Lesson Plan 2 8 21

Lesson Focus Learning Area / Strand Year Level Implementation Date
What happens when different Science 1/2 2/8/21

materials are cooled.
Duration
45 mins
Prior knowledge of learners
 Students have identified everyday materials and can state some of their properties
 Students investigate what happens to different materials when they are warmed.
Lesson objective/s
By the end of this lesson, students should be able to:
 Describe what happens when different materials are cooled.
Links to Curriculum (identify relevant Strands and Content Descriptors)
 Everyday materials can be physically changed in a variety of ways (ACSSU018)

 Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
Evidence of learning
 Completion of the Table

 Questioning
Classroom Management Strategies
 Offer Praise
 Set Guidelines
 Model Ideal Behaviour
 Encourage Initiative
Resources
 ‘Warming Materials’ Sheet

 Butter
 Honey
 Bread
 Metal Spoon
 Playdough
Differentiation strategies
 Explicit Teaching
 Incorporate Visual Aids
 Explain Each Step
 Think, Pair and Share
Lesson Introduction  Make sure students have settled and eyes are up the front of the classroom.
 Introducing the topic  Ask students, ‘What did we talk about in our last science lesson. Mini Discussion to
 Engagement of the familiarises students with previous lesson.
learners  Tell students that in today’s lesson they will investigate what happens to different
materials when they are cooled.
 Explain to students that they will take part in a think, pair and share. The question
that the students will base this activity on is, ‘how can we cool different materials?
 Students will have roughly 1-2 minutes to think about this question before they turn
to their elbow partner and can discuss their answers between each other. After
about another 1-2 minutes, gain their attention back to the front of the classroom
and once again ask them, ‘how can we cool a material?’ Remind students to raise
their hands if they would like to share their response.
 Place PowerPoint on the IWB and explain to the students some extra ways how we
can cool a material.
Lesson Body  Place the ‘Warming Material Retrieval Chart’ on the IWB and hand out A4 copies to
 Delivering the the students so that they can use this chart throughout the lesson.
content through  Explain that the material section of the chart explains the materials that we will be
specific strategies using to investigate what happens when different materials are cooled.
 On the next slide it will be the images of the five different materials that will be used,
this will help students get a visual of how they look before being cooled.
 The first section, we will fill out as a class is the prediction. Explain, that a prediction
is what do you think will happen, in this case it is what do you think will happen to
the material when heat is applied.
 Give the students a word bank that they can use for the prediction section of their
chart.
 One at a time, bring out the different materials and allow students to observe the
change,
 As a class, we will come up with the words to put into the observation section during
a quick class discussion.
 Complete these last two steps for all of the different materials.
 The final section of the chart is reversible, if the material is reversible a tick will go
into the box if the material isn’t a cross will go into the box.
 Ask students, ‘Who can remember what the word reversible means? Give students
time to think about their answer.
 Place the final slide of the PowerPoint onto the IWB and explain to the class that if
something is reversible then it can be turned back to exactly the way it was before
the action took place.
 Go through the five different materials with the class and explain as to why the
material is either reversible or irreversible.
Lesson Conclusion  Ask students to raise their hands and explain to the class one thing they have learnt
 Concluding activities throughout this lesson.
 Summarizing the  Students will need to collect their science book and glue in the chart that has been
lesson used throughout the lesson. When the chart is glued, place science books away.
Evaluation / Reflection

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Lesson Focus Learning Area / Strand Year Level Implementation Date

What happens when different Science 1/2 2/8/21

Prior knowledge of learners

 Describe what happens when different materials are cooled.

Links to Curriculum (identify relevant Strands and Content Descriptors)

 Everyday materials can be physically changed in a variety of ways (ACSSU018)

 Completion of the Table

Classroom Management Strategies

 ‘Warming Materials’ Sheet

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