Assessment 1: Lesson

Plan

RABIA DEEB
17464491
102087 SECONDAYR CURRICULM 1A
 Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:
Chemical Stage 4/year 7 Working scientifically 101-106
World For content 114

Date: Location Booked: Lesson Number: 1/3

Term 2 Science Laboratory

Time: Total Number of students:

Printing/preparation:
60 minutes 30 Compression test- three syringes
filled with contents (water, sand and air)
Prepared PowerPoint presentation
30 prints of the YouTube video question scaffold
10 prints of the Frayer model scaffold- one per
group

Knowledge and Understanding

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


Content statement:
CW1 The properties of the different states of matter can be explained in terms of the
motion and arrangement of particles.

Students:

a. describe the behaviour of matter in terms of particles that are continuously

moving and interacting

Working Scientifically Outcomes:

Questioning and predicting outcome:

SC4-4WS - identifies questions and problems that can be tested or researched and makes
predictions based

Content:

WS4 Students question and predict by:

b. making predictions based on scientific knowledge and their own observations.


Conducting investigation outcome:

SC4-6WS - follows a sequence of instructions to safely undertake a range of investigation
types, collaboratively and individually.

Content:

WS6 Students conduct investigations by:

b. assembling and using appropriate equipment and resources to perform the investigation,
including safety equipment.

f. performing specific roles safely and responsibly when working collaboratively to complete
a task within the timeline. 


Problem solving outcomes:

SC4-8WS - selects and uses appropriate strategies, understanding and skills to produce
creative and plausible solutions to identified problems.

Content:

WS8 Students solve problems by:

c. using scientific knowledge and findings from investigations to evaluate claims. 


e. evaluating the appropriateness of different strategies for solving an identified problem. 


Communicating outcomes:

SC4-9WS - presents science ideas, findings and information to a given audience using
appropriate scientific language, text types and representations.

Content:

WS9 Students communicate by:

b. using appropriate text types in presentations, including a discussion,

explanation, 
 exposition, procedure and recount

d. constructing and using a range of representations to honestly, clearly and/or succinctly

present data and information including diagrams, keys, models, tables, drawings, images,
flowcharts, spreadsheets and databases.

Cross curriculum priorities: N/A

General capabilities
Critical and creative thinking
Information and communication technology capability
Literacy
Numeracy
Personal and social capability

Assessment
Students are assessed on their understanding of the lesson content through formative
assessments, these include:
Class discussions: Class discussions involving questions and answers, this also allows
teachers to construct questions that can assess their students understanding of the content
covered.
Diagnostic test Frayer model activity: This activity allows the teacher to understand their
students understanding before going through the content, therefore allowing them what to
focus on most.
Literacy component: This task allows students to demonstrate their understanding from
the first-hand investigation (compression test), and provides teachers with the ability to
have an idea of their students understanding.
Teacher observation: Teacher can observe their students learning, behaviour and
approach to the content. Therefore, providing them with an idea of their students’ progress
and what aspects they should focus on in their next lessons.

Lesson Overview
Students learn about Students learn to
What matter is and the different states of matter, Understand some examples of matter
such as solids, liquids and gases. Students also and how they can see matter in their
learn about the properties of matter and how to everyday life’s. Student also learn
differentiate between them through a first-hand about some pf the properties of mater
investigation. through a first-hand investigation.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that understanding 1.5 Metalanguage
requires active construction and requires students to engage in higher-order thinking and to 1.3 Problematic 1.6 Substantive
communicate substantively about what they are learning. knowledge communication
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement regulation
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student
among students. direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge 3.6 Narrative
cultural perspective. integration

How the quality teaching elements you have identified are achieved
within the lesson.

Teaching element Indicators of presence in the lesson

Students gain deep knowledge as they learn new concepts on the
1.1 Deep knowledge states of matter, including solids, liquids and gases. Student also
learn some of the properties related to these states of matter.
1.5 Metalanguage Students learn new scientific terminology on the states of matter
including, solids, liquids and gases.
1.6 Substantive Students communicate collaboratively with their peers and
communication teacher, through class discussions, group work and through
investigating the differences between solids, liquids and gases.
2.2 Engagement Students engage with their peers to communicate their
understanding of matter in the Frayer model activity, students also

2.3 High Expectations
2.6 Student direction
3.1 Background knowledge
3.5 Connectedness
engage in class discussions with their teachers and peers on the
content covered. Lastly, students also engage in the first-hand
investigation on the compression test.
Teacher sets high expectations for the class, in reference to the
students learning as the students are provided with a variety of
learning activities. High expectations are also set for safe
behaviour in the laboratory.
Students are in charge of their learning to an extent as they are
conducting investigations and making conclusions based on the
observations gathered.
Background knowledge is examined in the Frayer model activity,
as students are tested on their prior knowledge of the content.
Students make connections with the states of matter to their
everyday life, as they can see and relate solids, liquids and gases
to basic things they use daily.

Time Teaching and learning actions Organisation Centred

5 mins Lesson overview:
Introduce students to what the
lesson will be about, through
instructing students to read the
learning intention as a class.
Learning intention:
 Able to define matter
 Able to identify the states of
matter, including solids,
liquids and gases.
 Able to identify the different
examples of matter
 Able to understand the
benefits and limitations of
using models in science
Success criteria:
Through the PowerPoint
presentation and first-hand
investigation (compression test),
students will be able to understand
the different states of matter, some
of their properties and examples.
T/S
Teacher: Centre the student’s
attention if unsettled instruct Student
them to listen. In order to save centred
time, ensure that the learning
intention is setup on the
smartboard. Instruct students as
a class to read the learning
intention. This will provide
students with a brief idea on
what the lesson is about.
Student: Students must engage
in the teacher’s instructions and
read the learning intention.
Resources: PowerPoint
presentation link.

10 Diagnostic test using Frayer
mins Model activity, with teacher
guidance where required
In order to test student’s prior
knowledge on the term matter,
students will be instructed to engage
in a Frayer model activity. The
teacher will divide students into
Teacher: Teacher will have the Student
Frayer model activity printed centred
and ready for students. Teacher
will then divide students into
groups of three and provide
each group with one Frayer
model scaffold. Teacher will
then instruct students on what to
do in the activity and the
 groups of three and will be required
to complete the Frayer model
scaffold provided to them. This
activity will not only test students’
knowledge but will also introduce
students to new terminology.
Frayer model activity requires
students to:
 Define what they believe
matter is.
 Give some examples and
non-examples
 Provide some properties and
characteristics of matter.
Once students have completed the
task in their groups, teacher will
instruct students to share their
answers through a class discussion,
in order to share their ideas and
compare them with their peers.
Teacher will also introduce students
to the term models and its use in
science.
30 YouTube video activity- ‘3 States
mins of Matter for Kids (Solid, Liquid,
Gas): Science for Children –
FreeSchool’
Before beginning the lesson
students will watch a Youtube video
on 3 States of Matter for Kids (Solid,
Liquid, Gas): Science for Children -
FreeSchool. This will provide
students with an insight on what the
lesson will be about and will draw
their attention.
Upon the completion of the video
teacher will provide students with a
question sheet attached to the
video. Students will be expected to
complete the following questions
individually.
Adjustment component
Students who have difficulty with
completing the question video sheet
or who may better understand the
purpose of it.
Student: Students will be
expected to follow teacher
instructions and get into their
allocated groups and complete
the Freyer model scaffold. Upon
completion students must
engage in the class discussion
and share their answers.
Resources: Frayer model
scaffold link.
Teacher: Teacher will instruct Teacher
students to explore their centred
knowledge through a Youtube
video on what matter is and will
provide students with a question
sheet attached to the video.
Teacher will instruct students to
complete these questions while
watching the video.
Teacher can inform students
that if they feel that they can’t
complete the questions attached
to the video then they can
participate in the adjustment
component and draw their
understanding of the video in
their logbooks.
Teacher will have the
PowerPoint presentation set up
and ready to use. The teacher
will go through the PowerPoint
presentation and will instruct
students to note take when
necessary.
content through a different approach
such as drawing will be able to draw
their understanding of the video in
their logbooks. Teacher can guide
their students in order to ensure that
students convey their understanding
of the video.
Teacher explicitly defines the
term matter through a PowerPoint
presentation
The PowerPoint presentation with
consist of:
 What the particle model is
 Definition of matter
 Definition of the different
states of matter and some of
their properties
 Some examples of matter
Teacher will explicitly teach each
component of the points above and
will expect students to note take
while teacher progresses through
the PowerPoint.
Questions teacher may ask
students about the PowerPoint
presentation:
 Are these definitions similar
to the ones you developed in
your Frayer model activities?
 Are some of the examples
similar to the ones you noted
in the Frayer model activity?
Anticipated answers from
students:
 In some way yes but not
totally, as I didn’t know there
were three states of matter.
 Yes, some of the examples
are similar however, some
are also new to me.
Teacher will then engage students in
a classroom discussion and will
share the students understating and
discuss if their new knowledge is
Throughout the presentation the
teacher can stop and ask
students some questions on the
new terms on the states of
matter. Teacher must also urge
students to ask questions when
they feel unsure or confused
about a particular term.
Student: Students will be
expected to participate in the
class discussion by asking
questions when required and
expressing their understanding
of the new concepts. They are
also expected to take notes from
the PowerPoint slides.
Students must also complete
the question sheet scaffold
attached to the YouTube video.
Students who feel can’t
complete the questions can
participate in the adjustment
component if confirmed with the
teacher and can draw their
understanding of the video in
their logbooks.
Resources:
PowerPoint presentation link.
YouTube video 3 States of
Matter for Kids (Solid, Liquid,
Gas): Science for Children –
FreeSchool link
Question sheet scaffold
attached to the video link
Student logbook
 similar to the knowledge they had
when completing the Frayer model
activity. This will provide the teacher
with an insight into their students
learning.

15 Student led First-hand Teacher: Teach must ensure to Student

mins investigation: Compression test
In order to consolidate the students
learning, students will participate in
a small first-hand investigation.
Three syringes containing water,
gas (with the gas students must
compress air as their gas) and solid
(sand) will be passed around the
classroom from student to student.
Teacher will instruct students to
place their finger over the end of the
syringe and try and compress the
contents.
Teacher guided Literacy activity
Upon the completion of the
investigation teacher will instruct
students to write a small paragraph
explaining their observations of the
different syringes. Teachers can
guide students through this activity
by providing them with some
questions.
Some guided questions may
include:
 What can you say about the
compressibility of solids
compared to liquids and
gases?
 Which state is easier to
compress and why?
conduct a risk assessment. centred
Teacher will pre-organise the
syringes beforehand to ensure
to save time and have them
ready for student observation.
Teacher will observe the
students understanding and ask
questions to guide their
understanding. Teacher must
provide students with
constructive feedback on their
literacy tasks.
Student: Students will be
expected to patriciate in the first-
hand investigation and
participate in the class
discussion. Students must write
a small paragraph explaining
their observations and using the
questions provided by the
teacher to guide their paragraph
structure.
Resources: Pre-organised
syringes. One consisting of gas
(air), the other with water and
the third one with sand. Student
logbooks to record their
observations.

Students will be asked to read their

written observations and discuss
their understanding of the
investigation as a class. Teacher will
intervene and provide students with
feedback and explicitly explain to
students the theory behind the
compression test.
 Teacher can use these paragraphs
as exit slips, in order to understand
the progression of their students
learning and what aspects need
improving.

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

In preparing this lesson I have learned that it is important to provide students

with variety of activities throughout a lesson. For example, throughout this
lesson I have incorporated a variety of tasks that students can partake in in
order to further their understanding. This is demonstrated in the first-hand
investigation, Frayer model and PowerPoint presentation. Instead of directly
teaching students it is also important to accompany that with a hands on
activity in order to allow students to see and feel what you are teaching.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW This outcome will be achieved and recorded through
formative assessments such as, class discussions,
questions and answers, Frayer model activity and the
first-hand investigation. The teacher can use these to
test the knowledge in order to understand what they’ll
need to focus on in the next lesson.
SC4-4WS This outcome is measured and recorded through the
first hand investigation ‘Compression test’ as students
are urged to make predictions and question what will
happen to the different states of matter in the syringes.
Formative assessment in the form of a literacy activity
is used to determine the students understating.
SC4-6WS This outcome is measured and recorded through the
first-hand investigation ‘Compression test’, as students
are required to perform specific roles safely and
responsibly. A formative assessment is through
teacher observation and discussion.
SC4-8WS This outcome is measured and recorded through
teacher observation and discussion as the teacher
must observe students when they are observing the
syringes in order to formatively assess their student’s
understandings.
SC4-9WS This outcome is measured and recorded through
teacher observation and discussion.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that
you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.
Graduate Evidence within this lesson
Standards
1.5 Differentiation is demonstrated within this lesson as there are a
variety of activities used in order to help students with different
abilities to understand the content presented. For example, in lesson
one after the theory component a quick investigation is added in
order to increase the students understanding of the properties of the
states of matter.
2.3 This is achieved within the lesson as formative assessments such as
class discussions, frayer model activity and the literacy component
are used in order to assess and report the students understanding of
the content.
2.5 This is achieved within the lesson as there is a literacy component
that involved students describing their observations from the first-
hand investigation (Compression test).
3.1 This is achieved in the lesson as the teacher sets challenging
learning goals, this can be demonstrated in the first-hand
investigation (compression test) as students are urged to make
predications and question. This is also demonstrated in the literacy
component, where students must describe their observations and
understanding.
3.3 A variety of teaching strategies are used, this is demonstrated
through a variety of activities such as the frayer model activity,
YouTube video and the first-hand investigation (compression test).
3.5 Effective communication is demonstrated in this lesson through
classroom discussion and questions and answers.
4.1 Student support with their leaning is demosrtated through teacher
participation, discussion and resources.
4.2 This is demonstrated in the lesson as the teacher regulates the
transitions between activities and directs/guides students on what to
do.
4.4 Student safety is maintained as the teacher observes student
behaviour and conducts risk assessments before conducting the
compression test.
5.1 Student knowledge is assed via formative assessments such as class
discussions, literacy component and the frayer model activity.
5.2 Teacher provides student with feedback, this is demonstrated in the
literacy task.

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?

Some risks that may appear and may need to be eliminated or reduced within
this lesson may include, reducing any risk to the students when participating
in the first-hand investigation. The teacher must make it clear to students that
they are in a laboratory and must behave according to the safety rules.
Therefore, students must not run or eat in the laboratory. When conducting
the first hand investigation students must not point the syringe towards their
face or the face of their peers as some syringes contain some substance and
may be harmful if sprayed in the eyes or mouth.
 References (In APA)
You must list all references that you have used for the content and resources
of this lesson in this space.

Barker, J., A. & Henderson D. (1976). What is "liquid"? Understanding the

states of matter. Reviews of modern physics, 48(4), 587.
DOI:https://doi.org/10.1103/RevModPhys.48.587

Dhar, D. (2009). States of Matter. Department of Theoretical Physics,15(6),

34-56. DOI: 10.1007/s12045-010-0058-9

Resources Attached:
You must list all the resources that you have created or found in this space.

The resources I have used in this lesson plan are attached via google docs,
next to each resource will be a red highligheted underlined link, once clicked
on it will take you to the resource on a google doc. Thank you.

Topic area: Stage of Learner: Syllabus Pages:

Chemical Stage 4/year 7 Working scientifically 101-106
World For content 114

Date: Location Booked: Lesson Number: 2/3

Term 2 Science Laboratory
 Time: Total Number of students:
Printing/preparation:
60 minutes 30 30 copies of the Experimental outline
The equipment required for the Slime experiment
including:
 6 Container
 6 Polyvinyl acetate (PVA) glue
 Hot water
 6 Stirring rod
 Borax
 6 tablespoons
 6 quarter and half Measuring cup

Smartboard and electronic devices to

conduct the kahoot activity &
Student logbooks

Knowledge and Understanding

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


Content statement:
CW1 The properties of the different states of matter can be explained in terms of the motion
and arrangement of particles.

Students:

a. describe the behaviour of matter in terms of particles that are continuously moving
and interacting

Working Scientifically Outcomes:

Questioning and predicting outcome:

SC4-4WS - identifies questions and problems that can be tested or researched and makes
predictions based

Content:

WS4 Students question and predict by:

b. making predictions based on scientific knowledge and their own observations.


Conducting investigation outcome:

SC4-6WS - follows a sequence of instructions to safely undertake a range of investigation

types, collaboratively and individually.

Content:

WS6 Students conduct investigations by:

b. assembling and using appropriate equipment and resources to perform the investigation,
including safety equipment.

e. recording observations and measurements accurately, using appropriate units for physical
quantities. 


f. performing specific roles safely and responsibly when working collaboratively to complete a
task within the timeline. 


Problem solving outcomes:

SC4-8WS - selects and uses appropriate strategies, understanding and skills to produce
creative and plausible solutions to identified problems.

Content:

WS8 Students solve problems by:

c. using scientific knowledge and findings from investigations to evaluate claims. 
 


Communicating outcomes:

SC4-9WS - presents science ideas, findings and information to a given audience using
appropriate scientific language, text types and representations.

Content:

WS9 Students communicate by:

b. using appropriate text types in presentations, including a discussion, explanation,


 exposition, procedure and recount

d. constructing and using a range of representations to honestly, clearly and/or succinctly

present data and information including diagrams, keys, models, tables, drawings, images,
flowcharts, spreadsheets and databases.

Cross curriculum priorities: N/A

General capabilities
Critical and creative thinking
Information and communication technology capability
Literacy
Numeracy
Personal and social capability

Assessment
Students are assessed on their understanding of the lesson content through formative
assessments, these include:
ICT components: Kahoot quiz is used to assess student’s prior knowledge on particular
terms and ideas.
Class discussions: Class discussions involving questions and answers, this also allows
teachers to construct questions that can assess their students understanding of the content
covered.
Post-experimental questions: These questions are designed to assess students’ knowledge
from the experiment on slime. This can help the teacher understand their students’ progress
and what aspects they may need more guidance with.

Lesson Overview
Students learn about Students learn to
The states of matter and how to identify their Understand the different properties of
properties. This will be achieved through a first-hand the states of matter.
investigation on determining whether Slime is a solid
or liquid depending on its properties.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep thinking
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active understanding 1.5 Metalanguage
construction and requires students to engage in higher-order thinking and to communicate 1.3 Problematic 1.6 Substantive
substantively about what they are learning. knowledge communication
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement regulation
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student
among students. direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge 3.6 Narrative
integration

How the quality teaching elements you have identified are achieved
within the lesson.

Teaching element Indicators of presence in the lesson

Students gain deep knowledge as they extend their existing
1.1 Deep knowledge knowledge of solids, liquids, gas and can differentiate them
through their properties.
1.3 Problematic knowledge Students demonstrate problematic knowledge as they are using
their knowledge to determine whether the Slime is a solid or liquid
based o its properties.
1.5 Metalanguage Students learn new scientific terminology on the states of matter
including, solids, liquids and gases.
1.6 Substantive Students communicate collaboratively with their peers and
communication teacher, through class discussions, group work and through the
first-hand investigation on Slime.
2.2 Engagement Students engage with their peers and teachers in a kahoot quiz,
first-hand investigation and class discussions.
2.3 High Expectations Teacher sets high expectations for the class, in reference to the
students learning as the students are provided with a variety of
learning activities. High expectations are also set for safe
behaviour in the laboratory.
2.6 Student direction
3.1 Background knowledge
3.5 Connectedness
Students are in charge of their learning to an extent as they are
conducting investigations and making conclusions based on the
observations gathered.
Background knowledge is examined in the kahoot quiz activity, as
students are tested on their prior knowledge of the content.
Students make connections with the states of matter to their
everyday life, as they can see and relate solids, liquids and gases
to basic things they use daily.

Time Teaching and learning actions Organisation Centred

5 mins Lesson overview:
Introduce to students to what the
lesson will be about, through
instructing students to read the
learning intention as a class.
Learning intention:
 Able to extend knowledge on
the states of matter through a
first-hand investigation on
Slime.
Success criteria:
Through the first-hand investigation
on slime students can gain a deeper
understanding of the different states
of matter by observing the
properties of the slime and using
that knowledge to understand
whether it is a solid or liquid.
T/S
Teacher: Centre the student’s
attention if unsettled instruct them Student
to listen. In order to save time, centred
ensure that the learning intention
is setup on the smartboard.
Instruct students as a class to
read the learning intention. This
will provide students with a brief
idea on what the lesson is about.
Student: Students must engage
in the teacher’s instructions and
read the learning intention.
Resources: Smartboard.

10 mins Diagnostic test- Kahoot activity to Teacher: Teacher must create Student
recap last lessons content on the khaoot quiz in advance and centred
matter ensure that it is setup and ready
to use in order to avoid any
As a form of a formative assessment technical issue. Teachers must
students will engage in a Kahoot provide students with the access
activity to recap their knowledge pin and must explicitly explain to
from the prior lesson on the states of students what the quiz is about
matter. The activity will provide the and how to participate.
teacher with an insight into their
students understanding and what Upon completion of the quiz
aspects might need revisiting teachers must lead students
throughout the lesson. through a brief discussion on their
understanding of the questions in
The questions in the kahoot the activity
activity include:
 What are the three states of Student: Students must ensure
matter called? that they have their smart devices
 Matter has six states? T/F ready and must participate in the
  Does a solid have a fixed
shape? T/F
 What takes up the shape of a
container once poured into it?
 Does a gas have a fixed
shape? T/F
 Some examples of matter
include orange juice, your
mobile phones and laptops?
T/F
 Which is easier to compress?
 What two things make up
matter?
 What does matter need to
exist?
 Can you connect the term
matter to the real world? T/F
Upon the completion of the activity
teacher will instruct students to
engage in a brief discussion on their
understanding in relation to the
questions presented.
30 mins Teacher guided First-hand
investigation: ‘Slime is it a solid
liquid or both?’
In order to extend the students’
knowledge and strengthen their
understanding of the different states
of matter, students will be required
to engage in a first-hand
investigation on making slime and
observing whether it is a solid or
liquid.
Teacher guided Laboratory Safety
rules:
Teacher will briefly outline to the
students some important laboratory
safety rules:
 Goggles are to be worn when
conducting this experiment
 Closed shoes are to be worn
 Gloves must be on
particularly when handling
chemicals however, not when
handling the Bunsen burner
or fire.
 No running or eating in the
laboratory
kahoot activity. Students must
also engage in the class
discussion after the activity in
order to share their
understanding.
Resources: Kahoot quiz link,
smart devices
Teacher: Teacher must ensure Student
that all required equipment for the centred
investigation is ordered and ready
for use. Teacher must also
complete a risk assessment
before conducting the
investigation.
Teacher will provide students with
the experimental outline and will
ask students to complete the
remaining sentence of the aim of
the investigation.
Teacher must ensure that
students understand that they are
to use the diagram on the
properties of solids and liquids
found on the last page of the
experimental outline to help guide
their understanding.
Teacher will clearly outline the
safety rules for the laboratory and
must ensure that students comply
with them while conducting the
experiment.
  Follow teacher’s instructions
at all times
Experimental outline
The aim of the experiment is to
create slime and determine whether
it is a solid or liquid depending on its
properties. This will extend the
students’ knowledge on the states of
matter and will provide teachers with
an insight on their student’s
progress. Teacher will also provide
students with a scaffold to help
students understand the different
properties of the states of matter.
This will be found at the end of the
page of the experimental outline.
Teacher is to divide students into six
groups of five and is to allocate a
role to each student:
Roles include:
 The collectors (collect
materials for experiment and
return them)
 The instructor (the one that
reads the method to the
group)
 One conductor (who are
performing the experiment)
 One timer
Upon the completion of the
investigation teacher must lead a
class discussion on the student’s
conclusions based on their
observations.
15 mins Post experimental questions
Students will engage in a question
and answer activity to assess their
understating of the experiment.
Upon completion of this task
students must reflect on their
answers and share them with their
peers and teacher in a class
discussion. Teacher can use these
Teacher will divide students into
groups of four and will provide
each student with a role (the
collector, the instructor, the
conductor and the timer).
The teacher will walk around the
laboratory while students are
conducting the experiment to
ensure that students are following
safety rules and to help students
with parts they do not understand.
Student: Students must ensure
that they carefully listen to the
teacher’s instructions on the aim
of the investigation and the safety
rules.
Students must get into their
allocated groups of four and must
respectfully fulfil the role they are
given by the teachers.
Students must follow the
instructions in the experimental
outline provided to them and must
note their observations in the
table throughout the experiment.
At the end of the experiment
students whose role is to pack
equipment must pack their
equipment away and make sure
their benches are clean. Students
must ensure to engage in the
classroom discussion on the
experiment.
Resources: Student logbook to
record their observations.
Experimental outline scaffold link
Teacher: Teacher will instruct Student
students to complete the post centred
experimental questions
individually.
Upon completion teacher must
lead a class discussion and
request some students to read
their answers to the class.
 questions as a formative
assessment to gain an insight into
their students’ knowledge and
understanding.
Literacy Extension component
Students who find the questions to
be straight forward can write a
structured mini report on their
findings from the experiment,
including what could maybe be
improved in the future in order to
gather more accurate results.
Teacher must provide students
with constructive feedback and
provide them with the opportunity
to voice any misunderstanding
they may have. Teacher can keep
these questions as a record of
formative assessment.
Teacher can also propose to
students that they are able to
complete the extension
component if they finish the
questions before others.
Student: Students must
individually complete the
questions and must
collaboratively engage in the
class discussion and share their
answers, ideas and
understanding of the experiment.

Students who wish to complete

the extension component are able
to do so once confirmed with the
teacher.

Resources: Post experimental

questions link

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

In this lesson I learnt that it is important to include an ICT component as this

not only engages students but also enables students to build their skills in
ICT. I also learnt that it is essential to continually assess students
understanding through formative assessments such as class discussions and
through question and answers. This is essential as it provides teachers with
an insight into the students learning progress and what aspects need further
attention.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW This outcome is measured and recorded through
formative assessments such as the Kahoot quiz, post
experiment questions and class discussions. Teacher
can use these as a record to understand their
 students’ knowledge.
SC4-4WS This outcome is measured and recorded as students
question and predict whether the slime is a solid or
liquid in the first-hand investigation. Their knowledge
and understanding of the investigation is recorded
through a formative assessment which is the post
experiment questions.
SC4-6WS This outcome is measured and recorded through
teacher observation as the teachers observes students
conducting the investigation and
SC4-8WS This outcome is measured and recorded as students
use their problem solving skills to determine whether
the slime is a solid or liquid in the first-hand
investigation. The teacher formatively assesses the
students understanding through the post experimental
questions.
SC4-9WS Students communicate and engage in class
discussions and group work in the first-hand
investigation on Slime. This outcome is recorded via
teacher observations, as the teacher can examine
student understating through how they communicate
the content.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that
you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 This outcome is demonstrated in the lesson plan as students with
higher capabilities have been provided with an extension task in the
form of a literacy component seen understand the post experiment
questions.
2.3 This outcome is achieved as students are formatively assessed
through the kahoot quiz, classroom discussions and through the post
experiment questions. These can be used as teacher record to have
an idea of their student’s strengths and weaknesses with relation to
the content.
2.5 This outcome is achieved within the lesson as there is a literacy
component in the form of a extension option for students with higher
abilities. This allows students to write about their observations and
conclusions from the experiment.
2.6 This outcome is achieved within the lesson plan, as an ICT
component is incorporated in the form of a kahoot quiz.
3.4 This outcome is achieved as there is a variety of resources that the
lesson plans include in order to increase student engagement and
understanding of the content. For example, there is the khaoot quiz,
first-hand investigation and post experimental questions/literacy
extension task.
3.5 This outcome is achieved as students are engage in many forms of
effective communication with both their peers and teacher. This can
be demonstrated in class discussions, group work and question and
answer tasks.
4.1 This outcome is achieved as students are provided with support from
their teacher through resources, feedback and class discussions to
discuss their understanding.
4.4 This outcome is achieved as student’s safety is acknowledged
through the safety guidelines that are made clear by the teacher
before conducting the first hand investigation on slime. Also a risk
assessment is submitted by the teacher.
5.1 This outcome is achieved as student knowledge and understanding is
assessed through formative assessments such as, kahoot, questions
and answers and post experiment questions.
5.2 This outcome is achieved as the teacher provides students with
constructive feedback through the class discussions.

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?
Some risks may arise within this lesson and may need to be
reduced/eliminated these may include:
- Borax may go into the students eye therefore students must wear
gloves and googles when dealing with it.
- Students must ensure not to throw the slime around and must not
attempt to eat it.
- Students must handle equipment safely and must not run or eat in the
laboratory.
The teacher must ensure to submit a risk assessment before conducting the
investigation and must go over the safety rules with the students before
conducting the investigation.

References (In APA)

You must list all references that you have used for the content and resources
of this lesson in this space.

Barker, J., A. & Henderson D. (1976). What is "liquid"? Understanding the

states of matter. Reviews of modern physics, 48(4), 587.
DOI:https://doi.org/10.1103/RevModPhys.48.587

Dhar, D. (2009). States of Matter. Department of Theoretical Physics,15(6),

34-56. DOI: 10.1007/s12045-010-0058-9

Resources Attached:
You must list all the resources that you have created or found in this space.
 The resources I have used in this lesson plan are attached via google docs,
next to each resource will be a red highligheted underlined link, once clicked
on it will take you to the resource on a google doc. Thank you.

Topic area: Stage of Learner: Syllabus Pages:

Chemical Stage 4/year 7 Working scientifically 101-106
World For content page 114

Date: Location Booked: Lesson Number: 3/3

Term 2 Science Laboratory

Time: Total Number of students:

Printing/preparation:
60 minutes 30 Equipment required for the teacher led
demonstrations
30 copies of the summary activity sheet
Magnets

Knowledge and Understanding

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


Content statement:
CW1 The properties of the different states of matter can be explained in terms of the motion
and arrangement of particles.

Students:

a. describe the behaviour of matter in terms of particles that are continuously

moving and interacting

c. use a simple particle model to predict the effect of adding or removing heat on
different states of matter 


Working Scientifically Outcomes:

Questioning and predicting outcome:

SC4-4WS - identifies questions and problems that can be tested or researched and makes
predictions based

Content:

WS4 Students question and predict by:

b. making predictions based on scientific knowledge and their own observations.


Problem solving outcomes:

SC4-8WS - selects and uses appropriate strategies, understanding and skills to produce
creative and plausible solutions to identified problems.

Content:

WS8 Students solve problems by:

c. using scientific knowledge and findings from investigations to evaluate claims. 
 


Communicating outcomes:

SC4-9WS - presents science ideas, findings and information to a given audience using
appropriate scientific language, text types and representations.

Content:

WS9 Students communicate by:

b. using appropriate text types in presentations, including a discussion, explanation,


 exposition, procedure and recount

d. constructing and using a range of representations to honestly, clearly and/or succinctly

present data and information including diagrams, keys, models, tables, drawings, images,
flowcharts, spreadsheets and databases.

Cross curriculum priorities: N/A

General capabilities
Critical and creative thinking
Information and communication technology capability
Literacy
Numeracy
Personal and social capability

Assessment
Students are assessed on their understanding of the lesson content through formative
assessments, these include:
‘Do now activity’: This activity formatively assesses student’s knowledge from the previous
lesson on determining which clue is a solid, liquid and gas.
Summary task: This activity is designed to assess students’ knowledge on their
understanding on the content presented in the PowerPoint presentation and demonstrations.
Class discussions: Students are formatively assessed through class discussions/questions
and answers. This provides the teacher with the ability to understand their students’
knowledge and understanding and therefore can have an idea of what needs more focus
and attention.

Lesson Overview
Students learn about Students learn to
The particle theory model and the arrangement of Understand what the addition of heat
particle and the effect of heat on them. can do to the arrangement of
particles. Students also learn how to
explain this by using magnets

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep thinking
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires understanding 1.5 Metalanguage
active construction and requires students to engage in higher-order thinking and to 1.3 Problematic 1.6 Substantive
communicate substantively about what they are learning. knowledge communication
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement regulation
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student
among students. direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge 3.6 Narrative
integration

How the quality teaching elements you have identified are achieved
within the lesson.

Teaching element Indicators of presence in the lesson

Students gain deep knowledge as they learn about the
1.1 Deep knowledge particle model theory and the effect of heat on the states
of matter. This is achieved in the PowerPoint presentation
and the demonstrations lead by the teacher.
1.5 Metalanguage Students learn new scientific terminology.

1.6 Substantive communication Students communicate collaboratively with their peers and
teacher, through class discussions and the teacher led
demonstrations.
2.2 Engagement Students engage with their peers to communicate their
understanding through class discussions and through the
teacher led demonstrations.
2.3 High Expectations Teacher sets high expectations for the class, in reference
to the students learning as the students are provided with
a variety of learning activities. High expectations are also
set for safe behaviour in the laboratory.
2.6 Student direction Students are in charge of their learning to an extent as
they are making predictions by using the magnets to
determine how particles are structured when adding heat
to a particular state of matter.
3.1 Background knowledge Background knowledge is examined in the ‘What am I’
activity.
3.5 Connectedness Students make connections with the states of matter to
their everyday life, as they can see and relate solids,
liquids and gases to basic things they use daily.

Time Teaching and learning actions Organisation Centred

T/S
5 mins Lesson overview:
Introduce to students to what the
lesson will be about, through
instructing students to read the
learning intention as a class. Briefly
go over student knowledge from the
last lesson through a ‘Do now’
activity. Extend students’ knowledge
on the particle model and explain
the effect or adding and removing
heat on the states of matter through
demonstrations.
Learning intention:
 Extend students’ knowledge
on the particle model
 Able to understand the effect
of adding or removing heat
on the states of matter
Success criteria:
Students are able to relate the
particle model to the effect of adding
and removing heat on the states of
matter.
10 mins Do now activity: ‘What am I?’
Teacher will briefly recap students’
knowledge from the prior lessons on
the states of matter through a ‘Do
now’ activity. In this activity students
will be provided with a set of clues
on a PowerPoint presentation and
together with the person next to
them they must try to solve the
mystery of what the clue is
suggesting. The clues will be based
on whether something is a solid,
liquid or gas. Students will be asked
to write their answers in the
logbooks.
Upon completion of the activity
teacher will lead a class discussion
on the students answers and
together will discuss why students
came to particular conclusions
based on the clues.
Teacher: Settle the class and
ensure the learning intention is Student
ready and set up on the centred
smartboard, instruct students to
read the learning intention as a
class. In doing this, students can
gain a brief understanding of what
the lesson will be about.
Student: Students are organised
and ready for the lesson and must
be listening to the teacher’s
instructions therefore, must read
the learning intention.
Resources: Smartboard.
Teacher: Teacher must prepare Student
the clues for the students on the centred
PowerPoint presentation and
ensure they are ready and set up
as soon as students walk in. As
soon as students enter the class
the teacher must instruct students
to partake in the ‘Do now’ activity.
Teacher will instruct students on
what is to be done and will inform
students they have approximately
five minutes to solve the clues
and five minutes to discuss their
answers briefly as a class. While
students are doing the activity,
teacher can prepare the
equipment for the
demonstrations.
Student: Students must ensure
that they are organised and ready
for the lesson. Students must
listen to the teacher’s instructions
and partake in the ‘Do now’
activity and class discussion.

30 mins Teacher led PowerPoint
presentation accompanied by
demonstrations on the effect of
heat on matter
Through a PowerPoint presentation
students will engage in a
theory/demonstration lesson on the
effect of heat on the states of
matter. Teacher will first lead the
theory component in the PowerPoint
Presentation.
Upon completion of the theory
aspect of the lesson, the teacher will
provide students with two
demonstrations on how heat can
change one state of matter to
another (e.g. solid to liquid).
Demonstration 1: The effect of
adding heat to ice (the change is
from a solid to liquid).
Demonstration 2: The effect of
boiling water (the change is from a
liquid to gas).
Questions teacher can ask:
 Is the ice a liquid or solid?
Why?
 What is the point of this
demonstration, what am I
trying to prove?
 What happens to the ice
when adding heat?
 Has there been a change in
the state of matter?
Anticipated answers:
 The ice is a solid when frozen presentation when required.
and a liquid when not.
 The point of this
demonstration is to explain
the effect of heat on ice.
 The ice melts into water when demonstrations, students must
heated.
 Yes, because the ice goes
Resources: PowerPoint
presentation link.
Teacher: Teacher must ensure Teacher
that all equipment for the centred
demonstrations are ordered and
ready for use including a
completion of a risk assessment.
The teacher must also ensure
that the PowerPoint presentation
with the theory aspect is ready for
use.
Teacher must directly teach the
theory on the effect of heat on
matter to students and will instruct
students to note take while going
through the presentation.
Upon completion of the
PowerPoint presentation the
teacher can tell students “Now
that we can understand what the
states of matter are let’s explain
them at a chemical level through
the particle model theory”.
While conducting the
demonstrations teacher will
choose two students randomly to
use the magnets provided and
describe what is happening to the
particles when adding heat.
Teacher will then lead a class
discussion in order to allow
students to raise any questions or
misunderstandings they may be
having.
Student: Students will be
required to participate in the
theory aspect of the lesson and
take notes from the PowerPoint
Students must also partake in the
demonstration aspect of the
lesson lead by the teacher. If
asked to volunteer in the
participate. Upon completion of
the of the lesson students must
 from a solid to a liquid OR no partake in a brief class
because the ice is a discussion.
liquid…water?
Resources: PowerPoint
Teacher will provide magnets and presentation link, equipment for
will use the smartboard to draw a the demonstrations and magnets.
beaker and use the magnets as the
particles (e.g. for a solid the
magnets will be placed close
together in the drawn beaker).
Students will then have to use those
magnets and explain what happens
to the them when heat is added.

While conducting the

demonstrations students will be
asked to come up and use the
magnets to describe what is
happening to the particles when
adding heat.

Teacher will lead a small class

discussion to share students
answers and understating. This will
help build on the students’
knowledge on the particle model
and will provide teachers with an
insight on their students learning.

15 mins Summary of students’ knowledge Teacher: Teacher must provide Student

on the particles in matter
In order to consolidate the students
learning, students will patriciate in a
summary activity on the particles in
matter. Students must individually
complete the task on:
- Drawing how the particles in
the states of matter are
arranged
- Do the particles have a fixed,
shape, volume or neither?
- How do the particles move?
Upon completion of the worksheet
the teacher will lead a class
discussion, in order to allow
students to share their answers and
discuss their understandings. This
can be used as a formative
assessment, as it provides the
each student with one individual centred
summary sheet and must instruct
students to complete the
worksheet individually. Teacher
must instruct students on how to
complete the summary task.
Upon completion of the activity
the teacher must lead a class
discussion and ask students to
share their ideas and answers.
Teacher must use this activity as
a means of a formative
assessment in order to have a
record of the students’
understanding.
Student: Students must
individually engage in the
summary activity. When
instructed students must discuss
their answers and ideas with the
 teacher with an insight into the
students understanding of the
lesson.
class and must correct any of
their errors.
Resources: Summary activity.
link

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

I have learnt that it is important to always at the beginning of a lesson recap

the students’ knowledge from the previous lesson in order to have an
understanding of what the student remember and understand. I also learnt
that it is important to assess the students’ knowledge at the end of the lesson
in order to have an idea of the students understanding, in this lesson the
summary task achieves this.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW This outcome is measured and recorded through
formative assessments such as the do now ‘What am I
activity?’, summary task and class discussions.
Teacher can use these as a record to understand their
students’ knowledge.
SC4-4WS This outcome is measured and recorded as students
question and predict how the particles are reacting
when heat is added (teacher demonstration
component). Their knowledge and understanding of
the content is recorded through a formative
assessment which is the summary task.
SC4-8WS This outcome is measured and recorded as students
use their problem solving skills to determine how the
particles react when heat is added (teacher
demonstration component). The teacher formatively
assesses the students understanding through the
summary task.
SC4-9WS Students communicate and engage in class
discussions. This outcome is recorded via teacher
observations, as the teacher can examine student
understating through how they communicate the
content.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that
you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 This outcome is demonstrated in the lesson plan as students are
provided with a variety of learning strategies to that can be used for a
diverse range of students with mixed abilities.
2.3 This outcome is achieved as students are formatively assessed
through the do now ‘What am I?’ activity, classroom discussions and
through the summary task. These can be used as teacher record to
have an idea of their student’s strengths and weaknesses with
relation to the content.
3.1 This outcome is achieved as the teacher provides students with
challenging learning goals. This is achieved in the demonstrations
task where students use the magnets to describe particle movement
when heat is added.
3.3 This outcome is achieved as a range of teaching strategies are used
within the lesson such as, explicit teaching through the PowerPoint
presentation, teacher demonstrations and guided teaching.
3.4 This outcome is achieved as there is a variety of resources that the
lesson plan includes in order to increase student engagement and
understanding of the content. For example, there is a do now task,
demonstrations and summary task.
3.5 This outcome is achieved as students are engaged in many forms of
effective communication with both their peers and teacher. This can
be demonstrated in class discussions and question and answer
tasks.
4.1 This outcome is achieved as students are provided with support from
their teacher through resources, feedback and class discussions to
discuss their understanding.
4.4 This outcome is achieved as student’s safety is acknowledged as the
teacher submits a risk assessment before conducting the
demonstrations.
5.1 This outcome is achieved as student knowledge and understanding is
assessed through formative assessments such as, the do now
activity and summary task.
5.2 This outcome is achieved as the teacher provides students with
constructive feedback through the class discussions.

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?
This lesson may not include many risks as students are not conducting a first-
hand investigation however the teacher is presenting students with first-hand
demonstrations thus some risks may arise, such as:
- Students may attempt to play with the equipment the teacher will use
 for the demonstrations therefore the teacher must ensure that students
do not touch the equipment.
- Students must not eat or run in the laboratory and must conduct
themselves
in a safe manner.
- The teacher must ensure to submit a risk assessment before
presenting the demonstrations to students.

References (In APA)

You must list all references that you have used for the content and resources
of this lesson in this space.

Hanus, E., J. & King, D., L. (1968). Thermodynamic Effects in the

Compression of Solids. Journal of Pharmaceutical Sciences, 57(4),
677-684. DOI: https://doi.org/10.1002/jps.2600570431
Barker, J., A. & Henderson D. (1976). What is "liquid"? Understanding the
states of matter. Reviews of modern physics, 48(4), 587.
DOI:https://doi.org/10.1103/RevModPhys.48.587

Dhar, D. (2009). States of Matter. Department of Theoretical Physics,15(6),

34-56. DOI: 10.1007/s12045-010-0058-9

Resources Attached:
You must list all the resources that you have created or found in this space.

The resources I have used in this lesson plan are attached via google docs,
next to each resource will be a red highligheted underlined link, once clicked
on it will take you to the resource on a google doc. Thank you.
 Written rationale

The lesson plans above are designed in a way that are beneficial for diverse
learners, as it provides students with the opportunity to learn through a variety
of learning strategies including through literacy and information and
communication technology (ICT) strategies. This is beneficial for students as
the content is presented to them in multiple ways and not just explicitly taught
by the teacher. Universal design for learning (UDL) reinforces the importance
of providing students with multiple means of representations (CAST, 2014). In
learning this way students are provided with the opportunity to also build their
reading, writing, numerical and ICT skills (Johnson-Harris & Mundschenk,
2014). This can be observed in all three lessons, as seen in lesson one
students are presented content through multiple ways including a PowerPoint
presentation, YouTube video and a first-hand investigation. All three hand in
hand reinforce the same content on matter however through multiple
representations. This is also good for students with special needs, because if
one representation doesn’t work for example writing then maybe another will
such as visual representations (e.g. drawing). This can be observed in lesson
one under the adjustment subtitle.

Teaching students through hands on learning experiences can attract the

students auditory and visual senses therefore, engaging students as they not
only learn the content verbally but also visually. Research has demonstrated
that hands-on investigations within Science lessons encourage students to
create and discover new concepts thus forcing the students mind to think
critically and creatively (Blandford and Knowles, 2009). Thus, this is
demonstrated in all three lessons above, as seen in lesson one students
perform the first-hand investigation (compression test) to reinforce their
understanding of the states of matter. Also seen in lesson two, students
perform a first-hand investigation to determine whether slime is a solid or
liquid and lastly in lesson three the teacher performs some demonstrations in
order to deepen the students understanding of the different states of matter.
In conducting these investigations students are provided with the opportunity
to gain a sense of independence towards their learning which enhances their
eagerness to be more self-motivated (Blandford and Knowles, 2009).
Alternatively, another benefit of hands-on learning is it develops the students
interest to want to learn in other subjects other than science, as science is a
subject that intertwines the knowledge of multiple subjects (Blandford and
Knowles, 2009).

Throughout all three lessons, multiple means of formative assessments were

used to assess student’s prior and existing knowledge. Some examples
include the Frayer model (lesson one) and the kahoot quiz (lesson two), these
learning strategies provide students with the ability to examine their personal
understanding of the content as well as provides teachers with an insight into
their students understanding. Studies have demonstrated that formative
assessments have the ability to help students control their own learning and
therefore alter their rank from a student to a self-regulated learner
(Macfarlane‐Dick & Nicol, 2006). It is suggested that through formative
assessments students not only asses their own work but also generate their
own feedback, thus it is recommended to encourage this skill to develop.

Throughout the lessons students are placed in groups to complete particular

tasks, as seen in lesson two in the first-hand investigation on slime. This is
done in order to increase student engagement, communication and their
confidence skills. Studies have demonstrated that students who are exposed
to collaborative learning environments are likely to be more satisfied with their
education and are more likely to remain in school/university (Wasley, 2006).
Group work is particularly important in science as many aspects of science
such as research, data analysis and presentation are dependent on strong
collaborative team work (Wasley, 2006). Subsequently group work is not only
beneficial to students but also teachers as it enables teachers to observe how
their student’s use problem solving skills, how they gather and present
data/information and how they communicate among themselves. Another
positive aspect of group work is if the teacher feels that the student is not
understanding his/her explanation then sometimes hearing it from another
individual similar in age can make a significant difference (Murphy et al.,
2005).
Literacy components were incorporated within the lessons this can be
observed in lesson one where students are asked to write a small paragraph
explaining their understanding of the first-hand investigation (compression
test) and in lesson two as an extension component. I find that it is important to
get students to convey their understanding of content in written form
particularly in science as many aspects of science are recorded in a numerical
form. In getting students to partake in literacy components not only builds the
students writing skills but also exposes students to a variety of ways to
describe their observations/recordings (Herman, Aschbacher, & Winters,
1992).

Furthermore, another important learning tool is (ICT), this is quite beneficial

for students as it moves away from the traditional way of learning through
book and pen and exposes students to the modern way of learning. Thus, an
ICT component is incorporated in lesson two as a diagnostic kahoot quiz, this
is embedded within the lesson in order to recap the students’ knowledge from
the last lesson. Additionally, ICT components allow students to have profitable
and informed access to their teacher’s skills and knowledge (Flecknoe, 2010).
Lastly, ICT components are also beneficial for teachers as it provides them
with a record of profound teaching strategies and access to a significant range
of new pedagogies (Flecknoe, 2010).

In conclusion, it is evident that providing students with a diverse range of

teaching strategies can strengthen their learning and through the construction
of my lessons I tried to achieve this. I found that reflecting on my lessons at
the end of each one really made a difference as it allowed me to understand
the significance of incorporating particular tasks within a lesson. Tasks such
as ICT related, literacy related and hands on tasks really made me appreciate
the and understand their significance within a lesson. This assessment
allowed me to reflect on my teaching and the skills I want to improve and
incorporate into my real life lessons in the future.
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