Name of Teacher Subject Science

Topic Material changes Date

Class 7 Duration 40mins

Attainment Target i. Know the difference between a physical change and a chemical
change
ii. Use a word equation to describe a common reaction.
Secondary sources can be used.
Learning Outcomes By the end of the lesson, students will be able to:
i. Differentiate between chemical and physical change.
ii. Investigate that new substances are formed during chemical reactions.
iii. Construct an equation to show the reaction between reactants that react to produce a product.

Learning Materials
and Resources
Content and Teacher Activity Student Activity Time Formative Assessment

40min What resources will How do you plan to

you use that will assess learning as it is
How are you explaining and demonstrating the topic?(The What are the students doing support the teaching happening?
teaching strategies/methodology selected) to understand the topic? and learning
activities?

Engage Science Lab Responses from the open

Give them two scenarios Griffith Wall Iron ended questions.
Imagine that you drop a glass beaker and it breaks. Sulphur Responses made on the
a. has a new substance been formed. worksheet.
Magnetic
b. is this a physical or chemical change? Petri dish Observations made
Inside your digestive system, protein molecules are broken Bunsen burner, during the experiment.
down to amino acid molecules.
a. Has a new substance been formed? Responses to the home
b. Has a chemical reaction taken place? work sheet.
Explore And Explain Students will observe the
physical properties of the iron
Worksheet: example of physical and chemical changes is
and sulphur.(colour ,
given to the students to identify between them. magnetic property )
 Extent/ Elaborate / Evaluate Once iron sulphide is formed
Lab Work they will observe their
Iron will react with sulphur to produce Iron Sulfide. properties. (Colour of the
product etc.)
Students will show this reaction in the form of word equation.
After writing the equation
Home Work
Exercise 9.1, Physical and chemical changes
students will identify the
reactants and the products.
Wrap up

Students will revisit the Griffith Wall to make correction in their

previous responses.
They will share their Reponses as to what they wrote
previously and new they learned.

How did you meet the individual learning needs of your students?

Lesson Evaluation:

Strengths: Area of Improvement:

Identify a way forward to improve this lesson:

Name of Teacher Subject Science

Topic Material changes Date

Class 7 Duration 80mins

Attainment Target Describe chemical reactions like burning, rusting, reaction

of metals and carbonates with acids.
Learning Outcomes By the end of the lesson, students will be able to:
i. Explain the terms Burning and Rusting.
ii. Investigate how metals react with acids to produce hydrogen gas.
iii. Investigate how carbonates react with acids to produce carbon dioxide.
iv. Investigate how oxides are formed.
Learning Materials
and Resources
Content and Teacher Activity Student Activity Time Formative Assessment

40min+ What resources will How do you plan to

you use that will assess learning as it is
How are you explaining and demonstrating the topic?(The What are the students doing 40 min support the teaching happening?
teaching strategies/methodology selected) to understand the topic? and learning
activities?

Engage Science Lab Responses from the open

Give them two scenarios Griffith Wall Iron ended questions.
Imagine that you drop a glass beaker and it breaks. Sulphur Responses made on the
a. has a new substance been formed. worksheet.
Magnetic
b. is this a physical or chemical change? Petri dish Observations made
Inside your digestive system, protein molecules are broken Bunsen burner, during the experiment.
down to amino acid molecules.
a. Has a new substance been formed? Responses to the home
b. Has a chemical reaction taken place? work sheet.
Explore And Explain Students will observe the
physical properties of the iron
Worksheet: example of physical and chemical changes is
and sulphur.(colour ,
given to the students to identify between them. magnetic property )

Extent/ Elaborate / Evaluate Once iron sulphide is formed

they will observe their
 Lab Work properties. (Colour of the
Iron will react with sulphur to produce Iron Sulfide. product etc.)

Students will show this reaction in the form of word equation. After writing the equation
Home Work students will identify the
Exercise 9.1, Physical and chemical changes reactants and the products.

Wrap up

Students will revisit the Griffith Wall to make correction in their

previous responses.
They will share their Reponses as to what they wrote
previously and what they learned new.

How did you meet the individual learning needs of your students?

Lesson Evaluation:

Strengths: Area of Improvement:

Identify a way forward to improve this lesson:

Name of Teacher Subject Science

Topic Material changes Date

Class 7 Duration 80mins

Attainment Target Know that mass is conserved when a chemical reaction

takes place i.e. total mass of reactants is same as total
mass of products
Learning Outcomes By the end of the lesson, students will be able to:
i. Explain the law mass of conservation.
ii. Investigate the mass of conservation using hydrochloric acid and calcium carbonate.

Learning Materials
and Resources
Content and Teacher Activity Student Activity Time Formative Assessment

40min+ What resources will How do you plan to

you use that will assess learning as it is
How are you explaining and demonstrating the topic?(The What are the students doing 40 min support the teaching happening?
teaching strategies/methodology selected) to understand the topic? and learning
activities?

Engage Students will share their own a fl ask Responses from the open
Add calcium carbonate in a flask and add hydrochloric acid ideas and record their * a carbonate, such as ended questions.
and place a stopper in the top of the flask. Before placing the observations. calcium carbonate or Responses made on the
sodium hydrogen
flask on the balance ask the students what will happen next. worksheet.
Students will record their carbonate (baking
observation. powder) Observations made
* hydrochloric acid during the experiment.
Explore And Explain Students will perform the (0.5–1.0 mol dm−3) Responses through 3
Lab Work experiment and they will * top pan balance Facts and one fib.
Magnesium ribbon reacts with hydrochloric acid solve the worksheet. *a Bunsen burner
Extent/ Elaborate / Evaluate * a heatproof mat
Three Facts and a Fib * tongs
Worksheet 9.5 A & 9.5 B
* a crucible and lid
Home Work Students will share their * tongs
Worksheet 9.4 responses. * a pipe-clay triangle
 * a piece of
Wrap up magnesium ribbon
Students will write down three facts they have learned during * safety glasses
the lesson and one fib. * access to a top pan
balance
*Safety glasses

How did you meet the individual learning needs of your students?

Lesson Evaluation:

Strengths: Area of Improvement:

Identify a way forward to improve this lesson: