A lesson on Elements Compounds and Mixtures designed for an observation. <br /><br /> <br /><br /> AFL - checkpoints included <br /><br /> Differentiated - tasks<br /><br /> Peer assessment - included <br /><br /> Progress - Start and end exam question <br /><br /> Numeracy - Included <br /><br /> Literacy - included<br /><br /> SMSC - included <br /><br /> Challenge questions - included <br /><br /> <br /><br /> Success criteria: <br /><br /> Define the words elements mixtures and compounds. <br /><br /> Recognise elements mixtures and compounds<br /><br /> Evaluate the number of elements and atoms in molecules.<br /><br /> Write the chemical formula for elements mixtures and compounds.

<p>A science week assembly for 2020 focusing on the theme of diversity.</p> <p>Includes examples of Bio, Cultural, Social and Career diversity. Also includes ideas of how to get involved in Science week using the Science week website.</p> <p>Includes two links to youtube video clips.</p>

<p>A practical lesson on the reactions of Metal carbonates and Acid</p>

<p>A lesson planned on describing and explaining the digestive system.</p> <p>Included:<br /> Exam questions and answers.<br /> Higher and Lower independent task sheet.<br /> SMSC Questions.<br /> Challenge questions.<br /> Help sheet<br /> Diamond task for more able.</p> <p>Success Criteria:<br /> State why the digestive system and the purpose of digestion.<br /> Describe the position of each of the 7 organs within the digestive system.<br /> Explain the function of each of the 7 organs within the digestive system.<br /> Link how the organs in the digestive system work together to make a system.</p>

<p>Reactions of metals and oxygen. (Oxidation)</p> <p>PPT includes tasks and practical to be completed.</p> <p>Success Criteria</p> <p>State the meaning of oxidation.<br /> Write a word equation for an oxidation reaction.<br /> Explain why oxygen as a gas has mass.<br /> Calculate masses of elements and compounds.</p>

<p>An assembly based on the most student engaging discoveries of 2018.<br /> A look at what the future may hold for 2019.<br /> Includes this years British Science Week science poster competition.</p>

<p>The Carbon Cycle.</p> <p>Success Criteria:<br /> State the processes within the carbon cycle.<br /> Describe the transfer of carbon within the carbon cycle.<br /> Explain how the stages of the carbon cycle are linked.<br /> Conclude how Carbon dioxide emissions can be increased / reduced.</p> <p>A KS3 / KS4 lesson designed on building and then writing about the carbon cycle. Written for an OFSTED lesson observation and designed for independent learning.</p> <p>Includes:<br /> Powerpoint<br /> Starter and End progress task.<br /> Build a carbon cycle task<br /> Main task worksheets<br /> Peer assessment sheet.</p> <p>A starter task for students to write what they already know about the carbon cycle.<br /> Youtube video’s included.<br /> A3 build your own carbon cycle group task with levelled task cards and key words.<br /> Students then complete independent choice of task (templates included) to be peer assessed.<br /> Peer assessment sheet included.</p> <p>Key words for SEN students<br /> AFL Checkpoints<br /> Progress check<br /> Differentiated learning tasks.<br /> Literacy focus<br /> SMSC section.</p>

<p>This years theme is ‘Innovating for the future’<br /> So this assembly is based on 2020’s possibly best innovation the Covid Vaccine. Timeline, how developed and how it works.</p> <p>Includes info on Activity pack and competition on British Science Week website.</p>

<p>Measuring biodiversity. A lesson designed to measure diversity indoors. Includes the use of miniature quadrats to sample the number of dasies in a field and string as transects to limpets distribution on the beach (all on paper! ) Tasks include questions, calculating averages and other sampling tasks.</p> <p>Used for KS3 &amp; KS4</p> <p>Included:<br /> Powerpoint<br /> Keywords definition sheet.<br /> Literacy 8 mark question<br /> Daisy field sheet<br /> Beach sheet<br /> Task sheet to go with both the daisy field and beach. (Lower worksheet also attached.)<br /> Quadrat templates<br /> Task help card.<br /> GCSE exam questions worksheet.</p> <p>Success Criteria:</p> <p>Includes:<br /> Starter and End progress task.<br /> AFL Checkpoints<br /> Progress check<br /> Differentiated learning tasks.<br /> Literacy focus</p>

<p>GCSE AQA Chemistry C1.3 Crystallisation<br /> A complete lesson including exam questions, introduction to Crystallisation and a practical.</p> <p>Worksheet adapted from the AQA Crystallisation practical. Student practical worksheet includes learning outcomes, method and then summary questions. Aim: Evaporation can be used when the liquid (Solvent) in unwanted and crystal of the solute is wanted.</p> <p>Success Criteria:<br /> State what is separated in Crystallisation.<br /> Describe the process of Crystallisation.<br /> Explain the process of Crystallisation.</p> <p>Do Now: Exam style question. (Link to previous lesson)</p> <p>Main:</p> <ol> <li>Students to be asked the difference between evaporation and boiling. Complete the task evaporation and boiling and then define the difference between them.</li> <li>Student investigation. Crystallisation of salt water. It is advisable for students to work in groups of 3. Students should set up apparatus, this should then be checked by the teacher before Bunsen burners are turned on. Students to complete the practical carefully heating their mixture. Do Not allow the mixture to spit.</li> <li>Students to pack up and be sat down after the practical.<br /> Plenary:<br /> Students to complete the summary section of the practical sheet.</li> </ol> <p>High demand<br /> Explain why crystallisation happens.</p> <p>Practical: Carry out crystallisation of salt water</p>

<p>Assembly introducing what British Science week is.</p> <p>What a scientist is</p> <p>How you can get into Science as a career</p> <p>A focus on what we can do this week : Plastics in the oceans. Info 2x youtube video link. what we can do.</p> <p>End: Competitions for Science week</p>

<p>Halloween and Bonfire night assembly. An introduction to the history and then based on community and safety during these celebrations.</p>

<p>Bronze: Describe the rules for drawing electronic configurations.</p> <p>Silver: Draw and write the electronic structure of the first 20 elements.</p> <p>Gold: Explain properties according to electronic structures.</p> <p>Do Now: How many protons, neutrons and electrons in Lawrencium?</p> <p>Starter: Exam question. Define an electron: (4 marks). On Ppt with mark scheme.</p> <p>Main:<br /> Introduction to the drawing of electrons.</p> <p>Students to write down the rules of drawing electron configurations</p> <p>Students complete the electronic configuration worksheet. (Challenge questions included.)</p> <p>Teacher to check students are drawing correctly as the students work through the worksheet.</p> <p>Complete the electronic configuration checkpoint to assess understanding.</p> <p>Discuss challenge questions as a whole class with higher ability classes.</p> <p>Plenary:<br /> Students to draw an electronic configuration and annotate how they drew this using the B &gt; D criteria.</p> <p>Self-assessment of end point against the criteria.<br /> .</p> <p>• Electronic configuration worksheet can be teacher marked. Students can then be asked to complete a challenge question as their target.</p>

<p>GCSE AQA Chemistry C1.3 Filtration</p> <p>A complete lesson including exam questions, an introduction to separating mixtures, a filtration introduction and practical.</p> <p>Worksheet adapted from AQA for filtration practical. Student practical worksheet includes learning outcomes, method and then summary questions. Aim: To filter sandy sea water to separate water, salt and sand.</p> <p>Success Criteria:<br /> State the differences between compounds and mixtures.<br />  Describe how compounds and mixtures are created.<br />  Explain ways in which compounds and mixtures can be separated.</p> <p>Do Now: Exam style question. (Link to previous lesson)</p> <p>Main:</p> <ol> <li> <p>Students to answer various questions regarding mixtures and compounds. (Give two examples of compounds. Give two examples of mixtures. State 3 differences between mixtures and compounds. State 2 similarities between mixtures and compounds.)</p> </li> <li> <p>Teacher Demo. Teacher to show various substances and to question students on how to create compounds and mixtures. Teacher to show a piece of magnesium and ask students how to turn into a compound (Burn in oxygen). Teacher demo of oxidation of magnesium. Students must use wielding filters. Teacher to show beakers of water / sand / stones / dirt and ask students how to create a mixture. This can be demoed by a student.<br /> Students to now be asked to consider how to separate these compounds and mixtures back into elements.</p> </li> <li> <p>Students to consider how to separate mixtures. Complete the separating mixtures intro sheet.</p> </li> <li> <p>Filtration of mixtures practical. Sheet included.</p> </li> </ol> <p>Plenary:<br /> Filtration summary questions.</p> <p>PRACTICAL: FILTRATION</p>

<p>GCSE AQA Chemistry C1.4 Chromatography</p> <p>A complete lesson including exam questions, a chromatography introduction, animation explanation and practical.</p> <p>Worksheet adapted from the AQA Chromatography practical. Student practical worksheet includes learning outcomes, method and then summary questions. Practical adapted to real life situation. Aim: Allura Red (E129) is a red food colouring that may be an allergen in allergic skin conditions. Use Chromatography to discover which of the following contain E129; Red Skittles, Red MnM’s or Red Smarties.</p> <p>Success Criteria:<br /> State what is separated in Chromatography.</p> <p>Describe the process of Chromatography.</p> <p>Explain how Chromatography works to separate mixtures.</p> <p>Do Now: Exam style question. (Link to previous lesson)</p> <p>Main:</p> <ol> <li>Student investigation: context Allura Red (E129) is a red food colouring that may be an allergen in allergic skin conditions. Use Chromatography to discover which of the following contain E129; Red Skittles, Red MnM’s or Red Smarties.<br /> Students to complete the chromatography of sweets practical. Can be demoed for lower ability classes first. Practical sheet with method included. Students to discover Which sweet contains Allura Red? Answer MnM’s</li> <li>Students to pack up and be sat down after the practical. How chromatography works can now be discussed (animation can be used). Key words solvent and solubility will need to be defined.</li> <li>Students to complete the summary section of the practical sheet. HT can be introduced to Rf values.<br /> Plenary:<br /> Suggest question. Suggest why it is important to be able to identify the food colouring additives used in fizzy drinks. (1 Mark)<br /> Answer. To check if it is safe/allowed; so people can make an informed decision about drinking it; it is important for people with allergies to know.</li> </ol> <p>PRACTICAL: Chromatography</p>

<p>Rates and Surface Area Lesson</p> <p>Practical adapted from AQA<br /> Past Paper Question to start.<br /> Surface area defintion covered.<br /> Practical covering how SA affects ROR.<br /> Practcial worksheet includes questions to answer after the practical to summarise.<br /> SA sumnmarised on the powerpoint</p>

<p>A lesson themed on Finding Nemo. Designed for a lesson observation.<br /> Starter: Exam Question<br /> Main: Independent learning task. (Differentiated worksheet)<br /> End: Improvement on exam question.<br /> SMSC included<br /> AFL checkpoints included<br /> Success criteria<br /> State what is meant by the ecological terms habitat, population, community and ecosystem.<br /> Describe the organisation of the components of an ecosystem<br /> Explain how ecosystems can be affected by abiotic and biotic factors.<br /> Conclude how the interdependence of organisms in an ecosystem allows their survival.</p>

<p>Rates and Concentration Lesson</p> <p>Practical from AQA Required practical documentation<br /> Past Paper Question to start.<br /> Concentration defintion covered.<br /> Required practical covering how SA affects ROR. (Gas collected)<br /> Practcial worksheet includes questions to answer after the practical to summarise.<br /> Also a practcial worksheet which includes a set of results and includes questions to answer after the practical to summarise.<br /> Concentration sumnmarised on the powerpoint</p>

<p>GCSE Chemistry C1.6 The structure of the atom</p> <p>Success Criteria<br /> Recall the different charges of the particles that make up an atom.<br /> Describe why atoms have no overall charge.<br /> Recall what atomic number represents.<br /> Use the periodic table to identify the number of protons in different elements</p> <p>Do Now: Exam style question. (Link to previous lesson)</p> <p>Starter:<br /> Plum pudding vs nuclear model. Compare as a class discussion the two atom models.</p> <p>Main:</p> <p>1: Students to draw and label the structure of an atom. The nucleus and energy shell can also be labelled.</p> <p>2: Complete the table of the properties of sub atomic particle.<br /> Discuss positive protons / neutral neutrons / negative electrons.</p> <p>3: Calculating the number of protons, neutrons and electrons.<br /> Model how to calculate these.<br /> Allow the students to try a few with your support.<br /> Complete the worksheet. Challenge and SMSC question included.<br /> Self-mark the worksheet</p> <p>Address common exam question and common misconception on ppt</p> <p>Plenary:<br /> Exam question on ppt</p>

<p>A lesson where students design a practical investigating the best conditions to prevent rust. Students then complete the investigation and write up the results.</p> <p>Context of Halfords looking for the best way to prevent their bikes from rusting.</p> <p>Students use iron nails in test tubes in different environments.</p> <p>Includes:<br /> Powerpoint<br /> Investigation task sheet planning and results<br /> Planning and results level ladders<br /> Peer assessment sheet</p>