Lesson Plan A

KLA: Science Stage of 4 Lesson 60

Learner: Duration: minutes
Safety General Lab and classroom safety Printing / Print out all worksheets and
Considerations: protocols apply. View Appendix 2 for Preparation: have laptop trolleys booked.
further safety requirements.

Knowledge and Chemical World Working Scientifically Conducting

Understanding(K&U) (WS) Strand(s): Investigations
Strand:
K & U outcome(s): describes the observed WS outcome(s): follows a sequence of
properties and behaviour instructions to safely
of matter, using scientific undertake a range of
models and theories investigation types,
about the motion and collaboratively and
arrangement of particles individually SC4-6WS
SC4-16CW

K & U context CW1 The properties of the WS context WS6 Students conduct
statement: different states of matter statement(s): investigations by:
can be explained in terms
of the motion and
arrangement of particles.
(ACSSU151)

K& U content A) describe the WS content A) collaboratively and

descriptor(s): behaviour of descriptor(s): individually
matter in terms of conducting a
particles that are range of
continuously investigation
moving and types, including
interacting 
 fieldwork 
 and
experiments,
B) relate an increase or ensuring safety
decrease in the and ethical
amount of heat guidelines are
energy possessed followed
by particles to (ACSIS125,
changes in particle ACSIS140) 

movement 

C) selecting equipment
to collect data
with accuracy
appropriate to the
task (ACSIS126,

 ACSIS141) 

Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Describe behaviour of particle matter Students are able to describe solids, liquids and
gases.
Define: Melting point, Boiling point, particle Students be able to define and use such words in
energy, and temperature sentence.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.5 Examples of Metalanguage present in this lesson: Matter, Particle arrangement, melting point,
Metalanguage boiling point, temperature, heat, cooling.
2.2 The practical activity will engage the students in the lesson as it is designed to be fun and quick.
Engagement

3.1 At the beginning the teacher will be asking if anyone has heard of the world ‘matter’. This helps
Background the teacher refocus depending on the level of knowledge the kids have,
Knowledge

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Welcome the class and Mark the Sits down and listens Appendix 1-
mins roll. We are starting a new unit of PowerPoint slides
work- chemical world. Outline
what the lesson consists of.
(PowerPoint slide on Slide no. 1)

5 Write the word ‘matter’ on the Responds with Whiteboard and

mins board and put a circle around it. Solids marker
Ask the class what comes to their Liquids
mind when they see this? Then Gas
write ‘solids’, ‘Liquids’ and ‘gas’
around it. Ask the class, what does States of matter
these terms mean? Students take down notes

Body of Lesson:
Time Teacher Activity Student Activity Resources
5 Bring up the PowerPoint slides Participate in the discussion and Student’s writing
mins again and explain the states of copy down the table on the books
matter. Get them to copy down PowerPoint.
the table on slide 3 as it briefly
explains the differences of the
three states.

15 Quick Practical Activity- Comparing Separates into their groups, Appendix 2 for
mins solids, liquids and gases. Hand out gathers equipment and follows Practical activity and
the methods sheet instructions on the sheet. Potential Risk
Complete the table on the sheet. assessment.

5 Ask the class what results they got Discuss the results and answer any Appendix 3- Results
mins and compare. questions. for the practical
activity.
When you drew water into the Air balloon went into the
syringe, did you make sure that atmosphere (of the classroom)
you filled it entirely with water?
There should have been no air
bubbles. This way, you were able
to clearly test the compressibility
of the water.
Where did the air balloon go
when you released the opening?

5 Literacy tasks- Define and describe Students utilise textbook or PowerPoint slide 5.
mins words on the PowerPoint slide internet to find out the definition
about heat energy and particle
movement. E.g.:
 - Energy
- Temperature
- Melting point
- Boiling point

5 Go through the Answers Participate in the class discussion Written answers in

mins Teaching points- Energy is the and contribute their answers. their writing books
capacity of a physical system to
accomplish work. Temperature is
the measurement of kinetic energy
of the particles which compose the
matter.
5 Some thinking questions Participates in the discussion and Interesting point
Mins What is the melting point of answers the questions. taken from core
water? science stage 4
What is the boiling point of water? teacher’s guide.
Some interesting points:
Does anyone know the material
with the highest melting point? Its
an alloy (metals mixed is called an
alloy) called tantalum Hafnium
Carbide with a melting point of
4500 degrees.

Tungsten has the highest boiling

point of the all the elements at
5555 degrees Celsius.

Conclusion:
Time Teacher Activity Student Activity Resources
5 Conclude with the main points of Listens and participates in N/A
mins the lesson. Redefine what boiling discussion.
point, melting point, freezing point
and energy.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Describe solids, Class discussion when student answer and ask questions. The Practical activity
Liquids and gases will give them a visual representation of what a solid, liquid and gas interact.
Literacy TASK Define the following words in their notebooks
Reflection:
 What have I learned about Since it is a new unit of work, students should be introduced to it in a
teaching and learning creative and fun way so that they’re engaged in the lesson. Will be
processes when preparing carrying through the second outcome into the next lesson since a practical
this lesson? activity will be a visual way to learn.

Other Considerations:
Complete the table below 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
3.4 Select The practical activity is a great resource to help students learn the concept in a visual
and use way.
resources
2.2 content The organisation of his lesson starts at the beginning of the content dotpoint, thus the
selection & progression into harder content is simplified.
organisation

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Practical Activity- Arena, P., Warnant, P., Burrows, K., Lofts, G., Evergreen, M., (2013)Core science Stage
4 complete course (pp37-58), John Wiley and sons.
Interesting points- Arena, P., Warnant, P., Burrows, K., Lofts, G., Evergreen, M., (2013)Core science Stage
4 complete course (pp37-58), John Wiley and sons.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
APPENDICES
8/9/17
Appendix 1- PowerPoint Slides

WHAT’S THE MATTER?

• Everything in the universe is made up of matter

• There are 3 main states of matter – SOLID, LIQUID and GAS.

Chemical World

WHAT ARE THE PROPERTIES?

Practical Activity-
SOLID S LIQUID S GA S

comparing solids,
liquids and gases.
Par ticles ar e ver y closely Par t icles ar e r andomly
ar r anged ar r anged
Rigid Not r igid Par t icles ar e r andomly
Fixed shape No fixed s hape (t ake the ar r anged
Fixed volume shape of t he cont ainer t hey Not r igid
ar e in) No fixed s hape
Fixed Volume No fixed volume

DEFINE DEFINE

• ENERGY- Capacity of a physical system to accomplish work

• ENERGY
• TEMPERATURE- Measurement of kinetic energy of the particles
• TEMPERATURE • MELTING POINT- The temperature at which a given solid will melt

• MELTING POINT • BOILING POINT- The temperature at which a liquid boils and turns
into vapor
• BOILING POINT • FREEZING POINT- The temperature at which a liquid turns into a
solid when cooled
• FREEZING POINT

1
Appendix 2- Practical Activity

AIM:

MATERIALS:**

·!
·!
·!
·!
·!

METHOD:**

!
!
!

!
!
!
*
RESULTS: yes/no'

SUBSTANCE* STATE*OF* CAN*THE*SHAPE* DOES*IT*TAKE*UP* CAN*IT*BE*

SUBSTANCE* BE*CHANGED* SPACE?* COMPRESSED?*
EASILY?*
Ice*Cube*
Water*
Air*

Risk Assessment for the Practical-

Risk Prevention
Glass breakage- Be CAUTIOUS with handling the beaker. If it breaks, alert the teacher, clean with
BEAKER broom and dustpan and throw in the sharps disposal.

Appendix 3- Results for the table

 Lesson Plan B
KLA: Science Stage of 4 Lesson 60
Learner: Duration: minutes
Safety General lab and classroom safety Printing / Have all worksheets printed
Considerations: protocol applies. Preparation: and ready to handout.

Knowledge and Chemical World Working Scientifically Conducting

Understanding(K&U) (WS) Strand(s): Investigations
Strand:
K & U outcome(s): describes the observed WS outcome(s): Follows a sequence of
properties and behaviour instructions to safely
of matter, using scientific undertake a range of
models and theories investigation types,
about the motion and collaboratively and
arrangement of particles individually SC4-6WS
SC4-16CW

K & U context CW1 The properties of the WS context WS6 Students conduct
statement: different states of matter statement(s): investigations by:
can be explained in terms
of the motion and
arrangement of particles.
(ACSSU151)

K& U content B) relate an increase or WS content A) collaboratively and

descriptor(s): decrease in the amount of descriptor(s): individually
heat energy possessed by conducting a
particles to changes in range of
particle movement investigation
types, including
D) relate changes in the fieldwork 
 and
physical properties of
experiments,
matter to heat energy and
ensuring safety
particle movement that
and ethical
occur during observations guidelines are
of evaporation,
condensation, boiling, followed 


melting and freezing 
 E) recording

observations and
measurements
accurately, using
appropriate units
for physical
quantities 

Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Relate the role of heat energy in particle Students be able to identify physical changes that
movement undergoes between the states of matter using
scientific knowledge.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Deep The students are able to relate the observations from the practicals to realistic situations. E.g.
understanding Making a cloud practical
2.2 Students will be engaged in the lesson as they will be doing two short practical where they are
Engagement separated into their groups. Visual learning tool can always aid in furthering their knowledge.
3.1 The lesson is a continuation from the last lesson so students are able to apply their knowledge to
Background this session.
Knowledge

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
3 Welcome the class and mark the Students sit down and listen. Hand out both
mins roll. Briefly outline the lesson plan practicals.
and let students know that the Break off into the groups and
lessons will consist of practicals. begin to collect equipment Prac 1- Observing
The first practical will be a needed. changes of state
 continuation from the last lesson.
Hand out the practicals. Let Prac 2- Making a
students know to break off into cloud
their groups and collect the
equipment needed for the first Both on Appendix 1
practical named “Observing and 2, respectively
change of state”.

Body of Lesson:
Time Teacher Activity Student Activity Resources
20 “Observing change of state” Follows instructions on the Practical materials, as
mins Practical. Practical sheet given. listed in Appendix 1.

15 “Cloud in a Jar!” Practical activity Students follow instructions on the Practical materials, as
mins practical sheet. listed in Appendix 2.

2 Pack all the equipment and come Divide equipment between groups N/A
mins back to seats. If things need to be and put as much away as they can.
cooled down, leave them on the
bench till end of class, where time
will be given.
 15 Class discussion about the results. Participate in the class discussion Notebooks to take
mins Stand at the front. and provide answers, in terms of down notes for
Practical 1. the properties of matter. students.
Questions- At what temperature
did all the ice melt? The bubbles Take notes.
begin to form? What temperature
did it boil?

What happened when the cold

spoon was placed near the
vapour? What was in the bubbles?

Practical 2
Questions- After this experiment,
what do you think you need to
make a cloud?
Pouring hot water and trapping it
into the jar created moisture.
When the warm air rose to the
top, it was cooled by the ice on top
of the watch glass. When it cooled,
it turned back to liquid but needed
to condense onto a surface. The
hairspray (aerosol) provided the
surface for the water to condense
into tiny droplets. The cloud
circulated in the jar because of the
warm air rising and the cold air
sinking.

Explain in terms of physical

properties of matter, heat energy
and particle movement.
Conclusion:
Time Teacher Activity Student Activity Resources
5 Lets students pack up and clean up Clean up and pack up their N/A
mins the rest of the equipment. Make benches.
sure the benches are wiped down,
ready for the next class.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Relate the role of Class discussion, a form of informal formative task where students are called
heat energy in upon to answer.
particle movement

Reflection:
 What have I learned about This lesson may not stick to the time given, however, I believe that it will
teaching and learning be fun and interesting for the students. Hopefully, they will be well
processes when preparing behaved and prepared with answers.
this lesson?

Other Considerations:
Complete the table below 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
3.1 Establish The students are faced with the word “relate” which requires higher order thinking.
challenging
learning
goals
3.3 Use There are discussions and practicals in this lesson, suitable for all students. It helps to
Teaching reach out to all types of students.
strategies

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Practical 1, Observing changes of state - Arena, P., Warnant, P., Burrows, K., Lofts, G., Evergreen, M.,
(2013) Core science Stage 4 complete course (pp37-58), John Wiley and sons.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

APPENDICES
Appendix 1- Practical 1; Observing changes of state
 FIRST&HAND&INVESTIGATION/&OBSERVING&CHANGES&OF&
STATE&

AIM:

MATERIALS:**

·! Bunsen*Burner* ·! Heatproof*mat*and*Matches**
·! Matches* ·! Tripod*
·! Gauze*mat* ·! Thermometer*(?10*to*110° C*)*
·! Watch*(With*second*hand)* ·! Spoon*
·! 100ml*beaker* ·! Ice*cubes*
·! Safety*glasses* ·! Lab*coat**

METHOD:*

!
!
!
!

RESULTS:*

TIME(MINS)* 0* 1* 2* 3* 4* 5* 6* 7* 8* 9* 10*

TEMPERATURE*
(° C)*

RISK* PREVENTION*
Bunsen*Burner*can*cause*burns*

Hot*vapor*

Glass?*Beakers,*thermometers.*

Appendix 2- Practical 2; Cloud in a Jar!

AIM:

MATERIALS:*

·!
·!
·!
·!
·!

METHOD:**

!
!
!

RISK*ASSESSMENT:*

RISK* Prevention*
Boiling*water*and*water*vapor*

Glass*breakage*

Lesson Plan C
 KLA: Science Stage of 4 Lesson 60
Learner: Duration: minutes
Safety All classroom and lab safety protocol Printing / Print out all handouts and
Considerations: apply. Preparation:

Knowledge and Chemical World Working Scientifically Processing and

Understanding(K&U) (WS) Strand(s): Analysing data and
Strand: information
K & U outcome(s): describes the observed WS outcome(s): processes and analyses
properties and behaviour data from a first-hand
of matter, using scientific investigation and
models and theories secondary sources to
about the motion and identify trends, patterns
arrangement of particles and relationships, and
SC4-16CW draw conclusions SC4-
7WS

K & U context CW1 The properties of the WS context WS7.2 Students analyze
statement: different states of matter statement(s): data and information by:
can be explained in terms
of the motion and
arrangement of particles.
(ACSSU151)

K& U content c) use a simple particle WS content D) using scientific

descriptor(s): model to predict the descriptor(s): understanding to
effect of adding or identify
removing heat on relationships and
different states of draw conclusions
matter
 based on
students' data or
e) identify the benefits secondary sources
and limitations of using
E) proposing inferences
models to explain the
based on
properties of solids,
presented
liquids and gases 
 information and
observations 


Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

 Predict the effects of adding or removing heat on Uses scientific knowledge and secondary sources
different states of matter to form predictions on the effects of adding or
removing heat on different states of matter
Identify the limitations in using particle models Is able to identify limitations of using particle
models to describe states of matter by using their
own data or secondary sources.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 Deep Students are required to construct particle models of their own and discuss the limitations of
knowledge using them to explain the different states of matter.
2.6 Student’s Students are invited to to be creative and make their own construction using molecule kits and
Direction or equipment from the lab.

3.4 Inclusivity The modeling activity can help all students bring out their creativity.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Welcome the class and mark the roll. Sits down and have notebooks Whiteboard, Marker
mins Briefly remind the class of last ready and writing books of
lesson’s activities. Outline today’s student’s.
lesson plan- Practical Demonstration
activity (a short one)
Prior to class, water has been boiled
and kept in a water bath.

Body of Lesson:
Time Teacher Activity Student Activity Resources
15 Carry out the practical activity as per Watch and take down notes on Practical
mins instructions on the board: observations and as teacher talks Demonstration
Aim: To determine the effect of through the demonstration as activity.
heating and cooling gas well.
 1. Two water baths have been set
up. One with hot water and one
with Cold water (ice).
2. Place a conical flask on both
baths.
3. Place a balloon around the mouth
of the flask
4. Watch for the inflation and
deflation on addition and removal
of heat.
Risk assessment- Hot water bath is
hot and can cause burn. Wear safety
glasses and lab coats.

5 Discussion time- How does this Participate in the discussion, takes

mins work? Addition of heat inflates the notes down as teacher states the
balloon and removal of heat with concepts
deflate the balloon. E.g. Hot air
balloons. Integrate particle model.
Air expands when its heated thus it
inflated the balloon. Air molecules
move faster and faster as
temperature began to rise and
filled out the balloon. When eat
was removed, (cold water) the air
particles began to contract, took
up less space and balloon deflated.
20 Modelling task- Students to pair up with the Molecule kits
mins person sitting net to each other
Students will work in pairs and and continue with the task.
construct models to represent
particle arrangement in the three
states using the molecule kits
provided. They may use other
science equipment available within
the class, after approval from the
teacher.

While students are working, pack

up and put away the equipment
used for the demonstration (5-10
mins)

Walk around and observe what

students use other than the
molecule kit provided.
 10 Discuss the limitations and Participate in the discussion. And
mins benefits of using models to explain takes down notes.
the properties (advantages and
disadvantages).

Conclusion:
Time Teacher Activity Student Activity Resources
5 min Give students time to pack up the Pack up and clean up any rubbish
kits and put them away so that
they are ready for next lesson.
State that each student is to write
down the limitations that they
discussed in their books if they
have not done so. (Homework)
This will be gone over next lesson.
Dismissal.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Discussing the The students are to do a presentation and this will be a formative task.
limitations of using
particle models

Reflection:
What have I learned about There aren’t a lot of resources (worksheets) in this lesson because I
teaching and learning wanted to the students to be able form predictions and conclusions
processes when preparing without having to look at worksheets. They need to be able to write down
this lesson? notes as the teacher answers specific questions.

Other Considerations:
Complete the table below 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
3.5 Use The entire lesson is based on teacher- student collaboration. While the
effective demonstration is happening, students pitch with the discussion.
classroom
communication
 1.5 There is a demonstrations and discussion activity for students who learn best by
Differentiate visual and auditory. There is a modelling activity activity for the creative minds and
teaching to kinetic learners.
meet the
specific
learning needs
of students
across the full
range of
abilities.

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Demonstration activity (ADAPTED FROM): Steve Spangler science,

https://www.stevespanglerscience.com/lab/experiments/balloon-expansion-sick-science/, Accessed
03/08/2017.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
JUSTIFICATION
The class begins with a brand new unit of work; The chemical World. The lesson asks them to describe the
properties of matter, states of matter, scientific models and theories about motion and particles. The
objective of the first lesson is to identify the background knowledge the students have in relation to matter
and the states of matter. They are confronted with possibly a fairly new word for some students.
Therefore, to engage the students in the content, a practical activity has been planned to help them
compare solids, liquids and gases. Students learn in various ways; a simple practical can motivate students,
stimulate interest in the subject area and enhance the learning of scientific knowledge and practices
(Millar, 2004). The class discussion will help students to formulate their own questions as implemented by
the inquiry based learning model. Students are asked to do their research for the literacy tasks, thus
including technology within their learning. This lesson also focuses on group work, which has been proven
a great incentive for learning, especially in science. Students are required to interact and cooperate with
each other in order to reach a conclusion. Chiraic (2014) further explains through their study that 97% of
students mentioned that working in groups facilitated their learning and collaborative approach.

The second lesson again puts focus on the idea of inquiry based learning. The lesson involved two practical
activities that requires students to think about the different reactions that solids, liquids and gases have on
everyday life. For example, the practical activity on “cloud making” lets the students think about the basic
elements needed for a cloud to form in the sky. This activity also re-emphasizes the five E instructional
model to support the teaching in the class. The practical activities deeply engage the students as it
stimulates curiosity and helps to retrieve background knowledge about the real life phenomenon. The
students explore the idea of hat makes a cloud and be able to explain the correlation between the
different states of matter. The discussion session at the end of the practical allows for further explanation
where the teacher is able to ascertain the student’s learning development so far and plan to further
elaborate on their prior knowledge (Skamp & Peers, 2012). Cooperative learning is another learning
practice that the first two lessons promotes collaboration when working in groups. Brown’s (2004) explains
the theory of student-centred learning, where it provides students the freedom to assess self involvement
in the groups and challenge the different perceptions that arise.

The third lesson is solely based on teacher directed approach to learning. This brings qualities such as
listening, negotiating and problem solving and according to Prater, Bruhl & Serna (1998), students in the
teacher directed area, improved their skills in problem solving far more than pupils in the student directed
area. When in comes to practical activities, there should be instruction and demonstration purely because
it helps the students understand the underlying concept behind the practical activity. The third lesson
involved a demonstrator practical where the teacher will show the class a first hand investigation behind
the concept of heat on the states of matter. Even though this lesson is not based on the concept of enquiry
based learning, discussion was held after the experiment where the students had room to ask questions
and think beyond the activity and apply it to real life situations. Classroom obedience skills are met more
adequately when there is an authoritative figure in front of the classroom, according to Prater, Bruhl &
Serna (1998).

STEM (Science, technology, engineering and mathematics) has been implemented by several educational
programs. Integrating STEM in the lessons will be a turning point in the classroom as it gives students a
bigger cope for learning incentives (Borrego & Henderson, 2014). The task involves the students to
construct their own models, using molecule kits and other equipment available in the science lab to
represent particle arrangement for the different states of matter. This task will mainly cover the content
dotpoint ‘identify the benefits and limitations of using models to explain the properties of solids, liquids
and gases’. It involves the creation of the model and a presentation of their model to the class. Students
will be assessed on their knowledge and understanding of the particle model, the evaluation of the
limitations of using a model to present the particle theory, as per the content dotpoints. The curriculum
and education amendments suggests that students tend to disengage from science and lose interests in
class when only worksheets are presented. Integrating STEM into lessons can help the students re focus
and apply the knowledge gained to problems that can arise when pursuing further education or a career
(Laboy-Rush, n.d).
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