Lesson Plan 1/3 – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

CW3 4 115
Date: Location Booked: Lesson Number:
Term 3 Week 1 Classroom 1/3
Time: Total Number of students: Printing/preparation:
60 minutes 30 (2 per table) 30 worksheets/scaffold
30 Representing water
15 quiz Responses
Outcomes:
› describes the observed properties and behaviour of matter, using scientific models and theories about the
motion and arrangement of particles SC4-16CW

› explains how scientific understanding of, and discoveries about, the properties of elements, compounds and
mixtures relate to their uses in everyday life SC4-17CW

› follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and
individually SC4-6WS

› presents science ideas, findings and information to a given audience using appropriate scientific
language, text types and representations SC4-9WS

Content statement/s:

CW3 Mixtures, including solutions, contain a combination of pure substances that can be separated using a
range of techniques. (ACSSU113)

Describe aqueous mixtures in terms of solute, solvent and solution.

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and cultures

General capabilities:

Information and communication technology capability

Literacy
Numeracy
Personal and social capability

Assessment:

Complete worksheet /scaffold and quiz.

Equipment Needed:

(Lab glasses, clear beaker, bottled water, stir with spatula, sand)
(Lab glasses, clear beaker, bottled water, cooking oil, stir with spatula, detergent).
(15 student kits – lab glasses, x2, bottle of water, powder (Powerade), paper, stirrer
 Lesson Overview: Sequence Lesson 1 of 3
Recap (ST3-12MW)
Introduction
Brainstorm / Questioning
Resource: Word bank – literacy scaffold
Teacher Demonstration –
mix sand into a bottle of water
Student & Teacher Demonstration –
mix oil into a bottle of water, mix in detergent
Group Work at table –
Inquiry based practical (groups of 2)
Fill in Scaffold/Worksheet. (Homework –
Complete Representing Water scaffold /
worksheet
and 4.1 Unit Review from textbook)
Quiz (Formative Assessment)
Who is this scientist and what did they do?
Extra Time – Numeracy Game
QLE – Quality Learning Environment
QTM – Quality Teaching Model
HITS – High Impact Teaching Strategies
UDL – Universal Design for Learning
Vic Dep of Ed. (2017). HITS - Structuring
lessons.
Kyriakides et al, (2013). Connecting previous
lessons, reviewing strategic points.
Vic Dep of Ed. (2017). HITS - Questioning.
Gore (2007). QTM Significance -
Background knowledge.
UDL (2012) - multiple means of representation
(text)
Vic Dep of Ed. (2017). HITS - Explicit teaching,
worked examples. Scaffolding.
Kyriakides et al, (2013). Integrating Experiments.
Centre for Inquiry Based Learning (2017).
Gore (2007). QTM/QLE - social support, student
regulation & direction.
Vic Dep of Ed. (2017). HITS - Collaborative
Learning.
Gore (2007). QTM Significance - Cultural
knowledge (Indigenous culture).
UDL (2012) - multiple means of representation
(pictures & ICT)
Vic Dep of Ed. (2017). HITS - Differentiation
Vic Dep of Ed. (2017). HITS - Feedback /
Metacognitive strategies.
Kyriakides et al, (2013). Connecting previous and
following lessons.
Vic Dep of Ed. (2017). HITS - Multiple
exposures. Examples:
 Discussion and narrative
 Audio /listening and verbal
 Scaffolded Demonstrations
 Written Scaffold/Worksheets and Quiz
 Time Teaching and learning actions
Intro What did you do over the holidays? General discussion. (Mixture of responses)

Recap – Solid, liquid, gas, reversible changes, irreversible changes. (ST3-12MW)

10 min http://syllabus.nesa.nsw.edu.au/science/science-k10/outcomes/

Introduce topic: Today we are going to be learning about mixtures and about solutes,
solvents and solutions. (Google mixtures pictures).

Brainstorm: Ask the questions what are - Pure substance, mixtures, solute,
solvent, solutions, aqueous. (Pick out or reiterate correct answers)
Encourage participation. (Pure substances introduce periodic table)
https://www.ptable.com/)

Resource: Word bank – literacy scaffold

Body Narrated Teacher Demonstration: Mixing water and gravel/sand
(Lab glasses, clear beaker, bottled water, stir with spatula, sand)
7 min (what do you see?), add sand, mix (what do you see?).
Questioning – What is dissolved, what isn’t dissolved.
Students identify the solute, solvent and solution.
Laboratory Safety – general (movement and eye glasses) video.
https://www.youtube.com/watch?v=tsAHt0FiwNM (3.25min)

Student/Teacher Demonstration where student is volunteer/helper: Mixing oil and

6min water.
(Lab glasses, clear beaker, bottled water, cooking oil, stir with spatula).
(what do you see?), add oil, mix (what do you see?). Add oil to water in bottle shake.
What happens?
Questioning – Students identify the non-aqueous, dissolve and not dissolve, immiscible.

Add detergent. (what do you see?).

Questioning – Students identify the non-aqueous, dissolve and not dissolve, miscible.

Group Work at table – Inquiry based

15 min
Complete Practical: Science is Fun – Mixtures Practical and fill in the Scaffold/
Worksheet.

KEEP POWERADE SOLUTION FOR NEXT WEEK. STUDENT TO LABEL THEIR WORK.

(15 student kits – lab glasses, x2, bottle of water, powder, paper, stirrer)

Class Discussion – Discuss Results from

15 min
Scaffold/ Worksheet Science is Fun – Mixtures Practical and Scaffold/Worksheet.

Figure 4.1.5 Concentrated solutions have a lot of solute dissolved in them while
dilutions have very little. (Rickard, G., et al, 2013).

Extra Time – Representing Water Scaffold / Worksheet. (Take home).

(Google aboriginal art with water)
Conclusion Chemistry Quiz (Scaffold/Worksheet)

7 min Questions
1) What is a mixture?
2) Give an example of a mixture?
3) What does the word aqueous mean?
4) How do scientists write aqueous?
5) Give an example of an aqueous mixture.
6) What is a solution?
7) What is a solute?
8) What is a solvent?
9) What is the chemical formula for water?
10) What other symbols can be used to represent water?

Who is this Scientist?

What did she do?

Extra Time Time left over -- Separating Mixtures and Solutions (7 minutes)
https://www.youtube.com/watch?v=KORaKEYU9LU
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW Quiz
SC4-17CW Worksheet /Scaffold
SC4-6WS Worksheet / Scaffold
SC4-9WS Discussion based on worksheet / Scaffold

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
1.5 Differentiate teaching to meet the specific learning needs of students
across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Include a range of teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.4 Maintain student safety
5.1 Assess student learning
6.4 Apply professional learning and improve student learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
Splashes in eyes – wear safety glasses.
Movement – walk in an orderly manner.
Demonstrations – carried out with verbal safety instructions and role modelling
correct laboratory conduct.
Video – demonstrated laboratory safety requirements.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.
Australian Institute for Teaching and School Leadership Ltd (AITSL), Australian Professional Standards for

Teachers, February 2011. Retrieved from https://www.aitsl.edu.au/

New South Wales Education Standards Authority. Retrieved from http://syllabus.nesa.nsw.edu.au/download/

Rickard, G., et al, (2013). Pearson Science, New South Wales S.B. 7. Melbourne. Pearson Australia.

References added after completion of the rationale (Please refer to Rationale Conclusion)

Centre for Inquiry-Based Learning. (2017). Inquiry Exercises. Retrieved 18 August 2018 from

http://ciblearning.org/inquiry-exercises/

Gore, J., (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of quality teaching. In

J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching, and teacher education

(pp. 15-‐33). Rotterdam, The Netherlands: Sense Publishers.

Kyriakides, L., Christoforou, C. and Charalambous, C. (2013). ‘What matters for student learning outcomes: A meta-

analysis of studies exploring factors of effective teaching,’ Teaching and Teacher Education, 36, 143-52.

National Centre on Universal Design for Learning. (2012). The Three Principals of UDL. Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl/3principles.

State of Victoria Department of Education (2017), High Impact Teaching Strategies: Excellence in Teaching and

Learning. Retrieved 18 August 2018 from

https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf

Other resources

https://www.google.com/search?q=mixtures+pictures&client=firefox-b-
ab&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwiX39at697cAhWKVrwKHUP3A8UQsAR6B
AgDEAE&biw=1366&bih=631
https://www.ptable.com/
https://www.vocabulary.com/dictionary/aqueous
https://www.youtube.com/watch?v=tsAHt0FiwNM
https://www.google.com/search?q=maria+curie&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjxwdbQg9_cAhXKUd4KHVGMBA0Q_AUICigB&bi
w=1366&bih=631#imgrc=dFML78_jU-TiuM:
http://ciblearning.org/inquiry-exercises/

Resources Attached:
You must list all the resources that you have created or found in this space.
Definitions – Word Banks to scaffold Literacy.

pure - The adjective pure describes something that's made of only one substance and is not mixed
with anything else. For example, your favourite soft, warm winter scarf might be made from pure
merino wool. Anything that's uncontaminated by extra, unnecessary, or unclean substances is pure.
You can swim in pure water or wear a necklace that's made of pure silver. Pure can also mean
"complete" or "absolute," especially when it describes happiness. A religious meaning of pure is
"free from sin", good or wholesome. The Latin word purus, "clean or unmixed," is the root of pure.

substance - Any material that possesses physical properties is called a substance. The word also
refers to the gist or main idea of something. If you remember the main point of a lesson, you've got
the substance. The meaning of the noun substance has evolved over time, yet it has always been
related to something sound and solid — from the Latin root substare, which means "to stand firm,"
to the Middle English definition as an "essential nature." Nowadays, we use the word to define
someone who possesses honesty and intelligence, or when we examine a message to find its
essence. To be thought of as a "person of substance" is a good thing, but to be thought of as a
"substance abuser" is not so good.

mixtures, A mixture is, simply, the product of mixing. Sometimes, like in the case of ice cream with
fudge, a mixture can turn out delicious. At other times, though, like with oil and water, a mixture
just fails to jive. A mixture is a concoction of several parts combined. In chemistry, it describes a
composition made up of two or more substances that can be separated. When it comes to textiles,
mixture describes fabric that consists of various yarn or materials. Note the difference between mix
and mixture, though. Elements in a mix retain their unique parts even though they have been thrown
together. In a mixture, elements are blended in such a way that they forfeit their individuality.

solute, Solute is just a few letters short of solution, a substance that is dissolved in liquid. In science
classes, a solute might be part of your experiment.

Pronounced "SAHL-yoot," the noun solute has close word relatives in dissolve, soluble, and solid
— all of which are rooted in the Latin word solvere, meaning "to loosen." A solute changes state
when it is dissolved. In sugar water, the solute is the sugar because it changes from solid to liquid.
The water is not a solute.

solvent, Solvent’s meaning changes pretty drastically depending on its part of speech. As a noun,
solvent is either a certain kind of chemical or an idea that solves a problem. As an adjective, solvent
describes someone who's got cash on hand. A solvent dissolves other chemicals, which is why it's
also easy to remember: solvent is a chemical used to dissolve other chemicals. The adjective
solvent, on the other hand, comes from a French verb that means "loosen." In these tough economic
times, only those banks that are solvent are in a position to loosen the cash flow and start lending
money. No cash? You're not solvent.

solutions, A solution is all about solving or dissolving. If you find an answer to a question, both the
answer and how you got there is the solution. If you dissolve a solid into a liquid, you've created a
different kind of solution.

This noun descends from Middle English solucion, from Old French, from Latin solutio, from
solvere "to loosen." Think of solution both as a loosening of the chemical bonds that make
something solid––when you loosen the structure of salt by mixing it into water, you create a
solution. When you loosen the "knot" of a math problem you do the same thing––you loosen,
untangle or solve it.

aqueous When something has an aqueous appearance, it looks watery or has the effect of water.
Some marble can appear aqueous or have a watery-looking surface pattern.
The word aqueous comes from the Latin aqua meaning "water." If you flip over a product package
and read its ingredients, often you'll see water listed at the top, which means that whatever is inside
is an aqueous solution, or one that contains water. Salt water is an example of an aqueous solution
because salt easily dissolves in water. Essentially, something aqueous either resembles water or is
made from water.

Figure 4.1.5 Concentrated solutions have a lot of solute dissolved in them while
dilutions have very little. (Rickard, G., et al, 2013 p. 141).
Science is Fun (Groups of 2)

Mixtures Practical and Worksheet / Scaffold.

Step 1
Collect this ….  Safety glasses

1 box containing:
 Spatula or spoon
 Small bottle water (H20)
 1 packet POWERADE
 Sheet of paper

Step 2
Do this …. 1. Prepare your workbench, by putting sheet of paper on your
desk.
2. Take the top off the water bottle. Place the water bottle on the
paper.
3. Open the packet of powder.
4. Using the spatula, mix 5g (one third of a teaspoon), into the
water.

Step 3
Write down …. 5. Write down what happens here:

Step 3

What happens when you add all the powder in the packet to the
water?
Representing Water:
Task: Match the symbols to the web links below.

https://www.google.com/search?q=aboriginal+symbols+for+water&client=firefox-b-
ab&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwjFhOrmsN_cAhUJxrwKHayvD3MQsAR6BAgAEAE&biw
=1066&bih=631#imgrc=yWiVbMUdEmOKeM:

https://www.abcteach.com/documents/clip-art-religious-symbols-water-color-i-abcteachcom-4127

https://commons.wikimedia.org/wiki/File:Water_Symbol.svg

https://www.emojistickers.com/products/potable-water-symbol

http://roblox-elemental-battlegrounds.wikia.com/wiki/Water
https://www.quora.com/What-is-the-chemical-symbol-of-water
https://www.featurepics.com/online/Egyptian-Eye-Hieroglyphic-1757884.aspx
Word Bank Write the definition here
Pure

Substance

Pure Substance

Mixture

Solute

Solvent

Solutions

Aqueous

Solid

Liquid

Gas
Homework – 15 minutes of homework from textbook, students can choose which questions
they want to answer.

(Rickard, G., et al, (2013). Pearson Science, New South Wales S.B. 7. Melbourne. Pearson Australia, p 143-
144).
Quiz Response Work Sheet

Numeracy game:

Bagels, Pico, Fermi; Fill the number on the grid; New boxes from old; What’s the bug?, What’s the
rule? http://ciblearning.org/inquiry-exercises/