Lesson Plan: C1.1.05


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

Context and
Landmark
Assessment		 C1.1.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can we separate a mixture of more than two substances?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. fractional distillation
  2. chromatography (review from KS3)
  3. Students should be able to suggest suitable separation and purification techniques for mixtures when given appropriate information.
Think about how you can match the needs of ALL students
Keywords:
  • Evaporation: change in state from liquid to gas. (1)
  • Medium: state of matter such as solid, liquid or gas. (1)
  • Boiling point: the point at which particles have enough energy to overcome the intermolecular forces holding them together. (1)
  • Condense: change in state from gas to liquid. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How are mixtures separated using fractional distillation?
    During fractional distillation a mixture is separated into its component parts, or fractions, based on their boiling point. This is achieved by heating them to a temperature at which one or more fractions of the compound will vaporise and condensing them at different temperatures in a distillation column.
  2. How are mixtures separated using chromatography?
    In chromatography a mixture is passed through a medium in which the components move at different rates allowing separation of the individual components.
  3. How could we separare a mixture of sand, salt, iron and water into its individual components?
    A mixture of sand, salt, iron and water can be seperated using filtration to separate out the insoluble solids (iron and sand) from the solution (salt and water). Iron can be separated from the sand using a magnet. Salt and water can be separated by either evaporation or distillation.
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