Lesson Planning Template

Year Level/s:
8
Date:
24/08/2015
Learning area :
Science Introduction to Chemistry
Duration: 2 x 50 mins
Unit / Learning Experience
Stage 4, Year 8, Science, Compounds & Reactions.
Students will explore changes in matter at a particle level, and distinguish between chemical and physical change (ACARA).
Lesson Objective:
Science K-10 SC4-17CW explains how scientific understanding of, and discoveries about the properties of elements,
compounds and mixtures relate to their uses in everyday life. Scientific knowledge changes as new evidence becomes
available, and some scientific discoveries have significantly changed peoples understanding of the world (ACSHE134). The
properties of the different states of matter can be explained in terms of the motion and arrangement of particles
(ACSSU151) Chemical change involves substances reacting to form new substances (ACSSU225)
Same content but keep it light and simple
Know and Do: By the end of the lesson what knowledge and/or skills/processes do students need to develop?
(Constructing Knowledge) Students need to know about...
(Transforming/Applying Knowledge) Students need to be able
The structure of atoms protons, neutrons and electrons
to
The Periodic Table of elements how to read the table. Be
Describe the properties and uses of some common elements
able to describe basic atoms through an understanding of
including metals and non-metals. Define the term atom and
the PT.
understand its basic structure. Understand the Periodic table,
Describe the Periodic Table as an arrangement of the
how groups work, atomic mass and atomic numbers.
elements in order of increasing proton (atomic number).
Describe what evidence helps us to determine that a chemical
Experiment- Magnesium Flame Test
reaction has taken place.
How do we know that a chemical reaction has taken place? Interact with ICT learning resources in order to continue
Introduce the use of ICT in scientific learning
learning.
Must be done in order and understanding checked
before moving on
Introduce ICT slowly and with clear expectations
Evaluation/Monitoring and Assessment:
Prior Knowledge:
Formative Assessment:
Summative Assessment:
Consult previous lesson plans for class. Consult

Students will use the interactive white board

Handout to review lesson. Use whiteboard to

with mentor to understand current learning.

Consult texts and review student work book.
Understand prior exposures to ICT.
Some students have individual learning
plansbe aware of these students and
make any considerations needed to adapt
the learning.

Resources
needed:
The Learning Plan

and Periodic table activity to discover

elements
Confirm student understanding through a
review of prior learning and the methods of
learning.
Clarify understanding throughout using
appropriate questioning skills. Homework task.
Allow as much time as needed to
complete.
Laptop, Textbook, PowerPoint, Lesson Notes, Internet, Whiteboard, Handouts

STUDENT ACTIVITIES:

Introduction

(What will the student learn?

Are these constructing knowledge or applying
knowledge activities?)

Time Allocation: 20 min (be prepared to

adjust)
Students will learn:
Set lesson objectives and expectations including the
use of ICT to enhance learning
Students have 2 minutes to write down as many
elements as possible. Share with class and
formulate a list on the board.
Set guidelines for Magnesium experiment
highlighting any safety issues. Ensure all safety
guidelines are clear and understood.

write key words. Group work or individual work.

Answers to be shared with class in the form of an
interactive discussion.
Allow answers to be given orally also.

TEACHING STRATEGIES:
(Align a strategy to each student activity)

Describe what teachers will do under the headings below aligned

to each student activity
What strategies will I use and how will I use them
to engage students in the learning to occur?

Deliver the lesson in small manageable

pieces.
Confirm students learning and
understanding before introducing new
information
Use positive reinforcement and
encouragement
Make the lesson interactive requiring
student participation and discussion.
Consider the use of different learning
styles to engage students.
Clear and concise instructions confirming
understanding Use small distinct
steps in instructions, Know student
names and where they are to be
seated, use a seating plan.

How can I make

adjustments to meet
individual student needs?

Consider the use of

different learning
styles to engage
students.
Consider the literacy
demands of the tasks
and the level of the
class and individuals.
reducing the
reading level
using student aid,
Underline or
highlight important
words for direction
and in learning.
Introduce ICT
gradually and with
clear steps and
expectation

What resources do I
need?

YouTube video,
Whiteboard,
PowerPoint, Laptop
Use of variety of
resources and
learning styles

Lesson Body

Time Allocation: 60 min

Describe what teachers will do under the headings below aligned

to each student activity

Students will learn:

What strategies will I use and how will I use them

to facilitate, guide and enable students to achieve
the learning?

The structure of atoms protons, neutrons and

electrons
The Periodic Table of elements how to read the
table. Be able to describe basic atoms through an
understanding of the PT.
Understand the difference between atomic weight
and atomic number. (30 mins)
Basic chemical reactions- Magnesium flame test
Students work in groups of 3-4 and burn the objects
each group is given. Contained in the Flame test
kits. Students have to describe the reaction that
occurs.
For each element burned students should describe
the colour, light, smell any residue remaining and
any other observations that indicate a chemical
reaction has taken place.
Write up experiment in work books. Hypothesis,
Aim, Method, Results & Conclusion.
Ask - What evidence allows us to determine if a
chemical reaction has taken place? Heat, Light,
residue, smell etc (30 mins)
Make sure students have resources, make
them aware of what they will need to
complete the activity, set clear expectations
and introduce the use of ICT to enhance the
learning.

Deliver the lesson in small manageable

pieces.
Confirm students learning and
understanding before introducing new
information
Use positive reinforcement and
encouragement
Make the lesson interactive requiring
student participation and discussion.
Consider the use of different learning
styles to engage students. Clear and
concise instructions confirming
understanding.
Provide monitored breaks if
required, monitor understanding
throughout, small groups
Activity-based lessons, games,
simulations, role-plays
Group investigation or discovery
learning
Experimental lesson
Allow groups to use the ICT in small
groups where possible. Cater to
individuals as well as groups. ICT
can be daunting for some.

How can I use literacy or

ICTs as a strategy to
underpin the student
learning?

Use of YouTube
periodic Table of
elements song.
PowerPoint slides as a
reinforcement to
learning and keeping
the learning at an
introductory light
level.
Interactive whiteboard
for interactive use in
element discovery
activity and in
summative
assessment via
keywords added to
interactive whiteboard.

What resources do I
need?
YouTube video,
Whiteboard, PowerPoint,
Laptop
https://www.youtube.com
/watch?v=zUDDiWtFtEM
https://www.youtube.com
/watch?v=qmC7b6USj40
http://www.latinpost.com
/articles/11767/2014050
4/new-elementdiscovered-germanscientists-created-andobserved-element-117name-coming-soon.htm
http://www.echalk.co.uk/
Science/chemistry/period
icTableGameV2/periodicT
able.html
Bunsen burners
Flame test kits
Matches
Tongs
Safety glasses and coat
Test this in the room
first. Ensure you can
log in.
Set clear
expectations.
Ask students to work
and interact with the
ICT in groups.
Clearly explain the
use, benefit and allow
students to explore
within the behavioural
expectations and

Conclusion

guidelines. This is new

to them and the ICT
should assist the
learning.

Time Allocation: 20 min

Describe what teachers will do under the headings below aligned

to each student activity

Students will learn:

How will I help students to synthesise learnings?

Extension Activities:

Support Strategies:

Consolidate learning through a review exercise

completed as a group. Answers will be discussed
and shared with the group.
Key words relating to chemistry to be shared by
students on the interactive whiteboard. Each
keyword must have a definition from the student.
The key words sheet can saved, printed and
distributed to students.

Use of cooperative learning through

group activity and discussion. Setting
clear objectives and providing feedback.
Reinforcing positive effort & providing
recognition. Use of interactive
whiteboard to add key words.

Homework: research
one element. What is it
and how is it used?
Chemistry bingo
YouTube Crash Course
Chemistry No.1

What do students need to know for their next

lesson?

Students often are

confused between
the terms atomic
number and atomic
mass and do not
know which is the
one that governs
the arrangement of
elements in the
Periodic Table.
Keep working
outcomes up in
the room for
student referral

Chemical change involves substances

reacting to form new substances

Mentor comments (use the feedback sheet from the professional experience booklet):
Feedback Allison McGeary 24/08/1015

Steven was able to differentiate activities to accommodate students with low literacy and numeracy skills
Stevens innovative approach to ICT was appreciated by the students
Steven developed a positive classroom environment encouraging the students to engage in learning
The use of small groups to encourage all students to participate was effective
Stevens verbal communication and use of questioning with students is well developed
Steven is constantly interacting with colleagues to gain feedback
Steven was professional at all times
Great use of mix between theory, use of ICT and pracvery hands on and interactive
Considerations

Try to keep student need for writing to a minimum, use of ICT helps with this
Keep reminding them about time
Good use of being silent and waiting for them to pay attention
Introduce ICT gradually and always set clear expectations when incorporating within learning
Use small groups where possible, consider ICT use in small groups or in some cases for individuals
Make sure you are aware of any risk assessments for students when considering practical activities or ICT activities
Questions are very good and good elaboration on answers
Brooke was at the toilet too longbe aware
Aleisha was eatingbe aware
Know students names and consider the use of a seating plan and consider group dynamics
Use environmental adjustments, move students closer to front or to be on their own if disturbance become more regular.
Use visual representations of important learning points and display in the room. ICT worked well but also refer to the ICT when
questions arise
Due of low literacy levels keep writing task to a minimum.
Underline or highlight important words for use in instructions, directions and in scientific meaning. Interactive whiteboard is great
for this.
Be aware of students previous exposure to ICT before introduction