Subject:
Science
Title of Lesson: Solids and Liquids
Duration: 40 - 45 Minutes
ANALYZE
LEARNERS
General Characteristic
·
Number of Students: 19
·
Level (grade or age): Standard 1
·
Gender: 9 girls, 10 boys
·
Age Range: 6 - 8 years old
·
Exceptionalities: None
·
Cultural/Ethnic/or other types of Diversity: 3
Caucasians, 15 Africans, 1 East Indian
Entry competencies
·
Students should be able to
identify objects
·
Students should be observant
Learning Style
·
Students learn best by
touching, feeling, experiencing and being engaged in learning activities.
·
These students learn best
through the use of manipulatives in the class
STATE
OBJECTIVES
Audience:
This is a standard
one class where the students are tactile/ kinetic learners.
Behaviour:
Students would
discover the difference between two states of matter by feeling the difference
between them and interacting with them.
Condition:
This lesson will
be done indoors
Degree:
This lesson will
be done in 45minutes and 100% of the students should be able to difference
between and interacting with solids and liquids.
SELECT
METHODS, MEDIA AND MATERIALS
Pebbles
Paper
Pencils
Water
Plastic Clear Cups
Activity Sheets
UTILIZE
METHODS, MEDIA AND MATERIALS
·
Teacher prepares the pebbles,
some plastic glasses with water.
·
Teacher engages discussion
with students about asking them what they know about the two states of matter:
solid and liquid.
·
Teacher would then introduce
the two states of matter by allowing students to touch them.
·
Teacher hands out papers so
that they may be able to write what they observe with the solid and liquid.
REQUIRE
LEARNER PARTICIPATION
Students will:-
·
Interact with the two states
of matter and observe their differences.
·
Take notes of what they
observe about solid and liquid and their differences.
EVALUATE
& REVISE
·
Teacher would divide students
into groups and give them some pictures with solids and liquids along with
a sheet of paper divided into two columns (solids and liquids), for them to
stick them under their correct columns. Students would be motored
throughout the exercise.
·
At the end of this exercise a
group member from each group would present their work to the class where
teacher would evaluate each groups work.
Rubric
Beginning
1
|
Developing
2
|
Accomplished
3
|
Exemplary
4
|
||
Organization
|
Audience cannot understand video because there is
no clear narrative line.
|
Audience has difficulty following video because
information jumps around and main points or themes are unclear.
|
Video information is posted in logical sequence
which audience can follow.
|
Video information in logical, interesting
sequence which audience can follow.
|
|
Subject Knowledge
|
Does not have grasp of information; student
cannot articulate basic and core concepts
|
Unfamiliar with information and does not provide
clear illustrations or examples.
|
At ease with core concepts but fails to
elaborate.
|
Demonstrates full knowledge (more than required)
by providing explanations and elaboration.
|
|
Technical Skill and
Creativity
|
Presentation will not run, nor was any
problem solving evident to make sure it would run
|
Presentation runs from start-end with
one/two issues
|
Presentation runs fine from start-end
|
Presentation runs flawlessly from start to end.
|
|
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