Lesson Plan: 7C.4.08


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

Context and
Landmark
Assessment		 7C.4.08
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is the difference between metals and ceramics?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Ceramic materials are solids made by baking a starting material like clay, in a very hot oven or kiln.
  2. Ceramic materials include: Pottery; Bricks; Glass; Cement; Diamond
  3. Ceramic materials are hard, so not easy to scratch.
  4. Ceramic materials are strong under compression.
  5. Ceramics are brittle.
  6. Metals have a high Tensile Strength
  7. Metals are Sonorous
  8. Metals are malleable
  9. Metals are ductile
  10. Metals are lustrous
  11. Metals are good conductors of heat and electricity.
  12. These are the general properties of ceramics and metals, but there are exceptions.
Think about how you can match the needs of ALL students
Keywords:
  • Malleable: Can be hammered into shape. (1)
  • Ductile: Can be drawn out into a thread. (1)
  • Lustrous: Shiny (1)
  • Conductor: Allows the flow of heat and/or electricity through it. (1)
  • Sonorous: Makes a ringing sound when struck. (1)
  • Tensile Strength (1)
  • Hardness: How difficult a material is to scratch. (1)
  • Compression: Caused by squashing a material. (1)
  • Brittle: Can not absorb energy quickly or bend without breaking. (1)
  • Kiln: A hot oven used for baking clay into ceramics. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How are ceramic objects made?
    Ceramic materials are solids made by baking a starting material in a very hot oven or kiln.
  2. Give two examples of a ceramic material.
    Ceramic materials include: Pottery; Bricks; Glass; Cement; Diamond
  3. Ceramic materials are hard,what does this mean?
    Ceramic materials are hard, because they are not easy to scratch /
  4. How are ceramics used to be at their strongest?
    Ceramic materials are strong under compression (being squashed).
  5. Ceramics are brittle. What does this mean?
    Ceramics are brittle, because they can not absorb energy quickly or bend without breaking
  6. How are metals used to be at their strongest?
    Metals are in tension (being stretched).
  7. Metals are Sonorous. What does this mean?
    Metals are Sonorous because they make a ringing sound when struck.
  8. Metals are malleable. What does this mean?
    Metals are malleable because they can be hammered into shape.
  9. Metals are ductile. What does this mean?
    Metals are ductile because they can be drawn (stretched) into a tread.
  10. Metals are lustrous. What does this mean?
    Metals are lustrous because they are shiny.
  11. Metals are good conductor. What does this mean?
    Metals are good conductor because they allow the flow of heat and/or electricity through it.
  12. What are the general properties of ceramics?
    Ceramics have High melting points (so they're heat resistant). Great hardness and strength, Considerable durability (they're long-lasting and hard-wearing) and Low electrical and thermal conductivity (they're good insulators).
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