Lesson Plan: 1C.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 1C.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Lower: Density is the how heavy a material is for a given size. Higher: Density is the ratio of mass to volume.
  2. Measure the mass and volume of material sample blocks / objects using eureka cans. Calculate density. Conversion of units and the use of unit prefixes.
  3. Students design tables to record measurement and calculations.
  4. For the same material: - Solids are the most dense; - Gases are the least dense; - With liquids between.
Think about how you can match the needs of ALL students
Keywords:
  • Density: A measure of the compactness of a substance, which is equal to the amount of mass per unit of volume. (3)
  • Volume: A measure of the amount of space a substance takes up. (2)
  • Mass: A measure of the amount of matter in a substance, measured in kg. (2)
  • Gas: Particles are spread apart and move about randomly. So they have high amounts of kinetic energy but attraction between particles is weak. (1)
  • Solid: Contain closely packed particles which may vibrate but remain in position. Attraction between particles is very strong but kinetic energy of particles is very low. (1)
  • Liquid: Particles are touching but able to freely move over each other, resulting in substances in this state having no fixed shape. . Particles have moderate kinetic energy and attraction. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is density?
    Density is the how heavy a material is for a given size/the ratio of mass to volume.
  2. How can we use the a eureka can to measure the volume of an object?
    Fill the eureka can with water and then place the object of interest into it. Measure the volume of water that is displaced.
  3. How does the density change between solid, liquid and gas?
    - Solids are the most dense; - Gases are the least dense; - With liquids between.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task