Follow up worksheet to a resource I found on TES and used:
https://www.tes.com/teaching-resource/friction-activities-leveled-against-blooms-6381144
KS3 Physics- Forces- Friction
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Revision Session on 3.2.1 Enthalpy Changes
H432- OCR Chemistry A
Recap of key definitions
Exothermic & Endothermic in terms of bond energies
Measuring enthalpy changes
Calculation of enthalpy change of reaction (from bond energy and Hess’ Law- combustion & formation)
EXAM QUESTIONS of OCR exambuilder website
The Sun & Stars KS3 Activate
ALL; state the sun is a star and name the stages in the lifecycle of the star
MOST; describe what is in our solar system and the distances between the sun and the planets.
SOME identify the different paths a star will take depending on its size.
Keywords: Star, sun, light, planets, solar system
S: Think, Pair & Share. What do you know about sun (then what do you know about the stars) Or Space quick quiz AfL
I: 5 min discussion on what is in the solar system.
M:
A1: The sun comprehension activity. (Literacy- 10 min) guided reading
A2: Discussion about stars; why we don’t see them during the day and introduce the idea of constellations. (5 min)
A3: The lifecycle of the star- relate to the lifecycle of humans (slide 16). Watch first 2-3 min of video on life cycle of star encourage pupils to write 5 point about the stars in star template.
Use slides 17-25 along with stars AfL sheet to talk about start lifecycle (15-20 min)
P: Write down 3 questions that you want to ask after today’s lesson?
HW: could be to research one of these questions.
6
Ceramics & Composite materials ceramic, clay, kiln, composite & concrete
ALL: identify what ceramics and composites are
MOST: describe how ceramics are made and use of composites based on their properties
SOME: distinguish between the properties of ceramics & composites S: What is the link? CLAY
I: What are ceramics?
M:
A1: How are mugs made? With LA show them video before getting them to create or order story board Slide 8
- Could do as card sort if you mix up the order.
A2: Bricks and plant pots (idea of different properties you get when you heat moulded clay)
A3: Introduce composite materials
A4: Concrete and reinforced concrete.
(A5 concrete practical)- could do HW activity in class
H/W LA research a composite material or HA what materials would you use to design an object see
Materials for concrete practical (VERY MESSY)
To be able to describe and explain how infrared radiation interacts with matter (4.2.2 a & b)
Use of IR spectrums of organic compounds to identify functional groups, be able to interpret or predict the IR spectrum for known or unknown substance and describe how IR can be used to monitor air pollution (4.2.2 c-e)
Updated 16/03- Typo
A class activity to get pupils to think more about how to approach a 6 mark question.
Bonding and Structure- diamond and graphite.
(2016- AQA 9-1 but imagine would be useful with any exam board)
Day & Seasons
ALL define key words
MOST describe why we have day, night and season.
SOME explain why we have day, night and season.
Keywords: day, year, summer, winter, autumn, spring
Hook: What is 4.5 billion years old and travels at 1,038 miles per hour……?
S: What do you know about says and seasons? Hints for LA class
I; make sure pupils know how long a day and a year are and recap idea of orbits.
M:
A1. Introduce idea of day and night (demo with globe and torch- in dark room). Pupils to copy key information and draw a diagram to show this.
Extension why pupils are drawing diagram GMT maths activity slide 9.
A2 Introduce idea of northern and southern hemisphere and the axis which we are tilted on. Key information in grey boxes. Show Bill Nye the science guy video.
https://www.youtube.com/watch?v=KUU7IyfR34o
A3. Suns height in the sky. LA slide 15 and Slide 16 HA
A4. Exploring science sheet. 7Lc1 (LA) and 7Lc2 (HA)
P:
True or false
Seasons
HA: Red hot Christmas.
HW: graph drawing 7Lc3 or HA activity 7Lc4
(Worksheet reference= exploring science)
Slides to support low ability set with Required Practical: Making Salts
Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution.
AQA 2016: 9-1
Chemistry 4.4.2.3
Trilogy 5.4.2.3
Synergy 4.7.3.2
5.2.1 Lattice Enthalpy & 5.2.2 Enthalpy and Entropy
H432- OCR Chemistry A
Recap of key definitions
Born- Haber cycles for simple ionic solids & enthalpy change of solution
Effect of ionic radius on lattice enthalpy & enthalpy change of hydration
Entropy
Free Energy
EXAM QUESTIONS of OCR exambuilder website
Forces- Revision Grid KS3 Activate Syllabus 2016 (1B)
Differentiated revision grid with challenge activities. Can set different pupils different targets.
Revision grid template (credit to CS)
Slides to support low ability set with Required Practical: Temperature Changes
Investigate the variables that affect temperature change in reacting solutions.
AQA 2016: 9-1
Chemistry 4.5.1.1
Trilogy 5.5.1.1
Synergy 4.7.3.3
Eclipses
ALL describe what lunar and solar eclipses are
MOST explain why and when solar and lunar eclipses occur
SOME create a model to illustrate solar and lunar eclipses
Keywords: eclipse, lunar, solar, umbra, penumbra, sun earth & moon S: A-Z of space
I: Think Pair share what is an eclipse
M: Introduce solar and lunar eclipse activities for pupils to do using PowerPoint and annotating slide. (10-15 min)
LA: ordering activity for solar eclipse
HA: create a model to show a solar of a lunar eclipse
P: LA recap all you have done on the moon
HA peer assessment of models. HA equipment to make models of eclipses, plasticine, lollipop stick, A3 paper, toilet role etc.
Calculating the rate of a reaction using a graph
Keywords: rate of reaction, mean, tangent, gradient
ALL: recall mean
MOST: calculate mean rate of reaction from a graph
SOME: calculate the rate of a reaction at a certain point using the tangent on a curve
S; Rates summary (cut & stick TES).
I: Describe that graph
Pupils to sit back to back. Pupil A describe the graph to pupil B who draws in on their whiteboard. Swap after each graph (differentiated- more challenging ones are graph 3 & 4)
M:
A1: Rate of reaction: car analogy units/equation
A2: Interpreting rate graph
A3: Rates graph W/S LA or Calculating rates questions (TES)
P:True & false on rate of reaction or Rate then find a date
H/W could be further activities/revision.
4A. Energy & Heat
4B. Metals & Reactivity
4C. Photosyntheis & Respiration
5A. Material every day
5B Diet & Health
5C. Waves
For each topic there is a quick question activity & a grid for pupil to work on individually.
Static electricity, transfer, attract & repel
LO: to be able to describe & explain static electricity and link this knowledge to real life examples
ALL: define static electricity
MOST: describe what is happens in static electricity terms of electron transfer
SOME: explain why charges is transferred?
CHALENGE: link knowledge of static electricity to real life examples
S: Use whiteboards to find out what pupils know about electricity
I: Show diagrams of static electricity to find out what pupils know about this- get pupils to write down what they thin static electricity is in their books
M
A1: recall the structure of the atom & define electricity
A2: Perspex rod demo- pupils to draw a story board.
A3: VdG generator demo- pupils to draw a diagram to show one of the demonstrations shown
A4: attraction and repulsion with balloons can be done as class activity or as individual practical
P: write actual definition of static electricity & watch Mr Bean clip
H/W could use static electricity summary sheet.
Whiteboards, Perspex rod, VdG and demo equipment, balloons and strings (2 balloons per group)
Bond breaking and Bond making & Energy Level diagrams
ALL: state weather bond breaking and bond making is exothermic or endothermic & define activation energy
MOST: calculate energy changes in a chemical reaction and draw a simple reaction profile
SOME: identify if a reaction is exothermic or endothermic
S: recap exothermic and endothermic.
I: bond breaking and bond making
M:
A1: energy profile diagrams (sheet for LA)
A2: introduce activation energy in terms of energy profile diagrams.
A3: Bond energy calculations
P: Which picture most matches your learning today and why?
Balanced diet?
ALL state the 7 groups of food in the human diet
MOST describe what is meant by a balanced diet?
SOME identify what might happen if you don’t have a balanced diet
S: Does Kyle have a balanced diet? Think, Pair, Share.
I: What does a balanced diet mean? and what are the 7 groups that we use to classify food?
M:
A1 information hunt; use the cards around the room to fill in the information about the magic 7. Why do we need them and Where to we get them from?
A2: Do we all need the same balanced diet?
Matching activity (for HA)- could just give photos and get them to think about what they think the specific dietary needs would be
P: Write a tweet to summaries what you have learnt in todays lesson (no more that 140 characters long) #balanced diet
HW: plan a 3 day meal plan for a pregnant lady, athlete or an office worker; or Explore food activity (need internet access)
Slides 9-16 printed for information hunt.