Lesson Plan: C2.4.04


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

Context and
Landmark
Assessment		 C2.4.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What are the consequences of burning fossil fuels upon the atmopshere?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The combustion of fuels is a major source of atmospheric pollutants.
  2. Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur.
  3. The gases released into the atmosphere when a fuel is burned may include carbon dioxide, water vapour, carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles and unburned hydrocarbons may also be released that form particulates in the atmosphere.
  4. Students should be able to describe how carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen are produced by burning fuels.
  5. Carbon monoxide is a toxic gas. It is colourless and odourless and so is not easily detected.
  6. Sulfur dioxide and oxides of nitrogen cause respiratory problems in humans and cause acid rain.
  7. Particulates cause global dimming and health problems for humans.
  8. Students should be able to describe and explain the problems caused by increased amounts of these pollutants in the air.
Think about how you can match the needs of ALL students
Keywords:
  • Global dimming: is the gradual reduction in the amount of global direct irradiance at the Earth's surface. (1)
  • Acid rain: A rain or any other form of precipitation that is unusually acidic. (1)
  • Fuel: A material such as coal, gas, or oil that is burned to produce energy. (1)
  • Pollutant: a substance that pollutes something, especially water or the atmosphere. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What human activity is the biggest contributor to an increase in atmospheric pollutants?
    The combustion of fossil fuels is a major source of atmospheric pollutants.
  2. What do most fuels contain?
    Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur.
  3. Name the gases commonly released into the atmosphere when a fuel is burned?
    Carbon dioxide, water vapour, carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles and unburned hydrocarbons may also be released that form particulates in the atmosphere.
  4. How does burning fuels produce carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen?
    Carbon monoxide is produced through incomplete combustion due to limited oxygen. Soot is produced from carbon that has not reacted during combustion. Sulfur dioxide is produced due to sulfur in the fuel reacting with oxygen in hot enginges. Nirtogen oxides are formed from nitrogen in the air reacting with oxygen.
  5. What are the impacts of emissions of carbon monoxide?
    Carbon monoxide is a toxic gas. It is colourless and odourless and so is not easily detected.
  6. What environmental impact does the emission of sulfur dioxide and oxides of nitrogen cause?
    Sulfur dioxide and oxides of nitrogen cause respiratory problems in humans and cause acid rain.
  7. What environmental impact do particulates cause?
    Particulates cause global dimming and health problems for humans.
  8. Describe and explain the problems caused by increased amounts of the following pollutants in the atmosphere: a) Carbon Dioxide b) Nitrogen Oxides c) Sulfur Dioxide d) Particulates
    a) Greenhouse gas that contributes to global warming. b) Dissolves in water droplets in clouds, it makes the rain more acidic than normal. This is called acid rain. c) Same as b) d) Very small pieces of solids, mainly carbon, that are released into the air during incomplete combustion. Contribute towards global dimming (the reduction of sunlight that makes it to the earths surface).
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