Lesson Plan Format

Date: 30th April 2015

Class: Stage 3, Year 5

Time: Start:
Finish:

Key Learning Area: Science

11:20AM
12:50PM (1.5hrs)

Lesson Topic: Gases and Evaporation (heat energy)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss are able to identify solids, liquids and gases and have an understanding of their properties and characteristics.

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

ST3-12MWidentifies the observable properties

By the end of this lesson, the students will:

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

of solids, liquids and gases, and that changes

made to materials are reversible or irreversible

- Ss are able to identify that air is a gas and that it takes up space

ST3-4WS investigates by posing questions,

- Work in collaborative learning teams to change one variable in a

fair test investigation about air

including testable questions, making

predictions and gathering data to draw

- Information assessment contribution

during class discussions and responses to
questions asked by teacher

- Discuss how the volume of gas depends on the temperature

- Teacher observation on collaborative

working during team work

- Ss use equipment and materials safely, identifying potential risks

- Ss work samples/ science journals

evidence- based conclusions and develop

explanations

Any safety issues to be considered:

This activity involves hot water. Ensure a parent
helper/ teacher is available to assist students
around hot water and supervise teams during
investigation

Resources:
- Ss science journals/ exercise books
- Team skills chart
- Team roles chart
- 1x enlarged copy of Balloon investigation planner
- 32x copies of Balloon investigation planner
- 22 x balloons (2x per group)
- 22 x 250 mL bottles (2 x per group)

Remind Ss at the beginning of the lesson of

expectations such as
- no running
- no pushing
- ensure to use walking when transporting their
water to their stations

- 11x ice-cream buckets/ deep containers

- Hot water (50*C) to fill the container

LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will
do and what students (Ss) will do.

Resources and Organisation:

Prior knowledge
- T will ask Ss to be seated at their desks
Prior knowledge questions
Give me some examples of solids?
What makes it a solid?
Give me some examples of liquids?
What makes it a liquid?
Give me some examples of gases?
What makes it a gas?
Behaviour management
Remind Ss to put their hands
up and not to yell out
Remind Ss at the beginning of
the lesson that those working
effectively through the class
will receive Dojos

Class Discussion
- T will assess Ss prior knowledge through questioning.

- T will introduce the term condensation and

evaporation using PowerPoint slides and provide some
examples
Class Discussion
- T will encourage Ss to give some examples of
condensation and evaporation in their daily life
- T will introduce todays lesson focus GASES and how
liquids are transformed into gases through evaporation
Demonstration of experiment
- In front of the class T will introduce the bottles with

PowerPoint presentation

balloons on top.

2x bottles

- T will ask Ss What is inside the bottle? (Air)

2x balloons

- T will ask Ss to predict what will happen when you

submerge a bottle in hot water (ensure Ss provide
reasons for their prediction) Ss to write this in their
science journals

Container with hot water

Ss science journals

- Submerge one bottle and ask Ss to compare it when

the non-submerged bottle.
- Ask Ss to compare their predictions with their
observations
Brainstorm variables that students
could change:
- Bottle size
- Water temperature
- Balloon shape
- Container size
- Amount of water is it pushed into
DEVELOPMENT

- Ask Ss to explain why they think the balloon is

inflated?
Brainstorming class activity
- T will ask Ss what things might affect whether the
balloon inflates?

Balloon Investigation
SAFETY CONSIDERATIONS
- T will need to set up table areas prior
to lesson
- Have water bottles and balloons in
containers ready for team manager to
collect from the front of the room.
- Set up a SAFETY ZONE were a
parent helper/ teacher will prepare
warm water and the team manager
from each team will be called one by
one to collect warm water
- Remind Ss they will be around hot

- T explains to Ss that they are going to be working in

collaborative learning teams to conduct their own fair
test.
- T will display the enlarged copy of the Balloon
investigation planner and read with Ss.
- Ask what variables they are going to change, and write
the question for investigation.
- T will discuss with Ss the variables they will need to
keep the same to make it a fair test.
- T will remind Ss to provide reasons for their predictions
and ensure they have a control

For each team

- Science journal
- 1 container deep enough to submerge a 250mL
bottle
- 32x copies of the Balloon investigation planner
- 2 x 250 mL bottles
- 2x balloons
- Water (50*c) to fill the container
- Glue

water so there is no running or pushing

to be happening.

- T will allocate 11 groups of 3 (science groups) and

allocate roles.
- Ss will each receive a copy of the Balloon
investigation planner, which they will each need to
complete.

Writing materials
Science Journals

- Remind Ss to glue their worksheet

Investigation into their science journals

Balloon

- on the next page Ss will need to record their results by

drawling a labeled diagram in their science journals
(ensure Ss date the page)
- T will ask the team managers to collect team
equipment.
CLOSURE
- Ask speakers from each group to share their findings
with the class

Reflect on learning
Questioning
-

Did

your

- Ss in the audience can ask each team questions about

their investigation
results

match

your

predications? Why do you think that

- As a class discuss what conclusions can be drawn

from the collected results through questioning

happened?
- Ask each manager to make a line at the wet area and
pour the water into the sink one by one
-

What

variables

changed

what

happened to the balloon? Why do you

think that is?
- Does our evidence support the claim
that the balloon inflated because air
takes up more space when is it
heated?

- T will allocate one Ss to collect all the balloons and

another Ss to collect all the containers and bring to the
front of the class
- Remind Ss to glue in their investigation planner into
their science journals and leave it in an open pile on the
floor ready for marking.
- Congratulate Ss for their efforts and participation in
todays lesson.

Glue

(add further pages as required)

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)

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