Lesson Plan: P1.5.03


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

Context and
Landmark
Assessment		 P1.5.03
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How do subatomic particles relate to each other?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. In an atom the number of electrons is equal to the number of protons in the nucleus.
  2. Atoms have no overall electrical charge.
  3. All atoms of a particular element have the same number of protons. The number of protons in an atom of an element is called its atomic number.
  4. The total number of protons and neutrons in an atom is called its mass number.
  5. Atoms can be represented as shown in this example: (Mass number) (Atomic number) 23 11 Na
  6. Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element.
  7. Atoms turn into positive ions if they lose one or more outer electron(s).
  8. Students should be able to relate differences between isotopes to differences in conventional representations of their identities, charges and masses.
Think about how you can match the needs of ALL students
Keywords:
  • Isotope: forms of the same element that contain equal numbers of protons but different numbers of neutrons in their nuclei, and hence differ in relative atomic mass but not in chemical properties; in particular, a radioactive form of an element. (1)
  • Element: each of more than one hundred substances that cannot be chemically broken down into simpler substances and are primary constituents of matter. (1)
  • Neutron: a subatomic particle of about the same mass as a proton but without an electric charge, present in all atomic nuclei except those of ordinary hydrogen. (1)
  • Proton: a stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in magnitude to that of an electron. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How does the number of electrons relate to the number of protons in an atom?
    In an atom the number of electrons is equal to the number of protons in the nucleus.
  2. What is the overall electrical charge of an atom?
    Atoms have no overall electrical charge.
  3. What do all atoms of a particular element have in common? What do we call this number?
    All atoms of a particular element have the same number of protons. The number of protons in an atom of an element is called its atomic number.
  4. What does the mass number of an atom refer to?
    The mass number of an atom is the total number of protons and neutrons.
  5. How can atoms be represented?
    Atoms can be represented as shown in this example: (Mass number) (Atomic number) 23 11 Na
  6. What is an isotope?
    An isotope is a version of an element that has the same number of protons to normal but a different number of neutrons.
  7. How can an atom become a positive ion?
    Atoms turn into positive ions if they lose one or more outer electron(s).
  8. What is an isotope?
    Isotopes are atoms of an element with the normal number of protons and electrons, but different numbers of neutrons. Isotopes have the same atomic number, but different mass numbers.
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