Lesson Plan 2 (Filtration the materials)

Name of Student Teacher: Meera Adnan. School: Rak Academy (BC).

Professional Development Plan

1. Goal: implement a consistent lesson where the students build their knowledge through guided investigation about the concept.
2. Strategies Used:
 Document the content of the lesson to use it as a reference.
 Plan well for the lesson and discuss the lesson plan with MCT & MST.
 Fix the lesson plan after getting feedback.
3. Evidence achievement:
 Lesson purposes (Power Point, the experiment materials).
 Lesson plan (before & after feedback).
 Students works and assessment at the end of the lesson.
Grade Level: Subject: Learning Outcome (ADEC code and words):
5 Science
 hands-on experiences with a variety of materials.
 Making observations that are relevant to questions asked.
 Working in cooperative learning teams in an enjoyable learning environment.
 Following guided inquiry principles to deepen their understanding of a topic.

A brief description of the Lesson:

 Title of Lesson: Properties and changes of materials.  This lesson in the fifth session of this course. It is about
 Strand: Matter. how different materials will dissolve, react, and float or
 Sub-strand: Explain different types of change on sink in the liquid substance which is the water, and how
materials in the liquid. to separate them by using the filter tool.
The problem that students are trying to solve or investigate:
 How can filter the materials (sugar, coffee, sand) with
the water?
The outcome or product of the students’ investigation:
 The students will be able to know that some materials
will dissolve in liquid to form a solution.
 The students will be able to know that some materials
will reaction in liquid to form a mixture.
 Students will be able to know how to separate the
materials by using the filter tool.

The learning objectives:

 Students will be able to investigate different mixtures and solutions.
 Students will be able to compare how different substances dissolve, react, and float or sink in water.
 Students will be able to recognize the importance of steps in a scientific investigation.
 Students will be able to recognize that some changes of state and dissolving and mixing processes can be reversed through
filtering, sieving, and evaporation.

Essential Question: Guided Questions:

-What happened last week when we mixed the different

materials with water?
 How does can separate the different solutions and
mixtures? -What the meaning of (dissolving, reacting, floating, and
sinking)?

-Would we be able to get the salt out of the water again once
the two have been mixed?

- How we can separate the materials by using the filtering tool?

 -The stages that the students will use to investigate the problem:

Stage The students Role Aim of the lesson Questions (according to Process skills Literacy skills
Bloom’s taxonomy levels)

1. The students will Remembering &

remember what they Understanding: Prediction: making
touch in the last lesson. reasonable guesses based
1. Who can remember the
1. Access and elicit last lesson was about what? on previous knowledge. Speaking &
2. The students will solve student’s prior listening: as they
Engagement

the clouds questions. knowledge. 2.What happened last week Hypothesis: about how will discuss about the
when we mixed the different happened when mixing the materials that can
2. Engage the students. materials with water? materials with water. dissolve, react, float
or sink in the water.
3.What happened when we
3.Develop their Communicating: their
mixed the salt with water?
thinking skills. hypothesis.
4.What the meaning of
(dissolving, reacting, floating,
and sinking)?

5.Would we be able to get

the salt out of the water
again once the two have
been mixed?
 1.The students will watch Observing: Through using
a video that taking about Understanding & applying: their senses when they are
how can filter or separate doing the experiment to
the materials by using Explore the questions 1. What happen if adding salt learn how to separate the
the filtering tool. and possibilities. in the water? materials. Speaking &
listening: as they
Exploration

2. The students will 2. What the solution means? Experimenting: When they discuss and
investigate about how to start to do the experiment communicate their
separate the materials step by step. results.
through using the filter
tool.
Communicating: discuss
3. The students will learn what their hypothesis about
some words (filtration, the experiment and what
soluble, insoluble, they observe.
reversible).
 Observing: When they see
1. The students will learn the materials in the water
some words (filtration, Demonstrate Understanding: What the and filter them.
soluble, insoluble, conceptual meaning of these words
Explanation

reversible). understanding through (filtration, soluble, insoluble, Classifying: Through the

applying what they are reversible)?
2. The students will watching on the
explain and learn about materials that in the Analyzing: What happened in
what happened in the filter tool. different materials (sugar,
experiment. coffee, sand) when you
filtering?
Evaluating: Can you explain
to whole class what
happened in one of these
materials when you used the
filter?
explanation of what Speaking &
happened with each listening: As they
material. discuss and share
their thoughts.
Communicating: Explain and
discuss how each material
filter.
Predicting: Guess and
explain the results to the
class.
 Analyzing: Which of these Observing: Through using
The students will solve filters would be the most their senses when they see
Elaboration

the activity which about Extend the students suitable for separating each the different mixtures with Speaking: Through
the different filters and conceptual of these mixtures? Why? different filters. their discussion
guess what the materials understanding about about the activity
can we using with the classify which the right Create: How you will classify Classifying: Through they with the whole
right filter. filter with right these mixtures to using with classify the mixtures and class.
material. the right filter? guess what the right filter
should using with these Writing: When they
mixtures. will write their
answers in their
boards.

The students will

Complete the worksheet Representing data: Through
that about the filtration, Evaluating: Can you complete they present their answers Writing: When they
Evaluation

and they will stick it in Assess the students the sentences through using to the teacher to check if write their answers
their science book. understand. the right words? they understand the lesson in the worksheet.
or not.