Lesson Plan: C1.6.07


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

Context and
Landmark
Assessment		 C1.6.07
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What is the difference between an acid and an alkali?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. (WS) Students should be able to describe the use of universal indicator or a wide range indicator to measure the approximate pH of a solution
  2. (WS) Students should be able to use the pH scale to identify acidic or alkaline solutions.
  3. Aqueous solutions of alkalis contain hydroxide ions (OH-).
  4. A strong acid is completely ionised in aqueous solution. Examples of strong acids are hydrochloric, nitric and sulfuric acids.
  5. A weak acid is only partially ionised in aqueous solution. Examples of weak acids are ethanoic, citric and carbonic acids.
  6. Acids produce hydrogen ions (H ) in aqueous solutions.
  7. For a given concentration of aqueous solutions, the stronger an acid, the lower the pH.
  8. As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10.
  9. Students should be able to use and explain the terms dilute and concentrated (in terms of amount of substance), and weak and strong (in terms of the degree of ionisation) in relation to acids
  10. Students should be able to describe neutrality and relative acidity in terms of the effect on hydrogen ion concentration and the numerical value of pH (whole numbers only).
Think about how you can match the needs of ALL students
Keywords:
  • Acid: a solution that contains H ions (1)
  • Aqueous: a solution of solute and water solvent (1)
  • Hydroxide: a solution that contains OH- ions (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. In what way can universal indicator be used to measure the approximate pH of a solution?
    Universal indicator is used to measure the approximate pH of a solution as when it is added to a solution strongly acidic solutions appear red, weakly acidic solutions appear orange/yellow, neutral solutions appear green, weakly alkaline solutions appear blue and strongly alkaline solutions appear purple.
  2. If a substance has the following pH is it classified as acid, alkali or neutral: 1) pH 3 2) pH 11 3) pH 7
    1) pH 3 = acid 2) pH 11 = alkali 3) pH 7 = neutral
  3. What ions are produced in alkalis in aqueous solutions?
    Aqueous solutions of alkalis contain hydroxide ions (OH-).
  4. What happens to strong acids in an aqueous solution in terms of ionisation?
    A strong acid is completely ionised in aqueous solution. Examples of strong acids are hydrochloric, nitric and sulfuric acids.
  5. What happens to weak acids in an aqueous solution in terms of ionisation?
    A weak acid is only partially ionised in aqueous solution. Examples of weak acids are ethanoic, citric and carbonic acids.
  6. What ions are produced in acids in aqueous solutions?
    Acids produce hydrogen ions (H ) in aqueous solutions.
  7. When an acid is stronger, what effect does this have on the pH?
    For a given concentration of aqueous solutions, the stronger an acid, the lower the pH.
  8. What happens to the hydrogen ion concentration of a solution when pH decreases by one unit?
    As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10.
  9. What is meant by 'dilute' and 'concentrated' (in terms of amount of substance) and 'weak acid' and 'strong acid' (in terms of the degree of ionisation)?
    The strength of an acid is a measure of the degree of its ionisation - strong acids are fully ionised but weak acids are only partly ionised. Remember that the opposite of strong is weak. The concentration of an acid is a measure of the number of moles of acid in 1 dm3 of acid solution. For example, 2 mol/dm3 hydrochloric acid is twice as concentrated as 1 mol/dm3 hydrochloric acid or 1 mol/dm3 ethanoic acid. Remember: the opposite of concentrated is dilute.
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