Lesson Plan 3/3 – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

CW3 4 115
Date: Location Booked: Lesson Number: 3/3
Term 3 Week 1 Classroom / Lab
Time: 60 minutes Total Number of students: Printing/preparation:
30 (10 groups of 3) 30 Chinese Recycle Ban
Extra Time Scaffold/
Worksheets
Outcomes:
› describes the observed properties and behaviour of matter, using scientific models and theories about
the motion and arrangement of particles SC4-16CW

› explains how scientific understanding of, and discoveries about, the properties of elements, compounds
and mixtures relate to their uses in everyday life SC4-17CW

Content statement/s:

CW3 Mixtures, including solutions, contain a combination of pure substances that can be separated using a
range of techniques. (ACSSU113)
investigate the application of a physical separation technique used in everyday situations or industrial
processes, e.g. water filtering, sorting waste materials, extracting pigments or oils from plants,
separating blood products or cleaning up oil spills

Cross-curriculum priorities:
Sustainability

General capabilities:

Information and communication technology capability

Literacy
Numeracy
Personal and social capability
Civics and citizenship

Assessment:
Formative Nearpod quiz

Equipment Needed:
Student workbooks, device for quiz
 Lesson Overview: Sequence Lesson 3 of 3
Visual recap of last lesson and discussion of
definitions and concepts.
Power point slide from last lesson.
Introduction – What are the goals for this lesson
(Slide)
When you watch the videos try to identify the Gore (2007). QTM/IQ – metalanguage,
separation techniques used on a macro Higher order thinking, deep knowledge,
environment scale. Discuss in your group and Deep understanding. QTM/QLE –
write them down, participate in the assessmentexplicit quality criteria, high
at the end of the videos. expectations, social support, student
regulation & direction.
QTM/Significance – inclusivity.
Vic Dep of Ed. (2017). HITS -
Collaborative
Learning.
Watch videos: Hattie (2008) Visual learning.
https://www.youtube.com/watch?v=5d2yLOHE8QY UDL (2012) - multiple means of
(3.28min) Sydney Water drinking water representation & engagement
(video ICT)
Gore (2007) QTM/Significance. Relevant.
https://www.youtube.com/watch?v=g_ajkE77Nik Gore (2007) QTM/Significance -
(2.33min) Veolia waste sorting process Connectedness, knowledge integration.
http://www.abc.net.au/btn/story/s4807050.htm Relevant.
(3min) Chinese Recycling Ban
https://www.youtube.com/watch?v=823EUIJNLJQ Gore (2007) QTM/Significance -
(2:47min) How to clean up an Oil Spill Connectedness, knowledge integration.
Gulf of Mexico Relevant.

https://www.youtube.com/watch?v=PuJCqHLpiEQ Gore (2007) QTM/Significance -

(3min) Separation of blood products.
https://www.youtube.com/watch?v=6bpVqPFTja4
(4:53min) Journey of blood gifted and talented
extension
https://www.youtube.com/watch?v=jiPd5CkCkkU
(4:32min) Extracting chlorophyll pigments from
spinach leaves.
Nearpod Class Quiz
(Homework –4.3 Unit Review from textbook)
Connectedness, knowledge integration.
Relevant.
Could be used as topic for Problem based
Or Project based learning or a
depth study. Savery (2006).
Kyriakides et al, (2013) – increasing
complexity
UDL (2012) - multiple means of
Assessment (ICT).
Vic Dep of Ed. (2017). HITS – Feedback,
Questioning, Metacognitive Strategies.
Vic Dep of Ed. (2017). HITS - Differentiation

Who is this scientist and what did they do?

Extra Time – Numeracy Game
QTM – Quality Teaching Model, IQ – Intellectual Quality, QLE – Quality Learning Environment
HITS – High Impact Teaching Strategies
UDL – Universal Design for Learning
 Time Teaching and learning actions
Intro
Recap the last lesson by using pictures and asking questions – Identify equipment used
7 min
for 1) filtration 2) decanting 3) Evaporating 4) Crystallisation 5) Chromatography 6)
Distillation.

Introduce Topic – Goals for the lesson: Understand Separation Techniques used in
Industrial Process 1) Water Filtration, 2) Sorting Household Waste 3) Cleaning up Oil
Spills 4) Separating Blood Products 5) Extracting Plant Materials.

We are going to watch six videos and then work in teams of 3 to complete a Nearpod
quiz. Prizes for winning team. Listen to videos to identify which separation technique is
used for each industrial procedure. After each video there will be 2-3 minutes
discussion time and you can write your answers down in your books to help you
remember them for the quiz. (Think – “Pairs of 3” – Share strategy)

Body
https://www.youtube.com/watch?v=5d2yLOHE8QY
7 min
(3.28min) Sydney Water drinking water
3-minute discussion and writing time

https://www.youtube.com/watch?v=g_ajkE77Nik
13 min
(2.33min) Veolia waste sorting process
3-minute discussion and writing time
Limitations of previous video discuss – what actually happens
http://www.abc.net.au/btn/story/s4807050.htm
(3min) Chinese Recycling Ban
3-minute discussion and writing time

6 min https://www.youtube.com/watch?v=823EUIJNLJQ
(2:47min) How to clean up an Oil Spill Gulf of Mexico
3-minute discussion and writing time

https://www.youtube.com/watch?v=PuJCqHLpiEQ (3min)
6 min
Separation of blood products.
3-minute discussion and writing time

8 min
https://www.youtube.com/watch?v=jiPd5CkCkkU (4:32min)
Extracting chlorophyll pigments from spinach leaves.
3-minute discussion and writing time
10min Nearpod Class Quiz
Questions –
1)Where does Sydney Water filter the water (at Water Filtration Plants)
2)Name three of the processes used to treat drinking water
(Coagulation, Flocculation and Filtration)
3)What do Veolia do? (Sort waste)
4)Name one way the waste is sorted on the conveyor belt (size, density and shape,
magnetism, material type)
 5)Where was the BP oil spill? (Gulf of Mexico)
6)What three things did the try to fix the problem (container box, golf balls, knotted rope, mud and
shredded tyres, mud and cement, burning, boom spill pillows, chemical dispersant,
skimming of boats).
7)What Scientific separation technique did Munirah use to separate blood
(Blood Fractionation)
8)What instrument did she use? (Bench Centrifuge)
9) What separation technique sis the presenter use to separate chlorophyll
from spinach leaves? (Chromatography).
10) How did the presenter record his results after the experiment?
(Drawing them in his science journal).
Conclusion Homework – 4.3 Unit Review from textbook
3min
Who is this scientist and what did he do?

Extra time: Circle Verbs Scaffold/ Worksheet

Chinese Recycling Ban

http://www.abc.net.au/btn/story/s4807050.htm
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

What did the students think?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-16CW Photograph of filtration equipment
SC4-17CW Scaffold /Worksheet based on video. Separating Mixtures
SC4-4WS Watching videos and completing Nearpod Quiz
SC4-5WS Watching videos and completing Nearpod Quiz
SC4-7WS Watching videos and completing Nearpod Quiz
SC4-9WS Watching videos and completing Nearpod Quiz

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
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning program
3.3 Include range of teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
6.4 Apply professional learning and improve student learning

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?
Movement – walk in orderly manner, pack bags neatly keep outside the classroom,
Pencil and pens use responsibly.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.
Australian Institute for Teaching and School Leadership Ltd (AITSL), Australian Professional Standards

for Teachers, February 2011. Retrieved from https://www.aitsl.edu.au/

New South Wales Education Standards Authority. Retrieved from

http://syllabus.nesa.nsw.edu.au/download/

Rickard, G., et al, (2013). Pearson Science, New South Wales S.B. 7. Melbourne. Pearson Australia.

References added after completion of the rationale (Please refer to Rationale Conclusion)

Centre for Inquiry-Based Learning. (2017). Inquiry Exercises. Retrieved 18 August 2018 from

http://ciblearning.org/inquiry-exercises/

Gore, J., (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of quality teaching.

In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching, and teacher

education (pp. 15-‐33). Rotterdam, The Netherlands: Sense Publishers.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Retrieved 18 August 2018 from

https://research.acer.edu.au/cgi/viewcontent.cgi?article=1207&context=research_conference

National Centre on Universal Design for Learning. (2012). The Three Principals of UDL. Retrieved from

http://www.udlcenter.org/aboutudl/whatisudl/3principles.

Savery, J. (2006). Overview of Problem-based Learning: definitions and distinctions. The Interdisciplinary Journal

of Problem-based Learning, 1(1), 9-20. Retrieved 18 August 2018 from

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl

State of Victoria Department of Education (2017), High Impact Teaching Strategies: Excellence in Teaching and

Learning. Retrieved 18 August 2018 from

https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf
Other Resources Attached:
You must list all the resources that you have created or found in this space.

Recap Last Lesson

What separation techniques are these – use whiteboard and pointer.

Goals for todays lesson.

https://www.youtube.com/watch?v=5d2yLOHE8QY (3.28min) Sydney Water drinking water

https://www.youtube.com/watch?v=g_ajkE77Nik (2.33min) Veolia waste sorting process

http://www.abc.net.au/btn/story/s4807050.htm (3min) Chinese Recycling Ban

https://www.youtube.com/watch?v=823EUIJNLJQ (2:47min) How to clean up an Oil Spill

Gulf of Mexico

https://www.youtube.com/watch?v=PuJCqHLpiEQ (3min) Separation of blood products.

https://www.youtube.com/watch?v=6bpVqPFTja4 (4:53min) Journey of blood

https://www.youtube.com/watch?v=jiPd5CkCkkU (4:32min)
Extracting chlorophyll pigments from spinach leaves.

https://upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Albert_Einstein_Head.jpg/80
0px-Albert_Einstein_Head.jpg

http://ciblearning.org/inquiry-exercises/

Previous Lesson Recap

Who was the scientist? What did he do?

Extra time Work Sheet:

1) Numeracy game

Bagels, Pico, Fermi; Fill the number on the grid; New boxes from old; What’s the bug?,
What’s the rule? http://ciblearning.org/inquiry-exercises/

2) Literacy – Circle Verbs: Chinese Recycling Ban

Chinese Recycling Ban

In the past we've told you that, surprisingly, only some of the recycling you put out each week
is actually processed and used again. Some of it is stored in warehouses, some is shipped
overseas to be processed. But now, China has announced that it's banning this type of import.

Close Transcript

For us Aussies recycling is just another part of the week. Wheeling out that yellow bin and
waving our waste goodbye.

REPORTER: Bye recycling. I'll miss you, safe travels. Oh, hi Meryl. But have you ever
wondered what actually happens to the stuff we recycle?

MERYL: John, John he's talking to the bin again.

Well it all goes to a massive recycling plant that carefully separates it into plastic, cardboard,
metal and glass. Once it's been organised it's ready to be transformed into new raw materials
that can be used to make new things. But it might surprise you to learn that a lot of the time that
doesn't actually happen in Australia. Instead we sell a lot of our recycling waste to overseas
companies in Indonesia, Malaysia and China. Wages are much lower there so it's cheaper to
process and reuse in these countries.

Until recently China was Australia's biggest buyer taking around 600,000 tonnes of waste each
year. But on January 1st it announced a ban on waste that hasn't been sorted properly or is too
dirty to be easily reused. It's part of a push by China's government to improve its own
environment and reduce pollution.

TIM YOUE, CEO SMRC: It's all plastic material but it's all mixed, it's different chemical
compositions so to make this into new products its quite difficult and previously China and
other countries have sorted this into discrete products using cheap labour and it’s what China
doesn't want to do anymore.

The ban is already starting to have an impact. Around 200 tonnes of waste goes to recycling
depots like this one each and every day. But if it can't be sold on it starts to build up. In some
cases, recycling companies have had to lease warehouses to hold the waste until they have a
solution.

MICHAEL TRUSHELL, ACT NO WASTE: Worst case scenario it would end up in the land
fill, that's essentially the back up.

SHANE RATTENBURY, ACT GREENS LEADER: It would be a travesty to put this resource
into landfill.

Some people reckon we should be looking to follow other countries like Sweden. On average
only 1% of household waste there ends up in landfill. The rest is recycled into new products or
turned into energy. And Sweden's recycling plants are so efficient that it now imports waste
from other countries just to keep them open. Back home experts say that despite all these issues
it's important for Aussies to keep recycling anyway. And they hope Governments and
businesses can work together to find a clever solution and fast.

http://www.abc.net.au/btn/story/s4807050.htm
Homework – 15 minutes of homework using textbook, students can choose which
questions they want to answer.

(Rickard, G., et al, (2013). Pearson Science, New South Wales S.B. 7. Melbourne. Pearson Australia, p
161-162).