Lesson Plan: C2.5.02


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

Context and
Landmark
Assessment		 C2.5.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can the three R's improve our future?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The reduction in use, reuse and recycling of materials by end users reduces the use of limited resources, use of energy sources, waste and environmental impacts.
  2. Metals, glass, building materials, clay ceramics and most plastics are produced from limited raw materials.
  3. Much of the energy for the processes comes from limited resources.
  4. Obtaining raw materials from the Earth by quarrying and mining causes environmental impacts.
  5. Some products, such as glass bottles, can be reused. Glass bottles can be crushed and melted to make different glass products. Other products cannot be reused and so are recycled for a different use.
  6. Metals can be recycled by melting and recasting or reforming into different products.
  7. The amount of separation required for recycling depends on the material and the properties required of the final product. For example, some scrap steel can be added to iron from a blast furnace to reduce the amount of iron that needs to be extracted from iron ore.
  8. Students should be able to evaluate ways of reducing the use of limited resources, given appropriate information.
Think about how you can match the needs of ALL students
Keywords:
  • Raw material: The basic material from which a product is made. (1)
  • Reduce: Make smaller or less in amount, degree, or size. (1)
  • Reuse: Use again or more than once. (1)
  • Recycle: Convert waste materials into reusable products. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are the reasons behind the incentive Reduce, Reuse, Recycle?
    Reduce, Reuse and Recycle is targeted to end users to reduce the use of limited resources, use of energy sources, waste and environmental impacts.
  2. Where are the raw materials found to produce products such as ceramics, metals and plastics?
    The raw materials we use to make ceramics, metals and plastics are found within the earths crust.
  3. Describe how the majority of energy is generated in order to process raw materials such as clay ceramics and metal ores?
    Most energy used to process natural resources is generated from finite resources, such as fossil fuels.
  4. Evaluate the environmental impacts of quarrying in order to obtain natural resources
    The Environmental impacts of quarrying can be: Once usage is complete, often old quarries can become u - Destruction of natural habitats - Pollutants released from use of chemicals and burning fossil fuels in operation of quarry - Permanently disfigure the local environment and are often visible from long distances
  5. Give an example of a product that can be reused and a product that can be recycled.
    Some products, such as glass bottles, can be reused. Glass bottles can be crushed and melted to make different glass products. Other products cannot be reused and so are recycled for a different use such as plastics and metals.
  6. How can metals be recycled?
    Metals can be recycled by melting and recasting or reforming into different products.
  7. What does the amount of separation for a product rely on? Give an example.
    The amount of separation required for recycling depends on the material and the properties required of the final product. For example, some scrap steel can be added to iron from a blast furnace to reduce the amount of iron that needs to be extracted from iron ore.
  8. What ways can reducing the use of limited resources be achieved?
    Reducing the use of limited resources be achieved by producing less waste, reusing certain products, recycling certain products.
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