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FEATHERSTONE HIGH SCHOOL A Leading Edge School Science Department Lesson plan Teacher information.

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Lesson title: Resources/Equipment (e- learning): 1) 2)

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Lesson title resources equipment e learning 1 2

FEATHERSTONE HIGH SCHOOL A Leading Edge School

Science Department

Lesson plan

Teacher information

Lesson title: Resources/Equipment (e- learning):1)2)

Provision:

1) EAL:

2) SEN:

Role of TA:

1)

2)

3)

Technicians list:

Strips or small pieces of the metals: magnesium, zinc, iron, and copper.

Solutions: copper sulfate, zinc sulfate, iron sulfate, and magnesium sulfate.


Lesson title resources equipment e learning 1 2

Syllabus/Unit Code: Chemistry Unit 4: Chemical Patterns Lesson Number: 4Lesson Title: Metal Displacement Reactions

Connector: (Level 4)

What does the word displacement mean? Use it in a sentence


Extended learning

Extended Learning

Research information and Collect Secondary data on:

Research common metals used in construction. Explain the properties that make them suitable for their roles.

Due date:

Next lesson

Research Report Criteria (6 marks total = Level 7):

1) Range of different reliable sources used and references included (books/internet/survey etc),

2) Information written in own words

3) Clear and logical structure to research report including pictures/diagrams which have been referenced

4) No evidence of copy and paste!

16:49


Big picture

BIG picture

Key Question:

  • How is this lesson relevant to every day life?

  • What skills will you be developing this lesson?

  • Scientific Investigation- by Research and collecting secondary data, planning and collecting primary data, Analysis and Evaluation.

  • Numeracy- by using formulae in calculations

  • Literacy- by writing well structured sentences and paragraphs

  • ICT- by using Laptops and electronic resources

  • Personal skills- team work, leadership

  • Thinking and Learning- organisation, logic, participation, memory, exploration, creativity, judgement, planning, practice.

  • Reflection- through self or peer assessment of each Learning Outcome

  • Quick Discussion:

  • What do you already know?


Keywords

Keywords:

  • Reactivity series

  • Metal

  • Displacement

  • Metal oxide

  • Metal hydroxide

  • Salt

Here are some of the words we will be using this lesson…

1) Create sentences which use the keywords correctly.

2) Put your hand up if there is any key word from the list that you don’t know the meaning of.


Match the following

Match the following

Think about it in silence!!!


New information for learning outcome 1

New Information for Learning Outcome 1

Explore and Discover:

  • Visual:

  • Audio:

  • Kinaesthetic:


Reactivity series task 1

Reactivity series (Task 1)

copper, gold, magnesium, potassium, iron, calcium, silver, zinc, sodium.

Extension: Make a pneumonic for your reactivity series.

Using evidence from your work, arrange above metals into an order of reactivity with the most reactive metal at the top and least reactive metal at the bottom.

Evidences are the results recorded in your book (Reaction of metals with Oxygen, acids and water)


Lesson title resources equipment e learning 1 2

The Reactivity Series

Pneumonics

To help you remember:

The first letter of each metal is the first letter of each word in a sentence.

PotassiumMost Reactive

Sodium

Calcium

Magnesium

Aluminium

Zinc

Iron

Lead

Copper

Silver

GoldLeast reactive

Peter

Said

Careful

My

Annoying

Zebra

In

London

Can

Smell

Grotty

Please

Stay

Calm

Mary

At

Zebra X-ings

Indicator

Lights

Can

Stay

Green

Try to make up your own!


Lesson title resources equipment e learning 1 2

To help us remember…

Grrrunt!!!

PleasePotassium

StopSodium

CallingCalcium

MyMagnesium

ZebraZinc

InIron

Class,Copper

SheSilver

Grunts!Gold


The reactivity series

The reactivity series

please

send

charlie’s

monkeys

and

zebras

in

lead

cages

securely

guarded!


What is the order of reactivity

What is the order of reactivity?


Demonstrate your learning for outcome 1

Demonstrate your Learning for Outcome 1

Keywords:

Create

Evaluate

Analyse

Apply

Understand

Remember

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

  • Which task(s) will you choose to complete? Try to target a level higher than your current level.

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

16:49


Learning outcome 1 review

Learning Outcome 1: Review

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.


New information for learning outcome 2

New Information for Learning Outcome 2

  • Explore and Discover:

  • Visual:

  • Audio:

  • Kinaesthetic:


Lesson title resources equipment e learning 1 2

Last weekend’s football results:

What do you think the league table looks like?


Lesson title resources equipment e learning 1 2

Potassium Utd

Sodium Athletic

Magnesium Town

Iron Wanderers

Copper City

Gold Coast


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

What will happen if you put these two together…

…Magnesium and Copper Sulphate ?


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

Magnesium + Copper

Sulphate

Copper + Magnesium Sulphate

What about a real chemical reaction…?

…Magnesium and Copper Sulphate


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

Angelina is more reactive than Jennifer….

…so Angelina displaces Jennifer and wins Brad!


When does displacement happen

When does displacement happen?

less reactive metal

more reactive metal

less reactive metal compound

more reactive metal compound

+

+

less reactive metal

more reactive metal compound

+

  • If the metal is more reactive than the metal in the compound,

    it competes with the less reactive metal.

  • If the metal is less reactive than the metal in the compound,

    it will not compete and so there is no reaction.

no reaction

animation


Demonstrate your learning for outcome 2

Demonstrate your Learning for Outcome 2

Keywords:

Create

Evaluate

Analyse

Apply

Understand

Remember

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

  • Which task(s) will you choose to complete? Try to target a level higher than your current level.

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

16:49


Learning outcome 2 review

Learning Outcome 2: Review

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.


New information for learning outcome 3

New Information for Learning Outcome 3

  • Explore and Discover:

  • Visual:

  • Audio:

  • Kinaesthetic:


Lesson title resources equipment e learning 1 2

You are going to perform a series of reactions to see the reactivity series in action.

You will be testing the relative reactivity of magnesium, zinc, iron, and copper.

Investigating reactivity


Copy the table into your book

Copy the Table into your book


Lesson title resources equipment e learning 1 2

Method:

Collect the metals and solutions and 3 test tubes and a test tube rack

Measure 10mL of each sulfate you need to test into the test tubes

Carefully place the metal into the test tube

Repeat with each metal

Record if there was a reaction in your table

Complete the word equations of the reactions that occurred

Investigating reactivity


New information for task 3

New Information for Task 3

Write the word equations and balanced symbol equations for the chemical reactions you have carried out.


Displacement of sulfates magnesium

Displacement of sulfates – magnesium

magnesium

magnesium

magnesium

+

+

+

copper sulfate

zinc

sulfate

iron

sulfate

magnesium sulfate

+

copper

magnesium sulfate

+

zinc

magnesium sulfate

+

iron


Displacement of sulfates zinc

Displacement of sulfates – zinc

zinc

zinc

zinc

+

+

+

magnesium sulfate

iron

sulfate

copper sulfate

no reaction

zinc

sulfate

+

iron

zinc

sulfate

+

copper


Displacement of sulfates iron

Displacement of sulfates – iron

iron

iron

iron

+

+

+

magnesium sulfate

zinc

sulfate

copper sulfate

no reaction

no reaction

iron

sulfate

+

copper


Displacement of sulfates copper

Displacement of sulfates – copper

copper

copper

copper

+

+

+

zinc

sulfate

iron sulfate

magnesium sulfate

no reaction

no reaction

no reaction


Displacement reactions activity

Displacement reactions – activity


Displacement reactions

Displacement reactions

magnesium

oxide

+

aluminium

magnesium

chloride

+

iron

copper

nitrate

+

gold

Use the reactivity series to predict if each mixture will react and complete the word equation.

aluminium

oxide

+

magnesium

iron

chloride

+

magnesium

+

silver

zinc oxide

no reaction

+

copper

gold nitrate


Demonstrate your learning for outcome 3

Demonstrate your Learning for Outcome 3

Keywords:

Create

Evaluate

Analyse

Apply

Understand

Remember

Create (L8)

Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise

Evaluate (L7)

Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test

  • Which task(s) will you choose to complete? Try to target a level higher than your current level.

Analyse (L6)

Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover

Apply (L5)

Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model

Understand (L4)

Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise

Remember (L3)

Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe

16:49


Learning outcome 3 review

Learning Outcome 3: Review

Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

True or False?

Silver reacts quickly with other substances

FALSE


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

True or False?

Sodium could displace copper from copper sulphate solution

TRUE


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

True or False?

Gold could displace silver from silver nitrate solution

FALSE


Lesson title resources equipment e learning 1 2

The Reactivity of Metals

True or False?

Sodium can be used for constructing bridges

Explosion

FALSE


True or false

True or false?


Multiple choice quiz

Multiple-choice quiz


Complete the following reactions

Complete the following reactions:

  • Lithium + water

  • Lithium + hydrochloric acid

  • Silver + oxygen

  • Magnesium + sulphuric acid

  • Potassium + oxygen

  • Aluminium + oxygen

  • Manganese + water

  • Sodium + sulphuric acid

  • Lithium + oxygen

  • Nickel + hydrochloric acid

Lithium hydroxide + hydrogen

Lithium chloride + hydrogen

Silver oxide

Magnesium sulphate + hydrogen

Potassium oxide

Aluminium oxide

Manganese hydroxide + hydrogen

Sodium sulphate + hydrogen

Lithium oxide

Nickel chloride + hydrogen


Lesson title resources equipment e learning 1 2

Reactivity Series


Review

Review

  • Swap books with the person next to you and look over their work. Write a WWW and EBI statement.

  • Stand up if you have developed some skills this lesson? What are they?

  • Tell the person next to you three things you have learnt this lesson.

  • Did you successfully complete tasks at your target level?

  • If not, what do you need to do next in order to meet your target level? Record this in your diary to be done as part of your extended learning at home.

  • Is there any part of the lesson you think you need to go over again next lesson?

  • How will you remember what you have learned today for your exam?


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