Scheme of Work

Science

Topic / Unit Particles and solutions

Overview / Context This unit of work is at the very heart of the work we do in science, it is a core fundamental point of understanding. Getting a good grasp of
the particulate nature of matter at this stage is vital to progression at KS4. This topic carries on from the properties of solids liquids and
gases as discussed at KS2, students will have discussed ideas around observations of these properties but not consolidated understanding
about why they occur, such as liquids filling the bottom of the glass. It is a good introduction in to scientific theories and offers the opportunity
to discuss the meaning of a theory. At KS4 both physics and chemistry require a thorough understanding of the particle model and mastery
of the key concepts now will help students to develop more abstract views as they progress.
Later in the topic we apply some of these ideas to try and embed the principles by demonstrating the particle model within different
separation techniques.
Core Standards 2 - Collecting Data: make accurate observations using SI units consistently.
3 - Analysis; carry out calculations and use graphs to draw conclusions.
4 - Evaluating: identify anomalies and suggest improvements to your investigation.
5 - Chemical properties: use the particle and atomic models to explain the physical and chemical properties of substances.
Curriculum Possible links to
Opportunities history when considering the development of scientific thinking.
technology when considering the properties of materials.
computing when looking at modelling particle motion.
calculations of density, pressure and diffusion rates.
SMSC Working safely using scientific equipment. Team working and independent skills when completing practical assessments.
Social, moral and cultural implications of scientific theories and the impact they can have on peoples beliefs including how they may
challenge perception.
Summative Content check test at the end of the topic.
Assessment Summative assessment at the end of cycle uses KS3 SATS criterion referenced questions - common across the Dixons group

Key Vocabulary Particles, volume, compression, state, matter, physical, condense, evaporate, boil, freeze, sublime, solute, solvent, solution, diffusion,
filtration, chromatography, separation
Wider Reading

Science @ DMA Y7: Particles and solutions

Teacher Notes

Learning Intention/s & Learning Activities Assessment Notes

Success Criteria

LEARNING INTENTION 1 1. Introduce learning intention students RAG using 1. Target questioning from red to green, try to
prisms. Question to establish understanding. tease out ideas. Obvious greens do
What are the different
challenge work from outset. Reds may need
states of matter? 2. Students look at the different objects in the room or
key words consolidation throughout the
think about the different objects they have seen or
Progress Criteria: lesson. Eg, wordsearch or scramble,
used today and try to list the three states of matter
definition matching.
Students will be able to: and three examples of each. Extension students,
use ipads to try and link their observations to 2. Target questioning start with reds, ask
1. Sort materials into the particles and why each object is classified as such. them to consider the objects/substances
three states of matter. they have used today. Work towards ideas of
2. Explain the properties of 3. Students are given a selection of new materials
properties and how to categorise as solid
each state of matter. and asked to group them as solids, liquids or
liquid and gas. If very secure then skip task
3. Justify the classification gases. Emphasis is on justification and
3. If some lack confidence consolidate by
of materials based on identification of key words.
pairing greens with reds and ambers to do
their properties. 4. Students to watch the video
task 3.
https://www.youtube.com/watch?v=C33WdI64FiY
then observe the demo with syringes. Students 3. Lollypop questioning, what are the key
Purpose: note observations on whiteboards. features of each substance? What key
Everything is made from words. Correct to key scientific terms fixed
matter. Students need to 5. Copy and complete the table sorting the key shape, volume, compression. Students can
understand the property descriptions in to the correct places for define the key words. If extra support is
particulate nature of solid, liquid and gas. Challenge students write a identified students to indicate as red for task
substances as a model biog. Of a solid a liquid and a gas..e.g. I am a gas 4 so that extra help can be provided.
for explaining many of because Challenge students must complete the
the things they may descriptions in full sentences.
observe in life. 6. Give students something more difficult to
categorise. E.g. jelly, flour, sponge etc. Students 4. Check for notes being taken, pupils to
must use the correct terms to justify as solid, liquid indicate understanding through prisms.
or gas.
5. Discuss answers and green pen peer
assess. If students get less than half then
they do break out consolidation with the
teacher (using the card sort activity). The
rest progress to task 6.

Science @ DMA Y7: Particles and solutions

Learning Intention/s &
Success Criteria
LEARNING INTENTION 2
What is the particle 2. Students choose one of the pictures of the board
model?
Progress Criteria:
Students will be able to:
1. Draw the particle model
for a solid, a liquid and a
gas
2. Use the model to explain
the properties of
substances
3. Evaluate models that
represent solids, liquids
and gases
Purpose:
Modelling of ideas is a 5. Check students understanding of the model by
key scientific skill, but
also very relevant to
everyday life. Models are
used to explain ideas
and the ability to
interpret and apply them
is a very useful skill.
Science @ DMA
Learning Activities
1. Student write title and RAG using prisms.
2. Use lollypop sticks and targeted questions to
and explain to their partner why it is a solid, a liquid
or a gas. Challenge students to try and use ideas
about particles to explain the properties.
3. Students look at an image of the particles in a
solid, a liquid and a gas. Challenge students to
decide which one is which and justify using the key
words from last lesson. Challenge students to
explain the meaning behind the yellow arrows.
4. Allow students access to a science text book or
information sheet about the particle model of
solids, liquids and gases. They should read the
information and answer the questionHow does
movement differ between solids, liquids and gases,
and why does it differ?
giving each table a picture and asking them to
explain the result of 4 different scenarios. The
pictures are in the resources folder. Remind
students to use correct terminology and be
prepared to support each other and feedback.
Y7: Particles and solutions
Assessment Notes
6. Question students using lollypop sticks to
identify students misconceptions. Can they
explain a substance using correct
terminology.
1.
establish understanding. If poor levels of
understanding consolidate with card sort
activity or other key word instruction as
break out.
3. Ask students to correct each-others scientific
language as well as understanding. Prism
RAG for understanding reds may miss task
4 and break out for consolidation work with
basic model.
4. Ask students to explain how movement
differs and develop answers around the
classroom using the correct terminology.
5. Lollypop for feedback about each scenario.
Check for misconceptions, get higher
students to feedback, correct and develop
answers.
Learning Intention/s &
Success Criteria
LEARNING INTENTION 3
How do substances
change state?
Progress Criteria:
Students will be able to:
1. Identify different changes
of state.
2. Describe the particles in
different states.
3. Explain changes of state
in terms of particles.
Purpose:
The application of a
model to explain a real
life phenomenon is a
very useful skill in life.
Many systems are
modelled before they are
implemented.
LEARNING INTENTION 4
What happens when you
heat ice?
Progress Criteria:
Students will be able to:
1. Safely light a Bunsen
burner
Science @ DMA
Learning Activities
1. Begin with a knowledge check, students identify
and justify their choices of a diagram of solid, liquid
and a gas. Encourage the use of scientific key
words.
2. Students look at the pictures on the board and
identify the pictures as showing freezing, melting,
evaporation and condensation. Challenge students
are to try and explain why these changes are
happening trying to link with particles.
3. Check understanding by asking students to draw
and label the diagram of changes of state.
Challenge students attempt to explain the changes
in terms of what is happening to the particles.
4. Exam question practice, students are to answer the
graded questions on the board then self assess
against the answer sheets around the room.
5. Check understanding of the group by completing
the true/false game.
1. Introduce the learning intention and ask students to
RAG their current level of understanding. Bounce
questioning to establish understanding.
2. Demonstrate how to light a Bunsen burner (student
coaches videos) Set students the challenge of
lighting a Bunsen burner safely.
3. Introduce the challenge of recording the
temperature of an ice cube as it is heated, until the
water begins to boil. Check for students
Y7: Particles and solutions
Assessment Notes
1. Students peer assess by marking the correct
use of key words. flow, compressed, volume,
shape, energy, particles. Discuss effective
feedback techniques focusing on specificity
of response rather than general statements.
Students use prisms to identify red as less
than 5 words, amber 5 words and green all 6
words. If 1-4 then break out consolidation on
particle model demo with malteasers ,
polystyrene balls. Others move to task 2.
2. Lollypop for feedback and develop answers
around the room. Get students to try and
feedback on one another.
3. Peer assess against the answers on the
board and target questions about why the
changes are happening at green prisms or
highest attainers.
4. Self assessed using the green pen. If less
than half correct students use the ipads to
make corrections. If more than half the
students can move on to the true or false
game.
5. Look for student responses using the
prisms/whiteboards and correct as needed.
For misconceptions
1. Check for understanding of key words,
melting, condensing, evaporating, freezing.
2. Check students have followed all safety
procedures before allowing them to light.
Reward with Bunsen burner proficiency
certificates.
3. Check for understanding of safety by
questioning individuals. Ask them about key
temperature changes, e.g. when will it melt?
Learning Intention/s &
Success Criteria
2. Identify the melting,
freezing, evaporating
and condensing points of
water.
3. Draw and label a graph 4. Get students to label a blank thermometer with
to show the changes of
temperature as ice melts
5. Students are to try and draw a graph of a set of
to water then evaporates
to steam.
Purpose:
Understanding the need
for safety in the science
lab. An awareness of
safe practices and the
thought processes
required is very useful in
modern society.
Learning Activities Assessment Notes
understanding of how to use a thermometer When will it boil?
correctly. Limit to 5 mins of heating time before
4. Check for understanding and target
introducing task 4.
questioning, ask why students have made
their choices. Self-assess against answers
melting, condensing, boiling and freezing points. provided by the class or teacher.
5. Peer assess each-others work using the
results prepared earlier. Support students may answers on the board, provide successes
need to be given the axes, check previous graph and next steps.
drawing attempts. Negative axes are difficult to
complete. Students join the points and try to label
the graph using key words. Melting, evaporating,
boiling point. Challenge explain what is
happening by talking about energy in particles. If
short on time, just get students to label the graph.

LEARNING INTENTION 5 1. Review prior learning by completing the what am 1. Peer assess and feedback on successes
I? S,L,G task. Consolidates key words used during and next steps. Prisms to show confidence.
Why do balloons get
the previous 4 lessons.
bigger when you blow 2. Lollypop to choose groups, then lollypop for
them up? (and other 2. Students complete a team work task where they explanation of models. Students from all
interesting questions) are asked to model a change of state. They must groups to critique each model. Look for
decide on a plan and act it out. All members of the misconceptions. Students who are
Progress Criteria:
group must be prepared to justify their model. struggling, provide morning support for catch
Students will be able to: up.
3. Demo, blowing up a balloon, spraying perfume and
1. Recall the particle model Ammonia with Hydrogen Chloride. After each demo 3. Lollypop to get responses then bounce to
of solids liquids and students try to explain what they have observed. more able for critique. Highlight key words
gases. Think, pair, share. (challenge students to suggest and definitions to do with gas pressure and
2. Use the particle model to how they could make demo 3 go faster) diffusion.
explain observations.
4. Students answer the graded questions worksheet. 4. Read out/put answers on the board.
3. Explain observations
Questions get progressively harder so may not be Students self assess and provide next steps.
with reference to
able to answer all of them.
Brownian motion. 5. Students with high scores do break out on
Brownian Motion. Students with lower scores
Purpose: consolidate with work on diffusion.

Science @ DMA Y7: Particles and solutions

Learning Intention/s & Learning Activities Assessment Notes
Success Criteria
This develops the
students ability to use a
model to explain
everyday observations.
The whole purpose of
science is to try to
explain the world around
us. This lesson helps to
link the theory of the
particle model to the
real world.

LEARNING INTENTION 6 1. Introduce the learning intention and ask students to 1. Lollypop for feedback and try to develop
discuss their ideas then feedback. Introduce the ideas and thinking.
What does dissolving
key words and ask them to try and use them to
mean? 2. Lollypop/target questions at students about
explain their answer.
the key words, e,.g. What is the solute?
Progress Criteria:
2. Demo dissolving copper sulphate in water. User all
3. Self assess and green pen corrections.
1. Define the key words: of the key words and get students to chant the key
dissolving, solvent, words being used. 4. Peer assess the use of key words against
solute, solution, soluble, the definitions. Green pen and next steps.
3. Students have to unscramble the key words and try
insoluble
to define them. They may use a dictionary if they 5. Self assess green pen against answers on
2. Describe an investigation
are struggling. the board.
using the key words.
3. Explain the investigation 4. Students may complete the gap fill worksheet by
in terms of particles putting the key words in the correct spaces.
using the key words. Students highlight key words. CHALLENGE
students to try and explain what is happening in
Purpose: terms of particles.
Dissolving substances to 5. Data analysis task. Students compare the mass of
make solutions is an salt dissolved at different temperatures in a table
important part of the and answer a series of questions about what has
chemical industry as well happened and why.
as everyday life. An
understanding of what is 6. Review learning by diary summary
happening enables
students to begin to see
connections between the
particle model and the
process of dissolving.

Science @ DMA Y7: Particles and solutions

Learning Intention/s &
Success Criteria
LEARNING INTENTION 7
What does pure mean? 2. Students discuss with partners the diagram of
Progress Criteria:
1. Define a pure substance
2. Use a model to
represent an impure
substance
3. Use the particle model to
explain dissolving
Purpose:
The purity of a 5. Show students a bottle of mineral water and ask
substance is a difficult
concept to understand.
Misconceptions are
found in this topic that
spill over in to normal
life. An understanding of
purity is important for
students to grasp.
LEARNING INTENTION 8
How can you separate a
solid mixed with a liquid?
Progress Criteria:
1. Use key words to
describe substances
2. Describe filtration and
evaporation techniques
3. Create a plan to produce
a pure sample
Purpose:
Science @ DMA
Learning Activities Assessment Notes
1. Introduce learning intention 1. Lollypop for feedback.
2. Lollypop for responses and bounce to more
particle behavior and change of state. Challenge able for feedback, development of extension.
students to use the word energy when describing
3. Target questions at red prisms and work
changes. Students may have a scan of their notes
towards green to develop answers. Try to
to refresh understanding.
elicit an explanation. Work towards the idea
3. Think, pair, share the meaning of the word pure, of more than one substance.
what does it mean in everyday life.
4. Compare to the scientific definition and mark
4. Students to write their own definition of pure based based on how close they feel they are to the
on what they have heard. correct definition. Copy/correct until correct
definition achieved.
them to predict if it is pure or if it is impure. 5.
Students to write their prediction.
6. Check books for notes. Popcorn for
6. Students follow the instructions to boil a beaker of feedback on any of the students
water measuring the temperature as it boils, they observations, stress the need for
record this temperature on the board and then boil observations to be linked to pure or impure.
the beaker until it goes dry. Students make notes
7. Peer assess answers, green pen.
on any observations about it being pure or impure.
8. Self assess and set next steps for learning.
7. Students then consider all observations and write a
conclusion I think the water is pure/impure
because,.
1. Introduce learning intention and ask students to 1. Ask for popcorn feedback and get a feel for
suggest different ideas. the answers, good understanding of filtration
etc means they do not require much support.
2. Students unscramble the key words from the
If they are unsure give a skeleton
lesson and try to define them, if they need to they
worksheet/information sheet for students to
may use a dictionary.
follow during the main activity (4)
3. Define the concept of impurity contains more than
2. Lollypop for answers and peer critique by
one type of chemical and therefore has different
bouncing to other members of the class for
properties depending on the mixture of chemicals.
constructive feedback.
4. Set students a challenge How do you get pure
3.
salt from rock salt? Show them rock salt and pure
salt, then show them the equipment available in the 4. Check plans and discuss ideas. Then
Y7: Particles and solutions
Learning Intention/s &
Success Criteria
Industry requires the
creation of high quality
pure substances. The
higher the purity of a
chemical the better
quality it is and therefore
the better price can be
asked for it. In medicine
purity is vital to ensure
that contamination does
not occur.
LEARNING INTENTION 9
How can you separate a
mixture of liquids? 1
Progress Criteria:
1. Define the key words:
solvent; chromatogram;
chromatography.
2. Interpret a simple
chromatogram.
3. Analyse the results from
a complex
chromatogram.
Purpose:
Chromatography is used
in industry to identify the
unknown components of
Science @ DMA
Learning Activities Assessment Notes
classroom. Students have 2 mins thinking time students can move on to the practical.
They may look at the equipment and discuss ideas.
5. Ask students to peer assess their work using
Students work in small groups to decide on their
the definitions of the key words, each
plan of action.
correctly used key word receives a mark.
5. During the investigation students are asked to Successes and next steps.
record each stage of the practical and explain why
6. Self/teacher assess using the answer sheet.
they are doing each part as well as recording what
Low attainment referred for catch up or
is happening. They must use all of the key words in
morning intervention.
these descriptions.
6. Students attempt the graded questions, difficulty
progresses throughout the questions.
1. Students copy and complete the gap fill exercise, 1. Lollypop for answers to gaps. Self assess
could be provided for weaker handwriting students. with green pens.
More able can do this verbally with a partner.
2. Self assess using the answer sheet. Green
2. Only for higher students, complete the questions pen improvements.
on particles in filtration. Challenging exercise for
3.
the most able.
4. Observe students independent learning and
3. Introduce the learning intention.
question understanding. E.g. why a pencil
4. Discuss the importance of listening skills before line etc.
explaining how to perform chromatography on a
5. Self assess against teacher explanation.
black ink dot. (NB. Test your pen before the lesson)
Mark and correct with green pen.
Students follow instructions and make
observations. 6. Self assess against the answers provided by
the teacher, class, or answer sheet.
5. Get students to look at their chromatogram and
draw a before and after diagram. Label the key
points and observations. Ask students to write a
sentence explaining what has happened, they must
include at least two of the key words in their
Y7: Particles and solutions
Learning Intention/s & Learning Activities Assessment Notes
Success Criteria
a mixture of liquids.
explanation.
Common usage is in
identifying food 6. Students complete the most appropriate worksheet
colourings but also in based on their ability.
forensic detection
HW Revise for mini test on particles and solutions.
involving types of ink.

LEARNING INTENTION 10 1. Students complete the knowledge check about 1. Self assess after lollypop discussion.
chromatography. Students that require support take a copy of
How can you separate a
the relevant pages from exploring science or
mixture of liquids? 2 2. Set students a challenge to work out how to split
smart science to consolidate their
up a mixture of substances with different boiling
Progress Criteria: understanding.
points.
1. Define the key word; 2. Lollypop for suggestions and discuss
3. Demo distillation of ink and water, or alcohol and
distillation. responses.
water using the distillation equipment or with bung
2. Describe how distillation
and delivery tube. Students observe and discuss 3. Students complete a work sheet and put
works.
with them the names of the equipment and the statements in to the correct order as the
3. Explanation what
order of completing the practical. distillation runs to a finish.
happens to the particles
in distillation 4. Students then complete the mini test. 4. If time, peer assess and highlight incorrect
Many of the objects we topics as next steps for revision.
take for granted these
days are products from
crude oil. Most plastics
are formed from this
mixture of different
chemicals. Other useful
products are oil, gas,
naptha, wax, paraffin.
Distillation is the method
we use to isolate the
chemicals in this potent

Science @ DMA Y7: Particles and solutions

Learning Intention/s & Learning Activities Assessment Notes
Success Criteria
mixture.

REVIEW LESSON Adapt according to the needs identified by the mini

test/marking stickers.

ASSESSMENT/DIRT

Science @ DMA Y7: Particles and solutions