Sample Lesson 1 Example
CLASS: Science
DATE:
Learning objectives 01 Understand that the groups within the Periodic Table have trends in
physical and chemical properties, using group 1 as an example.
02 Describe trends and patterns in results, identifying any anomalous
results and suggesting why results are anomalous.
03 Make predictions of likely outcomes for a scientific enquiry based on
scientific knowledge and understanding.
Lesson focus / I can describe observations about the reactions of Group 1 metals with
success criteria water
I can describe and explain the trends in reactivity
I can link the trend in reactivity to the electron configuration of Group 1
metals
Prior knowledge / Learners will build on prior knowledge about the structure of the atom, the
Previous learning Periodic Table, chemical properties, and physical properties.
They will benefit from knowing the distinction between chemical and physical
properties and knowing how these can be observed. Learners should also
know how to represent the electron configuration of some elements.
Plan
Lesson Planned activities Notes
Introduction Ask learners to give the electron configuration of some
elements for the starter activity. Check understanding.
Lead a discussion, asking learners to describe some
observations that may be made when a chemical reaction
occurs. Learners may suggest: colour change, temperature
change, bubbles of gas, formation of a precipitate (solid). If not
all of these are given by learners, prompt and fill in gaps as
appropriate.
Ask them to suggest how the reactions of more reactive
elements might differ from those with lower reactivity. Define
with learners the term ‘reactivity’ to ensure it is being used
appropriately throughout the lesson.
Explain to learners they are going to observe how water reacts
with three metals (lithium, sodium and potassium) that all belong
to group 1 of the Periodic Table. They should use their
observations to describe the common reactions of the group and
describe the trend in reactivity down the group.
Main activities Demonstrate the reactions of lithium, sodium and potassium in a Resources:
large basin of cold water one by one. Ask learners to make Small samples
notes as each demonstration proceeds. Encourage the use of of Li, Na, K (the
scientific descriptions of observations, modelling the language size of a rice
expected. grain), large
glass tank of
water, safety
screens to
Lesson Planned activities Notes
During the demonstration, highlight the key observations: protect learners
floating of metals, movement around the surface of the water, and goggles to
production of gas, flames. protect yourself.
What trend in reactivity did you observe?
Ensure samples
Remind learners about their prior understanding of the electron of the Group 1
configuration of elements. Ask learners to draw the electron metals are
configurations of the group 1 elements they observed in the handled with
demonstration, paying particular attention to the location of the care at all times
nucleus and the distance between electrons in the outer shell and are kept
and the nucleus. Discuss with learners that the metal loses safe (e.g. in oil).
electrons during its reaction with water. Help learners to make Follow all local
links between the ease of loss of the electron in the outer shell and regional
of the group 1 atoms and the electron configuration. health and
safety
Ask learners: requirements.
What happens to the size of the atom as we go down group 1?
What happens to the electron configuration as we go down
group 1?
Learners use the observed trend to make predictions about
how the metals lower down group 1 (rubidium, caesium and
francium) would react with water.
What do you think will happen? Why? Resources:
Reliable videos
Metals lower down group 1 (rubidium, caesium and francium) of the reactions
reacting with water are observed using videos. of R, Cs and Fr
with water
Discuss with learners:
Were your predictions accurate?
Do your observations support the trend identified for the earlier
metals?
Ask learners to suggest a relationship between the structure of
the atoms as we go down group 1 and their reactivity with
water. Encourage learners to write concise explanations of the
relationship between the structure of an atom and its reactivity.
End/Close/ Ask learners to swap their explanations and peer review.
Reflection/Summary Encourage sharing of clear and concise explanations. Work as
whole class to create a definitive class explanation which can
be displaced for future reference.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?