Assignment 1
Name
Alexander Frank Scales
Student ID
2435143
Department name
Faculty of Health and Education
Module name
Learning, teaching, and assessment
Module code
D8-LTA-10
Assignment number
1
Lecturer name
Aparna Kadiyala
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1.2 Instructional objectives:
Learners will find out about and describe changes to substances that are reversible using the correct scientific vocabulary (Amery, 2017). This
refers to Bloom's taxonomy of knowledge the building blocks on which the learner will retain facts, concepts and methodologies required to
understand the lesson and build upon other previous relevant knowledge (Adams, 2021).
Learners will explain what a reversible change is using the particle model to explain how temperature affects the changes (Amery, 2017). This
refers to Bloom’s taxonomy of comprehension learners can now use their gained knowledge to paraphrase and make it their own (Adams, 2021).
Learners will identify examples of reversible changes, e.g. melting chocolate or melting ice (Haigh et al., 2014). This refers to Bloom’s
taxonomy of analysis, learners are capable of critical thinking using the provided knowledge are able to distinguish between facts and opinions
and are able to create an argument from this (Adams, 2021).
Learners will make predictions based on scientific knowledge and understanding of reversible changes (Amery, 2017). This relates to Bloom’s
taxonomy hierarchy of application, in which learners are now able to apply their knowledge to new situations (Adams, 2021).
1.2.1 Rationale:
reversible change is an important aspect in the understanding of matter and its properties of matter, being able to identify physical changes can
be as simple as an ice cube melting.
1.3 Previous relevant knowledge:
This lesson will start by revising previously relevant knowledge, this section of learning in science regarding reversible change relates to
previous knowledge and understanding of states of change, for example, knowing water can go from a solid (ice) to liquid (water) and then a gas
(steam) as well as properties of liquids gases and solids and the accompanying scientific model of matter. (Baxter & Dilley, 2021). This
information would have been covered in Stages 4 - 5 in the Cambridge Primary Science sections of the school (Baxter & Dilley, 2021).
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The reason for revisiting previous relevant knowledge is important in that it allows the teacher to understand what knowledge the learners have
retained from previous lessons and what areas are still unknown, this gives more direction to what additional information will be required in the
lesson to clarify what is missing in the learner’s knowledge (Adams, 2021). It allows the teacher to see what kind of experiences the learners
have in daily life and will show when it comes to external examples or general examples of the state of change (Adams, 2021). It also allows the
learners to give their knowledge and perspective towards the classwork, which makes for a richer learning environment (Adams, 2021).
1.4 Materials, learning and teaching aids:
Cambridge Science Learner’s Book
Cambridge Science Workbook
A4 classwork book
A piece of chocolate for each learner (take note of any allergies or possible food intolerances).
A3 paper (for mind map)
TV screen access to YouTube
Whiteboard
Ice cubes
Stopwatches
Beakers
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School: Thornhill Primary School
Subject: Science
Date: 19/04/2024
Time: 08:00-09:20
Teacher: Alexander Scales
Topic: reversible change
Class: 6
Number of children in class: 25
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Time:80
Content + developmental stages of
Minutes
lesson presentation
Introduction: Reversible change
The start of the lesson will be introduced
15 min
as a recap of the Science lessons on the
concept of the state of change and
properties of solids and liquids.
They will complete two different, but
different experiments that will be used in
conjunction with the learner theory based
on different kinds of change (Baxter &
Dilley, 2021)
The learners will revise the concepts of
the state of change and properties of
solids, liquids, and gases. The teacher
will ask learners personal examples of
what is a change of matter e.i. freezing
water or melting butter. matter during the
Teacher activity
Pupil activity
1. To introduce the lesson each
1. Learners will place a
Assessment
learner will be given a piece of piece of chocolate in their
chocolate. (taking note of any
mouths. The whole class
allergies or intolerances)
will need to think about the
2. Before placing the
chocolate in their mouths they
will be encouraged not to
chew, or eat the chocolate but
to allow it to sit in their
mouths (Baxter & Dilley,
2021).
3. The teacher will tell the
children while the chocolate is
in their mouths that they must
predict what will happen to the
chocolate why the chocolate
changes and why they think it
changes happening to the
chocolate in their mouths
and why it is changing.
The learners must be
encouraged to use known
scientific vocabulary on
the whiteboard.
2. In the group, learners
will be asked to mind map
previous relevant
knowledge regarding the
state of change e.g. water
can be a solid (ice) a liquid
(water) and a gas (steam)
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recapping to engage the learners in the
changed (Baxter & Dilley,
or similar examples. After
topic.
2021).
5 min the learners will be
4. After a minute, the teacher
will ask for feedback
regarding what they
experienced. Ask the children
to use words like solid, liquid
and melting. Words can be
written on the whiteboard
asked to share at least 3
aspects from their mindmaps with the class (This
will help the teacher see
what is known and
unknown) as well as their
understanding of melting.
(Baxter & Dilley, 2021).
5. After recording the learner's
feedback of what occurred
with the chocolate in short
notes on the whiteboard the
teacher will ask the children to
divide into groups of 5
children and mind map what
they remember about the
states of change, solids,
liquids and if possible draw
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the scientific model of
particles in the different states.
[use A3 blank paper] (Baxter
& Dilley, 2021).
50 min
Stage 1: Concept development :
1. Start with a quick round of
1. The learners will answer
1. The assessment for this
Reversible change
asking true or false questions
the set of true or false
section will be an ice cube
backing up the revisiting of
questions in their
experiment in which
the change of state.
classwork books and also
learners are provided with
provide verbal answers to
an ice cube, stopwatch and
the questions.
beaker, the student will be
Questions like:
-Substances change state when
heated or cooled (T)
.
2. Learners will be asked
to take note of the
-When ice melts it forms a
particular vocabulary used
new substance (F) Etc (Baxter
and apply the concept of
& Dilley, 2021).
reversible change to
expected to accurately
predict what will happen
with ice as it melts and
when it refreezes.
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2. At this point, the concept of
personal examples. For
reversible change is
example, melting of ice
introduced, and the relevant
and refreezing.
vocab for that is present and
discussed e.g. the definition of
reversible change will be
discussed (can be changed
back to its original form)
Physical change what does
this mean? (the substance
change forms i.e. ice melts
from a solid to a liquid)
3. After that an experiment
will be shown via YouTube
video, which relates to the
comparing of different melting
points. The melting points of
chocolate, butter and ice are
timed and measured (the
experiment is not available to
be done in class due to lack of
3. After the Youtube video
is finished playing the
learners will plot a bar
graph representing the
different melting points
over time for the 3
substances (chocolate, ice
and butter) (Baxter &
Dilley, 2021).
4. Learners will be asked,
after making their
predictions, to perform an
experiment using the
beaker, ice cube and
stopwatch, then write
down their observations
next to their predictions
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apparatus) (Baxter & Dilley,
and compare if the
2021). The teacher will ask the predictions match the
student to take the data from
observed experiment.
the video and plot a bar graph
in the learner's book.
4. Learners will be asked if
the change that occurs during
the melting process as shown
in the video can be reversed
e.g. questions like
Can you get back the
chocolate bar after it has been
melted?
Can the butter be reused after
being melted?
Can the ice be refrozen?
(The expected answer would
be yes, bar the butter which
might cause some confusion
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as the reusing of butter might
not be common in certain
house holds) (Amery, 2017).
5. After receiving a few of the
answers explain what a
reversible change (a change of
matter like melting chocolate
from a solid to a liquid the
freezing it to reverse the
change) can also be described
as a psychical change all
psychical changes can reverse
simple examples like water –
ice- steam visa versa (Baxter
& Dilley, 2021).
6. The final task will become
the assessment for this section
in which learners will be
provided with stopwatches, ice
cubes and a beaker. The
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teacher will instruct the
learner to follow the
instructions in the learner's
book which will be as follows
write down predictions of
what will happen to the ice
cube as it sits in the beaker
and what will happen to ice
cube in the freezer (Baxter &
Dilley, 2021). The learners
will take the ice cubes and
place it into beakers then start
the stopwatches and time how
long it takes for that ice cube
to melt. Then the leaners will
place the beakers into a freezer
overnight which will be
checked in the next science
lesson (Baxter & Dilley,
2021).
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10 min
Conclusion:
1. Summary
1. The teacher will conclude
1. Learners should use this
the lesson with a summary of
time to make summary
reversible changes, recapping
notes of reversible change
2. Summative evaluation
what physical changes are, and in their classwork books,
The reason why summative and
clarifying any misconceptions
the summary can be in the
formative evaluations are important as
that might have been shown
learner’s-preferred form
they show whether the learners fully
during the experiments and
either mind-maps, notes or
understand the concept of the lesson
class discussions that are
other types of note-taking
provided (Bacquet, 2020). In this case,
present when engaging with
(no electronic notes as
the use of experiments at the end of each
the pupils (Baxter & Dilley,
computers and similar
section allows the teacher to note if the
2021).
devices are not allowed in
learners have grasped the practical side
2. Self-evaluation: areas that
of the concepts of reversible change. The
might impact this lesson plan,
homework worksheets and workbook
learners that can't recall state
activities focus on the summative
of matter, and properties of
assessment to see the full extent to of the
solids, gases and liquids will
class) and ask questions
on sectiosn or areas that
still unclear or confusing
for them.
learners have reached the objective of the have an impact on the pacing
lesson (Bacquet, 2020).
of the lesson as they will need
to have a recap on this concept
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in order to fully grasp the new
concepts of reversible and
irreversible changes (Baxter &
Dilley, 2021).
Learners who struggle with
abstract concepts will likely
enjoy the experiments which
should highlight the concept
better as they are more handson than abstract thinking, but
in cases where the experiment
is not hands-on like the
YouTube video, they might
struggle to fully understand
the abstract nature of melting
points over time etc (Baxter &
Dilley, 2021).
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5 min
Homework
1. Homework will be the
Learners will either
The completion of the
completion of two different
complete the exercises in
worksheet and workbook
worksheets, on reversible
their Cambridge Science
activities will highlight the
(Amery, 2017).
Workbook or the handout
level of understanding
worksheets, depending on
gained from this lesson
whether workbook
and will allow the teacher
2. Depending on the class
exercises are started in
to have a full picture of the
situation the completion of the
class or not.
learner’s understanding of
focus, practice and challenge
the concept covered.
section on reversible change in
the Cambridge science
workbook (Baxter & Dilley,
2021). (these activities are
tailored to range in difficulty
getting more challenging as
they progress from focus to
challenge ranging from word
question, the graphing
exerices based on provided
data)
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When marking the homework
teacher must pay attention to
the language used when
answering questions and
incorrect answers as it will
give a clear picture of how
much the learner has
understood during the lesson.
What areas of the lesson
would need to be recapped in
the next available Science
lesson. (the language used is
also important as language
that is not scientific can't be
marked as correct. Certain
vocabulary such as melting
point, property/properties
observation, compare and
similar vocab are required to
achieve full marks in certain
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sections) (Baxter & Dilley,
2021).
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Reference list:
Adams, N.E. (2021) ‘Bloom’s Taxonomy of Cognitive Learning Objectives’, Journal of the Medical Library Association : JMLA, 103(3), pp.
152–153. doi:10.3163/1536-5050.103.3.010.
Amery, J. (2017) Ready to go lessons for science: Step-by-step lesson plans for Cambridge Primary. London: Hodder Education.
Bacquet, J.N. (2020) ‘Implications of summative and Formative Assessment in Japan – A review of the current literature’, International Journal
of Education and Literacy Studies, 8(2), p. 28. doi:10.7575/aiac.ijels.v.8n.2p.28.
Baxter, F. and Dilley, L. (2021) Cambridge Primary Science. Cambridge: Cambridge University Press.
Haigh, A., Roberts, D. and Shaw, G. (2014) Oxford International Primary Science. Oxford: Oxford University Press.
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