LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 11:00am- 12:00pm Students’ Prior Knowledge:
Date: 25/10/19
• Know what heat is
Learning Areas: • Understand that heat can come from a variety
Science & Design and Technologies of different sources both natural and man-
made
Strand/Topic from the Australian Curriculum: • Heat can be used for a variety of different
purposes such as to cook, to dry etc.
Design and Technologies • Understand our main source of heat is from
the sun
Knowledge and Understanding • Recognise that the suns energy can be used
Technologies Contexts in a variety of different ways (solar panels to
dry clothes etc.)
Forces, and the properties of materials, affect the behaviour
of objects (ACTDEK011)

Science
Science Understanding
Physical Sciences
Heat can be produced in many ways and can move from
one object to another (ACSSU049)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Experiment with a
range of options
when seeking
solutions and
putting ideas into
action.

o Students test
different
materials to
determine
their
suitability for
their solar
oven
creation

Cross-curriculum priorities (may be addressed in the lesson)

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Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Identify at least one material that absorbs the suns heat by testing different materials in the sun.
• List the properties of the materials they have chosen on their recording sheet.
• Work collaboratively in groups of 4 when testing different materials in the sun.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

• Matching card game (Appendix 2)
• Infrared thermometer
• Variety of materials: gladwrap, alfoil, cellophane,
black card, white card, bubble wrap, newspaper
• Recording sheet for students (Appendix 3)
• Whiteboard
• Whiteboard markers
Students with slight Autism may require questions to
be repeated multiple times. They may also need
prompting when answering questions, the teacher
asks.
Students who have difficulty writing will be placed in a
group with stronger ability students so that these
students can record the results of their experiment.

Challenge students who finish early to think about

where they might place these materials when
designing their solar oven (Are they going to use a
certain material for the floor of the oven etc.)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

1. Could students identify at least one material that absorbs the suns heat?

2. Were the activities effective and engaging?

3. What did the students find difficult?

Teacher self-reflection and self-evaluation:

1. Were the students interested in the lesson that you presented?

2. Did each student participate?

3. Were all objectives met?

4. How can this lesson be improved?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
9:00 1. Students begin by playing a card memory game to revise last lessons Matching game
content on how solar energy can replace other types of energy (Appendix 2)
(Appendix 2).

Teaching Points
o Students play in pairs
o Students place all the cards face down in front of them
o Player 1 starts by flipping 2 cards over; students have to try to
match the solar energy to the energy it replaces.
o For example, the clothes on the clothesline and the
dryer are a match because instead of using the dryer
you can hang the clothes in the sun.
o If the cards match, then the student takes the 2 cards
o If the cards don’t match, then the player flips the cards back
over and it is the next players turn.
o The student who has the most cards at the end of the game
wins.

9:10 Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Students pack up the memory card game and return to their desks.

2. The teacher introduces todays task to the students.

“As you can see, at the front of the classroom I have lots of different Variety of materials:
materials. You are going to choose 6 materials from the front that you gladwrap, alfoil,
think might be good to use for your solar oven. Once you have picked cellophane, black card,
6 materials you are going to place them in the sun and see which white card, bubble
materials get hot in the sun.” wrap, newspaper

3. Next the teacher splits students up into groups of four based on ability
levels. (Teacher will have these groups organised prior to the lesson
and will place strong students with weaker students)

9:04
4. The teacher then gives students 3 minutes to discuss their group
which materials they would like to test.
“I am going to give you 3 minutes with your group to pick 6 materials
that you want to test in the sun to see if they get hot”

9:03
5. After students pick their materials the teacher explains to the
students, they are to look at the materials they have picked and on
their recording sheet (appendix 3) they are to describe the properties
of their material (e.g. what it looks like; is it shiny, see through, not
see through etc.).

6. Teacher projects the recording sheet on the board and models to

students step 5 (step above; students record the properties of the
materials they have chosen).
“On my recording sheet I am going to write the name of my material
so aluminium foil and then in the properties box I am going to write

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 down what is looks like. The foil is it is silver and shiny (teacher writes
silver and shiny in the properties column). The alfoil is also a bit stiff
so I am going to also write down stiff.”

9:08 7. Once students have recorded their observations, they are to take their
materials outside and test which ones absorb heat from the sun.
Teaching Points:
o Students work in groups of 4
o Students are to take the 6 materials they have chosen and a
piece of cardboard outside.
o Once outside, students place their cardboard on the floor and
place the materials they will be testing on top of the carboard
o (The cardboard is to stop any heat that is coming off the floor)
o Students make sure that the materials are not touching each
other.
o Every 5 minutes students use their infrared thermometers to Infrared thermometer
measure the temperature of each material; students may also like
to touch the material to see if it is hot or not.
o One person in their group records their groups results on the
recording sheet (appendix 3).

8. Once all students have tested their materials, they are to pack away
their materials and sit on the mat.

9. The teacher then asks each group to share with the class which Whiteboard
material got the hottest out of all the materials they tested. The Whiteboard markers
teacher then records each group’s hottest material on the whiteboard
with the temperature next to it.

10. After writing each group hottest material on the board, the teacher
arouses discussion by asking students the following questions:
o Which material got the hottest in the sun?
Answer- black card should have got the hottest
o If the black card got the hottest would this be good to put
inside your oven? Why?

o What happened when you put the aluminium foil in the sun?
Its shiny so what did it do to the light?
Answer- Reflected the light
o Using the images of solar ovens, you looked at last lesson
where did thet place the foil on the solar ovens?
Answer- Just above the solar oven so that the foil reflected
the light into the box
(Students may need help/prompting to answer this question)

Lesson Closure:(Review lesson objectives with students)

1. To conclude the lesson the teacher asks students to share with the
person next to them:
• Some materials that they are thinking of using in their solar oven
• Why they are thinking of using these materials.

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 2. After this, the teacher hands each student a piece of paper as an exit Blank piece of paper
ticket for the lesson. On the piece of paper students are to:
• Write their name at the top
• Write a few materials they are thinking of using for their solar
oven.
• Why they are thinking of using these materials

*Students who have difficulty writing can use the recording feature
on their iPad to record themselves explaining which materials they
are going to use and why.

Transition: (What needs to happen prior to the next lesson?)

1. Students are to pack away their belongings and be seated quietly

ready to go out to lunch.

Assessment: (Were the lesson objectives met? How will these be judged?)
To assess the objectives of the lesson the teacher will use a checklist
(Appendix 3).

The checklist will include:

• Students ability to identify at least one material that absorbs the suns
heat by testing different materials in the sun.
• Students ability to list the properties of the materials they have chosen
on their recording sheet.
• Students ability to works collaboratively in groups of 4 when testing
different materials in the sun.

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APPENDIX 1- CHECKLIST

Checklist: Properties of Materials Lesson

Student’s Objective 1: Objective 2: Objective 3: Comments
Name Identifies at least Lists the Works
one material that properties of the collaboratively in
absorbs the suns materials they groups of 4 when
heat by testing have chosen on testing different
different materials their recording materials in the
in the sun. sheet. sun.

Andrew

Bob

Charlotte

Chloe

Cody

Daniella

Ella

Georgia

Kate

Jayden
Joel

Josh

Luke

Matthew

Stella

Rachel

Rebecca

Zoe

Key:
✔✔= Excellent
✔= Very good
~= Satisfactory
x = Not evident

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APPENDIX 2- Matching Game

- Cards are to be cut out prior to the lesson for students to use

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 APPENDIX 3- Recording Sheet

Testing Materials Recording Sheet

Material Properties Starting Temperature of the material (°C)

Temperature

5 minutes 10 minutes 15 minutes