Learning Objective(s): Devise an experiment to separate Salt from Rock Salt
The
Learning
Journey
Select appropriate practical
methods used in previous
lessons
Profile of
Class
Boys
16
Context of lesson
TEEP
Prepare for learning
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Entry work
Give the ‘BIG’ picture
Pre-thinking about work to
come
Link to previous lesson
Prompt start
TEEP
Agree Learning Outcomes
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Make content, skills &
thinking explicit
State simply and exactly
what the students will have
learned by the end of the
lesson
Share criteria against which
performance will be
assessed
TEEP
Present New Information
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‘Hook’ the students
Use of VAK strategies
Short, clear, ‘punchy’
information
TEEP
Construct
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Active learning
Range of learning
preferences
Choice
Individual
Collaborative
Challenge
TEEP
Apply
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Demonstration of learning
Minor (short task) or major
(coursework) work
Need to show they
understand - not just repeat
and recall
TEEP
Review
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How far have students
progressed along the
learning journey?
Oral,written, pictorial
reviews
Need regular review
experiences at relevant
points during the lesson
Girls
14
Explain the differences
between pure sodium chloride
produced and Rock Salt
Devise an experiment using
the practical methods to
successfully extract pure salt
SEN Details
7 (A)
Gifted & Talented Details
2 (SH, TL)
Year 7 Construct challenge lesson – from Year 8 exploring science scheme.
Students must use practical ideas from previous lessons on... Dissolving, Filtration and
Evaporation to devise an experiment to separate salt from rock salt. The students
must organise each practical method into the appropriate sequence to achieve a
successful result and obtain pure sodium chloride. Using supporting information
provided some students should be able to explain differences between pure sodium
chloride (salt) produced and initial rock salt sample they were given at the beginning
of the lesson. This sequence of lessons will prepare students for topic 8E in Year 8.
Rathergood.com “soluble song” playing to link to learning
objectives. Pre-thinking linked to dissolving and solubility of
salt. Idea taken from... http://learningspy.co.uk/2011/10/09/40ways-to-introduce-learning-objectives/
Picture of rock salt on board. Students shown sample of rock
salt. Can they describe it? Do they know what it is? Where does
it come from? What does it contain?
Share Learning outcomes with students via powerpoint slide...
present task of devising experiment to extract pure salt from
rock salt sample shown. State those students will be successful
if they manage to produce a pure sample of sodium chloride
crystals. Some students should be able to explain why the pure
sodium chloride produced is different from the original sample
of rock salt given at the beginning of the lesson.
Reading, Writing,
Communication,
Mathematics (RWCM)
Communication of practical ideas
amongst peers.
Reading information from wiki pages.
Writing experimental method and ideas
of differences between rock salt and
pure sodium chloride.
O
P
P
Show Video IC3.3.4 from Oxbox – Salt Mining, to show how rock
salt is obtained.
Present students with wiki pages on Rock Salt (Halite) and Pure
Salt (Sodium Chloride).
Briefly explain that Rock Salt contains impurities and that
sodium chloride will have no impurities. Students must isolate
the impurities to obtain a successful result in the practical.
Talk – How can you get salt from rock salt?
Students given list of apparatus and must devise a method for
the investigation. Diagrams and written steps can be given to
students for assistance from WS 8Ec(5), also for the students on
SEN or as part of challenge/choice. Students then carry out the
practical method they have designed to obtain pure sodium
chloride.
Completed Method design for practical. Drawings of scientific
apparatus, with labels. Descriptions of what will be carried out
at each step. Some successful practical steps used. Successful
teamwork to produce pure sodium chloride at the end of the
experiment. Written explanation of differences between rock
salt and pure salt. Conclusion Qs completed on Rock Salt
Worksheet.
Word Whirlwind Plenary – students look at a list of moving key
words on the board. 2 students come to the board, 1 student
thinks of a question of which the keyword is the answer linked
to the learning within the lesson to show progress. Students
then swap roles and can also use as whole class game to assess
progress of whole group. What have students learnt during the
practical work? Would they change anything for future
investigations? (Evaluation) Link back to LO’s on powerpoint.
Spiritual, moral, social and
cultural (SMSC)
Uses of Rock Salt to melt ice
on roads, walkways and
driveways. Helps to save
lives.
O
R
T
Homework
Produce a detailed
experimental write up of the
experiment devised
U
N
I
T
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E
S
PLTS
Team work designing the successful
practical sequence. Creative thinking
to establish correct order of practical
methods to obtain pure salt.
Challenge, Individual, Collaboration &
Choice?
Challenge – producing correct
sequence of practical steps to obtain
pure salt using a basic scientific
apparatus list. Collaboration – in
groups devising method. Choice –
different practical steps to use.
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