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Your Name: Ellen Colusso Lesson Plan Format: Lesson 1 Video URL: https://www.youtube.com/watch?

annotation_id=annotation_2934131697&feature=iv&src_vid
=k7Vdf8CuppI&v=AVY5aKpy55s

Class: Year 7 Science Date: 20/3/2017 Time:


Start: 9:00am
Finish: 10:00am
Key Learning Area: Lesson Topic:
The Particle Theory Why are solids, liquids and gases so different?
Recent Prior Experience
Class level - Final unit of work for year 7, students have passed all previous exams this year
Prior Experience: Physical World (PW), Earth and Space (ES) and Living World (LW) units of Year 7. It is the first day of Term 4 and the first lesson of their new topic, Its a
Chemical World
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
By the end of this lesson, the students will:
- Informal AFL: asking random students how
- IVA - appreciates the importance of science in
their lives and the role of scientific inquiry in - Be able to describe matter in terms of the movement and interaction particles behave an interact in each of the states
increasing understanding of the world of particles - Students write a paragraph to explain how and
- Be able to relate an increase and decrease in heat energy possessed why heat energy effects the states of matter, and
- CW1:The properties of the different states of
by particles to changes in their behaviour relates physical properties to observations seen in
matter can be explained in terms of the motion
teacher demo
and arrangement of particles (a,b,c,d) - Use a simple particle model to predict the effect of adding or
removing heat on different states of matter - Drawing of a model of an unknown substance
- Relate changes in the physical properties of matter to heat energy changing states of matter
and particle movement that occur during observations of evaporation,
condensation, boiling, melting and freezing - Homework task of stop motion

Any safety issues to be considered: Resources: 1x Gauze mat https://www.youtube.com/watch?


Computer and projector 1x Heat proof mat annotation_id=annotation_29341316
General Lab safety rules (i.e. no running in the lab) whiteboard and markers 5/6 cubes of ice 97&feature=iv&src_vid=k7Vdf8Cup
Do not touch the flame on a Bunsen burner or any object that 1x Bunsen burner White board and markers pI&v=AVY5aKpy55s
1x Beaker
has had contact with the flame. Year 7-10 Science Syllabus
Lesson Plan Format
LESSON SEQUENCE

Time ASSESSMENT /
LESSON SEQUENCE Introduction/Development/Conclusion
[mins] RESOURCES
INTRODUCTION
Teacher greets students at the door and stand behind their desks until the teacher stands up the front and greets the class as a Diagnostic Test: Venn
whole. Students then sit at their desk and prepare their book for work. dagram
Write question on the board What is the difference between water and ice? and ask Ss to think about the question while Resources: compter and
10 min playing the youtube video https://www.youtube.com/watch? projector
annotation_id=annotation_2934131697&feature=iv&src_vid=k7Vdf8CuppI&v=AVY5aKpy55s which explains the differences
whiteboard and markers
between solids, liquids and gasses Common misconceptions among students surround the classifying of solids such as
powders, foam and dough. Particles become bigger when heated.Address these. To overcome this create a Venn diagram on the
board and ask students to name properties associated with each state. Ensure all Ss have copied Venn diagram in their books
DEVELOPMENT
T Demo Use a Burner to demonstrate the process of physical changes of state, place 5/6 cubes of ice in a beaker and place on Bunsen burner
top of tripod which is over the beaker. Cover the beaker with a watch glass to stop evaporating water from leaving the beaker. Beaker
Have Ss watch the ice melt, ask them to think about why this happening, Ss watch the water evaporate and condensate on the Gauze mat
15 min watch glass to form droplets. Heat proof mat
5/6 cubes of ice
Ss return to seats and students T goes through the reasons why substances change states, focusing on the particle theory and
kinetics. Ss create a diagram in their books explaining the changes in states on a particle level.
Involve students in the making of a flowchart on the white board to aid in classification of substances, focusing on the physical White board and
properties of states, I,e, able to form new shapes, rigid ect. Use flowchart to categorise a number of substances named by the markers
students, involving them in the process. Ensure all students copy down the flow chart and the identified substances.
T asks Ss to write a paragraph, analysing the effects of heat energy on the states of matter, and relates physical properties to
15min
observations seen in teacher demo (Extension: Ask students to draw a scientific diagram of the earlier demo). T walks around
the room to check Ss work and answer questions

Teacher assigns groups of 3 or 4 based on students ability (ensure one high ability, one low ability and one or two average White board and
ability) students create a definition of a solid, liquid OR gas, T asks Ss to refer back to what we have seen in the lesson today markers
and what they have written down in their books. T ensues that all Ss have copied down their definition in their work book.
15 min Groups are then rearranged and the students share the definition that there group came up with and it explain it to their peers,
Ss should copy down definitions to all states of matter in their workbook.
CONCLUSION
Show students a short stop motion video on states of matter https://www.youtube.com/watch?v=mEjwuKHbbKs and free Glossary of terms sheet
websites available to make a stop motion video :
stopmotioncentral.com
dragonframe.com
5 min stopmation.com
Set task to create stop motion video outlining the changes of states of matter and how they occur (temperature) using the
explanation they wrote earlier and the definitions created as a class. Provide an explanation of the task either as a projection or
written on the board. Ask students if they have any question regarding the homework or todays lesson. Students stand behind
their desks and say goodbye to the teacher, the class is then dismissed.
Your Name: Ellen Colusso Lesson Plan Format: Lesson 2 Video URL: http://splash.abc.net.au/
home#!/media/106652/salt-
Class: Year 7 Science Date: 22/3/2017 Time:
Start: 11:00am
Finish: 11:50am
Key Learning Area: Lesson Topic:
The Particle Theory How can the particle theory help to explain the density of matter

Recent Prior Experience


Students have briefly covered the particle theory, including why solids, liquid and gases are different and how they change state. In todays lesson they will
build upon this knowledge and learn how particle theory can explain the states of matter.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:


By the end of this lesson, the students will:
- 16CW Describes the observed properties - Define the term density, with understanding
and behaviour of matter, using scientific that it is not the same as weight or mass.
models and theories about the motion and - Explain density in terms of a simple particle model Draw a diagram to explain their definition
arrangement of particles.
- SC4-7WS Processes and analyses data - List 5 benefits and limitations of using
- Evaluate the use of models in science to explain concept,
from a first-hand investigation and models, keeping in mind their model of
specifically in relation to the particle theory
secondary sources to identify trends, density
patterns and relationships, and draw
conclusions - Identify the importance of controlled variables in - Identify the control variable in an
experiments experiment and state its importance

Any safety issues to be considered: Resources:


General safety rules of the lab (i.e. no running) Objects of different weight and sizes
Large Beaker half filled with water
Cubes of different material and same volume
http://splash.abc.net.au/home#!/media/106652/salt-
Year 7-10 Science Syllabus

Reflection, Feedback & Follow-up: Outline what went well, areas for improvement and lesson follow-up for both the teacher and students
Lesson Plan Format
LESSON SEQUENCE
Time ASSESSMENT /
LESSON SEQUENCE Introduction/Development/Conclusion
[mins] RESOURCES
INTRODUCTION
T welcomes Ss to class check their homework and informs them we will be investigation density in todays lesson. Objects of different
DIAGNOSTIC TEST: Show Ss bottles with objects of different densities, shapes, and sizes and Ss have to predict what will weight and sizes
5 min happen if they are put in water by filling out the worksheet provided.
Large Beaker half filled
with water
DEVELOPMENT
Ask students why some objects floated and some sank, guide the discussion until density is given as an answer. Define density Cubes of different
on the board as the mass per unit volume, meaning, density is how compact something is, a small heavy object will be denser material and same
5 min then a larger object of the same weight. Ss explore the term density using cubes of different material and same volume. T link volume
3
to 1g = 1mL = 1 cm for water and displacement for determining volume.
T writes the following questions on the board: Computer and Projector
Can different liquids have different densities? If so, what would happen if you mixed them?
Do you think adding salt to water would change the density of the water?
The liquid of which colour has the most salt added to it? Which has the least salt?
What does Ruben's assistant Elliot say density is?
20 min What happens to the three liquids as they are move up into the straw? Do they mix or separate?
What name does Ruben give to the ocean currents that are influenced by water density?
Explain why the experiment included a water sample without any salt added, and why the liquids were coloured.
T instructs Ss to copy the question into their book and answer them while watching the following video:
http://splash.abc.net.au/home#!/media/106652/salt-
T goes through correct answers with the students and explains any questions they may have.
T demonstration Using a deep measuring cylinder e.g. 1L - fill with water and add an egg. Large Measuring
T instructs Ss to Predict: What will happen to the egg when dropped in water? What will happen if salt is added to the water? cylinder, and egg, salt
How much salt is added?, Observe: qualitative observation of behaviour of egg. T then Explains: Using the particle theory,
why the egg behaved the way it did, being that the salt increases the density of the water and thus the egg is able to float.
T asks Ss to return to their desk and write down the controlled variables in the experiment (size of the egg, amount of water,
10 min
brand of salt ect.) and write the importance of having controlled variables in experiments (to ensure that the measured result of
change is directly related to the variable being measured and not effected by non-measured or outside factors).
T uses the demonstration to prompt students to think about the limitations of drawn models, T instructs Ss to work in pairs to
list 5 benefits and limitations of models, T walks around class to ensure Ss are on task and answers any questions (Extension:
Ss who finish early are asked to list benefits and limitations of a given model). T goes through answers at the end of the task.
CONCLUSION
Teacher concludes class by asking Ss to look over the worksheet they completed in the first task and they are given the Objects of different
opportunity to change their answers if they feel necessary. Teacher then goes through the objects and puts them water, Ss mark weight and sizes
5 min their own work.
Large Beaker half filled
with water
Teacher writes h/w questions on the board and ensures all Ss have copied them down before leaving. Questions are as follows:
Is it easier to swim in fresh water or salt water? Why?
5 min
Why do huge ocean liners float on salt water? Will they still float on fresh water?
T ensures all students understand the homework question
Your Name: Ellen Colusso Lesson Plan Format: Lesson 3 Video URL: https://
www.youtube.com/watch?v=d0zION8xjbM

Class: Date: 24/3/2017 Time:


Year 7 Science Start: 2:20pm

Finish: 3:10pm
Key Learning Area: Lesson Topic:
The Particle Theory Elements and compounds
Recent Prior Experience:
Students are bringing their third lesson of studying the particle, having covered why solids, liquids and gases are so different and how the particle theory can help to explain
the states of matter in their previous two lessons. In todays lesson they will build upon this knowledge and relate their knowledge of how particles influence an objects
properties to the similarities and differences of metals and non-metals.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

- CW2 Scientific knowledge and developments By the end of this lesson, the students will:
in technology have changed our understanding of - Identify known objects as a metal or non-metal
- Describe the properties and uses of some common elements, when shown
the structure and properties of matter.
including metals and non- metals
- Able to investigate to find uses of elements
- Identify some examples of common compounds

- Compare metals and non-metals, focusing on their physical and - Create an informative poster which includes a
chemical properties. comparison of metals and non metals

Any safety issues to be considered: Resources:


Variety of metal and non-metal objects
Ensure all metal students may be touching is smooth as sharp Period table poster, if none website: http://www.ptable.com/
objects may pierce students skin With projector and a computer
General laboratory safety rules Students laptops
https://www.youtube.com/watch?v=d0zION8xjbM

Reflection, Feedback & Follow-up: Outline what went well, areas for improvement and lesson follow-up for both the teacher and students
Lesson Plan Format
LESSON SEQUENCE
Time
LESSON SEQUENCE Introduction/Development/Conclusion ASSESSMENT / RESOURCES
[mins]
INTRODUCTION
5 min T welcomes Ss to class and asks them to sit down at their desks and checks students homework from last lesson,
DIAGNOSTIC TEST: Ask students to define, their book, solids, liquids and gases and walk around the room
checking each students response.
5 min DIAGNOSTIC TEST: Have a variety of objects T holds them up and ask Ss to state wether it is a metal or non-metal. Variety of objects, some metal
and other non-metal
DEVELOPMENT
5 min T draws students attention the periodic table on the board and highlight the key which states; Gases, metals and Periodic table poster, if none
solids. Draw their attention to the letters (symbols) of the periodic table and ask them why they are needed. T asks website: http://www.ptable.com/
students what language they speak at home and what language their grandparents use. Use the diversity as an aid to
With projector and a computer
explain to Ss that the periodic table is used universally, so we need something that everyone is able to understand.
Additionally, some elements have similar names so we need to ensure that differentiation is clear.
10 min Introduce Ss to the elements through the song in the video https://www.youtube.com/watch?v=d0zION8xjbM Projector and Computer
T asks Ss to copy down the symbols and names of 10 elements that they are most familiar with. Ask them to add the
state of the of element next the ones they have copied down (i.e. solid, liquid, gas) and three things each element is
Student laptops if needed
used for, allow them to use laptops to search uses if needed
In pairs Ss build a definition of chemical and physical properties which highlights the difference between the two, Whiteboard and markers
possible definitions include
Chemical properties: characteristic of a substance that is observed during a reaction in which the chemical
5 min
composition or identity of the substance is changed
Physical Property: Characteristic that is measurable, whose value describes a state of a substance
(Extension: Ask Ss to list chemical and physical properties)
15 min Ask students to construct an informative poster which includes a comparison of the following properties of metals Students laptops
and non-metals:
physical
- boiling and melting point
- electrical conductivity
- heat conductivity
- density
- strength
- ductility
- malleability
chemical
- reactivity
- corrosiveness
- flammability
- solubility
- toxicity

Go through an exemplar poster on the projector with students, deconstructing the poster and highlighting its positive
and negative attributes. Instruct students to take their time as they will be given the task to complete for homework.
They are simply to begin the task and ask the T any questions they have.
CONCLUSION
5 min Remind students of the homework and answer any last questions they may have regarding the poster.

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