instruct students to begin

practical activity in pairs or
groups of three

Students undertake practical

activity
Record observations

Walk around to each group

and ask them open ended
questions about the
reaction rates

Key Questions

Resources
Required
Class roll

What do you think the

effect of heat will be
on the chemical
reaction?
Why?

White Board
Practical activity
handout

What is occurring?
How does heat effect
the chemical reaction?

Disappearing cross
handout
Practical materials

2.55-3.00- 5m

Instruct students to pack up

Students pack up and return to

their seats

What difference did

you observe in the
reactions that
occurred at different
temperatures?

Disappearing cross
handout

3.00-3.1515m

Summarise what happened

in the experiments with
students
Discuss results collected
by students
What can we see from
these results?

Listening
Responding
Discussing

What did our results

tell us?
Was our hypothesis
supported?
What can we conclude
about heat in chemical
reactions?

Disappearing cross
handout
Workbooks

Post lesson reflection: Lesson went very well, I could have explained the factors that affect rates of reaction in more detail
linking the information to previously learnt material. For example explaining on a more molecular level how each factor effects
the reaction rate in relation to atoms, bonds forming and breaking etc. I also should have allowed more wait time in between
questioning as well as choosing different students to respond. I was happy with the overall behaviour of the students and my
behaviour management. I depicted more quiet students answering questions and students that struggle with the content also
being able to answer questions and recall information from previous lessons.