Independent Project
GRADE 7&8 SCIENCE AND TECHNOLOGY - YORK UNIVERSITY AQ
Lesson Plan Template for INDEPENDENT WORK PROJECT
Writer: Glen Peacock
Topic: Viscosity
Grade 8
Curriculum Strand: Fluids
Duration 1 X 50 minute class
INTENDED LEARNING
Fundamental Concept(s):
Viscosity
The effect of heat on viscosity.
Big Idea(s):
1) Particles in fluids are constantly in motion
2) Particles in fluids are different shapes and sizes
3) Heat accelerates particles and makes them spread out.
Overall Expectation(s):
Fluids have different properties that determine how they can be used
Specific Expectations:
8.3.2 investigate the properties of liquids
8.3.3 demonstrate an understanding of the properties and uses of liquids
Learning Goal(s):
The students will understand
- that viscosity = thickness
- how heat affects viscosity
ASSESSMENT/EVALUATION
Assessment Criteria
1 – discussion during brainstorm
2 – illustration of solid, liquid and gas with
explanation
3 – written defence that sand is/is not a liquid with
support
Assessment Tool to be developed:
checklist
rubric or checkbric
 anecdotal comments
What prior learning is required by students?
Students should be aware that:
- all substances are made up of tiny particles that are constantly
moving.
- solid, liquid and gas are the 3 states of matter
- liquids are made up of particles that are close together but able to
move freely
Identify three sources of research used in
lesson plan:
- Science and Technology 8( Nelson)
- S&T curriculum
- nrc.cnrc.gc.ca
3 PART LESSON DESIGN
Connections to:


Lesson Design Phases
Teaching/Learning Sequence



Literacy (L)
Mathematical Literacy
(ML)
Environmental
Standards (ES)
other subject areas
(subject)
assessment for learning
- checks for
understanding (AfL)
Minds On



- No shopping sign (indicates that the tools will not
be out today)
establish a positive
learning environment - Left side of board lists plan for lesson
Lit
- Anchor charts showing diagrams of the particles in
connect to prior
- recall of prior knowledge
learning and/or
3 states of matter posted
- connection to self
experiences
- Statement on the board: ‘Slow as molasses in
set the context for
January.’
learning
New vocabulary - flow rate = speed it flows
- viscosity = thickness
- viscous = thick
Collect class at the front table.
Demo – Are some liquids faster than others?
Go through materials.
Predictions – What will happen? Which will be
faster?
Pour a small amount of water, vegetable oil and
molasses onto a piece of plastic with 3 grooves
Tip the board.
Action
Record observations in notebook.
Record conclusion in note book.
 introduce new
2) Discussion (big leap) What would cause some
learning or
extend/reinforce prior fluids to be more viscous? (thick)
Lit
“We need particle theory!”
learning
- Brainstorming
 provide opportunities 3) Ask a student from the back to come up through
for practice and
the crowd to the front. explain how that was like a
application of learning particle moving through a liquid. Then hand them 2
(guided 
suitcases and a backpack. Have them move back to
independent)
the back.
What was different?
What if everyone had suitcases and a backpack?
Take the analogy to students trying to walk up the
Grade 8 hall. What if…
- everyone walked with arms by their sides?
- everyone had a backpack and a science project?
- everyone was the size of Josh (big) or Mrs. Law
(small)
- everyone had 6“ spikes (NERF) stuck all over?
Does the size of the particle make it harder to flow?
Does the shape of the particle make it harder to
flow?
In your notebook…
Draw 2 pictures of a the particles in a very viscous
liquid particles. Have a volunteer draw one on chart
paper.
(hint – thinks size and shape)
Draw 2 pictures of the particles in a very unviscous
liquid
Part 2:Heat
Class discussion and notes
Chart paper
- More heat = thinner (less viscous) (lower viscosity)
(more unviscousness) liquid
- 2 things happen to the particles when you heat up a
liquid.
A – they speed up
B – they spread out
1 of these does not help us understand heat +
viscosity
Queensway analogy (need matchbpox cars and
boys for sound effects)
Speed
What happens if 2 cars collide at 11 km/h? at
180km/h?
Would faster particles help explain the change in
flow rate?
What happens if there are 400 cars on the
Queensway going 180km/h? 7 cars?
Would spreading out explain the change in flow rate?
Ticket out- in your notebook answer this question
using the particle theory
“How does heat affect the flow rate of a liquid?
Consolidation &
Connections


help students
demonstrate what
they have learned
provide opportunities
for consolidation and
reflection
1) Students will have in their notebooks question,
description, observations and conclusion from demo.
Lit
2) Each student must have 4 illustrations showing
- supporting a statement
particles in viscous and unviscous fluids. (They may
- illustrating and describing
copy the anchor charts.)
use concrete terms an
abstract concept
3) Students must have an answer (using particle
theory) to ‘How does heat affect the flow rate of a
liquid’
Assessment Criteria
1 – participation
2 – description, observation and conclusion from
demo
3 – drawings of viscous fluids
4 – Written answer
What prior learning is required by students?
Assessment Tool to be developed:
- anecdotal note sheet
Students should be aware that:
- all substances are made up of tiny particles that are constantly
moving.
- solid, liquid and gas are the 3 states of matter