Name of Teacher
Topic
Anum Fatima
Hareem Rehan
- inspired from Miss Syeda Maida Bukhari PP-II , Karachi
Changing states of matter
Subject
Science
Date
5- 6 th October 2020
Class
Attainment Target
V
Learning
Outcomes
- Know the molecular arrangement in 3 states of matter through rings arrangement activity
- Differentiate types of matter in terms of shape, mass, volume and ease of flow through experiments (mentioned)
Content and
teacher activity
Duration 80 mins
1. Understand that matter exists in three physical states; e.g., water exists in 3 physical states in nature.
2. Investigate and compare the properties of solids, liquids and air in terms of mass, volume, shape and ease of flow.
Student activity
Tim
e
Learning
materials
and
resources
Formative
assessment
Teacher will
demonstrate that
some states of
matter can flow and
some cannot, some
states of matter are
able to change
shape while solids
cannot.
She will take the
student’’s feedback
on what they have
observed.
Teacher will
introduce
WALT,WIBLF and
TIB while students
are instructed to
draw KWL chart.
Teacher should
then demonstrate
that compressibility
of different states of
matter.Teacher will
facilitate that to
come to
conclusions.
Topic Launch:
(Engagement)
Set up the table with below mentioned resources: 1 duster, 2 empty jars, a transparent bottle
filled with 100 ml water,
Questioning:
Ask following questions:
• What would happen if I put this duster in this jar?
• Will any change occur if I pour this water into the jar?
• The empty jar is really empty or there is something present in there?
Take feedback:
Teacher will put the duster in an empty jar and pour water into another empty jar.
Ask students if there are any changes they noticed? If the desired answer is not established,
bring them to the point that duster didn’t change its shape while water turned into the shape of
the container.
Now again ask the third question and tell students they’ll infer whether this glass is
empty or filled with something through an experiment. Now introduce WALT, WILF and
TIB along with the scientific vocabulary by taking their feedback.
WALT: We are learning how solids, liquids and gases are formed scientifically.
WILF: What are the arrangement of molecules in 3 states of matter
TIB: How this difference in molecular arrangement affects the matter’s properties.
05
mins
1 duster
3 jars
Water in a
transparent
bottle
Verbal
responses
Balloon
A piece of
cloth for
cleaning (in
case water
spills on
table)
05
mins
Students will make a KWL chart in their copies.
Scientific Experiment :
(Exploration)
Teacher will demonstrate the following and students will be asked to infer the properties of
solids, liquids and gases:
- Compress the duster
- Compress the water will filled inside a plastic bottle
- Compress a blown balloon.
Students write their conclusion in their copies, and the teacher will facilitate the students to
connect the definite volume to compressibility.
20
mins
Spot checking
Teacher will put the duster in an empty glass and pour it onto the table. Then she will open the
water bottle and pour the water in the glass. Then she will take the rubber band off the balloon
and students will hear the gas flowing out of it.
Spot checking
Students should be able to conclude which state of matter can flow and which cannot.
Class discussion: (Reading resource: Science textbook pg. 29-34)
(Explanation)
A class discussion will be held in which students will recapitulate their findings on conducted
experiments.The teacher will jot down the important points on a flip chart/white board using a
scamper model or a table.
15
mins
Emphasize on molecular arrangement in all states of matter that affect the value of
compression and ease of flow.
10
mins
Development:
(Elaboration-1)
After assessing the students, science workbook activity 2.1 pages 22 - 23 workbook
and following questions will be done in copies:
Q1. How many states of matter did you explore?
Q2 .Draw the molecular arrangement in each state of matter in your copy and explain how
they are different from each other.
Q3. Define mass and volume?
Q4. Why do liquids take the shape of the container?
Q5. Give an example of how gas is being compressed.
Exit chit:
Q/A session and written work to describe and differentiate the properties of solid, liquid and
gas by attempting to complete the exercise on page 34 of their textbook all on their own.
Homework:
(Elaboration-2)
Students complete the questions and mentioned in above and the pages if left during the
class.
Online classes:
https://docs.google.com/presentation/d/1SM_VEig0BpV4pHjWldtgQbym8OhG2O1gOLhHP6L
Jk3E/edit?usp=sharing
Lesson Evaluation:
Strengths
Identify a way forward to improve this lesson
Areas for improvement
25
mins
Spot checking
Name of teacher
Anum Fatima
Hareem Rehan
- inspired from Miss Syeda Maida Bukhari PP-II ,
Karachi
Changing states of matter
Topic
Class
Attainment Target
Learning Outcomes
Content and
teacher activity
Subject
Science
Date
7-8th October 2020
V
Duration 40 mins
Know that air is a mixture of gases,know the properties and uses of gases including oxygen, carbon dioxide,nitrogen, and noble
gases
-
Identify that the air around us is made up of a mixture of gases
Acknowledge the composition of gases in air.
Understand importance of oxygen, uses of nitrogen and noble gases.
Identify that carbondioxide is an important gas whose increasing levels are causing global warming.
Student activity
Time
Learning
materials
and
resources
Formative
assessment
Teacher will indulge
students in an
active discussion.
She will introduce
WALT
WILF and TIB
She will divide the
class in groups
following the SOPs
for a reading
activity.
Students will view a
video attached in
google slides.
Teacher will
facilitate the
discussion of the
group activity and
direct it towards the
workbook
questions.
Teacher will use
the whiteboard to
ensure students
write the questions
in their copies.
Topic Launch:
(Engagement)
Teacher asks the students the recipe of their favorite meal. Ask students have they noted gases
coming out, during a preparation of a meal?
Take feedback and tell students that Air also is a mixture of gases. Like mixing different
ingredients you can make a soup/rice dish same as that by mixing different gase, air is made.
Introduce:
WALT: What air is made up of?
WILF: What are the properties of air?
TIB: What kind of air is good for our health.
5
mins
page 24- 27
of their
workbook
03 mins
Reading -group activity
(Exploration)
Students read their textbook pages 36 to 46. Class will be divided in groups, each
group will read about one component, oxygen, nitrogen, CO2, and noble gases.
Experiment:
(Exploration on online class)
Students watch a video on how candles get extinguished when they are covered.
Students will be asked which gas was all used up due to which candle stopped burning.
Class Discussion and Written task:
(Explanation)
A class discussion will be held and children will share their findings which they will update.
Teachers will drive the discussion to make students understand the certain points related to
the properties of air.
During the discussion students will attempt page 26- 27 of their workbook.
And complete the read of the Activity 2.2, pages 24 - 25 of their workbook as well.
Students will update activity 2.2 in their workbooks and answer the given questions in their
science copies.
15 mins
2mins
Homework:
Students are to complete these questions in their copies.
Q1. Why air is called a mixture of gases?
Q2. Are all gases colourless and odourless? Give examples to support your answer.
Q3. What makes some balloons fly in the air while some do not?
Q4. List down process which take up oxygen from the air.
Q5. List processes which release carbon dioxide in the air.
10mints
Discussion on
what gases, air is
made up of - via
verbal responses
Online classes:
https://docs.google.com/presentation/d/1SM_VEig0BpV4pHjWldtgQbym8OhG2O1gOLhHP6LJ
k3E/edit?usp=sharing
5mints