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Science Name:

Lesson School:
Date:
Time:
Plan

Ashley Van Bakel


Koo Wee Rup S.C
30.08.2015
Start:12.39 Finish: 1.37

Year Level:
Learning Area:
Supervisor:
Room:

Year 8
Science /Chemistry Unit
Katrina Brown

Lesson Context:
Class Background:
Curriculum Links:

Learning Objectives:

Equipment & Resources:


Your Personal Goals:

Back-up Plan:

Year 8 Class
Chemical change involves substances reacting to form new substances (ACSSU225)
Identifying the differences between chemical and physical changes
Identifying the chemical properties of a substance, eg. Flammability, reactivity, toxicity
Students should :
Demonstrate an understanding of chemical and physical properties and changes
Distinguish between physical and chemical change
Provide examples of physical and chemical change
Powerpoint, data projector, Laptop, candle, jar lid, matches, heatproof mat, safety glasses, Science Quest 8
textbook (chapter 8.1 and 8.2), whiteboard, whiteboard markers, student workbooks
Practice using a loud clear voice to give directions to the class and individuals more confidently
Practice time management
If data projector or laptop fails use the whiteboard and create board notes for students instead of the
powerpoint
If investigation activity fails, have students answer the questions based on a video or the textbooks
explanation of a candle burning
If extra time have students complete Remember questions 1-5 and Think question 6

Lesson Plan:
Time/Duratio
n
12.39- 12.45
-6m

12.45- 12.50
5m

12.50-12.55
5m

What I will be doing

What the students are doing

Settle class & check class


roll
Introduce myself
Introduce topic of Chemical
change
Outline what will be
done over the next
three weeks
Explain there will be a
test on the 18/09
Begin the topic of Chemical
Change
Write two broad questions
on the board
What do you think the
difference between a
physical and chemical
change of a substance
is?
What are some of the
signs you would look for
to tell you a chemical
change has taken place?

Students respond and prepare


for lesson

Begin explaining Chemical


and Physical properties
Outline the difference
between them using
examples from the students
Elaborate in discussion
Prompt students with
questions

Listening
Writing notes
Answering questions and giving
examples
Discussing

Make a heading for the unit of


chemical change (or leave a
space for the heading)
Cope and answer the two
questions into their work books

Key Questions

Resources
Required
Class roll

What do you think the


difference between a
physical and chemical
change of a substance
is?
What are some of the
signs you would look
for to tell you a
chemical change has
taken place?
What do you already
know about chemical
change and reactions?

White Board

What is the difference


between physical and
chemical properties of
substances?
What are some
examples?

White board
Power point
Data projector

12.55-1.05
10m

1.05-1.25
20m

Explain chemical and


physical changes of
substances
Using examples
Asking students to
contribute to examples
Instruct students to
complete A burning candle
-p.252
-Learning investigation 8.2
Walking around the
classroom
Asking students questions
about their observations
and why might they be
occurring

1.25-1.30- 5m

1.30- FINISH
-7m

Answering students
questions
Discussing with students
Asking students to pack up
Asking students to come
back and sit in their seats
quietly once packed up
Invite students to provide a
summary of the key lesson
ideas
Discuss observations of the
candle

Listening
Responding
Writing notes

Observing as many changes in


the burning candle as they can

Recording their observations


Answering questions
1-6

What is the difference


between physical and
chemical changes of
substances?
Provide examples

White board
Power point
Data projector

What observations can


you make about the
burning candle?
What changes are
occurring to the
candle?
Are these physical or
chemical changes?

Science Quest 8
Textbook
-Learning
investigation 8.2
p.252
Candle
Safety glasses
Heat mat
Matches
Jar lid
Workbooks

Packing up equipment
Cleaning

Responding to questions,
discussing and identifying key
lesson ideas

Identify the physical


changes of the
candle?
Identify the chemical
changes of the
candle?
How was this activity
relevant to the lessons
key ideas?

Post lesson reflection: Students werent participating or engaged as much as Id hoped. Some students were interrupting and
this took away the learning of other students. I feel being my first class with the students classroom management was not the
best on my behalf as I was still unsure of student names etc. I will make a stronger effort to learn names throughout the next
couple of classes and move students who are not behaving.
Students were engaged in the practical but not understanding the information that the practical was presenting to them.
Students were unable to identify the physical and chemical changes present in a candle without further scaffolding. After I had
questioned students they were able to identify the changes. To help students identify these changes a more in depth and longer
class discussion could have taken place and I will aim to allow more time for class discussions after practicals. We will go over
this practical next lesson to allow for consolidation and a deeper understanding of the material.

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