Lesson Plan 4 (Heating and cooling)

Name of Student Teacher: Meera Adnan. School: Rak Academy (BC).

Professional Development Plan

1. Goal: implement a consistent lesson where the students build their knowledge through guided investigation about the concept.
2. Strategies Used:
 Document the content of the lesson to use it as a reference.
 Plan well for the lesson and discuss the lesson plan with MCT & MST.
 Fix the lesson plan after getting feedback.
3. Evidence achievement:
 Lesson purposes (Power Point, the experiment materials).
 Lesson plan (before & after feedback).
 Students works and assessment at the end of the lesson.
Grade Level: Subject: Learning Outcome (ADEC code and words):
5 Science
 hands-on experiences with a variety of materials.
 Making observations that are relevant to questions asked.
 Working in cooperative learning teams in an enjoyable learning environment.
 Following guided inquiry principles to deepen their understanding of a topic.

A brief description of the Lesson:

 Title of Lesson: Properties of materials.  This lesson in the seventh session of this course. It’s
 Strand: Matter. explaining the differences between the heating and
 Sub-strand: Explain the differences between heating and cooling, and what happens for the objects when heated
cooling. or frozen.
The problem that students are trying to solve: The outcome or product of the students’ investigation:
 What happens to different materials (egg, chocolate,  The students will not do the experiment, but they will
candle, ice cube) when you heated and cooled them? understand the differences between the heating and
cooling

The learning objectives:

 The students will be able to classify between the heating and cooling.
 The students will be able to identify the materials or objects that reversible and irreversible.
 The students will be able to demonstrate that some objects (egg, chocolate, candle, ice cube) change state when they are
heated or cooled.

Essential Question: Guided Questions:

 What the meaning of heating?
 How some materials (egg, chocolate, candle, ice cube)  What the meaning of the cooling?
change state when they are heated or cooled?  What the differences between the heating and cooling?
 What the differences between reversible and irreversible
changes?
 What would happen to the egg or chocolate if you
heated it?
 -The stages that the students will use to investigate the problem:

Stage The students Role Aim of the lesson Questions (according to Process skills Literacy skills
Bloom’s taxonomy levels)

Remembering &
1. Access and elicit Understanding:
Engagement

The students will think student’s prior Speaking & listening: as

1. What the definition of
and remember what knowledge. reversible and Prediction: making they discuss about the
the meaning of irreversible changes? reasonable guesses based meaning of reversible and
reversible and 2. Engage the on previous knowledge. irreversible changes.
irreversible changes. students. 2. What the materials
that can reversible and Writing: As they write in
3.Develop their irreversible change? their white boards the
thinking skills. definition of each one.
 1.The students will
think and discuss if Understanding & applying: Observing: what happened
they heated or cooled Explore the if you heated the potato? Speaking & listening: as
Exploration

some materials. questions and 1. Have you turned on a they discuss and
possibilities. heater? Or melted an ice Communicating: discuss communicate their results.
2.The students will cube in your hand? what their hypothesis
demonstrate what about what would happen
would happen if 2. What would happen if if some materials heated.
heated some materials heated some materials (egg,
(egg, chocolate, chocolate, candle, ice Classifying: Through they
candle, ice cube). cube)? discuss about which
materials that has
reversible and irreversible
changes.
 1. The students will Demonstrate Observing: When they see
watch a video about conceptual Understanding: What the video.
Explanation

light a candle. understanding happened when we light a

through applying candle?
2. The students will what they are Communicating: Explain Speaking & listening: As
explain what happens watching in the Analyzing: What will happen and discuss what they discuss and share
when we light a video and when the water heated and happened when we light a their thoughts.
candle. demonstrate what cooled? candle.
happened.
3. The students will Predicting: Guess what will
understand what happen when the water
happens when the heated and cooled.
water is heated and
cooled through using
the terms evaporation
and condensation.
 Analyzing:
1. The students will Predicting: Guess what
work in group to solve 1. What would happen to would happen to each of Speaking: Through their
the worksheet. Extend the students each of the objects (egg, the objects (egg, chocolate, discussion in the group.
conceptual chocolate, water, candle water, candle wax) heated
Elaboration

2. This worksheet has understanding about wax) if they were heated and cooled, and which of
different pictures of what happens to and cooled? them would be a reversible Writing: As they write their
some materials. different materials and irreversible change. answers in the worksheet.
when they were 2. Describe what happen
3. The students will heated and cooled. and tick the box that show if
describe what would the materials would be a
happen to each of the reversible and irreversible
objects (egg, change?
chocolate, water,
candle wax) if they
were heated and
cooled.

4. The students also

should tick the box
that show if the
materials would be a
reversible and
irreversible change.
 1. The students will
work individual. Evaluating: Representing data: Through Listening: as they listen to
they solve the worksheet the instructions of this
2. The students will 1. What would happen to and show it to me to check activity.
solve the worksheet each of the objects (egg, it and see if they
that has some of the water, chocolate, candle) understand the lesson or Writing: When they write
Evaluation

materials (egg, water, Assess the students when they were heated and not. their answers in the
chocolate, candle). understand. cooled? worksheet.

3.The students must 2. Is these objects a

to demonstrate what reversible or irreversible
would happen to each change?
of them when they
were heated and
cooled.

4. Also, the students

will write if these
materials have a
reversible and
irreversible change
and describe how do
they know.