SOUTHERN CROSS UNIVERSITY – Lesson Plan Template –EDU20001 - Assignment 2 Sample

Subject: Science Date: Time: 56 minutes (single lesson) Year Level / Stage: Stage 4 year 7 Class:N/A School: N/A
N/A
APST Focus: ICT CAPABILITY and Assessment – Demonstrate the link to the General Capability of ICT (2.6 Information and Communication Technology (ICT) and the AITSL
Standard 5 – Assessment

Syllabus Content/Outcome: (Code and descriptor)

NESA Content descriptor

SC4 – CW1
The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. (ACSSU151)
a) describe the behaviour of matter in terms of particles that are continuously moving and interacting
b) relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement

Outcome
SC4-16CW
A student describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

Objective: As a result of this lesson the students will be able to:

Present their understanding of particle movement in response to heat energy changes
Background and / or Prior Knowledge:
 Know the 3 states of matter (Solids, liquids and gases)
 Understand that all matter is made up of particles
REFLECTION IN ACTION N/A
Timing Procedure Considerations
Students Teacher
(ORIENTATION) For this lesson formative N/A
15  Students greeted at door, instructed to take a seat and have workbook and pen Equipment/ Resources- assessment is the focal
mins ready to commence  Class set of point.
 Engaging videos to peak students interest and gather class attention chromebooks
(solid - https://www.youtube.com/watch?v=LLno0Y2TWk8) /notebooks Student will complete a
(Liquid - https://www.youtube.com/watch?v=JINeP3aG494 segment 1:20-2:00)  Interactive designated activity and
(Gases - https://www.youtube.com/watch?v=397EC9MfYfI) Whiteboard/ task (Appendix b)
 Reintroduce topic – States of matter (as per previous lessons) Smartboard
 Brainstorm the properties of each state of matter on the board Room layout/set up During the first activity
- prompts: what does it look like, feel like, act like  Is a seating plan in observation will be used to
note student engagement
 Brainstorm what the particles behave like in each of the states place?
 Are all gas mains off and ability to use ICT to
 and are gas taps in obtain understanding
closed position
Organisation The actual formative
 Are chromebooks in assessment task requires
an easily accessable students to submit Google
spot for students slides, allowing for
assessment against a
10 (GUIDED DISCOVERY)  Students to retrieve success criteria (Appendix
mins  Show image of a football stadium (Appendix a) chromebooks when c).
o Pose inquiry question- What does it look like when people are watching a instructed, 1 row at
game of football? time for safety
o Does it look different when the crowd are excited?
o Who can relate this image to states of matter?
 Post student input, clearly define that when particles experience and increase or
decrease in heat energy, they behave in different manners.

25 (EXPLORATION)  Monitor students

mins This is the time in which students are exploring within the task, what are they doing as  Ensure students are
they explore? on task
 Student activity
o Students are to investigate heat energy effect on particles using
interactive program - https://phet.colorado.edu/sims/html/states-of-
matter/latest/states-of-matter_en.html before completing assessment
task
 Students complete Formative assessment task Appendix b
 Students share Google slides

6 (REFLECTION)  Students to return

mins Chromebooks
 Students complete classroom exit ticket question  Chairs away, blinds
o What was the most intriguing thing about this lesson/ what you have shut, classroom
learnt? locked
 Pondering question
o can some liquids act like a solid without taking away heat energy?
https://www.youtube.com/watch?v=G1Op_1yG6lQ