Secondary Curriculum

1A
Assignment One
Professional Task
Chrestin Meina
18926457
 Lesson Plan – 7-10 Science

Topic area: Chemical world- Stage of Learner: Stage 4 Syllabus Pages: 114
States of Matter (Year 7)

Date: 20/8/18 Location Booked: Science Lab Lesson Number: 1/3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

‘Who am I-solid, liquid or gas?’
Worksheets

Outcomes:
A student:

 SC4-16CW

describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles

Content statement/s:
CW1 The properties of the different states of matter can be explained in terms of the motion and
arrangement of particles. (ACSSU151)
Students:
a. describe the behaviour of matter in terms of particles that are continuously moving and
interacting
d. relate changes in the physical properties of matter to heat energy and particle movement that
occur during observations of evaporation, condensation, boiling, melting and freezing

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Histories and Cultures will be addressed in future lessons
through looking at traditional Aboriginal scientific knowledge.

General capabilities:

Literacy , ICT capability

Assessment:
Pre- assessment through a class discussion and concept map. Informal, formative assessment through
the worksheet ‘Who am I-solid, liquid or gas?’ The worksheet will assess students’ understanding of the
properties of the states of matter.

Lesson overview:
This is the first lesson about the states of matter, and is therefore an introductory lesson. It will look
into the question, ‘What are solids, liquids and gases?’. It will introduce some scientific literacy terms
such as matter, particles, solid, liquid, gas etc. The lesson will start off with some background
knowledge and then there will be some explicit teaching of the concepts. Students will also do a
worksheet to informally assess their understanding.
Time Teaching and learning actions
Intro The teacher will have the title ‘The Chemical World’ on the board when the students
5 mins walk in. The teacher will begin the lesson by explaining that they will be starting a new
topic and will ask them as a class to come up with a concept map on the board, about
what they can recall or know from background knowledge about the chemical world’.
The teacher will encourage all students to volunteer something.

Body The teacher will then bring the students’ focus to the topic of solids, liquids and gases.
The teacher will write the outcome for the lesson on the boards;
25 mins
“To understand the arrangement of particles in a solid, liquid and gas.”

The teacher will present the PowerPoint to the students, going through the differences
between the states of matter using everyday examples. The teacher will ask students
to volunteer examples. The teacher will continue through the PowerPoint explaining
the different states of matter in simple terms. (Explicit teaching)

The teacher will then open up the interactive activity and will ask a volunteer to come
2 min up and with the help of the class, label which is a solid, liquid or gas.
https://www.bbc.com/bitesize/articles/zqpv7p3

Returning to the slides, the teacher will show the students the comparison of the three
5 mins states together on one slide both diagrammatically and in words, and explain it again,
using everyday examples.

The teacher will then show the students the one minute video depicting the changes
between the states and explain what is happening, as the heat causes the solid to melt
10 mins
into a liquid which then evaporates into a gas. (the video can be shown again if need
be). https://www.bbc.com/bitesize/articles/zqpv7p3
This will lead into the next topic which is the changing states of matter. The teacher
asks the students to volunteer some of the terms that the students know or can recall
about the processes involved in changing states.
The teacher will show the diagram of the processes and explain what happens as heat
is gained or lost. The teacher will ask students to volunteer everyday examples they
can think of relating to the processes.
8 mins The teacher will hand out the worksheet ‘Who am I-solid, liquid or gas?’. Students will
work through the sheet individually or in pairs. The worksheet has an challenge task
question for students who need extension. The teacher will walk around the class to
answer questions and check on student progress.
Conclusion The teacher will then go through the worksheet asking students to volunteer their
5 mins answers, as they mark them. This will be a form of immediate feedback for the
students regarding their performance. Once this is done the teacher will let students
know that the next lesson will look more into the processes that cause the changes of
state and will be introduced to the Particle Theory of Matter.
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

As this lesson is introductory, I realised that it would be important to carry out an informal pre-assessment
to gauge the level of the students’ knowledge based on their background knowledge and prior experiences
in order to plan the future lessons and learning activities and perhaps even see which students will need
extra support or differentiation.

I contemplated whether I should use explicit teaching for this lesson, or let the students do some research
about the states of matter. I decided to use the explicit teaching strategy as the student are in Year 7 and
this is an introductory lesson so, as the teacher I can provide them with foundational knowledge which they
can then add to, but it is important to scaffold their learning first.

I have used PowerPoint slides, interactive slides, a video and a worksheet as learning materials to
differentiate the instruction in order to cater to the needs of all students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Background knowledge on Pre-assessment through discussion and concept map

chemistry

CW1 a Informal formative assessment through the worksheet

CW1 d Informal formative assessment through questioning

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

1.5 Differentiate Throughout this lesson several instructional methods have been used;
teaching to meet explicit teaching, video and a worksheet to cater to all the students
the specific needs. Also, the worksheet contained a challenge question for the
learning needs of students who needed extension work.
students across
the full range of
abilities
 2.2 Content I selected content that was basic for this introductory lesson and sought
selection and the information from different sources. I then sequenced the lesson in a
organisation way that organised the information to make it more simple for the
students to grasp.

2.3 Curriculum, I used the stage 4 Science syllabus and curriculum to develop this
assessment and introductory lesson. I also used methods of informal, formative
reporting assessments to pre-assess the students’ knowledge and plan future
lessons.

3.1 Establish In the beginning of the lesson the learning outcome was made clear,
challenging also the expectations for the students’ knowledge and understanding
learning goals were presented on a slide and explained to the students.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that
are to be applied in this lesson?

As this lesson is a theory one, there is no obvious risks to students or the teacher. The
standard safety policies should be followed, such as having bags out of the walkways to
avoid tripping hazards and to ensure the classroom is free from any other safety hazards.
The class will be reminded of the school policy about phone use in class if need be,
particularly in regards to ethical behaviour and respect for the learning environment.

References (In APA)

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional Standards for
Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
22/08/2018

BBC Bitesize (2018). What are solids, liquids and gases? Retrieved from:
https://www.bbc.com/bitesize/articles/zqpv7p3 22/08/18

Board of Studies NSW (2012). NSW Syllabus for the Australian Curriculum Science K-10 (incorporating
Science and Technology K-6) Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science 22/08/18

Teach it Science (2018). Who am I- solid, liquid or gas? Retrieved from:

https://www.teachitscience.co.uk/resources/ks3/solids-liquids-and-gases-ks3/chemistry/who-am-i-
solid-liquid-or-gas/30426 22/08/18

TES (2018). Solids, liquids and gases Year 7 Unit. Retrieved from: https://www.tes.com/teaching-
resource/solids-liquids-and-gases-year-7-unit-11009060 22/08/18
Resources Attached:

 States of Matter Powerpoint (created by me)

 ‘Who am I- solid, liquid or gas?’ Worksheet
taken from Teach it Science (2018). Who am I- solid, liquid or gas? Retrieved from:
https://www.teachitscience.co.uk/resources/ks3/solids-liquids-and-gases-ks3/chemistry/who-am-i-
solid-liquid-or-gas/30426 22/08/18
 Lesson Plan – 7-10 Science

Topic area: The Chemical World- Stage of Learner: Stage 4 Syllabus Pages: 114
States of Matter and Particle (Year 7)
Theory

Date: 21/8/18 Location Booked: Science Lab Lesson Number: 2/3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

Worksheet ‘Particle theory-
solids, liquids and gases’

Outcomes:
A student:

 SC4-16CW

describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles

Content statement/s:

CW1The properties of the different states of matter can be explained in terms of the motion and
arrangement of particles. (ACSSU151)
a. describe the behaviour of matter in terms of particles that are continuously moving and
interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes
in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states
of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that
occur during observations of evaporation, condensation, boiling, melting and freezing

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander Histories and Cultures will be addressed in future lessons
through looking at traditional Aboriginal scientific knowledge.

General capabilities:
ICT capability , personal and social capability , difference and diversity ,
work and enterprise

Assessment:
Informal, formative assessment through the Worksheet ‘Particle theory- solids, liquids and gases’.
This worksheet will assess the students’ understanding of the Particle Theory.
Informal, formative assessment through a Kahoot quiz on the states of matter.

Lesson overview:
This lesson follows on from the previous one about the states of matter as well as looking into the
Particle Theory of Matter. The students will begin by recalling their knowledge from the previous
lesson. Students will complete the worksheet on ‘Particle theory-solids, liquids and gases’ and the class
will go through the answers. The teacher will then explicitly teach the Particle Theory from a short
PowerPoint presentation. Students will then watch a short video about the Particle theory. They will
also revise the processes involved in the changes of state from the previous lesson. Finally they will
work in groups to compete against each other in a Kahoot quiz on the states of matter.
 Time Teaching and learning actions
Intro The teacher will have the lesson outcomes on the board so that the students can see
5 mins them when they come in;
1. To explain the behaviour of solids, liquids and gases using the particle theory.
2. To explain how particle movement is linked to temperature.
This lesson starts with a class discussion. The teacher will ask students to recall what
they remember from the content of previous lesson to refresh their memory and get
them focused for the next activity. The students’ ideas can be put as a concept map on
the board.
Body The teacher will then hand out the worksheet ‘Particle theory-solids, liquids and gases’,
20 mins and instruct the students to work on the few tasks from the worksheet which follow on
from the previous lesson. The students will work in pairs or individually to complete
the worksheet whilst the teacher checks on their progress and answers any questions.
Once sufficient time has been given, the teacher will go through the answers with the
class, asking for students to volunteer their answers. This will give students (and the
teacher) immediate feedback on what they have understood and what may need to be
re-visited in future lessons.

The teacher will then ask students to put the worksheets away and focus on the
15 mins PowerPoint slides. The teacher will go through the PowerPoint, firstly by explaining
what the particle theory is and using everyday examples to support the explanation.
The teacher will then go through the 5 key components of particle theory and ask the
students to copy these down from the slide.

Following this, the teacher will ask students to put their pens down and show students
5 mins a short YouTube video on particle theory called ‘Particles of your world’. Closed
captions may be turned on to assist students.
https://www.youtube.com/watch?v=npv74D2MO6Q&index=2&list=PLTDPcHzTdAQnF
N42BXhS7gGzihuwCap3Y The teacher will then ask if students have any questions
about what they have seen in the video.

5 mins Continuing from the previous lesson, the teacher will check the students’
understanding of the processes involved in the change of state through an interactive
slide wherein the students have to fill in the gaps on the slide based on what process
they think is occurring. The teacher will ask students what everyday examples they can
think of which show these changes in state.

The teacher will then hand out the student laptops (or students can use their own
10 mins device) and give the students instructions on how to access the Kahoot quiz on the
states of matter. The teacher can put the students into groups or allow them to choose
 their own groups to compete against each other in the quiz. The teacher can give a
reward to the winning team. This is another way for the students to receive immediate
feedback about their understanding of the topic so far, and for the teacher to gauge
their learning.
https://create.kahoot.it/details/states-of-matter/cbd3a616-16c3-49cf-843c-
4ea5e87071d1
Conclusion The teacher will inform students that next lesson they will conducting two simple
investigations which will demonstrate the changes in states of matter, as well as model
the particle theory and the effect of temperature on this.
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

This lesson was a challenge in terms of organising the all various learning activities to be effective within
the 60 minute time frame. I wanted to use various strategies to teach the students such as the worksheets,
PowerPoint slides, YouTube video and the Kahoot quiz, so that the lesson would be fun and engaging and
suited to all the students. However, I wanted to make sure that there was enough time allotted to each
activity to that each would be an effective learning experience for the students.

If this lesson was carried out and felt rushed, I would adjust the future lessons so that there was more time
allotted to each activity and spread them over a couple of lessons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

CW1 a Informal assessment through worksheet and Kahoot quiz

CW1 b Informal assessment through worksheet and Kahoot quiz

CW1 c Informal assessment through worksheet and Kahoot quiz

CW1 d Informal assessment through Kahoot quiz

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

1.5 Differentiate This lesson used a variety of teaching and learning activities such as
teaching to meet the worksheets, PowerPoint slides, YouTube video and the Kahoot
the specific quiz. This was done to meet the needs of all the students in the class.
learning needs of
students across the
full range of
abilities

2.6 ICT In this lesson the students used their devices to do a Kahoot quiz in
groups as part of a competition. This use of ICT was chosen to be
engaging but also educational.
 3.1 Establish Again, at the beginning of the lesson the teacher made the learning
challenging goals clear. The goals aligned with the syllabus and were more
learning goals challenging than the goals for the previous lesson.

3.3 Use teaching Many teaching strategies were used such as explicit teaching,
strategies questioning and watching educational videos.

3.4 Select and use The resources used for this lesson were specific chosen to be engaging
resources for the students’ learning; the YouTube video, the Kahoot quiz etc.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that
are to be applied in this lesson?

The key issues in this lesson are the safe use of ICT. As the students will be going
online to complete the Kahoot quiz, they will need to be reminded about the safe
and ethical use of the internet to abide by the school policy. The teacher should
monitor the students’ use of the devices to ensure they are on the correct webpage
and are on task.

As the lesson involves some groupwork and students may need to move around the
room, it is necessary to ensure that bags are placed out of walkways, chairs are
tucked in when not in use and charging wires are out of the way to avoid causing any
trip hazards.

References (In APA)

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional Standards for
Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
22/08/2018

Board of Studies NSW (2012). NSW Syllabus for the Australian Curriculum Science K-10 (incorporating Science and
Technology K-6) Syllabus. Retrieved from: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/science 22/08/18

Crash Course Kids (2015). Part(icles) of Your World: Crash Course Kids #3.2. Retrieved from:
https://www.youtube.com/watch?v=npv74D2MO6Q&index=2&list=PLTDPcHzTdAQnFN42BXhS7gGzihuwCa
p3Y 22/08/18

Quizlet (2018). 5 parts of the particle theory. Retrieved from: https://quizlet.com/5024377/5-parts-of-the-particle-

theory-flash-cards/ 22/08/18
Resources Attached:

 Particle Theory PowerPoint (created by me).

 Worksheet: Teach it Science (2018). Particle theory- solids, liquids and gases. Retrieved from:
https://www.teachitscience.co.uk/resources/ks3/solids-liquids-and-gases-ks3/chemistry/particle-
theory-solids-liquids-and-gases/23326 22/08/18
 Video: Crash Course Kids (2015). Part(icles) of Your World: Crash Course Kids #3.2. Retrieved from:
https://www.youtube.com/watch?v=npv74D2MO6Q&index=2&list=PLTDPcHzTdAQnFN42BXhS7gG
zihuwCap3Y 22/08/18
 Quiz: Kahoot (2018). States of Matter. Retrieved from: https://create.kahoot.it/details/states-of-
matter/cbd3a616-16c3-49cf-843c-4ea5e87071d1 22/08/18
 Lesson Plan – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages: 114

The Chemical World- States of Stage 4 (Year 7)
matter
Date:22/08/18 Location Booked: Science lab Lesson Number: 3/3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

Practical Investigation Scaffolds
/worksheets

Outcomes:
A student:

 SC4-16CW

describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles

A student:

 SC4-6WS

follows a sequence of instructions to safely undertake a range of investigation types,

collaboratively and individually

Content statement/s:
CW1The properties of the different states of matter can be explained in terms of
the motion and arrangement of particles. (ACSSU151)
a. describe the behaviour of matter in terms of particles that are continuously moving and
interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes
in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states
of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that
occur during observations of evaporation, condensation, boiling, melting and freezing

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Histories and Cultures will be addressed in future lessons
through looking at traditional Aboriginal scientific knowledge.
General capabilities:

Literacy , numeracy , personal and social capability , difference and diversity ,

work and enterprise
Assessment:
Conducting a practical investigation safely is assessed informally by teacher. Informal assessment
through marking of scaffolds. (Feedback will be provided next lesson).
Completing a results table and then graphing the results to interpret the changes in state will be
informally assessed and marked by the teacher, feedback will be provided.

Lesson overview:
This lesson involves conducting two simple practical investigations looking at interpreting changes of
state and the conduction of heat in solids;
1. Heating Ice to observe changes in state
2. Conduction of Heat in solids
A risk assessment will be conducted prior to undertaking the investigations.
Students will work in groups to conduct the two investigations, record their results individually and
then complete the questions on the scaffolds/worksheets as well as draw conclusions.
 Time Teaching and learning actions
Intro The teacher will let the students know that they will be conducting two practical
10 mins investigations in this lesson that relate to the topic they have been learning about the
states of matter. The teacher will then hand out the investigation scaffolds and inform
the students of the two investigations, what they involve and how they will be
conducted. The teacher will inform the students that the questions and conclusions
from the investigations will be marked so that they can be provided with written
feedback. The teacher will demonstrate how the experimental set-up should be for
each investigation so that students can see what they need to do, the teacher’s set-ups
will remain as they are throughout the lesson so that the students may refer to them if
they need assistance. The teacher will ask students to give examples of everyday
activities in which they would use these same processes. The teacher will ask the
students to volunteer the safety issues that they need to be aware of, the precautions
that need to be taken and how to deal with any incidents.
Body The teacher will ask students to get into groups of four and go to the lab benches. The
5 mins teacher will then ask for one student from each group to collect the
equipment/materials needed for the first investigation (Heating Ice to interpret
changes of state) whilst the other members set up. (A risk assessment will have been
conducted prior to this lesson and students have a safety precautions section to fill out
in their scaffold).

The teacher will instruct the groups that once they have their equipment/materials
20 mins and set-ups ready, they may begin the investigation, following the procedure from the
scaffold. The teacher will walk around the room to check that the students have
correctly set up and are following the procedure safely, as well as answer any
questions the students have.

The teacher will inform the students that once each group has finished the first
7 mins investigation and recorded their results they may send one person to collect the
equipment/materials for the second investigation (Conduction of heat in solids) and
can then begin, once again following the procedure from the scaffold for the
Conduction of heat in solids. Again, the teacher will be actively supervising the groups
and answering any questions. The theory behind this investigation will be explained
further in the next lesson, particularly in regards to the terms ‘expansion’ and ‘thermal
expansion’. The teacher will inform students that they will learn more about this in the
next lesson, but this investigation is important for their observations.

The teacher will be carefully monitoring the time, to allow enough time for the
students to pack up and clean up after the investigations and sit down to complete
3 mins their results and conclusions. The teacher will instruct students when they should start
cleaning up.

10 mins Once the equipment/materials are all packed away the students may return to their
seats and complete the worksheets sections on the results and conclusions. The
worksheet is highly scaffolded to assist students in creating the graph required and the
teacher will also provide verbal scaffolding and examples on the board.
Conclusion The teacher will ask students what conclusions can be made from the results of the
5 mins first investigation. Students will volunteer their answers. The teacher will then ask the
students to volunteer what conclusions they have made from the second investigation.
The teacher will add any information the students have missed. The teacher will ask
students to hand in their written work to be marked so that feedback can be provided.

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

My biggest concern with this lesson was time management. Although the investigations are simple
and should not be time consuming, I hope that I have given the students enough time to carry out
both investigations and write down their observations and results. If we do not get time to complete
the conclusions, we will re-visit them in the next lesson, which will be looking at the vocabulary
associated with the second investigation, particularly ‘thermal expansion’.

Another area of focus for this lesson are the safety precautions. It will be important to discuss the
safety issues with the students before they begin the investigations to ensure they understand how
to safely carry out the investigations. During the lesson, it will be vital that the teacher is actively
supervising the entire class to ensure the students’ safety.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

 SC4-6WS Informal assessment through carrying out the investigation

and questions from the scaffolds

CW1 a ,b, c, d Informal assessment through marking of work on the

scaffold

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

1.2 Understand The use of simple practical investigations are used in this lesson to
how students demonstrate and model the scientific content in a way that students are
learn able to visualise and better understand.

1.5 Differentiate The use of the practical investigations as a differentiated learning

teaching to meet strategy to help students visualise the scientific phenomena they are
the specific learning about.
learning needs of
students across
the full range of
abilities

2.5 Literacy and Students have to write in their own words what conclusions can be
numeracy drawn from the results of the investigations. They also have to
strategies complete a graph based on their results table to demonstrate and
practice their numeracy skills.

3.2 Plan, In the previous two lessons students have done some theory work to
structure and help introduce them to this topic area and this lesson gives them a
sequence chance to get hands-on understanding of the content
learning
programs

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

As this lesson is practical based, considerations must be taken regarding lab safety
procedures. Prior to the lesson a risk assessment will be undertaken to minimise safety
issues.
In the beginning of the lesson, students will be asked to consider the safety issues and will
be asked how to minimise risks. The use of Bunsen burners means that PPE must be worn
such as safety goggles and closed shoes. Hair must be tied back and no loose clothing should
be worn near the lab bench. Care should be taken around glass equipment and any
breakages should be carefully cleaned up and disposed of safely. Metal or wooden tongs
should be used to handle any hot equipment. The gas taps will be checked after the
investigations to make sure they have been turned off.
 References (In APA)

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional Standards for
Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
22/08/2018

Basic Knowledge 101 (2018). 4 Expansion and Contraction. Retrieved from:

https://www.basicknowledge101.com/pdf/Expansion%20and%20Contraction.pdf 22/08/18

Board of Studies NSW (2012). NSW Syllabus for the Australian Curriculum Science K-10 (incorporating
Science and Technology K-6) Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science 22/08/18

CyberPhysics (2018). Heating ice to observe changes in state. Retrieved from:

http://www.cyberphysics.co.uk/topics/heat/latentheat/latentheatexpt.htm 22/08/18

Smithsonian Air and Space Museum (2018). Expansion and Contraction. Retrieved from:
https://airandspace.si.edu/sites/default/files/media-assets/iss-spacewalks-lesson.pdf 22/08/18

Resources Attached:

Scaffold: Heating Ice to observe changes in state

Scaffold: Conduction of heat (Thermal Expansion)
 Heating ice to observe changes in state
Aim: To observe the changes on states of matter that occur when heating ice.

Materials:

 Tripod
 Bunsen burner
 Gauze mat
 Matches
 Large beaker
 Ice cubes or crushed ice
 Thermometer
 Stopwatch
 Safety goggles

Safety:

1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________

Method:

1. Set up apparatus as shown in the diagram.

2. Measure the initial temperature of the ice and record it in the results table (at time zero).
Make sure that the thermometer is in place (in the centre of the ice mass) for long enough
to allow the thread of the thermometer to fully contract before noting the reading.
3. Start the stopwatch and heat the ice steadily with the hole of the Bunsen half closed.
4. Record the temperature of the ice/water every minute and record it in the table.
5. Continue taking the temperature and recording, until the water has been boiling for 3
minutes.

To minimize errors
Before each reading is taken, stir the ice/water and read the thermometer at eye-level. Keep the
bulb of the thermometer fully immersed - and not resting on the bottom of the beaker.
 Results:
Time (minutes) Temperature Observations
(degrees Celsius)
0

Adapted from: CyberPhysics (2018). Heating ice to observe changes in state. Retrieved from:
http://www.cyberphysics.co.uk/topics/heat/latentheat/latentheatexpt.htm 22/08/18

Create a graph based on the results in the table above.

Make sure you include:

 Title
 Axes titles
 Use the correct units of measurement and include this in the axes title
 Join the points

The independent variable goes on the x axis

The dependent variable goes on the y axis

Why does the water not change temperature once it boils?

__________________________________________________________________________________
__________________________________________________________________________________
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What conclusions can you make from this investigation?

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 Conduction of heat (Thermal Expansion)
Expanding Solids

When substances are heated and cooled, changes in size can be small and easy to overlook. Make a
prediction and then check it in this activity.

Hypothesis:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Aim: To investigate the conduction of heat, expansion and contraction of metal due to changes in
temperature.

Materials:

 Ring-and-ball apparatus
 Heat source (Bunsen burner)
 Cold water (tap water will work)
 Matches
 Safety goggles

Safety:

1.
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__________________________________________________________________________________

2.
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__________________________________________________________________________________

3.
__________________________________________________________________________________
__________________________________________________________________________________

Method:

1. Observe whether the brass ball fits through the brass ring when both the ball and the ring
are at room temperature.
2. Observe whether the ball fits through the ring when you warm only the ring in a hot flame
for 30 seconds.
3. Observe what happens when you warm both the ring and the ball. Does the ball fit through
the ring.
4. Using cold water, cool both the ball and ring. Does the ball fit through the ring?
 Observations/Results:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Analyse

1. Describe what caused the expansion and which part of the apparatus (the ball, the ring, or
both) expanded.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Describe what you did to cause the contraction and which part of the apparatus (the ball,
the ring, or both) contracted.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Use the particle model to explain why objects expand and contract when heated.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Adapted from:

Basic Knowledge 101 (2018). 4 Expansion and Contraction. Retrieved from:

https://www.basicknowledge101.com/pdf/Expansion%20and%20Contraction.pdf 22/08/18

Smithsonian Air and Space Museum (2018). Expansion and Contraction. Retrieved from:
https://airandspace.si.edu/sites/default/files/media-assets/iss-spacewalks-lesson.pdf 22/08/18
 Discussion

This sequence of lessons were designed to align with the NSW Stage 4 Science Syllabus,
from the unit The Chemical World. They focus on the Outcome, “A student: describes the
observed properties and behaviour of matter, using scientific models and theories about the
motion and arrangement of particles”, SC4-16CW (Board of Studies NSW, 2012, pg. 114.) In
particular the content that will be addressed is CW1, “The properties of the different states
of matter can be explained in terms of the motion and arrangement of particles”
(ACSSU151), (Board of Studies NSW, 2012, pg. 114.) This paper will look at what strategies
and pedagogical practices have been utilised in the development of these lessons and why
they have been chosen.

High impact teacher strategies have been used consistently throughout the three lessons
with the specific intention of increasing student learning (State of Victoria (Department of
Education and Training) 2017) . These strategies include explicit teaching, differentiated
teaching, questioning, collaborative learning and feedback, which all have significant
impacts on student learning when used as part of a pedagogical model.

These lessons would be part of a unit that is designed from a Constructivist approach, with
this being evident particularly in the third lesson. The third lesson allows students to
conduct two investigations to demonstrate the effects of heat on changes of state and then
to investigate the effect of heat on solids (even before students have been explicitly taught
this content). This uses an Inquiry Based Learning approach, where the students carry out
investigations, therefore using hands on experience to construct understanding (Minner,
Levy & Century, 2010). Inquiry based learning approaches which actively engage students
in the learning have been found to increase the students’ conceptual understanding
(Minner, Levy & Century, 2010).

Additionally, differentiation is used throughout the sequence of lessons as a way to

effectively support student learning. Throughout the lessons, the delivery and instruction of
learning and teaching strategies has been differentiated. Tomlinson et al., (2003)
recommend differentiation as a form of best practice to meet the needs of the diverse
students and improve their academic outcomes. The learning occurs through various modes
such as ; explicit teaching, student worksheets, online quizzes, educational videos and
practical investigations and group work. This has been consciously done so as to cater to
the needs of all students in a mixed ability class. It also aligns with Standard 1.5
“Differentiate teaching to meet the specific learning needs of students across the full range
of abilities”, from the Australian Professional Standards for Teachers (AITSL, 2014) as a
requirement of professional standards.

The lessons also include several of the General capabilities that are set out in the K-10
Syllabus (Board of Studies, 2012). Throughout the lessons, scientific terminology is used to
describe the phenomena that are focus of the content and outcomes. Students learn to use
and understand this terminology by having it explicitly taught, as well as answering
questions in the worksheet using the terms. This Literacy focus is employed as it has been
found that using literacy skills whilst learning scientific content is an effective way for
students to acquire scientific knowledge and skills whilst improving their literacy (Pearson,
Moje & Greenleaf, 2010). It is crucial that students develop their scientific literacy as this is
key in demonstrating that they have understood the concepts, as language is the link
between the concept and understanding it, when they are being assessed (ACARA, 2018).

Numeracy is used particularly in the third lesson, as students will use their results from the
second investigation to create a graph and interpret meaning from it. This is an in important
skill for the students to practice, as they will be using numeracy skills progressively as part of
their scientific skills throughout their education to collect numerical data, analyse trends
and patterns and use mathematical tools to support their hypotheses (ACARA, 2018) .

The incorporation of ICT as part of these lessons has been done with the intention of
enhancing the students’ understanding and engagement with the content (ACARA, 2018).
In the second lesson, the teacher uses ICT to show the students an educational video on
particle theory; which is also a way of differentiating the learning activities, and then uses
ICT to assess student understanding through a Kahoot quiz. Fu (2013) has studied the
benefits of incorporating ICT into education and has found that the use of ICT made the
acquisition of knowledge more accessible, produced a creative learning environment,
supported student-centred learning and offered more opportunities to develop higher order
thinking skills .
The other general capabilities incorporated through the lessons are personal and social
capability, difference and diversity and work and enterprise (Board of Studies NSW, 2012).
These are incorporated in accordance with ACARA (2018) and the MCEETYA (2008) who
outline that educational programs should be supporting students in becoming creative and
confident individuals with the ability to create positive relationships. These are achieved
through the lessons through the collaborative learning that occurs through groupwork in
the second and third lessons.

The use of the students’ background knowledge is also incorporated into the lessons. The
first lesson is an introductory one and involves the teacher asking students to recall what
they know about ‘the chemical world’. This is also used as a form of pre-assessment by the
teacher to gauge the students’ knowledge in this area, prior to learning the content, which
will also be used to plan future lessons. Ladwig and Gore (2003) have listed the use of
background knowledge as a way to enhance the students’ understanding of new content
and have included this in the Quality Teaching Framework (Ladwig & Gore, 2003).

As seen throughout the lessons, the teacher uses everyday examples to make the learning
relevant to the students. Even the practical investigations use materials such as water and
heating metals (which can be easily related to the students’ lives). This has been done
intentionally, as Hulleman and Harackiewicz (2009), found that making science content
relevant and meaningful to students increased both their engagement and academic
performance , as well as promoted their interest in science.

Formative assessments are those that occur before or during the teaching and learning
(Woolfolk & Margetts, 2012) and are used throughout the lessons. These are implemented
through the use of the concept map in the first lesson, through the worksheets and
scaffolds, the Kahoot quiz and the teacher’s questioning. They have been
incorporated into the lessons to help guide the teacher in planning future learning
activities as well as helping the teacher and students identify areas of strength and
weakness (Woolfolk & Margetts, 2012).

The presence of formative assessments through these lessons is important as it provides the
students with an opportunity to receive feedback on their skills, performance and
understanding (Hattie and Timperley, 2007). As the teacher goes through the answers to
the worksheets in the first and second lessons, the students are provided with immediate
informal feedback about their understanding of the topic. This immediate feedback on their
performance also occurs during the Kahoot quiz in the second lesson which provides the
answer to the question immediately after they have submitted a response. Finally, following
the third lesson, the teacher will be able to provide written feedback to the students based
on how they have performed in answering the questions on the investigation scaffolds. This
feedback will be specifically structured to be positive, constructive and help students
complete the task more effectively, which Hattie and Timperley (2007) have found to be
the most powerful form of feedback.

The teaching strategies and practices used throughout the design of this lesson sequence
have been chosen based on support from evidence in educational literature. They have
been shown to improve students’ understanding of, and engagement with the content, as
well as to improve their academic outcomes.
 References

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2018). General Capabilities.
Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/ 22/08/18

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional
Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-
standards-for-teachers 22/08/2018

Board of Studies NSW (2012). NSW Syllabus for the Australian Curriculum Science K-10 (incorporating
Science and Technology K-6) Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science
22/08/18

Fu, J. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal
of Education and Development Using Information and Communication Technology, 9(1), 112-
125.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational
Research, 77(1), 81-112.

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools: A Classroom Practice
Guide. NSW Department of Education and Training.

Minner, D., Levy, A., & Century, J. (2010). Inquiry‐based science instruction —what is it and
does it matter? Results from a research synthesis years 1984 to 2002. Journal of
Research in Science Teaching, 47(4), 474-496.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETY) (2008).
Melbourne Declaration on Educational Goals for Young Australians. Retrieved from
http://www.acara.edu.au/curriculum/development-of-australian-curriculum 22/08/18

Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the
other. Science, 328(5977), 459-463.
State of Victoria (Department of Education and Training) 2017. High Impact Teaching Strategies:
Excellence in Teaching and Learning. Retrieved from:
https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstr
at.pdf 23/08/18

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school
science classes. Science, 326(5958), 1410-1412.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds,
T. (2003). Differentiating instruction in response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of literature. Journal for the Education of
the Gifted, 27(2-3), 119-145.

Woolfolk, A., & Margetts, K. (2012). Educational Psychology Australian Edition. Pearson Higher
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