Beaconhouse School System

Potohar Campus KG & P

Weekly Planning sheet
Class/Grade V                                       Date/Week: 17    13th-17th December 2021
Day Target /SLO Unit/ Activity/Task   ICT integration (websites, videos, links, Resources to
Topic software, IT tools) be used
Lesson Carry forward due to comic strip on Friday
1
(40 min)

Lesson 2 1. Understand that Reversible Written task https://www.youtube.com/watch?

and
(80 min) matter exists in irreversible v=PjZSMu2SXt4)
three states; for
e.g. water exists
in 3 states in
nature

Lesson 3 Identify ways of accelerating Reversible Workbook page 30

(40mins) the process of dissolving and and 31
materials in given amount of irreversible
water and provide reasoning
(i.e., increasing the temperature,
stirring, and breaking the solid
into smaller pieces increases the
process of dissolving).
Name of Teacher Sarah Faisal Subject Science

Topic Solid and liquid Date 13th-17th December 2021

Class 5 Duration 80 min

Attainment Target 2. Understand that matter exists in three states; for e.g. water exists in 3 states in nature.

Learning Outcomes ● Recognise that solid, liquids and gases are three physical states of matter.
(Knowledge, Skills and ● Recognise matter and its different types.
Attitudes)
● Recognise properties of different matters.

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources
(Day to day assessment)

How are you explaining and demonstrating the What are the students doing to help them 80 min What resources will How do you plan to assess
topic? (The teaching strategies/ methodology understand the topic? you use that will learning as it is happening?
selected) support the teaching
and learning
activities?
Introduction; (Whole class) ● Recognise
Use KWL CHART to elicit prior knowledge. that solid,
Analytical liquids and
Eliciting Ask questions like: What is 10 mins
matter? Are all living things matter? A4 sheet gases are
What about non-living things? Is air three physical
a matter? What about water? What states of
about a chair?
matter.
Introduce the objective we are going to
learn including matter and its types
(this lesson introduction can include
10
number of objects from classroom or mins
school) Ask pupils to name different
things they use during school hours. .
Ask about the look photographs on pg
115 of Tb and give examples of matter.
Then ask them whether all the matters
are the same.

Development: Explain them pan with golf ball tilts

downwards because it has large mass 30 mins ● Recognise
https://www.youtube.com/watch?
v=PjZSMu2SXt4) than table tennis ball. Ask pupil what matter and its
will happen if table tennis ball is different
Group work (Textbook page 115-119) replaced with an identical golf ball.
types.
Explain them that different matters ● Try it out Tb pg 118, Ask pupil to
have different characteristics and collect few pairs of small objects
properties and predict and compare their
Take two different matters and show masses using a lever balance. Ask
them to the pupil. Ask them: Do they questions like Do larger objects
occupy space? Do they have mass or have larger mass? Use cartoon
weight? Explain to them that all concept on pg 118 of textbook. Tell
matters have mass and occupy space. them bigger objects do not always
Also ask them whether an object with have larger masses.
large mass has more matter than an ● Show pupil objects with masses
object with small mass?, stated on their packages, tell them
Eliciting: Ask pupils to go through the that mass can be measured in
textbook pages in the groups and then kilograms (kg) and grams (g).
take their feedback. Emphasis that in science grams and
● Tb pg 117, tell them one way to kilograms are the unit for mass not
compare or measure mass is to use a weight, whereas in daily life mass
lever balance. Show pupil empty lever and weight are used
balance interchangeably.
Question: Are the pans balanced? ● Tell them that alternatively, they
Also take a table tennis ball and golf can use an electronic balance to
ball; place a table tennis ball on one measure mass. Show pupils an
pan. electronic balance to measure mass
Question: What happened to the quickly and accurately (Tb pg 119).
lever balance? Ask pupils to predict
what will happen if they place a golf ball Inquisitive
on the other pan, explain their
predictions. Place a golf ball on the
other pan.
Question: What happened to the
lever balance?

Written Work: ( individual task/group work): 20 mins ● Recognise

Student will be asked to do written task related to
the mass of object properties of
Pupil will do written task(questions
10 mins different
shared)
matters.

Exit slips:
Write down 3 things you learned today in ur CW
Pam

Use as many rows in the table as applicable – add rows if necessary

How did you make the lesson inclusive?

By;

asking questions related to graphs,

Doing an activity related to graphs by involving the whole,

Doing an activity in groups to get an idea of drawing

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 Name of Teacher Sarah Faisal Subject Science

Topic Reversible and irreversible changes Date 13th-17th December

4 Duratio 40 mins
Class
n

Attainment Target
Identify ways of accelerating the process of dissolving materials in a given amount of water and provide reasoning (i.e., increasing the
temperature, stirring, and breaking the solid into smaller pieces increases the process of dissolving).

Learning Outcomes ● Recognised that when a solid gains heat, it can change into a liquid.
(Knowledge, Skills and
Attitudes)

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources
(Day to day assessment)

How are you explaining and demonstrating the What are the students doing to help them 80 min What resources will How do you plan to assess
topic? (The teaching strategies/ methodology understand the topic? you use that will learning as it is happening?
selected) support the teaching
and learning
activities?
Introduction; (Whole Class)
students will recall their previous
Recap of the previous lesson. Ask lesson to answer the questions related to air and 5 mins Simple machines
questions like: What are the types of water resistance.
Lever, pulley
matters? How can we measure mass inquisitive
and volume of an object? What is
the difference between mass and 15mins

weight? How does water carry mass?

What are the properties of a solid?
Name some solids from your
surroundings? Can we change the
shape of solids? What must be done
to change the shape of solids? What
are the states of matter named with
examples? Can we change ice into
liquid?
Introduce the lesson by telling how the
cruise ship Titanic was sunk by an
iceberg on her maiden voyage
Development Group work (Textbook page In group ask them to go through pg
48-51) 48-51 of textbook using Jig Saw 20 mins Water, ice tray
Thermometer or
Recognised that
Discuss with pupil concept cartoons on reading strategy take their
data logger. when a solid gains
Tb pg 48 show pictures to students ask feedback.
heat, it can change
questions like, Do you know about Show pupils examples of water in the into a liquid through
Titanic? What is an iceberg? Who is three different states. Correct the hands on experiment
right, Ali or Aishah? Also discuss with common misconception that white
them that when solid gains heat it mist seen above the spout of a kettle
changes into liquid, give examples like of boiling water is steam. Also tell
ice changes into water, butter changes them that white mist is made up of
into oil etc. Explain to them that some tiny water droplets which are
matter can exist in all three states of formed when the steam cools down
matter that is solid, liquid and gas. and condenses. Steam is invisible and
is found around the mist of tiny
water droplets
Written task:
Tell them that condensation is the
Students will do workbook pages:
process when water from its gaseous
 30-31 form changes into liquid.
Law of conservation of matter is that ● Ask pupils what can cause
the mater cannot be created or matter to change from solid to
destroyed in an isolated system liquid state or from liquid to
solid state. Ask them to think
of how liquid water can change
into ice and how ice can change
back into liquid water. Ask
questions like what is the
freezing point of water?
● Ask pupils what happens when
they leave some water in the
freezer and let the water cool
down to a temperature of 0º C
or below. Tell them that heat
flows from a higher
temperature to lower
temperature, liquid loses
enough heat and changes into
solid. Ask pupil to do Try it out
on pg 138 of Tb
Question: Can the water freezer
when Aishah puts it in the chiller
compartment with a temperature
of 4º C? Why?
Explain to them that when liquid
water loses heat to the surroundings,
its temperature drops and that‘s why
it changes or freezes into solid ice.
Conclusion: 5 min
● Ask the pupil what the freezing
point is. Homework:
● Also ask how liquid changes into Revise concept of
solid. condensation
● Ask them if we can change all
liquids into solids.
.
Use as many rows in the table as applicable – add rows if necessary
How did you make the lesson inclusive?

By taking the students to the IT lab and making them practice different types of handling data.

Lesson Evaluation:
Strengths Areas for improvement
Name of Teacher Sarah Faisal Subject Science

Topic Reversible and irreversible changes Date 13th-17th December 2021

Class 5 Duration 80 min

Attainment Target 3. Understand that matter exists in three states; for e.g. water exists in 3 states in nature.

Learning Outcomes ● Recognise that solid, liquids and gases are three physical states of matter.
(Knowledge, Skills and ● Recognise matter and its different types.
Attitudes)
● Recognise properties of different matters.

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources
(Day to day assessment)

How are you explaining and demonstrating the What are the students doing to help them 80 min What resources will How do you plan to assess
topic? (The teaching strategies/ methodology understand the topic? you use that will learning as it is happening?
selected) support the teaching
and learning
activities?
Introduction; (Whole class) ● Recognise
Use KWL CHART to elicit prior knowledge. that solid,
liquids and
Eliciting Ask questions like: What is Analytical 10 mins
A4 sheet gases are
matter? Are all living things matter?
What about non-living things? Is air three physical
a matter? What about water? What states of
about a chair? matter.
Introduce the objective we are going to
learn including matter and its types
(this lesson introduction can include 10
number of objects from classroom or mins
school) Ask pupils to name different
things they use during school hours. .
Ask about the look photographs on pg
115 of Tb and give examples of matter.
Then ask them whether all the matters
are the same.

Development: Explain the pan with a golf ball tilted

downwards because it has a larger 30 mins ● Recognise
https://www.youtube.com/watch?
v=PjZSMu2SXt4) mass than a table tennis ball. Ask matter and its
the pupil what will happen if the different
Group work (Textbook page 115-119) table tennis ball is replaced with an
types.
Explain them that different matters identical golf ball.
have different characteristics and ● Try it out Tb pg 118, Ask pupils to
properties collect a few pairs of small objects
Take two different matters and show and predict and compare their
them to the pupil. Ask them: Do they masses using a lever balance. Ask
occupy space? Do they have mass or questions like Do larger objects
weight? Explain to them that all have larger mass? Use cartoon
matters have mass and occupy space. concept on pg 118 of textbook. Tell
Also ask them whether an object with them bigger objects do not always
large mass has more matter than an have larger masses.
object with small mass?, ● Show pupil objects with masses
Eliciting: Ask pupils to go through the stated on their packages, tell them
textbook pages in the groups and then that mass can be measured in
take their feedback. kilograms (kg) and grams (g).
● Tb pg 117, tell them one way to Emphasis that in science grams and
compare or measure mass is to use a kilograms are the unit for mass not
lever balance. Show pupil empty lever weight, whereas in daily life mass
balance and weight are used
Question: Are the pans balanced? interchangeably.
Also take a table tennis ball and golf ● Tell them that alternatively, they
ball; place a table tennis ball on one can use an electronic balance to
pan. measure mass. Show pupils an
Question: What happen to the lever electronic balance to measure mass
balance? Ask pupil predict what will quickly and accurately (Tb pg 119).
happen if they place a golf ball on the
other pan, explain their predictions. Inquisitive
Place a golf ball on the other pan.
Question: What happen to the lever
balance?

Written Work: ( individual task/group work): 20 mins ● Recognise

Student will be asked to do written task related to
the mass of object properties of
Pupil will do written task(questions
10 mins different
shared)
matters.

Exit slips:
Write down 3 things you learned today in ur CW
Pam
 Use as many rows in the table as applicable – add rows if necessary
How did you make the lesson inclusive?

By;
asking questions related to graphs,
Doing an activity related to graphs by involving the whole,
Doing an activity in groups to get an idea of drawing

Lesson Evaluation:
Strengths Areas for improvement

Identify a way forward to improve this lesson

 Teacher’s notes

Q: Match the column

1. Matter liquids
2. Kilograms and grams Anything which occupy space has
 3. Volume mass
4. It is hard and can be hold All living and nonliving things.
5. Defined Volume solids

Answer the following questions

1. Do solids have fixed volume? Explain your answer?
2. What happens to the solids when they are compressed? Can we compress all solids?
3. What is the characteristic of liquids?
4. Draw diagrams to show that liquids change shape but their volume remains the same?