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2. Objectives and expected outcomes of project
2. Overview of teaching approach across KS3
4. Directory of resources
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Objective:
To raise the achievement of pupils by enabling them to use the particle model to explain their observations and to make predictions
Outcome:
Production of teaching materials for lessons using particle theory modelling and a range of assessment for learning strategies.
The particle theory model is taught explicitly in Year 7 and then repeatedly tested, challenged and increased in sophistication until at the end of Year 9 most pupils are able to visualise complex ideas using the model and have an appreciation of the value and limitations of modelling.
The year 7 resources that have been developed are all concerned with teaching the model and then enabling pupils to test the model by applying it. The model is first taught through the delivery of 7G
“Solids, liquids and gases” . A whole range of teaching and learning styles are incorporated in a scheme of work that enables all types of learner to access the model in a way that best suits them.
Role-play, diagrams, descriptions and physical models are used to explain a range of simple observations on how substances behave
(e.g. why gases can be compressed). Self and peer assessment, questioning and formative assessment enable different types of learner to illustrate their understanding using the particle model.
The model is further developed in 7H “Solutions” where pupils use it to explain why dissolving, chromatography and distillation are effective means of separating mixtures.
These two units of work provide a platform from which individual lessons and activities build during the rest of KS3:
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In year 7

In 7F “Simple chemical reactions” plenary questioning in
Lesson 1 establishes that different materials are made from different types of particle. This can be revisited throughout the topic.
In year 8
 8E “Atoms and elements” and 8F “Compounds and mixtures” – activities for 3 lessons identify misconceptions in pupils’ understanding of the particle theory and increase the sophistication of their model to explain the difference between elements and compounds, to understand how word equations represent reactions and to understand how symbols and formulae can be used to represent molecules.
 8K and 8L “Light and sound” – an activity uses the model to explain why sound travels faster in solids than in gases.
There are many more (unresourced) opportunities to refer back to the model and it is envisaged will happen naturally after the delivery of these topics, lessons and activities. For example:
 8I “Heating and cooling” – a theme can be carried through heat transfer lessons whereby pupils model particles as heat energy is transferred from pupil to pupil in conduction (like pass the parcel) and by the movement of pupils in convection (like musical chairs). This extends to “throwing” heat energy in radiation i.e. no particle involvement.
 8A “Food and digestion” – an opportunity exists to establish that starch particles are bigger and made up of smaller glucose particles.
 8B “Respiration” - the model is vital in describing the chemical reaction in respiration.
 8G “Rocks and weathering” Reference back to the model is useful in explaining the role of dissolving and evaporation in the formation of sedimentary rocks.
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In year 9
No formal resources have been developed as it is envisaged that earlier work is repeatedly referred to and that the model is used intrinsically in the delivery of relevant topics. For example:

Pupils routinely asked to draw particle arrangement in solids, liquids and gases on the board (or on individual whiteboards).

Pupils routinely asked to describe the behaviour of particles at different stages.

Particle drawings used to understand why equations must be balanced.
An activity is described in “Predicting formulae” for delivery prior to
9E “Reactions of metals and metal compounds” and 9F
“Patterns of reactivity” .
Year 7
 7G “Solids, Liquids and Gases” – Whole unit of work including lesson plans and worksheets for lessons 1. 2 and 3.
 7H “Solutions” – Whole unit of work including lesson plans and worksheet for lesson 4.
 7F “Simple chemical reactions” - plenary activity for lesson 1
Year 8
 8E “Atoms and elements” , 8F “Compounds and mixtures”
– 3 lessons
 8K & 8L “Light and sound” – activity for inclusion in one lesson.
Year 9
 “Predicting formulae” – suggestion for activity prior to 9E
“Reactions of metals and metal compounds” .
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