Lesson Plan

Day: Friday
Class: 7.3 & 7.5

Date: 24/04/2015

Subject: Chemical Science

Time: 60 minutes
Topic: Investigation: Slime

Students Prior Knowledge and Experience:

- In the previous lesson students were introduced to chemical and physical properties.
- Students are having difficulty understanding the difference between physical and chemical properties todays
investigation should help clarify some of these misconceptions.
Learning Purposes:
Student Evaluation:
(Outline the specific learning outcomes to be achieved based (Explain how student learning will be monitored)
on ACARA they should be concise, observable and attainable)
- Check for understanding by using a variety of
- Students to be able to: Identify and define a chemical
question (open, closed, evaluative)
and physical property.
- Ask different students from the ones that always
- Work safely in the laboratory and understand that
answer my questions
certain chemicals can have potential dangers.
- Constantly monitor students work to ensure the
- Begin to form an understanding of the particle theory.
information gathered is correct.
Preparation and Resources:
- Equipment needed for Investigation
o Borax, Guar Gum, Glycerol
o Food colouring, Warm water, Measuring spoons, Stirring spoon, Newspaper
Learning Experiences:
Timing:
(Specify the discussion and activities that will take place. Divide into sections for Introduction, Main body of
lesson, Closure and Transition to next lesson)
5 minutes
15 minutes
30 minutes

5 minutes

Introduction: - Meet students at the door Inform the students the sequence/structure of the lesson.
-

Review the definitions of chemical and physical properties. Asking students to provide examples each
of the properties been shown.

Main Body
- Explain to students that they are going to be creating slime, explaining the safety needed for the
investigation and provide students with some helpful hints about making their slime.
- Divide students into groups of three or four.
- Ask students to number themselves 1- 3 or 4 depending on group numbers. Have various students
complete specific tasks.
- Complete the investigation as a step by step process.
- Once students have created their slime, have a student separate it into equal portions for each group
member.
Ask students to do the following with their slime:
o Roll it in a ball ( thumb up or down depending if it does or doesnt)
o Does it take the shape of the container it is put in?
o Can you pour it?
o What are some of the physical properties of our slime? (think, pair, share)
o What are some of the chemical properties? (think, pair, share)
o What happens if you drop your slime onto the table?
o What happens when the slime is stretched?
o Compare your slime with another groups (find three things that are different)
- Explain about viscosity and how different groups slimes have different viscosity.
- Ask students to pack away and clean up equipment, once that has been completed ask students to
move back to their desks.
After going through the above,
- Begin explaining the Particle theory- starting off with how chemistry is the study of matter and matter
can be in three forms (solids, liquids and gases). Start explaining their various physical properties.
Conclusion: Sum up/recap and go through a timeline for all students to note down. Inform students that they
will be in the same room next lesson.
Focus Questions
- What state was our slime?
- What are the properties of a solid/liquid/gas?
- Chemistry is a study of what?

Lesson Evaluation:
(Reflect on the success of the lesson)