Lesson Plan: C1.4.07


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

Context and
Landmark
Assessment		 C1.4.07
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What are polymers?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Polymers are very large molecules.
  2. For example: ethane diol and hexanedioic acid polymerise to produce a polyester.
  3. The atoms in the polymer molecules are linked to other atoms by strong covalent bonds.
  4. Alkenes can be used to make polymers such as poly(ethene) and poly(propene) by addition polymerisation. Use models to represent addition polymerisation.
  5. The intermolecular forces between polymer molecules are relatively strong and so these substances are solids at room temperature.
  6. In addition polymerisation reactions, many small molecules (monomers) join together to form very large molecules (polymers).
  7. Students should be able to recognise polymers from diagrams showing their bonding and structure.
  8. For example (displayed formula showing ethene monomer becoming poly(ethene)).
  9. In addition polymers the repeating unit has the same atoms as the monomer because no other molecule is formed in the reaction.
  10. Students should be able to recognise addition polymers and monomers from diagrams in the forms shown and from the presence of the functional group C=C in the monomers
  11. Students should be able to draw diagrams to represent the formation of a polymer from a given alkene monomer
  12. Students should be able to relate the repeating unit to the monomer.
Think about how you can match the needs of ALL students
Keywords:
  • Alkenes: Hydrocarbons that contain double bonds. (1)
  • polymerisation: A reaction between monomers to create polymers. (1)
  • monomer: A small unit component that can be used to make a polymer. (1)
  • Polymer: Made of chain of chemically bonded monomers. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What sort of molecules are polymers?
    Polymers are very large molecules.
  2. What two monomers form polyester?
    ethane diol and hexanedioic acid polymerise to produce a polyester.
  3. What type of bond links individual monomers together when forming a polymer?
    The atoms in the polymer molecules are linked to other atoms by strong covalent bonds.
  4. What type of hydrocarbons are used to make polymers?
    Alkenes can be used to make polymers such as poly(ethene) and poly(propene) by addition polymerisation.
  5. Why are polymers solids at room temperature?
    The intermolecular forces between polymer molecules are relatively strong and so these substances are solids at room temperature.(Remember the greater the size of a molecule the greater the strength its intermolecular forces)
  6. What happens in an addition polymerisation reaction?
    In addition polymerisation reactions, many small molecules (monomers) join together to form very large molecules (polymers).
  7. How is a polymer of poly(ethene) produced from ethene? (Show using a diagram)
    A polymer of poly(ethene) can be made by many monomers of ethene joining together to make a long chain of polymers. The diagram would show a C=C in the monomer but only a single bond in the polymer e.g. nCH2=CH2 --> [-CH2CH2-]n
  8. (Chem only) How is the structure of the repeated unit of an addition polymer related to the monomer?
    In addition polymers the repeating unit has the same atoms as the monomer because no other molecule is formed in the reaction.
  9. (Chem only) How can you identify if you have a polymer or a monomer structure?
    addition polymers and monomers can be identified from diagrams by the presence of the functional group C=C in the monomers
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