Lesson Plan – 7-10 Science

Topic area: Earth and Space Stage of Learner: 4 Syllabus Pages: 109- 110

Date: Location Booked: Lesson Number: 5/8

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

PowerPoint Presentation on
Earth spheres.
Earth spheres worksheet-20
Kahoot quiz
Outcomes:
Describes the dynamic nature of models, theories and laws in developing scientific understanding

Of the Earth and solar system. SC4-12ES

Explains how advances in scientific understanding of processes that occur within and on the Earth, influence the

choices people make about resource use and management. SC4-13ES

Identifies the features of the Earth SCLS-13ES

Explores features of the solar system, including the Earth’s position and movement SCLS-14ES

Identifies that the Earth is the source of resources used in everyday life SCLA-15ES

Investigates some practices used in the effective management of the Earth’s resources.

Content statement/s:

ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's

resources.

Cross-curriculum priorities:

Sustainability

General capabilities:

Literacy

ICT capabilities

Critical and creative thinking

Assessment:

Formative

Summative
Lesson overview:

In the first part of the lesson, the students will develop a basic knowledge about resources and its

Types. Further, they will explore the examples of renewable and non-renewable resources and their

Uses. Second part of the lesson will be about the earth’s spheres and their interaction. Finally, the

students will undertake Kahoot quiz based on the lesson.

Time Teaching and learning actions
5 Mins Introduction to classification of Earth’s resources

Introduce students to the concept of resources and its types, renewable and non-renewable

Natural resources- it is found on Earth and can be used by the living things on earth.

Two types- Renewable and non-renewable resources

5 Mins Discussion:

What are renewable and non- renewable resources and how are they different from each other?

Think-Pair-Share Activity

Students will be asked to come up with a definition for renewable and non-renewable resource.

Then they form groups of two and discuss about the definition they came up with. Groups then

as a whole class share one common definition developed.

15 Mins Brainstorming Activity

Students brainstorm to come up with examples of Earth’s renewable and non-renewable

resources.

T-Chart

Draw a T-chart on the board to highlight learning. Add the examples to the T-chart

The students look for the pictures of the example they came up with on the internet. The teacher

can model this first to the students.

Make personal connections:

Ask “What products are made from these sources?”

Renewable Non-Renewable

Plants- Food, clothing (Cotton), Furniture Coals- Fuel

Animals- Meat, Clothing (wool) Oils- Tires, crayons

Water Rocks, Sand- Buildings

Air Water

Students will notice that certain resources e.g. water, fall under the type of both renewable and

non-renewable resources.
5 Mins Describe to students why water can be classified as both renewable and non-renewable.

Explanation:

Water is not replenished like most renewable resources and instead—reused. If we were

constantly losing water, then the speed at which water forms wouldn't be very sustainable and

would then be considered a non-renewable resource.

Students individually write the explanation.

15 mins The Earth’s Spheres

Distribute worksheets on Earth spheres to the students. They can use the worksheets as a guide

and keep filling it throughout the PowerPoint presentation and discussions (Lesson plan5,

Resource 2).

PowerPoint presentation- Explain about the four spheres on the Earth and describe each

(Lesson plan 5, Resource 1)

5 Mins Video Clip

Students watch the video clip on Earth’s spheres

https://www.youtube.com/watch?v=m4TnPv_b6WU

Kahoot Quiz on Earth’s spheres and resources

10-15
mins
https://create.kahoot.it/details/earths-spheres-and-resourses/d8a1843e-49af-4692-b17c-

6e48cb53eed7 (Lesson paln 5, Resource 3)

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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
2.6 Kahoot quiz, videos and presentation
3.4 Using various strategies like brainstorming, working with ICT and filling
worksheets
4.1 Students get opportunities to interact with the teacher and their pairs.
They take part in classroom discussion, answer questions and undertake
quiz
4.2 Students are given explicit instructions through out and are made sure that
they engaged. E.g.: students fill worksheets based on the presentation on
Earth spheres
5.1 Students are continuously assessed throughout their learning and at the
end of their learning using formative and summative assessments
1.2 Relate the subject with real life examples. So that students understand the
content better

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?

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.
Resources: Lesson 5 Resource 1
Lesson plan 5, Resource 2
Lesson 5 Resource 3
Lesson Plan 2

Topic area: Earth and Space Stage of Learner: 4 Syllabus Pages: 109-110

Date: Location Booked: Lesson Number: 6/8

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

Activity 1:
5-gallon bucket
Measuring cups
Eyedropper
Activity 2:
Four cups
Water
Marker
Ice cube
Shaving cream
Food colouring
Observation Paper -20

Outcomes:
Describes the dynamic nature of models, theories and laws in developing scientific understanding

Of the Earth and solar system. SC4-12ES

Explains how advances in scientific understanding of processes that occur within and on the Earth, influence the

choices people make about resource use and management. SC4-13ES

Identifies the features of the Earth SCLS-13ES

Explores features of the solar system, including the Earth’s position and movement SCLS-14ES

Identifies that the Earth is the source of resources used in everyday life SCLA-15ES

Investigates some practices used in the effective management of the Earth’s resources.

Content statement/s:
ES1 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by the processes

that occur within Earth over a variety of timescales

ES2 Scientific knowledge changes as new evidence becomes available. Some technological developments and

scientific discoveries have significantly changed people's understanding of the solar system.

ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's

resources.

ES4 Science understanding influences the development of practices in areas of human activity such as industry,

agriculture and marine and terrestrial resource management.

Cross-curriculum priorities:
Aboriginal and Torres strait Islander Histories and Cultures

Sustainability

General capabilities:
Critical and creative thinking
Intercultural understanding
Literacy

Assessment:
Diagnostic
Formative

Lesson overview:
Students are first tested on their content knowledge from previous lesson. Later they are taught about conservi

non-renewable resources. In the second part of the lesson, they understand the

differences in the types of water and the importance of conserving fresh water. Further, as an

introduction to water cycle, students are taught the basic concepts like evaporation, condensation

and precipitation.
 Time Teaching and learning actions
Recap Recap of previous lesson- Earth’s resources and Earth’s spheres
5 mins
Students try to answer the following ques.

1 What are the types of resources? Define and give examples.

2 What are the uses of the resources u have named?

3 What are the four spheres on Earth?

10 mins Conservation of Non-renewable energy

Stimulus Question:

What happens to Non-renewable resources?

Possible answers- We will run out of it in time

What could we do to prevent the non-renewable resources from running out?

Possible answer- use them wisely/ limit their use

Teacher’s response- Exactly! That can be done by conserving and managing non-renewable

resources.

Video on conservation and management of non-renewable resources

https://www.youtube.com/watch?v=RX0yxTY2am0

10 mins Water

Demonstrate how much water we have? (Resource 1)

10 mins Aboriginal water values:

Video:

https://www.youtube.com/watch?v=XMKYybtUJ-o

Discussion:

How did the Aboriginal people access to water?

Why were they living near fresh water reserve?

Why should the water be clean?

Evaporation, Condensation and Precipitation

5 mins
Video: https://www.youtube.com/watch?v=zNnytH2NsDo

15 mins Activity
 Evaporation, Condensation and Precipitation (Resource 2)

5 mins Students write their observation and derive a conclusion on their worksheet based on the above
experiment done (Resource 3)

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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 Providing students with real life example. E.g. demonstrating the importance
of fresh water through activities and videos
1.3 Demonstrating an understanding of students cultural understanding-
researched for Aboriginal values of water
1.4 Creating cross curriculum- showing Aboriginal ways of living.
2.4 Addressing aboriginal histories, culture and backgrounds
3.3 Included a range of teaching strategies- activities, worksheets, presentation
4.1 Supporting student participation through discussions and activities
4.5 Incorporating ICT in pedagogy

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?
Preventing Risk of Injury
Teachers should strive to:
 provide a relevant curriculum
 maintain healthy and safe procedures and practices
 assess and manage risks in specific subject areas
 provide students with appropriate workplace health and safety information and
training
  ensure appropriate use is made of all safeguards, safety devices and personal
protective equipment
 implement the school’s student welfare and discipline policy
 develop class behaviour rules and consequences
 establish clear and workable routines for entering and leaving rooms, distributing
and collecting materials and resources and working independently or in groups. For
more specific information on local workplace hazards

References (In APA)

Resources Attached:
Lesson plan 6, Resource 1
Part 1
Explain to students that the water in the 5-gallon bucket represents all the water on Earth. Ask them to name
the kinds of water that exist in, on or around Earth. They should be able to name rivers, lakes, oceans, clouds
or water vapor, ice caps, groundwater, water held in soil, and water held in plants and animals. Provide hints
so that all types of water are mentioned.
Ask two students to come up and help with the demonstration. Ask one of them to remove two cups of water
from the bucket, using a measuring cup. Have the student hold that amount so everyone in the class can see
it.
What does the water in the cup represent?
Freshwater.
What does the water in the bucket represent?
Saltwater. Explain that the saltwater is not usable by humans because drinking it would make us very sick.
Move the bucket aside. Ask the first student to pour 1/2 cup of water into the one-cup measurer held by the
other student.
What does the 1-1/2 cups still left in the two-cup measurer represent?
Polar ice caps. Explain that this water is unavailable for our use because it is frozen.
Set this cup aside. The first student can return to his or her seat.
Ask the class what the 1/2 cup of water represents.
Groundwater, surface water (e.g. lakes, rivers, wetlands), and water vapor in the atmosphere.
Have the class guess how much water should be removed from the cup to represent only the surface water on
Earth. After a few guesses, pull out the eyedropper from your pocket and draw some water into it. Place one
drop of water into the hand of a few students. Explain that one drop of water out of a whole 5-gallon bucket
represents the water that is available to us and other animals for drinking.
Allow the class to think about this for a minute.
Then explain to them that the total amount of water on the planet is not going to change. Even though water
moves around on the planet and changes from one kind to another, we will never have any more than we
have right now.
Lesson plan 6, Resource 2

Things Needed:
Four cups
Water
Marker
Ice cube
Shaving cream
Food colouring

Evaporation
Heat a full cup of water. Use a marker to make a line at the beginning water level. Each minute
mark the water level and begin to look for changes. As the fire heats the water, it should begin to
evaporate.

Condensation
Take another cup, flip it upside down, and place it on top of the cup with hot water. Then place an
ice cube on top of the upside-down cup. Condensation will begin to form at the top of the upside-
down cup, just like a cloud.

Precipitation
Fill a cup almost full with water. On top spray shaving cream as clouds. Then, squirt several drops
of food colouring on top of the shaving cream. As the “cloud” becomes heavy, the food colouring
will “rain” into the cup.

Lesson Plan 6 Resource 3

Lesson Plan – 3

Topic area: Earth and Space Stage of Learner: 4 Syllabus Pages: 109-110

Date: Location Booked: Lesson Number: 7 /8

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

Water cycle keywords and
Images
PowerPoint presentation on
water cycle
Water cycle worksheet- 20
Exit Slips- 20

Outcomes:
Describes the dynamic nature of models, theories and laws in developing scientific understanding

Of the Earth and solar system. SC4-12ES

Explains how advances in scientific understanding of processes that occur within and on the Earth, influence the

choices people make about resource use and management. SC4-13ES

Identifies the features of the Earth SCLS-13ES

Explores features of the solar system, including the Earth’s position and movement SCLS-14ES

Identifies that the Earth is the source of resources used in everyday life SCLA-15ES

Investigates some practices used in the effective management of the Earth’s resources.

Content statement/s:

ES4 Science understanding influences the development of practices in areas of human activity such as industry,

agriculture and marine and terrestrial resource management.

Cross-curriculum priorities:

Sustainability

General capabilities:

Creative and critical thinking

ICT capability

Personal and social capability

Assessment:
Formative

Summative

Lesson overview:

In this lesson, various pedagogical strategies have been developed for the students to easily understand the concept of water

cycle.
 Time Teaching and learning actions
Recap Activity- Diagnostic Test
10mins
Print and cut out the water cycle key words and images. Place the jumbled-up cards on each

table. The pupils need to match the picture to the word (Lesson plan 3, Resource 1)

Water Cycle:
20 Mins
PowerPoint presentation on water cycle (Lesson plan 3, Resource 2)

Students keep filling the blanks in their worksheet throughout (Lesson plan 3, Resource 3)

20 mins Drama of the Water cycle

Explain to the class that they will be acting out the water cycle. Split the class into four groups.

Each group should be allocated one stage of the water cycle. Make sure that the other groups

don’t know what stage it is. Each group should then think of actions they could use to represent

the stage. Once they have decided on their actions, they should share them with the rest of the

class who must guess what stage of the water cycle the group is representing.

10 Mins Exit Slip (Resource 4)

At the end of the lesson the teacher will give the students an exit slip to answer the question:

How does the cycling of water cause thunderstorms?

Answer: As the Sun heats the Earth, water vapor rises, cools and accumulates to form clouds

and can create a thunderstorm.

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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 Students learn better when the content information is repeated several
times.
1.5 The lesson is adapted using different activities. The same content is
repeated using different pedagogical strategies. This will help students
with different levels of learning abilities to learn effectively
2.1 The content of the lesson is explained in depth and using different
strategies.
3.3 Various teaching strategies are used
3.4 Different resources are chosen carefully and to engage students in
learning
4.1 Students are supported and encouraged to participate in all the learning
activities. E.g. They can choose what they want to enact in the water
cycle drama

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?

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
Resources Attached:

Lesson Plan 7 Resource 1

Lesson Plan 7 Resource 2
Lesson 7, Resource- 3
Lesson 7, Resource 4
Justification:

The lesson plans are for year Stage 4-year 8 science students. They are designed according to

the science year 7-10 syllabus. The learning activities designed in these lesson plans are

intended to not only keep the students engaged but also to create eagerness and motivation for

learning. The main idea is for the students to develop the knowledge about the content by

themselves and the teacher only provides scaffolding. Therefore, the students have greater

independence in the learning process. Additionally, the lesson plans are carefully designed

incorporating the Quality Teaching Framework and the Australian Professional Standards for

Teachers (APST). There are 8 lessons in total under the topic ‘Earth and Space’. The selected

lesson plans are the lesson 5,6, and 7. This topic is developed to impart the students the

knowledge about the Earth and space as they play a prominent role in the sustenance of life.

The lesson 5 introduces the students to the earth’s resources and Earth’s spheres. The students

understand how the Earth’s interlocking spheres are balanced and sustained by energy from

the sun and the Earth’s core. The lesson plan ensures that the learning is authentic and

effective. Further, it is based on a constructivist approach. That is why it uses collaborative

inquiry-based learning. The students are in full control of the meaning the make out of the

lesson (Gormally, Cara; Brickman, Peggy; Hallar, Brittan; and Armstrong, Norris, 2009).

Through the lesson the teacher keeps asking questions to the students. This allows to ascertain

the prior knowledge of the students. Further, the lesson is built based upon their previous

knowledge and progresses based on their understanding. Therefore, this approach allows the

students to actively build their understandings (Abrahamson, 2011) The group discussions

and team work let the students to learn from each other. This will facilitate in taking up

further learning. Another approach used in this lesson plan is students forming connections

between their learnings and real-life examples. This allows to connect information and recall

it with accuracy (Abrahamson, 2011). In this lesson plan, the students form associations

between the Earth’s renewable and non-renewable resources and their real life uses. This kind

of learning learning will also enable the information to be stored in long term memory from

short term or sensory memory. Furthermore, the lesson is planned to impart literacy in
students. The concepts are explained but the students form sentences to write down the

explanation on their own. In the second part of the lesson on ‘Earth’s spheres’ the

explanation, discussion and major teachings are presented to the students via PowerPoint

presentation. However, this is followed by a short video on earth’s spheres. This will

reinforce the previous learnings, clarify any unclear ideas and help the students retain the

information in their long-term memory. Repetition of teachings helps the students to recall

information quickly and accurately (Throne, 2006). While presenting the same information

using different strategies help them form concrete ideas. At the end, a short Kahoot quiz will

help summarize the main points of the lesson and also give the teacher a feedback about the

students understanding about the lesson content.

Lesson 6 start with a diagnostic question. This will pave the way to continue the lesson from

where it was left previously. It provides an opportunity for the students to recall information

from the previous lesson and form connections with the present. This lesson uses the inquiry

approach as well to stimulate the students’ interest on the topic. Moreover, this lesson helps to

learn about aboriginal water values. Learning about the Aboriginal and Torres Strait Islander

histories and cultures lets the students to develop intercultural understanding and respect for

diversity (Westaway,2014) . Also, it is one of the professional standards for teachers (APST).

In the next part of the lesson, students watch a video on evaporation, condensation and

precipitation and perform experiment on the same. This sequence was created so that students

could have a conceptual understanding and have the strategic competence to perform an

experiment based on the understanding. However, the activity will be modelled by the teacher

first to minimize risk and prevent harm. This hands-on approach will help them understand

more deeply and process information better. Performing experiment is also a process of active

learning. Lastly, the lesson also builds the students literacy capabilities by encouraging them

to form sentences of their observations from the experiment.

The lesson 7 starts with a skill-based diagnostic assessment that develops more concrete ideas

about the water cycle. The students are assumed to have gained the knowledge from the
previous lesson. Using this previously gained knowledge they fix the jumbled-up cards. This

starter exercise will aid in revising their background knowledge. This will facilitate the

students to understand the discussion that happen during the presentation. During the

presentation, the students fill worksheets and take notes. This is for the teachers to make sure

the students are engaged with the lesson. Working, visually, aurally and kinaesthetically will

pave the way for better learning. Moreover, it will help retain information in the long-term

memory. During the latter part of the lesson, students enact the water cycle. This activity will

reinforce their learning and build an enjoyable learning environment. Further, in this activity

the students get to choose the roles they play. Giving students choice is a learner-cantered

strategy. It will help develop student responsibility for learning (Turner, 2010). Finally, the

lesson plan includes exit slips. It is a strategy incorporated to enable closure of the lesson. It is

beneficial for both students and the teacher. Students must reflect on the lesson, look for key

information, analyse and refine their learning. On the other hand, teacher get feedback about

the students’ learnings.

References

Abrahamson CE. Methodologies for motivating student learning through personal

connections. Forum on Public Policy: A Journal of the Oxford Round Table. 2011;

2011.References:

Australian Institute for Teaching and School Leadership. (2011). Australian Professional

Standards for Teachers, published by the Australian Institute for Teaching and School

Leadership (AITSL).

Board of studies NSW. (2012). Science K to 10 (Incorporating Science and Technology K-6)

Syllabus [eBook] (1st ed.).

How much water do we have? Retrieved from

http://www.miseagrant.umich.edu/lessons/lessons/by-broad-concept/earth-s

cience/water-quantity/324-2

The Earth’s sphere worksheet. Retrieved from

https://www.saisd.net/admin/curric/sstudies/resources/teacher_zone/Hands_On/geo_c

ulture/pdf/ho_wg_blah-spheres.pdf

The Earth’s spheres. Retrieved from

m.avondale.k12.az.us/UserFiles/Servers/Server_147785/.../Earth%27s%20Spheres.pp

The Water Cycle. Retrieved from

https://education.jlab.org/nsta/water_cycle.ppt

Thorne, G. (2006). 10 Strategies to Enhance Students' Memory. Metarie, LA: Center for

Development and Learning. Retrieved Dec. 7, 2009, from from

http://www.cdl.org/resource-library/articles/memory_strategies_May06.php

Turner, D. (2010). Student-Centered Teaching: A Look at Student Choice in the Classroom .

Gormally, Cara; Brickman, Peggy; Hallar, Brittan; and Armstrong, Norris (2009) "Effects of

Inquiry-based Learning on Students’ Science Literacy Skills and Confidence,"

International Journal for the Scholarship of Teaching and Learning: Vol. 3: No. 2,

Article 16. Available at: https://doi.org/10.20429/ijsotl.2009.030216

Water Cycle Printable. Retrieved from

http://cleverlearner.com/science/the-water-cycle-worksheets-for-preschool.html
Westaway, M. (2014). Why our kids should learn Aboriginal history [Blog]. Retrieved from

http://theconversation.com/why-our-kids-should-learn-aboriginal-history-24196

WHS considerations. Retrieved from http://www.brokenhill-

p.schools.nsw.edu.au/documents/54390609/54397967/Safety%20in%20the%20Class

room.pdf