Lesson Plan: C1.5.05


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

Context and
Landmark
Assessment		 C1.5.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What are solutions?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Many chemical reactions take place in solutions. The concentration of a solution can be measured in mass per given volume of solution, eg grams per dm3 (g/dm3).
  2. Students should be able to calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given volume of solution
  3. Students should be able to (HT only) explain how the mass of a solute and the volume of a solution is related to the concentration of the solution.
  4. It is important for sustainable development and for economic reasons to use reactions with high atom economy.
Think about how you can match the needs of ALL students
Keywords:
  • Concent (1)
  • Atom Economy (1)
  • Solute (1)
  • molar (1)
  • Concentration (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What units are used for the measurement of concentration of a solution?
    The standard measures of concentration of a solution are: grams per dm3 (g/dm3) or moles per dm3 (mol/dm3)
  2. What is the concentration of a solution that has 37g of solute dissolved in 100cm3? Give your answer in dm3.
    The concentration would be 37g / 100cm3. To convert this to dm3 divide answer by 1000 = 0.0037g/dm3.
  3. (HT only) What is the equation that relates the mass of a solute, the volume of a solution and the concentration of the solution?
    concentration of solution (g/dm3) = mass of a solute (g) / volume of solution (dm3)
  4. Why industrially is high atom economy important?
    It is important for sustainable development and for economic reasons to use reactions with high atom economy.
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