· web viewsupport: the support sheet offers students a simplified text to summarise when...

Topic Programme of study statement

Secure outcomes Lesson overviewKerboodle Resources

and Assessment

Working Scientifically

WS 1.1 Asking scientific questions

WS- Ask questions and

develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience.

- Select, plan, and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe how scientists develop an idea into a question that can be investigated.

- Identify independent, dependent, and control variables.

- Explain that some questions can be investigated and others cannot.

To start, ask students to make a list of questions they could ask, given something to investigate.

In the main lesson activity, students identify three questions they could ask to investigate given situations, identifying the independent, dependent, and control variables for their questions.Support: A support sheet is available where students focus on ideas, questions, and variables of two stations as opposed to four. Try to decrease the number of technical terms used.

An interactive screen is provided for a plenary, in which students categorise variables for an investigation as independent, dependent, and control.

For homework, students write down variables linked to things they can investigate in everyday life.

Activity: Asking scientific questions

Interactive: Identifying variables

WS 1.2 Planning investigations

WS- Select, plan, and carry

out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe how to write a plan for an investigation.

- Recognise what makes data accurate and precise.

- Describe a risk assessment.

To start, discuss with students different risks they took that day, classifying them as minor or severe. Include a discussion on likelihood as well.

In the main lesson activity, students choose the correct equipment to make measurements, then work through structured questions to discover the steps involved in planning investigations.Support: The support sheet includes a suggested table of results. The emphasis of the teacher should be to help

Activity: Planning investigations

Interactive: Accurate or precise?

© Oxford University Press 2014

- Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

students understand the ideas rather than worrying about remembering terminology.

An interactive screen is provided for a plenary, in which students decide if sets of data are accurate and precise.

For homework, students write a risk assessment of an everyday activity.

WS 1.3 Recording data

WS- Use appropriate

techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

- Present observations and data using appropriate methods, including tables and graphs.

- Describe how to make and record observations and measurements.

- Calculate a mean from three repeat measurements.

- Present data appropriately as tables and graphs.

To start, students describe how to use equipment to collect data that is accurate and precise.

In the main lesson practical, students carry out a simple experiment to collect results, record them in a results table, and draw a suitable graph.Support: An access sheet is available with simplified questions. Tables and graph grids have also been partially-filled in to help students with complex skills.Extension: Students can see if they spot a pattern, attempt a conclusion, and explain why is it important to display data as graphs/charts (to display patterns).

An interactive screen is provided for a plenary, in which students calculate means for given data.

For homework, students collect some data at home and record it in a suitable table.

Practical: Collecting and presenting data

Interactive: Calculating means

WS 1.4 Analysing data

WS- Interpret observations

and data, including identifying patterns and using observations, measurements, and data to draw conclusions.

- Present observations and data using appropriate methods, including

- Find a pattern in data using a graph or chart.

- Interpret data to draw conclusions.

An interactive screen is provided for a starter, in which students decide if the relationships described in various statements are likely or unlikely.

In the main lesson activity, students are provided with data sets, and for each set they have to choose the correct type of graph to draw.Support: A support sheet is available where students are given pre-labelled graph grids to plot their data. An alternative source of support is to use the skill sheet for

Activity: Analysing data

Interactive: Is there a relationship?


tables and graphs choosing scales instead of the accompanying support sheet.Extension: Encourage students to give numerical examples when describing patterns in graphs. Non-linear graphs are discussed in the extension.

To finish, ask students to complete graphs by adding a line of best fit.

For homework, students practise drawing graphs with given data.

WS 1.5 Evaluating data (extending)

WS- Evaluate data, showing

awareness of potential sources of random and systematic error.

- Evaluate the reliability of methods and suggest possible improvements.

- Describe the stages in evaluating data.

- Suggest ways of improving a practical investigation.

To start, provide students with statistics and discuss as a class whether they believe the data or not.

In the main lesson activity, students compare two different experiments to identify why one is better than the other, and how the experiments can be improved. Support: The support sheet offers students a simplified text to summarise when considering differences between two experiments.

An interactive screen is provided for a plenary, in which students choose the pieces of information a scientist would want to know about data before deciding to trust a claim made by a fictional fertiliser company.

For homework, students write a paragraph to explain how to evaluate food data correctly, and why this is important.

Activity: Evaluating data

Interactive: Patrick’s claim

Topic Programme of study statement

Secure outcomes Lesson overviewKerboodle Resources

and Assessment

Chemistry 1


C1 1.1 The particle model

Chemistry- The properties of the

different states of matter (solid, liquid, and gas) in terms of the particle model, including gas pressure.

WS- Present reasoned

explanations, including explaining data in relation to predictions and hypotheses.

- Describe how materials are made up of particles.

- Use the particle model to explain why different materials have different properties.

- Use the particle model to explain how building brick models are representing common substances.

To start, students list the different materials they can see in their classroom.

In the main lesson activity, demonstrate the particle model using toy bricks. Students then use this demonstration and their activity sheet to complete the questions on the particle model.Extension: Students will be able to suggest their own models to describe particles within materials and suggest weaknesses of any models suggested.

An interactive screen is provided for a plenary, in which students consider another model of particles and evaluate it.

For homework, students research a material of their choice.

Activity: Introducing the particle model

Interactive: Considering models

C1 1.2 States of matter


different states of matter (solid, liquid, and gas) in terms of the particle model, including gas pressure.

Physics- Similarities and

differences, including density differences, between solids, liquids, and gases.

- The differences in arrangements, in motion, and in closeness of particles explaining shape and density.

WS

- Describe the properties of a substance in its three states.

- Use ideas about particles to explain the properties of a substance in its three states.

- Use observations to decide if substances are solids, liquids, or gases.

An interactive screen is provided for a starter, in which students categorise substances as solids, liquids, and gases to gauge prior knowledge.

In the main lesson practical, introduce the particle arrangements for the states of matter and discuss their properties. Students then make observations of substances and decide if they are solid, liquid, or gas.Support: The support sheet contains an observation table with questions to help students identify the state of matter.Extension: Give students substances that are harder to define (e.g., sand, hair gel, jelly).

To finish, students describe a material in terms of properties without mentioning its state.

For homework, students design a poster on the three states of matter.

Practical: Properties of solids, liquids, and gases

Interactive: Solid, liquid, or gas?

Question-led lesson: States of matter


- Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions.

An alternative question-led lesson is also available for this lesson.

C1 1.3 Melting and freezing

Chemistry- Changes of state in terms

of the particle model.- Energy changes on

changes of state (qualitative).

Physics- Reversibility in melting,

freezing, evaporation, sublimation, condensation, and dissolving.

- The differences in arrangements, in motion, and in closeness of particles explaining changes of state.



- Use the particle model to explain changes of state involving solids and liquids.

- Interpret data about melting points.

- Use cooling data to decide the melting point of stearic acid.

An interactive screen is provided for a starter, in which students order sentences to describe freezing.

In the main lesson practical, students collect data on the cooling of stearic acid, plot a cooling curve, and determine the melting point of stearic acid. Support: Students should be provided with pre-drawn axes. Extension: Students will be able to choose their own scales for each axis. They should also explain why the graph ‘levels off’ and has a period with no temperature change.

To finish, students sketch a cooling curve and draw particle diagrams for each stage on their curve.

For homework, students research how roads are made safer in adverse weather conditions.

Practical: Observing the cooling of stearic acid

Interactive: What happens as water freezes?

WebQuest: Safer roads

C1 1.4 Boiling Chemistry- Changes of state in terms



- Use the particle model to explain boiling.

- Interpret data about changes of state.

An interactive screen is provided for a starter, in which students order sentences to describe boiling.

In the main lesson activity, students are provided with data that they plot into a heating curve. They then identify the boiling point and use the data to answer the

Activity: Heating water

Interactive: What happens when water







- Select data and information about boiling points and use them to contribute to conclusions.

questions that follow on the activity sheet.Support: A support sheet is available with pre-drawn axes for drawing the graph.Extension: Students will be able to apply the particle models to air their descriptions.

To finish, students match the boiling points to a list of materials.

For homework, students prepare a fact sheet on the different ways the boiling point of water can be changed.

boils?

C1 1.5 More changes of state

Chemistry- Changes of state in terms






WS

- Describe changes of state involving gases.

- Use the particle model to explain evaporation, condensation, and sublimation.

- Explain how the practical procedure can be kept fair to ensure valid results.

To start, demonstrate and discuss the sublimation of iodine.

In the main lesson practical, students make copper sulfate crystals from copper sulfate solution, manipulating the conditions of evaporation to attempt to produce the biggest crystals. Support: Students issued with the access sheet, where they make copper sulfate crystals using a given method.Extension: Students should try to explain why slower evaporation may result in larger crystals.

An interactive screen is provided for a plenary, in which students identify evaporation, condensation, and sublimation from images.

For homework, students prepare a leaflet on how to efficiently dry laundry.

Practical: Who can make the biggest crystals?

Interactive: Identifying evaporation, condensation, and sublimation


- Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience.

C1 1.6 Diffusion

Chemistry- Diffusion in terms of the

particle model.Physics- Diffusion in liquids and

gases driven by differences in concentration.

WS- Identify independent,

dependent, and control variables where appropriate.

- Use the particle model to explain diffusion.

- Describe evidence for diffusion.

- Identify variables that need to be kept constant when investigating the rates of diffusion of KMnO4.

To start, spray perfume to demonstrate diffusion and discuss with students how particles move around the room.

In the main lesson practical, students investigate how temperature affects the diffusion of KMnO4 crystals in water. Support: The support sheet contains a table of results for students to fill in. Support students in order to make their investigations as fair as possible, for example, by discussing the size of particles chosen or how they are placed in the water to minimise early diffusion.Extension: Students should discuss how quickly particles are moving and how it plays a part in diffusion in their explanations.

An interactive screen is provided for a plenary, in which students complete a paragraph on diffusion.

For homework, students write a paragraph on why hot water is best for making tea.

Practical: What affects the rate of diffusion?

Interactive: Describing diffusion

C1 1.7 Gas pressure


different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure.


- Use the particle model to explain gas pressure.

- Describe the factors that affect gas pressure.

- Collect, analyse, and interpret primary data to

An interactive screen is provided for a starter, in which students decide if statements about gases are true of false.

In the main lesson practical, students carry out an experiment to investigate gas pressure. They then draw a storyboard to describe gas pressure changes when blowing up a balloon. Support: Provide key words and phrases on which to

Practical: What affects gas pressure?

Interactive: What are gases like?



provide evidence for gas pressure.

base drawings. Extension: Students should explain why solids, liquids, and gases exert pressure differently.

To finish, students discuss situations where gas pressure is helpful and unhelpful.

For homework, students explain why fizzy drinks can spray when opened.

C1 Chapter 1 Checkpoint

Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and follow up with support and extension work.

Checkpoint

C1 2.1 Elements

Chemistry- Differences between

atoms, elements, and compounds.

- Chemical symbols and formulae for elements and compounds.

WS- Present observations and

data using appropriate methods, including tables and graphs.

- State what an element is.

- Recall the chemical symbols of six elements.

- Record observations and data on elements.

An interactive screen is provided for a starter, in which students locate names of elements in a wordsearch.

In the main lesson activity, students research several elements and produce a leaflet for each element. These leaflets can then be placed together to produce a large-scale Periodic Table.Support: Students should be given elements that are familiar and easy to find information about. Extension: Students should be encouraged to research more obscure or reactive elements, considering why some elements are known about but can be isolated only briefly.

To finish, students discuss and come up with a definition of an element.

For homework, students should prepare a ‘dating profile’ for an element.

Activity: The elements

Interactive: Elements wordsearch

C1 2.2 Atoms Chemistry- Differences between


- State what atoms are.

- Compare the properties of one

To start, role play individual atoms and groups of atoms to demonstrate how properties of elements are caused by groups of atoms, and are different to the properties of an individual atom.

Activity: Properties of atoms and elements


- A simple (Dalton) atomic model.

Physics- Atoms and molecules as

particles.

atom of an element to the properties of many atoms.

In the main lesson activity, students answer questions to consolidate their knowledge on the causes of the properties of elements. They then write a story about an atom being isolated, and describe the changes in properties it experiences. Extension: Students should use particle models or diagrams to aid their explanations.

An interactive screen is provided for a plenary, in which students select the correct statements about atoms.

For homework, students research chemical elements.

Interactive: Atom statements

WebQuest: Elements on Earth

C1 2.3 Compounds




Physics- Atoms and molecules as

particles.WS- Interpret observations


- State what a compound is.

- Explain why a compound has different properties to the elements in it.

- Describe similarities and differences between iron, sulfur, and iron sulfide.

To start, demonstrate the reaction of magnesium with oxygen to show how the properties of a compound, such as how it looks, are different from the elements it is made of.

In the main lesson practical, students carry out experiments to make observations on how the properties of compounds are different from the properties of elements. They then answer the questions in the student book and write a short paragraph to explain this. Support: A support sheet is available with a suggested table for observations. Students can also be provided with a number scale for negative numbers to clarify possible confusion regarding negative boiling points.Extension: Students should use particle diagrams to explain the reactions observed.

An interactive screen is provided for a plenary, in which students link key words for this topic with their definitions.

For homework, students should write a paragraph to

Practical: Introducing compounds

Interactive: Matching definitions

Question-led lesson: Compounds


explain why bones have different properties to the element calcium.


C1 2.4 Chemical formulae




WS- Understand and use SI

units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature.

- Write the chemical names for some simple compounds.

- Write and interpret chemical formulae.

- Describe elements and compounds using familiar symbols and formulae.

To start, students should create a role play to explain what happens when elements combine to form compounds.

In the main lesson activity, students create models of compounds using modelling kits to understand proportions of element atoms in compounds. Students then work through the activity sheet to consolidate their knowledge on chemical formulae.

An interactive screen is provided for a plenary, in which students match compound names to their chemical formulae.

For homework, students list the number of atoms of each element from given formulae of three compounds

Activity: What does a chemical formula tell us?

Interactive: Linking formulae to compounds



Checkpoint

C1 3.1 Chemical reactions

Chemistry- Chemical reactions as

the rearrangement of atoms.

- What catalysts do.Physics- The difference between

chemical and physical changes.

WS- Make and record

- Describe what happens to atoms in chemical reactions.

- Explain why chemical reactions are useful.

- Compare chemical reactions to physical changes.

- Identify chemical

To start, discuss with students what a reaction is and give some examples of reactions.

In the main lesson practical, students carry out a series of reactions to identify observations that can be used to identify a chemical reaction has occurred. They then discuss the key differences between a physical change and a chemical reaction. Support: The support sheet allows students to record their observations in a suggested table of results.

Practical: Finding out about reactions

Interactive: Reactions crossword

WebQuest: Kitchen


observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

and physical reactions from practical observations.

An interactive screen is provided for a plenary, in which students complete a crossword of key words on this topic.

For homework, students research chemicals and chemical reactions involved in cooking.


chemistry

Question-led lesson: Chemical reactions

C1 3.2 Word equations

Chemistry- Chemical symbols and

formulae for elements and compounds.

- Chemical reactions as the rearrangement of atoms.

- Representing chemical reactions using formulae and using equations.



- Identify reactants and products in word equations.

- Write word equations to represent chemical reactions.

- Represent practical observations using word equations.

To start, show students a burning match and ask them to describe what is happening. Lead this into a discussion on why word equations are helpful summaries.

In the main lesson practical, demonstrate three or four reactions of elements. Students note down their observations, using these to build word equations. Support: The accompanying support sheet includes a suggested table of results and extra hints for students on writing word equations. Extension: Encourage students to write balanced formula equations for each reaction. Provide the Periodic Table and relevant formulae for the reactants and products from which to choose.

An interactive screen is provided for a plenary, in which students complete word equations.

For homework, students research the different colours of elements when they burn, and how this is useful for fireworks.

Practical: Reacting elements

Interactive: Completing equations

C1 3.3 Burning fuels

Chemistry- Combustion, thermal

decomposition, oxidation, and displacement reactions.

- Predict products of combustion reactions.

- Categorise oxidation reactions

To start, display images of fuel sources, including foods, and discuss with students the common factor. They should eventually conclude that they are all fuels.

In the main lesson practical, students investigate the

Practical: Energy transfers in different fuels


WS- Evaluate data, showing

awareness of potential sources of random and systematic error.

as useful or not.- Suggest an

improvement to the practical procedure to improve on the accuracy of the results obtained.

effectiveness of a spirit burner compared to a tea candle as a fuel for heating water. Support: A support sheet is available with a suggested table of results. Extension: Students should consider if the method they used can give conclusive data on which fuel transfers energy the quickest and suggest how it can be improved.

An interactive screen is provided for a plenary, in which students complete a paragraph to summarise the key points of this lesson.

For homework, students prepare a leaflet on alternative fuels for cars.

Interactive: What happens when a fuel burns?

C1 3.4 Thermal decomposition

Chemistry- Combustion, thermal

decomposition, oxidation, and displacement reactions.



- Identify decomposition reactions from word equations.

- Use a pattern to predict products of decomposition reactions.

- Use practical results to decide which compound decomposes most readily.

To start, demonstrate the test for carbon dioxide using limewater.

In the main lesson practical, discuss what happens during decomposition and how some compounds only decompose when heated – thermal decomposition. Students then carry out an investigation to determine which metal carbonate thermally decomposes the most readily. Support: A support sheet is available to students with a suggested table of results. Extension: Students can try to write accompanying formula equations for the word equations shown.

An interactive screen is provided for a plenary, in which students highlight the correct terms in a paragraph on thermal decomposition.

For homework, students research uses of hydrogen peroxide and how it is stored.

Practical: Decomposition reactions

Interactive: Interpreting results

C1 3.5 Chemistry - Explain To start, demonstrate a burning candle and discuss with Practical:


Conservation of mass

- Conservation of mass, changes of state, and chemical reactions.

- Representing chemical reactions using formulae and using equations.

- Combustion, thermal decomposition, oxidation, and displacement reactions.

Physics- Conservation of material

and of mass.WS- Interpret observations


conservation of mass in chemical reactions.

- Calculate masses of reactants and products.

- Make a conclusion from data based on the idea of conservation of mass.

students what happens to the wax.

In the main lesson practical, students carry out two experiments and use their understanding of the conservation of mass to explain their observations.Support: A support sheet is available with a suggested table of results. Extension: Students should use the corresponding section in the student book to help them balance equations in the extension questions on the practical sheet.

An interactive screen is provided for a plenary, in which students link substance changes and reactions with observed changes in mass.

For homework, students calculate the missing masses from given equations.

Conservation of mass

Interactive: Explaining mass changes

C1 3.6 Exothermic and endothermic

Chemistry- Exothermic and

endothermic chemical reactions (qualitative).



- Describe the characteristics of exothermic and endothermic changes.

- Classify changes as exothermic or endothermic.

- Calculate the temperature change and make a conclusion in a range of familiar exothermic and endothermic changes.

An interactive screen is provided for a starter, in which students select the correct words to describe the melting of ice.

In the main lesson practical, students carry out four experiments to monitor temperature changes. They use this data to decide which reactions underwent endothermic or exothermic changes. Students then design an invention to utilise an endothermic or exothermic change.Support: The layout required for the results table is very similar to their previous practicals in this topic. Students should be steered towards these support sheets if they have trouble drawing out a results table. Students may also need an idea to get them started in designing an invention. Suggestions include drink

Practical: Energy transfers in chemistry

Interactive: When ice melts


coolers, baby food warmers, and self-heating cans. Extension: Students should also consider the suitability of the reactions they choose for their inventions, in terms of hazards of the chemicals used.

To finish, students create a phrase or mnemonic to help remember endothermic and exothermic changes.

For homework, students should prepare an advertising campaign for their invention.



Checkpoint

C1 4.1 Acids and alkalis

Chemistry- Defining acids and alkalis

in terms of neutralisation reactions.

WS- Evaluate risks.

- Compare the properties of acids and alkalis.

- Describe differences between concentrated and dilute solutions of an acid.

- Identify and describe the meaning of hazard symbols and offer suitable safety precautions.

An interactive screen is provided for a starter, in which students find common acids and alkalis in a word search.

In the main lesson activity, discuss with students what acids and alkalis are. Students then use the activity sheet to learn about hazard symbols and safety precautions to take when handling acids and alkalis. Finally, students design a poster to summarise properties of acids and alkalis. Extension: Students can be introduced to H+ for acid particles and OH- for (most) alkali particles. Students should then include these in their poster.

To finish, students identify the hazard symbol from the name associated with the hazard symbol.

For homework, students write a report on hazard symbols found at home.

Activity: Acids and alkalis

Interactive: Common acids and alkalis

C1 4.2 Indicators and pH

Chemistry- The pH scale for

measuring

- Use the pH scale to measure acidity and alkalinity.

To start, students list properties of acids and alkalis they learnt from the previous lesson.

Practical: Using universal


acidity/alkalinity; and indicators.



- Describe how indicators categorise solutions as acidic, alkaline, or neutral.

- Identify the likely pH of a solution using experimental observations.

In the main lesson practical, students use universal indicator in paper and solution form to find the pH of mystery solutions and identify them as acid or alkali. Then discuss the applications of pH testing, and students draw and label a pH scale diagram. Support: A support sheet is available for students to record their observations. Extension: Students could be provided with a pH probe during the practical to allow them to consider the difference in accuracy between the two techniques.

An interactive screen is provided for a plenary, in which students match the pH value to the universal indicator colour.

indicator

Interactive: Indicator colours

C1 4.3 Neutralisation

Chemistry- Defining acids and alkalis

in terms of neutralisation reactions.

WS- Select, plan, and carry

out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Describe how pH changes in neutralisation reactions.

- State examples of useful neutralisation reactions.

- Design an investigation to find out which indigestion remedy is ‘better’.

To start, demonstrate the dissolving of indigestion remedies in water, and the pH of the resulting solution. Students consider what happens when it is taken for indigestion.

In the main lesson practical, students design an experiment to decide which indigestion tablet is the ‘best’ remedy. Support: An access sheet is available where students are not required to plan the method for this investigation.

An interactive screen is provided for a plenary, in which students complete sentences to consolidate their knowledge of acids, alkalis, pH, and neutralisation.

For homework, students research soil pH.

Practical: Neutralisation

Interactive: Neutralisation key words

WebQuest: Soil pH

C1 4.4 Making salts

Chemistry- Reactions of acids with

metals to produce a salt plus hydrogen.

- Reactions of acids with

- Describe what a salt is.

- Predict the salts that form when acids react with

To start, discuss the hazards of hydrochloric acid and sodium hydroxide, asking students if it would be safe to consume these. Ask students to consider that table salt is made from the previous two chemicals.

Practical: Making salts

Interactive: Name the


alkalis to produce a salt plus water.



metals or bases.- Present

observations from the practical investigation as word equations.

In the main lesson practical, discuss the reactions between acids and bases, and acids and metals. Students then react hydrochloric acid and sodium hydroxide together to form table salt. They use their observations to answer the questions on the activity.Extension: Some students may be able to offer balanced formula equations for given salt formation reactions.

An alternative interactive screen is provided for a plenary, in which students complete word equations of reactions between metals and acids.

For homework, students research the base used to neutralise acid in soils and predict the products of this reaction.


substances

Question-led lesson: Making salts



Checkpoint


Topic Programme of study statement Secure outcomes Lesson overview

Kerboodle Resources and

AssessmentChemistry 2

C2 1.1 Metals and non-metals

Chemistry- The Periodic Table:

metals and non-metals.

- The properties of metals and non-metals.

- The chemical properties of metal and non-metal oxides with respect to acidity.

WS- Interpret

observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions.

- Explain how elements are classified as metals and non-metals.

- Use patterns to classify an element as a metal or non-metal.

-Use observations about materials to decide if they are metals or non-metals.

To start, students point out elements they know are metals on a Periodic Table, and discuss typical properties of metals.

In the main lesson practical, students carry out an investigation on unknown materials to classify them as metals or non-metals.Support: The accompanying support sheet contains a suggested results table and an explanation of new vocabulary.Extension: Students should be provided with materials that are metalloids, such as graphite.

An interactive screen is provided for a plenary, in which students locate properties of metals and non-metals in a wordsearch.

For homework, students classify five materials in their home as metal or non-metal and write down the properties that helped them make this decision.

An alternative question-led lesson is available from this lesson.

Practical: Classifying metals and non-metals

Interactive: Spotting properties

Question-led lesson: Metals and non-metals

C2 1.2 Groups and periods

Chemistry- The Periodic Table:

periods and groups.

- Use patterns to predict properties of elements.

- Compare patterns in

To start, call out clues to help students identify an element and have them locate the element on the Periodic Table.

Activity: Patterns, groups, and periods in the Periodic


- The principles underpinning the Mendeleev Periodic Table.

WS- Apply mathematical

concepts and calculate results.

properties in the groups and periods of the Periodic Table.

- Use trends shown by numerical data to predict missing values.

In the main lesson activity, students process a Periodic Table, labelling various groups and the positions of metals and non-metals. They then use their Periodic Table to answer some questions on trends observed.

An interactive screen is provided for a plenary, in which students identify the correct values to fill in a table of data.

For homework, students write a short paragraph about the history of the Periodic Table.

Table

Interactive: Pattern in the Periodic Table

C2 1.3 The elements of Group 1

Chemistry- The varying

physical and chemical properties of different elements.

- How patterns in reactions can be predicted with reference to the Periodic Table.

WS- Make and record

observations and measurements using a range of methods for different investigations.

- Interpret data to describe patterns in properties of the Group 1 elements.

-Use patterns to predict properties of Group 1 elements.

- Record observations about how Group 1 metals react with water, and the pH of the solution formed.

To start, have students locate Group 1 elements on a Periodic Table and discuss with them whether they are metals or non-metals, and what similarities and differences between the elements of Group 1 there may be.

In the main lesson activity, demonstrate Group 1 reactions with water and discuss reactivity trends observed. Students then complete the activity sheet.Extension: Students should justify predictions for the reactions between rubidium, caesium, and francium with water, using scientific terminology and periodic trends.

An interactive screen is provided for a plenary, in which students categorise statements about Group 1 elements as true or false.

For homework, students write a paragraph on why Group 1 elements would not be suitable to make saucepans out of.

Activity: How do Group 1 elements react with water?

Interactive: Facts about Group 1



physical and

- Use patterns to predict properties of Group 7 elements.

To start, students locate Group 7 elements on the Periodic Table and discuss whether they are metals and non-metals, and what their physical and chemical

Activity: Displacement of halides


chemical properties of different elements.


WS- Evaluate risks.

- Describe displacement reactions.

- Identify risks of using Group 7 elements using the hazard symbols associated with them.

properties are likely to be.

In the main lesson activity, students observe the displacement of halides from halide water, recording their observations. They then complete the activity sheet, including a risk assessment of Group 7 elements.Support: The support sheet includes descriptions of hazard symbols to use in the first task, an example word equations to use as guidance when writing about displacement reactions.

An interactive screen is provided for a plenary, in which students complete a paragraph on the reactivity of Group 7 elements and displacement reactions.

For homework, students produce a leaflet for swimming pools to explain the merits and risks of adding chlorine to the water.

Interactive: Displacement



physical and chemical properties of different elements.


WS- Interpret

observations and data, including identifying patterns

- Describe the physical and chemical properties of the Group 0 elements.

- Use patterns to predict properties of Group 0 elements.

-Draw conclusions on the properties and trends of Group 0 elements based on experimental and secondary data.

An interactive screen in provided for a starter, in which students complete a wordsearch to locate the Group 0 elements.

In the main lesson activity, students plot a graph of the atomic masses of the Group 0 elements and make predictions and answer questions using this data.Support: A partially-labelled graph grid is available to help students when drawing their bar graph.

To finish, students define the words reactive and unreactive with respect to Group 1, Group 7, and Group 0 elements.

For homework, students research the Periodic Table.

Activity: Trends in the noble gases

Interactive: Where are the noblemen?

WebQuest: The value of the Periodic Table


and using observations, measurements, and data to draw conclusions.



Checkpoint

C2 2.1 Mixtures

Chemistry- The concept of a

pure substance.- Mixtures, including

dissolving.- The identification of

pure substances.WS- Use appropriate

techniques, apparatus, and materials during fieldwork and laboratory work.

- Describe particle arrangements in mixtures.

- Explain how to identify pure substances.

- Select appropriate separation techniques for different mixtures.

An interactive screen is provided for a starter, in which students sort common substances according to whether they are mixtures or not.

In the main lesson practical, students carry out simple practical procedures to separate different mixtures.Support: The accompanying support sheet lists possible separation techniques and how they work.

To finish, draw particle diagrams of elements, compounds, and mixtures on the board and have students categorise them.

For homework, students list five different mixtures found at home and explain how they decided they were mixtures.


Practical: Separating mixtures

Interactive: Spot the mixtures

Question-led lesson: Mixtures

C2 2.2 Solutions Chemistry- Mixtures, including

dissolving.- The identification of

pure substances.WS- Interpret

- Describe solutions using key words.

- Use the particle model to explain dissolving.

- Use data to predict how much solute is dissolved in a solution

To start, demonstrate salt dissolving in water and ask students if the salt has disappeared to identify and correct misconceptions.

In the main lesson practical, students observe the solubility of solutes in a range of solvents, recording their observations.



or the mass of a solution.

Support: A support sheet is available with a graph grid for students to plot numerical data.Extension: Students should consider the advantages and disadvantaged of the method investigated in deciding is an unknown sample is a solvent or a solution.

An interactive screen is provided for a plenary, in which students match the key words solute, solvent, and solution to respective images.

For homework, students identify an example of dissolving in the home and write an explanation of what happens and draw particle diagrams.

C2 2.3 Solubility

Chemistry- Mixtures, including

dissolving. WS- Select, plan, and

carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate.

- Explain what a saturated solution is.

- Explain the meaning of solubility.

- Plan an investigation to compare solubility with temperature, considering variables.

To start, demonstrate the differences in solubility between salt, calcium carbonate, and potassium permanganate.

In the main lesson activity, students plan an investigation to find out how solubility of salt in water differs according to temperature.Support: Step-by-step guidance on writing a method and a partially filled results table are available on the support sheet.

An interactive screen is provided for a plenary, in which students fill in the gaps of a short paragraph to summarise solubility.

For homework, students write a paragraph to explain why sugar crystals can sometimes be found at the bottom of a teacup when the tea has been drunk.

Activity: Seawater solubility

Interactive: Understanding solubility

C2 2.4 Filtration Chemistry- Simple techniques

for separating mixtures: filtration,

- Explain how filtration works.

- Describe how to filter a mixture.

To start, demonstrate the filtration of sand and water, explaining how it occurs.

In the main lesson activity, students plan how to

Activity: Investigating filtration


evaporation. WS- Use appropriate

techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

- Label a diagram of apparatus used for filtration to show where the filtrate and residue are found.

separate salt from a mixture of rock and salt using filtration.Support: The accompanying support sheet includes diagrams of apparatus that can be used during filtration to help students draw their own labelled diagrams.

An interactive screen is provided for a plenary, in which students summarise key concepts and terminology using a gap-fill exercise.

For homework, students research six uses of filtration.

Interactive: How does filtering work?

C2 2.5 Evaporation and distillation

Chemistry- Simple techniques

for separating mixtures: evaporation, distillation.

WS- Interpret


- Explain how to use evaporation to separate mixtures.

- Explain how distillation works.

- Explain observations made during distillation of inky water.

To start, ask students how salt can be obtained from seawater.

In the main lesson practical, students carry out the distillation if inky water.Support: The accompanying support sheet contains labels students can use for their distillation diagram, as well as a suggested results table for their observations.

An interactive screen is provided for a plenary, in which students summarise distillation in a gap-fill exercise.

For homework, students write an article for a science magazine about why salt flats arise.

Practical: Distillation of inky water

Interactive: Describing evaporation and distillation

C2 2.6 Chromatography

Chemistry- Simple techniques

for separating mixtures: chromatography.

WS- Interpret

- Explain how chromatography separates mixtures.

- Analyse chromatograms to identify substances in mixtures.

To start, ask students to list primary colours and how secondary colours are made. Then ask them to discuss how dyes in pens could be separated back to the primary colours.

In the main lesson practical, students carry out chromatography to identify which pen was used to

Practical: Who stole the money?

Interactive: Describing chromatography



- Explain how a chromatogram can be used to identify a suspect’s pen.

write a forged cheque.

An interactive screen is provided for a plenary, in which students re-order sentences to describe chromatography.

For homework, students research the use of chromatography in forensic science.

WebQuest: Chromatography and crime



Checkpoint

C2 3.1 Acids and metals

Chemistry- The order of metals

and carbon in the reactivity series.

WS- Interpret


- Compare the reactions of different metals with dilute acids.

- Explain the test for hydrogen gas.

-Decide which metals react more vigorously from practical observations.

To start, demonstrate the reaction of magnesium and hydrochloric acid, collecting the hydrogen to demonstrate the squeaky pop as a test for hydrogen.

In the main lesson practical, students investigate the reaction of four metals with hydrochloric acid and practise testing for hydrogen. Support: A suggested results table is provided on the accompanying support sheet.

An interactive screen is provided for a plenary, in which students link the metal and acid reactant to the salt product.

For homework, students produce a tutorial sheet on how to name the salts of metals and acids.

Practical: Reacting metals with acids

Interactive: Spot the salt

C2 3.2 Metals and oxygen



WS- Interpret

observations and data, including

- Compare the reactions of different metals with oxygen.

- Use state symbols in balanced formula equations.

- Rank metals in order of how vigorously

To start, give students the name of several metal oxides and ask them to identify the elements in the compounds.

In the main lesson practical, students react four metals with oxygen.Support: The support sheet has a suggested results table and hints on how to decide the correct state

Practical: How do metals react with oxygen?

Interactive: Can this be true?


identifying patterns and using observations, measurements, and data to draw conclusions.

they react with oxygen.

symbol in formula equations.

An interactive screen is provided for a plenary, in which students categorise statements on the reactions of metals and oxygen as true or false.

For homework, students write a paragraph on why some metals lose their shine over time, but gold does not.

C2 3.3 Metals and water



WS- Select, plan, and


- Compare the reactions of metals with water.

- Use the reactivity series to predict reactions.

- Plan a practical to compare the reactivity of three metals.

To start, ask students to predict the relative reactivity of gold and iron based on their everyday observations.

In the main lesson practical, students plan an investigation to see how the reactivity of sodium, magnesium, and copper with water differs.Support: The accompanying support sheet provides students with prompts when planning the investigation, as well as a suggested results table to fill in observations.

An interactive screen is provided for a plenary, in which students place metals in order according to their reactivity.

For homework, students write a mnemonic to help remember the order of the metals in the reactivity series.

Practical: Comparing the reactivity of metals

Interactive: Ordering metals

C2 3.4 Metal displacement reactions

Chemistry- Combustion,

thermal decomposition, oxidation, and displacement reactions.

- The order of metals

- Predict if a given pair of substances will undergo displacement.

- Use the reactivity series to explain displacement reactions.

To start, demonstrate and explain the thermite reaction.

In the main lesson practical, students carry out reactions of metals with metal solutions to observe the reactivity series.Support: An access sheet is provided where students are not required to use the reactivity series to predict

Practical: Will a displacement reaction occur?

Interactive: True or false?



WS- Make predictions

using scientific knowledge and understanding.

- Predict which combinations of metals and metal compounds will lead to displacement reactions.

the possibility of reactions. Students carry out the experiment for only copper, magnesium, and their nitrates, before deleting the appropriate words to complete the conclusion for their experiment.

An interactive screen is provided for a plenary, in which students decide if statements on metal displacement reactions are true or false.

For homework, students draw a cartoon to explain what happens during displacement.

C2 3.5 Extracting metals



- The use of carbon in obtaining metals from metal oxides.

WS- Interpret


- Use the reactivity series to decide which metals can be extracted from their ores by heating with carbon.

- Calculate the amounts of metals in ores.

- Link an example of metal extraction to knowledge of the reactivity series.

An interactive screen is provided for a starter, in which students complete a wordsearch on key words of this lesson.

In the main lesson activity, students apply their scientific understanding to answer questions on an old example of extracting iron from an iron ore.Support: The support sheet includes sentences students re-order to help them with the long question on the activity sheet.

To finish, ask students to work in pairs to describe why it is necessary to extract metals, the role carbon plays in metal extraction, and how the method of extraction relates to a metal’s place in the reactivity series.

For homework, students research how metals are extracted from their ores.

An alternative question-led lesson is available for this lesson.

Activity: How were metals extracted in the past?

Interactive: Metal extraction wordsearch

WebQuest: Extracting and using metals

Question-led lesson: Extracting metals

C2 3.6 Ceramics Chemistry- Properties of

ceramics

- Explain ceramic properties.

- Explain why properties

An interactive screen is provided for a starter, in which students find the properties of ceramics in a wordsearch.

Practical: Comparing ceramic strength


(qualitative). WS- Select, plan, and


of ceramics make them suitable for their uses.

- Plan a method for comparing the strength of ceramic materials, identifying the variables that need to be controlled.

In the main lesson practical, students plan and carry out an investigation to compare the strength of different ceramic materials. Support: The accompanying support sheet includes a list of suitable apparatus for students to use in their method for this experiment.

To finish, students list the properties of ceramics and name a use that utilises each property.

For homework, students complete the questions on the practical sheet.

Interactive: Finding the properties of ceramics

C2 3.7 Polymers

Chemistry- Properties of

polymers (qualitative).

WS- Interpret


- Describe polymer properties.

- Explain how polymer properties make them suitable for their uses.

- Interpret data on polymers to decide on the best polymer for a given purpose, justifying the choice.

To start, show an array of natural and synthetic polymers to students and discuss what polymers are.

In the main lesson activity, students interpret information of various polymers to identify which polymers are best for a list of given functions.Support: The accompanying support sheet offers prompts for students to decide on suitable polymers to use in the first three cases of their task.

An interactive screen is provided for a plenary, in which students summarise the information they have learnt on polymers in a gap-fill activity.

For homework, students write a newspaper articles about a polymer of their choice.

Activity: Choosing suitable polymers

Interactive: Defining polymers

C2 3.8 Composites

Chemistry- Properties of

composites (qualitative).

WS- Present

- Describe composite properties.

- Explain why composite properties make them suitable for their uses.

- State the relationship

An interactive screen is provided for a starter, in which students find the key words of this topic in a wordsearch.

In the main lesson activity, students use given information to investigate how concrete strength

Activity: Concrete properties

Interactive: Composite key


observations and data using appropriate methods, including tables and graphs.

shown on a graph of composite strengths.

varies according to composition. Support: The accompanying support sheet includes pre-drawn axes for their graph.

To finish, students use key words identified in the interactive starter to write sentences about composite materials.

For homework, students make a model of a composite material, including a written description of composite materials.

words



Checkpoint

C2 4.1 The Earth and its atmosphere

Chemistry- The composition of

the Earth.- The structure of the

Earth.- The composition of

the atmosphere.WS- Present

observations and data using appropriate methods, including tables and graphs.

- Describe properties of the different layers of the Earth’s structure

- Describe the composition of the atmosphere

- Describe advantages and disadvantages of a given model of the Earth’s structure

To start, show students an apple and a scotch egg cut in half. Discuss how these may be similar to the Earth.

In the main lesson activity, students label and describe the layers of the Earth and then evaluate a given model of the layers of the Earth.

An interactive screen is provided for a plenary, in which students place the layers of the Earth in order.

For homework, students make a model showing the layers of the structure of the Earth.

Activity: Modelling Earth’s structure

Interactive: The Earth and the atmosphere

C2 4.2 Sedimentary rocks

Chemistry- The formation of

sedimentary rocks. WS- Interpret

observations and data, including

- Explain two properties of sedimentary rocks

- Explain how sedimentary rocks are made

- Describe how models are representing

To start, show students sand and a sedimentary rock and ask them to suggest how sand can become a rock.

In the main lesson practical, students carry out simple experiments to model sedimentary rock formation processes.

Practical: Modelling sedimentary rock formation

Interactive: Sedimentary


identifying patterns and using observations, measurements, and data to draw conclusions.

sedimentary rock formation processes

Extension: Students offer reasoned evaluations of the models in this activity.

An interactive screen is provided for a plenary, in which students complete a crossword on the key words of this topic.

For homework, students draw a cartoon strip showing how a pebble becomes a new sedimentary rock.

rocks

C2 4.3 Igneous and metamorphic rocks

Chemistry- The formation of

igneous and metamorphic rocks.

WS- Make predictions

using scientific knowledge and understanding.

- Compare the ways that igneous and metamorphic rocks form

- Explain how igneous and metamorphic rocks form

- Predict observations when a substance representing lava is cooled at different temperatures

To start, show a picture of Giant’s Causeway and have students discuss how the natural landmark was formed.

In the main lesson practical, students carry out a practical to mimic igneous rock formation using salol, and to see how temperature affects the size of the crystals formed. Support: The support sheet offers students a simpler text and a writing frame to help with their hypothesis.

An interactive screen is provided for a plenary, in which students complete a paragraph on the properties of the three types of rock.

For homework, students find examples of the three types of rocks and describe the properties and uses of each.

Practical: Modelling the rock cycle

Interactive: The rock cycle

C2 4.4 The rock cycle

Chemistry- The rock cycle.WS- Interpret

observations and data, including identifying patterns and using observations,

- Use the rock cycle to explain how the material in rocks is recycled

- Describe how changes in the wax used to represent a rock represent the real rock cycle

An interactive screen is provided for a starter, in which students find key words from this topic in a wordsearch.

In the main lesson practical, students use wax to model the formation of sedimentary, igneous, and metamorphic rocks. They then answer questions and evaluate the models they have used.Support: The accompanying support sheet provides

Practical: Modelling the rock cycle

Interactive: The rock cycle


measurements, and data to draw conclusions.

students with a suggested table to record their observations during the experiment.

To finish, students use key words from the interactive starter to write sentences about the processes within the rock cycle.

For homework, students produce a poster of the rock cycle.

C2 4.5 The carbon cycle

Chemistry- The carbon cycle.- The production of

carbon dioxide by human activity and the impact on climate.

- Explain why the concentration of carbon dioxide in the atmosphere did not change for many years

- Use the carbon cycle to identify reservoirs of carbon

To start, have students calculate the percentage of the air that is carbon dioxide.

In the main lesson activity, students complete a diagram of the carbon cycle and use this to draw a storyboard of the journey of a carbon atom.Support: The support sheet includes a diagram of the carbon cycle with labels for students to complete as a word-fill.

An interactive screen is provided for a plenary, in which students sort processes shown according to whether they put carbon dioxide into the atmosphere or remove it from the atmosphere.

For homework, students write a rhyme or rap to describe the different routes in the carbon cycle.

Activity: Interpreting the carbon cycle

Interactive: In or out?

C2 4.6 Climate change

Chemistry- The production of

carbon dioxide by human activity and the impact on climate.

WS- Present

observations and data using

- Explain why global warming happens

- Explain some impacts of global warming

- Design a model to represent global warming, and describe how it represents the real situation

To start, discuss as a class what students already know about climate change and global warming.

In the main lesson activity, students design a model to illustrate global warming and climate change that can be used to describe these concepts to primary-school children. Students then evaluate their models.Support: The access sheet has an existing model that students answer the questions on.

Activity: Modelling global warming

Interactive: Describing global warming

Question-led lesson: Climate


appropriate methods.

An interactive screen is provided for a plenary, in which students order phrases to summarise the greenhouse effect, global warming, and climate change.

For homework, students produce an information leaflet on the differences between global warming and climate change.

An alternative question-led lesson is available for this lesson.

change

C2 4.7 Recycling

Chemistry- Earth as a source of

limited resources and the efficacy of recycling.

WS- Apply mathematical


- Explain how aluminium is recycled

- Analyse the advantages and disadvantages of recycling

- Plot a bar chart of recycling rates for two towns

To start, discuss their recycling habits at home.

In the main lesson activity, students compare data of two towns to consider which town is better at recycling, answering questions based on their data handling.Support: A bar chart is available on the support sheet, so that students can focus on the calculations.

An interactive screen is provided for a plenary, in which students order sentences to explain the steps in recycling aluminium.

For homework, students research the recycling of plastics.

Activity: Which town is better at recycling

Interactive: Recycling aluminium

WebQuest: Recycling plastics



Checkpoint


Topic Programme of study statement Secure outcomes Lesson overview

Kerboodle Resources and

AssessmentChemistry 3

C3 1.1 Nanoparticles

KS3 Chemistry- The particulate

nature of matter.KS4 Chemistry- Relate ‘nano’ to

typical dimensions of atoms and molecules.

- Relate surface area to volume for different-sized particles and describe how this affects properties.

- Explain what nanoparticles are.

- Describe the properties of nanoparticles.

To start, ask students to compare the size of 1 cm with a metre on a metre ruler. Then move down a measurement to 1 mm, then µm, and so on until you reach nm. Students should practice the conversion between these units.

In the main lesson activity, students research nanoparticles and write a newspaper article to answer fictitious questions from readers on nanoparticles. Support: An access sheet is available where students complete a partially written article on nanoparticles. The access sheet can be completed using the Student Book alone. Extension: Students can be given higher-level texts that explore the properties of nanoparticles in more detail.

An interactive screen is provided for a plenary, in which students decide if statements about nanoparticles are true or false.

For homework, students make a poster to show the number scale from 1 metre to nanometres.

Activity: FAQs about nanoparticles

Interactive: Nanoparticle statements

C3 1.2 Using nanoparticles


- Explain how the properties of

An interactive screen is provided for a starter, in which students choose the correct statements that

Activity: Carbon nanotube models


nature of matter.KS4 Chemistry- Write ‘nano’ in

standard mathematical form.

- Relate the properties of nanoparticulate materials to their uses.

nanoparticles make them suitable for their uses.

describe the relationship between metres and nanometres.

In the main lesson activity, students design a model of carbon nanotubes, annotating their diagram and adding explanatory notes.Support: A support sheet is available where five properties of carbon nanotubes are provided for students to use as a starting point when designing their models.Extension: Students calculate the scale of their model compared to a real carbon nanotube.

To finish, students design a three-question quiz on the size, properties, and uses of nanoparticles.

For homework, students research other uses of nanoparticles, writing a short paragraph to summarise their research and relating the properties of nanoparticles to these uses.

Interactive: Considering the size of nanoparticles

C3 1.3 Nanoparticles in medicine


nature of matter.KS3 WS- Interpret

observations and data, including identifying patterns to draw conclusions.

KS4 Chemistry- Relate the

properties of nanoparticulate materials to their uses.

- Describe how nanoparticles are used in medical treatments.

- Describe in detail what results given for a nanoparticle test show.

To start, ask students to recap the size, properties, and uses of nanoparticles, and to suggest what nanomedicine is.

In the main lesson activity, students interpret data from an investigation into the effect that nanoparticles have on bacteria growth in a wound, and answer the questions on the activity sheet. Support: A support sheet is available where students complete a paragraph to describe the patterns shown by the graphs. Extension: Students suggest additional investigations that can be carried out to test conclusively whether nanoparticle films reduce bacterial growth.

Activity: The impact of nanomedicine

Interactive: Nanoparticles in bandages


An interactive screen is provided for a plenary, in which students arrange sentences to describe how nanoparticles can be used in bandages.

For homework, students draw a visual summary of what they have learnt about nanoparticles so far.

C3 1.4 Nanoparticle safety


nature of matter.KS3 WS- Evaluate risks.KS4 Chemistry- Relate properties

of nanoparticulate materials to their uses.

- Consider the possible risks associated with some nanoparticulate materials.

- Describe an example of how scientists are investigating nanoparticle safety.

- Write a risk assessment for the application of nanoparticle sunscreen on children.

An interactive screen is provided for a starter, in which students match key words on hazards and risks with their definitions.

In the main lesson activity, students read fictitious newspaper articles about the advantages and disadvantages of using nanoparticles in sunscreen, and use this to prepare a risk assessment for sunscreens containing nanoparticles.Support: A support sheet is available with a partially filled risk assessment for students to complete.

To finish, give students another context where nanoparticles are present and have students suggest some hazards and risks of this scenario.

For homework, students research how tests are carried out on a nanoparticle product.

Activity: Reported risks

Interactive: Defining hazards and risks

C3 1.5 Cars: pros and cons

KS3 Chemistry- Chemical reactions.KS3 WS- Select and plan the

most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and

- Explain how combustion reactions in car engines produce exhaust gases.

- Describe some advantages and disadvantages of cars.

- Plan an investigation to compare air quality at different locations.

To start, students recap what a fuel is and list as many fuels as they can, to revise C1.

In the main lesson activity, students plan an investigation to compare the air quality at different locations to see how this is affected by car exhaust fumes.Support: An access sheet is available where the hypothesis is already given, and prompts are given to students towards writing a method.

An interactive screen is provided for a plenary, in

Activity: Comparing air quality

Interactive: Advantages and disadvantages of cars


control variables.KS4 Chemistry- Predict the

formulae of products of reactions (e.g., combustion) of alkanes.

- Describe and analyse the evidence for additional anthropogenic causes of climate change.

- Describe the potential effects of climate change.

- Recognise the major sources of oxides of nitrogen and particulates in the atmosphere and the problems caused by increased amounts of these.

which students decide if statements describe advantages or disadvantages of cars.

For homework, students produce a leaflet for an environmental campaign to encourage people to use their car less.

C3 1.6 New fuels KS3 Chemistry- Chemical

reactions.- Energetics.KS3 WS- Undertake basic

data analysis.KS4 Chemistry- Recall that crude

- Describe the advantages and disadvantages of new vehicle fuels.

- Calculate the amount of energy transferred in a given scenario.

To start, discuss hydrogen as a fuel and its advantages and disadvantages.

In the main lesson practical, use an ethanol spirit burner to calculate the energy content per kilogram of ethanol.Support: The support sheet contains a results table to fill in, with hints to guide students through energy calculations.

Practical: The energy content of fuels

Interactive: Fuel sources


oil is a main source of hydrocarbons as fuel.

- Appreciate that crude oil is a finite resource.

- Compare the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses.

Extension: You may wish to introduce students to the bomb calorimeter.

An interactive screen is provided for a plenary, in which students locate alternative fuel sources in a wordsearch.

For homework, students design a machine or vehicle that runs on an alternative fuel.

C3 1.7 Cleaning up exhausts

KS3 Chemistry- Atoms, elements,

and compounds.- Chemical reactions.- Materials.KS3 WS- Interpret


KS4 Chemistry- Explain oxidation

and reduction in terms of loss or gain of oxygen.

- Use of transition metals as catalysts.

- Describe the

- Explain using word equations how catalytic converters clean up exhaust gases.

- Interpret data to identify cars that have failed their emissions tests, giving reasons.

To start, display a cross-section of a catalytic converter to show its honeycomb structure. Ask students if they know what it is and where it is found.

In the main lesson activity, students interpret data to decide if various vehicles have passed or failed their emissions test.Support: Students may need to be reminded that when writing chemical formulae Co (cobalt) is different from CO (carbon monoxide).

An interactive screen is provided for a plenary, in which students categorise statements on catalytic converters as true or false.

For homework, students produce a leaflet for garages to hand out to explain what catalytic converters are, how they work, and why they are necessary.

Activity: Vehicle emissions

Interactive: True or false?


characteristics of catalysts and their effect on rates of

Reaction.- Identify catalysts in

reactions.

C3 1.8 Hybrid electric cars

KS3 Chemistry- Earth and

atmosphere.KS3 Physics- Calculation of fuel

uses and costs in the domestic context.

- Energy changes and transfers.

KS3 WS- Apply mathematical


KS4 Chemistry- Compare the

advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses.

KS4 Physics- Explain, with

examples, that there is no net change to the total energy of a closed system.

- Explain why hybrid electric cars use less fuel than cars fuelled by petrol alone.

- Compare the advantages and disadvantages of different types of car.

- Calculate the distances a hybrid and a petrol-fuelled car will travel given £60 of fuel.

To start, discuss with students what they already know about hybrid electric cars.

In the main lesson activity, students compare the properties of hybrid electric cars and traditional cars.Support: Prompt students to think about other factors that may influence running costs of the car, for example, tax and insurance.Extension: Students give other factors affecting fuel consumption (e.g., weather and road conditions).

An alternative interactive screen is provided for a plenary, in which students sort statements into those that describe traditional vehicles, those that describe hybrid electric vehicles, and those that describe both.

For homework, students research hybrid electric cars.


Activity: Hybrid vehicles

Interactive: Differences between a traditional and a hybrid vehicle

WebQuest: Hybrid electric cars

Question-led lesson: Hybrid electric cars


Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and

Checkpoint


follow up with support and extension work.

C3 2.1 Evidence for atoms


and compounds.KS3 WS- Interpret


KS4 Chemistry- Describe how and

why the atomic model has changed over time.

- Describe evidence for Dalton’s atomic model.

- Explain one way of developing a scientific explanation.

- Use observations from an experiment to draw conclusions about one of Dalton’s ideas.

To start, provide students with everyday objects hidden in a sealed bag or box. Students have to guess what the objects are without opening the sealed container. Lead this onto a discussion on how early scientists investigated atoms despite not being able to see them.

In the main lesson activity, students carry out two short experiments and use their observations to show whether there is space between particles. Support: You may wish to recap the diffusion before beginning Experiment 2 in this practical.

An interactive screen is provided for a plenary, in which students order sentences to chronologically describe the major events in the discovery of the structure of the atom.

For homework, students write an article for a science magazine on the importance of Dalton’s work.

C3 2.2 Looking into atoms


and compounds.KS3 WS- Present reasoned


KS4 Chemistry- Describe how and

why the atomic model has changed

- Explain how scientists discovered electrons and the nucleus.

- Make a model of an atom based on one of Dalton’s, Thomson’s, or Rutherford’s ideas, explaining key features.

An interactive screen is provided for a starter, in which students find key words from this topic in a wordsearch.

In the main lesson activity, students make a model of either the billiard ball model, the plum pudding model, or the planetary model of atomic structure.Support: The support sheet provides students with the key features of each model. Students should focus on Rutherford’s model to avoid misconceptions as they progress to KS4. Extension: Introduce students to protons and neutrons, the use of α particles in Rutherford’s experiment, and that α particles rebounded because of mass and because of repulsion between like

Activity: Modelling the atom

Interactive: Atomic words


over time.- Describe the atom

as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with most of the mass in the nucleus.

- Recall relative charges and approximate relative masses of protons, neutrons, and electrons.

charges.

To finish, students give the definition of the key words from the interactive screen and write a sentence that uses each word.

For homework, students produce a comic strip to tell the story of how scientists discovered electrons and the nucleus.

C3 2.3 Discovering the Periodic Table


nature of matter.- Atoms, elements,

and compounds.- The Periodic Table.KS3 WS- Interpret


KS4 Chemistry

- Describe how Mendeleev devised the Periodic Table.

- Describe how Tacke and Noddack discovered rhenium.

- Use the chemical and physical properties of different elements to arrange them according to atomic masses and properties.

To start, play students the elements song by Tom Lehrer and ask students if there is a pattern in the song (there is not). Compare this with the patterns in the Periodic Table that they met in C1 and C2.

In the main lesson activity, students research chemical and physical properties of 10 elements and identify patterns to arrange them into a basic Periodic Table (without using the Periodic Table).Support: The accompanying support sheet offers students partially completed information cards to use in their task.

An interactive screen is provided for a plenary, in which students categorise statements on Mendeleev and the Periodic Table as true or false.

Activity: Devising the Periodic Table

Interactive: Mendeleev statements

WebQuest: Discovery of oxygen


- Show understanding that the Periodic Table allows predictions to be made about how elements might react.

- Predict reactions and reactivity of elements from their positions in the Periodic Table.

- Distinguish between metals and non-metals on the basis of their characteristic physical and chemical properties.

- Relate the atomic structure of metals and non-metals to their position in the Periodic Table.

For homework, students research the discovery of oxygen.

C3 2.4 Lessons from fossils

KS3 Chemistry- Earth and

atmosphere.KS3 WS- Present reasoned


- Describe how fossils are formed.

- Explain what fossils tell us about the age of rocks.

- Draw annotated diagrams to describe in detail how fossils are formed.

To start, pass a selection of fossils around the class and ask students to suggest what fossils are and how they formed.

In the main lesson activity, students draw a series of diagrams to show the formation of fossils, and answer questions on how fossils can be used as evidence for evolution.Support: A support sheet is provided where students are given a series of statements about the formation of fossils to reorder as a starting point when drawing

Activity: Evidence from fossils

Interactive: Fossil facts

Question-led lesson: Lessons from fossils


KS4 Chemistry- Evaluate the

evidence for evolution to include fossils and antibiotic resistance in bacteria.

annotated diagrams.

An interactive screen is provided for a plenary, in which students match key words on fossils with their definitions.

For homework, students complete the main lesson activity.


C3 2.5 The oldest primate

KS3 Chemistry- Inheritance,

chromosomes, DNA, and genes.

KS3 WS- Understand that

scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review.

KS4 Chemistry- Of a population

over time through a process of natural selection which may result in the formation of

- Explain how a recent fossil find makes scientists question earlier explanations about evolution.

- Describe the role of scientific journals and the process of peer review.

An interactive screen is provided for a starter, in which students rearrange sentences to describe how fossils are formed.

In the main lesson activity, students look at examples of scientific journals and use these to answer questions on the process of peer review.Support: The accompanying support sheet helps students identify key sections of journal articles to help them answer questions posed.

To finish, scatter statements on the discovery of Archicebus achilles and how it impacted understanding of primate evolution around the classroom. In groups students locate the statements, memorise them, and then return to the group and write the sentences out into a coherent paragraph.

For homework, students should write an abstract or a newspaper article for the discovery of Archicebus achilles.

Activity: Looking at scientific journals

Interactive: How are fossils formed?


new species.- Evaluate the

evidence for evolution to include fossils and antibiotic resistance in bacteria.



Checkpoint

C3 3.1 Break in!


nature of matter.- Pure and impure

substances.KS3 WS- Select, plan, and

carry out the most appropriate types of scientific enquiries to test predictions.

KS4 Chemistry- Describe, explain,

and exemplify the process of filtration.

- Suggest suitable purification techniques given information about the substances involved.

- Explain how to separate mixtures by filtration and evaporation.

- Suggest and carry out a method to separate blood from sand.

An interactive screen is provided for a starter, in which students complete a crossword on the key words relating to filtration.

In the main lesson practical, students design and carry out a practical to separate a fictitious crime scene sample of blood and sand.Support: A support sheet is provided where students are given a list of apparatus to choose from for planning their experiment.

To finish, students use the key words from the interactive screen to write sentences to explain how filtration works.

For homework, students write a report to describe how a mixture collected from a crime scene can be separated without damaging any potential evidence.

Practical: Using separation techniques to solve crimes

Interactive: Filtration

C3 3.2 Smelly KS3 Chemistry - Explain how to An interactive screen is provided for a starter, in Practical:


problem

- Chemical reactions.KS3 WS- Select, plan, and


KS4 Chemistry- Use the names and

symbols of common elements and compounds to write formulae and balanced chemical equations.

- Describe neutralisation as acid reacting with alkali to form a salt plus water.

identify acids and alkalis.

- Give examples of neutralisation reactions.

- Plan and carry out an experiment to test the acidity of unknown substances, interpreting results.

which students identify the word and formula equations that describe neutralisation reactions.

In the main lesson practical, students plan and carry out a practical to test unknown solutions to see if they are acids or alkalis.Support: The accompanying support sheet offers a partially filled results table for students to use, and hints on how to interpret their observations.

To finish, write out acids and bases undergoing neutralisation reactions. Ask students to give the word equations for these examples.

For homework, students produce a leaflet to explain the different methods of identifying acids and alkalis.

Identifying acids and alkalis

Interactive: Neutralisation reactions

C3 3.3 Message in a bottle

KS3 Chemistry- Pure and impure

substances.KS3 WS- Select, plan, and


KS4 Chemistry- Recall that

chromatography involves a stationary and a

- Describe how chromatography separates dyes in ink.

- Plan a chromatography experiment and interpret resulting chromatograms to compare two ink samples.

To start, ask students to explain how they can separate different dyes in an ink mixture – chromatography.

In the main lesson practical, students carry out a paper chromatography experiment to compare two ink samples.Support: The accompanying support sheet provides students with a labelled diagram as a starting point for writing their method, and sentences to reorder when describing how paper chromatography works. Extension: You may wish to demonstrate another type of chromatography, using different stationary and mobile phases, for example, thin layer chromatography (TLC) using an organic mixture and

Practical: Using chromatography

Interactive: Setting up paper chromatography


mobile phase, and that separation depends on the distribution between the phases.

- Interpret chromatograms, including measuring Rf values.

an organic solvent.

An interactive screen is provided for a plenary, in which students arrange sentences to describe how a paper chromatography experiment is set up.

For homework, students design a short revision quiz on chromatography.

C3 3.4 Blood alcohol


substances.KS3 WS- Interpret


KS4 Chemistry- Recall that

chromatography involves a stationary and a mobile phase, and that separation depends on the distribution between the phases.

- Interpret

- Describe how gas chromatography separates alcohol from blood.

- Describe the presence of different substances using gas chromatograms provided.

To start, show students an image of a breathalyser and ask what they think it is and how it is used.

In the main lesson activity, students label the gas chromatography apparatus, describe in detail how gas chromatography works, and compare gas chromatograms.

An interactive screen is provided for a plenary, in which students sort statements as describing paper chromatography, gas chromatography, or both.

For homework, students write a newspaper article about how gas chromatography helps tackle drink driving.


Activity: Introducing gas chromatography

Interactive: Comparing chromatography

Question-led lesson: Blood alcohol


chromatograms.- Describe the

advantages and instrumental methods of analysis (sensitivity, accuracy, and speed).

C3 3.5 Body! KS3 Chemistry- Chemical reactions.- Materials.KS3 WS- Select, plan, and


KS4 Chemistry- Predict reactions

and reactivity of elements from their positions in the Periodic Table.

- Relate the reactivity of metals with water or dilute acids to the tendency of the

- Use the reactivity series to predict whether metals will react with oxygen and water vapour in the air or soil.

- Plan an investigation to compare the corrosion of metals in detail.

To start, students describe what the reactivity series is and how it is used by scientists.

In the main lesson activity, students plan an investigation to find out which metals corrode in soil or air, and use the reactivity series to make predications.Support: The access sheet provides a step-by-step guide to planning the investigation. The questions are also less demanding, designed to build confidence.

An interactive screen is provided for a plenary, in which students use their knowledge of the reactivity series to decide if statements about metals and their reactions are true or false.

For homework, students research one historical artefact found in the UK, and link their findings about this artefact to their knowledge of the reactivity series.

Activity: Comparing the corrosion of metals

Interactive: Metal reactions


metal to form its positive ion.

- Identify the conditions for corrosion and explain how mitigation is achieved by creating a physical barrier to oxygen and water or by sacrificial protection.

C3 3.6 Clues in the carpet

KS3 Chemistry- Materials.KS3 WS- Evaluate the

reliability of methods and suggest possible improvements.

KS4 Chemistry- Explain the basic

principles of addition polymerisation and condensation polymerisation.

- Describe and explain the separation of crude oil by fractional distillation and the production of more useful materials by cracking.

- Describe the difference between biodegradable and non-biodegradable materials.

- Explain why the properties of sisal, wool, and poly(propene) make them suitable for carpets.

- Suggest improvements to the different experimental methods given to text carpets.

To start, display an image of a biodegradable object with the biodegradable logo visible. Ask students to suggest what biodegradable means.

In the main lesson activity, students evaluate four methods of testing carpets.Support: The accompanying support sheet offers students clues to help them identify the aim of each experiment.

An interactive screen is provided for a plenary, in which students complete a crossword on the key words from this lesson.

For homework, students research three biodegradable and three non-biodegradable substances. They use their knowledge to suggest why each material is suitable for its uses.

Activity: Testing carpets

Interactive: Carpet crossword


- Select appropriate materials given details of usage required, relating uses to properties.

C3 3.7 A week in court


substances.- Materials.KS3 WS- Interpret


KS4 Chemistry- Relate the

reactivity series of metals with water or dilute acids to the tendency of the metal to form its positive ion.

- Describe, explain, and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillations.

- Recall that

- Describe how scientific evidence can help solve crimes.

- Interpret evidence provided in a court case, evaluating the strength of evidence given.

To start, students suggest what evidence means and divide evidence into that which is scientific and that which is not.

In the main lesson activity, students take on the role of the defence lawyer, the prosecution lawyer, the forensic scientist, or the judge in a role play of the court case relating to the fictitious scenario depicted in the corresponding chapter of the Student Book.

An interactive screen is provided for a plenary, in which students link working scientifically key words with their definitions.

For homework, students research forensic chemists.

Activity: The trial

Interactive: Describing evidence

WebQuest: Forensic chemists


chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases.



Checkpoint


· web viewsupport: the support sheet offers students a simplified text to summarise when...

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