Sample Lesson 1
CLASS:
DATE:
Learning objectives 9Cp.01 Understand that the groups within the Periodic Table have trends in physical and chemical properties, using group 1 as an example.
9TWSa.02 Describe trends and patterns in results, identifying any anomalous results and suggesting why results are anomalous.
9TWSp.03 Make predictions of likely outcomes for a scientific enquiry based on scientific knowledge and understanding.
Lesson focus / success criteria
I can describe observations about the reactions of Group 1 metals with water I can describe and explain the trends in reactivity
I can link the trend in reactivity to the electron configuration of Group 1 metals Prior knowledge / Previous
learning
Learners will build on prior knowledge about the structure of the atom, the Periodic Table, chemical properties, and physical properties.
They will benefit from knowing the distinction between chemical and physical properties and knowing how these can be observed. Learners should also know how to represent the electron configuration of some elements.
group 1 atoms and the electron configuration.
Ask learners:
What happens to the size of the atom as we go down group 1?
What happens to the electron configuration as we go down group 1?
Learners use the observed trend to make predictions about how the metals lower down group 1 (rubidium, caesium and francium) would react with water.
What do you think will happen? Why?
Metals lower down group 1 (rubidium, caesium and francium) reacting with water are observed using videos.
Discuss with learners:
Were your predictions accurate?
Do your observations support the trend identified for the earlier metals?
Ask learners to suggest a relationship between the structure of the atoms as we go down group 1 and their reactivity with water. Encourage learners to write concise explanations of the relationship between the structure of an atom and its reactivity.
health and safety requirements.
Resources: Reliable videos of the reactions of R, Cs and Fr with water
End/Close/
Reflection/Summary Ask learners to swap their explanations and peer review. Encourage sharing of clear and concise explanations. Work as whole class to create a definitive class explanation which can be displaced for future reference.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
Sample Lesson 2
CLASS:
DATE:
Learning objectives 9Pe.04 Use diagrams and conventional symbols to represent, make and compare circuits that include cells, switches, resistors (fixed and variable), ammeters, voltmeters, lamps and buzzers.
9TWSm.02 Describe some important models, including analogies, and discuss their strengths and weaknesses.
9TWSm.03 Use symbols and formulae to represent scientific ideas.
Lesson focus / success criteria
I can identify which circuit symbols represent different circuit components I can draw circuits using conventional symbols
I can make a circuit from a given circuit diagram Prior knowledge / Previous
learning
Learners will benefit from previous experience using circuit diagrams and conventional symbols. This lesson acts as a recap of prior learning to ensure they can access the rest of the unit.
Learners will also benefit from knowing; how to measure current in series circuits with an ammeter, an electrical device will not work if there is a break in the circuit, how a simple switch is used to open and close a circuit, and how changing the number or type of components in a series circuit can change the current.
Plan
Lesson Planned activities Notes
Introduction Provide learners with a series of symbols that represent different objects or ideas. For example, the symbol for a chemical element, the hazard symbol for a poisonous substance, a road sign, a mathematical operator (e.g. %).
Ask learners:
Why do we use symbols in society?
Discuss with learners their responses and how symbols are visual representations without words, they are commonly understood by most people irrespective of whatever language is spoken/used.
Resources: Images of symbols
Main activities Introduce the main activity by showing learners one or more circuit
diagrams including the conventional symbols for the components that they encountered during Stage 7 (i.e. cells, wires, switches, lamps, buzzers and ammeters).
Ask learners:
Why are conventional symbols used in circuit diagrams? (so that scientists from different areas find it easier to understand and interpret circuit diagrams)
Why are connecting wires conventionally shown as vertical and horizontal lines in circuit diagrams? (this makes it easier to interpret circuit diagrams and make circuits using them)
Provide learners with 4 circuit diagrams (each containing at least 2 components) and the equipment to make the circuits. Make sure the first two circuits are simpler than the final two circuits. Whist learners are making their circuits, circulate around the groups to offer guidance to those
Resources: Range of circuit diagrams Cells, wires, switches, lamps, buzzers, ammeters Resistors, variable resistors, voltmeters Photographs of 4 electrical circuits if needed
groups, if appropriate.
Once you are satisfied that learners are secure with making circuits, have 4 circuits made up around the room for learners to practise drawing circuit diagrams.
Introduce learners to the circuit symbols for a fixed resistor and a variable resistor and show them the physical components. Explain that resistors limit the current flowing in a circuit. Get them to practise using the symbols for the fixed resistor and variable resistor by drawing some circuit
diagrams that contain them.
Introduce the symbol for a voltmeter and explain how it is connected in a circuit, explaining that it measures a quantity called ‘voltage’. Explain that voltage is a measure of how much energy the electric current has and it is measured in volts (V). Explain that voltmeters are always connected in parallel (rather than in series). Show learners the connection on a circuit diagram and in a physical circuit.
Learners practise making a circuit that contains a resistor, an ammeter and a voltmeter to ensure they can connect the voltmeter correctly. Once again, circulate around the groups to check their circuits are correct, offering guidance where needed.
End/Close/
Reflection/Summary
Show learners a series circuit (or a photograph of a series circuit) containing a lamp, a variable resistor and an ammeter. Show them three circuit diagrams for the circuit that are topologically identical. For example:
Ask learners:
Which circuits diagrams are correct, and which are incorrect? (all the diagrams are correct, they are just different representations of the same circuit. Even with the placement of the components in different places the sequence is still correct)
A circuit containing three components.
Three circuit diagrams that are topologically identical.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?