Appendix

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LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 5 Time: 11:20-12:10 Date: 22 March 2017 Students Prior Knowledge:

Learning Area: Science - Describe how materials can be used and their
observable properties
- Heating and cooling
Strand/Topic from the Australian Curriculum - Solids and liquids
Science Understanding
Chemical Sciences
Solids, liquids and gases have different observable properties
and behave in different ways. (ACSSU077)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Social Intercultural
creative thinking competence understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:
Describe 3 physical/observable properties of liquids
List 5 different liquids found in everyday life
illustrate and label the impact of adding heat to a solid (ice cube)

Teachers Prior Preparation/Organisation: Provision for students at educational risk:
- Ice cubes in esky (at least one per student ie. ~30 ice - Joseph, Steven and Lilly need assistance when
cubes) completing their work (it is important that the
- Transparent container teacher assists these students, particularly in the
- Tea towel individual activities as they do not remain focused
- Bowl and have difficulty understanding and applying
- Water bottle their knowledge)
- Funnel

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

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Teacher self-reflection and self-evaluation:



[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:




LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
Teacher plays the video Changing Water- States of Matter on the interactive https://www.youtube.com/
11:20
whiteboard from 0 22 seconds. watch?v=tuE1LePDZ4Y
Then, on the whiteboard the teacher writes on the board the word MATTER
and asks the class if anyone remembers what matter is from the previous lesson. Esky with ice cubes

(Ask a student to give the definition if they remember.) If the class does not inside
remember the teacher writes the definition on the board, Matter is anything
that takes up space and then asks some students to what are some examples

of matter? (eg. plants, people, buildings, dirt etc.)
Then the teacher shows the students an ice cube. What do you know about ice? Transparent container
Where is ice found? Discuss the ice cubes state of matter and its properties (ie.

quickly revise solids done in previous science lesson and what states of matter
11:25 are).
Now the teacher will give each group (5 groups in whole class) some ice cubes,

from an esky, and each group will have to observe some changes that occur to Tea Towel
ice cubes in different situations. (Assign each group with their location and their
ice cubes.) Transparent container

1. Members of the first group will get one ice cube each and will place it lid
on the palm of their hands with their hands open
2. The second group will receive some ice cubes in a transparent

container and will go near the window seal to observe what the
sunlight does to the ice
3. Members of the third group will each receive an ice cube and will have

to breathe on it
4. The fourth group will get five cubes and will wrap them up in a tea
towel

5. The fifth group will take their ice cubes just outside the classroom door,
11:30 where the teacher can still see them, and will place the cubes on the
ground (ie. bricks or cement outside).

After about 5 minutes, the teacher calls the students all back inside to sit at
their desks. Discuss the observations the students noticed, ask each group to
describe where they had to place their ice cubes and what they had to do to

them. What happened to the ice cubes when they were outside of the
esky/freezer?
The students should all respond with the ice melted or something along those
lines. So now pose some other questions such as, Which method melted the ice
cubes the quickest? Did the ice cubes start melting straight away of after a
little?
Discuss what we call the ice when it is melted? What state of matter does it
change to? Does anybody know what made the ice melt?

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 Then introduce to the students that heat makes solids melt and become liquids.
11:35
In fact, todays lesson is all about liquids!
https://bubbl.us/
Lesson Steps (Lesson content, structure, strategies & Key Questions):

On the interactive whiteboard, create a mind map on the online mind mapping
tool Bubbl.Us. Write LIQUIDS in the middle bubble and ask the students if they
know of any liquids. Get five or six students to answer the question and if what

they say is a liquid, add a new bubble to the brainstorm
11:40 Explain to the class that our world is full of liquids, we use many liquids in our
everyday. Simply, water is what keeps us alive, we are made 70% of water

With a whiteboard marker, write on the top of the board PROPERTIES OF Bottle of Water
LIQUIDS. Then take out a transparent bottle filled with water, a transparent Container
container and a transparent bowl. The teacher will use these objects to describe Bowl

some properties of liquids. Funnel
1. First of all, as we can see, (teacher shakes the bottle up and down and
side to side) the water moves a lot. This is because the first property of

liquids is that they can flow, so they can be poured from one thing to
another, or can move in the container they are in. Like the water in this
bottle, we can put it upside down, to the side and then to the other
side, and the water always moves. Liquids are not in a fixed position
like the solids that we learnt in our previous lesson. (Now on the
whiteboard the teacher writes 1. Liquids can Flow.)
2. The teacher shows the bottle of water and asks one student to say
what shape the liquid (water) has (student should answer, The shape
of the bottle). Then the teacher pours the water from the bottle into
the transparent container and shows it to the class. She/he then asks,
what shape does the water have now? (Ask a student to give the
answer). Finally the teacher pours the water into the bowl and asks
what shape the liquid has now. After this demonstration the teacher
thinks aloud and say: So the liquid, or water in this case, has changed
shape every time it has gone into a new container. Well, boys and girls,
this is correct because a special property of liquids is that they change
their shape to fit the container theyre in, like we have just seen when
we poured the water into these three different containers. (Teacher
writes on the board, 2. Liquids take the shape of their container.)
3. Now, the teacher puts the funnel on the water bottle and tries carefully
to pour the water from the bowl into the transparent water bottle
again. Then she/he asks, was this the same amount of water that we
started with at the beginning of the lesson? The class should respond
yes. The teacher then responds, so this means that when we poured
the water into the transparent container it still stayed the same
amount of water, and when we poured it into the bowl it still was the
same amount of water that we started with originally. This is because
liquids have a definite volume, meaning that the amount of liquid, or
water in this bottle, will not change if I put it into another container.
The amount of water stays the same. (Now the teacher writes on the
board 3. Liquids have a fixed volume.)
Play the video Changing Water States of Matter on the interactive https://www.youtube.com/
watch?v=tuE1LePDZ4Y
whiteboard from 1.38 2.17 minutes
Now the teacher discusses with the class the three properties of liquids to make
11:50 sure that the class has understood what they are. After this, she/he wipes the
board and gets the students to list the three properties of liquids in their

exercise books, with a little explanation/example of each property.

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Lesson Closure:(Review lesson objectives with students) https://tagul.com/
12:00 The teacher gets every student to take out their iPads and create a word cloud,
in the shape of a rain drop, using Tagul with at least 5 examples of different

liquids that they know about. They then have to take a screenshot of the
Wordle and email it to the teacher.
To conclude the lesson, the teacher asks the students to draw a diagram (under
12:03
the list of the properties of liquids) of what happened to the ice cubes at the
beginning of the lesson (the students in the different groups will have different
diagrams as every group did something different) and label it. What happened

to the ice cube? What made this change occur?

Transition: (What needs to happen prior to the next lesson?)
12:10
Students pack their books and go outside to line up quietly and wait for the
classroom teacher.

Assessment: (Were the lesson objectives met? How will these be judged?)
The teacher will check the exercise books of the students to see whether they
understood that the ice cube went from solid to liquid and that it was heat that
made the ice cube melt.
The teacher will also check to see if the students have written and understood
the properties of liquids
The teacher will check the wordles of the students to see if they have
understood what substances are liquids (ie. if they could think of some
examples of liquids in everyday life)
After all this is done, the teacher will give a grade (BS, S, AS), according to the
marking rubric attached below, to each child in the checklist to keep a record of
the students that were able to achieve the lesson objectives

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 Lesson 2 Objectives Marking Rubric


Below Satisfactory Satisfactory Above Satisfactory
(BS) (AS)
Description of 3 Student was not able Student was able to Student was able to
properties of liquids to list any properties
briefly list the three list and describe the
of liquids. properties of liquids three properties of
learnt in class. liquids.
List of at least 5 Student was not able Student was able to Student was able to
liquids to list five liquids list five simple liquids list more than five
found in everyday found in everyday liquids that are not
life. life. only found in
everyday life but that
require more
sophisticated
thinking.
Diagram of impact of Diagram drawn does Diagram has little Diagram is detailed
heat on ice cube not show the impact information of the and labelled, clearly
of heat on ice cube. impact of heat on an showing the impact
ice cube. of heat on an ice
cube.

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Student Was able to describe Was able to list five Was able to
3 properties of different liquids demonstrate the
liquids impact of heat on an
ice cube
Michelle
James
Stefano
Elijah
Maria
Jose
Checklist: BS (below satisfactory), S (satisfactory), AS (above satisfactory)