Science Lesson Plan
CLASS 8B1
DATE 14th June 2012
TIME 9:00-10:00
THE BIG PICTURE – What will pupils learn by the end of this unit of work?
Reactivity
THE LITTLE PICTURE – Setting the scene - Lesson 1 – How do different metals react?
Learning Objectives
Learning outcomes
Investigate metal reacting with water
State what happens when metals are reacted with
water.
Analyse the difference in reaction intensity.
Construct a series of reactivity.
HOMEWORK –
STARTER- Give the above LO for the lesson.
Stimulate curiosity
Demo Na, Li and K – Use open questions to determine the differences in reaction (pupils have already seen
this).
Alternatively use the ipads and QR reader to view videos of the reaction of caesium and rubidium with
water. QR codes are placed on the tables. This is used to stimulate curiosity and allow pupils to
question what they will be learning about today.
MAIN
Take action
Pupils to conduct own experiment with Ca, Mg, Cu and Zn in water. They will use the ipads to take a photo of
each reaction.
They will then use ‘show me’ to produce a presentation about the reactivity of each of the metals in water, it
should include: What do they see – are there any differences? How do they differ to the first 3 reactions?
Show the presentations on the interactive whiteboard.
Differentiation - G&T /SEN
G&T could use Mg powder as well as strips – does surface area make a difference?
De-Brief (thinking skills)/ PLENARY
Pupils in groups decide which metal is the most reactive, and place them in a reactivity series.
Where would they place sodium and potassium?
Show a full reactivity series. Highlight any metals that have not been seen. Why is Gold at the bottom? Why is Carbon
in the series?
RISK ASSESSMENT
Needed for metals
and water expt.
FUNCTIONAL SKILLS
PLT
Independent enquirers –
identify Q’s / make predictions/ plan and
carry out practical activities to obtain and analyse data/ evaluate
exploring ideas and making their own connections
work confidently with others/ decide on appropriate
Creative thinkers Team workers -
distribution of task/ take responsibility for their own contribution / listen to and
take account of different views/ through peer review, provide constructive
support and feedback
organise themselves
communicate scientific information /
contribute to presentations and discussions
evaluate the strengths and weaknesses of
themselves and others / setting realistic goals with criteria for success / monitor
their own performance and progress, inviting feedback from others and making
changes to further their learning.
Self-managers Effective participators Reflective learners -
ASSESSMENT FOR LEARNING
Starter – verbal feedback
Main – observation of groups/ feedback from groups/production of work on Show me
De-brief /Plenary – verbal – answers to questions/group work
Easington Community Science College
Easington Community Science College
Easington Community Science College