Here are two detailed lesson plans focused on **Metals and Non-Metals**,
following your requested structure:
### **Lesson Plan 1**: Chapter 4 – Materials: Metals and Non-Metals (Part
1)
**Date**:
**Class**: 8
**Subject**: Science
**Chapter**: Materials: Metals and Non-Metals
**Topic**: Properties of Metals
**Time**: 40 minutes
**Period**:
**Overview of the Lesson**
This lesson introduces students to the properties of metals, emphasizing
their distinct characteristics such as luster, malleability, ductility,
conductivity, and sonority. Through hands-on experiments, students will
explore these properties and understand how they make metals suitable for
various uses.
#### **Concept Memo**
1. **Learning Points**
- Metals are generally lustrous, malleable, ductile, conductive, and
sonorous.
- Common metals include iron, copper, aluminum, and gold.
2. **Learning Objectives**
- **Factual Knowledge**: Identify metals and recognize their uses in daily
life.
- **Conceptual Knowledge**: Describe and distinguish the properties of
metals.
- **Procedural Knowledge**: Demonstrate metal properties through
practical activities.
3. **Relevant Prior Knowledge**
- Familiarity with metal objects at home, such as utensils, coins, and tools.
4. **Teaching-Learning Resources**
- **Materials**: Samples of iron, copper, and aluminum; hammer; magnet;
tuning fork; and circuit setup.
- **Concept Map**: Visual representation of metal properties.
- **Activity Tools**: Gloves, cloth, and metal/wood pieces for comparison.
#### **Visual Concept Map**
A visual aid illustrating the key properties of metals:
- **Lustrous** (shiny)
- **Malleable** (shapeable)
- **Ductile** (drawn into wires)
- **Conductive** (of heat/electricity)
- **Sonorous** (produces sound)
#### **Lesson Flow**
1. **Introduction**
- **Engagement Prompt**: “Why does a spoon look shiny while a pencil
doesn’t? Let’s explore what makes metals unique!”
- **Declaration of Topic**: Properties of Metals
- **Essential Questions**:
- What are metals?
- How do these properties make metals suitable for different purposes?
2. **Presentation and Sequential Activities**
| Teaching Points | Sequential Learning Activities
| Formative Assessment | Expected Queries |
Blackboard Work |
|------------------------------------------------|----------------------------------------------------------
-----------------------------------------------------------------|------------------------------------------
|----------------------------------------------|-------------------------------------------|
| **Lustrous** - Metals are shiny. | **Activity 1**: Students examine
metal samples to observe shine. |
Describe observations | Why do metals shine? |
Properties of Metals |
| **Malleable and Ductile** - Can be shaped. | **Activity 2**: Hammer
metal samples to test malleability; stretch to observe ductility.
| Group discussion | Why are metals shaped into sheets and
wires? | Malleability and Ductility |
| **Conductive** - Metals conduct heat/electricity. | **Activity 3**: Test
conductivity using a simple circuit; touch to observe heat conduction.
| Reflection questions | Why are metals used in wiring and
cookware? | Conductivity of Metals |
| **Sonorous** - Metals produce sound. | **Activity 4**: Strike metal
and observe sound produced. |
Explain findings | Why do metals make a ringing sound?
| Metals are Sonorous |
3. **Assessment and Closure**
- **Summarize**: Review each property and link it to real-life applications
(jewelry, wiring, cookware, etc.).
- **Formative Questions**:
- Why are metals used to make utensils?
- How does metal luster make them ideal for jewelry?
#### **Homework**
1. List five metal objects at home and explain their uses based on metal
properties.
2. Create a concept map summarizing the properties of metals with
examples.
#### **Teacher Reflection**
Today’s lesson provided students with a practical understanding of metal
properties through direct observation and activities. Engaging in hands-on
learning helped them connect theoretical knowledge with real-world
applications, laying a strong foundation for future lessons on materials.
### **Lesson Plan 2**: Chapter 4 – Materials: Metals and Non-Metals (Part
2)
**Date**:
**Class**: 8
**Subject**: Science
**Chapter**: Materials: Metals and Non-Metals
**Topic**: Properties of Non-Metals
**Time**: 40 minutes
**Period**:
**Overview of the Lesson**
This lesson focuses on the distinct properties of non-metals, contrasting
them with metals to deepen students’ understanding of material differences.
Through observation and experiments, students will learn about properties
such as non-luster, brittleness, poor conductivity, and lack of sonority.
#### **Concept Memo**
1. **Learning Points**
- Non-metals lack luster, are brittle, non-ductile, non-conductive, and non-
sonorous.
- Examples include sulfur, carbon, and oxygen.
2. **Learning Objectives**
- **Factual Knowledge**: Identify non-metals and understand their
everyday uses.
- **Conceptual Knowledge**: Describe non-metal properties and how they
differ from metals.
- **Procedural Knowledge**: Experiment with non-metals to demonstrate
their distinct properties.
3. **Relevant Prior Knowledge**
- Familiarity with non-metal objects like chalk, rubber, and plastic.
4. **Teaching-Learning Resources**
- **Materials**: Samples of sulfur, carbon, and plastic; hammer; piece of
wire; simple circuit setup.
- **Concept Map**: Visual aid contrasting metal and non-metal properties.
- **Activity Tools**: Safety gloves, cloth for handling non-metals.
#### **Visual Concept Map**
A visual representation contrasting properties of non-metals with metals:
- **Non-Lustrous** (not shiny)
- **Brittle** (breakable)
- **Non-Ductile** (cannot be drawn into wires)
- **Non-Conductive** (poor conductor of heat/electricity)
- **Non-Sonorous** (does not produce sound when struck)
#### **Lesson Flow**
1. **Introduction**
- **Engagement Prompt**: “Why can’t we make wires from chalk? Today,
let’s explore what makes non-metals different from metals.”
- **Declaration of Topic**: Properties of Non-Metals
- **Essential Questions**:
- What are non-metals?
- How are non-metals different from metals?
2. **Presentation and Sequential Activities**
| Teaching Points | Sequential Learning Activities
| Formative Assessment | Expected Queries |
Blackboard Work |
|-------------------------------------------------|---------------------------------------------------------
------------------------------------------------------------------|-----------------------------------------
-|-----------------------------------------------|--------------------------------------------|
| **Non-Lustrous** - Non-metals aren’t shiny. | **Activity 1**: Students
examine sulfur/carbon samples and compare with metals for luster.
| Describe observations | Why don’t non-metals shine?
| Properties of Non-Metals |
| **Brittle and Non-Ductile** - Non-metals break easily. | **Activity 2**:
Attempt to bend/break sulfur piece to observe brittleness and non-ductility.
| Group discussion | Why can’t non-metals be shaped easily?
| Brittleness of Non-Metals |
| **Non-Conductive** - Poor conductors of heat/electricity. | **Activity 3**:
Test conductivity of non-metal using circuit, noting lack of conduction.
| Reflection questions | Why aren’t non-metals used in wiring?
| Non-Conductive Nature of Non-Metals |
| **Non-Sonorous** - Non-metals don’t produce sound. | **Activity 4**: Strike
a non-metal sample and compare with metals to observe lack of sound.
| Explain findings | Why don’t non-metals make a ringing
sound? | Non-Sonorous Nature of Non-Metals |
3. **Assessment and Closure**
- **Summary**: Recap non-metal properties, emphasizing how they
contrast with metals.
- **Formative Questions**:
- Why can’t we use non-metals for making jewelry?
- What makes non-metals unsuitable for conducting electricity?
#### **Homework**
1. Identify five non-metal objects at home and describe their uses based on
non-metal properties.
2. Create a concept map that compares the properties of metals and non-
metals.
#### **Teacher Reflection**
Through today’s lesson, students observed and understood the fundamental
properties of non-metals and their practical limitations. Contrasting these
with metals allowed for a deeper understanding of material classification and
real-world applications. The lesson successfully encouraged critical thinking
about material suitability based on properties.
