Lesson Plan: C1.5.03

LESSON PLAN

Teacher	Subject	Period	Date	Year	Ability	LSA/Other Support
	Science

Context and Landmark Assessment	C1.5.03 Landmark Assessment: Progress Observation Opportunity

Remember to have high expectations

Lesson Title: Today we are learning about
Why do some reactions appear to have a mass change?

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

Success Criteria:	You will show your learning by...
Some reactions may appear to involve a change in mass but this can usually be explained because a reactant or product is a gas and its mass has not been taken into account. For example: when a metal reacts with oxygen the mass of the oxide produced is greater than the mass of the metal or in thermal decompositions of metal carbonates carbon dioxide is produced and escapes into the atmosphere leaving the metal oxide as the only solid product. Students should be able to explain any observed changes in mass in non-enclosed systems during a chemical reaction given the balanced symbol equation for the reaction and explain these changes in terms of the particle model. Whenever a measurement is made there is always some uncertainty about the result obtained. Students should be able to represent the distribution of results and make estimations of uncertainty Students should be able to use the range of a set of measurements about the mean as a measure of uncertainty.

Success Criteria:

You will show your learning by...

Some reactions may appear to involve a change in mass but this can usually be explained because a reactant or product is a gas and its mass has not been taken into account. For example: when a metal reacts with oxygen the mass of the oxide produced is greater than the mass of the metal or in thermal decompositions of metal carbonates carbon dioxide is produced and escapes into the atmosphere leaving the metal oxide as the only solid product.
Students should be able to explain any observed changes in mass in non-enclosed systems during a chemical reaction given the balanced symbol equation for the reaction and explain these changes in terms of the particle model.
Whenever a measurement is made there is always some uncertainty about the result obtained.
Students should be able to represent the distribution of results and make estimations of uncertainty
Students should be able to use the range of a set of measurements about the mean as a measure of uncertainty.

Think about how you can match the needs of ALL students

Keywords:

Metal carbonate: A metal that contains carbon and oxygen. (1)
Metal Oxide: Metal that contains Oxygen (1)
Thermal decomposition: A reaction in which a substance is broken down into at least two other substances by heat (1)
Gas: One of the states of matter with the most amount of energy. (1)

Links: Literacy, Numeracy, SMSC, British values

Memory Anchor:

AFL/Key Questions:

When a gas is produced in a chemical reaction, why would the mass of the products appear to be less than that of the reactants?
The mass of the products will be reduced because the gas escapes into the surroundings. The total number of atoms will not have changed.
Explain why in the reaction below the mass of the products would be greater than that of the reactants 2Mg (s) O2 (g) -> 2MgO (s)
Because oxygen gas would not be accounted for when the mass of the reactants are recorded, yet form part of the solid MgO produced. Therefore giving an increase in mass, but no new atoms were created or destroyed within the reaction.
What does the term uncertainty mean?
Whenever a measurement is made there is always some uncertainty about the result obtained.
How would you represent the distrubtion of results to make estimations of uncertainty?
To represent the distrubution of results and make estimations of uncertainty you should use error bars on a graph.
A pippette has an uncertainty of /-0.01mL. It is used three times in a practical. What is the mean measure of uncertainty?
The uncertainty of a pippette that is used three times is = 3 x 0.01 = /- 0.03mL

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