Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Lesson plan 9 sci 12.6.13


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Lesson plan 9 sci 12.6.13

  1. 1. Lesson Plan Format: Unit/Topic/Title: Mixing and Separating Achievement Objectives: Develop and carry out more complex investigations, including using models Distinguish between pure substances and mixtures and between elements and compounds Key Competencies: Thinking; Using language, symbols and texts; Managing self; Relating to others; Participating and contributing (highlight teaching focus). Science Background Information: What science do I need to know? Composition of air 78% nitrogen 21% oxygen 1% other gases A karat is the mass of gold / mass of substance * 24 Density of air at sea level 1.225 kg/m3 Density of air atop Mount Everest 0.426 kg/m3 Specific Learning Outcomes: By the end of the lesson, students will be able to: Distinguish between a mixture and a pure substance and devise an experiment to separate a mixture of substances into pure substances Achievement Criteria: By the end of the lesson students can: Define the difference between a mixture and a substance with reasoning and design an experiment to separate a salt, sand and iron filings mixture Assessment methods (your data gathering methods) Listen to group discussions and walk around the classroom assessing the methods for the experiment Date:12/6/13 Class:9Sci Time 12:30 N/- students:30
  2. 2. Learning Activities (in sequence) Time line 5 15 20 Introduction Teacher Moves Today we are learning: how separate substances in a mixture by designing an experiment We know we have learnt if: we can design an experiment to separate salt, sand and iron filings. Put up power point where the students must decide whether the shown substance is a mixture or a pure substance. Substances include alcohol, a gold ring and clean air MIXING AND SEPARATING.pptx Bring up the slide of air and ask whether this is a mixture or pure substance. Ask for students opinions and if it is a mixture, what is in air. Record their answers on the board and on a scale of 0% to 100%, get the students estimate the composition as a class so it can be compared to the actual composition. Atop Mount Everest, the air is almost three times thinner, therefore only one third of the oxygen After the class estimates the composition of air, let the class know the makeup of air and get the class to fill out page 28 in Student Moves Amongst their groups, the students discuss whether they think it is a mixture or pure substance and then they share with the class Students discuss amongst their groups whether air is a mixture or substance and then if they guess substance, try and determine the composition of air. Students try and explain why there is less oxygen atop mount Everst using they learnt in the particle nature of matter. The answer should be that there is the same amount of oxygen in the air but because the air is less dense, each breath brings in less air particles therefore there is less oxygen uptake.
  3. 3. the SciPad, air composition pie graph Main Activities (attach notes, Power Points, developed resources) Time Line 25 30 Teacher Moves Filtration Ask the students to define what filtration is and get them to fill out page 28 in the SciPad Give the scenario for the experiment which is to separate iron filings, sand and salt. The students are given the aim but must come up with the method and equipment used. Discuss safety considerations Walk around the class and help students develop a method. Don’t give the method but give them simple hints such as iron filings being a metal and salt being soluble. Student moves Students discuss in their groups what filtration is and then discuss the question on page 28 as a group Students brainstorm ideas on how these substances can be separated. Once they have method, they must write this method and write the equipment which is required Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up, reflect on learning,) Timeline 50 Teacher Moves At the end of the lesson, further prompt groups who have no idea how to undertake this experiment. Check that methods are complete and required equipment is listed. Student Moves If already haven’t done so, the students write their method in preparation for the next lesson Materials / Resources / Equipment required Projector Safety considerations
  4. 4. Reflection Evaluation of student learning (How well the students met the achievement criteria with examples/data/evidence to support and justify your judgments) I am happy with student learning this lesson. Referring back to the achievement criteria of “we know we have learnt if: we can design an experiment to separate salt, sand and iron filings”, six out of the seven groups could design the experiment. One group required and explanation of the process but after the process was explained, I asked them to describe why this would work, the group could successfully explain the processes. The students were also very attentive during the mixture or non mixture starter. I got each group to have a brief discussion and then share with the class. Some of the answers were very good and showed good understanding so I am happy with the student learning throughout. Strengths and Weakness of Lesson Plan (Comment on aspects of the lesson plan such as the appropriateness of the level; usefulness of the achievement criteria; any modifications required etc) A strength of this lesson plan was having the students design their own experiment. This required thinking from the students and many groups initially struggled but in the end six out of the seven groups could design their own experiments and one group needed my guidance. The students enjoyed this challenge and responsibility of designing their own experiment and this is something I will attempt to do more of in the future. During the starter, lots of conversation arose over the mixture or non mixture question, indicating interest and curiosity. The questions were designed to generate conversation and interest in science I believe this was achieved. I am beginning to develop my questioning so that conversation arises and the answer is not simple and straight forward. A weakness may be that the learning achievement criterion was a little hard to define for this lesson due to the experiment being prepared for the next lesson. Evaluation of your Teaching (Comment on: your ability to scaffold student’s learning in terms of your science knowledge, the effectiveness of your various teaching skills and strategies including questioning, formative assessment etc; your behavior management skills; and areas you need to improve and how you can achieve this. I am happy with my teaching this lesson. I feel I captured the interest of the students and engaged the students in thinking activities. I asked questions that lead to discussions amongst the students and this is something I will further try and develop because I think this is a very effective teaching strategy. The students were mainly assessed through one on one interaction with the students. By assessing the students one on one I can understand their thinking processes and therefore make a better evaluation of student learning. This is something I am big on and will continue doing throughout future lessons.