Lesson Plan 2/3 – 7-10 Science

Topic area: Stage of Learner: Syllabus Pages:

CW3 4 115
Date: Location Booked: Lesson Number: 2/3
Term 3 Week 1 Classroom / Lab
Time: 60 minutes Total Number of students: Printing/preparation:
30 (10 groups of 3) Science is fun Scaffold 30
Separations Scaffold 30
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)
relate a range of techniques used to separate the components of some common mixtures to the physical principles
involved in each process, including filtration, decantation, evaporation, crystallisation, chromatography and
distillation

Cross-curriculum priorities:

General capabilities:

Information and communication

technology capability
Literacy
Numeracy
Personal and social capability

Assessment:

Scaffold/Worksheet and photograph.

Equipment Needed:

Powerade solutions from last week, 10 mixtures of gravel and sand in water bottle

Teacher Demonstration x1 - retort stand, boss head, clamp, filter funnel, filter paper, beaker

Student x10 - retort stand, boss head, clamp, filter funnel, filter paper x2, beaker

Camera to photograph filtration equipment set up.

 Lesson Overview: Sequence Lesson 2 of 3
Visual recap of last lesson and discussion of
definitions and concepts.
Questioning.
Introduction – What are the goals for this lesson
(Power point presentation)
Scaffold/Worksheet – What Separation
Techniques are these?
Formative Assessment / Feedback
Watch Video
https://www.youtube.com/watch?v=KORaKEYU9LU,
(7min) Put CC captions on. (Deaf students).
Teacher Demonstration: Setting up laboratory
filtration equipment & folding filter paper including
Safety prompts.
Folding filter paper – 2 options presented.
Group Work in lab – Set up Filtration equipment
(groups of 3). Filter gravel water mix and POWERADE Centre for Inquiry Based Learning (2017).
mix. Predict what will happen. Inquiry based.
Fill in Scaffold/Worksheet. (Homework –
Separating Techniques Scaffold/Worksheets and
4.2 Unit Review from textbook)
Who is this scientist and what did they do?
Extra Time – Numeracy Game
QLE – Quality Learning Environment
QTM – Quality Teaching Model
HITS – High Impact Teaching Strategies
UDL – Universal Design for Learning
Vic Dep of Ed. (2017). HITS -
Structuring lessons.
Kyriakides et al, (2013). Connecting previous
and following lessons. Concept overview.
Communicating activity transition.
Vic Dep of Ed. (2017). HITS - Questioning.
Vic Dep of Ed. (2017). HITS - Setting Goals.
Vic Dep of Ed. (2017). HITS - Feedback /
Metacognitive strategies.
Vic Dep of Ed. (2017). HITS -
Direct instruction including
Gore (2007). QTM Significance - narrative
and QTM Intellectual Quality - substantive
communication.
UDL (2012) - multiple means of
representation (ICT video)
Kyriakides et al, (2013). Linking theory to
practicals.
UDL (2012) - multiple means of action and
Expression.
Abrahams (2009) - Engagement.
Gore (2007). QTM/ Significance - inclusivity
QTM/QLE - social support, student regulation
& direction.
Vic Dep of Ed. (2017). HITS - Collaborative
Learning.
UDL (2012) - multiple means of assessment
(pictures/ scaffolds removed)
Vic Dep of Ed. (2017). HITS - Differentiation
Kyriakides et al, (2013). Connecting previous
and following lessons.
 Time Teaching and learning actions
Intro
Recap the last lesson by using pictures and asking questions – 1) solutions and conical
7 min
flasks, 2) Mixture of solids, lollies, 3) Aqueous, containing water, 4) Solutions (special
types of mixtures) that contain solutes (solid) and solvents (liquid) mixed together, 5)
What is a solution, what does dissolve mean? 6) Water molecule, 2 atoms of hydrogen,
1 atom of oxygen, chemical equation, another way of representing a water molecule
showing electrical charges, electrons and polarity δ.

Introduce Topic – Goals for the lesson: To Learn about Separating Mixtures

Body
Using Power Point Presentation and class discussion teach students concepts of:
7 min
filtering, decanting, evaporating, crystallisation, chromatography, distillation. Ask
students to give examples from everyday life. (Fill out scaffold/worksheet).

Watch Video https://www.youtube.com/watch?v=KORaKEYU9LU, Stop video at

10 min
intervals and ask questions to make sure students are listening. Tell students they will
need to complete scaffold/worksheet based on video for homework. (Use CC captions to assist
children with hearing disabilities). Complete Separating Mixtures and Solutions
Worksheet/Scaffold. Answers to video questions:
1) Use substances physical properties
2) Salad and trail mix
3) Sugar
4) Using her fingers based on colour, texture and physical features
5) Sieving or staining
6) By magnetism
7) Because the sand and iron filings are the same size
8) Flotation,
9) Because of density, cork floats.
10) By filtration
11) A special mixture where one substance dissolves into the other.
12) By boiling and evaporation. Salt is left in the pan, water has evaporated into the
atmosphere.
13) Mix the salt and pepper with water, stir to dissolve the salt. Filter off the pepper.
Boil the water to separate the salt.
14) Filtration and evaporation.
15) 6, fingers, straining, magnetism, sinking and floating, filtering, evaporating.

5 min Teacher Demonstration: Setting up laboratory filtration equipment &

folding filter paper including Safety prompts.

Group Work in lab – Set up Filtration equipment (groups of 3).

25 min
Predict what will happen.
Filter gravel water mix and record findings.
Filter POWERADE solution and record findings.
Inquiry based.
Pack up. If finished early, complete scaffold / worksheet / homework at desk.
Conclusi Homework – Finish the in Separating Mixtures and Solutions Worksheet (Scaffold) and
on
4.2 Unit Review from textbook
Who is this scientist and what did he do?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Ask students what they 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 Worksheet/Scaffold based on video. Separating Mixtures
SC4-4WS Worksheet/Scaffold Science is fun, predictions.
SC4-6WS Practical Worksheet/Scaffold, Science is Fun
SC4-7WS Worksheet/Scaffold Science is fun, photograph

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
1.5 Differentiate teaching to meet the specific learning needs of students
across the full range of abilities
1.6 Strategies to support full participation of students with disability
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)
3.2 Plan, structure and sequence learning program
3.3 Include range of teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student 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?
Splashes in eye – wear safety glasses
Movement – walk in orderly manner
Demonstrations – carried out with verbal safety instructions and role modelling
correct laboratory conduct.
Glassware – cuts, keep beakers on lab bench away from edge. Substitute glassware
with plasticware where possible.
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)

Abrahams, I., (2009). Does Practical Work Really Motivate? A study of the affective value of practical work in

secondary school science. International Journal of Science Education 31(17). DOI:

10.1080/09500690802342836 Retrieved from

https://www.researchgate.net/publication/47550225_Does_Practical_Work_Really_Motivate_A_study_of

_the_affective_value_of_practical_work_in_secondary_school_science

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.

Kyriakides, L., Christoforou, C. and Charalambous, C. (2013). ‘What matters for student learning outcomes: A

meta-analysis of studies exploring factors of effective teaching,’ Teaching and Teacher Education, 36,

143-52.

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

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

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.
http://russian7.ru/post/pochemu-mendeleev-ostalsya-bez-nobelev/
https://www.ebay.co.uk/itm/Russia-Oil-Petroleum-Vodka-Chemist-Dmitri-Mendeleev-Periodic-Table-stamp-
1951-/181808226086
https://www.google.com/search?q=solvent&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjdz9axtuHcAhXDzmEKHUEfCw0Q_AUICigB&biw=1066
&bih=631#imgrc=eG7UM7dxj9iV9M:
https://www.google.com/search?q=mixture&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi4s9yht-
HcAhVD7WEKHUoYAUwQ_AUICigB&biw=1066&bih=631#imgrc=5bSQlKsf7WcyWM:
https://www.google.com/search?q=aqueous&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj47vaEuOHcAhVYMt4KHUSoAf4Q_AUICigB&biw=1066
&bih=631
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj
AnpX2wObcAhUIbrwKHSBbCfEQjRx6BAgBEAU&url=https%3A%2F%2Fslideplayer.com%2Fslide%2F3452
019%2F&psig=AOvVaw3roQsAPawah48zvbn0G4a9&ust=1534128703134027
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi4
35muv-
bcAhUNE4gKHQ9NDTgQjRx6BAgBEAU&url=http%3A%2F%2Fwitcombe.sbc.edu%2Fwater%2Fchemistryst
ructure.html&psig=AOvVaw2z7pwqmGxJRd3eBLpcV3m1&ust=1534128250979110
http://library.thinkquest.org/11430/research/filtration.htm
http://chemskills.com/?q=classifying_mhttps://www.youtube.com/watch?v=J05F1fdZ-Zgatter
http://paper.fodo.us/what-is-fluted-filter-paper/
https://www.youtube.com/watch?v=J05F1fdZ-Zg
http://ciblearning.org/inquiry-exercises/
Previous Lesson Recap

Who was the scientist? What did she do?

1) What can you see here? (solutions – conical flasks)

https://www.google.com/search?q=solvent&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjdz9axtuHcAhXDzmEKHUEfCw0Q_AUICigB&biw=1066&bih=631#imgrc=eG7UM7dxj9iV9M
:

2) What is this?

https://www.google.com/search?q=mixture&client=firefox-b-ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi4s9yht-
HcAhVD7WEKHUoYAUwQ_AUICigB&biw=1066&bih=631#imgrc=5bSQlKsf7WcyWM:
 3) What doe Aqueous mean?
https://www.google.com/search?q=aqueous&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj47vaEuOHcAhVYMt4KHUSoAf4Q_AUICigB&biw=1066&bih=631

4) What is a solution?
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjAnpX2wObcAhUIbrwKHSBbCfE
QjRx6BAgBEAU&url=https%3A%2F%2Fslideplayer.com%2Fslide%2F3452019%2F&psig=AOvVaw3roQsAPawah48zvbn0G4a9&ust=15341287
03134027

5) What is a solute? What is a solvent? What happens when we dissolve the solute in
the solvent
 6) What is this?
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi435muv-
bcAhUNE4gKHQ9NDTgQjRx6BAgBEAU&url=http%3A%2F%2Fwitcombe.sbc.edu%2Fwater%2Fchemistrystructure.html&psig=AOvVaw2z7pw
qmGxJRd3eBLpcV3m1&ust=1534128250979110

What are the goals for this lesson (Power point presentation)

Students fill out work sheet (printed from end of Power point presentation)

Science is Fun (Groups of 3)

Filtration Practical and Scaffold/Worksheet.

Step 1
Collect this ….  Safety glasses

1 box containing:
 Retort stand
 Clamp and boss head
 Filter funnel and 2 filter papers
 Beaker and a spoon (glass rod)
 Bottle of gravel/sand and water mix
 Bottle of POWERADE solution

Step 2
Do this ….
1. Prepare your workbench.

2. Set up the filtration equipment as per the following

diagram:

http://library.thinkquest.org/11430/research/filtration.htm

3. Go to step 3 and answer the prediction questions (3.1 and

3.2).

4. Filter the gravel/sand and water mixture. Record what

happened under 3.3.

5. Filter the POWERADE solution. Record what happened

under 3.4.

6. Take a Photo of your filtration equipment set up. Be sure

to put your names on your work before taking the photo.

Step 3
 Write down
…. 3.1 Predict what will happen when you filter the gravel/sand
mixture. Write it down below.

_____________________________________________________

3.2 Predict what will happen when you filter the POWERADE
solution? Write it down below.

3.3 What happened when you filtered the gravel/sand mixture?

3.4 What happened when you filtered the POWERADE solution?

Step 4

Explain the outcomes of the two filtration scenarios in terms of

difference.

_____________________________________________________
How to fold filter paper:

http://chemskills.com/?q=classifying_matter

http://paper.fodo.us/what-is-fluted-filter-paper/
 Separating Mixtures and Solutions Scaffold/Worksheet
Watch video
https://www.youtube.com/watch?v=KORaKEYU9LU
And answer questions below:

1. What principals can we use to separate mixtures and solutions?

2. Give an example of a mixture?

3. What is the solute in the drink mixes?

4. How does the first assistant separate the solid mixture, what principals does she use?

5. How does David separate the sediment?

6. How does Erin separate the iron filings and sand?

7. Why can’t she use a sieve?

 8. In the two-step separation process how does Christopher separate the sand and the
cork?

9. Why does the method used in question 8 work?

10. How does David separate Christopher’s sand and water mixture?

11. What is a solution? Give an example of a solution from the video.

12. How does Christopher separate the salt and water? What is left in the pan? Where has
the water gone?

13. Describe how you could separate a mixture of salt and pepper using a two-step
separation process.

14. List the six types of separation techniques shown in the video.

Extra Time

1) https://www.youtube.com/watch?v=J05F1fdZ-Zg – (1:54min) Separating Byro ink by

chromatography.
2) 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/

3) http://www.sciencequiz.net/newjcscience/jcchemistry/septechniques/filtration_diag_mat.htm
Homework – 15 minutes of homework from 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 153-154).