Original Lesson Plan 5

Day: M T W T F Date: 22/01/18 Time: 11.00 Year: 8

Learning Area: Science Topic: Physical and Chemical Changes
Curriculum content description: (from ACARA)
Chemical change involves substances reacting to form new substances (ACSSU225)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- The students have been introduced to the topic in previous lesson and have basic
understanding from year 7
- The students have worked in groups and understand the roles of the group in supporting
learning for all.
- The students have used mind maps in previous classes
- Have done lab experiments before
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Enables students to understand the two different changes matter can go through.

Learning objectives: Evaluation:

On completion of this lesson, students
will be able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
1. Identify the difference between the two
different changes of matter (Physical and
chemical)
2. Can identify when a physical and
chemical change has taken place.
(Explain how you will know that lesson objective
have been achieved / monitor student learning)
1. Students will be able to identify the
different changes
2. Students will be able to tell me the fake
snow experiment was a chemical change
and the ice experiment was a physical
change

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)

Students will need

 Pencil
 Text book (to help them with activities)
 Lab equipment: lab coat, safety glasses, hair tied back, closed in shoes.
Teacher will prepare
 Worksheet:
http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/physicalchemwkst2.pdf
 https://betterlesson.com/community/document/2663025/physical-and-chemical-changes-
worksheet-pdf
 http://www.chemteam.info/Matter/WS-Physical&Chem-Changes.html
 sodium polyacrylate
 calcium chloride
 water
 Test tube stand
 Test tube
  Pipet
 Gloves
 Glass of ice

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Group work when completing the worksheets so that all are involved.
Have prepared an extension activity:
https://mpcs.instructure.com/courses/1526/files/88087/download?download_frd=1
Have an awareness of the students who may need more assistance or encouragement.

Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)
Get students be seated at their desk with their books and text books open.
10 Ask the students what the 3 components of matter are which we learnt in the previous lesson?
Re- cap of the previous lesson and then ask the students if they know anything about the two
types of changes matter can undergo.

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?)

Firstly, I will explain the Lab rules and safety- enclosed shoes, hair tied back, gloves on
at all times and safety glasses on.

I will have a glass of ice on the front bench and ask the student what they see now and
get them to make a note of what they see… then towards the end of class the ice will melt
and I will ask what kind of change has occurred.

I would then explain to the students the experiment and how we are going to do it going
through the steps of how to make fake snow (WRITING THESE ON THE BOARD)
1. Collect equipment
2. Half fill the test tube with water
35 3. Add 2 drops of Calcium chloride to a test tube
4. Add 6 drops of Sodium silicate solution
5. Swirl or gently shake the test tube
6. Observe the reaction

I will ask the students to think about what kind of changes might occur in the
experiment. We will discuss this together before the experiment.

I will ask students to get in groups of 4’s. I would then ask one student from each group
to put gloves on and safety glasses and get the calcium chloride Sodium silicate from the
front bench. I would then ask another student from the group to go get the test tubes,
stand and pipets. (to prevent congestion)

Students will do the experiment while I walk around the class and make sure everyone
is okay and on task. I will ask the students what they observed and get them to touch the
snow whilst they have their gloves on to feel the change in temperature.

I will ask that one student from each group return the calcium chloride
sodium silicate to the front bench and another student to clean the test tubes and
 return them to the front bench

I will ask the students once they have returned everything nicely to take a seat at their
desks and then write some notes about the two experiments and have a class discussion
about the type of changes which occurred.

I will then hand out 2 worksheets for the student to work together and complete.

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

Ask the students what the two different changes are and what their similarities and
differences are. Remind the students who haven’t finished their worksheets that they
10 will need to be completed as homework.

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

This lesson went pretty well, the learning objectives were clear to the students and I was able to
evaluate if the student had gained this concept though discussions of both the experiment and
worksheets.

Re-capping the previous lesson before about matter was a good idea as its combining these two
concepts together and emphasizing the importance of the previous lesson before hand also engaged
the students as they could remember what they learnt.

I needed to remember to bring the students notebooks back to class so they could write their
observations down in their notebooks.

Instead of letting the students pick their own groups I will choose the groups for the students next
time instead.

The order of doing the experiment first was good, however it took a little lot of time after the
experiment for the students to settle in and complete the worksheets.

The idea of writing the instructions on the white board for the students, unfortunately the students
that were at the back of the class room struggled to see the board so next time I’ll write the
instructions in word and print one out for each group.

The students were shocked at the end of class that the uncompleted worksheets were to be
completed for homework so next time I’ll mention that to the students before I give them the
worksheets the student’s may then also settle in and complete the worksheets better after the
experiments as they don’t want homework.
 Improved Lesson Plan 5
Day: M T W T F Date: 22/01/18 Time: 11.00 Year: 8
Learning Area: Science Topic: Physical and Chemical Changes
Curriculum content description: (from ACARA)
Chemical change involves substances reacting to form new substances (ACSSU225)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- The students have been introduced to the topic in previous lesson and have basic
understanding from year 7
- The students have worked in groups and understand the roles of the group in supporting
learning for all.
- The students have used mind maps in previous classes
- Have done lab experiments before
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Enables students to understand the two different changes matter can go through.

Learning objectives: Evaluation:

On completion of this lesson, students
will be able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
3. Identify the difference between the two
different changes of matter (Physical and
chemical)
4. Can identify when a physical and
chemical change has taken place.
(Explain how you will know that lesson objective
have been achieved / monitor student learning)
3. Students will be able to identify the
different changes
4. Students will be able to tell me the fake
snow experiment was a chemical change
and the ice experiment was a physical
change

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)

Students will need

 Pencil
 Text book (to help them with activities)
 Lab equipment: lab coat, safety glasses, hair tied back, closed in shoes.
Teacher will prepare
 Worksheet:
http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/physicalchemwkst2.pdf
 https://betterlesson.com/community/document/2663025/physical-and-chemical-changes-
worksheet-pdf
 http://www.chemteam.info/Matter/WS-Physical&Chem-Changes.html
 Sodium polyacrylate
 Calcium chloride
 Water
 Test tube stand
 Test tube
  Pipet
 Gloves
 Glass of ice
 Students notebooks
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)

Group work when completing the worksheets so that all are involved, put students in groups not let
them choose
Have prepared an extension activity:
https://mpcs.instructure.com/courses/1526/files/88087/download?download_frd=1
Have an awareness of the students who may need more assistance or encouragement.

Timing: Learning Experiences:

4. Introduction: (How will I engage the learners?)
Get students to be seated at their desk with their books and text books open.
10 Hand out their notebooks I collected from previous lesson
Go through answers of the questions
Ask the students what the 3 components of matter are that we learnt in the previous lesson? Re-
cap of the previous lesson and then ask the students if they know anything about the two types
of changes matter can undergo.

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?)

Firstly, I will explain the Lab rules and safety- enclosed shoes, hair tied back, gloves on
at all times and safety glasses on.

I will have a glass of ice on the front bench and ask the student what they see now and
get them to make a note of what they see in their notebooks.

I would then explain to the students the experiment and how we are going to do it going
through the steps of how to make fake snow (WRITING THESE ON THE BOARD)- Instead
of writing on the board I will give a hand out to each group so they all can see and can
35 look at the sheet not the board easier to follow.
1. Collect equipment
2. Half fill the test tube with water
3. Add 2 drops of Calcium chloride to a test tube
4. Add 6 drops of Sodium silicate solution
5. Swirl or gently shake the test tube
6. Observe the reaction

I will ask the students to think about what kind of changes might occur in the
experiment. We will discuss this together before the experiment.

I will ask students to get in groups of 4’s- I will put students in groups of 4. I would then
Ask one student from each group to put gloves on and safety glasses and get the calcium
chloride
Sodium silicate from the front bench. I would then ask another student from the group
to go get the test tubes, stand and pipets. (to prevent congestion)
Emphasizing the importance for safety glasses and lab rules to be followed

Students will do the experiment while I walk around the class and make sure everyone
 is okay and on task. I will ask the student what they observed and get them to touch the
snow whilst they have their gloves on to feel the change in temperature.

I will ask that one student from each group returns the calcium chloride
sodium silicate to the front bench and another student to clean the test tubes and return
them to the front bench and ask the other students to wipe down benches and put bench
stools away

I will ask the students once they have retuned everything nicely to take a seat at their
desks and then write some notes about the two experiments and have a class discussion
about the type of changes which occurred.

I will then hand out 2 worksheets to each student at the front of the row and ask them to
10 pass the worksheets along to the other students. I will allow students to work together
however if they are getting to disruptive and off task I will ask them to do the work sheet
independently. I will also tell the students if they don’t complete the worksheet in class
they will have to finish the rest of the worksheet after class for homework.

6. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
Ask students to have a look at the glass with ice and write down their observation of
what happened to the ice and then ask the students what kind of change occurred?
Ask the students what the two different changes are and what their similarities and
differences are. Remind the students who haven’t finished their worksheets that they
will need to be completed as homework.

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

This lesson went really well, students stayed on task and managed to complete all tasks.