Lesson Plan: C2.1.01


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

Context and
Landmark
Assessment		 C2.1.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can we measure the rate of a chemical reaction?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The rate of a chemical reaction can be found by measuring the quantity of a reactant used or the quantity of product formed over time: mean rate of reaction = quantity of reactant used / time taken OR mean rate of reaction = quantity of product formed / time taken
  2. The quantity of reactant or product can be measured by the mass in grams or by a volume in cm3.
  3. The units of rate of reaction may be given as g/s or cm3/s.
  4. Students are also required to use quantity of reactants in terms of moles and units for rate of reaction in mol/s. (HT only)
  5. Students should be able to calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken
  6. Students should be able to draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time
  7. Students should be able to draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction
  8. Students should be able to (HT only) calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time.
Think about how you can match the needs of ALL students
Keywords:
  • Chemical reaction: A process that leads to the chemical transformation of one set of chemical substances to another. (1)
  • Product: The species formed from chemical reactions. (1)
  • Reactant: The starting materials in a chemical reaction. (1)
  • Rate: The speed at which a chemical reaction proceeds. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How can the rate of a chemical reaction be calculated?
    The rate of a chemical reaction can be found by measuring the quantity of a reactant used or the quantity of product formed over time: mean rate of reaction = quantity of reactant used / time taken OR mean rate of reaction = quantity of product formed / time taken
  2. How is the quantity of a reactant or product measured?
    The quantity of reactant or product can be measured by the mass in grams or by a volume in cm3.
  3. What are the units for rate of reaction?
    The units of rate of reaction may be given as g/s or cm3/s.
  4. (HT only) What is the third unit that is used to measure the rate of reaction in terms of moles?
    (HT only) The quantity of reactants in terms of moles and units for rate of reaction in mol/s.
  5. What would the total amount of a product formed if the rate of reaction is 4g/s and the reaction continues for 3 minutes?
    The total amount of product formed if the rate of reaction is 4g/s and the reaction continues for 3 minutes would be 540g. This is worked out by: 3 x 60 = 180s 4g x 180s = 540g
  6. What key features must be included for graphs showing the quantity of product formed or quantity of reactant used up against time?
    The key features of a graph to show the quantity of product formed or reactant used up would be an appropriate scale, labels with units and a line of best fit excluding anomalies.
  7. How do you draw a tangent on a curve to measure the rate of a reaction on a graph?
    To draw a tangent on a curve to measure the rate of reaction you should find a straight part of the curve of best fit. The slope of the tangent can be used to measure the rate reaction. The steeper the tangent the faster the rate of the reaction.
  8. (HT only) How do you calculate the gradient of a tangent of a curve from a graph?
    (HT only) To calculate the gradient of a tangent: 1. choose any two points on the line. 2. draw a right-angled triangle with the line as hypotenuse. 3. use the scale on each axis to find the triangle's: vertical length. horizontal length. 4. work out the vertical length ÷ horizontal length. 5. the result is the gradient of the line
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