Lesson Plan: C1.3.04


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

Context and
Landmark
Assessment		 C1.3.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is covalent bonding?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. When atoms share pairs of electrons, they form covalent bonds. These bonds between atoms are strong.
  2. Covalently bonded substances may consist of small molecules.
  3. Students should be able to recognise common substances that consist of small molecules from their chemical formula.
  4. Some covalently bonded substances have very large molecules, such as polymers.
  5. Some covalently bonded substances have giant covalent structures, such as diamond and silicon dioxide.
  6. The covalent bonds in molecules and giant structures can be represented in the following forms: using dot-and-cross diagram, ball-and-stick diagram or displayed formula)
  7. Polymers can be represented using displayed formulae, where n is a large number.
  8. Students should be able to draw dot and cross diagrams for the molecules of hydrogen, chlorine, oxygen, nitrogen, hydrogen chloride, water, ammonia and methane
  9. Students should be able to represent the covalent bonds in small molecules, in the repeating units of polymers and in part of giant covalent structures, using a line to represent a single bond
  10. Students should be able to describe the limitations of using dot and cross, ball and stick, two and three-dimensional diagrams to represent molecules or giant structures
  11. Students should be able to deduce the molecular formula of a substance from a given model or diagram in these forms showing the atoms and bonds in the molecule.
Think about how you can match the needs of ALL students
Keywords:
  • Giant covalent: contain a lot of non-metal atoms, each joined to adjacent atoms by covalent bonds. The atoms are usually arranged into giant regular (1)
  • Simple molecule: Simple molecules contain only a few atoms held together by covalent bonds. (1)
  • Molecule: A molecule is an electrically neutral group of two or more atoms held together by chemical bonds. (1)
  • Covalent bond: A chemical bond formed between non-metal atoms, which combine together by sharing electrons. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are covalent bonds?
    Strong bonds that form when atoms share pairs of electrons
  2. What type of substances have covalent bonds?
    small molecules
  3. What are the names of the following substances CO2 H2O H2 Cl2
    Carbon dioxide water hydrogen chlroine
  4. Give an example of large molecules with covalent bonds
    Polymers
  5. Give two examples of substances that have giant covalent structures
    diamond graphite silicon dioxide
  6. List three ways to represent covalent bonds in molecules
    dot and cross diagrams ball and stick diagrams display formula
  7. How are polymers commonly represented?
    Polymers can be represented using displayed formulae, where n is a large number.
  8. Draw dot and cross diagrams for the molecules of hydrogen, chlorine, oxygen, nitrogen, hydrogen chloride, water, ammonia and methane look like?
  9. How would you draw a single covalent bond?
    single line between atoms
  10. What are the limitations of using dot and cross, ball and stick, 2D and 3D diagrams to represent substances?
    dot and cross, ball and stick do not show orginatation in space.
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