Lesson Plan: 6C.1.02


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

Context and
Landmark
Assessment		 6C.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How to do we use the Periodic Table?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The reactivity of elements increases as group one is descended in the periodic table.
  2. The reactivity of elements increases as group seven is ascended in the periodic table.
  3. Group zero do not react.
  4. The closer elements are to each other on the periodic table, the more likely they are to react in a similar way.
  5. The groups (columns) are more important to predicting reactions than periods (rows).
  6. How patterns in reactions can be predicted with reference to the periodic table
Think about how you can match the needs of ALL students
Keywords:
  • group (1)
  • alkali (1)
  • metal (1)
  • reactivity (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How does the reactivity change as you go down Group one?
    The reactivity of elements increases as group one is descended in the periodic table.
  2. How does the reactivity of group 7 elements change as you ascend the group?
    The reactivity of elements increases as group seven is ascended in the periodic table.
  3. How reactive are group zero elements?
    Group zero do not react.
  4. How does the placement of elements on the periodic table affect its properties?
    The closer elements are to each other on the periodic table, the more likely they are to react in a similar way.
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