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RSG Y8 Elements, Mixtures and Chemical reactions - Sept 2011 (DBO)

Lesson Working titles Additional Info1 Elements2 Periodic Table3 Mixtures4 Compounds5 Properties of metals6 Properties of non metals7 LAT8 LAT9 Naming compounds10 Structure of the air11 Chemical Reactions12 Metals with acid and water13 Reactivity series14 Displacement15 Using displacement reactions16 Reactions of metal oxides17 Reactions of metal carbonates18 Fuels - Combustion of hydrocarbons19 Pollution caused by burning hydrocarbons20 CAU21 CAU22 CAU23 Writing equations practice24 Balancing equations practice25 Revision26 Revision27 End of Topic Test28 End of Topic Test

1. ElementsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resourses Spec or

AFsLevel 3: How would you define an element?

Level 4: What is the difference between an atom, an element and a molecule?

Level 5: Explain what you would find in a bar of pure gold.

Level 6: Draw the elements hydrogen, oxygen and lead and explain why this is only a model.

Level 7: Evaluate how effective circles are as a model for atoms, elements and molecules.

Starter Three questions:

1) What is the smallest amount of gold you could give someone? (Answer: 1 atom of gold)

2) How small is this compared to a meter ruler (Answer: you’d have to divide it by 10 nine times)

Students discuss in pairs/groups – followed by class discussion.Main- Students are asked to write a list of all of the different materials they can think of (use gold as an example). A student is selected to come to the whiteboard, and each student is asked to shout one material – put them in two columns (elements + other), but don’t label them. Teacher to tell student what side to write it.- Teacher questioning to establish that the elements side are materials that are not mixtures – but all made of one type of atom.- Teacher shows examples – atom of hydrogen (small circle), atom of oxygen (bigger circle) and lead (large circle) possible use of colour to distinguish.

Students are given a worksheet with diagram of an atom, an element, and a molecule of oxygen – and have to identify which is which. Teacher questioning to allow all students to get to the correct answer. More able to attempt to define a molecule from the worksheet.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 …)

Differentiated LO questions for plenary.

More able extended to define key words.Less able supported to be able to identify elements, atoms and molecules.

Establish prior knowledge.

AFl - Worksheet

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

P 52-53 Go Science 2

Worksheet (TBW)

Suggested Homework: TBC

2. The Periodic TablePrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resourses Spec or

AFsLevel 3: Why do scientists use symbols for chemical elements?

Level 4: Where do you find metals and non-metals in the periodic table?

Level 5: Is element Br a metal or a non-metal?

Level 6: Explain why nitrogen and oxygen are in different groups

Level 7: How can the periodic table be used to predict the properties of elements that haven’t been found yet?

Starter Students are given a periodic table per group, and are asked to find 5 elements. Race – merit points to the fasted group. Class discussion to allow the students to consider why the periodic table in that order.

MainTeacher introduces idea that every element is in the periodic table – and that the order is very important. Questioning to highlight use of symbols (and the capital and lower case order).

Pairs are given 10 cards with elements and their properties. They have 5 minutes to organise them into a sensible order that they are happy to explain to the class.Selected pairs share their ideas, and other students to improve or question their order.

Teacher to clarify the order of periodic table – focus on increasing mass left to right, and elements in groups having similar properties (including the metals and non metals).

Students choose an LO question to answer – and is peer assessed following class discussion of answers.PlenaryQuiz on periodic table, allowing students to use the periodic table to find element names, symbols and properties.

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

Pairs selected to allow more able to work with more able independently, and less able in pairs with teacher support.

AFl Peer assessment

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



3. MixturesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resources Spec or

AFsL3 – Give 2 examples of a mixture.

L4 – Explain what a mixture is?

L5 – Can you draw a model of a mixture and an element and describe the differences in your diagrams?

L6 – Suggest an experiment to see if a substance is a mixture.

L7 – Is orange juice a mixture? Explain your answer.

Starter Mind Map & class discussion on what the word mixture means. MainA scientific definition of a mixture is given to the students – and in pairs, students list as many substances they think are mixtures. Each pair suggests a substance, and have to convince the rest of the class who have to question the pair if they disagree.Ext:Students are then asked to model an element and a mixture using plastic balls in groups. This is presented to the class and teacher – WWWs and EBIs given by peers.

Question – how could we separate a mixture into its different parts? Student suggestions, with TLC for class to agree or disagree with the suggestion – (looking for evaporation/filtering/distillation – from Year 7 knowledge)

Class then watch a demonstration (or class prac) of water and water mixed with a salt being heated in identical fashion. They have to predict which will boil first. Selected students to help organise. Conclusion – pure substances have a lower boiling point compared to impure (mixed) substances.PlenaryStudents self assess what the highest LO they can answer is. Random students tested on their self assessment.

Differentiated LOs.


- Plastic Balls- Water- Salt Water- Bunsen Burners (200ml)

Pure water should start boiling first.


4. CompoundsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Name 3 compounds.

L4 – Name the elements in water and carbon dioxide.

L5 – What elements do TiO2 and VCl contain, explain your answer.

L6 – How many atoms are there in CO2, Al2O3, and NaCl?

L7 – Design a way to explain how elements, mixtures and compounds are linked.

Starter Students are show the ‘chemical formula’ word:“Re S P O N Si B I Li Ti Es”and asked how many different elements are present. Highlight importance of each ‘new’ element starting with a capital.MainStudents are asked to recall the different types of substances they have learned so far (possible test) – atoms, molecules, elements, mixtures, metals and non metals.

Students are introduced to the last type of substance – compound – and given a definition, with common examples of water, methane, carbon dioxide and sodium chloride.

Students are given a worksheet, with the chemical formula for the 4 compounds, and have to find the elements that make them up using the periodic table. Class discussion at the end – e.g. why do with call it chloride, when its chlorine in the periodic table. (oxide-oxygen too). Students to make corrections where necessary.

Pairs – then groups – are asked to predict what the small numbers mean in each formula. Teacher questioning to get to the correct answer – and students to come up with 2 simple rules to help them establish the type and number of atoms in compounds.PlenaryStudents draw the atoms in an element, mixture and compound – more able to design a simple way to remember it. Peer assessment of model and memory aid.

Differentiated LOs

p60-61 Go Science 2


5. Properties of metalsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Name three metal elements

L4 – Where do you find metal elements in the periodic table?

L5 – Describe 4 properties of metals.

L6 – What metal would you choose for a plane, a saucepan and an electrical cable and why?

L7 – Explain why scientists who work with mercury must do a risk assessment.

Starter Mind Map – why are metals so useful? Establish prior knowledge. MainClass split into 4 groups, and each group completes a different task. Peers assess understanding within group before presenting to class:Group 1: investigates the appearance, strength and malleability of a selection of metals.

Group 2: investigates whether a selection of metals conduct electricity using a simple circuit.

Group 3: investigates whether metals conduct heat well. Hot water in a beaker – metal and plastic rods – which feel hotter at the top (possible temp probe)

Group 4: using laptops/printed material – what metals are used for what jobs e.g. aluminium for planes.

Ext: More able given printed material on the history of mercury, and have to design a simple risk assessment for working with it.PlenaryStudents present their findings to the class, and give a simple conclusion for the rest of the class to write down in their own words. Class give feedback on the conclusion – was it simple and did it answer the question they were asked at the beginning.

Differentiated by tasks and level student attempts to work at.

Go Science P56-57

Selection of metals.

Wires, bulbs, powerpacks, croc clips

Metal rodsPlastic rodsKettleBeakers

Printed material on uses of copper, aluminium, iron, silver, mercury.


6. Properties of non-metalsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Where are non-metals found in the periodic table?

L4 – What non-metals are usually found as a gas?

L5 – Describe 3 properties of non-metals.

L6 – Explain how non-metals are different to metals.

L7 – Does any non-metal element conduct electricity?

StarterGroups discuss what chlorine, sulfur, carbon and phosphorus are used for. Class discussion and questioning to establish prior knowledge.

MainStudents remind themselves where the non-metal elements are in the periodic table, and class discussion on whether they are usually solid, liquid or gas.

Using the examples provided and their uses (chlorine, sulfur, carbon and phosphorus) – pairs work discuss the properties of non-metals (by comparison with metals).

Students are given a work sheet with the “Elements and their properties” table p59– and individually predict which letters are metals, and which are non-metals.TLC are used to show metal or non metal at the end of the exercise. Teacher questioning to assess student’s thinking.

Ext: discussion with more able students about graphite.

PlenaryStudents choose 2 appropriate LOs to answer in their books, or verbally with a peer. Peer assessment of which level has been achieved.

Differentiated LOs

Ext work for more able.

Less able given more support during worksheet task.



Lesson 7 & 8

The Deadly Fizz – Dangers of Carbon Dioxide

What happened at Lake Nyos?Students are taken through the links below, following the story (with videos) and learning how to draw graphs. At the end of the web site, the students attempt the task in the next column.

There is a L3-6 page and L5-8 page for differentiation.

http://www.appinscience.com/webquests/webquests1/index.html

Login: rsgPassword: rsg

Student support worksheets on T: drive

Use your AF 3 Level Ladder to assess task.

A final task your teacher may set you is to create a front page newspaper article that summarises the Lake Nyos disaster. You should include in your article:

What happened at Lake Nyos The scientific cause of the Lake Nyos disaster A graph illustrating some of the CO2 data collected

from the lake waters How scientists have worked together to find answers

to scientific problems such as the mystery of the Lake Nyos disaster, and how they are currently working together to avoid future disasters

How scientific facts can be used innacurately to support an argument

http://www.appinscience.com/webquests/webquests1/index.html

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


AFsL3 – What part of the compound comes first in its name – metal or non-metal?

L4 – How do you name a compound that contains oxygen as the non-metal?

L5 – What elements make up carbonate and sulfate compounds?

L6 – Predict the name of the compound made from magnesium and iodine.

L7 – Explain why carbon monoxide and carbon dioxide have different names even though they both contain carbon and oxygen.

StarterStudents look at a list of compounds, and have to identify/predict what atoms each contains (using a periodic table):Magnesium chlorideZinc oxideLithium sulfideMainIn pairs – students attempt to work out the rules for naming compounds based on the starter activity. Pairs then discuss ideas with table/group – and each group is asked to give a rule each during a class discussion. Peers listen to ideas, and agree or disagree with the rule. Agreed upon rules put on the white board.

Students are then shown the formula for:Calcium carbonateCopper SulfateSodium NitrateClass discussion on what elements each contains.

Individually, students decide if all of their rules hold true – if not, they have to suggest changes to accommodate these new compounds.Ext: discussion on the name and formula for carbon dioxide and carbon monoxide.Students attempt their target (or beyond) LO question. Self assess based on class answers.

PlenarySpot test on compounds. Students are shown the formula for a compound, and have to name it. Percentage score taken in by teacher. More able students have 2 minutes to help those with low scores.

Differentiated LO questions.

Pairs and groups selected based on similar abilities or mixed abilities.

Periodic tables


10. Composition of the airPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What is the most common gas in the atmosphere?

L4 – What gas is important for scuba divers to have in their tanks.

L5 – Draw a bar graph to show the different gases in air.

L6 – Explain, with use of scientific terms, why air is described as a mixture.

L7 – Design a convincing sales pitch evaluating the content and importance of air

StarterWhat is the air made of – Mind map, and common misconceptions dealt with.

MainStudents are given a 6 question worksheet. Class split into groups of 6 – and each group is responsible for one question. If any other students need help, they visit that group for the answer. Groups are allowed to use any resource in the lab once (Computer/Text Books/Ask the Teacher/Ask another group)

Less able to answer easier 3 by themselves – more able to answer all.

Each group gives their answer and an explanation of how they found it out. Teacher questioning of selected students from other groups to ensure understanding.

PlenaryStudents write a short script for a TV advert for “AIR”, why people should buy it, what’s in it etc. TLC used to peer assess selected students’ scripts – RED = won’t buy, YELLOW = might buy, GREEN = definitely will buy AIR!

Differentiated LOs.

Differentiated worksheet.

Students choose different resources to suit their learning style.



11. Chemical ReactionsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Give 2 examples chemical reactions that can happen in or on cars.

L4 – Describe what happens to particles in chemical reactions.

L5 – Explain why it is so difficult to reverse a chemical reaction.

L6 – How does a word equation help us show what is happening in a chemical reaction?

L7 – Does a diagram of the atoms rearranging show a chemical reaction better than a word equation?

StarterStudents are shown a picture of an old car (with rust on it) – and are asked to suggest what chemical reactions have happened in or on the car (petrol burning/rusting of the steel body/oil reacting with air/etc) MainStudents recall the signs that a chemical reaction has happened (from Yr 7).

Students then complete the reaction between Lead nitrate and potassium iodide (DBO to confirm use with Year 8) – and make observations. May wish to video on phones as bright yellow precipitate forms. Class discussion on why reactions happen, and why they are difficult to reverse.

Students are then shown the equation, in word form, and with the compounds drawn. Teacher questioning of students to establish that the atoms have rearranged during the reaction.Students copy equation into their books, and label reactant and product sides.

Class discussion on why scientists use equations to show reactions (rather than just describing what they saw).PlenaryStudents answer two LO questions, and peer assessment of answers by student who has attempted the same questions.

Differentiated LOs

]

0.01M lead nitrate0.5 M potassium iodide.Beaker

Caution using lead nitrate – only tiny volume required and heavy teacher supervision.


12. Metals in water and airPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Why are the problems of using metals outside?

L4 – How does rust form?

L5 – How did you investigate the best method to prevent rust happening?

L6 – Why is it a good idea to check your results with other groups?

L7 – Why doesn’t rust form in very dry conditions?

StarterStudents watch a video of rust damage (http://www.youtube.com/watch?v=YuAJYtFM0e8 ), and in groups, students discuss how rust happens – and what elements are involved based on prior knowledge.MainTeacher establishes that metals react chemically (and often corrode) when they react with water and oxygen when outside. In particular – iron reacts with water, and then oxygen to form iron oxide - show equations.

Groups are given 4 iron nails, and have to decide how they are going to investigate the best way to protect iron from rusting. (Students are provided with oil based paint, oil, salt, water, cotton wool and test tubes)Results table to be prepared for observations for the next lesson.

Teacher demonstration of metal oxides forming when alkali metals are cut in the air.

Ext: Students suggest ways to remove a rust layer. Teacher questioning to establish the use of acids in rust removers. Example equation shown p45:Iron oxide + phosphoric acid iron phosphate + water Iron phosphate can be easily brushed off. PlenaryIn pairs, students verbally assess each other’s progress using LOs. Students progress reported to teacher via hands up.

Differentiated LOs.


See practical.


http://www.youtube.com/watch?v=YuAJYtFM0e8

13. Reactivity seriesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Why is it important that bridges don’t rust?

L4 – Which metal would react more vigorously with oxygen – sodium or iron?

L5 – How could you use zinc to protect iron from rusting?

L6 – Explain why you can find pure gold in the environment, but not pure potassium.

L7 – Explain why titanium is used to make artificial joints.

StarterStudents look at their nails, and complete their results table. Each group verbally explain their results, and compare results with other groups.MainTeacher demonstration of 4 metal strips reacting with acid in test tubes (possible class practical if time). Students make observations – do all metals react in the same way? Class discussion – Why is it important for scientists to know how reactive metals are?

Teacher introduces the concept of the reactivity series (as a league table of metals). Students are asked to think of a saying/rhyme/other method to remember the order.

Split class into teams of 8 – each member is given a large card with a random metal on it - and set them the challenge of putting themselves in the reactivity series order in the quickest time possible. Merit points for the winning team.Class discussion on what reactivity means – more reactive are always found in compounds such as metal oxides – less reactive found in element form, and used in jewellery and hard wearing objects.PlenaryStudents attempt to answer all LOs and self assess the level they have achieved based on the questions they got right.

P 48-49Go Science 3


14. DisplacementPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What does displacement mean in terms of atoms?

L4 – Describe when a displacement reaction happens.

L5 – Explain what would happen if potassium was added to a test tube of copper oxide.

L6 – Write the word equation for the reaction above.

L7 – Write a balanced symbol equation for the equation above.

StarterSpot test starter on which is the most reactive metal:1) Sodium or Copper2) Lead or zinc etc – Recap methods for remembering the reactivity series.MainStudents are shown a diagram of iron, sodium and oxygen atoms, and asked which metal the oxygen atom is more likely to be attracted to. Class discussion and questioning to establish the non-metal will be attracted to the most reactive metal.

Students are then shown a diagram of copper oxide and potassium – and asked what they think the oxygen atom will do this time – possible analogy to a girl leaving a boring boyfriend to be with a more attractive boy.

Displacement practical with dimple trays – observe colour changes. Students observe if displacement always follows the reactivity series. What happens if the non metal is already with the most reactive metal?

Students revisit the copper oxide and potassium question – and complete a word equation for the reaction.Ext: more able to attempt a balanced symbol equation.PlenaryStudents think of celebrities of TV characters they could use to help explain displacement to a year 7 student. Selected students to share their ideas – peer assessment with TLC to see if they feel it is a good or bad example.

Differentiated LOs. Dimple tray

displacement practical.


15. Using displacement reactionsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – make basic observations of a chemical reaction

L4 – Perform displacement reaction safely

L5 – Write an appropriate risk assessment for a chemical reaction practical

L6 – Evaluate how successful the practical was.

L7 – Suggest improvement to the method for future or similar experiments.

StarterMind Map – students to suggest how they think displacement reactions could be useful in society. Questioning to establish it is a good way to remove non-metals from a compound to leave the pure metal.MainThermite reaction demonstration – highlight the iron oxide at the start of the reaction – and ‘fish out’ the pure iron at the end (using a magnet).

Students then perform a displacement reaction to obtain pure copper from copper oxide with carbon.

Students to write a risk assessment, and evaluation of the success of the practical.

PlenaryStudents self assess their level based on their practical skills.

Differentiated LOs.

Thermite reaction demo


16. Reactions of metal oxidesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What two elements are found in magnesium oxide?

L4 – Why are reactive metals usually found as oxides in the environment?

L5 – What salt would be formed from the reaction between nitric acid and magnesium oxide?

L6 – How could you prove copper oxide is a base?

L7 – Write a balanced symbol equation for the reactions performed.

StarterIn groups students come up with an explanation for why most metals are found as oxides in their natural state. Questioning and peer comments to improve the answer.

MainStudents given copper oxide, and three acids (HCl, H2SO4, and HNO3). They perform small-scale chemical reactions in test tubes – and record observations – different colours.

Teacher gives the general formula:metal oxide + acid - -> salt + water

Students are given the relationship between acid and the metal salt it makes. (Hydrochloric acid = metal chloride)In pairs, students have to write the equation for each reaction they performed:Copper nitrate + waterCopper sulfate + waterCopper chloride + water

Ext: write balanced symbol equations for these reactions.

PlenaryStudents complete a variety of metal oxide plus acid equations. Peer assess and percentage scores to be collected by teacher.

Differentiated LOs. DBO to confirm

prac for Year 8.

Copper compounds are irritants and therefore to be handled safely – leave products in test tubes.


17. Reactions of metal carbonates Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What two elements are found in the carbonate group?

L4 – Why do limestone objects, such as buildings, wear away in the environment?

L5 – Explain how you can test for carbon dioxide, and prove a solution is neutral?

L6 – Write a word equation for the chemical weathering of calcium carbonate by sulphuric acid.

L7 – Write a balanced symbol equation for the L6 reaction.

StarterStudents are shown a series of pictures of weathered rocks (limestone) and in pairs have to explain, in detail, what has happened and why. Class discussion and teacher questioning to improve answer.MainStudents observe a teacher demonstration of calcium carbonate reacting with hydrochloric acid. Students suggest what products are formed (should predict the salt name based on last lesson and have a guess at the gas coming off since there are bubbles). Water may be suggested as it was produced in the lesson with metal oxides.

Explain that a scientist needs to be able to prove a prediction, and so are given 2 metal carbonates and HCl and have to prove that the reaction has made water and carbon dioxide. More able to work in pairs to design an investigation to prove it – less able to be supported by teacher or extra information to design their practical.- Suggested method is limewater to prove carbon dioxide, and UI to prove neutral solution – water.

Student groups to explain method to teacher before performing. Evaluation of practical written by individuals – did the investigation prove the class prediction?More able students are asked to develop the general equation for metal carbonate + acid salt + water + CO2PlenaryStudents complete a missing chemical exercise to practise implementing the general formula (and naming the salt correctly).

Differentiated LOs.


18. Fuels – burning hydrocarbons Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Give 3 examples of fuels.

L4 – What two elements are found in hydrocarbons?

L5 – Why do we burn hydrocarbons in vehicles and power stations?

L6 – Write the word equation for the combustion of petrol.

L7 – Write a balanced symbol equation for the combustion of methane (CH4)

StarterStudents are asked the question “Why do we put petrol in cars?” – teacher questioning to lead to the idea of petrol being burned in mini explosions – causing gases to be released – causing the piston to move around – and make the car move! Animation below for visual learners.http://en.wikipedia.org/wiki/File:Arbeitsweise_Zweitakt.gifMainStudents predict what two elements are present in hydrocarbons – and teacher explains that good fuels contain mainly carbon and hydrogen. Students (individually or in pairs) list as many different fuels as they can. Class discussion, and list compiled on white board (methane, petrol, diesel, wood, coal, alcohol).

Teacher establishes that fuels are burned to release energy – and this energy is used to power vehicles and powerstations. Video of coal powerstation if available.

Students set up a Bunsen burner on their desks, and observe the energy released from this reaction. Could mention that reactions that release energy are called exothermic.With Bunsen burners on, students are given worksheet with chemical formula for methane and oxygen, and groups predict what 2 common compounds are formed (could use molimods for kinaesthetic learners).

Selected students come to the white board, and suggest the equation for this reaction – changes made until class are happy it is correct. More able students to attempt to balance the equation for combustion of methane,

Differentiated LOs.

http://en.wikipedia.org/wiki/File:Arbeitsweise_Zweitakt.gif

PlenaryStudents attempt 2 LO questions, and peer assessment to establish current working level.


19. Pollution caused by burning fuelsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – What does producing carbon dioxide in the atmosphere cause?

L4 – What environmental problem does sulfur dioxide cause?

L5 – Explain how carbon dioxide and sulfur dioxide lead to climate change and acid rain.

L6 – Explain why the greenhouse effect is a good and bad thing.

L7 – Evaluate the issues around using petrol and diesel in cars.

StarterShow trailer to “Day after tomorrow” and ask students what climate change is, and what causes it.http://www.youtube.com/watch?v=Cs56_GqTyIQ MainTeacher reminds students of the two products formed from combustion – and explain that because fuels often contain small sulfur impurities – sulfur dioxide is also released. Groups suggest/guess problems that water, carbon dioxide, and sulfur dioxide might cause. (note water is also a greenhouse gas).

Class is split in 2 – one half is given printed information on the effects of carbon dioxide.

Second half is given printed information on problems of sulfur dioxide.

Individuals have 3 minutes to identify key points – then pairs combine ideas – groups of five filter out 3 most important parts – then half class group decide how to best explain their research to the other half (e.g. 3 students selected to present the findings). Highlight importance of explaining how they cause the problems.

CO2 Students give short presentation – all other students to make notes. Same with sulfur dioxide.

PlenaryStudents complete a 10 question quiz on pollution. Peer assessed, and percentage scores collected.

Differentiated LOs.


http://www.youtube.com/watch?v=Cs56_GqTyIQ

20,21,22. CAU Energy of fuels Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsStudents are introduced to the investigation – to see what foods will make the best fuels.

Students use KS3 CAU template from JKN

3 lessons:

1: Planning stage

2: Practical stage – beakers, thermometers, different food types (maybe crisps), tripods, Bunsens etc

3: Analysis: results table, comparing results with other groups, bar graph, reliability, precision, heat loss.

Differentiated LOs.


23. Writing equations (practise)Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or


AFsL3 – Identify the reactants and products in an equation.

L4 – Predict the name of the salt produced from the reaction of acids and metal compounds.

L5 – Complete word equations when the reactants are known.

L6 – Predict the reactants when the products are given.

L7 – Write examples of word equations based on general equations.

StarterIn groups, students complete a card sort for the 4 general equations against the clock. Merit points for the winning team.

MainStudents are split into 4 groups – roles given (group organiser, worksheet writer, answer writer etc):CombustionMetal + AcidMetal oxide + acidMetal carbonate + acid

Each student comes up with 3 partial equations for their general equation. Each group then selects the best 5 partial equations from the group, and a large worksheet produced on A3 paper. Full equations (answers) written on a separate sheet of A4.

Groups then swap A3 sheets, and every member of the group attempts to complete the equations. This is repeated for the other two worksheets.

PlenaryA member of each group gives the answers for their equations, and students self assess their answers. Teacher collects marks out of 15 from each student.

Differentiated LOs.


24. Balancing equationsPrior Learning : Learning Objectives

Suggested Activities Differentiation Assessment (AFL or Summative)

Resources Spec or AFs

L3 – Indentify the elements in a compound (KNO3)

L4 – Identify the number of atoms from a chemical formula. (MgCO3)

L5 – Is this reaction balanced: CaO + H2SO4 CaSO4 + H2O

L6 – Balance the equation between sodium and hydrochloric acid

L7 – Balance the equation between Al2O3 and H2SO4.

StarterSelected students asked to come to the white board to explain what 3 example chemical formula mean (identify the elements and how many atoms of each are present)

MainStudents reminded of what balancing an equation means.

On laptops (or with printed sheets from the listed web sites) students balance equations.

Students are numbered 1 to 4 (random or differentiated by ability), and every 5 minutes student has to pair up with a given number (e.g. 1s work with a 4, 2s work with another 2). Students work in pairs to practise balancing equations.

http://rsgscience.weebly.com/uploads/8/0/6/0/8060490/balancing_equations.xlsx

http://education.jlab.org/elementbalancing/index.html

http://misterguch.brinkster.net/eqnbalance.html

http://www.files.chem.vt.edu/RVGS/ACT/notes/scripts/bal_eq1.html

PlenaryStudents self assess which level they are using the LO questions. They then have to convince a partner – who makes a final judgement as to what level the student is.

Differentiated LOs.

Weaker students to identify elements and number of atoms.

More able to fully balance equations.


http://education.jlab.org/elementbalancing/index.html

http://rsgscience.weebly.com/uploads/8/0/6/0/8060490/balancing_equations.xlsx

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