Lesson Plan Preparation science (5) Day/Date 24/10 26/10 need
2024/2025 s
:Warm-up Introduction : What is evaporation? Lesson Vocabulary 2 2
Ask: What is boiling
Ask: Will water evaporate if we
put it in the refrigerator? Section 1
Evaporation \boiling 1
Number Of
Aims/Learning
Aims/Learning Outcomes /Teaching Strategies outcome Approach/ Activities
Implementation Teaching
Methods Materials
Divide students into pairs to discuss the questions in
students will be able : ( ** ) Dialogue and ‘Let’s Explore!’. Student’s
discussion. Encourage students to share their ideas with the class. Book, pp.
6Cc.03 Describe the difference between boiling and Show students a picture of an ice cube. Ask: What 73–78
( ** ) Survey changes of state can a substance go through? Activity
evaporation. get them to work in groups and brainstorm ideas. Have Book, pp.
( ** ) Brainstorming.
students imagine that they are a water particle and tell a 44–50
( ) Predict, interpret, story about the journey of an ice cube.
observe, interpret Student’s
Book, p. 75
( ) Collaborative
learning. Stickers
Place a bowl of water on the table. Ask: What will from the
( ) Figure (7) the happen to the water after some time? back of
Get students to look at the picture of boiling water on the
cognitive page 74 of the Student’s Book. Ask: What can we observe Student’s
( ) Measurement. in boiling water? Book
Have students discuss in groups and share their ideas.
( ) Story Take students to the playground and make observations about areas
that are wetter. Activity Book,
( ) Mind maps. Next, have students look at a plate of water. pp. 44–45
( ) Inductive Discuss the factors that affect the rate of evaporation.
Show students a bottle of rubbing alcohol used in first aid. Two
exploration beakers of
Have some students stretch out one hand with the palm open. Use a the same
(** ) Learning by dropper to place a few drops of rubbing alcohol onto their palms. Ask size,
doing them to measure the time taken for the alcohol to evaporate. water, gas
Lesson Start burner,
( ) Role play.
)min 5(
( ) Peer learning, Show students pictures of equal amounts
( ) Problem Solving of water in containers of different exposed
Others: surface areas (e.g. a tray, a bowl, a cup) or the
.actual objects if available tripod
………………………… Ask: In which container will the water • stand
………………. evaporate the fastest? (Expected answer: Tray)
• Ask: Under what conditions will Optional
evaporation happen faster? (Expected answer:
The conditions include a higher surrounding
temperature, a larger exposed surface area and the
presence of wind. Accept other possible answers.)
Activity
Refer to the activity on • )min 30( Bowl
of
.page 75 of the Student’s Book water
Divide students into groups. To link with • Picture
the Thinking and Working Scientifically strand of s of
equal
the curriculum, inform students that they will be amoun
planning an investigation to find out how a ts of
chosen factor would affect the rate of water
in
.evaporation contai
Go through steps 1 to 6 briefly and allow • ners of
.time for students to plan the investigation differe
nt
Remind students that they are required to • expos
think of the following when planning the ed
:investigation surfac
e
A scientific question about a factor that - areas
affects the rate of evaporation that can be
investigated
Suitable scientific enquiries they would -
use to find the answer
Materials and equipment needed to carry -
out the investigation
How they can make this investigation a -
fair test
Possible risks involved in the -
investigation and how they plan to minimise the
risks
If time permits, invite students to share •
their questions. Should students require guidance
to formulate their own questions, get them to start
.’with ‘How’ or ‘What
Have students write their plan and record •
.their observations on a piece of paper
Get students to share the conclusion to •
their investigation and discuss the accuracy of
.their prediction based on the results
Lesson Wrap-up
Get students to answer the •)min 5(
question in 'Check Your Learning' on page 76 of
the Student's Book. (Expected answer: We can
observe bubbles in boiling water but not in water
that is evaporating.)
• Ask students to tick the ‘I can’ boxes on
page 76 of the Student’s Book to assess their
progress at the end of the section. Ensure that all
misconceptions are rectified by the end of this
lesson.
Lesson 6 (40 min)
Lesson Start
Recap the difference between •)min 5(
.boiling and evaporation from the previous lesson
Activity
Refer to Activity 5B on • )min 30(
.pages 44 and 45 of the Activity Book
Briefly go through the instructions in •
steps 1 to 4 and allow students time to complete
the steps. Have students discuss and share what
.they should do to carry out the practical safely
Get students to record their observations •
in the table in step 4. (Expected answer: 4.
Beaker A – no, slow; Beaker B – yes, fast)
Get students to make a conclusion from •
the results and answer the question in step 5.
(Expected answer: 5. A; B)
Refer students to the question in step 6. •
Have students discuss and suggest how they can
improve the investigation to draw graphs to show
the changes in temperature. (Expected answer: 6.
Use a thermometer to measure the temperature of
the water in each beaker at regular intervals.
Record the temperatures in a table and use the
results to plot graphs.)
Note: Evaporation will take longer to •
demonstrate than boiling. You may wish to allow
students to observe beaker A over a few hours
.and review the results in the next lesson
Have students recall what they have learnt •
about changes of state so far. To link with the
Thinking and Working Scientifically strand of the
curriculum, get students to answer the question in
step 7 by constructing a key to identify the
changes of state that a liquid can go through.
(Expected answer: Answers may vary.) For
students who need additional support, you may
:provide some guiding questions such as
?Does the liquid change into a solid -
Are bubbles formed during the change of -
?state
Does the process happen throughout the -
?liquid
SEL: This is a good opportunity for •
students to use positive communication skills.
Invite students to collaborate with others through
groupwork. Encourage students to take part
.actively and share ideas openly
Lesson Wrap-up
To link with the Thinking and •)min 5(
Working Scientifically strand of the curriculum,
bring students’ attention to the robot mascot’s
question on page 45 of the Activity Book. Guide
students to recognise that they have used fair
testing and observing over time as scientific
.enquiries in this activity
Assign ‘Practice • Homework
Worksheet’ on pages 77 and 78 of the Student’s
.Book as homework
Assign ‘Word Whizz’ on page 46 of •
Activity Book as homework
Lesson 7 (40 min)
Lesson Start
Have students recall what they •)min 5(
.have learnt across the two sections in this chapter
Ask: How can you demonstrate that gases -
have mass? (Expected answer: Answers may
vary. A balloon filled with air will go down on
one side of a balance.)
Ask: How does wearing a woollen jacket -
keep us warm? (Expected answer: The jacket
traps air around our body. As air is a thermal
insulator, heat from our body is not easily lost to
the surroundings.)
Ask: Which materials conduct electricity -
and which do not? (Expected answer: Answers
may vary. For example, metals conduct electricity
and wood, rubber and plastic do not.)
Ask: What is a difference between boiling -
and evaporation? (Expected answer: Answers
may vary. For example, boiling happens at the
boiling point but evaporation happens at any
temperature.)
Activity
Students should have • )min 30(
completed ‘Practice Worksheet’ on pages 77 and
78 of the Student’s Book as homework from the
.previous lesson
Go through the questions and answers for •
‘Practice Worksheet’ in the Student’s Book. Use
this formative assessment to check students’
.understanding
To link with the Thinking and Working •
Scientifically strand of the curriculum, inform
students that in question 2, they will be
.interpreting a line graph
The concepts being tested in the questions •
:are as follows
Q1 – Concepts and misconceptions
Q2 – Temperature at which a substance melts is a
property of the substance
Q3 – Electrical conductors and insulators
Q4 – Difference between boiling and evaporation
Identify the concepts that students had •
difficulty answering questions on and go through
the concepts again if required. Correct any
.misconceptions that students may still have
Lesson Wrap-up
Go through ‘Let’s Map It!’ on •)min 5(
page 47 of the Activity Book to summarise the
.concepts learnt in Chapter 5
Assign ‘Let’s Review’ on • Homework
pages 48 to 50 of the Activity Book as
.homework
To link with the Thinking and Working •
scientifically strand of the curriculum, inform
students that in question 3, they will be
.completing a key to identify different materials
To link with the Thinking and Working •
scientifically strand of the curriculum, inform
students that in question 4, they will be sorting
..objects based on electrical conductivity
Formative Enrichment/remedial Tasks Summative Homewor
Assessment Differentiated Education Assessment k
Get students to use the stickers at the Activities that provide challenge: Encourage students
to find out about sublimation and how it occurs. Students given ……
back of the book for this activity.
.can present their findings to the class
Students will paste the stickers in the
Thinking Frame 5 – Compare and
worksheets
correct boxes on page 75 of the Contrast to list the similarities and
differences between boiling and
…………………
Student’s Book to show what happens Activities that provide support: Draw a table with the
headings ‘boiling ‘and ‘evaporation’ on a large sheet of evaporation.
to the particles during boiling and Ask: In what way are boiling and …………………
paper. Provide some cards with pictures or sentences
evaporation describing boiling and evaporation written on them. Have evaporation similar? How are
these processes different? …………………
students work in pairs to place the cards in the correct
columns of the table. …………
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:Teacher’s Comments
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