25th Apr '26

Schemes of Work

5C
- 5C.1
  - Lesson 01 - Do earthquakes happen everywhere? Lesson Plan Lesson Title
    - D: Students locate on a map locations of largest earthquakes and volcanic eruptions.
      
      https://en.wikipedia.org/wiki/Lists_of_earthquakes#Largest_earthquakes_by_magnitude
    - W: Earthquakes and volcanic eruptions only happen in certain places on Earth.
    - T: The Earth's crust and the upper part of the mantle are cracked into a number of large pieces (tectonic plates).
    - W: The crust is relatively very thin. - KS3.C.32
  - Lesson 02 - How do earthquakes happen? Lesson Plan Lesson Title
    - T: Alfred Wegener observed
      - Matched coastlines of Africa and S.America,
      - Matched rock formations,
      - Common fossils.
    - W: This could be explained if the continents drifted apart.
    - Alfred Wegener theory of crustal movement (continental drift) was not generally accepted for many years because he couldn't explain how it could happen.
      
      We now believe...
    - W: Convection currents within the Earth's mantle cause the plates.
      - Suggested Activity:
        Demo convection current in flat tray with paper continents floating on water.
        
        modelling diffusion using potassium permanganate in water could be a different temperatures for rates
        Equipment Required:
        Demo continents floating in tray of water.#
        Wax volcano demo
        Potassium permanginate
        250ml beakers
        forceps
    - T: The heat energy drives convection currents in the mantle, through the changing density (particle movement) of the heated mantle.
    - T: The heat in the core is released by natural radioactive processes.
    - W: Nuclear energy is transformed into heat energy.
    - W: The plates move at relative speeds of a few centimetres per year.
      - Suggested Activity:
        This fence was put up 50 years ago:
        
        http://static.flickr.com/134/355247789_c290ad8e7d.jpg
        
        Do tectonic plates move at metres, centimetres or millimetre a year?
    - W: The movements can be sudden and disastrous. Earthquakes and / or volcanic eruptions occur at the boundaries between tectonic plates.
      - Suggested Activity:
        Modelling earthquakes demo heating the Bunsen burner
        Equipment Required:
        large beaker filled with water and red wax covering the top
  - Lesson 03 - What is the structure of the Earth and how do we know? Lesson Plan Lesson Title
    - The Earth consists of a core, mantle and crust, and is surrounded by the atmosphere. - KS3.C.32
      - Suggested Activity:
        modelling the structure of the Earth
        Equipment Required:
        cream egg
        Knife
        white tile
    - T: The Core is about half the diameter of the Earth, with the Mantle making up the other half. - KS3.C.32
    - DESIRABLE:
      
      Our knowledge of the structure of the Earth comes mainly from studying how the shockwaves from earthquakes (seismic waves) travel through it.
      
      Earthquakes produce two types of waves that can travel through the Earth:
      - Longitudinal faster travelling Primary, P (pressure) waves, which move through liquids as well as solids;
      - Transverse slower travelling Secondary, S waves, which travel only through solids.
      
      The S-wave shadow is what give rise to the idea of a core.
      
      http://www.mrcorfe.com/KS4/Edexcel/Physics/P1-11-NowYouSeeIt/EarthStructure.php
  - Lesson 04 - What makes up the Earth? Lesson Plan Lesson Title
    - T: The Earth is composed of mainly of:
      - iron (32.1%),
      - oxygen (30.1%),
      - silicon (15.1%),
      - magnesium (13.9%). - KS3.C.31
    - D: Draw a pie chart to display the Earth's composition data. - WS
    - The Earth's core is composed of mainly of iron (88.8%) with smaller amounts of nickel (5.8%). - KS3.C.31
    - The Earth's crust is composed of mainly of oxygen (47%), chemically locked up in rocks. The most common of which are Silica, Silicon Dioxide (54%) and Alumina, Aluminum oxide (16%).
      
      - Something to do with revising Elements and compounds. - KS3.C.31
- 5C.2
  - Lesson 05 - Skill Focus: Planning Lesson Plan Lesson Title
    - A: ENQUIRY: Planning
      
      - Aim: To find the best location for a new copper mine.
      
      SET C 2014: Carbonates ISA
      5 Samples of copper ore (copper carbonate and sand) from different locations.
      
      Testing samples to determine the highest concentration of copper ore.
      
      ISA method: Time how long it takes to stop fizzing.
      
      Alternative method: How high the fizz rises.
      
      Focus:
      Controlling control variables - measuring reactants.
      Evaluation: How representative is a small sample from a potential mining area.
  - Lesson 06 - Skill Focus: Data collection Lesson Plan Lesson Title
    - A: ENQUIRY: Data collection
  - Lesson 07 - Skill Focus: Analysis Lesson Plan Lesson Title
    - A: ENQUIRY: Analysis
- 5C.3
  - Lesson 08 - Halfway Review Lesson Plan Lesson Title
    - A: Review of 5C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/5C.1
- 5C.4
  - Lesson 09 - What is in the Atmosphere? Lesson Plan Lesson Title
    - W: The air in the atmosphere is a mixture. - KS3.C.35
      - Suggested Activity:
        Show atomscope air simulation.
    - The atmosphere is composed of:
      - about four-fifths nitrogen (80%)
      - about one-fifth oxygen (20%)
      - small proportions of various other gases, including carbon dioxide, water vapour and noble gases. - KS3.C.35
    - The gas test for oxygen is it relights a glowing spill. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
    - The gas test for carbon dioxide is it turns lime water cloudy. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
        Equipment Required:
        magnesium hydrochloric acid
        test tubes
        pipette
    - The gas test for hydrogen is it makes a squeaky pop when lit. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
        Equipment Required:
        marble chips
        hydrochloric acid
        test tubes
    - D: Something to do with revising Elements and compounds again:
      
      Draw the substances to show its a mixture. - KS3.C.35
  - Lesson 10 - How is the Oxygen level maintained? Lesson Plan Lesson Title
    - The oxygen and carbon dioxide levels in the atmosphere are maintained by photosynthetic organisms, such as plants and algae. - KS3.B.24
      - Suggested Activity:
        Draw (a simplified) carbon cycle.
        
        What would happen if there was more oxygen in the air?
    - Photosynthetic organisms, such as plants and algae, use sunlight in photosynthesis to build organic molecules that are an essential energy store. - KS3.B.24
      - Suggested Activity:
        Draw energy Energy transfer diagram from sun to plant to chemical store.
        
        Word / symbol / particle equation for photosynthesis.
        
        Describe reaction in terms of POO writing scaffold.
    - Oxygen is need for respiration which releases energy from glucose. This is essential for all life. Therefore all life depends on the energy from the sun and the photosynthetic - KS3.B.24
      - Suggested Activity:
        Word / symbol / particle equation for respiration.
        
        Describe reaction in terms of POO writing scaffold.
        Equipment Required:
        Jelly baby demo:
        jelly baby
        boiling tube
        face mask
        Potassium Chlorate
    - In the search for life on other planets, looking for oxygen is a sign that life is on the planet. - KS3.B.24
- 5C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - A: Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - A: REFLECTION