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RSG Y7 Particles/Acids & alkalis - Sept 2011 (DBO)

Lesson Working titles Additional Info1st lesson Baseline testing1st lesson Baseline testing1 Soluble and Insoluble2 Conservation of mass3 Particle model – states of matter4 Chromatography5 Level Assessed Task6 Level Assessed Task7 Dissolving and filtering8 Properties of materials9 Diffusion10 Expansion and contraction11 Hazard Symbols & risk assessments12 CAU – plan13 CAU – Investigation14 CAU – Analysis15 Acids and Bases 16 pH scale17 Common Indicators18 Making an indicator19 Indigestion tablets and neutralisation20 Chemical reactions and Corrosion of metals21 Corrosion of carbonates22 Science of fire 23 Revision24 Revision25 End of Topic Test26 End of Topic Test

1. Soluble and InsolublePrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resourses Spec or

AFsL3 – What is the difference between a soluble and insoluble substance?

L4 – How can you collect an insoluble substance?

L5 –How can you identify if a water sample has salt dissolved in it?

L6 – How could a hot country obtain salt from sea water?

L7 – Design a method to obtain the sugar from a cup of tea.

Starter Discussion question – What materials dissolve in water, and which do not?

MainStudents are shown a sample of salt and sand, and are given 5 mins to design a method of separating them.Class discussion to establish an agreed upon method.

Safety points established by teacher and method modelled (first time using Bunsen burners).Students complete practical (filtering and evaporation)

Peer assessment of practical work (marks for safety and care with equipment) – verbally given.

PlenaryStudents select two LO questions to answer – one they are confident of, and one that is a challenge for them.

Class discuss answers and students self assess their level with justification. (I am a Level 6 because I can …)

Students who identified sensible method established as group organisers.

Less able supported by teacher during practical.

Differentiated LO questions for plenary.

Establish prior knowledge.

Peer assessment of practical skills.

Self assessment of understanding – and show of hands to indicate level to the teacher.

P 68-69 Go Science 1

Rock salt/sand mixtureFilter PaperFunnels

Key Words to be kept up all lesson:

SolubleInsolubleFiltrateEvaporateDissolving

Suggested Homework: TBC

2. Conservation of massPrior Learning : Soluble and insoluble materialsLearning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resourses Spec or

AFsL3 – What happens to the mass when a solid dissolves in water?

L4 – Describe an experiment that can show that the solid doesn’t ‘disappear’ when dissolved?

L5 – How can you make solids dissolve quicker?

L6 – What happens if you keep adding solid to a solution?

L7 – Explain what concentration of solution means using an example.

Starter Demonstration: top pan balance with solid sodium chloride and a beaker of water. Ask the students what will happen when the salt is dissolved in the water.Show them the mass doesn’t change.MainIntroduce students to key words, with the example of cup of coffee (water = solvent / coffee granules = solute / cup of coffee = solution).

Students are split into 2 sets by ability:Practical 1 – do solids keep dissolving forever?Observe what happens when salt is added to water. Looking for a saturated solution. How much needs to be added to reach saturation. (Ext: does the mass change if they heat the water)Practical 2: - how to make solids dissolve quickerStudents study whether the same mass of salt dissolves more quickly in hot, warm or cold water.

First set report their findings to set 2, and vice versa. (possible student demo if time)PlenarySpot Test of key findings and words – show of hands for marks out of 8.

Different abilities complete different practical.

Students choose an LO they want to achieve by the end of the lesson (based on target grades)

Teacher assessment of whether groups answered their challenge from the practical work.

Summative Spot Test at end of lesson – record % in mark book.


Top pan balanceSaltWaterThermometers

Key words:

SolventSoluteSolutionSaturatedConcentrated


3. Particle model – States of matter

Prior Learning : Solutions and conservation of massLearning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resources Spec or

AFsL3 – What is everything made from?

L4 – How can you show the particles in solids, liquids and gases?

L5 – What is the difference between the particles in solids, liquids and gases?

L6 – Explain why it is called the particle model.

L7 – Explain why solid particles cannot flow in a beaker.

Starter Mind Map – What is everything made from?Idea of particles introduced by teacher, if not established by students.MainGroups are asked to describe how solids, liquids and gases behave based on everyday examples they know (eg. wood, water, helium) – ideas on a mini white board. (5 mins)

Class discussion on why they think the materials behave differently. Teacher questioning to lead students down path of behaviour of particles. E.g. what are the particles doing in a liquid?

Students given unlabelled particle model diagrams for solid, liquid and gas, and individually work out which is which (and why) – correct answers labelled and put in books. Class discuss where: condensing, evaporation, melting and freezing fit in their diagrams.

Each table are given 8 plastic balls, and have to prepare a short presentation for a neighbouring table to show how particles behave. Select best group to present to the class. (Ext: discuss forces between particles)PlenaryStudents provide feedback on presentations (2xWWW and 1xEBI).Students self assess whether they are above or below their target grade based on the LO they can answer.

Group more able with less able to encourage student teaching.

Differentiated LOs.

VAK activities included in lesson

Assess initial knowledge in starter

Teacher assessment of class discussion. Ensure all students make 1 contribution.TL cups for class votes.

Peer assess presentations.

Self assess level based on LOs.


- Plastic Balls- State of matter diagrams

Key words:

SolidLiquidGasParticle


4. Chromatography of inkPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What can chromatography be used for?

L4 – What solvent did you use for this experiment?

L5 – Describe what happens to the ink particles when the water moves up the paper?

L6 – Explain why the different colour ink particles reach different heights.

L7 – Suggest other situations where chromatography could be used.

Starter Groups are given a black OHP pen, and have to think of a way to show what different colour inks are used to make black. MainStudents introduced to the chromatography technique, and the practical set up modelled by the teacher.

Students complete practical individually, and record their observations in books – peer assessment of finished chromatograms for precision of experiment.

Class discussion of observations, and explanation of why the different colours moved to different heights.Key points – water is the solvent, ink dissolves in water, and different solubility of different colours. PlenaryStudents choose 2 LO questions to answer (based on their target). Answers provided by class, and highest level LO correctly answered recorded by teacher.

Students working individually at their own pace during practical.

Students choose their own plenary questions.

Peer assess practical skills.

Teacher assess learning against LOs and recorded in mark book.

- OHP pens- Filter/ Chromatography paper.- 100ml beakers- splints


5 + 6. Level Assessed Task – Alien Teacher Blood DetectionPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsStarter See below

Differentiated by tasks and level student attempts to work at.

Summative assessment of student work.

PPTAlien bloodFilter paperBeakersSuccess criteria


Alien Teacher Blood Testing Important ideas to think about: Success Criteria

One of the science teachers at RSG is believed to be part alien. Blood samples have been obtained from the 3 suspects. Human blood is a red/brown colour, but alien blood is blue.

Use the scientific techniques you have learned to test the blood samples, and identify the alien science teacher.

As part of your investigation, you will need to answer the questions in the next section.

1) What technique did you use to test the blood samples, and why?

2) What is chromatography and how does it work?

3) How did the technique help you to identify the teacher with alien blood?

4) What are the important scientific words linked with chromatography, and what do they mean?

5) What did your results show?

6) Did your results agree with the results of other groups? Is this important?

7) Is there reason why your results may not be accurate (give you the correct answer)?

8) How else could you check your results are accurate?

Level 3Chromatography technique identifiedSome basic scientific terms usedResult of experiment recorded

Level 4Described the chromatography technique in detailSeveral scientific terms used accuratelyResults described clearly with evidence given

Level 5Simple explanation of chromatography technique givenAppropriate scientific words used accuratelyResults described, with several pieces of evidence provided.

Level 6Detailed explanation of how chromatography worksKey scientific words and ideas used accuratelyResults explained, with evidence of basic evaluation of experiment

Level 7Accurate explanation of chromatography givenKey scientific terms and ideas explained when usedConsidered evaluation of technique and results given

7. Dissolving and filteringPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What does dissolving mean?

L4 – Describe dissolving using key terms?

L5 – Explain how filtering an insoluble substance works.

L6 – Explain why 50cm3 or water and 50cm3 of ethanol do not make 100cm3 of liquid.

L7 – Can you design a model to show what is happening when a substance dissolves?

StarterStudents are shown a demonstration of copper sulfate dissolving in water, and have to suggest what happens to the copper sulfate particles (In groups – suggestions on mini whiteboards).

MainTheory of dissolving explained to students by teacher (building on any good ideas given during the starter activity). Highlight importance of particles rearranging.

Students are then shown a demo of filtering practical (TBC) and asked individually to predict in books what happens to the different particles. Class discussion and questioning to reach correct answer – peer assessment in books.

Student practical – students add 50cm3 water to 50cm3 of ethanol (measured separately) in a large measuring cylinder. Make observations – and record their results in books.

PlenaryClass discussion on why the volume does not make 100cm3. More able students asked to suggest how they could model this phenomenon.

Differentiated LOs

Plenary discussion – more able extended with challenge of suggesting a model.

Peer assessment of filtering particle model.

Teacher assessment of plenary discussion.


EthanolWaterLarge measuring cylinders (100ml)

DEMOCopper sulfateFilter paper Conical flask


8. Properties of materialsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Why is it difficult to squash concrete?

L4 – Why are steel cables used on bridges rather than concrete rods?

L5 – Why do builders put steel rods inside the concrete when making buildings?

L6 – What happens when air gets into the brake pipes of a car?

L7 – Evaluate whether steel or concrete is the most useful material.

StarterStudents asked to list everyday objects made from steel and concrete (2 columns). Once established – teacher questioning to find out why they are used for each object – what are the properties of metals (conduct electricity etc)

Main

Compression and tensile strength introduced to students with examples from Go book (concrete and steel). Pairs asked to predict what will be the result if steel is placed inside concrete blocks.

Practical – students are given syringes and asked to test the difference in how easy it is to compress air and water (more able with less able student pair). Class discussion of results.

Students select an LO question to attempt in their books.

PlenaryFor each LO question attempted, a student is selected to read out their answer – and peers comment on, or improve the answer. Students self assess answer – and make improvements in different colour pen.

Differentiated LO questions.

Teacher questioning

Peer and teacher assessment of LO answers.


Plastic Syringes


9. DiffusionPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What is it called when particles spread evenly in a gas or liquid?

L4 – Why does diffusion only occur in liquids and gases?

L5 – Explain diffusion in terms of particles?

L6 – When a window is opened, what happens to the particles that have caused the bad smell?

L7 – Why would a shark be able to smell the blood of its prey quicker in a tropical sea than in a cold ocean?

StarterStudents asked to recount what they learned last lesson (without referring to their book). Class discussion – with peers improving or correcting key learning points (importance of revision highlighted)

MainTeacher sprays perfume in corner of the room, and asks students to raise their hand when they can smell it. In groups students suggest how the particles of perfume moved across the room (answers on mini whiteboards).

Teacher explains the idea of diffusion, and students are asked to either:V – draw a diagram to show how diffusion works showing particlesA – explain to a peer & the teacher what they understand by the term diffusionK – design a role play to show how diffusion works Students self assess their Level based on the LO questions. Teacher questioning of random students to ensure valid self-assessment.

PlenarySpot test on Dissolving, Filtering, Properties of materials and diffusion.

VAK optional activities

Differentiated LOs – self assessed by students

Teacher assessment of last lesson’s learning during starter.

Self assessment of LOs.

Summative assessment during spot test.


Perfume


10. Expansion and contractionPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What happens to metals when they are heated?

L4 – What happens to a gas when it is cooled down?

L5 – Explain, using the word particles, why the liquid in a thermometer rises when it is heated.

L6 – Explain why (in terms of particles) hot air balloons get smaller when the air inside them cools down.

L7 – Suggest a reason for why water expands when it is cooled to ice (it is different to most materials)

StarterStudents watch a demonstration of the metal ball and ring, and attempt to explain to a partner why the ball no longer gets through when heated. Selected pairs to share their idea, and class improve on each other’s answers.

MainOnce it is established materials expand when heated, students suggest how an object gets bigger (usual misconception is the particles get bigger). Student suggestions written on white board – answer NOT given by teacher.

Groups are then given a number of plastic balls (particles), and have to show what happens to an object when it is heated and cooled. Class observe group explanations, and vote on the idea they think is correct.

Students are shown LOs again, and choose 3 to answer, individually.

Ext: Students to think of several everyday objects that use expansion and contraction. PlenaryAnswers to LO questions given by students, and students self assess progress – what level are they?

Variety of styles of learning.

Differentiated LOs

Group, pair and individual work.

Peer assessment of group modelling of expansion and contraction.

Self assessment of level based on LO.


Metal ball and ring.

Plastic balls.


11. Hazards Symbols and Risk AssessmentsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What does the skull and cross bones symbol mean?

L4 – Why should you keep all chemicals in the lab as dangerous?

L5 – Explain the procedure for using a Bunsen burner safely.

L6 – Petrol is easily set on fire.

L7 – Evaluate ways to ensure harmful chemicals are not found and drunk by small children at home.

StarterMind map and class discussion on the potential hazards in the lab. Teacher to have a selection of chemicals in bottles to prompt ideas.MainTeacher introduces the idea of a risk assessment to minimise the possible hazards. A simple example risk assessment to be shown on powerpoint.

Students are shown the new hazard symbols, and in groups, learn what each one means. Class discussion on how the risks can be reduced.

Class is then shown how to use the Bunsen Burners safely (teacher demo), and students to write a risk assessment based on demo. Every student then has to set up the Bunsen burner, with a partner marking the student against their own risk assessment (is every precaution followed – mark out of 5).

Ext: Evaluate ways to ensure harmful chemicals cannot be accessed by young children in the home.PlenarySpot test on symbol meaning and associated safety precautions – Teacher collect scores as percentage.

Differentiated LOs.

Students marked against their own risk assessment by their partner.

Peer assessment of practical skils and safety.

Teacher assessment of hazard symbols.



12,13,14. CAU – Effect of temperature on diffusion in liquidsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsStudents are shown a demonstration of potassium manganate (VII) dissolving in water. Introduce investigation to see how the speed of diffusion is affected by temperature.

Students use KS3 CAU template from JKN

3 lessons:

1: Planning stage – students will need support in identifying dependent, independent and control variables.

2: Practical stage – kettle, thermometers, potassium manganate (VII), tweezers, beakers, water.

3: Analysis: results table, comparing results with other groups, line graph (discussion on why a bar graph is not used).

P 81 Go Science 1

kettle, thermometers, potassium manganate (VII), tweezers, beakers, water.


15. Acids and basesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Name four everyday liquids that contain acid or alkali.

L4 – Coca cola and toilet cleaner both contain phosphoric acid, but why is it safe to drink cola but not toilet cleaner?

L5 – Explain why an alkali is a special type of base.

L6 – Why are hairdressers allowed to use hair products containing more alkali than products used at home?

L7 – Evaluate why richer countries produce more sulphuric acid than poorer countries.

StarterStudents are shown a selection of common liquids and use traffic light cups to predict if they contain acid or not.MainTeacher introduces the topic of acids and alkalis, and have a class discussion to establish initial knowledge (what are acids and alkalis? – should we use hazard symbols for them?). Teacher to explain the relationship between acids and bases (chemical opposites). Teacher to point out an alkali is a special type of base that can dissolve in water.

Students given a worksheet with common household liquids, and in pairs, cut and sort into piles of acids and alkalis – expand to table groups – and assessed at end of exercise – the use of alkalis in soaps and hair products highlighted.

Students are shown apple juice and hydrochloric acid – and asked to explain why we can drink apple juice, but not hydrochloric acid despite both containing acids – class discussion and questioning to identify concentration of acid/alkali (use example of orange squash for concentration).

Students to read top of p95 on sulphuric acid – and have to explain to the teacher why sulphuric acid is so important to countries.

PlenaryStudents choose 2 LOs to answer, and answers provided by class to establish highest level question answered correctly.

Differentiated LOs.

Students choose LOs to answer in plenary.

Peer assessment of pair exercise.

Self assessment in plenary.


Apple juiceHydrochloric acid

Acid and alkalis card sort.


16. pH scale Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What colour will universal indicator turn in strong alkali?

L4 – How could you use universal indicator to tell the difference between pure water and clear apple juice?

L5 – Explain why alkalis feel soapy?

L6 – Normal skin has a pH of 5.5, so suggest what problems could be caused by using normal soap?

L7 – Evaluate how effective universal indicator is at preventing hazards.

StarterA beaker of clear liquid (water) is placed in the middle of each table in the lab as the students arrive, and they are asked to suggest a method for identifying whether it is an acid, alkali or water.

MainTeacher then give students 5 solutions (HCl (0.1M), ethanoic acid, water, ammonia and sodium hydroxide (0.1M) – and universal indicator. Students are asked to investigate and record the colour of each solution when UI is added (don’t give them the mini colour charts).

Once completed, groups predict (using bottle labels or otherwise) what colours indicate acid, neutral and alkali.

Teacher introduces the full pH scale, the associated UI colours and where common substances fit.

Class discussion and questioning on soaps – are they alkali, how do they clean your hands, how do hands feel afterwards, what do they mean by ‘pH balanced’ soap. PlenarySpot test based on LO questions. Students’ levels are recorded by teacher.

Differentiated LOs.

Practical – each group to identify roles for each member (Safety officer, equipment officer, data officer, Group organiser)

Peer assessment of pair exercise (Afl)

Teacher assessment in plenary.


HCl (0.1M)Ethanoic acidWaterAmmoniaNaOH (0.1M)Test tubesUI


17. Common IndicatorsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Name three common indicators

L4 – What colour will litmus paper be in pure water?

L5 – Why can’t you use the colour chart with litmus paper?

L6 – Explain the limitations of litmus red and blue.

L7 – Evaluate which is the best indicator for identifying mystery substances.

StarterMind Map – why is pH important in nature and for farmers?Class discussion and questioning.

MainTeacher introduces 2 new indicators (litmus red and litmus blue). Students are given the same substances as lesson 16, and this time use litmus red and litmus blue indicators, and record the colour changes in a table (see table at bottom of p98 for answers).

Teacher show correct table – and students record how many they got right (out of 6) – students with high scores to coach students with lower scores followed by short test to ensure all students know the colour changes.

Students have 3 minutes to discuss the 3 indicators they have used so far, and the advantages and disadvantages. Class discussion and questioning to identify Universal indicator as being a more precise measure of pH.

PlenaryStudents choose 2 LOs to answer, and class answers for students to assess which level they have progressed to this lesson.

Differentiated LOs.

More able to coach less able on the litmus colour change patterns.

Students choose LOs to answer.

AFl: Litmus paper table and coaching

Plenary – Peer assessment of partners answer to establish level.


HCl (0.1M)Ethanoic acidWaterAmmoniaNaOH (0.1M)Test tubesLitmus red paperLitmus paper blue


18. Making an indicatorPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What should an indicator do?

L4 – Why do indicators change colour?

L5 – What is a problem of adding indicator to an unknown solution found at a crime scene?

L6 – Evaluate how well your ‘homemade’ indicator performed compared to other real indicators.

L7 – Write an advert explaining why scientists should buy your red cabbage indicator.

StarterWhy are plants useful to scientists – 5 minute group discussion, followed by class discussion and questioning. Possible answers – medicines, materials for building, paper, paints, indicators

MainTeacher explains that red cabbage contains chemicals that can act as an indicator. Question – what happens when an indicator meets and acid, alkali or neutral substance (chemical reaction causing colour change)

Method is given to students to create red cabbage indicator – who have 20 mins to produce a working indicator, with evidence. Highlight importance of labelling the dimple tray and samples to show the indicator has worked.

Students write a sales pitch for red cabbage indicator – indicating advantages against other indicators.

PlenaryPeer assessment WWW and EBI – selected students to read out their work.

Differentiated LOs.

Practical – each group to identify roles for each member (Safety officer, equipment officer, data officer, Group organiser)

Teacher assessment of indicator evidence for each group.

Peer assessment of sales pitch.

HCl (0.1M)WaterNaOH (0.1M)Dimple TraysConical flasksRed CabbageSandFilter paperFunnelsPipettes


19. Indigestion Tablets and neutralisationPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What does neutralisation mean?

L4 – Explain how you could measure the pH of a sample of stomach acid.

L5 – Why does the solution eventually turn orange – what pH is this?

L6 – Explain how you knew what the best indigestion tablet was.

L7 – Suggest what factors (other than neutralising ability) a chemical company should consider before making and selling their tablet.

StarterWhat happens when you react a very strong acid with a very strong alkali? 1 min discussion, followed by teacher questioning of students focusing on whether the result would be even more harmful, the same, or harmless.

MainTeacher introduces the idea of an acid being neutralised by a base, and explain that indigestion tablets and stomach acid is a very common example.

Students are given 10 minutes to measure how much acid can be neutralised by an indigestion tablet. Method, put tablet in beaker, 5 drops of UI, and add HCl 1cm3 at a time until the solution starts to turn orange.(Each group given a different brand to work out what the best tablet is).

Students have 5 minutes to share their results – discuss any strange results, and write a conclusion about their findings.

(Alternatively – use results table on p101 of Go book) PlenaryMore able students asked to pair up with a less able student, and prepare for spot test based on the LO questions – teacher to collect levels.

Differentiated LOs.

More able to coach less able pre spot test.

Variety of tasks.

AFl – students assess each others’ practical results before using them to form a conclusion.

Teacher assessment of spot test answers.



20. Chemical reactions and corrosion of metalsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What are the signs a chemical reaction has happened?

L4 – Describe the key difference between a chemical reaction and a physical change.

L5 – Give 3 reasons why burning a match involves a chemical reaction.

L6 – How can you tell hydrogen has come off during a reaction?

L7 – What do the number of bubbles coming of the metal show for the different metals.

StarterTeacher demonstrates 4 reactions (with the help of students) – and the class write down observations for each one. Students then discuss in groups how they can tell a reaction has happened. Teacher questioning – and list written on whiteboard.

MainStudents are shown a number of everyday processes (ice melting, eggs cooking, baking a cake etc) and individually decide if it is a chemical reaction (if not – it’s a physical change). Traffic light cups for Chemical change/Physical process/Not sure.

Students complete the practical on p104 of Go Book. Adding small volume of HCl to different metals. Students observe how quickly the bubbles come off – and complete the hydrogen pop test.

Groups discuss their results, and then write a conclusion – which metal corroded quickest and how can you test for hydrogen.

PlenaryStudents choose 2 LO questions to answer – teacher gives answers, and peer marking to provide Level for the lesson.

Differentiated LOs.

Selected students help with starter demonstrations.

Students choose LOs to answer.

Teacher assesses class understanding of chemical reaction signs.

Peer assessment of LO answers.

P 102- 104 Go Science 1

4 demos (TBC)Metal strips:MagnesiumZincIronCopper

HCl (1M)Test tubes


21. Corrosion of carbonatesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What is the test for carbon dioxide gas?

L4 – How can we tell a chemical reaction has happened?

L5 – Limescale is a base, so what type of reaction happens when the acid reacts with it?

L6 – When carbon dioxide dissolves in water it forms an acid. How could you prove this?

L7 – Suggest the problems acid rain might cause.

StarterSpot test on signs of a chemical reaction. Students with high scores to reteach students with low scores, and then retest to ensure all students reach base understanding for reactions.

MainStudents are asked if they know how to remove the ‘white furry stuff’ off a kettle. Discussion/questioning leading to identification of the substance as calcium carbonate (limescale) – and use of an acidic substance to remove it – resulting in bubbling.

Students then mimic this process practically, using HCl and calcium carbonate in a test tube. Students should make observations first time around. Selected students to read their observations.Class then asked how they can tell what the gas is (bubbles=gas). Explain that limewater is the test for carbon dioxide (perhaps demo with volunteer blowing into test tube. Class repeat practical – this time with a delivery tube running into a test tube of limewater. Students write a conclusion. Peer assessment against teacher specified criteria.PlenaryStudents design a short guide (1 minute) to help explain how scientists can test for hydrogen and carbon dioxide gas. Students selected to read their guides – with subsequent students looking to improve on the previous attempt.

Differentiated LOs.

More able students to coach less able during starter.

Teacher assess class understanding of previous lesson content.

Peer assessment of conclusion.

Class assessment and improvement of student guides (in plenary)

P 105 Go Science 1

Test tubesDelivery tubesHCl (0.5 M)Calcium carbonateLimewaterStraw


21. Science of firePrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Name two ways in which energy is released in a fire.

L4 – Explain what fires need to start and keep burning.

L5 – Explain how a layer of foam can put a fire out.

L6 – Explain the problems associated with forest fires.

L7 – Evaluate what type of fire extinguisher is the most effective.

StarterMind Map discussion – What do the class know about fire. Teacher questioning to establish what types of energy fire give off (light and thermal…possibly sound).

MainStudents are given a blank template of a fire triangle – and pairs discuss what 3 things are needed for a fire to keep burning.

Students split into 6 groups, and each group is given information on a type of fire extinguisher. Groups have 10 minutes to sort key information, and produce a 1 minute presentation for the rest of the group. Key elements – what is it made from?, how does it work?, what sort of fire does it put out?

Students make key notes from each presentation – and then individually decide which extinguisher is the best and why. Selected students to explain their decision.

Ext: More able students apply their knowledge of fire to a forest fire situation (Class discussion)

PlenaryStudents attempt 2 LO questions, and self assess progress based on teacher/peer provided answers.

Differentiated LOs.



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rsgscience.weebly.comrsgscience.weebly.com/.../12_-_yr_7_acids_alkalis_and_… · Web viewCompression and tensile strength introduced to students with examples from ... using the