2. Table of Contents
• Learning Strategies from 2 Resources
(Related with 5e Instructional Model)
• Overview of Lesson Plans (3 Periods)
• Activities for Lesson Plan (1 Period)
• Activities for Lesson Plan (2 Periods)
• Demonstrate learning activity
(micro-teaching)
3. Learning Strategies from Resources
• Alberta Education, Alberta, Canada
• Turkish Science Education
• Strategies related to 5e Instructional model.
– Deal with students’ existing ideas and concepts
– Encourage students to apply new concepts/skills into context
(meaningful learning)
– Encourage students’ participation and inquiry in lessons
– Provide feedback and continuous assessment
4. Dealing with students’ concepts/ideas
• Common belief that students are “empty vessels”
where ideas could be poured into them.
• Students have prior knowledge about events and
phenomena.
• Possible misconceptions and ideas need to be
addressed.
• Access pre-existing knowledge.
– Review previous work
– Question and answer
– Group discussion
– Brainstorming
5. Apply new concepts/ideas into context
• Framework of understanding (mental context)
1. Imaginary
2. Experienced
3. Investigative
• Isolated knowledge ‘packages’ – concepts not related to
their lives.
• Actively link new knowledge to existing knowledge
structure.(meaningful learning)
– Link with events & memories & personal values
(shape understanding)
6. Participation and Inquiry
• Experience ‘cognitive conflict’ creates intellectual development.
– Analysing Data
– Make comparisons
– Prepare reports
– Communication
• Develop psychomotor skills
– Make observations
– Record data
– Set-up apparatus
• Attitude towards learning
– Independent
– Inquisitive
7. Feedback and continuous assessment
• Identify and correct misconceptions at early stages.
• Make improvements on teaching methods/approach
• Students to have more control over their learning.
• Feedback- to modify learning behaviour.
8. Overview of Lesson Plan – 1 Period
Level Primary 4
Class size 30
Duration 1 Period (30 minutes)
Ability Mixed Ability – Kinaesthetic and Visual Learners
Topic Expansion and Contraction
Skills and Communication, observation & comparison
Processes
Prior Knowledge • Heat is a form of energy.
• Heat flows from hotter to a colder object till the same temperature is
reached
• Change in temperature of an object is heat gain or loss of heat by the
object.
Learning Outcomes • Relate heat causes change in state of matter.
• Recognize that heat also causes expansion and contraction of objects.
• Relate expansion as heat gain and contraction as heat loss.
Learning • Classroom
environment
9. Overview of Lesson Plans – 2 Periods
Level Primary 4
Class size 30
Duration 2 Period (60 minutes)
Ability Mixed Ability – Kinaesthetic and Visual Learners
Topic Expansion and Contraction of Solid, liquid and gas.
Skills and Communication, use of apparatus, observation & inference
Processes
Prior Knowledge • Heat is a form of energy
• Heat causes change in state of matter.
• Heat also causes expansion and contraction of objects.
• Expansion as heat gain and contraction as heat loss.
Learning Outcomes • Observe and state the effects of heat on solid, liquid and gas
• Infer and relate effects of heat to gain and loss of heat
Learning • School laboratory
Environment
10. Activities for Lesson Plan (1 Period)
• Watch a video on Ice melting and evaporating.
• Answer questions with regards to the video.
• Relate video to heat causing changes of state
• Conduct class activity.
• Relate class activity to heat causes expansion &
contraction of objects.
• Relate class activity to expansion as heat gained
and contraction as heat loss.
11. Activities for Lesson Plan (2 Period)
• Set-up 5 experiment stations.
Station 2 Station 3
Station 1
(Cold water) (Hot water)
Station 4 Station 5
(Hot water) (Cold water)
12. Activities for Lesson Plan (2 Period)
• Give instructions and provide worksheets for the experiments to
facilitate flow of class activity.(10minutes)
• 6 students per group assigned to each station.
(5 minutes per station)
• Time taken for students to complete all experiments (30minutes)
• Discussion of their observation and inference with the teacher.
(15minutes)
• Relate effects of heat gain and loss with our daily lives and
conclude.
1. Gap at the railway track.
2. Transmission cable.(5minutes)
