Lesson Plan 1, 2 and 3 by Matthew Vuong (17739391)

KLA: Science Stage of Stage 4 Lesson 60 minutes

Learner: (Year 7) Duration:
Safety N/A Printing / The Three States of Matter
Considerations: Preparation: Worksheet x 20

Arrangement, Movement and

Properties of Matter Worksheet x
20

Knowledge and Chemical World Working Scientifically Problem Solving

Understanding(K&U)
Strand:
K & U outcome(s): describes the observed
properties and behaviour
of matter, using scientific
models and theories about
the motion and
arrangement of particles
K & U context The properties of the
statement: different states of matter
can be explained in terms
of the motion and
arrangement of particles
(WS) Strand(s):
WS outcome(s): selects and uses
appropriate strategies,
understanding and skills to
produce creative and
plausible solutions to
identified problems
WS context Students solve problems
statement(s): by:

K& U content a. describe behaviour of WS content a. using identified

descriptor(s): matter in terms of particles
that are continuously
moving and interacting
descriptor(s): strategies to suggest
possible solutions to a
familiar problem
b. describing different
strategies that could be
employed to solve an
identified problem with a
scientific component
c. using scientific
knowledge and findings
from investigations to
evaluate claims
d. using cause and effect
relations to explain ideas
and findings
e. evaluating the
appropriateness of different
strategies for solving an
identified problem

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability
Learning Intentions: Success Criteria:
uses appropriate strategies to suggest possible
use possible strategies to solve to familiar or new
solutions to a familiar problem
problems
uses different strategies that could be employed
use scientific knowledge and findings from
to solve an identified problem with a scientific
investigations to evaluate claims
component
use cause and effect relations to explain ideas
and findings uses prior scientific knowledge and
understanding from the lesson to evaluate claims
evaluate the appropriateness of different
explains ideas and findings using scientific
strategies for solving an identified problem
information

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.5 Students will revisit the three states of matter (solid, liquid, gas, plasma) and the class will explore the
Metalanguage behaviours and properties of each of these sates.

2.4 Social Social support is evident in the think, pair and share activity, students are invited to participate in class
Support discussion and help one another when someone isnt sure of what the answer might be and students work
together during the worksheet activity.
3.1 Background As this is the beginning of the Chemical World module, a diagnostic assessment (in the form of a think-pair
knowledge share activity) is used in the start of the lesson to assess students prior knowledge of particles.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Teacher directs students to walk into Students walk into the classroom, sit Teachers laptop
the classroom and tells them to unpack down at a desk and chair and, unpack
their equipment once they have found their bags and take out their exercise White/SMART board
a desk and chair to sit on. books, pencil cases etc.
Whiteboard markers
Teacher would have equipment and Students will listen to teacher
material already prepared before the instruction and ask questions for Whiteboard eraser
beginning of the lesson. clarification.

Teacher will outline the list of activities Students will be asked to answers
 to be completed for the lesson.
Teacher addresses to students that
they are going to be learning a new
topic. Soon after, the teacher
introduces the lesson by asking them
questions in order to gauge their
previous knowledge about particles
and states of matter as an informal
diagnostic assessment. There are four
questions to be asked and they are
written on the white/SMART board for
all students to see. Students are to
think what they think a particle means,
pair up with the student(s) next to them
and share their ideas.
As the students are engaging in the
think-pair-share activity, the teacher
marks the class roll.
The think-pair-share activity would take
up 5-7 minutes of the introduction. In
the last 3-5 minutes of the introduction,
the teacher asks the students to come
together as class to share a few of their
answers to the questions. Teacher
provides constructive feedback and
highlights keywords from the different
definitions.
Questions:
1. What is a particle? What do
you think it is or what it
means?
2. Do you think particles are
continuously moving and
interacting around us or are
they staying still and not doing
anything? How can you tell?
3. Are particles affected by
physical changes, chemical
changes or both? What is the
difference between physical
and chemical changes?
4. What are the four states of
matter? (follow-up question:
What is plasma?)
Body of Lesson:
Time Teacher Activity
10-20 Explicit teaching instruction
Teacher hands out an activity
worksheet to every student. Once each Students are given a worksheet with a
student receives the worksheet, the set of questions that will be worked and Whiteboard markers
questions by the teacher about the
properties of particles and the states of
matter.
Students would think of their answer to
the question, pair up with students next
to them and share their answers in
hopes that all students have multiple
perspectives of what the answer to a
question could be.
During the think-pair-share task,
students will respond to their name as
the teacher is marking the roll.
Sample answers:
1. Small/tiny objects floating
around us, air/dust particles,
molecules, gases, compounds
etc.
2. They are continuously moving
and interacting because we
can sometimes see dust
particles floating in the air.
3. Particles are affected by
physical changes. A physical
change is when the
arrangement of the particles of
a particular matter changes to
a different state of matter (the
substance/chemical make-up
stays the same). Chemical
change is when the new object
is formed (one of the ways you
can tell if it is a chemical
change is when there is a
change in colour).
4. Solid, liquid, gas and plasma.
Plasma can be found in our
blood. Basically it is super-
heated gas particles. (Students
may be confused on what
plasma is and therefore the
teacher would clear up the
misconception and explain the
which plasma to use in the
new topic).
Student Activity Resources
Explicit teaching instruction Teachers laptop
White/SMART board
teacher explains that we are going to
work together as a class to answer the
following questions on the worksheet:
Questions:
1. We know that there are
actually 4 states of matter, but
we are going to focus on the
three states of matter that you
would have learned in primary
school. Give me three
examples of each state of
matter (solids, liquids and
gases)?
2. With the examples that you
Sample Answers:
have given, describe the
appearance/structure of a
solid, liquid and gas?
3. When we look at a solid object,
do you think that it is staying
still or is it moving? (Trick
question, the answer is: solid
particles are actually moving
which we will explain why and
how later in the lesson.)
4. How do you think solid, liquid,
and gas particles move and
interact? (We can come back
to this question later).
The teacher invites students to
contribute their answers to the class.
Teacher provides constructive
feedback in response to student
responses. If a student is unsure about
their response, the teacher can ask
other students in the class to help that
student out (social support). As the
teacher is writing the answer on the
board, tell students to write down the
answers next to the questions on their
worksheet.
answered as a class.
Whiteboard eraser
Students are invited to contribute their
answers to the class and they can ask Web resource:
the teacher further questions that do BBC GCSE Bitesize:
not fully understand. Students receive Kinetic theory
constructive feedback from their
response. Students are to help their
fellow classmates when someone is
stuck or not sure what the answer may
be (no ting down). As we are going
through the worksheet, students are to
Teacher-developed
copy down the answers from the board
resource for literacy task:
after each question.
The Three States of
Matter Worksheet
1. Solids ice, butter and metal
Liquids water, soda and juice
Gases air, oxygen, nitrogen.
2. Solids look hard and/or look
like a cube. Liquids look wavy
and look like the sea. Gases
can be invisible or hard to see.
3. Trick question, the answer is:
solid particles are actually
moving. Students may guess
that it is or is not moving.
4. Solids hardly move, liquids
flow like a current and gases
spread everywhere.
Students can share their experiences
and understanding of the new terms.

Images are used to provide a visual

understanding of what solid, liquid, and
gas particles would look like and how
they move and interact in a model
representation.
Introduce new terms such as
arrangement, movement, rigid, flowing,
diffusion, compression in the context of
particles through a conversation with
the students (significance and builds
literacy skills e.g. what does
diffusion, compression or rigid mean?).
 For instance, Diffusion occurs in our
body, specifically in our lungs. We
breathe in air, which contains oxygen
gas, and in our lungs we have tiny sacs
called alveoli that is responsible for
exchanges oxygen with carbon dioxide,
a waste product that our cells produce
that we breathe out. Diffusion means to
dispersion or distribution
20-30 Teacher facilitates students
Teacher explains the next task and
provides students a small worksheet
with a fill-in-the-table activity, which
they can do independently or with a
partner.
The teacher walks around the
classroom or stay seated in the
teachers desk. As the teacher is
walking, they scaffold students/groups
learning by asking breaking down the
question or asking follow-up questions.
Teacher guides them to the correct
answer, not giving out the full answer.
Alternatively, students can ask for help
by coming up to the teachers desk.
30-40 Class discussion
Teacher invites to the students to come
together as a class in order to discuss
the answers to the worksheet activity.
Teacher provides appropriate feedback
on students responses and elaborates
on them. If a student is unsure about
their response, the teacher can ask
other students in the class to help that
student out (social support).
40-50 Teacher-instructed physical activity
As a fun activity for students to
encapsulate their learning of particle
movement, this next task is a physical
activity where students are to act like
solid, liquid or gas particles. Teacher
instructs students to stand up behind
their seats/desks for a mini-physical
activity that would involve the whole
classroom space. Therefore, some
classroom furniture will be moved to
the back of the classroom so that
students have enough space to move
around (safe learning environment).
Student-centered worksheet activity Web resource:
BBC GCSE Bitesize:
Students work on their own or with Kinetic theory
their partner or with other colleagues in
the class. Teacher-developed
resource for literacy task:
Students will be given 10-15 minutes to Arrangement, Movement
do the task. and Properties of Matter
Worksheet
Students can ask the teacher for help
or ask questions for clarification as the
teacher walks around the classroom.
Alternatively, students can ask for help
by coming up to the teachers desk.
Class discussion Teachers laptop
During the discussion, each student White/SMART board
marks their work as they are going
through each question. Whiteboard markers
Students answers to the questions of Whiteboard eraser
the task and can ask the teacher
further questions for clarification.
Physical activity
Students will be asked to stand up from
their seats/desks for a physical activity.
Students will arrange the furniture to
the back of the class so that there is
enough room for this physical activity.
Students listen carefully to the
instructions of the task and can ask
questions for clarification.
Students follow instruction as directed
by the teacher. They should be careful
not to harm other people when
performing this task, otherwise they
 Teacher directs the actions of every can sit out for the remainder of the
student. Every student is like a particle activity.
and they must act out a certain way in
order to represent particle movement After the physical activity, students are
of one state of matter at a time. to place the chairs and desks to its
original position and take their seat.
- Basically, the solid particles
are packed together and
vibrate closely next to other
solid particles. This can be
represented in the students
actions by getting close
together and shaking and
wiggling on the spot.
- Liquid particles are somewhat
free flowing and take up the
shape of the container.
Students would walk freely
around the classroom
omnidirectionally.
- Lastly, gas particles are
sporadic and rapidly move
around the entire space of the
container. Therefore, students
use up all of the space in the
classroom and they can jog or
run around whilst being careful
so that they do not injure other
students.
Before students leave for today, the
teacher instructs student to arrange the
classroom furniture to the way it
originally was. The teacher settles the
students down and tell them to return
to back their seats/table after the
physical activity.
Conclusion:
Time Teacher Activity Student Activity Resources
50-60 Summative assessment and dismissal Summative assessment and dismissal

Since students will have a better Students answers to the summary

understanding of the arrangement, questions asked the teacher before
movement and properties of matter, they are allowed to pack their
the teacher would revisit questions that
equipment away. They are to remain
were asked throughout the lesson. their seats until the bell rings. Once the
bell rings and every student has settled
Questions: down, the students may be dismissed
- What is a difference between a from the classroom.
physical and chemical
change? or give me an
example of a physical and a
chemical change?
- How do solid, liquid, and gas
particles move and interact?
 - Heat energy question.
Teacher instructs students to pack up
and stay behind their desk/sit on their
chair before the bell rings. Once the
bell rings and every student has settled
down, the teacher can orderly dismiss
the students from the classroom.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

uses appropriate Students would think of their answer to the question, pair up with students next to them
strategies to suggest and share their answers in hopes that all students have multiple perspectives of what the
possible solutions to a answer to a question could be.
familiar problem and
uses different strategies
that could be employed
to solve an identified
problem with a scientific
component
uses prior scientific Students will be asked to answers questions by the teacher about the properties of
knowledge and particles and the states of matter. Students can share their experiences and understanding
understanding from the of previous and new terms.
lesson to evaluate
claims
explains ideas and Students work on their own or with their partner or with other colleagues in the class with
findings using scientific answering the questions during the worksheet task.
information

Reflection:
What have I learned about
It is important to relate the content with the students lives
teaching and learning
Provide effective questioning through thinking tools and activities
processes when preparing
Social inclusion should be used as a tool to get students to work together
this lesson?

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
4.2 Chooses and manages classroom activities and provides clear instruction
4.4 Creates and maintain a safe learning environment for students to conduct their experiment

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

Lesson Plan 2
KLA: Science Stage of Stage 4 Year 7 Lesson 60 minutes
Learner: Group: Duration:
Safety N/A Printing / N/A
Considerations: Preparation:

Knowledge and (K & U) Chemical World Working Scientifically Communicating

Understanding Strand: (WS) Strand(s):
K & U outcome(s): describes the observed WS outcome(s): presents science ideas,
properties and behaviour findings and information to
 of matter, using scientific
models and theories about
the motion and
arrangement of particles.
K & U context The properties of the
statement: different states of matter
can be explained in terms
of the motion and
arrangement of particles.
K& U content b. relate an increase or
descriptor(s): 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
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural
creative thinking understanding communication understanding
technology
capability
Learning Intentions:
presenting ideas, findings and solutions to
problems using scientific language and
a given audience using
appropriate scientific
language, text types and
representations
WS context Students communicate by:
statement(s):
WS content a. presenting ideas,
descriptor(s): findings and solutions to
problems using scientific
language and
representations using
digital technologies as
appropriate)
b. using appropriate text
types in presentations,
including a discussion,
explanation, exposition,
procedure and recount
c. using a recognised
method to acknowledge
sources of data and
information
d. constructing and using a
range of representations to
honestly, clearly and/or
succinctly present data and
information including
diagrams, keys, models,
tables, drawings, images,
flowcharts, spreadsheets
and databases
e. constructing and using
the appropriate type of
graph (histogram, column,
sector or line graph) to
express relationships
clearly and succinctly,
employing digital
technologies as
appropriate
Literacy Personal and
Numeracy
social capability
Success Criteria:
presenting ideas, findings and solutions to
problems using scientific language and
 representations using digital technologies as
appropriate)
using appropriate text types in presentations,
including a discussion, explanation, exposition,
procedure and recount
using a recognised method to acknowledge
sources of data and information
constructing and using a range of
representations to honestly, clearly and/or
succinctly present data and information including
diagrams, keys, models, tables, drawings,
images, flowcharts, spreadsheets and databases
constructing and using the appropriate type of
graph (histogram, column, sector or line graph)
to express relationships clearly and succinctly,
employing digital technologies as appropriate
representations using digital technologies as
appropriate)
using appropriate text types in presentations,
including a discussion, explanation, exposition,
procedure and recount
using a recognised method to acknowledge
sources of data and information
constructing and using a range of
representations to honestly, clearly and/or
succinctly present data and information including
diagrams, keys, models, tables, drawings,
images, flowcharts, spreadsheets and databases
constructing and using the appropriate type of
graph (histogram, column, sector or line graph)
to express relationships clearly and succinctly,
employing digital technologies as appropriate

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 Higher-order Relate changes in the physical properties of matter to heat energy and particle movement that occur during
thinking observations of evaporation, condensation, boiling, melting and freezing.

2.2 Engagement Students pairs will work together to construct a simple, yet presentable particle model using ICT. The top 3
student pairs with the best particle model will be granted an award and their model will get displayed around
their classroom.
3.6 Narrative Students should use their own knowledge to provide correct information of the effects of heat transfer on
particle behaviour and movement in their own words. The purpose of employing narrative in this task is to
enhance their significance and enrich student understanding.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Introduction Introduction Teachers laptop

Teacher directs students to walk into Students walk into the classroom, sit White/SMART board
the classroom and tells them to unpack down at a desk and chair and, unpack
their equipment once they have found their bags and take out their exercise Whiteboard markers
a desk and chair to sit on. books, pencil cases etc.

Teacher would have equipment and
material already prepared before the
beginning of the lesson.
Teacher will outline the list of activities
to be completed for the lesson. Before
moving to the main part of the lesson
(which is about physical changes that
affect particles in matter), the teacher
engages students with a short set of
quiz questions.
Quiz questions:
1. What is a physical change?
2. Which of the following options
are examples of physical
changes in matter?
3. What is a chemical change?
4. Physical changes affect the
way particles in matter behave.
(True/False)
5. How many states of matter are
there in the observable
universe?
Body of Lesson:
Time Teacher Activity
10-20 Explicit teaching/reflective questioning
Teacher discusses the Energy, Heat
and Heat transfer lecture slides on the
SMART board. There are inquiry
questions in the PowerPoint:
Some questions:
- Kinetic energy or energy is the
capacity of a physical system
to perform work. Heat is a type
of energy that we call thermal
energy. How do we measure
Whiteboard eraser
Students listen to learning objectives
and explicit instruction by the teacher
and can ask questions for clarification.
Students name will be marked from the
roll. They are to respond to the
following questions:
Quiz questions:
1. What is a physical change?
Correct answer: physical
change occurs when an object
retains its chemical properties
but changes its
structure/appearance/shape,
thus changing its state of
matter.
2. Which of the following options
are examples of physical
changes in matter? Correct
answers: dissolving sugar in
tea, breaking glass, melting an
ice cube etc.
3. What is a chemical change?
Chemical change occurs when
the object produces an object
that different from the original
object. Examples of chemical
changes are burning wood,
heating sugar into caramel,
cooking an egg etc.
4. Physical changes affect the
way particles in matter behave.
(True/False). Answer: True.
5. How many states of matter are
there in the observable
universe? Answer: Four (solid,
liquid, gas and plasma).
Student Activity Resources
Explicit teaching/reflective questioning Teacher-developed
learning resource: Heat
Students listen to explicit instruction by energy and Changing
the teacher, answer questions and can states PowerPoint slides
ask questions for clarification.
Questions:
- Kinetic energy or energy is the
capacity of a physical system
to perform work. Heat is a type
of energy that we call thermal
energy. How do we measure
heat? (Hint: when we check
 heat?
- Temperature is a
measurement of the average
kinetic energy of the particles
which compose in matter. We
commonly use degrees
Celsius in Australia. What are
some other units of
temperature that you may
have heard of?
- List the everyday uses of a
thermometer.
- As heat energy
increases/decreases, what
happens to the states of
matter? E.g. what happens to
a solid like ice or metal when
you heat it up? E.g. what
happens if you heat up liquid
like water? E.g. Melting point
of water is 0C, what do you
think would happen if water
was placed in a temperature of
below 0C?
- Where would you see
condensation in your day-to-
day life?
Heat energy has an effect on particle
movement. E.g. If we are adding more
heat energy (increasing the
temperature) of matter, what do you
think will happen to the particles?
Presentation contains images to
provide visual stimuli alongside the
content. Teacher can pause and think
and provide annotation to break down
the content.
20-30 Explicit teaching instruction
Introducing the terms: melting,
freezing, boiling, evaporating and
condensing and its effect on particle
movement. What do each term mean
in relation to the arrangement and
movement of particles?
Use these terms when referring to heat
energy and particle movement: particle
energy and diffusion. particle pressure,
melting point and boiling point etc.
30-50 Teacher facilities students learning
Teacher tells students to work in pairs
the weather, how can we tell if
the day will be a hot or cold
day?) Answer: temperature
- Temperature is a
measurement of the average
kinetic energy of the particles
which compose in matter. We
commonly use degrees
Celsius in Australia. What are
some other units of
temperature that you may
have heard of? Example
answers: Fahrenheit and
Kelvin (students can ask why
and when would we use these
units and how to convert F to
C and K to C).
- List the everyday uses of a
thermometer. Answer: when
we cook food, when we are
sick, during some lab
experiments, in the house etc.
- As heat energy
increases/decreases, what
happens to the states of
matter? Answer: Solid melts
into liquid as heat energy
increases. Liquid turns into gas
when boiling. Liquid freezes
when placed in temperature of
0C or lower.
- Where would you see
condensation in your day-to-
day life? When you have a hot
shower and the glass and
mirror fogs up, when its a cold
and raining outside and you
blow out warm air towards the
car window etc.
Explicit teaching instruction Teacher-developed
learning resource: Heat
Students listen to explicit instruction by energy and Changing
the teacher, answer questions and can states PowerPoint slides
ask questions for clarification.
Student-centred research activity Laptop trolley
Students are to work in pairs with
 during this activity. Their task is to someone in their class or with the
construct a simple particle model using person next to them.
their laptops and/or devices.
Students must portray their model by
Teacher scaffold students knowledge using graphics found on the internet
and understanding in this task by and students should use their own
providing sample websites for them to understanding to provide correct
research and use for their model. information of the effects of heat
transfer on particle behaviour and
To engage and motivate students, the movement. Students can research said
teacher will tell the students that the 3 information on the reliable websites
best particle models, in terms of visual and must use the terms: melting,
presentation and description of heat freezing, boiling, evaporating and
transfer on particle movement, will be condensing, in their particle model.
given an award (1st, 2nd or 3rd place)
and their model will be displayed on Students send their particle model to
the wall of the classroom. teachers email upon completion.
Conclusion:
Time Teacher Activity Student Activity Resources
50-60 Summative assessment Summative assessment Teacher-developed
learning resource: Heat
Since students should have a better Before they are allowed to pack their energy and Changing
understanding of heat energy and how equipment away, students explain what states PowerPoint slides
it is involved in changing matter, the happens to each state as it transitions
teacher would revisit the PowerPoint into a different one when heat energy
slides that were used to teach the class is applied.
throughout the lesson. Teacher puts up
on the SMART/board the last After they have satisfied the teacher
presentation slide on Heat energy and with their responses, they are allowed
Changing states and tells the students to pack up and remain seated until the
to explain what is happening in each bell rings. Once the bell rings and the
state of matter. student has settled down, they can be
dismissed in an orderly fashion.
After that, teachers allow the students
to pack up and stay behind their desk
before the bell rings. Once the bell
rings and every student has settled
down, the teacher can orderly dismiss
the students from the classroom.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

presenting ideas, Students would think of their answer to the question, pair up with students next to them
findings and solutions and share their answers in hopes that all students have multiple perspectives of what the
to problems using answer to a question could be.
scientific language and
representations using
digital technologies as
appropriate
using appropriate text Students must portray their model by using graphics found on the internet and students
types in presentations, should use their own understanding to provide correct information of the effects of heat
including a discussion, transfer on particle behaviour and movement.
explanation, exposition,
procedure and recount
using a recognised Students can research said information on the reliable websites and must use the terms:
method to acknowledge melting, freezing, boiling, evaporating and condensing, in their particle model. Students
sources of data and work together to locate and acknowledge sources of data and information and students
information can ask questions to the teacher for clarification
constructing and using Students must portray their model by using graphics found on the internet and students
a range of should use their own understanding to provide correct information of the effects of heat
representations to transfer on particle behaviour and movement.
honestly, clearly and/or
succinctly present data Students can research said information on the reliable websites and must use the terms:
and information melting, freezing, boiling, evaporating and condensing, in their particle model.
including diagrams,
keys, models, tables,
drawings, images,
flowcharts,
spreadsheets and
databases

Reflection:
What have I learned about
Ask relevant and effective questions throughout the lesson in order to
teaching and learning consolidate their learning
processes when preparing Displaying large font and visual stimuli for all students to read and look at.
this lesson?

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
4.1 Supports student participation and increases student motivation through working in the
partner to produce the best possible particle model by issuing rewards respectively
4.5 Uses ICT appropriately and safely to work on their particle models

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Lesson Plan 3
KLA: Science Stage of Stage 4 Year 7 Lesson 60 minutes
Learner: Group: Duration:
Safety Printing / Tripods x 10
Safety goggles must be worn
Considerations: Preparation: Bunsen burners x 10
throughout the experiment
Ice cubes x 10
Hair is pushed back (for students
Blue food colouring x 2
with long hair)
Gauze mats x 10
Keep a close eye on the Heat mats x 10
experiment and no wondering-off Large beakers x 10
from designated bench Watchglasses x 10
Mention/address fire safety Safety goggles x 20
procedures
Knowledge and Chemical World
Understanding(K&U)
Strand:
K & U outcome(s): describes the observed
properties and behaviour
of matter, using scientific
models and theories about
the motion and
arrangement of particles
K & U context The properties of the
statement: different states of matter
can be explained in terms
of the motion and
arrangement of particles
K& U content b. relate an increase or
descriptor(s): decrease in the amount of
heat energy possessed by
particles to changes in
particle movement
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
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural
creative thinking understanding communication understanding
technology
capability
Working Scientifically Conducting Investigations
(WS) Strand(s):
WS outcome(s): follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaborative and
individually
WS context Students conduct
statement(s): investigations by:
WS content a. collaboratively and
descriptor(s): individually conducting a
range of investigation
types, including fieldwork
and experiments, ensuring
safety and ethical
guidelines are followed
b. assembling and using
appropriate equipment and
resources to perform the
investigation, including
safety equipment
c. selecting equipment to
collect data with accuracy
appropriate to the task
d. following the planned
procedure, including in fair
tests, measuring and
controlling variables
e. recording observations
and measurements
accurately, using
appropriate units for
physical quantities
f. performing specific roles
safely and responsibly
when working
collaboratively to complete
a task within the timeline
g. assessing the method
used and identifying
improvements to the
method
Literacy Personal and
Numeracy
social capability
Learning Intentions:
conduct experiments collaboratively and
independently, ensuring safety and ethical
guidelines are followed
assemble and use appropriate equipment and
resources to perform the investigation, including
safety equipment
select equipment to collect data with accuracy
appropriate to the task
follow the planned procedure, including in fair
tests, measuring and controlling variables
record observations and measurements
accurately and use appropriate units for physical
quantities
perform specific roles safely and responsibly
when working collaboratively to complete a task
within the timeline
assess the method used and identify
improvements to the method
Success Criteria:
uses scientific ideas to make testable predictions
collaboratively and individually conducts the
experiment and ensures safety guidelines are
followed
assembles and uses appropriate equipment and
resources to perform the investigation, including
safety equipment
follow the planned procedure and identifies any
variables in the investigation
records observations and measurements
accurately and uses appropriate units for
physical quantities
performs specific roles safely and responsibly
when working collaboratively to complete a task
within the timeline
assesses the method used and identify
improvements to the method

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.6 Substantive Students communicate with each other during the experiment using scientific language and follows the
communication planning procedure in their scientific reports.

2.5 Student Students assemble and use appropriate equipment to carry out the experiment, including safety equipment.
direction Students accurately measure correct quantities and record their observations and results in their scientific
reports.
3.4 Students closely encounter everyday examples of heat energy and movement of particles in matter as they
Connectedness participate in the investigation, which demonstrates the three states of matter transitioning from one state to
another all in one experiment.

Lesson Script
Introduction:
Time Teacher Activity
0-10 Introduction
Teacher directs students to walk into
the classroom and tells them to unpack
their equipment once they have found
a desk and chair to sit on.
Teacher would have equipment and
material already prepared before the
beginning of the lesson.
After the teacher marks the roll, se/she
will outline the list of activities to be
completed for the lesson.
Inform students that the majority of
todays lesson will be performing a
practical experiment. Before students
start on their first-hand investigation,
teachers and students will over what
will be written in their scientific lab
report as well as going through safety
procedures of this experiment.
Body of Lesson:
Time Teacher Activity
10-20 Explicit teacher instruction
Teacher explains what goes in the title,
aim, hypothesis/prediction, materials,
variables, method, results, discussion
and conclusion of the experiment. The
layout of the experiment will be placed
on the SMART board for students to
take note and copy down into their
books.
Also, teacher must go through safety
procedures of the experiment, such as
fire safety, wearing safety goggles,
keeping hair tied etc.
20-40 Teacher facilitates the students on their Student-centred first-hand investigation Lab equipment trolley
first-hand investigation
Teacher asks that one pair can collect Student pairs will be called upon by the
the equipment from the front of the
class at one time. After one pair has
collected their equipment, another
group is called upon by the teacher so equipment, they can choose a bench to
that it is their turn. After all the
equipment have been distributed to
each group, the teacher can wonder
around the class and offer guidance
and ask questions to students to keep
Student Activity Resources
Introduction Teachers laptop
Students walk into the classroom, sit White/SMART board
down at a desk and chair and, unpack
their bags and take out their exercise Whiteboard markers
books, pencil cases etc.
Whiteboard eraser
Students must listen to teacher
instruction in order to work properly
during the practical. Students may ask
questions for clarification.
Students will respond to their name as
the teacher is marking the roll.
Student Activity Resources
Explicit teacher instruction Teacher-developed
resource:
Student must listen carefully to the PowerPoint slides
teachers explanation and instruction of
the task.
Students can ask questions for
clarification.
Students take notes and copy down
the layout of the experiment from the
SMART board into their books.
cloud making
Tripods x 10
teacher in order to collect their lab Bunsen burners x 10
equipment, one pair group at a time.
Once a pair has collected their Ice cubes x 10
set up their equipment and conduct the Blue food colouring x 2
experiment as the steps dictates.
Method: Gauze mats x 10
1. Make sure that the equipment
Heat mats x 10
 them on track.
Remind students that once they have
finished the experiment, they must
clean up their bench, rinse glassware,
throw away any waste products in the
waste bucket or bin and place all
equipment on the front trolley. After
they have placed everything back into
the trolley, they are to return to their
seats and work to complete their
results, discussion and conclusions of
the scientific lab report until further
instruction.
40-50 Class discussion
Teacher and students discuss the
observations that occurred in terms of
physical properties of matter, heat
energy and particle movement.
Conclusion:
Time Teacher Activity
50-60 Conclusion
Teacher asks questions to students
about their experiment.
Questions:
- What can we conclude about
this experiment?
- Did our results support or
reject our hypothesis?
- What could we do better if we
were to replicate this
experiment again?
Teacher instructs students to pack up
and stay seated on their chair before
the bell rings. Once the bell rings and
every student has settled down, the
teacher can orderly dismiss the
students from the classroom.
is set up as instructed by your
teacher. Large beakers x 10
2. Half fill a large beaker with
water and add around 5 drops Watchglasses x 10
of blue dye into the beaker of
water. Safety goggles x 20
3. Place a watchglass over the
large beaker and sit an ice
cube on top of the watchglass.
4. Heat the water and observe
carefully (watch for clouds
forming).
5. Record any observations in the
results section in your book.
Once students have completed their
experiment and recorded their results,
they can pack up the lab equipment by
removing waste, rinsing glassware and
returning all equipment to the trolley at
the front of the classroom. Students will
return to their seats after cleaning up in
order to continue working on their lab
report until further instruction by the
teacher.
Class discussion Teachers laptop
Class discussion about experimental White/SMART board
results. During this time, students can
ask questions, add more information in Whiteboard markers
their books and/or fix up any mistakes.
Whiteboard eraser
Student Activity Resources
Conclusion
Students will be asked questions by
the teacher regarding the conclusion of
their experiment.
Once the questions have been
answered, students can pack up and
remain seated before the bell rings.
Once the bell rings and every student
has settled down, they can be
dismissed in an orderly manner from
the classroom by the teacher.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

uses scientific ideas to Students writes up their predictions and hypothesis on what will happen during the
make testable experiment
predictions
collaboratively and Students work together in pairs and ensures the safety of their partner during the
individually conducts experiment
the experiment and
ensures safety
guidelines are followed
assembles and uses Students collect equipment from the lab equipment trolley to set up their experiment as
appropriate equipment instructed by the teacher and wears safety equipment to prevent/reduce possible harm
and resources to
perform the
investigation, including
safety equipment
assesses the method Students follow a planned procedure from their method of the scientific report. Students
used and identify can discuss and evaluate any improvements that may be required if they were to repeat
improvements to the the experiment again.
method

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Provides explicit teaching instruction, especially when writing a scientific
report and follow a planned procedure of the experiment/investigation
Ensures the students are learning in a safe working environment
Class discussion is use to report back to the class on their findings.

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
4.2 Chooses and manages classroom activities and provides clear instruction
4.4 Creates and maintain a safe learning environment for students to conduct their experiment

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

Justification
In order to successfully plan for and implement effective teaching and learning, a graduate teacher must be able to
select, plan and utilise for a range of appropriate teaching strategies in their lesson activities. This is an essential
teaching standard in the development of a teachers professional practice and this statement is specifically addressed in
the graduate level of Standard 3.3 of the Australian Institute of Teaching and School Leadership Professional Standards
(AITSL, 2014). In the three consecutive lesson plans, the teacher has outlined and demonstrated teaching strategies
which emphasises on inquiry based learning and the 5Es teaching and learning model by means of effective
questioning, collaboration and working scientifically. Also, pedagogical content knowledge is evident in the lesson plan
as the teacher uses different types of thinking tools, incorporates information and communication technology (ICT) and
recognises areas of differentiated learning and provide scaffolding that is both positive and constructive to the students.
With these teaching strategies in mind, it allows students to possess the four important skills that are necessary to be a
21st century learner, which are critical thinking, communication, collaboration, and creativity, so that one day they can
become successful scientists, critical thinkers and problem solvers of the future.

The principle learning theory of inquiry based learning (IBL) is of a constructivist approach; people construct their own
understanding and knowledge of the world, through experiencing things and reflecting on those experiences. IBL can be
applied in the classroom environment where students are actively learning and solving problems whilst improving on
their skills (Educational Broadcasting Corporation, 2004. Rather than directing students to the product by transmitting
information, the teachers role in this paradigm of student learning is to facilitate and guide students throughout the
process to their goal(s). This assignment justifies use of inquiry-based learning and 5Es in a class-based context as
well as demonstration of pedagogical content knowledge, and provides evidence of how this teacher has incorporated
these teaching strategies in their lesson plans.

Inquiry based learning can be defined as a seeking for truth, information or knowledge seeking information by
questioning (Lutheran Education Queensland, 2017). Effective questioning (standards 3.5, 4.1-4.2) is indicated in the
three coherent lesson plans as the teacher uses a short quiz in lesson plan 2, poses the inquiry questions throughout
lesson plans 1 and 2, and evaluates the experiment design of lesson plan 3. The overarching goal of the investigation is
observing the three states of matter transitioning from one state to another state due to the effect of heat energy on
particle movement. Therefore, the details of the task require students to construct their learning and display their
working scientifically skills by communicating with their partner during the experiment using scientific language and
follows the planning procedure in their scientific reports, assembling and using appropriate equipment to carry out the
experiment, including safety equipment, and accurately measuring correct quantities and record their observations and
results in their scientific reports.

A teacher uses their pedagogical content knowledge to consider how the students think about the discipline and
develop skills, and using that knowledge to inform their practice. This teacher has identified and provided differentiation
and scaffolding in the three lessons through the natural progression and difficulty of the addressed questions.
Scaffolding through active supervision and posing questions allows for engagement in the group activities, and the
sharing their personal knowledge in activities that use thinking tools such as the think, pair and share activities as well
as the no-putting down of students evident in lesson plan 1 and 2 ensures the quality learning environment domain of
the NSW Quality Teaching Framework, particularly with social support, student direction and student regulation
(ACARA, 2016; Carneigie Mellon University, 2015; Department of Education NSW, 2017).

It is inherent that the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) teaching and learning model is the
driving force behind any inquiry based learning task (PrimaryConnections, 2017). The objective of the introduction is to
capture student interest by engaging them with an activity (i.e. a quiz and think, pair and share) or questions (through
questions asked by the teacher in a worksheet) and provides opportunities to express their knowledge and
understanding being developed, and help them to make connections between that they know and the new ideas.
Students explore the concept or skills by carry out hands-on activities (i.e. their planning of their scientific report and
conducting of the experiment). Students explain what they have experienced with their groupmates and with the guiding
facilitator. As discussing and comparing their ideas with each other in the elaboration phase, they are applying what
they have learned to new situations and so develop a deeper understanding of the concept of greater use of the skill.
The last process is to evaluate their learning and it is the time where students review and reflect on their own learning
and new understanding and skills. This can be seen at the end of lesson plan 3 where students are asked what
conclusion(s) did they come across towards the end of the experiment, did their results support or reject their hypothesis
and what improvements can be addressed if they were to replicate the experiment again. The 5Es instructional model
can be an incredibly powerful way to excite students about learning a subject like science and can be used to guide
students to become effective inquiry-based learners when it comes to using their general capabilities and 21st century
learning skills to solve problems in the future (PrimaryConnections, 2017).

In conclusion, this teacher has planned and used a variety of teaching strategies in order to meet certain professional
teaching standards in their lessons. IBL is the central approach in the three lesson plans as each lesson justifies how
the teacher engages, explores, explains, elaborates and evaluates students previous and new knowledge and
understanding as they immerse themselves in the learning process. Students achieve collaboration and using a
multitude of skills during the planning, conducting and presentation phases of their tasks and experiments.
Implementing IBL and the 5Es teaching and learning models in an inquiry-based learning task such as the particle
model activity involving ICT and cloud-making experiment allows students to develop the required skills to become
critical and creative members of Australian society and worldwide.

References
1. PrimaryConnections, 2017, 5Es teaching and learning model. Retrieved from:
https://primaryconnections.org.au/about/teaching
2. Department of Education NSW, 2017, STEM: Science, Technology, Engineering and Mathematics. Retrieved
from http://www.stem-nsw.com.au/
3. ACARA, 2016, General capabilities, retrieved from: https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities
4. Lutheran Education Queensland, 2017, Approaches to Learning | INQUIRY BASED LEARNING, retrieved from:
https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf,
accessed on August 10, 2017
5. Educational Broadcasting Corporation, 2004, What is constructivism? Retrieved from:
http://www.thirteen.org/edonline/concept2class/constructivism/
6. Australian Institute for Teaching and School Leadership. 2014. Australian Professional Standards for Teachers.
Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
7. Carnegie Mellon University. 2015. Why should assessments, learning objective, and instructional strategies be
aligned? Retrieved from: https://www.cmu.edu/teaching/assessment/basics/alignment.html