The author has over 20 years’ experience of teaching and has worked in wide range of schools with very diverse student groups. He holds an MSc in “Education and Technology in Science”. This lessons and scheme of work have been successfully trialed and refined in the classroom environment.
The author has over 20 years’ experience of teaching and has worked in wide range of schools with very diverse student groups. He holds an MSc in “Education and Technology in Science”. This lessons and scheme of work have been successfully trialed and refined in the classroom environment.
This practical is best supported with the Year 8 Chemistry C2 3.7 Polymers theory lesson available from my shop (or as part of a bundle). This practical is been based upon a Royal Society of Chemistry activity but made more pupil-friendly.
This lesson contains three parts and probably will take a double lesson.
The first, introductory presentation looks at where three different, common metals come from and introduces the ores of Zinc, Magnesium and Iron with a visual comparison with the pure, elemental metal. There is a slide showing a vast open-cast Haematite mine to show the scale of ore extraction to supply our demand for metals.
The second presentation is for the basic metal and dilute Hydrochloric acid practical.
It shows the basic method, safety and comes complete with a blank results table to project onto the whiteboard.
It also contains a Teacher Demonstration of how to collect the resultant Hydrogen gas - in order to demonstrate the characteristic 'squeaky pop' of ignited hydrogen.
Finally, there is a worksheet for more academic groups to learn how to name the salts produced from the reactions of the different metals with hydrochloric acid reactions.
If you like this lesson, please don't forget to review it and feel free to browse my shop where there are many more.
Many thanks
This 9 slide presentation introduces the idea of metals burning using stunning images and a You Tube video of burning Iron wool with a long exposure (complete with safety information). It continues by discussing the three factors that determine the combustibility of a metal in air.
The second part of the lesson is the classic burning magnesium in a crucible complete with diagram, results table, safety instructions and a step-by-step visual guide provided by a You Tube video.
The quantitative practical shows not only how reactive metals can burn in air but also re-visits the Year 7 Conservation of Mass concept by weighing the magnesium before and the magnesium after.
The presentation concludes with a page reference to reinforce the learning and there is also a word-search included as a starter.
If you like this lesson, please don't forget to review it and feel free to browse my shop where there are many more.
This contains two resources.
1) A half-completed min-map of the entire topic for the students to add their own notes/diagrams/words to.
2) A DIRT feedback lesson based upon scans of real (anonymous) students scripts.
Year 7 Biology B1.2 Structure and Function of body Systems Foundation test Feedback (DIRT Lesson).
This is a feedback lesson used as part of Dedicated Improvement and Reflection Time. It contains the scans of the real scripts as used by my (anonymous) students complete with feedback.
This lesson was written for middle/top sets. The lesson is designed to provoke discussion and thought about the interdependence of predator/prey relationships. The main focus is on the fox/rabbit relationship but also includes a link to a You Tube film on the African honey Badger to demonstrate how these relationships are found across the world.
The narrative is loose so the lesson can follow the students questions but the sequence ensures that the learning objectives will be covered.
At the end, if you have time, there are 'book-work' references (to consolidate the learning) and also a KAHOOT quiz as a plenary.
An excellent resource for Science teachers who want a colourful engaging lesson written by an experienced science teacher. The slides are colour coded by topic, contain All/Most/Some differentiated learning objectives, the current date and with 28-32 point Ariel font to enhance legibility.
The Author has over 20 years’ experience of working in a range of Schools and was awarded a Master’s Degree in 2008 in “Education and technology in Science” by Bristol University. This lesson (and scheme of work) has been successfully trialed in a state Academy and has been used (and improved each time) over three different classes.
