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LESSON PLAN

Unit/Lesson Title States of Matter - Gas Lesson duration 45 minutes, Stage 3 Year 5 Class/Group
middle session
Rationale Syllabus Outcomes Syllabus Content

Deepening student understanding of ST3-12MW identifies the observable properties of Observes the changes of matter of water.
states of matter by gathering solids, liquids and gases, and that changes made Students should make evidence-based observations and
evidence in discovery learning. to materials are reversible or irreversible. develop explanations.
Students will learn that some ST3-4WS investigates by posing questions,
materials can change between including testable questions, making predictions
matters either reversibly or and gathering data to draw evidence-based
irreversibly. conclusions and develop explanations.
EN3-1A communicates effectively for a variety of
audiences and purposes using increasingly
challenging topics, ideas, issues and language
forms and features.

Prior Knowledge Risk Assessment Resources


In stage 2 the students learnt that adding heat Use of electric fry pan make sure students are at Electric fry pan
causes a change in state between solids and a safe distance from fry pan. Water
liquids. They should also be able to make Whiteboard markers
predictions and suggest explanations for their Whiteboard
findings. Interactive whiteboard

Specific Teaching Target (Identified from previous feedback, your personal goals and/or aspects identified for development in your
Professional Experience Report) to engage students with a scientific process
Assessment Time Learning Experience (what the teacher and learners will be doing) Teaching Class
Learning & Guide Strategies Organisation
Introduction (Engagement/Motivation/Purpose) 10 minutes
Indicators/specific Recording 45 Explanation Grouping &
Focus: Teacher stands at the front of the classroom, asks
content to be Strategies total Discussion classroom
questions.
taught Questioning environment
Engage: Teacher- Were going to look at gases today. We will be
Brain storm Intro Brainstorming
Students will know brain storming what we know about each matter first. Then we will
from 10
and understand look at exploring the different states of water. In particular, we will
beginning of min
three types of melt ice then boil the liquid water.
lesson, Whole class
matter. Students Write three bubbles on board one for each matter. Ask them
observations
should begin to questions about each matter and add to the brainstorms.
template
understand the Access:
completed as
laws of reversibility Experiment Students stand in front while teacher places ice
a class.
between the three. cubes in fry pan.

Body (Exploration/Transformation/Presentation/Practice)
15 Guided discovery 15 mins
min Identifying what will happen to the water we froze the day before as Demonstration
the temperature increases. Experiment
Discussion
Students will be standing in a group in front of the fry pan. Teacher
will place ice in fry pan then turn on the heat.
What do you think will happen when the heat increases? Students
will be questioned to make predictions.
After the ice melts to water students will again be asked to make
predictions on what will happen to the water as the heat increases.
Will the water remain the same as the heat increases? Ask
specific students to explain.
Does anyone use the kettle at home? Students asked to relate
this situation to prior knowledge and experiences with boiling water.
What happens as water boils? Students guided to discuss steam.
Lid on half the fry pan to see the condensation from steam. Draw
attention to the steam condensing on the lid.

Brainstorming and Evaluation 5 mins


5 min Students will sit back at their desks as we reflect on our original Discussion
brain storms and add to the gases one. Brainstorming
We will discuss what we think happened to the water and where it
went.
15 Small groups 2
min Small groups 2 or 3 15 mins or 3
Students write down three of their observations from the
demonstration.

Conclusion (Presentation/Reflection/Review)
10 How could we turn the water back into ice? Ask specific students
min to explain before class discussion. Reversibility
How do we get gas back into liquid, can anyone think of a real life
example?

Transition to next lesson

Associate Teachers Signature Date


NB. This must be signed before the lesson is taught