Lesson Plan: C2.1.05


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

Context and
Landmark
Assessment		 C2.1.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What are reversible reactions?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to plan, complete and analyse a practical to measure how changing the concentration affects the rate of reaction.
  2. Required practical 5 - rates of reaction (developing a hypothesis) (AT skills 1,3,5,6)
Think about how you can match the needs of ALL students
Keywords:
    Links: Literacy, Numeracy, SMSC, British values
    Memory Anchor:

    AFL/Key Questions:
    1. What equipment would you need to investigate the rate of a chemical reaction?
      Equipment you would need to investigate the rate of a chemical reaction: timer / stop watch measuring cylinder reactants balance gas syringe if product is a gas balance conical flask
    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