This document outlines a lesson plan for teaching students about condensation. The lesson uses a video to engage students and experiments to help them explore and explain the process of condensation. Students work in groups to conduct experiments on hot and cold condensation. They then use an online tool to elaborate on other examples of condensation seen in the video. The lesson is designed to help students recognize that condensation occurs when water vapor loses heat and describe the changes of state and heat transfer during condensation through observation, experimentation and discussion.

1. DCS200 Scenario Based Inquiry
Video and Lesson Presentation
Lee Ke Hin & Matthew Sim
TG5

2. Presentation Flow
1. Pupil Profile
2. SOW
3. Rational & SIO
4. BSCS 5E Instructional Model
– Engage
– Explore
– Explain
– Elaborate
– Evaluate
2DCS200 Assignment 2 Presentation

3. Pupil Profile
• Primary 5
• Mixed abilities
• Able to work in groups of 4
• Able to use Laptops
– YouTube
– Linoit
DCS200 Assignment 2 Presentation 3

4. • Term 2, Week 1
– Prior Knowledge
– Students have covered an
introduction to Chapter 4:
Water and Changes of State
• Term 2, Week 2
– Lesson Execution
– 90 min lesson (Video at start
of lesson)
– Task Focus: Condensation
SOW
Taken from My Pals are Here! – Upper Block (Cycles)
4DCS200 Assignment 2 Presentation

5. Rationale for Choosing Task
• To teach condensation through a video.
– Condensation is taking place all around them but
students may not be aware of such instances.
– Condense (no pun intended) various situations into a
video.
• Task is meaningful, concrete and relevant.
– Task poses a meaningful problem.
– Task is concrete and can be experienced in everyday
life. (Condensation’s part and parcel of daily life.)
– Task is relevant and students are able to relate to task.
(Situation centered around taking-away food.)
DCS200 Assignment 2 Presentation 5

6. Specific Instructional Objectives (SIO)
• After these lessons using the
video and its material, students
will be able to:
– Recognize that a condensation
occurs when water (vapor) loses
heat.
– Describe the changes of states
and the heat transfer that takes
place during condensation.
– Investigate how condensation
happens.
6DCS200 Assignment 2 Presentation

7. Engage – Play Video
[10mins] [Individual]
• Worksheet – Classification of scenes
– So that pupils know what they are supposed to
look out for in the video.
• Process skills used:
– Observing
– Classifying
DCS200 Assignment 2 Presentation 7

8. Explore & Explain – Experiments
[50mins] [Group]
• Determine ‘Condensation’
Process through knowledge
about states of water
• Conduct/Demonstrate
experiments
– Hot Experiment
– Cold Experiment
• Teacher will help lead pupils
to explain the phenomenon
observed.
– How?
– Why?
• Process skills used:
– Observing
– Comparing
– Using apparatus and
equipment
– Communicating
– Analyzing
– Inferring
DCS200 Assignment 2 Presentation 8

9. Elaborate – Using Linoit
[20min] [Group]
• Elaborate on the other
phenomenon observed
in the video using
knowledge gained from
prior learning.
• Process skills used:
– Comparing
– Inferring
– Analyzing
– Evaluating
DCS200 Assignment 2 Presentation 9
http://linoit.com/users/matthewsim/c
anvases/DCS200%20SBI%20-
%20Elaborate

10. Evaluate – Concept Mapping
[10min] [Individual]
• Complete a Concept-
Map (Individual)
– Assessment (Formative)
of their learning and
understanding.
• Process skills used:
– Classifying
– Communicating
– Analyzing
– Evaluating
DCS200 Assignment 2 Presentation 10
condensation

11. Lesson Package Summary
• 90 min lesson ( 3 periods)
– Engage (10min) (I)
• View video & classify scenes on WS
– Explore & Explain (50min) (G)
• Determine ‘Condensation’ Process and conduct experiments
to explain phenomenon.
– Elaborate (20min) (G)
• Applying what they have learnt, explain other phenomenon
using ICT tool - Linoit
– Evaluate (10min) (I)
• Complete concept-map to show understanding of
‘Condensation’.
DCS200 Assignment 2 Presentation 11

12. THE END
Thank You!
DCS200 Assignment 2 Presentation 12