SCIENCE LESSON PLAN

Day : Monday
Date : 17/11/2008
Time : 10.00 a.m – 11.00 a.m. (one hour)

School : Sekolah Rendah Bijak Pandai

Class : Primary 4 Pintar
No. of pupils : 20 students
Absentee/s : Nil

Topic : Water
Sub-topic : Water as a solvent

Previous knowledge:

1) Students are familiar with the terms ‘solid’ and ‘liquid’.

Materials:

1) Mineral water

2) Tap water

3) Tablespoons

4) Glasses

5) Sugar

6) Milo powder

1
7) Coffee powder

8) Sand

9) Chalk powder

10) Black pepper

11) Salt

12) Milk powder

13) Ovaltine

14) Turmeric powder

15) Flour

16) White pepper

17) Worksheets for group work (refer Appendix 1)

Resources / References:

1) Go with Science! Primary 4 textbook.

2) Upper Primary Science Curriculum, page 47.

Content:

 Soluble and Insoluble substances.

Main science idea:

- Definition of soluble substances.

- Definition of insoluble substances.

- Definition of dissolve.

2
 - Definition of solution.

Other main science idea:

- Water can dissolve many substances.

Aims:

1) To provide the students with the basic knowledge and understanding of Science

concept (soluble and insoluble substances).

2) To provide the students with enjoyable science experiences which build on their

natural interest and curiosity in their environment.

Objectives:

At the end of the lesson, the students should be able to:

1) Define orally and correctly the terms soluble and insoluble substances.

2) Identify soluble and insoluble substances through experiments.

3) Demonstrate the experiments individually or in groups.

4) Answer four out of six questions in the worksheet correctly.

Precautions:

1) Do not drink or taste the solutions.

2) Handle the glasses with care.

3
3) Do not play with all the materials used for the experiments.

4) Wash all the materials after the experiments.

Pre-Activity (Induction Set) – 5 minutes:

The teacher puts an empty transparent glass, a bottle of mineral water, a spoon and a

packet of Coffee mate. The teacher asks the students to predict what she will do with

those things. Then, the teacher asks the students to observe the teacher’s action.

First, the teacher pours the mineral water into the glass so that it fills half of the glass.

Then, the teacher tears the Coffee mate packet. Using the spoon, the teacher takes a

tablespoon of the Coffee mate powder and put it into the glass of water. Next, the teacher

stirs the mixture evenly. Then, the teacher holds the glass and shows it to the students.

The teacher asks whether the students are familiar with the procedures that she

demonstrated. The teacher expects that the students to answer that they have seen their

parents doing the same thing at home.

Then, the teacher will tell the students that they are going to do the same procedures for

their experiments that day. Before the teacher starts teaching, the teacher reads and

explains the safety precaution that the students should know before starting the

experiments. The teacher pastes a manila card containing the safety precaution on the

whiteboard.

4
Activity Proper – Lesson Development (50 minutes):

Demonstration 1 (15 minutes):

First, the teacher demonstrates an experiment in order to explain the terms ‘DISSOLVE’

and ‘SOLUBLE’. The teacher explains and demonstrates the experiment to the students.

Throughout the experiments, the teacher uses tap water.

For the first demonstration, the teacher uses a tablespoon of solid sugar. The teacher fills

the glass with tap water. The teacher puts the sugar into the glass containing water. Then,

the teacher asks the students to observe the bottom part of the glass. The expected answer

is “sugar is seen at the bottom of the glass”. The intention of this question is to encourage

the students to use their 5 senses. In this case, sense of sight.

Then, the teacher stirs the water. The teacher instructs the students to observe what will

happen to the sugar if she stirs the water containing sugar. Teacher’s question: “Where do

you think the sugar has gone?”. The expected answers are “sugar has disappeared or

sugar has mixed with the water”. The teacher accepts the answers and explains that the

correct term to be used is ‘DISSOLVE’. Then, the teacher writes the term and the

definition on the whiteboard. The term ‘dissolve’ means the substance (in this case,

sugar) disappear in the water.

5
The teacher explains further that when the sugar has dissolved into the water, it is called

‘SUGAR SOLUTION’. The teacher writes ‘SOLUTION’ and the definition on the

whiteboard. The term ‘solution’ means a liquid into which a solid has been mixed

and dissolved.

For further understanding, the teacher demonstrates another experiment. This time, the

teacher uses Milo powder. The teacher repeats the same procedures for this experiment.

Next, the teacher asks a student to demonstrate the same experiment using coffee

powder. The teacher asks the student to demonstrate the experiment to his or her friends.

Then, the student shares the results with the class.

After all the experiments, the teacher concludes that sugar, milo and coffee powder

dissolve in water. Therefore, they are known as ‘SOLUBLE SUBSTANCES’. The

teacher writes the term and its definition on the whiteboard. Soluble substances means

substances or things that dissolve in water.

6
Demonstration 2 (10 minutes):

Next, the teacher demonstrates an experiment to explain the term ‘INSOLUBLE’ to the

students. For the first experiment in this part, the teacher uses a tablespoon of chalk

powder. The teacher fills the glass with tap water. The teacher puts the chalk powder into

the glass containing water. Then, the teacher asks the students to observe the bottom part

of the glass. The expected answer is “the chalk powder is seen at the bottom of the glass”.

The intention of this question is to encourage the students to use their 5 senses. In this

case, sense of sight.

Then, the teacher stirs the water. The teacher asks the students what they observe. The

expected answers are “the water turns chalky (white in colour) and we can still see the

chalk powder in the water”.

The teacher explains that chalk powder is insoluble in water. Since this is the first time

the teacher introduce the term, the teacher writes the tem and its definition on the

whiteboard. ‘Insoluble Substances’ are substances that cannot be dissolved.

For further understanding, the teacher demonstrates another experiment. This time, the

teacher uses sand. The teacher repeats the same procedures for this experiment. Next, the

teacher asks a student to demonstrate the same experiment using black pepper. The

teacher asks the student to demonstrate the experiment to his or her friends. Then, the

student shares the results with the class. After all the experiments, the teacher concludes

7
that chalk powder, sand and black pepper do not dissolve in water. Therefore, they are

insoluble substances.

Group Work Experiment (20 minutes):

After the teacher explained and demonstrated a few experiments to the students in front

of the class, the teacher divides the students into four groups for the group work activity.

Each group consists of five students.

The teacher selects which students to be in each group. The teacher calls out the names of

the students to be in Group A, B, C and D. This is done to make sure that each group

consists of mixed ability students. The aim for doing this is to avoid the fast learners to

dominate the activity. Not only that, the fast learners can help and guide their friends

during the group work activity.

For the group work activity, each group is given the same substances to be tasted. They

are given 20 minutes to do the experiments. The teacher provides worksheets for the

students to fill in and record their results. The teacher instructs the students to submit the

worksheets at the end of the activity.

8
Post Activity (7 minutes):

The teacher asks the students verbally about what they have learnt during the lesson. The

teacher asks the students to give the terms and definitions used throughout the lesson.

The intention for asking the questions is to impose the concept of soluble and insoluble

substances within the students. Questioning technique is also as a method to recall the

content of the lesson that has been taught by the teacher.

1) Question : What is ‘dissolve’?

Expected answer : ‘Dissolve’ means the substance disappear in the water.

2) Question : Define the term ‘solution’.

Expected answer : ‘Solution’ means a liquid into which a solid has been mixed

and dissolved.

3) Question : Define the term ‘soluble substances’.

Expected answer : ‘Soluble substances’ means substances or things that dissolve

in water.

4) Question : What is ‘insoluble substances’?

Expected answer : ‘Insoluble Substances’ are substances that cannot be

dissolved.

9
Closure (3 minutes):

The teacher closes the lesson by asking the students to list out five substances which are

soluble and insoluble. Then, the teacher asks the students to write down the terms and

definitions that they have learned o a piece of paper.

10
APPENDIX 1

WORKSHEET FOR GROUP ACTIVITY

Use a tablespoon for each substance to be tested. Record the results in

the table below. Place a tick (  ) in appropriate column (either the

substances are soluble or insoluble).

SUBSTANCES SOLUBLE INSOLUBLE

FLOUR

SALT

TURMERIC
POWDER

WHITE PEPPER

OVALTINE

MILK POWDER

11
12