Lesson Plan: B1.2.06


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

Context and
Landmark
Assessment		 B1.2.06
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is osmosis different to diffusion?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane.
  2. (WS) Recognise, draw and interpret diagrams that model osmosis.
  3. (MS) Students should be able to: ? use simple compound measures of rate of water uptake
  4. ? use percentages
  5. ? calculate percentage gain and loss of mass of plant tissue.
  6. (MS) Students should be able to plot, draw and interpret appropriate graphs.
Think about how you can match the needs of ALL students
Keywords:
  • Concentration: The amount of a substance in a given volume. (1)
  • Concentration Gradient: The difference between a high and low concentration. (1)
  • Partially-Permeable: A membrane that allows certain chemicals to pass through it but not others. (1)
  • Osmosis: The movement of water down its concentration across a partially permeable membrane. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is osmosis?
    Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane.
  2. What are the important things to include in a diagram that shows osmosis?
    Partially-permeable membrane, concentration of water and of sugar, arrows to show the net movement of water
  3. How do you calculate the rate of water uptake?
    amount of water / time taken
  4. How do you calculate a percentage?
    (thing you are interested in / total amount ) x 100
  5. How do you calculate the percentage gain and loss of mass of plant tissue?
    ((end mass - start mass) / start mass )) x 100
  6. What marking points are important to consider when plotting, drawing and interpreting graphs?
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