Lesson Plan: C2.5.01


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

Context and
Landmark
Assessment		 C2.5.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Should we use plastic or paper bags?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Humans use the Earth's resources to provide warmth, shelter, food and transport.
  2. Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels.
  3. Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials.
  4. Chemistry plays an important role in improving agricultural and industrial processes to provide new products and in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs.
  5. Students should be able to state examples of natural products that are supplemented or replaced by agricultural and synthetic products.
  6. Students should be able to distinguish between finite and renewable resources given appropriate information.
  7. Students should be able to extract and interpret information about resources from charts, graphs and tables.
  8. Students should be able to use orders of magnitude to evaluate the significance of data.
  9. Life cycle assessments (LCAs) are carried out to assess the environmental impact of products in each of these stages: - extracting and processing raw materials - manufacturing and packaging - use and operation during its lifetime - disposal at the end of its useful life, including transport and distribution at each stage.
  10. Use of water, resources, energy sources and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process.
  11. Selective or abbreviated LCAs can be devised to evaluate a product but these can be misused to reach pre-determined conclusions, eg in support of claims for advertising purposes.
  12. Students should be able to carry out simple comparative LCAs for shopping bags made from plastic and paper.
Think about how you can match the needs of ALL students
Keywords:
  • Life cycle assessment: Used as a tool to assess the environmental impacts of a product, process or activity throughout its life cycle. (1)
  • Renewable: Are collected renewable resources, which are naturally replenished on a human timescale. (1)
  • Finite: A resource that does not renew itself at a sufficient rate for sustainable economic extraction in meaningful human time-frames. (1)
  • Resource: is a source or supply from which a in benefit is produced. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What do humans use the Earth's resources for?
    Humans use the Earth's resources to provide warmth, shelter, food and transport.
  2. What do natural resources provide?
    Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels.
  3. What are finite resources used for?
    Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials.
  4. What role has Chemistry played in improving agricultural and industrial processes?
    Chemistry plays an important role in improving agricultural and industrial processes toprovide new products and in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs.
  5. What are the names of natural products that are supplemented or replaced by agricultural and synthetic products?
    The natural products that are supplemented/replaced by agricultural or synthetic products are nitrogen, phosphorus and potassium.
  6. What is the difference between finite and renewable resources?
    Finite resources are those which are limited. Renewable resources are those which can be replenished at the same rate that they are used up.
  7. What are orders of magnitude?
    A system of classification determined by size, typically in powers of ten.
  8. What different aspects of a products lifetime are assessed through a life cycle assessment?
    Life cycle assessments (LCAs) are carried out to assess the environmental impact of products in each of these stages: - extracting and processing raw materials - manufacturing and packaging - use and operation during its lifetime - disposal at the end of its useful life, including transport and distribution at each stage.
  9. Why are life cycle assessment not a purely objective process?
    Life cycle assessments are not a purely objective process because allocating numerical values to pollutant effects is less straightforward and requires value judgments.
  10. Why is it important that life cycle assessments are completed by an unbiased impartial agency?
    It is important that life cycle assessments are completed using an unbiased impartial agency to avoid misuse of data to reach pre-determined conclusions. e.g. to support a claim that a product is more environmentally friendly.
  11. What are the life cycle assessments that would be conducted for plastic and paper carrier bags?
    The life cycle assessments that would be conducted for plastic and paper bags are the raw materials, manufacturing processing, which lasts longer, disposal, transport, emissions and waste.
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