Lesson Plan: C1.2.01


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

Context and
Landmark
Assessment		 C1.2.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is the periodic table?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The elements in the periodic table are arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals.
  2. Elements that react to form positive ions are metals.
  3. Elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties.
  4. Elements that do not form positive ions are non-metals.
  5. Students should be able to explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms and hence to its atomic number
  6. The majority of elements are metals.
  7. Students should be able to predict possible reactions and probable reactivity of elements from their positions in the periodic table.
Think about how you can match the needs of ALL students
Keywords:
  • elements: made up of one type of atom (1)
  • anion: negatively charged ion (1)
  • electrons: negatively charged subatomic particle (1)
  • cation: positively charged ion (1)
  • properties: characteristics of a substance (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How are elements ordered in the periodic table?
    The elements in the periodic table are arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals.
  2. Metals react to form __________ charged ions
    Metals react to form POSITIVELY charged ions
  3. In terms of electron structure, how are elements in the same group similar?
    Elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties.
  4. Non-metals react to form __________ charged ions
    Non-metals react to form NEGATIVELY charged ions
  5. What does the group and period of an element tell us about its electron structure?
    Period = Total number of electron shells. Group = Total number of electrons found in the outermost shell
  6. Are there more metals or non-metal elements on the periodic table?
    The majority of elements are metals.
  7. Predict how the reactivity of caesium would compare to lithium
    Caesium would be far more reactive than lithium because it is further down group 1 so it experiences more shielding from the nucleus
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