Lesson Plan: 3C.1.02


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

Context and
Landmark
Assessment		 3C.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can we separate the components of salty, sandy water?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. To be able to describe simple techniques for separating mixtures: filtration, evaporation.
  2. Filtration separates by size of particle, normally solid and liquid.
  3. The solid left behind in the filter is called the residue.
  4. The liquid that has passed through the filter is called the filtrate.
  5. Evaporation separates by differences in boiling point, collecting the substance with the higher point.
Think about how you can match the needs of ALL students
Keywords:
  • seperating (1)
  • mixture (1)
  • filtration (1)
  • evaporation (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How can we separate salt from sand?
    simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
  2. What is filtration?
    Filtration separates by size of particle, normally solid and liquid.
  3. What is a residue?
    The solid left behind in the filter is called the residue.
  4. What is a filtrate?
    The liquid that has passed through the filter is called the filtrate.
  5. What allows us to separate substances through evaporation?
    Evaporation separates by differences in boiling point, collecting the substance with the higher point.
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