Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a

LESSON PLAN TEMPLATE 2022

NOTE: All lesson plan templates are to be typed up, no handwritten lesson plans will be accepted for final
submission of the POE. Please use the template below which will be made available to you as a dynamic form in
MS Word format. Refer to

STUDENT INFORMATION
STUDENT NAME Click or tap here to enter text.
STUDENT NUMBER Click or tap here to enter text.
QUALIFICATION Choose an item.
YEAR OF STUDY Choose an item.

GENERAL LESSON INFORMATION

GRADE 6
SUBJECT (CAPS) Natural science and technology
TOPIC Rate of dissolving
DATE OF LESSON 27 October 2022
NUMBER OF LEARNERS 27
DURATION OF LESSON 45 minutes
CAPS SPECIFIC FOCUS (link here) Specific Aims
 Doing Science and Technology
 Understanding and connecting ideas
 Science, Technology and Society
Specific skills
 Accessing and recalling information
 Observing
 Identifying problems and issues
 Doing investigation
 Recording investigation
(CAPS, 2011)
REFERENCES Department of Basic Education (2011).
Eg: Department of Basic Education (2011). Curriculum and Assessment Policy Statement
Curriculum and Assessment Policy Statement (CAPS), Grades 4-6
(CAPS), Grades 4-6 Natural Sciences and Technology. Retrieved….
Mathematics. Retrieved…. from from http://www.thutong.doe.gov.za.
http://www.thutong.doe.gov.za. p.
SUMMARY OF CONTENT TO BE COVERED. Content to be covered:
Briefly describe ‘what’ content you need to cover.  Factors that affect the rate (time taken) of
This will inform the lesson objectives and choice dissolving
of teaching strategy.  Temperature of the mixture
 Stirring or shaking the mixture

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 Lesson Plan Template TE105a/TE205a/TE305a/TE405a/TESF105a
RATIONALE FOR LEARNING DESIGN
To frame your thinking and engage is purposeful
learning design, describe your conceptualisation,
teaching and assessment as/of/for knowledge as
it relates to this content and context. Consider
the following questions and write a paragraph
that responds to these questions:
1. How does the knowledge of this topic inform
choices for learning design?
• What is the main idea/s and most important
things to know about this topic?
• What ways of thinking and doing are
important for learning this topic?
• How do these inform the design of learning
tasks and sequencing of lesson steps?
2. How do learners and their diversities inform
choices for lesson design?
• How have I ensured that all learners may
participate and learn?
3. How do opportunities in this context inform
choices for lesson design?
• What possibilities and constraints have I
considered?
LESSON OBJECTIVES
Use the verbs from Blooms Taxonomy to frame your objectives.
1. By the end of this lesson, learners will be able
to…
2. By the end of this lesson, learners will be able
to…
3. By the end of this lesson, learners will be able
to…
TEACHING AND LEARNING STRATEGIES
Select one or more of the teaching strategies you
will employ that is/are suitable for your content
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 Grain size of the solute
Click or tap here to enter text.
 The most important things to know in
this topic is the meaning of rate of
dissolving, factors that influence rate of
dissolving and also know examples of
soluble and insoluble substances
 you have to think how you going to
explain the topic using the teaching aids
and show them a video to make them
understand
 by speaking out loud, asking them
questions in between the lesson and also
listening to their opinions
 I’ve considered learners that have
problems with visual and hearing
impairments
 Check their progress, by asking them
questions after the lesson.
Define what dissolving is
Describe how to find out whether solid can
dissolve or not
Know the factors that influence the rate of
dissolving
☐Direct Instruction
☐Discussion
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and context. ☐Small-group work

☐Case Study
PS: Click on the strategy for information.
☐Writing for learning
☐Inquiry-based learning
Choose an item. ☐Cooperative Learning
☐Gamification
☐Play-based learning
☐Station-based
☐Whole class
☐Teacher-guided
☐Other
If you have selected ‘Other’ explain your strategy. Video clip from youtube: increases learners
engagement which in turn helps boost
achievement
Justify your choice/s. DIRECT INSTRUCTION: The teacher make content,
skills, and concepts explicit by showing and telling
students what to do or think while solving
problems, enacting strategies, completing task
and classifying concepts.
INQUIIRY-BASED LEARNING: this is learner-
centered teaching method that encourages
students to ask questions and investigate real-
world problems.
COOPERATIVE LEARNING: it happens when
learners work in small groups to achieve a
common goal.

Phases Write, in detail, every element/step of your lesson for each Resources
phase. Include time on task for each phase. Required

 The teacher will start the lesson by checking the learners’

INTRODUCTORY

prior knowledge by asking them the definition of rate of

dissolving.
PHASE

 Ask learners to give examples of soluble and insoluble

substances.

[5 minutes]

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 The teacher will then explain the rate of dissolving in  3

LEARNING PHASE
detail. containers
TEACHING &
 After the teacher has explained the rate of dissolving  Water
she/he will then explain the factors that influence the rate  Cooking oil
of dissolving.  Spoon
 The teacher will describe whether the solid dissolve in  Measuring
water or not. cup
 And also explain why solid dissolves faster in hot water  Oxford
than cold water. successful
 The teacher will show the learners the examples of natural
soluble and insoluble substances. science
 The teacher will also show learners a video clip from and
YouTube https://youtu.be/UDVppo49U4 technology
Grade 6
page 66
 Overhead
projector
[30 minutes]  laptop
 The teacher will give learners a group activity, learners  Oxford
CLOSURE PHASE

will investigate the rate of dissolving at different successful

temperatures. natural
 To close the lesson the teacher will ask learners the science and
following questions to see if learners met the lesson technology
objectives: Grade 6
What did you learn from the lesson? page 67
What have you improved on the lesson?
What did you find hard from the lesson?

[10 minutes]

The teacher will give the learners an investigation from their textbooks on page 67.
ASSESSMENT

It’s a group activity and it is an informal assessment which they have to do at home.

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