Section E: Appendices

Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Science

Trainee: shams a Topic or Theme: solids, liquids and gasses

Class:kg 1 Date & Duration: 31-10-2019

Trainee Personal Goals

• I am working on make student able to describe solids, liquids and gasses and describe
objects by their physical properties.

Lesson Focus

• describe solids, liquids and gasses

Lesson Outcomes

• Students will be able to By the end of this lesson the students will be able to describe
solids, liquids and gasses and describe objects by their physical properties.

Links to Prior Learning

-

Key vocabulary

• solids,
• liquids
• gasses

Possible problems for learners Solutions to possible problems

• They can't make the difference • I will bring samples gas, solids, and liquid
between gas, solids, and liquid

Resources/equipment needed

• ice
• Liquids (juice water)
• Working Papers
• Experience making gas in the classroom
 TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will:
• Student will sit in a circle
• Student will think of 3
states of matter
Resources
Main activities
& Time
Students will:
• Students will sit on the
carpet and listen to the
teacher.
• Students will give the
teacher examples of gas,
solid and liquid.
• Students will think does
steel turn into liquid?
• Does the liquid turn into
gas?
• Students will be prepared
for the teacher experiment
the ice experiment
1. Student in mastering group
will work in a group and
sorts images containing
liquid, solid and gas into a
large sheet of paper
Teacher will:
• Tell your students that they will
be learning about the states of
matter.
• Explain that everything in our
lives is made up of matter. It
includes the air we breathe, the
clothes we wear, the books we
read, the food we eat, etc.
• Ask them if they know what the
3 states of matter are.
Teacher will:
• Explain to your students that a
solid is something that keeps its
own shape because the
molecules are packed tightly
together. Also, remind your
students that a liquid is
something that doesn't have its
own shape because the
molecules are more loosely
packed together. And that a gas
has no particular shape because
the molecules are spaced apart
and move around freely. They
move around and can fit any
container they're put in. Have
your students come up with
examples, such as desks and
books, water and juice, air and
steam.
 2. Student in developing
group will complete the
worksheet and circle the
images containing gas, solid
or liquid.
3. Student in Emerging group
will work on worksheet to
match the picture of solid
with solid and gas with gas
and liquid with liquid.
• Ask your students if a liquid can
• Pose the following question:
Can a solid turn into a liquid?
Give students time to think.
Explain that a cube of ice can
turn into a liquid with heat.
Place a cube of ice in warm
water, and have your students
observe it for 5 minutes. Show
your students how the ice is
starting to melt.
turn into a gas. Have them
think. Then, demonstrate the
change in the state of matter by
placing a glass in a Boiler than
Steaming water in Boiler.

1. Teacher for Mastering group

will ask them to work in a group
and sorts images containing
liquid, solid and gas into a large
sheet of paper

2. Teacher for developing group

will ask them to complete the
worksheet and circle the images
containing gas, solid or liquid

3. Teacher for Emerging group will

give them worksheet to match
the picture of solid with solid
and gas with gas and liquid with
liquid.

Differentiation activities (Support)

• Instruct your students to complete the Drawing Solids, Liquids, and Gases worksheet.
Help them come up with examples for each state. This worksheet will give students a
visual about the three different categories.

Differentiation activities (Stretch)

• Instruct your students to research what would happen to their body without liquids.
Have them come up with two facts in their own words. Direct your students to find out
 the different gases that make up the air and their roles. Ask your students to research
and explain 2 things that would happen to the Earth if it weren't solid.

Resources
& Time Plenary/Conclusion

Students will Teacher will

• We will play a liquid-solid

• Play with the teacher game, when the teacher says
solid students will freeze and
when the teacher says liquid
students will move.
Homework

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection: