Docstoc

9A End of Unit Test - Download as DOC

Document Sample
9A End of Unit Test - Download as DOC Powered By Docstoc
					8F Compounds &
    Mixtures


 Bridlington School Sports
          College

          Science

      Teacher’s Guide




 The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                             Lesson: 0
                       Lesson Focus: PLTS/Learning Review/Preparation for Learning
Learning               Review our progress in the previous topic and prepare for this topic
objectives
(WALT)

(Link to SOW)


Learning               All students will be able to demonstrate the strengths and weaknesses in their
outcomes /             knowledge and skills from the previous topic and identify areas in which they have
success criteria       prior knowledge for the upcoming topic. (L3-7)
(WILF)




Starter activity       Discussion of progress with students: how well do you think you did in the test? Did
Introduction           you revise? What went well? What went badly? How could it have been improved etc.
(link with prior
learning)
Main Activities /      Progress: Students have their tests returned and fill in their grades on their target
Lesson Episodes        sheets.
                       Review: Students are given revision guides and use these to fill in the learning review
(Including             section of their target sheet for the previous topic and make corrections on the test.
assessment,            Assertive mentoring: Those students who have not achieved their target level (FFT-d)
differentiation and    need clear ‘guidance’ on how to improve.
questioning where      Preparation: Students fill in their target level (FFT-d) on the target sheet for the
applicable)            upcoming topic and tick off the ‘start’ section to indicate prior knowledge.
Plenary                Students write targets for the future based on all the information gathered during the
Lesson review –link    lesson.
to lesson objectives
Where do we go
next?




Extended work          Homework: 8F Compounds and Mixtures Ideas and Evidence - Nicholas Flammel
(including             was Albus Dumbledore’s partner in his work with the Philosopher’s Stone in the first
homework)              Harry Potter book, called Harry Potter and the Philosopher’s Stone. Nicholas Flammel
                       (c.1332-1415) was a real person. Your task is to find out about him. (PLTS –
                       independent enquirers, self-managers; FS – English)
Key terms + cross
curricular links
(literacy, numeracy,
ICT, citizenship)


Resources              Target sheets, KS3 revision guides, tests.




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                            Lesson: 1
                       Lesson Focus: Elements and Compounds
Learning               classify a variety of substances as elements or compounds
objectives
(WALT)

(Link to SOW)


Learning               All pupils will be able to name some common elements and compounds. (L4)
outcomes /             Most pupils will be able to distinguish between elements and compounds in terms of
success criteria       particles, and classify them using symbols or formulae. (L5)
(WILF)                 Some pupils will be able to explain their criteria for classifying elements and
                       compounds. (L6/7)


Starter activity       Students identify and write down the words with ‘missing vowels’ from the PowerPoint
Introduction           (Literacy: spelling)
(link with prior
learning)
Main Activities /      Demonstration: Demonstrate the reaction between iron and sulphur to produce iron
Lesson Episodes        sulphide. Show how iron is magnetic but iron sulphate is not to emphasise the
                       difference in properties between reactants and products. Students write a description
(Including             of the reaction including molecular diagrams, word equations and symbol equations.
assessment,
differentiation and    Go through the ‘Element or Compound?’ slides on the PowerPoint rapidly and ask
questioning where      students to say whether each chemical is an element or a compound.
applicable)
                       Bonding: Work through the slides to give students a first taste of bonding and why
                       certain compounds go together.
Plenary                Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link    learners)
to lesson objectives
Where do we go
next?




Extended work          Extension: Write out and answer the questions 1-4 on page 65 of Framework Science
(including             8 textbook
homework)              Homework: 8F Compounds and Mixtures Ideas and Evidence - Nicholas Flammel
                       was Albus Dumbledore’s partner in his work with the Philosopher’s Stone in the first
                       Harry Potter book, called Harry Potter and the Philosopher’s Stone. Nicholas Flammel
                       (c.1332-1415) was a real person. Your task is to find out about him. (PLTS –
                       independent enquirers, self-managers; FS – English)
Key terms + cross      Key terms: atom, element, molecule, compound, bonding
curricular links
(literacy, numeracy,   Links: Literacy: word level (reinforcing correct terminology) Numeracy: ratio (number
ICT, citizenship)      of each type of atom in a compound)


Resources              PowerPoint 8F Lesson 1. Iron and sulphur, iron sulphide samples, fume cupboard.




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                     Lesson: 2
                       Lesson Focus: Naming Compounds
Learning               Use some of the common rules to name compounds and understand that formulae
objectives             indicate the relative numbers of atoms in a compound
(WALT)

(Link to SOW)


Learning               All students will be able to state some of the elements in a compound based on its
outcomes /             name. (L4)
success criteria       Most students will be able state all of the elements in a compound based on its name.
(WILF)                 (L5)
                       Some students will be able to represent compounds using molecular diagrams and
                       formulae. (L6/7)

Starter activity       Ask students to define the words from the PowerPoint slide. Agree upon a definition for
Introduction           each as a class. Students then write a definition for each in their books.
(link with prior
learning)
Main Activities /      Written task: Students copy the tables of prefixes and suffixes from the PowerPoint. Go
Lesson Episodes        through the examples of using the prefixes and suffixes and breaking down chemical
                       names.
(Including             Application: Students copy and complete the table using what they have learnt to
assessment,            name the compounds. (PLTS – reflective learners, creative thinkers)
differentiation and    Balancing equations: Work through the PowerPoint slides to give students a first taste
questioning where      of balancing equations.
applicable)
Plenary                Students work in pairs to match up words and definitions using Framework Science
Lesson review –link    resource 8F.b.1. (PLTS – team workers, effective participators)
to lesson objectives   Assess, review and consolidate learning through questioning. (PLTS – reflective
Where do we go         learners)
next?




Extended work          Extension: Write out and answer the questions 1-4 on page 67 of Framework Science
(including             8 textbook
homework)              Homework: 8F Compounds and Mixtures Ideas and Evidence - Nicholas Flammel
                       was Albus Dumbledore’s partner in his work with the Philosopher’s Stone in the first
                       Harry Potter book, called Harry Potter and the Philosopher’s Stone. Nicholas Flammel
                       (c.1332-1415) was a real person. Your task is to find out about him. (PLTS –
                       independent enquirers, self-managers; FS – English)
Key terms + cross      Key terms: atom, element, molecule, compound, bonding, formulae, equation, prefix,
curricular links       suffix, chemical name, symbol, reaction, reactant, product
(literacy, numeracy,
ICT, citizenship)      Links: Literacy: word level (reinforcing correct terminology) Numeracy: ratio (number
                       of each type of atom in a compound)

Resources              PowerPoint 8F Lesson 2. Framework Science resource 8F.b.1




                   The Science Department @ KS3
The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                            Lesson: 3
                       Lesson Focus: Do compounds react?
Learning               use our knowledge of chemical reactions to identify observations and draw conclusions
objectives             from investigative work
(WALT)

(Link to SOW)


Learning               All pupils will be able to use materials appropriately and control risks to themselves.
outcomes /             (L4)
success criteria       Most pupils will be able to draw conclusions from their investigations, based on the
(WILF)                 evidence they obtain. (L5)
                       Some pupils will be able to explain their observations in terms of the particle model.
                       (L6/7)

Starter activity       The PowerPoint slide shows the formulae of the compounds students are going to use
Introduction           this lesson. Ask them to name them using what they learnt last lesson. (PLTS –
(link with prior       reflective learners, creative thikers)
learning)
Main Activities /      Written task: Students prepare a table of results from the PowerPoint (double page).
Lesson Episodes        Brainstorm the ‘tell-tale’ signs of a chemical reaction: bubbling/fizzing/effervescence,
                       colour change, heat evolved, solution goes cloudy or a precipitate is formed (insoluble
(Including             solid).
assessment,            Practical: Tell students that, wearing eye protection, they are going to carry out four
differentiation and    experiments, in pairs. (All the solutions should be 0.4M in strength.)
questioning where      1. Mixing sodium carbonate solution (Na2CO3) with iron (II) chloride solution (FeCl2);
applicable)            2. Adding hydrochloric acid (HCl) to solid magnesium carbonate (MgCO3);
                       3. Adding ammonium hydroxide solution (NH4OH) to copper sulphate solution
                       (CuSO4);
                       4. Heating sugar in an evaporating basin.
                       During their investigations, pupils should record their observations in their table.
Plenary                Students write a word and symbol equation for each reaction and attempt to balance it.
Lesson review –link    They should include state symbols. Discuss their findings and any difficulties they may
to lesson objectives   have encountered. (PLTS – reflective learners, effective participators).
Where do we go
next?




Extended work          Extension: Write out and answer the questions 1-4 on page 69 of Framework Science
(including             8 textbook
homework)              Homework: 8F Compounds and Mixtures Ideas and Evidence - Nicholas Flammel
                       was Albus Dumbledore’s partner in his work with the Philosopher’s Stone in the first
                       Harry Potter book, called Harry Potter and the Philosopher’s Stone. Nicholas Flammel
                       (c.1332-1415) was a real person. Your task is to find out about him. (PLTS –
                       independent enquirers, self-managers; FS – English)
Key terms + cross      Key terms: atom, element, molecule, compound, bonding, formulae, equation, prefix,
curricular links       suffix, chemical name, symbol, reaction, reactant, product
(literacy, numeracy,
ICT, citizenship)      Links: Literacy: word level (reinforcing correct terminology) Numeracy: ratio (number
                       of each type of atom in a compound)

Resources              PowerPoint 8F Lesson 3. Practical: Two test tubes, conical flask, evaporating basin,
                                  -3
                       0.4 mol dm solutions of FeCl2, Na2CO3, NH4OH, CuSO4, HCl, solid MgCO3 and sugar
                       (one set per group)




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                           Lesson: 4
                       Lesson Focus: What is a mixture?
Learning               Appreciate that mixtures are composed of constituents which aren’t chemically
objectives             combined.
(WALT)

(Link to SOW)


Learning               All pupils will be able to name some common mixtures. (L4)
outcomes /             Most pupils will be able to name and describe some common mixtures. (L5)
success criteria       Some pupils will be able to explain the difference between specific mixtures in terms of
(WILF)                 the particle model. (L6/7)




Starter activity       Ask pupils to identify the key words from the anagrams on the PowerPoint slide. Once
Introduction           they have identified the key words, pupils should write sentences including each word.
(link with prior       Ask a selection of pupils to share their sentences with the class.
learning)              (Answers: compounds, atoms, element, formula, chemical reaction, precipitate,
                       mixture, air, melting point, boiling point, fractional distillation.) (Literacy)
Main Activities /      Demonstration: Show students examples of the different types of mixture. Link back to
Lesson Episodes        ideas about particles from topic 7G Particle Models of Solids, Liquids and Gases to
                       encourage deep learning. (PLTS – reflective learners)
(Including             Drawing task: students read the descriptions of different types of mixtures and then
assessment,            draw labelled/annotated particle diagrams for each one. (PLTS – creative thinkers)
differentiation and
questioning where
applicable)
Plenary                What was the question: Ask pupils to write questions for which the numbered items on
Lesson review –link    the PowerPoint slide could be the correct answers. Take feedback and see how many
to lesson objectives   different questions the class have come up with for each ‘answer’. (PLTS – reflective
Where do we go         learners, creative thinkers)
next?




Extended work          Extension: Write out and answer the questions 1-4 on page 71 of Framework Science
(including             8 textbook
homework)              Homework: 8F Compounds and Mixtures SATs questions (PLTS – independent
                       enquirers, self-managers, reflective learners; FS – English)

Key terms + cross      Key terms: atom, element, molecule, compound, bonding, formulae, equation, prefix,
curricular links       suffix, chemical name, symbol, reaction, reactant, product
(literacy, numeracy,
ICT, citizenship)      Links: Literacy: word level (reinforcing correct terminology)


Resources              PowerPoint 8F Lesson 4. Demonstration: Soil, clay and water, hair gel, wooden splints
                       to burn, milk, aerosol deodorant/air freshener, shaving foam.




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                                  Lesson: 5
                       Lesson Focus: How can we separate mixtures?
Learning               Separate mixtures using a range of separation techniques
objectives
(WALT)

(Link to SOW)


Learning               All students will be able to demonstrate the processes required to obtain salt from
outcomes /             rock-salt with guidance (L4)
success criteria       Most students will be able to describe the processes required to obtain salt from rock-
(WILF)                 salt and carry out the procedure with limited guidance (L5)
                       Some students will be able explain the processes required to obtain salt from rock-salt
                       and carry out the procedure independently (L6/7)

Starter activity       Initiate class discussion of separation techniques from topic 7H Purification and make
Introduction           links to the topic to encourage deep learning. Demonstrate the use of a pestle and
(link with prior       mortar (stating which is which) and mention surface area, dissolving etc.
learning)
Main Activities /      Students separate salt from rock-salt using their books for guidance if necessary.
Lesson Episodes        (PLTS – effective participators, team workers)
                       They then draw a labelled 2D scientific diagram of the equipment from the board
(Including             (using a pencil and ruler and writing in pen) and write a step-by-step method for the
assessment,            procedure from the board. (FS – English)
differentiation and    They write down suggestions of how the techniques could be improved. (PLTS –
questioning where      reflective learners)
applicable)
Plenary                Students answer the questions from the PowerPoint in their books. They should write
Lesson review –link    out both the question and the answer. (FS – English)
to lesson objectives
Where do we go
next?




Extended work          Extension: Write out and answer the questions 1-4 on page 73 of Framework Science
(including             8 textbook
homework)              Homework: 8F Compounds and Mixtures SATs questions (PLTS – independent
                       enquirers, self-managers, reflective learners; FS – English)

Key terms + cross      Key terms: Separation techniques, filter, filtering, filtration, mixture solution, solute,
curricular links       solvent, filtrate, precipitate, solubility
(literacy, numeracy,
ICT, citizenship)      Links: technology – technical drawing. Literacy: writing


Resources              Salt and sand mixture. Pestles and mortars. Per group of 3: 100ml beaker, large filter
                       funnel, filter paper, evaporating basin, tripod.




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                             Lesson: 6
                       Lesson Focus: Mystery Green Powder X
Learning               use what we have learnt during the topic to identify a mystery green powder
objectives
(WALT)

(Link to SOW)


Learning               All students will be able to carry out the practical tasks with guidance (L4)
outcomes /             Most students will be able to carry out the practical tasks and identify the mystery
success criteria       green powder (L5)
(WILF)                 Some students will be able to explain how they identified the mystery green powder
                       with reference to observations. (L6/7)


Starter activity       Show students ‘Mystery Green Powder X’ and ask them to suggest ideas as to how we
Introduction           could identify it. (PLTS – creative thinkers, reflective learners)
(link with prior
learning)
Main Activities /      Practical: Students follow the instructions on the sheet and work through the practical
Lesson Episodes        activities to identify the green powder.

(Including             Written task: Students write up the practical with method, diagrams, word and symbol
assessment,            equations, conclusion and evaluation. (PLTS – reflective learners)
differentiation and
questioning where
applicable)
Plenary                Assess, review and consolidate learning through questioning. (PLTS – reflective
Lesson review –link    learners)
to lesson objectives
Where do we go
next?




Extended work          Extension: Write out and answer the checkpoint questions on page 74 of Framework
(including             Science 8 textbook
homework)              Homework: 8F Compounds and Mixtures SATs questions (PLTS – independent
                       enquirers, self-managers, reflective learners; FS – English) and revision

Key terms + cross      Key terms: atom, element, molecule, compound, bonding, formulae, equation, prefix,
curricular links       suffix, chemical name, symbol, reaction, reactant, product
(literacy, numeracy,
ICT, citizenship)      Links: Literacy: word level (reinforcing correct terminology) Numeracy: ratio (number
                       of each type of atom in a compound)

Resources              PowerPoint 8F Lesson 6. Copper carbonate (labelled ‘Mystery Green Powder X).
                       Copper sulphate solution and copper oxide powder (kept out of sight during practical).
                       Practical: test tubes, sulphuric acid, filter papers, filter funnels, beakers, carbon
                       electrodes, bulbs, power packs. Worksheet – ‘Mystery Green Powder X’




                   The Science Department @ KS3
Topic: 8F              Topic Focus: Compounds & Mixtures                                Lesson: 7
                       Lesson Focus: Assessment
Learning               Prepare for and complete the assessment for this topic
objectives
(WALT)

(Link to SOW)


Learning               All students to complete the end of unit assessment (L3-7)
outcomes /
success criteria
(WILF)




Starter activity       Fill in ‘check’ section of target sheet
Introduction
(link with prior
learning)
Main Activities /      Give students clear guidance on the marks required for each sub-level as success
Lesson Episodes        criteria

(Including             Last minute revision from KS3 revision guide; page numbers:- 34 through to 38
assessment,
differentiation and    End of Unit test (exam conditions)
questioning where
applicable)
Plenary                Introduce the next topic. If time, students could put a title page into their books.
Lesson review –link
to lesson objectives
Where do we go
next?




Extended work
(including
homework)


Key terms + cross
curricular links
(literacy, numeracy,
ICT, citizenship)


Resources              End of unit test, KS3 revision guides




                   The Science Department @ KS3
The Science Department @ KS3

				
DOCUMENT INFO
Shared By:
Categories:
Tags: Unit, Test
Stats:
views:700
posted:2/24/2010
language:English
pages:11
Description: 9A End of Unit Test