Science Learning Journey
Science Learning Journey
Year: 7 Set: A2 & B1
WALT – Objectives To introduce scientific equipment and lab safety to students. Understand all about tiny particles called atoms and how these atoms make up everything that we know of. Understand that all matter exists in one of three states of matter. WILF – Outcomes Is for you to be able to work safely in a science lab. Is for you to be able to explain what the three states of matter are and how they change from one to another.
Keywords/Terms:
By the end of this week students should be able to do the following: Identify the basic scientific equipment used in the science laboratories at school. How to use the equipment in a laboratory safely. State what a hazard is and identify common hazards by their COSHH symbol.
Homework:
By the end of this week students should be able to do the following: State the skills needed to be a scientist. State some jobs that are available to people in the science industry. Identify some famous scientists and explain what effect they have had on human activities.
Homework:
By the end of this week students should be able to do the following: Use their scientific knowledge and understanding to explain and interpret observations and measurements and make conclusions. Explain what matter is and how it can be classified. Describe how the particles in a solid are arranged and explain their properties. Describe how the particles in a liquid are arranged and explain their properties.
Homework:
By the end of this week students should be able to do the following: Describe how the particles in a gas are arranged and explain their properties. Explain the term ‘diffusion’. Explain how an empty can collapses. Explain what happens to the particles in solids, liquids and gases when they change from one state to another.
Homework:
Air pressure, boiling, chromatography, classification, condense, corrosive, COSHH, density, diffusion, distillation, dye, evaporation, explosive, filter, filtrate, flammable, freeze, gas, harmful, hazard, irritant, liquid, melting, mixture, model, particle, pressure, pure, random, separating, solid, solute, solution, solvent, toxic, vibrate.
Complete a laboratory equipment wordsearch and complete a hazard identification task.
Produce a fact sheet on a famous scientist of their choice and present to class.
Create an animation to model the particle arrangements in solids, liquids and gases.
Write a short story about the day in the life of a particle in an ice lolly on a hot day.
By the end of this week students should be able to do the following: Explain what a mixture is and how the particles are arranged within them. Explain how we can separate different-sized pieces of solid. Describe how we can separate solids from liquids.
Homework:
By the end of this week students should be able to do the following: Describe how we can separate different inks and dyes by chromatography. Explain some wider uses of chromatography. Describe how we can separate a solid that has been dissolved in a liquid. Describe how we can separate a mixture of different liquids by distillation.
Homework:
By the end of this week students should be able to do the following: Describe how forensics uses many of the techniques we have covered to identify substances. Identify which metal is present in a substance by the colour of a flame. Identify which other substances are present by carrying out chemical reactions. Write a full conclusion and evaluation from a practical investigation.
Homework:
By the end of this week students should be able to do the following: Use a range of different revision activities in preparation for an end of topic test. Review their own work and that of others. Complete end of topic test.
Homework:
Identify everyday substances in the kitchen or elsewhere at home that are not mixtures.
Whiskey galore! – Research how spirits such as whisky are made.
Solve the crime – using information obtained through flame tests, chromatography and other practical activities students piece the information together to solve a crime.
Revision activities for test.
Year: 7 Set: A2 & B1
WALT – Objectives To introduce scientific equipment and lab safety to students. Understand all about tiny particles called atoms and how these atoms make up everything that we know of. Understand that all matter exists in one of three states of matter. WILF – Outcomes Is for you to be able to work safely in a science lab. Is for you to be able to explain what the three states of matter are and how they change from one to another.
Keywords/Terms:
By the end of this week students should be able to do the following: Identify the basic scientific equipment used in the science laboratories at school. How to use the equipment in a laboratory safely. State what a hazard is and identify common hazards by their COSHH symbol.
Homework:
By the end of this week students should be able to do the following: State the skills needed to be a scientist. State some jobs that are available to people in the science industry. Identify some famous scientists and explain what effect they have had on human activities.
Homework:
By the end of this week students should be able to do the following: Use their scientific knowledge and understanding to explain and interpret observations and measurements and make conclusions. Explain what matter is and how it can be classified. Describe how the particles in a solid are arranged and explain their properties. Describe how the particles in a liquid are arranged and explain their properties.
Homework:
By the end of this week students should be able to do the following: Describe how the particles in a gas are arranged and explain their properties. Explain the term ‘diffusion’. Explain how an empty can collapses. Explain what happens to the particles in solids, liquids and gases when they change from one state to another.
Homework:
Air pressure, boiling, chromatography, classification, condense, corrosive, COSHH, density, diffusion, distillation, dye, evaporation, explosive, filter, filtrate, flammable, freeze, gas, harmful, hazard, irritant, liquid, melting, mixture, model, particle, pressure, pure, random, separating, solid, solute, solution, solvent, toxic, vibrate.
Complete a laboratory equipment wordsearch and complete a hazard identification task.
Produce a fact sheet on a famous scientist of their choice and present to class.
Create an animation to model the particle arrangements in solids, liquids and gases.
Write a short story about the day in the life of a particle in an ice lolly on a hot day.
By the end of this week students should be able to do the following: Explain what a mixture is and how the particles are arranged within them. Explain how we can separate different-sized pieces of solid. Describe how we can separate solids from liquids.
Homework:
By the end of this week students should be able to do the following: Describe how we can separate different inks and dyes by chromatography. Explain some wider uses of chromatography. Describe how we can separate a solid that has been dissolved in a liquid. Describe how we can separate a mixture of different liquids by distillation.
Homework:
By the end of this week students should be able to do the following: Describe how forensics uses many of the techniques we have covered to identify substances. Identify which metal is present in a substance by the colour of a flame. Identify which other substances are present by carrying out chemical reactions. Write a full conclusion and evaluation from a practical investigation.
Homework:
By the end of this week students should be able to do the following: Use a range of different revision activities in preparation for an end of topic test. Review their own work and that of others. Complete end of topic test.
Homework:
Identify everyday substances in the kitchen or elsewhere at home that are not mixtures.
Whiskey galore! – Research how spirits such as whisky are made.
Solve the crime – using information obtained through flame tests, chromatography and other practical activities students piece the information together to solve a crime.
Revision activities for test.
