GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
7
Unit code, title and length
C1 1 Particles and their behaviour
Health and Safety
Risk Assessments can be found in the lesson plans.
Where alternative lessons are planned teachers will
assess the risk and record H&S points in their
teacher planner lesson plan. Consult a specialist
within the department if unsure before delivering a
practical
Assessments
Progress task
Checkpoint test
Checkpoint assessment
Followed by End of Unit test (after completing all
Chemistry topics)
BLP Collaboration, Making links, Revising, Metalearning
Resources
Please refer to individual lesson & activity plans
Social – Areas of Focus
Moral – Key Questions
Spiritual
Reflection of learning
Cross-Curricular
Maths, Lesson 2 graph skills, lesson 9 calculations
Cultural
Using knowledge of air pressure in everyday life
IT Possibilities
Research on uses of pressure
Homework
Please refer to faculty homework schedules (Sam
learning)
Common misconceptions
Particles change size
Particle diagrams (gaps in liquids)
Key Learning Outcomes – Per lesson
Lesson
Number
1
Learning outcome
•
•
describe how materials are made up of particles
use the particle model to explain why different materials have different properties
2
•
•
explain the properties of a substance in its three states
use ideas about particles to explain the properties of a substance in its three states
3
•
•
•
•
•
•
•
to apply knowledge of the state of matter in answering an extended exam question
use the particle model to explain changes involving solids and liquids
interpret data about melting points.
use the particle model to explain boiling
interpret data about changes of state
describe changes of state involving gases
use the particle model to explain evaporation, condensation, and sublimation
7
•
•
use the particle model to explain diffusion
describe evidence for diffusion
8
•
•
use the particle model to explain gas pressure
describe the factors that affect gas pressure
4
5
6
Differentiation Up/Down
Lesson
1
2
Up
Develop a model solids, liquids and gas
Outline the properties of solids, liquids and
gases. Define toothpaste, foam sponge etc
Down
Support/Access Sheet
Support/Access Sheet
3
4
5
6
7
8
GCSE Style Extended Writing Question
Explain why temperature does not rise when
melting occurs
Explain why temperature does not rise when
boiling occurs
Compare and contrast evaporation and
boiling
Compare diffusion in solids, liquids and
gases
Explain the collapsing can demonstration
Support/Access Sheet
Support/Access Sheet
Support/Access Sheet
Support/Access Sheet
Support/Access Sheet
Key Questions
Lesson
1
2
3
4
5
Big Question
What are materials like
inside and why do they
behave as they do?
Can everything be classified
as solid, liquid or gas?
Explain in detail why the
properties of water are
different in its three states.
What happens to the
particles during melting and
freezing?
What happens to the
particles in water when
water boils?
6
What happens to the
particles of an ice cube as it
changes state to steam?
7
What affects the rate of
diffusion?
Why are racing car tyres
heated before a race?
8
Starter
What do the keywords mean?
Plenary
Considering models
Is this a solid liquid or a gas?
Show everyday objects
BUG the question
States of matter taboo or
properties summary
Peer assessment and
improvements
Melting ice on each table. What is
happening? And What happens
as water freezes?
What happens when water boils?
And Describe why bubbles start
to form in the beaker of boiling
water? Demo this
Pictures of condensation When
you breathe onto a cold surface,
like a mirror or a window, the
water in your breath changes
from a gas to a liquid. What is
happening to the particles to turn
them from a gas into a liquid?
Spray air freshener - when can
you smell it?
What are gases like? And What
happens when gas pressure
builds up?
What is happening to the
particles?
Which boiling point is which?
How to dry washing most
effectively? And evaporation,
condensation, sublimation
Describing diffusion and True or
false
When do we need pressure?