Lesson Plan: Kial King Chemical Sciences Foundation T-3

Learning Area:
Science
Timing: 55-60 minutes

Year Level : 1-2

Class Size: 15-20

Topic: Chemical Sciences ( Physical changes in everyday materials in a variety of ways)

Curriculum Connections
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science involves asking questions about, and describing changes in, objects and events(ACSHE021)
Use a range of methods to sort information, including drawings and provided tables(ACSIS027)
Intended
learning
outcomes
Assessment

Prep
(negotiation)

Procedure

1. Students can describe physical changes in materials

2. Students can compare difference between materials before and after change when shown
3. Students will ask questions indirectly related to topic (link ideas)
Students will answer questions about the difference in material
Students will compare difference between same material before and after change when shown
Students will ask questions during discussion about the physical changes of material
Students will keep samples of material glued into books and labelled before & after
Determine exact number of students in class for day with mentor teacher and whether students
may need appropriate seating plan according to behaviour management
Prep PowerPoint on materials and physical change
Load Youtube video on change
Organise materials needed for investigation
Print out enough copies of Observation Table for students
Prepare Ice with different food colouring in it
Prepare containers with corn flour/sand on respective desks
One container of water per desk group

Engagement:
Instruct students to sit in group on floor in front of IWB

Ask students what they know about physical changes, have quick talk about what it means,
while asking students relevant questions to determine prior knowledge; use ppt as reference
Show students video on change; and discuss what they already knew/learnt after video

Explain investigation and instruct students on what to do, ask students to repeat back
instructions for investigation. Prepare materials on group desks (corn flour on one desk,
sand on another etc.) and allow students to work in small groups according to desk
arrangement or individually.
Allow students to manipulate materials in their own way; engage students to describe
how/what they are changing the materials with. Ask what else they could change in that way.
Ensure they are recording observations in provided table.
Learning experiences:
Students will manipulate materials (corn flour, ice and sand) with water provided and answer
questions and demonstrate in their table observations of physical changes or explain
verbally in order to measure completion of assessment.
Students will ask questions to teacher/support staff in room regarding topic

Students to record observations of physical change in their tables (pictures or descriptions

satisfactory)
If student cant draw or write then a demonstration with verbal descriptions of observations
made during investigation will be satisfactory

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho

Lesson Plan: Kial King Chemical Sciences Foundation T-3

Fast finishers may experiment with materials to discover what else can be changed
physically.
These experiences will be completed throughout the practical section of the lesson.

Students can recap on changes made at end of lesson during reflection; students can
compare and observe differences in before and after descriptions of objects manipulated.
Time-Frame:
10-15 minutes for determining prior knowledge, introduction to topic, ppt and changes video

5 minutes to hand out resources and materials and instruct students/demonstrate objective

30 minutes to experiment/manipulate and document/demonstrate.

5 minutes for pack up and students to sit in a group

5 minutes for discussion and recap on learning experiences until bell for next lesson goes
Classroom organization: Sit students down as a group; engage students on prior knowledge of
physical changes, prompt quick discussion using ppt before showing video to reinforce knowledge.
Demonstrate examples of manipulation of materials before allowing all students to try for themselves
at their desks. Students will work individually however may discuss observations/changes with their
desk groups.
Dialogue: What other materials can we change? Are these objects/materials changing or staying the
same? How are they changing? Why are they changing? What is the difference between before and
now? What if we did something different like (insert option here).
Reflection: Sit down as a group and encourage students to talk about what they changed and how it
was different to other students. What other things can they change the shape/feeling of? Ask if any
student can explain why these things were changing.
Closure: Ensure students are listening then instruct to help pack up any objects used in experiment
and sitting back down on the floor ready to finish class/go onto next lesson.

Resources

Questions

Reflection
Evaluation

Youtube (changes video) https://www.youtube.com/watch?v=Fj1IdOdmOjY

Internet

Laptop

IWB (Interactive Whiteboard)

Corn flour, salt, water

Sand (and water and cups)

Tea towel/chucks (to clean spills)

Coloured ice (freeze water with food colouring in it)

Clear cups of water

IPad/camera for photos

Ensure mentor teacher is aware of materials needed for investigation/activities

Containers for sand/corn flour for each desk

Smaller plate/container for each student

What other materials can we change? What has made these materials change? How are they
changing? What if we did something different like (insert option here) What other things can we
change with our hands? What things do we need help with to change? What things cant we
change?
Reflect with mentor teacher on strengths and areas for improvement; Elaborate on assessments for
next lesson, more specific learning intentions and outcomes tailored to outcomes of this lesson
How did the students react to the video? How much did they already know? Were they excited to

start their experiment and manipulate materials? Which students didnt enjoy the activity? How
was their behaviour?
Determine what worked well and how I can build on it. What didnt work well and how to make it
more appealing to students? Which students do I need to follow up? What do I need to show

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho

Lesson Plan: Kial King Chemical Sciences Foundation T-3

progress on this topic? Create similar outcomes with more specific assessment criteria

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho