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Lesson Plan 1

Day: M T W T F Date: 16th Feb 2016 Time:09.30 to 10.45 am Year: 9


Learning Area: Physics Topic: Applications of heat transfer, Effective House design
Curriculum content description: (from ACARA)
Energy transfer through different mediums can be explained using wave and particle models

Students prior knowledge and experience:


-Prior knowledge on the 3 processes of heat transfer such as conduction, convection and radiation.
- Should know about Insulation and insulators
-knowledge about densities of air (hot and cold)
- Basic knowledge of good conductors and poor conductors.
(Outline what the students already know about this topic)

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

-investigating the transfer of heat in terms of convection, conduction and radiation, and
identifying situations in which each occurs

-understanding the processes underlying convection and conduction

-investigating factors that affect the transfer of energy

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)
- the importance of having an energy efficient house
and how the design of such houses can prevent heat
loss or heat gain
- Should understand that energy efficient house design
will make the house more comfortable for winter and
summer
-Should understand that such house save energy
- Learn how the properties of Al foil, wool, aerated
blocks, fiber glass, double glazing, ventilation and
deciduous trees, moss and other plants reflect heat
during summer and trap heat during winter.

- Towards the end of the lesson and while delivering the


lessons, I have asked students questions about the
different aspects of the topics. Students were very
engaged and answered correctly which means they
understood the topic.
- Additional Worksheet was given to them. They were
asked to make a simple sketch of their energy efficient
house that they wish to build in the future. Using the
knowledge acquired during the lesson, they were asked
to label where and which type of insulation they would
use while building their house.
- We made use of 3 vacuum flasks and asked students
to think how it prevent heat loss and heat gain. This
was done as a group discussion.

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Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment will be required)
- PowerPoint Presentation
- Projector
- 3 different types of vacuum flasks
- Make use of technology to design a house on the board to show them where insulation can be implemented.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
There was no need to do so for this lesson and for this particular class as they were all in the science extension class
( all were brilliant students of the same level).

Timing: Learning Experiences:

5 mins

1. Introduction: (How will I engage the learners?)


Since it is my first lesson, Ill introduced myself to all the kids and explain to them why I am here
and what I will be doing.
I will ask brief questions about the topic to test their knowledge and get the thinking why we
should design an energy efficient house. Then I will start with the first informative slides.

2.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

30 mins

I will run through the powerpoint and explain the concepts to students
I will also ask questions while running the presentation and will my best to answer questions
from students if there are any.

15 mins

Vacuum flask demonstration. As part of the slides which covers vacuum flask, we will pass three
different types of vacuum flask around the classroom and ask students to open it up, have a look
at it from inside and outside and discuss among themselves about the features of the flask and
relate it to how it can prevent heat loss and heat gain.

I will ask the classroom or the some random groups to give me an explanation about their logic
about the vacuum flask or simply asked them about their conclusion about the topic. Then after
listening to all their discussions, I will give my explanation about the topic and the activity.

Conclusion: I will finish off by concluding about the topic.

20 mins

5 mins

3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

At the end of the presentation and discussions, we will run through a quick recap about the main
points and objectives of the lesson. I concluded by telling them about the need of an energy
efficient house, reminded them of the different factors that need to be taken into consideration
and how these act as an insulator or a way to stop heat loss or heat gain. To relate to the
objectives, I asked students questions to make sure I they understood what they were meant to
understand. The interacting discussion about the vacuum flask were very helpful at the end as it
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used as a conclusion of the topic.


At the end of the lesson, Ive asked students to do a diagram of their energy efficient house,

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Reflecting on the lesson and how I have achieved it, and also taking into consideration my mentors comment,
I figure out that I went through the lesson slides too fast. This could have been improved by going slower and
by leaving the slides up for a few minutes so that students can also read it by themselves and make quick
notes of what I explained.
According to my mentor teacher, I had modulation in my speech but the tone was a bit low. I should have
spoke louder taking into consideration the size of the class. However, the good thing Is that as I progressed
through the presentation, my tone improved.
Thinking about the questions I have asked to the students, I must say that I was happy with the amount of
responses Ive got from students. However, I think I should have given them more time to think about the
questions.
Few positive points about the lesson:
- As I was explaining concepts, I made eye contact with all students and my questions kept them engaged. I
was also satisfied that I could engaged with them and they were not scared or felt intimidated by my
presence.
- While they were busy doing their classwork and activity, I walked around the class to check the progress.
Some students used this opportunity to ask me more questions about the topic.

Lesson Plan 2
Day: M T W T F Date: 17th Feb 2016 Time: 12.15 pm - 13.15pm Year: 10
Learning Area: Chemistry Topic: Separation of Food dyes using paper chromatography (practical class)
Curriculum content description: (from ACARA)
Students use science inquiry skills to develop their understanding of patterns in the properties and composition of
materials.

Students prior knowledge and experience:

-Prior knowledge on the technique of chromatography.


- Should know about the principle of separation of substances and the reason why they separate in that way.
-knowledge about how to proceed with the experiment.

*Since it was a pathway 2 class ( less Brilliant students), I will assume that not all students will have any
prior knowledge about the topic.
(Outline what the students already know about this topic)

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

use science inquiry skills to design, conduct, evaluate and communicate investigations into the properties of
elements, compounds and mixtures and the energy changes involved in chemical reactions

evaluate, with reference to empirical evidence, claims about chemical properties, structures and reactions

communicate, predict and explain chemical phenomena using qualitative and quantitative representations in
appropriate modes and genres

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Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)

the importance of testing for different mixtures in


a compound
Understand that all food dye or any mixtures are
actually made up of different components that can
be separated using chromatography
Know what chromatography is and its use in
chemistry
Know how to set up a chromatography experiment
Know how to record data and analyze data.
Understand what is a solvent, solute, stationary
phase, mobile phase.

Taking into consideration that these students are


actually Pathway 2 students, (less Brilliant One), being
an effective teacher, I will set up a demonstration by
showing them how to set up for the experiment.
Then, after each student will be asked to set up their
own experiment and carry out the experiment. By
walking around and checking the way they set up and
by analyzing their observations that students recorded,
it was obvious that they understood how to carry out a
chromatography, how to record their results and
analyze it.
After the experiment, a worksheet was given to them
which asked questions about what a solvent or a solute
is. And which substance in this experiment acted as a
solvent and which acted as a solute.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment will be required)
For the chromatography experiment, we will be carrying the experiment in groups of 6 and each group will need:
- Large test tubes x5
- Capillary tube
- Beakers 100ml
-NaCl solution 20ml (1%)
-Food Colors ( Black, green, red and blue)
- Chromatography paper
- Distilled Water
- Pencil
-Ruler
- Safety Glasses ( for every student)

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
There was a student who was Autisic. Before the class, I did some research about Autism to learn more about how
to understand how these kids actually learn. Many Autistic students are visual thinkers. So I included many visual
aids in the explanatory session. I drew diagrams on the board to explain how the chromatography paper is and
work. I included the stationary phase, mobile phase, Solvent, Solute ( used different coloured Markers on the
board). I avoided complex words and sentences. Every time, I was checking his work and asked if he understood or
not and would eventually help him. I asked questions in class and I was surprised that he was willing to answer so I
gave him extra time to answer.

Timing: Learning Experiences:

5 mins

4. Introduction: (How will I engage the learners?)


Since it is my first lesson for this class ( Y10 pathway 2), Ill introduced myself to all the kids and
explain to them why I am here and what I will be doing.
I will ask brief questions about the topic to test their knowledge and get the thinking why we we
use chromatography to separate colors from a mixture. Then I will start with the explanatory
part.

5.

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

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35 mins

10 mins

Students will be given the time to carry out the experiment themselves. They will set up the
experiment and record their results.
In the mean time, I will work around to see if everything is running smoothly and will ask them
questions about any observations they made or recorded ( ask them why)
I will also remind them of safety in the class while doing the experiment.
After the experiment, I will ask them to clean up and put back materials where they were.

Brief discussion for the results they got and give them work sheet as homework.
6.

10 mins

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

At the end of the practical and discussions, we will run through a quick recap about the main
points and objectives of the lesson. I concluded by telling them about the need and use of
chromatography. To relate to the objectives, I asked students questions to make sure I they
understood what they were meant to understand such as which chemical in this experiment
acted as a solvent, which as a solute . The interacting discussion about the possible explanation
of their results made student understand that different mixtures have different components.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Reflecting on the lesson and how I have achieved it, and also taking into consideration my mentors comment,
I figure out that this lesson was way better than my first lesson. I could clearly see the precious piece of advise
that my mentor teacher gave me becoming in effect: Teaching and the way to teach is something that you
acquired with experience. During this lesson, I was more confident, and was more engaged with the
students.
The quick lesson with visual aids (as there was an autistic child) before starting the experiment proved to be
quite useful as the kids understood more what they should do. Also, the demonstration ( of the experiment)
made kids understand more how to set up the experiment and how to carry it out.
I must say everything worked out in this experiment.
Maybe one thing that could change was the way the students were recording their results. Some did in a
complete different way which was hard to understand after. Maybe, I should have come up with a standard
table which has all the colors that we used for the experiment and kids would have recorded how these colors
changed.

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Lesson Plan 3
Day: M T W T F Date: 18th Feb 2016 Time: 11.15 to 12.15pm Year: 10 (Pathway 2)
Learning Area: Chemistry Topic: Correction of Homework ( Practical worksheet + Other worksheet on
ionic solid properties)

Curriculum content description: (from ACARA)


In this lesson, we did not had to come up with content description as we just corrected the worksheet handed to
kids during the chromatography practical class and also the ones from the previous class which the mentor
teacher handed out.

Students prior knowledge and experience:


(Outline what the students already know about this topic)
- Should already have understood what chromatograpgy is and its principles as the worksheets was about the
practical and their results.
- Should have their recorded results for the experiment and have a brief idea about how it works.
- For the worksheet on ionic solids, it is expected that students already understand the properties of ionic solids and
bonding.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Understand the concept of chromatography and ionic solids. Be able to apply their practical skills in solving theory
questions.

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)
- Students should be able to understand why we use
chromatography, how to set up chromatography, what
are the safety precautions that need to be taken while
in the lab, understand why the colours separate, know
what is a solvent and what is a solute.

- The worksheets of students were checked and all of


them competed the exercise and hence understood
what we were looking from them.
- We asked similar questions but the questions were
paraphrased and the students got the right answer!
Hence objectives have been achieved.

For the ionic solid worksheet: Students should


understand that all ionic solids ( with the exception of a
few) will have similar properties such as high melting
and boiling points, should know which force will hold
the cations and anions together, should relate this force
to the physical properties of these compounds.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment will be required)
- White Boards,
- Different Markers
- Extra copies of Worksheets in case students forgot to bring theirs.

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Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
There was a student who was Autisic. Before the class, I did some research about Autism to learn more about how
to understand how these kids actually learn. Many Autistic students are visual thinkers. So I included many visual
aids in the explanatory session. I drew diagrams on the board to explain how the chromatography paper is and
work. I included the stationary phase, mobile phase, Solvent, Solute ( used different coloured Markers on the
board). I avoided complex words and sentences. Every time, I was checking his work and asked if he understood or
not and would eventually help him. For the Ionic bonding session, I also included diagrams and wrote all the
answers on the board so that students can copy and understand better.

Timing: Learning Experiences:

5 mins

7. Introduction: (How will I engage the learners?)


A brief recap of the Previous session
I will tell them what we will be doing in this session and ask how many completed the
worksheets.

8.

35 mins

10 mins

10 mins

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

Since it is important to mark and correct worksheets, I will go through the worksheets with the
students but before that I will give them few minutes to go check their answers with their
friends.
Then I will go through the questions with the students. Firstly, I will try to ask for their answers
and then explain to them the underlying theory or concept.
Will again ask for the answer from those who could not answer after explaining the concept.
Will then write the answers for each questions on the board ( as there is one Autistic and several
less brilliant kids)
Will give them time to copy the answers to the questions.

Brief discussion for the results they got from the experiment and ask them why they think it is like
that.
9.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

At the end of the class, we will run through a quick recap about the main points and objectives of
the lesson. I concluded by telling them about the need and use of chromatography. To relate to
the objectives, I asked students questions to make sure I they understood what they were meant
to understand. Will give a quick conclusion about the important questions.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Reflecting on the lesson and how I have achieved it, and also taking into consideration my mentors comment,
I figure out that this lesson was way better than my first lesson and second one. The confidence was stronger
and I was not nervous at all. The way I asked students to discuss their answers to their peers was really
successful. This gave students a chance to compare their answers in pairs. Students can then correct/ change/
complete their own answers before a whole class check. This puts students at the centre of the correction
process from the start and asks them to reflect upon their own and each others answers with a greater degree
of learner autonomy.
I think the only thing that could change is better timing as we could not finish marking the second exercise in
one slot as students had quite a few questions about the first worksheets.

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Lesson Plan 4
Day: M T W T F Date: 19th Feb 2016 Time: 09.30am to 10.45am Year: 9 extension
Learning Area: Science Topic: Greenhouse Effect, Climate Change and Global Warming
Curriculum content description: (from ACARA)
- Know about the atmosphere composition
- What are green house gases
-What is global warming
- What are the alternative source of energy

Students prior knowledge and experience:


(Outline what the students already know about this topic)

- The definition of greenhouse effect, greenhouse gas, what are the causes and the gases that cause greenhouse
effect.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
- What are the different sources of greenhouse effect
- what are the greenhouse gases
-what is global warming
-understand that there are other clean source of energy

Learning objectives:

Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)
- Students should be able to understand what is global
warming, how it is caused, what are the consequences,
what is the detrimental effects of high levels of CO2 and
other greenhouse gases.

- By asking them questions about what they viewed and


questioning them about what main points were covered
in the video.
- At the end of the video session, I will give them
worksheets based on the video and ask them to answer
the questions.

_ Students should know the alternative ways of


producing clean energy and few examples of clean
energy.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment will be required)
- White Boards,
- Different Markers
- Projector and Sound System
- DVD on global Warming, DVD worksheets

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
There was not such adjustments to be done in this class.

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Timing: Learning Experiences:

10 Mins

10. Introduction: (How will I engage the learners?)


A brief interactive introduction about the topic will be given before the start of the video.
I will ask questions about the topic and ask them what they think the consequences of global
warming can be.

11. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

20 mins

DVD viewing: Play video about the topic and let the students watch
After the video, allow some time for questions from students and answer them

25 mins

Worksheets: Will ask them to answer the DVD worksheet questions while watching the video
and will go through the questions after completing them.

Sudoko: to make them relax and entertained!

10mins

12. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
At the end of the class, we will run through a quick recap about the main points and objectives of
the lesson. I concluded by telling them about there detrimental effects of Greenhouse gases, also
made them understand that greenhouse gases is not always a bad thing as the globe would have
been very cold without these gases and also ask few questions about the main issue brought up
in the video..

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Reflecting on the lesson and how I have achieved it, and also taking into consideration
my mentors comment, I figure out that this lesson was very interactive and the video
was very good. Students enjoyed the video and I made an important observation:
they were all absorbed into the video and was watching & listening attentively. Hence,
they actually understood the topic really well. After the video, we could clearly see the
eagerness on students face to answer questions. This probably suggests that video as a
source of learning could be a very good tool for educators.
The only thing is that we did not get time to do Sudoko for 10 mins as classes ended
early on that day due to assembly nor could the children answer the questions on the
worksheets. The announcement for the assemble was a late one and nothing could
have been made about this. Maybe in the future, we should have a backup plan about
such situation.

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