Lesson Plan 1

Topic area: Chemical World Stage of Learner: Stage 4 Syllabus Pages: 46

CW3

Date: 24/03/2020 Location Booked: Room 30 Lesson Number: 1 /3

Time: 60 minutes Total Number of students: 24 Printing/preparation:

(9.00 am to 10 am) 27 Worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment, Classification of matter into Students learn to classify
CW2e, CW3b Worksheets pure substance and mixtures. matter as a pure substance or a
Exit Slips mixture. And further classify
mixtures as heterogenous
Life Skills outcomes mixtures or homogenous
SCLS-22CW mixture.

Cross Curriculum themes & General capabilities:

Literacy, ICT capabilities, personal and social capabilities, critical and creative thinking

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
 Time Teaching and learning actions Organisation Centred
T/S
0-5 min The teacher marks the roll and provides the lesson objective and lesson
overview to the class. S
Introduction
Brainstorming Activity
What is matter?
Can we classify matter based on its components?
Into what can be matter classified based on its components?

5-20 min The teacher explains to the students the difference in pure substance and
PowerPoint mixtures using visual aids and further classifies mixtures into homogeneous S, T
and mixtures and heterogeneous mixtures. Resources:
Worksheet The teacher provides them with simple worksheets that the students solve. PowerPoint
The teacher briefly discusses the answers to the worksheet in the classroom Slides 1 to 6
and asks students to come up with examples of mixtures and pure substances Worksheet 1
from day to day life.
The teacher explains that mixtures can be any state solid, liquid or gaseous
state.

20-50 min Teacher explains the terms solution, solvent and solute to the students using Resources:
PowerPoint visual aids PowerPoint and ClickView video PowerPoint S, T
and https://online.clickview.com.au/share?sharecode=91c1f394&et=350&vq=720 Slides 7 to 14
Worksheets
Discussion Worksheet 2
Teacher then asks students if they can come name some homogenous
mixtures from daily life.

Worksheet
The teacher provides students with a worksheet to the students to work on.
As the students work on the worksheet the teacher moves around in the class
to see if student are engaged in the task.

50-60 mins Discussion Resources: Exit

Slips T, S
The teacher discusses the answers to the questions in the worksheet and
recaps the entire lesson for the students.

The teacher provides an exit slip to the students that the students fill and
return to the teacher before leaving the class.

The teacher reminds students to keep a check on Google Classroom as all the
resources shall be made available to the students on it.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is important to have some knowledge of the topic before indulging into investigations
directly. This lesson focuses on providing a brief idea to the students about mixtures and
different types of mixtures. The next lesson shall focus on investigation on mixtures so that
the students have a clear idea about it.
There can be a variation in this lesson that the investigation be carried out first before the
explanation provided by the teacher. However, as I was not confident if the lesson
outcomes can be achieved, I have implemented teacher centred pedagogies in the first
lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-17CW Worksheets and Group discussions
SCLS-22CW Group discussions

Other considerations

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?
Minimum risk is associated in the lesson as most of the lesson teacher centred.
Safety guidelines are made clear to the students wherever needed.

References (In APA)

Arena, P. (2009). Core science. stage 4 complete course. Milton, Qld.: John Wiley.

Retrieved 20 March, 2020,

https://online.clickview.com.au/share?sharecode=91c1f394&et=350&vq=720

Retrieved 20 March, 2020,

https://downloads.clickview.com.au/www/Lesson%20Plans/AU-science-lesson-plan-book-year-
7.pdf

Resources Attached:
PowerPoint Slides
Worksheets
Worksheet 2:

Worksheet 1
Exit Slip
 Lesson Plan 2

Topic area: Chemical World Stage of Learner: Stage 4 Syllabus Pages: 46

CW3

Date: 25-3-2020 Location Booked: Room 30 Lesson Number: 2 /3

Time: 60 minutes Total Number of students: 24 Printing/preparation:

27 Worksheets
Lab equipment

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Separation of mixture by Students separate solid-solid,
CW3b Formative assessments different methods liquid-solid and liquid-liquid
CW3c take place throughout mixture
the lesson. The
students solve
worksheets and
Life Skills outcomes answer accordingly.
SCLS-23CW

Cross Curriculum themes & General capabilities

Critical and Creative thinking, Literacy, ICT, Numeracy Ethical consideration, Personal and Social
Capability, Problem Solving

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
 Time Teaching and learning actions Organisation Centred
T/S
0-10 min Introduction
The teacher recaps the previous lesson for the students S,T
Engage by asking them questions like,
Can air be called as a mixture?
What kind of mixture is air?
Can salt dissolved in water be called as a mixture?
What kind?
What is the solute in the mixture of salt and water?
What is the solvent in the mixture of salt and water?

The teacher then gives a brief idea on what the students

shall learn in the class in the lesson.

10-30 The teacher explains the task to the students and help Resources: Lab equipment, S
min students identify the lab rats roles in each part. The Worksheet
teacher says, "In your lab rats groups you will be working
Explore together to make different models and analyse them."
The teacher points out and reviews the items on each of
the trays the groups are receiving.
The teacher provides the students with steps to follow, to
begin the investigation.
In the second half of the investigation students will be
asked to figure out a way to separate the mixtures and
think about the properties of matter.

Discussion
Once the students complete their task the teacher
initiates a discussion in the class by asking questions

What are your observations?

Was there any change in the components? How?
Did anything disappear?

Worksheet
The teacher then asks students to make inference of their
observations. Students share their inferences in their
groups.
The teacher then asks one student from each group to
share their inference out loud in the class.

The teacher asks the students to look at the definition of

heterogeneous mixtures and homogeneous mixtures and
classify their mixtures into homogenous and
heterogenous mixtures.
30-40 Brainstorming Resources: Worksheets S, T
min The teacher asks students the ways in which the three
mixtures can be separated. It is likely that the students
may come up with answers like sieving, filtration,
Explain evaporation, decantation.
The teacher then questions if these methods can be
employed on all the three mixtures?
The teacher then asks the students to separate the
mixtures.
The teacher places sieves, tweezers, filter papers,
magnet, spoon, test-tube, funnel at back.
40-55 Investigation Resource: Lab equipment, worksheet S
min Container 1 (salt, rice, corn seeds, unknown substance
{iron})
Students are likely to use sieve to separate to separate
this mixture. Only salt and iron pass through the sieve
Elobarate and the student get a mixture of rice and seeds in the
strainer. Once they have rice and seeds separate, they
may use tweezer to separate rice and seeds. For the
mixture of salt and unknown substance the students may
come up with using a magnet to separate iron from salt
or using water to dissolve salt and then separating the
unknown substance (iron) from salt. And letting the
water to evaporate for the next few days to get the salt
back.

Conatiner 2 (oil and water)

The students clearly see a different layer of oil and water
and thus are likely to suggest using a spoon to separate
the mixture.

Container 3 (Water and Gatorade Powder)

The students are likely to suggest evaporation or heating
the solution to separate the Gatorade powder from
water.

While the students think for a solution the teacher moves

around the class and keeps a check on the activities of
each group and ask each group, “How are you planning to
separate the mixture?”

The teacher directs students where ever needed to keep

the students on track and achieve the desired outcomes.
55-60 The teacher provides a 3 2 1 exit slip to the class that acts S
min as a form of assessment
3 Ways to separate a mixture
Evaluate 2 Types of mixture
1 example of each type of mixture in daily life

The teacher reminds students to keep a check on Google

Classroom as all the resources shall be made available to
the students on it.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have tried to cover the 5E’s of the inquiry-based learning in the past two lessons it is
important for me to realise and keep a check that students remain on task as they are
asked to conduct investigation. It is likely that students may tend to deviate from the
desired path and the outcomes od the lesson may not be achieved however an attempt is
made to make the lessons engaging for the students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-17CW Students conduct an investigation complete the worksheet
for the same
SCLS-23CW Students conduct an investigation complete the worksheet
for the same and participate in group discussions

Other considerations

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?
The risk factors involved in the investigation activity are minimum. Students are
asked to wear all their PPE (Personal Protection Equipment). Clear instructions are
provided to the students about their behaviour in the class and laboratory activities.

References (In APA)

Arena, P. (2009). Core science. stage 4 complete course. Milton, Qld.: John Wiley.

Retrieved 21 March, 2020

https://betterlesson.com/lesson/636183/mixing-up-matter

Resources Attached:
Lab Rat Roles
Investigation Worksheet
Exit Slip

3 Ways to Separate
a Mixture
2 types of Mixture

1 Example of each in
daily life
 Lesson Plan 3

Topic area: Chemical World Stage of Learner: Stage 4 Syllabus Pages: 46

CW3

Date: 27-3-2020 Location Booked: Room 30 Lesson Number: 3 /3

Time: 60 minutes Total Number of students: 24 Printing/preparation:

27 worksheets
PowerPoint
Lab equipment

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative assessments Separation techniques Carry out paper
describes the observed properties and take place throughout chromatography, analyse,
behaviour of matter, using scientific the lesson as the predict and reason.
models and theories about the motion students work on the
and arrangement of particles SC4- worksheets, carry out
16CW investigation and
participate in class
Life Skills outcomes discussion sessions.
SCLS-22CW

Cross Curriculum themes & General capabilities

Critical and Creative thinking, Literacy, Ethical consideration, Personal and Social Capability

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
 Time Teaching and learning actions Organisation Centred
T/S
0-15 min Introduction T
The teacher recaps the previous lesson for the students Resources: The teacher distributes
by asking them questions like, Worksheet 1 in the class that the
In what ways can you separate a mixture? students read and solve along the
Which method would you employ to separate a discussion.
mixture of sand and water?

The teacher then says, “Do you know the ink in the pen
is a mixture of different pigments. It is mixture. Do you
think we can separate this mixture?”

After listening the students’ response the teacher

continues, “As it is a mixture, we should be able to
separate it. Which method would you employ to
separate this mixture?”

15-30 min Investigation S

The teacher provides students with the Resources: Markers, Lab
Investigation chromatography worksheets and says, “In In your lab equipment, Worksheet
rats groups you will be working together to analyse the
ink of different markers”.
One of the students is asked to read the aim on the
worksheet. The teacher then distributes the numbered
marker with different inks to each group in the class.
The teacher already has a paper that the students will
compare their results with.
The students are asked to follow the steps written on
the worksheet to continue the investigation.
The teacher reminds students about lab safety before
the students began their investigation.

The teacher moves around in the class to see if

students are on the task. The teacher assists students if
need be.

30-50 min The teacher initiates a discussion with students by S

asking questions like Resources: PowerPoint, Worksheet
Discussion & What are your observations?
PowerPoint What is your inference?
Did anything got destroyed?
Can you think of any more applications of this method
of separation?

The teacher then explains Chromatography technique

using Visual Aid (PowerPoint).

50-60 min Worksheet & Discussion Resources: Worksheet, PowerPoint T

Introduction
to The teacher provides students with a worksheet as exit
Distillation slip.
The teacher recaps the lesson for the students.
Summary of The teacher briefs the students about the next class
the class where there would be a demonstration of distillation
of water and students shall be conducting investigation
about treatment of water.
The teacher also introduces distillation as a method of
separation.
The teacher reminds students to keep a check on
Google Classroom as all the resources shall be made
available to the students on it.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
It is important to keep a check of time while preparing lesson plans and lessons and
it is equally important to have a backup plan ready so that you can act appropriately
if the first plan does not work. If in the actual class, the lesson gets over early the
teacher shall start a demo of distillation of water as a backup. This would setup the
base for the next class for the students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

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?
The risk factors involved in the investigation activity are minimum. Students are
asked to wear all their PPE (Personal Protection Equipment). Clear instructions are
provided to the students about their behaviour in the class and laboratory activities.

References (In APA)

Arena, P. (2009). Core science. stage 4 complete course. Milton, Qld.: John Wiley.

Retrieved 20 March, 2020,

https://downloads.clickview.com.au/www/Lesson%20Plans/AU-science-lesson-plan-book-
year-7.pdf
Resources Attached:
Worksheet 1

Worksheet 2
Lab-Rats

PowerPoint
 Justification

The lesson plans have been prepared for Stage 4 Year 7 students. The lessons have been
planned to keep into consideration inquiry-based learning with guidance provided to
students at different stages wherever needed. The teacher uses different strategies to
deliver the content to the students. Multiple mode of representation is evident in the lesson
plans as the teacher uses PowerPoint, worksheets, videos and all the content is made
available on the google classroom as well.

Inquiry based learning is a broadly perceived strategy for encouraging inquiry in teaching
science. However, there have been discussions on how to support students as they work on
inquiry tasks.
Inquiry and investigations are a part of science. Thus, if teachers only teach facts and
content the character of science shall not be embraced (Crawford, 2007; Zion et al., 2004).
Moreover, students need to develop abilities, skills and understanding necessary to conduct
scientific inquiry along-with solid content knowledge (iSTAR Assessment, 2011; National
Research Council [NRC], 2012). Inquiry based learning is accepted internationally as it
promotes investigation, critical and creative thinking and these are key aspects of science
learning (Australian Curriculum Assessment and Reporting Authority, 2012; Department for
Education and Skills/Qualification and Curriculum Authority, 2004; Ontario Ministry of
Education [OME], 2008a, 2008b).

Inquiry based learning helps students enhance their understanding and develop conceptual
knowledge using which they can link the classroom learning to the real world. Nevertheless,
without appropriate guidance from the teacher the students may have difficulties in
understanding scientific inquiry (Duggan & Gott, 2000; Duggan, Johnson, & Gott, 1996;
Khishfe & Lederman, 2006; Lederman, 2007).Inquiry based learning promotes self-direction
and autonomous learning in students. Investigations are performed by students and hence
learn the scientific process in investigations. This is evident the lesson plans as well, where
the students explore and investigate mixtures and try to separate them into its components.
Inquiry based learning improves critical thinking and problem-solving skills of students by
allowing them to use their skills through questioning, predicting, exploring and analysing
(Lemlech, 2009). Arnold et al (2014) studied students’ ability to design experiments found
that scaffolding and guidance is a key aspect for students to achieve a sophisticated
understanding of difficult concepts.

Critics of inquiry-based learning however argue that inquiry-based learning is appropriate for
students that have operational reasoning. It is also argued that important concepts in
science cannot be delivered effectively with minimally guided teaching approaches like
inquiry-based learning (Furtak et.al., 2012). Moreover, a recent study found that inquiry-
based learning is effective with a high-level guidance (Jerrim et al., 2019).

In conclusion it is important for the teachers to use multiple teaching strategies to deliver
their lessons so that students understand and learn the concepts effectively.

References

Arnold, J., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind
of support do they need in inquiry tasks?. International Journal of Science Education,
36(16), 2719-2749, DOI: 10.1080/09500693.2014.930209

Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of
practice. Journal of Research in Science Teaching, 44(4), 613–642.

Department for Education and Skills/Qualification and Curriculum Authority. (2004).

Science—the national curriculum for England. London: HMSO.

Furtak, E. M., Shavelson, R. J., Shemwell, J. T., & Figueroa, M. (2012). To teach or not
to teach through inquiry: Is that the question? In S. M. Carver & J. Shrager
(Eds.), The journey from child to scientist: Integrating cognitive deve lopment
and the education sciences (pp. 227–244). Washington, DC: American
Psychological Association.

iSTAR Assessment. (2011). Inquiry for scientific thinking and reasoning. Retrieved from
http://www.istarassessment.org/

Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and
students’ achievement. New evidence from a longitudinal PISA study in England.
Learning and Instruction, 61, 35-44.
Lemlech, J. K. (2009). Curriculum and Instructional Methods for Elementary and
Middle School (7th Edition). Upper Saddle River, New Jersey: Pearson.

National Research Council. (2012). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. Washington, DC: The National Academies
Press.

NGSS Lead States. (2013). Next generation science standards: For states, by states.
Retrieved: December 1, 2013, from
http://www.nextgenscience.org/next-generation-science-standards

Ontario Ministry of Education. (2008). The Ontario curriculum, Grades 9 and 10: Science,
2008