VAAL UNIVERSITY OF TECHNOLOGY FACULTY OF HUMAN SCIENCES DEPARTMENT: EDUCATION

LESSON PLAN TEMPLATE

School: Mogobosheng Secondary Student’s name & number: Rose Menyelwa & 224491490 Subject: Natural Sciences

Class: Grade 8 Date: 22 April 2025 Time: 10 Minutes

Key Learning Area: Matter and Lesson Topic: the periodic table
materials
Key Words/Concepts:

Elements

Groups

Periods

Atomic number

Atomic mass

Metals and non mental

Prior Knowledge Required (Specific knowledge/concepts, skills and values students must possess or have experienced to be successful in this lesson):
1. Content knowledge: A strong understanding of the periodic table and its concepts.
2. Lesson planning: The ability to plan engaging and effective lessons.
3. Classroom management: The ability to manage a classroom and maintain a productive learning environment.
4. Assessment and feedback: The ability to assess student understanding and provide constructive feedback.
[Link] for teaching: A genuine passion for teaching and a desire to help students learn.
6. Communication: The ability to communicate complex concepts in a clear and concise manner.
Work schedule outcome(s): One or two Indicators of learning for this lesson: Behaviours that contribute Assessment: Strategies which will be used
only (write out in full). to assess learners’ attainment of learning
toward achievement of outcome(s). Must be clear, specific,
outcomes. Should be linked to each
observable. By the end of the end of this lesson. the student will be able learning indicator.
. 1. Introduction to the periodic
I will provide with:
to;
table: Defining the periodic table, its
1. Class discussions: Class
[Link] the periodic table: Students will be able to define
history, and its importance.
discussions to assess learners'
the periodic table and explain its purpose.
understanding and encourage critical
2. Understand relationships between elements: Students will
[Link], nonmetals, and
thinking.
be able to understand the relationships between elements on
metalloids: Understanding the
2. Concept maps: Concept maps to
the periodic table.
properties and characteristics of
assess learners' understanding of
3. Locate elements on the periodic table: Students will be
metals, nonmetals, and metalloids.
relationships between elements
able to locate elements on the periodic table and identify their
[Link] tests: Unit tests to assess
properties.
learners' understanding of the
4. students will be able to differentiate three catergories of
periodic table and its concepts.
elements which are metal,nonmetal and semimetal
4. Provide learners with homeworks
and quick quizze to answer
1 [Link] comprehension checks:
Assessing students' ability to
comprehend predictable texts
through reading checks and quizzes.
LESSON SEQUENCE
Lesson content/Indicators of learning Timing Teaching strategies/Learning experiences (How it is Resources and organisation:
(What is taught): (mins) taught):
Learners will be taught Marker
1 min 1. Lectures: Deliver lectures to introduce the
importance of the Periodic Table
whiteboard
1. Organizing elements: The periodic table and its concepts.
periodic table provides a systematic Grade 8 natural science platinum
2. Online resources: Utilize online resources, such
way to organize elements based on textbook
their properties and atomic as videos and tutorials, to supplement instruction.
structure. Thuma mina teaching website
3. Digital tools: Use digital tools, such as periodic
2. Predicting properties: The Guided notes from natural science
table apps or games, to engage students and
periodic table allows us to predict
CAPS document
the properties of metals,nonmetals promote learning.
and semi metals. Household demostrations
4. Guided notes: Provide guided notes to help
3. Understanding relationships: The (fork,nailclipper, plastic bucket)
periodic table helps us understand students follow along and take notes.
the relationships between elements A diagram chart of a period table
5. Diagrams and charts: Use diagrams and charts
and their properties.
to illustrate the periodic table and its trends.

INTRODUCTION: Describe how you will capture students’ interest. How will you establish a positive learning environment? How will you connect current lesson to
prior learning/experiences/knowledge? What kind of questions should the students ask themselves after the engagement?

Introduction Strategies 3 mins How to keep learners interested to the topic Establishing a positive environment
1. Start with the basics: Begin by Building Relationships
defining what the periodic table is 1. Periodic table puzzles: Use a diagram chart or 1. Show empathy and understanding:
and its importance in chemistry. games to help students learn the periodic table. Create a safe and supportive
2. Use visual aids: Show learners a 2. Element scavenger hunt: Create a scavenger environment where students feel
visual representation of the hunt where students have to find elements in the comfortable sharing their thoughts
periodic table to help them periodic table. and feelings.
understand its structure. 3. Create a sorting game where students 2. Be approachable and available:
3. explain the periodic table categorize elements into metals, non-metals, or Make yourself available to answer
thoroughly metalloids. questions and provide guidance.
4. Explain the history of periodic 4. Discuss how metals, non-metals, and
table metalloids are used in everyday life. Creating a Positive Classroom
5. Use real-world examples: Use [Link] research: Assign students research Culture
real-world examples to illustrate projects on specific elements or groups of 1. Set clear expectations: Establish
the importance and relevance of elements. clear expectations for behavior and
matter and materials academic performance.
2. Encourage active participation:
Relating to Everyday Life Encourage students to participate
actively in class discussions and
1. Examples from daily life: Use examples of how activities.
the periodic table is used in everyday life, such as
in technology. Questions to ask themselves
2. Familiar elements: Use familiar elements, such
1. How does the periodic table help
as oxygen, carbon, or iron, to illustrate periodic us understand elements?: How does
table concepts. the periodic table organize elements
and help us predict their properties?
3. Real-world applications: Show students how
2. What is the role of protons in an
the periodic table is used in real-world atom?: How do protons contribute to
applications, such as in the development of new the atom's properties and behavior?
3. What is the role of neutrons in an
materials or medicines. atom?: How do neutrons affect the
4. Use analogies: Use analogies to help students atom's stability and properties?
4. How do protons and neutrons
understand complex periodic table concepts.
relate to the atomic number and
[Link] uses: Discuss how metals are used in mass number?: How do the numbers
everyday objects such as cellphones and forks of protons and neutrons determine
 we use daily. the element and isotope of an atom?
[Link] are the key differences
between metals and non-metals?:
How do their properties and
behaviors differ?
[Link] determines whether an
element is a metal or non-metal?:

Lesson content/Indicators of learning Timing Teaching strategies/Learning experiences (How it is Resources and organisation:
(What is taught): (mins) taught):
CONCEPT DEVELOPMENT/EXPOSITION OF THE NEW LEARNING CONTENT: Introducing new learning or extending/reinforcing prior learning. Providing
opportunities for practice and application of learning (guided & independent). Helping students demonstrate what they have learned. Providing opportunities for
consolidation and reflection of key concepts learnt. Differentiation (addressing all learners’ needs)
To introduce new learning. 4 mins To help students demonstrate what they have To provide opportunities for
learned: consolidation and reflection of key
[Link] objectives: Clearly concepts:
communicate the learning Assessment Strategies
objectives and outcomes for the 1. Formative assessments: Use formative Consolidation Strategies
new topic. assessments to monitor student learning and 1. Summarize and review:
2. Contextualize the learning: provide feedback throughout the learning Summarize and review key
Provide context for the new process. concepts with students, highlighting
learning, including its relevance 2. Summative assessments: Use summative important points and reinforcing
and importance. assessments to evaluate student learning at the understanding.
3. Build on prior knowledge: Build end of a lesson or unit. 2. Practice and application: Provide
on students' prior knowledge and 3. Authentic assessments: Use authentic opportunities for students to practice
experiences to help them connect assessments that reflect real-world applications and apply key concepts, such as
to the new learning. and scenarios. through exercises, quizzes, or
4. Real-world applications: Use projects.
real-world applications to help Demonstration Methods 3.. Peer discussion: Encourage peer
students see the relevance and 1. Written assignments: Use written assignments, discussion and collaboration to help
importance of the learning. such as essays or reports, to assess student students consolidate their
5. Collaboration: Encourage learning. understanding of key concepts.
collaboration among students to 2. Presentations: Use presentations, such as oral
Reflection Strategies
facilitate peer-to-peer learning and or multimedia presentations, to assess student
1. Reflective journaling: Encourage
support. learning.
students to reflect on their learning
[Link] and practice: Provide 3. Projects: Use projects, such as research
through journaling, highlighting what
opportunities for students to review projects or creative projects, to assess student
they've learned and what they're still
and practice prior learning, learning.
struggling with.
reinforcing their understanding and 4. Quizzes and tests: Use quizzes and tests to
2. Self-assessment: Encourage
building confidence. assess student learning and understanding.
students to self-assess their
7. Spaced repetition: Use spaced
understanding of key concepts,
repetition to reinforce prior Guided Practice
identifying areas where they need
learning, reviewing material at 1. Worksheets and activities: Provide worksheets
more practice or review.
increasingly longer intervals. and activities that guide students in identifying
3. Class discussions: Use class
and labeling elements on the periodic table.
discussions to reflect on key
2. Online resources: Utilize online resources,
concepts, encouraging students to
such as interactive periodic tables or educational
share their thoughts and insights.
apps, to provide guided practice opportunities.

Independent Practice
1. Research projects: Assign research projects
that require students to explore specific elements
or groups of elements on the periodic table.
2. Periodic table puzzles: Provide periodic table
puzzles or quizzes that challenge students to
 identify elements based on their properties or
atomic structure
CLOSURE: Closure provides a review of what has been presented and an indication of how it will be extended into the next lesson: how do you alert students that it
is time to wrap up? How do you consolidate/reinforce major points to help students retain key concepts or skills? What work can you assign in preparation for the
next lesson?
How to alert students is time to 2 mins
To reinforce major points and help students retain To prepare students for the next
wrap up :
key concepts or skills: lesson I will:

[Link] reminders: Provide time

Reinforcement Strategies Pre-Reading Assignments
reminders, such as "We have 10
1. Repetition: Repeat key concepts or skills 1. Read relevant chapters or
minutes left" or "It's time to start
multiple times, using different examples or articles: Assign students to read
wrapping up."
contexts. relevant chapters or articles that
2. Clear instructions: Give clear
2. Summarization: Summarize key points at the introduce key concepts or
instructions on what students need
end of a lesson or activity, highlighting the most vocabulary.
to do to wrap up the lesson, such
important information. 2. Review previous lesson: Assign
as "Please finish your work" or
4. Multimodal learning: Use multiple modes of students to review the previous
"Let's review the key points."
learning, such as visual, auditory, and kinesthetic, lesson's material, such as by
3. Transition phrases: Use
to reinforce key concepts or skills. completing a review worksheet or
transition phrases, such as "Let's
Feedback: Provide feedback on student creating concept maps.
move on to the conclusion" or "It's
performance, highlighting areas of strength and 3. Reflect on learning: Ask students
time to summarize what we've
weakness, and guiding students towards to reflect on their learning, such as
learned."
improvement. by writing a journal entry or
5. Real-world applications: Use real-world completing a self-assessment.
applications to illustrate the relevance and
importance of key concepts or skills, helping
students see their value and retain them better.
LESSON EVALUATION/REFLECTION: To what extent were the lesson outcomes achieved (What learning took place? Which aspects of lesson went well? Which aspects
could be improved upon?). How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as
at the end of the lesson. What have you learnt from the lesson? What do you recommend for future lessons? Comment on your effectiveness in the light of the
outcomes of the lesson and yourself development focus for the lesson, referring to both strengths and areas to be addressed.
The lesson plan on the Periodic Table for Grade 8 Natural Science is clearly influenced by Edgar Dale’s Cone of Learning, as it
integrates a variety of teaching strategies that engage learners at different levels of experience and interaction. At the base of the cone,
the lesson uses lectures, diagrams, and guided notes—forms of verbal and visual learning—to introduce new concepts such as atomic
structure, element categories, and periodic trends. These activities help students gain theoretical knowledge but represent passive
learning methods with lower retention rates.

However, the plan thoughtfully progresses to more experiential learning methods, aligning with the upper levels of Dale’s Cone. Activities
such as games, sorting activities, periodic table puzzles, group discussions, and real-life applications (like household examples of metals
and non-metals) provide learners with active, hands-on engagement. Furthermore, students are encouraged to conduct research and
present their findings, which aligns with the cone’s highest level—learning by doing and teaching others. This approach increases
understanding, retention, and practical application of knowledge, embodying the essence of Dale’s model by making learning both
meaningful and memorable.