Lesson Plan: C1.1.08

LESSON PLAN

Teacher	Subject	Period	Date	Year	Ability	LSA/Other Support
	Science

Context and Landmark Assessment	C1.1.08 Landmark Assessment: Progress Observation Opportunity

Remember to have high expectations

Lesson Title: Today we are learning about
What is relative atomic mass?

Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding

Success Criteria:	You will show your learning by...
Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element. Atoms can be represented as shown in this example: (periodic table tile for sodium with mass and atomic number) Students should be able to calculate the numbers of protons, neutrons and electrons in an atom or ion, given its atomic number and mass number. Students should be able to relate size and scale of atoms to objects in the physical world. The relative atomic mass of an element is an average value that takes account of the abundance of the isotopes of the element. Students should be able to calculate the relative atomic mass of an element given the percentage abundance of its isotopes.

Success Criteria:

You will show your learning by...

Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element.
Atoms can be represented as shown in this example: (periodic table tile for sodium with mass and atomic number)
Students should be able to calculate the numbers of protons, neutrons and electrons in an atom or ion, given its atomic number and mass number.
Students should be able to relate size and scale of atoms to objects in the physical world.
The relative atomic mass of an element is an average value that takes account of the abundance of the isotopes of the element.
Students should be able to calculate the relative atomic mass of an element given the percentage abundance of its isotopes.

Think about how you can match the needs of ALL students

Keywords:

Relative atomic mass: the average mass of an atom when taking into consideration the proportions of the different isotopes of an element. (1)
Mass number: the total number of protons and neutrons within an atom of an element. (1)
Atomic number: the number of protons found in the nucleus of an atom of an element. (1)
Isotope: an atom of the same element with the same number of protons but a different number of neutrons. (1)

Links: Literacy, Numeracy, SMSC, British values

Memory Anchor:

AFL/Key Questions:

What is an isotope?
An isotope is an atom of the same element with differing numbers of neutrons.
What do the individual tiles of the periodic table tell us?
The individual tiles of the periodic table tell us the chemical symbol, Mass number, Atomic (Proton) number
Calculate the number of protons, neutrons and electrons in an atom of Cobalt. Mass number = 59 and Atomic number = 27
The total number of subatomic particles in cobalk are: Protons: 27 Electrons: 27 Neutrons: 32
How large are atoms? a) 1 × 10-6 m b) 1 × 10-8 m c) 1 × 10-10 m
The size of atoms are 1 × 10-10 m
Why does chlorine have a mass number of 35.5?
The relative atomic mass of an element is an average value that takes account of the abundance of the isotopes of the element. Chlorine exists as 75% Cl35 and 25% Cl37, an average of this is taken.
What is the relative atomic mass of bromine where there are two isotopes of Bromine, 50% Br-79 and 50% Br-81?
The relative atomic mass of bromine is 80, since (79 x 50) + (81 x 50) / 100 = 80.

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