Year 8 Science Learning Cycle 2 Overview
How do chemicals interact?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Hypothesis 6
How can we describe chemical reactions?
Chemical reactions involve the combination of particles
There’s only one way to tell a chemical reaction has happened
Making a cup of tea is a chemical reaction (CASE 18)
Burning is a chemical reaction
Chemical reactions can be represented by word equations
Chemical equations can be precisely translated into symbols
Line of enquiry 2:
Hypothesis 7
Hypothesis 8
Hypothesis 9
Hypothesis 10
Hypothesis 11
Hypothesis 12
How do acids react with different substances?
All gases undergo the same chemical reactions
All acids have a high pH
Acids react with metals
Acids can be neutralised with metal oxides
Soil neutralisation is beneficial for farmers (CASE 20)
Carbonates causes acids to effervesce
Line of enquiry 3:
Hypothesis 13
Hypothesis 14
Hypothesis 15
What controls a reactions vigor?
The periodic table arranges elements into groups
All metals are equally reactive
Hydrogen sulphide is produced without activation energy
Week 1-2
Week 3-4
Week 5
Year 8 Science | Learning Cycle 2 | Medium Term Plan | Science 2016/17
How do chemicals interact?
Line of enquiry 1:How can we describe chemical reactions?
Intentions for learning from National KS3 Curriculum:
●
Are introduced to the idea that chemical change results in new substances that are different from the ones from which they were made
●
Explore some simple chemical reactions of acids in which a gas is made
●
Explore burning as a chemical reaction involving a gas, air or oxygen
●
Identify hydrogen and carbon dioxide as substances made during some of these reactions
●
Work with gases to understand that gases are real materials
●
Begin to use word equations as shorthand descriptions of reactions
Lesson 1: Chemical reactions involve the combination of particles
Keywords: ​chemical, physical, reversible, irreversible
Lesson 2: There’s only one way to tell a chemical reaction has happened
Keywords: ​physical properties, precipitate, effervesce
Lesson 3: Making a cup of tea is a chemical reaction (CASE 18)
Keywords: ​keywords...
Learning Intentions:
Students should develop an understanding that:
➢ Substances can undergo both physical and chemical changes
Learning Intentions:
Students should develop an understanding that:
➢ There are specific changes to physical properties that indicate a
chemical reaction has occurred
Learning Intentions:
Students should develop an understanding that:
➢ xyz
Success Criteria:
✓ Recall the two types of changes that can occur
✓ Describe the difference between physical and chemical changes
✓ Explain in terms of atoms the difference between the two
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Lesson 4: Burning is a chemical reaction
Keywords: ​burning, oxygen, combustion
Learning Intentions:
Students should develop an understanding that:
➢ For a substance to combust (or burn) certain gases are required and
the same products are made
Success Criteria:
✓ Recall what gas is needed for burning to occur
✓ Describe what is produced when something burns
✓ Explain using word equations burning of different chemicals
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Recall how to identify a chemical reaction has occurred
✓ Describe what is meant by a precipitate reaction
✓ Explain what causes effervescence
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Lesson 5: Chemical reactions can be represented by word equations
Keywords: ​conservation,
Learning Intentions:
Students should develop an understanding that:
➢ Chemical reactions can be explained using word equations
Success Criteria:
✓ Recall how to write a word/symbol equation
✓ Describe how you can find out the symbols for different elements
✓ Explain chemical reactions purely based on their equations
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Refer to CASE materials
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Lesson 6: Chemical equations can be precisely translated into symbols
Keywords: ​subscript, balance, symbol
Learning Intentions:
Students should develop an understanding that:
➢ Word equations can be translated into symbol equations to increase
the amount of information given to the reader
Success Criteria:
✓ Use the periodic table to translate elements into symbols
✓ Recall the symbols for common chemicals
✓ Translate word equations into symbol equations
✓ REACH: Balance symbol equations
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Year 8 Science | Learning Cycle 2 | Medium Term Plan | Science 2016/17
How do chemicals interact?
Line of enquiry 2: How do acids react with different substances?
Intentions for learning from National KS3 Curriculum:
●
Learn that different acids react in similar ways with metals, with metal carbonates and with metal oxides
●
Represent elements by symbols and compounds by formulae
●
Use word and symbol equations to describe these reactions
Lesson 7: All gases undergo the same chemical reactions
Keywords:​ hydrogen, oxygen, carbon dioxide
Lesson 8: All acids have a high pH
Keywords: ​acid, alkali, neutral
Lesson 9: Acids react with metals
Keywords: ​acids, hydrogen, effervescent
Learning Intentions:
Students should develop an understanding that:
➢ Substances with similar physical properties can be
distinguished from each other using chemical reactions
Learning Intentions:
Students should develop an understanding that:
➢ Not all acids are the same strength
Learning Intentions:
Students should develop an understanding that:
➢ Metals behave in the same way when added to acids
Success Criteria:
✓ Recall the various points on the periodic table
✓ Describe how acids and bases interact with one another
✓ Explain why some acids are strong while others are weak
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Recall what happens when a metal is added to an acid
✓ Describe what products are made when a metal is added to an acid
✓ Explain how you can test for the gas being produced
✓ Evaluate the hypothesis
Lesson 11: Soil neutralisation is beneficial for farmers (CASE 20)
Keywords: ​yield, trial
Lesson 12: Carbonates causes acids to effervesce
Keywords: ​carbonates,
Learning Intentions:
Students should develop an understanding that:
➢ Trials need to be completed and compared in order to be sure of a
scientific outcome
Learning Intentions:
Students should develop an understanding that:
➢ Metal carbonates react when added to acids
Success Criteria:
✓ Recall three gases that we can test for
✓ Describe the test for each gas
✓ Explain what a positive result would look like in each case
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Lesson 10: Acids can be neutralised with metal oxides
Keywords: ​oxide,
Learning Intentions:
Students should develop an understanding that:
➢ Metal oxides react when added to acids
Success Criteria:
✓ Recall what a metal oxide is made from
✓ Recall what happens when a metal oxide is added to an acid
✓ Describe what products are made when a metal oxide is
added to an acid
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Recall different process farmers can use to improve yield
✓ Compare results of different trials
✓ Conclude which trials are the most successful
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Recall what a metal carbonate is made from
✓ Recall what happens when a metal carbonate is added to an acid
✓ Describe what products are made when a metal acid/carbonate is added to
an acid
✓ Explain how you can test for the gas being produced
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Year 8 Science | Learning Cycle 2 | Medium Term Plan | Science 2016/17
How do chemicals interact?
Line of enquiry 3: What controls a reactions vigor?
Intentions for learning from National KS3 Curriculum:
●
Explore the properties of metals and non-metals
●
Learn that although metals react in a similar way with oxygen, water and acids, some react more readily than others
●
Establish and use a reactivity series for metals
●
Represent chemical reactions by word and/or symbol equations
Lesson 13: The periodic table arranges elements into groups
Keywords: ​metals, non-metals, physical properties
Lesson 14: All metals are equally reactive
Keywords: ​reactivity series, metals .
Learning Intentions:
Students should develop an understanding that:
➢ Metals and non-metals have different uses due to their
characteristics
Learning Intentions:
Students should develop an understanding that:
➢ The reactivity series helps us understand how metal atoms behave
Success Criteria:
✓ Recall the properties of some metals and non-metals
✓ Describe where you would find each of these on the periodic
table
✓ Explain why these properties mean that these chemicals have
different uses
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF
Success Criteria:
✓ Recall the names of less/more reactive metals
✓ Describe what the reactivity series of metals is
✓ Explain why some metals are more likely to form compounds when
mixed with acids
✓ Evaluate the hypothesis
Feedback Focus: X
Knowledge input | Check | Development | REACH | Improvement
Feedback type –​TUTOR/PEER/SELF