Lesson Plan
Date:
Period: 1 & 2
Subject: GCSE chemistry
Set: U4LM1
Teacher: Stephen Kim
Support staff:
Year group: Upper 4th (Year 9)
out of:
Number on roll:
G: 18
B:
SEN: n/a
EAL: n/a
Able pupils: n/a
Lesson context: Combustion of fuels
Lesson objectives: (by the end of the lesson, students will be able to….)
LO1: Explain how greenhouse gases warm the atmosphere
LO2: Explain the difference between a correlation and casual relationship
LO3: Critically evaluate data about climate changes
Lesson topic: The greenhouse effect
Resources: Power point, L9 homework worksheet,
greenhouse effect handout, greenhouse effect card-sort
Estimated
Timings
Lesson activities:
Starter:
Students are shown an image of pollution and asked to argue whether
greenhouse gases in the atmosphere are bad. Students asked to pick a
side of the room for yes or no and must choose one or the other.
Students given chance to discuss and justify their choice.
AfL associated with each activity:
Teachers systematically and effectively check pupils’
understanding throughout lessons, anticipating where they may
need to intervene How will I check for understanding? What
questions will I ask?
10
Discussion elicited from students
reponses and students encouraged
to give reasons for their choices.
Part 1:
1.
Students introduced to biases in science and lesson premise set up
with slide about being able to use evidence to come up with a
conclusion.
2.
Students introduced to the greenhouse gases and it’s natural purpose
and benefits.
5
10
Card sort activity: Students are paired up and challenged to sort the process of
the greenhouse effect in the correct order.
15
Students encourage to elaborate
and discuss, particularly around the
misconception that greenhouses
are bad.
Slides used to consolidate and reveal correct answer and students given
handout to create annotated notes on the greenhouse effect.
Part 2: Formation of Oceans
1.
2.
Students introduced to correlation and causation by first shown data
about climate change and asked to explain what they see.
Students given definitions between correlation and causation
3.
Students are given the evidence to give the causal link between carbon
dioxide and climate change and historical changes in carbon dixoide
given in ice cores.
Consolidation: SC21c.5 used to consolidate and challenge students to
develop scientific language and practice explanations.
Differentiation:
Literacy: Correlation & Causual
relationships
10
10
10
Homework: SC21c.4
Numeracy: none
ICT:
Behaviour for learning:
Citizenship:
Continuation sheet/additional details (if required):
Teacher evaluation (WWW and EBI):
www:
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EBI:
The activities elicited excellent discussions
The card-sort activities and diversity of resources really promoted good engagement and kept the pace
going well during the lesson
Good spontaneous questions really promoted good discussions in class.
Worksheet worked well and fitted well with content of the lesson and acted as a good plenary