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YEAR 8 – CHEMISTRY SCHEMES OF WORK

The chemistry modules have ten lessons and then eight lessons assigned to them, giving 18 lessons for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test.

Exploring Science 2 worksheets: C8 Target/Word and summary sheets can be distributed to help pupils with the course.

8G & 8H WEATHERING AND THE ROCK CYCLE

LESSON NUMBER

LESSON TOPIC

1 Introduction into types of rock weathering2 Types of rock weathering (continued) (Sc 1)3 What happens to weathered pieces of rock?4 Identifying the different types of rocks (Sc 1)5 How are igneous rocks formed?6 An experiment to investigate the formation of crystals in rocks

(Sc 1)7 How are sedimentary rocks formed?8 How are metamorphic rocks formed?9 The rock cycle10 The different rock structures found in the Earth’s crust

Exploring Science 9 worksheets: GC Target/Word and summary sheets can be distributed to help pupils with the course.

9G ENVIRONMENTAL CHEMISTRY

LESSON NUMBER

LESSON TOPIC

1 Acids, alkalis and neutral substances (Sc 1)2 Neutralisation (Sc1)3 Investigating the pH of soil samples (Sc 1)4 The causes and the effects of acid rain on the environment5 History and theory of burning6 The effects of global warming 7 Monitoring pollution8 Module test

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YEAR 8: UNIT 8G & 8H WEATHERING AND THE ROCK CYCLE

LESSON 1 – Introduction into types of rock weathering

Learning objectivesPupils are to understand and learn:

terms ‘Physical weathering’, ‘Heating and cooling’, ‘Freeze-thawing’ and ‘Erosion’ and their effects on rocks

That when physical weathering happens, no new substance is made About examples of where physical weathering occurs i.e. deserts, mountain peaks

KS 3 NC Ref: Sc1 2f, 2k & Sc3 1g, 2d-g

KS 2 links/Prior learningPupils should have learnt:

about particle arrangements in ‘solids, liquids and gases’ module about reactions of acids and carbonates in ‘atoms, elements and compounds’ module

Suggested Teaching Activities

Starter ActivityIntroduce the two Chemistry modules being taught as ‘Weathering and rock cycle’ and ‘Environmental chemistry’. Ask pupils what the term ‘Weathering’ means.

Show pupils large pieces of rocks and ask them how weathering could break down the rocks into small pieces. Write ideas on the board. Pupils are to use this information to write a title page in their exercise books.

Core Activity Teacher to demonstrate to pupils the effects of heating and cooling by heating up a piece of

marble/limestone and then after heating the marble piece crumbles into smaller pieces. The heating and cooling of metal ball and ring could be used to show expansion and contraction. Ask pupils their ideas about what happens to rocks in desert areas and explain why it occurs.

Two plastic beakers, both with 100ml of water – one beaker should have been frozen and the other kept at room temperature. The beakers could be used to show expansion of water due to freezing. Pupils could be asked to predict what would happen to the water/ice level in the beakers. A comparison of the beaker that has been frozen with the beaker containing water could be shown to pupils. Ask pupils about what happens when water gets into rock cracks and how it causes weathering.

Introduce the terms, ‘freeze-thawing’, ‘heating and cooling’ and ‘erosion’ in rocks and explain that these are types of physical weathering.

Pupils could be asked to arrange diagrams and information about sequences of both types of weathering (freeze-thawing and heating and cooling)

Ask pupils why mountaineers climbing mountains start early in the morning and try to complete their climb on mountain faces before midday. Also, ask pupils to explain why rock falls are a major hazard to climbing.

Pupils can answer questions from Exploring Science book : P93/94 C8a ‘Out in all weather’ Pupils can complete worksheet Hodder Science B 8.4 ‘Country rain and town rain’, 8.4

‘Volcanic beach party?’ Pupils can answer questions from Exploring Science 2 worksheet: C8a/6 ‘Heating and

cooling’, C8a/4 ‘Physical or chemical weathering?’

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Plenary Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 52 ‘How are rocks broken

into small pieces’ on OHP transparency

Safety/Risk AssessmentGoggles must be worn during the heating of the marble pieces and metal ball.

Resources2 plastic beakers – one with 100ml of water and the other ice, metal ball and ring, Bunsen burner, safety mat, matches, marble/limestone pieces, gauze, tripod, tongs, watch glass

OHP and transparencyExploring Science book 2: P93/94 C8a ‘Out in all weather’Exploring Science 2 worksheets: C8a/6 ‘Heating and cooling’, C8a/4 ‘Physical or chemical weathering?’Year 7 Badger Key Stage 3 Science Starter 52 ‘How are rocks broken into small pieces’ on OHP transparencyHodder Science B 8.4 ‘Country rain and town rain’, 8.4 ‘Volcanic beach party?’

HomeworkPupils are to complete Exploring Science 2 worksheet: C8a/5 ‘Out in all weather’

Additional Notes/DifferentiationWater expanding when it freezes can be demonstrated using a glass bottle full of water being put into a freezer. More able pupils could soak a porous rock in a saturated salt solution and then examine it when it has been allowed to dry to observe the crystals in the pores. This can lead to a discussion about how the salt could be removed. In addition, a digital camera could be used to create a time-lapse sequence showing a number of saturation – drying cycles on the rock sample. Pupils could examine the size and shape of fragments that are formed and discuss how the growth of salt crystals breaks down the rock.

Associated Skills

Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation * (Observing, Analysing)

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LESSON 2 –Types of rock weathering (continued)


The terms ‘Chemical weathering’, ‘Biological weathering’ and ‘Erosion’ About chemical weathering such as acid rain and its effects on rocks About biological weathering and its effects on rocks

KS 3 NC Ref: Sc1 2f, 2k & Sc3 3g, 2d-g, 2i


About physical weathering in the previous lesson About the reaction of carbonates and acid in the ‘Elements & compounds’ module


Starter Activity Pupils to explain what the terms ‘Freeze-thaw’ and ‘heating and cooling’ and their effects on

rocks. Pupils may draw diagrams to help them explain these terms either on the board or in their books.

Core Activity Teacher demonstration of class practical of reacting rocks with acid. Pupils are given a

selection of rocks such as limestone, granite, marble, slate, chalk, and sandstone that are reacted with drops of sulphuric acid or hydrochloric acid. Pupils are to record their observation and draw a conclusion of what happens to some rocks when they react with acid or ORPupils could conduct experiment ‘What is the best rock for making a statue that will last for years?’ using Exploring Science 2 worksheet: C8a/1 ‘Best rock statue 1’(Sc1 Observation and analysis).

Teacher discussion on the terms ‘chemical weathering’ and ‘erosion’ as well as examples of chemical weathering such as acid rain (Briefly, discuss how acid rain is formed). Show pupils photographs/pictures/diagrams of gravestone or buildings effected by acid rain and instruct pupils to describe what has happened to them.

Teacher to introduce the term ‘Biological weathering’ and to discuss/show pictures of rocks effected by plants and trees in biological weathering

Pupils are to answer questions from Exploring Science book 2: P90 C7e ‘A burning problem’, P92/93 C8a ‘Out in all weathers’

Pupils are to complete worksheet Hodder B Activity – 8.2 ‘Sorting Rocks’ Pupils are to answer questions from Exploring Science 2 worksheet: C8a/4 ‘Physical or

chemical weathering?’ Spotlight Science 8 book: P142/143 ‘Erosion’.

Plenary Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 53 ‘Are rocks affected by acid

rain?’ on OHP transparency

Safety/Risk AssessmentPupils are to wear goggles due to the use of acids in class experiment. Pupils are to be instructed to handle nails carefully when scratching rocks in the hardness test.

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ResourcesPractical: different types of rock including limestone, marble, chalk, granite, sandstoneDilute Sulphuric acid, pipettes, tiles, iron nails, balances, plastic beaker, bowel for used rock samples, paper towels, goggles, lensesOHP and transparencyExploring Science book 2: P90 C7e ‘A burning problem’, P92/93 C8a ‘Out in all weathers’Hodder B Activity – 8.2 ‘Sorting Rocks’, B8E3b ‘Wind Erosion’ Exploring Science 2 worksheet: C8a/4 ‘Physical or chemical weathering?’ C8a/1 ‘Best rock statue 1’ C8/a ‘Out in all weathers’Year 8 Badger Key Stage 3 Science Starter 53 ‘Are rocks affected by acid rain?’ on OHP transparencySpotlight Science 8 book: P142/143 ‘Erosion’.

HomeworkPupils are to complete Hodder B worksheet: B8E4 ‘Acid Rain’/Exploring Science 2 worksheet: C8/a ‘Out in all weathers’ or design a leaflet illustrating and explaining the three types of weathering and their effects on rocks.

Additional Notes/DifferentiationMore able pupils could complete the Exploring Science 2 worksheet: C8a/3 ‘Mohs Scale of hardness’ Hodder Activity B: B8E3b ‘Wind Erosion’. A Set of photographs of weathered materials in other environment, would be useful. Possible Internet website:www.geo.duke.edu/sched/geopages/geo41/wea.htmwww.geo.duke.edu/sched/geopages/geo41/wea2.htmhttp://athena.wednet.edu/curric/land/landform

Associated Skills

Communication *Information Technology *Citizenship *Literacy *Application of NumbersScientific Investigation * (Observing, Analysing)

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http://www.geo.duke.edu/sched/geopages/geo41/wea.htm

http://www.geo.duke.edu/sched/geopages/geo41/wea.htm


LESSON 3 – What happens to weathered pieces of rock?


about rock fragments becoming sediment grains that are transported by water currents which are then deposited

The smaller sediment grains travel the furthest and the largest grains the shortest distance. That the further the sediment grains travel the more rounded and sorted into similar sized

grains which then deposited



About the different types of weathering and their effects on rocks


Starter Activity Pupils are to observe a teacher demonstration of sediment (a mixture of large and small rock

grains) in a piece of guttering being washed into a bowel with water at different speeds. Pupils are to write observation of where the large and small grains were deposited at the different water speeds. Pupils could use Exploring Science 2 worksheet: C8b/1 or 2 ‘How far are grains carried?’

Core Activity Teacher to demonstrate what happens to a mixture of sand, gravel and mud in a river using the

mixture, water, bowel and a ruler. The demonstration should follow Hodder B Activity worksheet: B8S2 ‘Sorting’. Instruct pupils to observe what happens and to answer questions from the worksheet.

Pupils to conduct a short experiment to help their understanding of how different grains behave by adding a cup full of mixed sized grains to a jar of water and swirling it around. Instruct pupils to observe which grains roll, which bounce and which moved around in the suspension (Sc 1 observing, analysing)

Teacher to discuss with pupils the transportation and deposition of the different sediment grains as well as discussing roundness and the similar sized grains deposited down rivers and streams.

Pupils are to answer questions from Exploring Science book 2 : P94 C8b ‘Setting down’ Pupils are to complete Hodder B Activity worksheet: B8S3 ‘Wear and tear’ Spotlight Science 8 book: P144/145 ‘Settling down’.

Plenary Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 55 ‘Coal was dumped into the

sea’ on OHP transparency

Safety/Risk AssessmentPupils are to wear goggles during sediment demonstrations.

Resources

Demonstration: bowel or trough, water, rubber piping, sediment with a mixture of different sized grains, pebbles, mixture of sand, gravel and mud in a bowel, beaker, ruler, goggles

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OHP and transparencyExploring Science book 2: P94 C8b ‘Setting down’Hodder B Activity worksheet: B8S3 ‘Wear and tear’Year 8 Badger Key Stage 3 Science Starter 55 ‘Coal was dumped into the sea’ on OHP transparencyHodder B Activity worksheet: B8S2 ‘Sorting’Spotlight Science 8 book: P144/145 ‘Settling down’

HomeworkPupils are to complete Exploring Science 2 worksheet: C8b/3 or 4 ‘Moving grains’

Additional Notes/Differentiation

Associated Skills

Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observing, Analysing)

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LESSON 4 – Identifying the different types of rocks (Sc 1)


About the three types of rocks – igneous, metamorphic and sedimentary To know example of each type of rock such as limestone, granite and slate How to identify sedimentary rocks by observing their physical appearance That rocks are made up of a mixture of mineral grains



the about how sediments are formed and deposited


Starter Activity Pupils are to be given a piece of rock and a hand lens and then asked to describe what they

observe (different colours of minerals, fossils etc)

Core Activity Teacher to discuss with pupils about the three types of rock (sedimentary, igneous and

metamorphic) and given details of how to identify each type of rock (i.e. sedimentary rocks may contain fossils, different types of rock grains etc)

Pupils are given a variety of rocks and lenses and then instructed to identify which rock type they belong to. Pupils are to record results in a table, putting down their reasons for their choices (sketches of their observations can also be done)

Teacher to discuss results with pupils and to draw a conclusion as to which rocks belong to each rock type.

Pupils are to complete worksheet Hodder B Activity: B8S1 ‘Rocks data cards’ Pupils are to answer questions from Exploring Science 9 worksheet: CRb/2 ‘Word search on

rocks and weathering. Pupils are to complete Spotlight Science 8 book: P13136/137 ‘Rock groups’.

Plenary Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 51 ‘Which rock?’ on OHP

transparency

Safety/Risk AssessmentPupils are to handle rocks and lens with care.

Resources

Different types of rocks such as granite, limestone, marble, slate, shale, sandstone, obsidian, basalt etc.Hand lensesOHP and transparencySpotlight Science 8 book: P13136/137 ‘Rock groups’Exploring Science 9 worksheet: CRb/2 ‘Word search on rocks and weathering. Year 8 Badger Key Stage 3 Science Starter 51 ‘Which rock?’ on OHP transparencyWorksheet Hodder B Activity: B8S1 ‘Rocks data cards’

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HomeworkPupils are to complete Hodder B Activity worksheet: 8.1 ‘Rock hunt’

Additional Notes/DifferentiationMore able pupils could complete Hodder B activity sheet 8.1 ‘Out in the rain’. Some pupils may not realise that the term ‘rock’ used by geologist, include materials such as sand, clay and peat as well as harder materials.

Associated Skills

Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observing, Analysing)

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LESSON 5 – How are igneous rocks formed?


How igneous rocks are formed near volcanoes examples of igneous rocks such as granite and basalt and where they are formed the characteristics of igneous rocks i.e. crystals



some characteristics and examples of igneous rocks


Starter Activity Pupils are to look at a variety of igneous rocks using hand lenses. Instruct pupils to describe

what they observe about the appearance between the different igneous rocks.

Core Activity Instruct pupils to record differences and similarities between the different igneous rocks in a

table (especially crystal sizes). Teacher to discuss with pupils about the formation of different igneous rocks near volcanoes

(granite and basalt) using diagrams and statements on OHP transparencies or board. Pupils are to answer questions from Exploring Science book 2: P97/98 C8c ‘A river of rock’ Pupils are to complete worksheet Hodder B Activity: B11E4a ‘Volcano stories’ Pupils are to answer questions from Exploring Science 1 worksheet: C8c/4 ‘Igneous rocks’,

C8c/3 ‘The changing earth’.Plenary

Pupils are identify from a series of diagrams on the OHP transparency/board the igneous rock and give reasons why they chose that particular diagram.

Safety/Risk AssessmentPupils to use hand lenses carefully.

ResourcesA variety of igneous rocks such as granite, basalt, obsidian etc.Hand lensesOHP and transparencyExploring Science 1 worksheet: C8c/4 ‘Igneous rocks’, C8c/3 ‘The changing earth’, C8c/5 ‘Mount St Helens’Hodder B Activity: B11E4a ‘Volcano stories’Exploring Science book 2: P97/98 C8c ‘A river of rock’

HomeworkPupils are to complete Exploring Science 2 worksheet: C8c/5 ‘Mount St Helens’.

Additional Notes/DifferentiationMore able pupils could look at more closely the structure of the Earth and areas on the Earth’s crust where volcanoes are found. Pupils could research using ICT for information on currently active

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volcanoes. They could look at the effects of volcanic eruptions on the local population and the environment.www.geo.mtu.edu/volanoes/world.htmlwww.volcano.und.nodak.edu

Associated Skills

Communication *Information Technology *Citizenship *Literacy *Application of NumbersScientific Investigation * (Observing, Analysing)

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http://www.volcano.und.nodak.edu/

http://www.geo.mtu.edu/volanoes/world.html


LESSON 6 – An experiment to investigate the formation of crystals in rocks (Sc 1)


That igneous rocks crystallise form magma That the rate of cooling and crystallisation determines the size of the crystals in igneous rock How to determine where certain igneous rocks would have formed around a volcano



About the formation and the characteristics of igneous rocks


Starter Activity Pupils to explain how igneous rocks are formed and give examples.

Core Activity Teacher demonstration of class practical using Exploring Science 2 worksheet: C8c/1 or 2

‘Investigating crystal size’ (Sc 1 Observing, Analysing). Pupils are to conduct an experiment to investigate the different sized Salol crystals obtained when they cooled down at different rates.

Teacher to discuss results and conclusion with pupils and relate the different sized crystals to the regions around a volcano where they would be found in igneous rocks (i.e. basalt and granite).

Pupils are to answer questions from Exploring Science book 2: P97 C8c ‘A river of rock’. Pupils are to answer questions from Exploring Science 2 worksheet: C8c/4 ‘Igneous rocks’,

C8c/3 ‘Changing earth’. Pupils are to complete Spotlight Science 8 book: P138 ‘Rocks over time’.

Plenary Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 58 ‘What can crystals tell us?’

on OHP transparency

Safety/Risk AssessmentGoggles must be worn during the experiment. Glass slide must be handled with care.

Resources

Salol, water, beaker, (bunsen burner, tripod, safety mat, gauze or alternatively water bath), boiling tube, slides, pipettes, ice cubes, petri dishes, paper towels

OHP and transparencyExploring Science 2 worksheet: C8c/4 ‘Igneous rocks’, C8c/3 ‘Changing earth’, C8c/1 or 2 ‘Investigating crystal size’, C8c/6 ‘A new island’Exploring Science book 2: P97 C8c ‘A river of rock’Exploring Science 9 worksheet: CRb/3 ‘Rocks key word’Year 8 Badger Key Stage 3 Science Starter 58 ‘What can crystals tell us?’ on OHP transparency

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HomeworkPupils are to complete Exploring Science 9 worksheet: CRb/3 ‘Rocks key word’.

Additional Notes/DifferentiationMore able pupils could complete Exploring Science 2 Worksheet: C8c/6 ‘A new island’.

Associated Skills


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LESSON 7 – How are sedimentary rocks formed?


That sedimentary rock can be formed by the pressure of layers of sediment the characteristics of sedimentary rock i.e. some contain fossils to know examples of sedimentary rock such limestone to know differences and similarities between different sedimentary rocks



about some of the characteristics of the different types of rock about sediments found in rivers


Starter Activity Instruct pupils to explain what ‘the erosion of a mountain’ means and to explain what caused

the mountain to erode. A photograph or diagram on the board maybe used.

Core Activity Discuss sediment grains and demonstrate using a mixture of sand, gravel and mud in a large

measuring cylinder to show different layers that have separated out after a period of time (ask technician to set up this a few days beforehand).

Teacher demonstration of the different types of sedimentary rock such as limestone, marble, shale and conglomerate. Teacher to discuss with pupils the differences and similarities between the rocks. Discuss with pupils about the formation of sedimentary rock (can also use different coloured layers of plasticine to represent sediment layers).

Teacher demonstrations of limestones with acid to show that they contain different amounts of calcium carbonate. The amount of carbon dioxide gas could collect in a measuring cylinder filled with water over a certain amount of time. Pupils could write observations and conclusion to the experiment as well as word equations (could use Hodder B Activity worksheet: B11E1 ‘Different limestones’.

Pupils are to put a sequence of statements in the correct places on a diagram of a mountain peak, a valley, and a river to show how sedimentary rocks are formed.

Pupils are to answer questions from Exploring Science book 2: P94/95 C8b‘Settling down’, P102 C8e ‘soil’.

Pupils are to complete worksheet Hodder B Activity: 11.2 ‘Making sedimentary rock’. Pupils are to answer questions from Exploring Science 1 worksheet: C8b/3 ‘Sedimentary

rock’. Spotlight Science 8 book: P140/141 ‘Rock Solid?’

Plenary Pupils will ask to put in order a series of diagrams (either on OHP or on the board), which

show how sedimentary rocks are formed. Pupils could also explain in their own words. Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 57 ‘Different Limestones’ on

OHP transparency

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Safety/Risk AssessmentAny experiments involving acids then goggles must be worn.

Resources

A mixture of sand, gravel and mud in a large measuring cylinder full of water, Different pieces of limestone, 2M Hydrochloric acid, pipette, conical flask, trough, delivery tube, measuring cylinder, timer, balanceA variety of sedimentary rocks such as conglomerate, marble, shale etcOHP and transparencyExploring Science 2 Worksheet: C8b/5 ‘Layers of sediment’, C8b/3 ‘Sedimentary rock’.Hodder B Activity worksheet: 11.2 ‘Making sedimentary rock’, B11E1 ‘Different limestones’Exploring Science book 2: P94/95 C8b‘Settling down’, P102 C8e ‘soil’.Year 8 Badger Key Stage 3 Science Starter 57 ‘Different Limestones’ on OHP transparencySpotlight Science 8 book: P140/141 ‘Rock Solid?’

HomeworkPupils are to complete Exploring Science 2 Worksheet: C8b/5 ‘Layers of sediment’.

Additional Notes/DifferentiationMore able pupils could be provided with more data about the carbonate content of different limestones and information about where it was formed (e.g. by accumulation of fossil fragments, by chemical precipitation). Pupils could then be asked them to generalise about composition and formation. Alternatively, pupils could use ICT to research further information about sedimentary rocks in terms of their composition and on how and where they were formed.

Associated Skills

Communication *Information Technology *CitizenshipLiteracy *Application of NumbersScientific Investigation * (Observing, Analysing)

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LESSON 8 – How are metamorphic rocks formed?


About the formation of metamorphic rocks within the Earth’s crust That the rock changes are due to high heat and pressure experienced by pre-existing rocks the examples of metamorphic rocks such as slate and marble and the rocks from which they

are made from about the characteristics of metamorphic rocks



about some characteristics and names of metamorphic rock in previous lesson.


Starter Activity Pupils are to look at a variety of metamorphic rocks using hand lenses. Instruct pupils to

describe what they observe about the appearance between the different metamorphic rocks.

Core Activity Instruct pupils to record differences and similarities between the different metamorphic rocks

in a table. Pupils are also asked to compare between samples of metamorphic rock and the sedimentary rocks from which they were formed e.g. Marble from limestone, slate from shale, quartzite from sandstone.

Teacher to discuss with pupils about the formation of different metamorphic rocks deep underground and near volcanoes using diagrams and statements on OHP transparencies or board.

Pupils are to answer questions from Exploring Science book 2: P98/99 C8d ‘All Change’. Pupils are to answer questions from Exploring Science 2 worksheet: C8d/3 ‘Metamorphic

rock’, C8d/1 or 2 ‘Pairs of rocks’Plenary

Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 56 ‘Changes’ on OHP transparency

Safety/Risk AssessmentHandle with care the rocks and hand lenses.

ResourcesA variety of metamorphic rocks such as gneiss, marble, slate, quartzite,Limestone, shale, sandstone, graniteHand lensesOHP and transparencyYear 8 Badger Key Stage 3 Science Starter 56 ‘Changes’ on OHP transparencyExploring Science 2 worksheet: C8d/3 ‘Metamorphic rock’, C8d/1 or 2 ‘Pairs of rocks’, C8d/5 ‘Slate’, C8d/4 ‘Diamonds are forever’Exploring Science book 2: P98/99 C8d ‘All Change’

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HomeworkPupils are to complete Exploring Science 2 Worksheet: C8d/5 ‘Slate’.

Additional Notes/DifferentiationMore able pupils could do the Exploring Science 2 Worksheet: C8d/4 ‘Diamonds are forever’.

Pupils may not be aware that metamorphism means ‘changing form’. It may be helpful for some pupils to have processes and types of rocks on cards for them to arrange in order. Metamorphic rock can be formed from igneous, sedimentary or metamorphic rock, but the changes from sedimentary to metamorphic rock is more easily seen.

Associated Skills


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LESSON 9 – The rock cycle


about the formation of the different types of rocks in the rock cycle how the rock cycle provides a supply and transformation of the Earth’s material



the about formation and examples of the different types of rocks from the previous lessons


Starter Activity Pupils are given the names of the three different types of rocks and instructed to match them

up to the correct definitions. They are also instructed to select the correct examples of each type of rock.

Core Activity Teacher to discuss with pupils the different stages of the rock cycle using OHP

transparency/board. Pupils are to arrange the statements to the correct parts of the cycle. Pupils are to answer questions from Exploring Science book 2: P100/101 C8e ‘Rolling on’ Pupils are to complete worksheet Hodder B Activity:B11S3 ‘Rock Cycle’, 11.1 ‘Identifying

rocks’, 11.3 ‘Rocks’. Pupils are to answer questions from Exploring Science 2 worksheet: C8e/1 or 2 ‘The rock

cycle’Plenary

Pupils will carry out Year 8 Badger Key Stage 3 Science Starter 54, 54a, 54b ‘The Rock cycle’ on OHP transparency

Safety/Risk AssessmentNo risk

Resources

OHP and transparencyYear 8 Badger Key Stage 3 Science Starter 54, 54a, 54b ‘The Rock cycle’ on OHP transparencyHodder B Activity Worksheets: B11S3 ‘Rock Cycle’, 11.1 ‘Identifying rocks’, and 11.3 ‘Rocks’.Exploring Science book 2: P100/101 C8e ‘Rolling on’

HomeworkPupils are to design a poster/leaflet on the rock cycle, explaining each stage and giving examples of rocks that could possibly be there.

Additional Notes/DifferentiationMore able pupils could complete Exploring Science book 2: P103 C8e ‘Plate tectonics’ or Hodder B Activity Worksheets:B11E2a and b, B11E2a.

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Associated Skills

Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation

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LESSON 10 – The different rock structures found in the Earth’s crust


about intrusive and extrusive rocks found in the Earth’s crust to determine how rocks have changed and been eroded away to determine the oldest and youngest layer of rock



about the rock cycle


Starter Activity Pupils are to write statements to fill in the gaps on the board/OHP about the rock cycle or

alternatively write a flow chart with the first statement given by the teacher.

Core Activity Teacher give diagram of intrusive and extrusive rocks found in the Earth’s crust. Discuss with

pupils about what these terms mean and explain how they were formed. Pupils are also to look at diagram of cliff edge showing layers of rocks, which have eroded, away by the sea. Pupils are to be asked to explain why the rocks have ripples on them and which rock is the youngest and oldest. Remind pupils about the formation of igneous rocks around a volcano and ask them to say where large and small crystals would be found in the rocks and to explain why.

Pupils could watch Shell Video ‘Rocks Endure’ and answer questions from a worksheet (please order in advance as this video is normally in upper school)

Pupils are to complete worksheet Hodder B Activity: 11.5 ‘How do mountains form?’, ‘An island in the sun’

Pupils are to answer questions from Exploring Science 2 worksheet: C2e/3 ‘Non-stop rock’, C8e/4 ‘Different theories’, C8e/5 ‘Uniformitarianism’

Plenary Pupils could be given several drawings on an OHP transparency and asked to explain which

rocks were intrusive and extrusive as well as which rocks are the oldest and youngest.

Safety/Risk AssessmentNo Risk.

Resources

OHP and transparencyHodder B Activity: 11.5 ‘How do mountains form?’, ‘An island in the sun’, 11.4 ‘Crude oil’Exploring Science 2 worksheet: C2e/3 ‘Non-stop rock’, C8e/4 ‘Different theories’, C8e/5 ‘Uniformitarianism’, C8e ‘End of unit test’Shell Video ‘Rocks Endure’ and worksheet

HomeworkPupils are to complete Exploring Science 2 worksheet: C8e ‘End of unit test’ as revision.

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Additional Notes/DifferentiationMore able pupils could do the worksheet Hodder B Activity 11.4 ‘Crude oil’.

Associated Skills

Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation

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Year 9G:Environmental Chemistry

Lesson 1 – Acids, alkalis and their pH (Sc 1)

Learning Objectives

Pupils should learn:

that solutions can be acidic, alkaline or neutral and can be classified as such by using indicators such as litmus paper and Universal indicator solution/paper how to use Universal indicator to find the pH of a solution how to use the pH scale as a measure of acidity and alkalinity of a solution be aware that both acids and alkalis can be corrosive

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3d

Key Stage 2 link/Prior learning

Sc3 Materials and their properties – 2d & f

Pupils will know how to use universal indictor and may have made an indicator using red cabbage in Year 7 know about acids and alkalis and possibly some everyday examples

Suggested teaching activities

Starter Activity Brainstorm with pupils about what they know about acids and alkalis and write on information

on the board. Demonstrates to the pupils with litmus solution/paper to identify an acid, alkali or neutral

solution. Give definitions of an indicator as a dye that will change colour in acids and alkalis. Pupils should know that although acids taste sour and alkalis feel slimy, these should not be used, as tests to identify them as both acids and alkalis are corrosive.

Core Activity Discuss with pupils the advantages of using universal indicator solution/paper as being able to

give the strength of an acid or an alkali – the strength being represented by the term pH and give pH scale.

Demonstrate to pupils the class practical (Sc 1 observation, Analysis) and instruct them to find out the pH of various solutions using UI paper and spotting tiles. Pupils may use Exploring science worksheet: 9Ga/2 ‘Acids and alkalis’ to help them conduct the experiment.

Pupils are to dip a glass rod into a particular solution and dot solution onto a piece of universal indicator paper in a spotting tile and compare colour with a pH colour chart. Pupils are to record colour of UI paper and assign a pH number in a table. Pupils are to conclude whether substances are strong/weak acids, alkalis, or neutral. Give pupils names of common acids and alkalis – alkalis all having hydroxide in their name. If formulae are given, pupils may note that acids contain the element hydrogen.

Pupils are to colour in pH chart with numbers and complete worksheet. Instruct pupils to answer questions from Exploring Science book 1: P66/67 C1e ‘Mixing a

Rainbow’. Pupils can answer questions from Spotlight Science 7: P74/75 ‘A question of acid or alkali’

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Plenary Give a selection of substances with the colour they turn Universal Indicator solution/paper and

instruct pupils to identify whether these substances will be a strong/weak acid, alkali or neutral.

Extension

Pupils could discover what makes substances acid/alkali or neutral i.e. hydrogen ions and hydroxide ions. Look at and learn the chemical formula of acids and alkali:

SULPHURIC ACID - H2SO4

NITRIC ACID – HNO3

HYDROCHLORIC ACID - HCl

SODIUM HYDROXIDE – NaOHPOTASSIUM HYDROXIDE – KOHCALCIUM HYDROXIDE – Ca(OH)2

Resources/References

Litmus paper/solution, beaker, acidic or alkali solutionBeakers of hydrochloric acid, nitric acid and sulphuric acid, solutions of sodium hydroxide, ammonia, calcium hydroxide (limewater), magnesium hydroxide (milk of magnesia), lemon juice, vinegar, soap, shampoo, washing powder solution, toothpaste, sodium bicarbonate & salt water, spotting tiles, pipettes, Universal indicator paper, litmus paper, colour/pH chart

Spotlight Science 7: P74/75 ‘A question of acid or alkali’Worksheets – on pH and acidic and alkali solutionsExploring science worksheet: 9Ga/2 ‘Acids and alkalis’ Exploring Science book 1: P66/67 C1e ‘Mixing a Rainbow’

Homework

Complete worksheet on acids and alkali or list number of substances used or found in the home and say whether acidic/alkaline or neutral.

Safety/Risk AssessmentSafety goggles must be worn, as acids/alkalis are corrosive. Pupils must be warned not to taste solutions. Wash any skin in contact with acid/alkali thoroughly with water.

Additional Notes

Ensure pupils do not contaminate solutions when using the glass rod – pupils must wash with water the glass rod when testing a new solution.

Associated Skills

Communication *Information TechnologyCitizenship *Literacy *Application of Numbers Scientific Investigation * (Observation, Analysis)


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Lesson 2 – Neutralisation (Sc 1)

Learning Objectives


that when an alkali is added to an acid, neutralisation takes place how to obtain a neutral solution from an acid and an alkali the hazards associated with alkali and acids that some everyday applications of neutralisation e.g. the treatments of indigestion, the treatment of acid soil

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3d & f


Sc3 Materials and their properties – 2f

Pupils will know about neutralisation and examples of this reaction in year 7


Starter Activity Brainstorm with pupils about what they know about neutralisation – put details on the board

along with uses of neutralisation (some everyday applications of neutralisation e.g. the treatments of indigestion, the treatment of acid soil).

Explain neutralisation is the chemical reaction between an acid and alkali to produce a salt and water. The final products will be neutral and have a pH of 7.

Acid + Alkali salt + water

Hydrochloric acid + sodium hydroxide sodium choride + water

Core Activity

Teacher is to demonstrate how to conduct practical of neutralisation using sodium hydroxide and hydrochloric acid (use concentrated acid and alkali – 2M). Pupils are shown hazard symbol for corrosive and irritant and informed even diluted solutions are skin irritants.

Class practical: Hand out worksheet on neutralisation: making sodium chloride (salt) from sodium hydroxide and hydrochloric acid (Sc 1 Observing, Analysing). Pupils are to measure out 10cm3 of dilute hydrochloric acid into a small beaker. Add 3 drops of UI solution and then carefully add sodium hydroxide solution drop by drop until the solution is green. Put 3 spatula measures of charcoal into the beaker and heat over a medium flame until it just boils. Turn off the Bunsen burner and allow it to cool. When cool filter the mixture into an evaporating dish and heat until some of the liquid evaporates. Allow some time to crystallise and examine the product. The final substance should be white in colour. Instruct pupils to write the word equation for the reaction and answer questions on the worksheet. Establish with pupils that sodium chloride is commons salt but there are many more salts. Instruct pupils to write word equations for other neutralisation reactions i.e.

Potassium hydroxide + sulphuric acid Potassium sulphate + water

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Calcium hydroxide + nitric acid Calcium nitrate + water

Instruct pupils to answer questions from Exploring Science book: P66/67 C1e ‘Mixing a rainbow’.

Pupils can questions from Spotlight Science 7: P78/79 ‘A balancing act’

Pupils could also complete Exploring Science 9 worksheet: Crd/1 ‘Revising neutralisation’

Plenary Pupils are to do Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 52

‘Can we detect neutralisation’ on OHP transparencies.

Extension

Pupils could write formulae and symbol equations for the above neutralisation reactions. Ask pupils to use secondary source to find out the uses of some salts e.g. sodium stearate (soap), magnesium sulphate (Epsom salts), copper sulphate (fungicide), sliver nitrate, calcium sulphate, potassium nitrate, iron sulphate (in iron tablets).


Class practical for making sodium chloride by neutralisation1-2 M of hydrochloric acid and sodium hydroxide solution, small beaker, charcoal, filter paper and funnel, Bunsen burner, tripod, gauze, safety mat, matches, evaporating dish, conical flask, crystallising dish, labels, UI solution, pipettes, stirring rods, measuring cylinder

Worksheets – neutralisation: making sodium chloride (see upper school chemistry technician)

Pupils can questions from Spotlight Science 7: P78/79 ‘A balancing act’Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 52 on OHP transparenciesOHPExploring Science 9 worksheet: Crd/1 ‘Revising neutralisation’

HomeworkPupils can research about uses of neutralisation in everyday life and design a leaflet explain it.

Safety/Risk Assessment

Safety goggles must be worn, as acids/alkalis are corrosive. Pupils must be warned not to taste solutions. Wash any skin in contact with acid/alkali thoroughly with water.Acids and alkali are flammable – ensure pupils are aware to keep both solutions away from flames.

Additional Notes

Ensure pupils know how to correct if solution when the end point (green colour) is missed during neutralisation process. If solution becomes red add more sodium hydroxide and if solution turns blue add more acid drop wise. Heating with charcoal decolourises the UI solution – ensure pupils heating and filter correctly otherwise the final solution contains black solid or is still green. Ensure pupils do not boil off all the water at the end of the reaction to allow large crystals to form.Could use a computer simulation or a pH probe to give accurate readings in a demonstration.

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Associated Skills

Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observation, Analysis)

26


Lesson 3 – Investigating the pH of soil samples (Sc 1)

Learning Objectives

Pupils should learn: Ÿ that different soils have different characteristics, including pH ranges which affects the plants that grow in them.Ÿ to locate information about plants and preferred soil types from secondary sources.Ÿ to use knowledge about acids and alkalis and neutralisation to suggest ways of reducing the acidity of soils.

National Curriculum references: Keys stage 3 Sc 3 materials and their properties – 3d, 3f & 3g

Key Stage 2 Links / Prior Learning

Sc3 materials and their properties – 1d Pupils will know about the different types of soils and environments from Unit 3D ‘Rocks and soils’ and Unit 6A 'Interdependence and adaptation’ about acids and alkalis from previous modules taught in Unit 7E ‘Acids and alkalis’


Starter Activity Give pupils the table below of plants and their pH ranges for best growth and instruct pupils to

answer a series of questions based on the table i.e. which plant(s) would grow best in a soil with a pH of 7?

Plant pH range for best growthCabbage/Brussels sprouts 6.0-7.5

Apples 5.0-7.5Broad beans 5.5-6.5

Potatoes 4.5-6.0Tomatoes 5.5-7.0

Core Activity Class practical (Sc1 Observing, Analysing): (Inform technician about the pH of soil

samples you would prefer) Inform pupils that a farmer has sent several soil samples from different fields to a laboratory to be analysed. The farmer would like to know which plants to grow in each field from which soil samples were taken. Pupils are to find out the pH of soils and advise the farmer of which plants to grow. They are also to make suggestions of how and what to do in fields where soil samples conditions are unsuitable to grow plants.

Demonstrate to pupils how to conduct experiment to discover pH of different soil samples. Pupils could use Exploring Science 9 worksheet: 9Ga/3 ‘Soil Survey’. Allow pupils to test a range of soils sample solutions by filtering soil solutions using filter paper and conical flask. Then dotting the filtrate using a glass rod onto pH paper and compare colour to pH chart and record results in a table. Write a conclusion determining which soil samples were acidic, neutral or alkali. Suggest which plants would be suitable to grow in each soil sample and advise a farmer what to do to soil conditions that are unsuitable for plant growth (i.e. add lime –calcium oxide) which neutralises the acidic soil. If the soil is too alkaline then peat or manure (rotting vegetation) can be added which are acidic. This neutralises the soil to make it suitable.

Pupils can then discuss their findings from the investigation with the rest of the class.27

Pupils can make notes or answer questions from Spotlight Science 7: P80/81 ‘pH is pretty helpful’.

Pupils are to complete Exploring Science 9 worksheet: 9Ga/4 ‘Neutralising soil’.Plenary Pupils are to do Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 61 ‘Does

the pH of soil matter?’ on OHP transparencies.

Extension

Pupils could neutralise acidic soil solutions with limewater dropwise i.e. solutions turns greenPupils could find out about wild flowers/trees and their preferred soil type using the Internet or in textbooks and produce a leaflet to advise gardeners on the soil conditions required by different wild flowers/trees.

Resources / References

Pieces of sedimentary rockDifferent types of soils – clay, sandy and loam in glass beakers to demonstrate to pupils

Class practical – acidic, alkaline and neutral soil solutions, pH paper, pH chart, glass rod, conical flask, beaker, filter paper, filter funnelWorksheets on sedimentary rock, soils and the pH of soilsSpotlight Science 7: P80/81 ‘pH is pretty helpful’.

Exploring Science 9 worksheet: 9Ga/3 ‘Soil Survey’, 9Ga/4 ‘Neutralising soil’.Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 61 ‘Does the pH of soil matter?’

HomeworkPupils are to complete Exploring Science 9 worksheet: 9Ga/6 ‘At home in any soil?’

Safety/Risk AssessmentThe soil must be uncontaminated and goggles must be worn due acidity/alkalinity of soil samples. Additional Notes

It is important that pupils do not attribute acid soil to acid rain solely - rotting vegetation/manure can also cause soil to be acidic.

Associated SkillsCommunication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observation, Analysis)

28


Lesson 4 – The causes and the effects of acid rain on the environment

Learning Objectives

Pupils should learn: that burning of fossil fuels releases more acidic gases which dissolve in rain water to make it more acidic that acid rain causes buildings and certain rocks to erode, make lakes and rivers acidic that effects of acid rain are that it kills fish and other living organisms, makes soils acidic and so kills/harms plants and trees be aware of the ways in which emissions of acidic gases are reduced

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 2i, 3d, 3e, 3f & 3g


Sc3 Materials and their properties – 2f

Pupils will may know about substances that can produce acidic gases – they may identify fossil fuels know that acid rain kills plant and animals and makes soils and lakes acidic know that acid rain erodes buildings and rocks (taught in year 8)


Starter Activity Brainstorm with pupils about what is acid rain and the causes of acid rain. (Rain is slightly

acidic (pH 5.5-5.9) due to non-metal gases which dissolve in the rainwater. The causes of acid rain are mainly the burning of fossil fuels, which release more acidic gases)

Instruct pupils to name the gases that can cause acid rain. (Carbon dioxide, sulphur dioxide and nitrogen oxides)

How are these gases produced? (By burning fossil fuels in power stations as the fuels, contain carbon and sulphur. This then produces sulphur dioxide and carbon dioxide when burnt in oxygen. Cars also produce carbon dioxide. The high temperature produced by sparks inside a car engine makes nitrogen and oxygen combine to form nitrogen oxide)

How do we get acid rain?(We get acid rain when these gases are released in large amounts into the atmosphere where they are dissolve in falling rain)

How do we know we have acid rain? (The pH is below 5.6)Core Activity Practical (Sc 1 Observing, Analysis): Demonstrate the pH of an acidic gas such as sulphur

dioxide by burning sulphur in air/oxygen. Placed the sulphur in a burning spoon and put it over a Bunsen burner flame. Once sulphur melts or burns and smoke is seen then place in a gas jar until the smoke is collected. Carefully remove the burning spoon and place a vaselined lid to seal the gas jar. Remove the lid briefly and add water. Place the lid back and shake the gas jar vigorously to dissolve sulphur dioxide gas into the water. An acidic solution (e.g. sulphuric acid) has been produced in a similar way to acid rain. Put Universal indicator solution into the gas jar and see the solution turn orange/red colour.

Another practical that could be demonstrated the properties of carbon dioxide gas released is when a candle burns (the wax is made from crude oil – fossil fuel). The gases (carbon dioxide

29

and water vapour) from candle wax burning are collected and bubbled through tubes containing blue cobalt chloride paper (turns pink when water vapour is present) and limewater (to show CO2 present) and water with UI solutions to show the weak acidic property of CO2.

Demonstrate that acidic rain dissolves rocks such as limestone which contain calcium carbonate add sulphuric acid and observe the rock being eroded by chemical weathering (caused by the acid in the rain).

Demonstrate the pH of rainwater samples collect at North Chadderton School – upper and lower. Instruct pupils to predict which sample would be expected to be acidic and instruct pupils to explain why. Lower school’s rainwater may be more acidic (pH below 5.5) as it is close to a busy road (more acidic gases released) but upper school situated in an area with lower levels of traffic (therefore more close to pH 5.5-5.9).

Discuss with pupils about the possible ways in which pollution and acidic gas emission can be reduced. (Use catalytic converter in cars, the use of sulphur precipitator at power stations and burn less fossil fuels etc)

Pupils are to make notes on experiments with conclusions or teacher gives notes on acid rain. Instruct pupils to answer questions from Spotlight Science 7:P76/77 ‘How strong?’.Plenary Pupils are to do Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 62 ‘The

disappearing statue’ on OHP transparencies.

Extension

Pupils could find out how emissions of acid rain are reduced using the Internet and textbooks.Pupils could write out word equations for any chemical reactions that have occurred in experiments demonstrated.


Demonstration – sulphur powder, burning spoon, safety mat, matches, splint, gas jar, limestone, sulphuric acid, Bunsen burner, UI solution/paper, pH chart, spatula, rainwater samples from upper and lower school, candle, glass funnel and tubing, test tubes filled with limewater, UI solution & water and cobalt chloride paper U-tube.Worksheet on acid rainSpotlight Science 7:P76/77 ‘How strong?’

Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 62 ‘The disappearing statue’ on OHP transparencies

Homework

Pupils are complete worksheet on acid rain or research on the devastation that acid rain can have on the environment and then write an article for a scientific magazine (Citizenship).

Safety/Risk AssessmentSafety glasses and safety screen should be used. The fume cupboard or a well-ventilated room must be used for the burning of sulphur in oxygen. Sulphur dioxide can trigger off asthma attacks.

Additional Notes

Government has passed laws to reduce pollution especially acidic gases. The MOT test includes the measurement of car exhaust gases – if level is too high it will fail and cannot be driven on the roads.

30

Associated Skills

Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation * (Observation, Analysis)

31


Lesson 5 – History and theory of burning

Learning Objectives

Pupils should learn: about how scientist worked in the past and how they work today (citizenship) about the creative thought that went into the development of scientific ideas concerning combustion about the roles of experimentation and evidence to prove new theories that when a substance burns its reacts with oxygen to form oxides and involves a mass increase

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 2g & 2i


Sc3 Materials and their properties – 2f & 2g

Pupils will know that burning substances in oxygen produces oxides taught in lessons in years 8 & 9 know that oxygen found in air

Suggested teaching activitiesStarter Activity Brain storm with pupils about burning of substance in air (oxygen) to produce oxides. Ask

pupils to give another name for burning – combustion and then instruct them to give examples: magnesium and oxygen to give magnesium oxide etc. Mass is conserved during this reaction.

Could demonstrate to pupils the burning of different metals such as magnesium, iron filing etc in air.

Core Activity Discuss with pupils about how ideas of combustion arose and then discuss how scientist ideas

in the past were scrutinised by society and how experimentation gave them the evidence to back their theories. Talk about how some scientist lived or had to work in other jobs in order to carry on with their experiments. (Look at additional notes)

Pupils could complete Exploring Science 9 worksheet: 9Hd/3 ‘Changing ideas 2’ or 9Hd/4 ‘More about phlogiston’

Pupils could conduct the matching scientist and their discovery card game. Pupils are to research on the Internet or on CD ROMs – Put into the search engines the name

of the scientist, their scientific theories, or the scientist’s nationality scientist.

Early ideas by the Greeks on combustionBoyle’s experiment of heating tin in a sealed flaskThe phlogiston theory Lavoisier’s experimentThe discovery of oxygen by priestlyCombustion

Pupils could design a poster/leaflet on the history of combustion/on one particular scientist’s struggles to prove their theory on combustion.

The spread: spotlight science 27b: A burning Tale covers this in story-cartoon form. Pictures of relevant scientist and questions sheet based on spread 27b are available.

Plenary

32

Pupils could complete Exploring Science 9 worksheet: 9Hd/2 ‘Changing ideas 1’.

Extension

Pupils could produce a PowerPoint presentation on the history of combustion.


Magnesium strip, iron filings etc, safety mat, matches, splint, tongs, Bunsen burnerWorksheet spotlight science 27b: A burning Tale – related questions sheet and pictures of related such as Democritus, Boyle, Lavoisier and Priestley.Exploring Science 9 worksheet: 9Hd/3 ‘Changing ideas 2’ or 9Hd/4 ‘More about phlogiston’, 9Hd/2 ‘Changing ideas 1’Spotlight science 9: 27b A burning tale P30-31Websites from the Internet: http:// www.lexcie.zetnet.co.uk /virginia-lavoisier.htm

Homework

Complete poster/leaflet on scientist and the history of burning


Safety glasses and safety screen should be used if demonstrating burning of magnesium or other metals.

Additional Notes

Pupils often have the misconception that substances decrease in mass when they burn. This exercise relates practical evidence of substances gaining mass when heated to various ideas such as phlogiston theory. With the discovery of oxygen it was realised that air was not a single substance and it was this gas which reacts when a substance burns.

Associated Skills

Communication *Information Technology *Citizenship *Literacy *Application of Numbers *Scientific Investigation

33

http://www.lexcie.zetnet.co.uk/virginia-lavoisier.htm


Lesson 6 – The effects of global warming

Learning Objectives


that carbon dioxide gas is a greenhouse gas which is mainly caused by burning fossil fuels that greenhouse gases released into the atmosphere cause global warming that greenhouse gases absorb heat in the atmosphere and re-radiate it back to the surface how effects of global warming on the world’s environment and how it can be reduced

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3i


Sc3 Materials and their properties – 2g

Pupils will know that burning fossil fuels produces carbon dioxide gas know that carbon dioxide gas is a greenhouse gas Suggested teaching activities

Starter Activity Brainstorm with the pupils about which gases are produced when fossil fuels (coal, oil or gas)

are burnt. Establish with pupils that carbon dioxide gas is one of the gases released during the burning of

fossil fuels and that it commonly known as a greenhouse gas. Write ideas/answers from pupils about greenhouse gases and their effects on the world on the white board.

What do we mean by the term ‘greenhouse gas’?(Carbon dioxide gas traps the sun’s heat energy – the gas absorbs the heat in the atmosphere and re-radiates it back to the surface of the earth hence simulating the conditions inside a greenhouse for plants)

What effect does this greenhouse gas have on the earth/world? (Greenhouse gases trap the sun’s heat energy in the atmosphere (greenhouse effect) and cause global warming)

Core Activity Discuss with pupils the following:

What is global warming and how is it effecting our environment? (The main ideas about global warming is that its due to mainly large amounts of carbon dioxide gas being released into the atmosphere from burning of fossil fuels, forests, engine exhausts, factories etc., throughout the world. Scientists believe that the greenhouse gas like carbon dioxide causes the temperature rises in the atmosphere. This is effecting our environment causing weather patterns (violent storms, flooding & droughts) to change and melting ice caps at the poles causing sea levels to rise. Subsequently this has caused flooding in many areas of the world especially in many coastal areas)

What can we do to stop global warming destroying our environment? (Reduce greenhouse gases like carbon dioxide by finding alternative energy resources to fossil fuels, using our cars less, extracting carbon dioxide gas from our factories chimneys, stop cutting down and burning forests which taken in carbon dioxide gas etc.,)

Who is responsible for global warming? (Citizenship) (Most of the greenhouse gases are produced in the developed industrial countries for example the USA and in the European

34

continent – these countries should be more responsible in reducing its greenhouse emissions by research into alternatives fuels and strict regulations. They should perhaps also help and encourage developing countries like India and Brazil to reduce their emissions and prevent forests from being cut down. Some countries are reluctant to reduce emissions due to short-term economic gains. On the whole, human activity is responsible for global warming)

Pupils could be put into groups and asked to conduct one of the following tasks or use Exploring Science 9 worksheet: 9Gd/1 ‘The global warming debate’.

a) Pupils could draw a poster or write an article for a scientific newspaper about greenhouse gases and global warming – this should include diagrams. Data about cost to the environment, amount of gases being released etc. could be obtained from the Internet.

b) Pupils could research information on the Internet on greenhouse gases and global warming and present it in a report format with data to back up their ideas or PowerPoint presentation.

Pupils could complete Exploring Science 9 worksheet: 9Gc/1 ‘Evidence of pollution 1’.Plenary Pupils are to complete Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter

66a & b ‘What would be evidence of global warming’

Extension

Pupils could research about other greenhouse gases and their possible sources. They could also research about the ozone layer and its effect on the environment. Pupils could also explain how use of catalytic converters help to reduce acid rain.


Worksheets – global warmingInternet websites: North Chadderton/global community- has information and diagrams on greenhouse gases and global warming and other weblinksExploring Science 9 worksheet: 9Gd/1 ‘The global warming debate’Exploring Science 9 worksheet: 9Gc/1 ‘Evidence of pollution 1’, 9Gc/5 ‘Pollution in the past’Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 66a & b ‘What would be evidence of global warming’

Homework

Pupils could write an article discussing the effects of global warming on the environment. Research could be done using the Internet.


No risk

Additional Notes

Some scientists believe that the world temperature will not change anyway, and may even fall in the future. However, we cannot be sure as there are many variables and predicting the effect of greenhouse gases is complicated.

Associated Skills

35


36


Lesson 7 – Monitoring pollution

Learning Objectives


the causes and effects of pollution i.e. burning fossil fuels, waste from factories and human consumption, oil tank disasters etc. how pollution is monitored by scientists and the consequences of pollution (citizenship) how air pollution compares from present and the past (smog)

National curriculum reference: Key Stage 3 Sc3 Materials and their properties – 3i


Sc3 Materials and their properties – 2g

Pupils will know from the previous lesson that burning fossil fuels causes air pollution releasing carbon dioxide, sulphur dioxide etc. know that pollution causes harm to living things and the environment.


Starter Activity Discuss with pupils are about the different types of pollution and their causes (i.e. air pollution

–burning fossil fuels and fumes from cars (carbon dioxide, oxides of nitrogen), water pollution –fertiliser, pesticides, insecticides, oil slicks, acid rain – burning/releasing of acidic gases (sulphur dioxide) into the atmosphere, land pollution – chemicals and rubbish dumps, CFC’s in refrigerators etc)

Instruct pupils to describe what effects these types of pollution will have on living things and the environment. (Air becomes unbreathable to animals and plants do not survive because the conditions are not right for growth. Water is too poisonous for plants/animals to live in, algae grow more rapidly or chemicals get into food chain and water supply etc)

Core Activity Ask pupils how are the different types of pollution are monitored (Air quality monitoring

stations, rainwater collected and pH tested around the country, lichens grow indicates clean air and low levels of sulphur dioxide gas, lake and river water tested for pesticide, insecticide, fertilisers levels for chemicals, landfill site soil tested etc)

Ask pupil what could be done to reduce these types of pollution (Burn less fossil fuels and use alternative fuels that don’t release gases that cause acid rain, extract sulphur dioxide gas and other pollutants from water, air etc, use less energy to reduce amount of fuels used, walking rather than using a car/ bus etc)

Pupils are to design a leaflet on the causes and effects of different types of pollution. Pupil’s leaflet should be specifically designed for year 7 pupils to be able to understand. Alternatively, pupils could go onto the computers and research using the Internet current levels of pollution in regional areas of the UK or around the world. Pupil could use data obtained from the Internet in their leaflets.

Pupils could complete Exploring Science 9 worksheet: 9Gc/3 ‘Source of information & 9Gc/4 ‘Air Quality monitoring’

37

Plenary Pupils are to complete Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter

64a & b ‘Reducing pollutants from car engines’

Extension

Pupils could research information about how specific types of pollution is reduced using the Internet or looking through the textbooks.


Worksheet on monitoring pollution.

THE WEBSITES ADDRESSES BELOW NEED TO CHECKED BEFORE THE LESSON TO SEE WHETHER THEY ARE ACCESSIBLEWebsite: http:// www.environment-agency.gov.uk /yourenv/eff/pollution/?version=1&;lang=e This describes in detail about the different types of pollution with further linkshttp:// www1.york.ac.uk /inst/sei/rapidc2.html http:// www.news.bbc.co.uk /1/hi/sci/tech/1359917.stm – gives latest information about pollution (small article)http:// www.aeat.co.uk /netcen/corinair/94/ - gives pie charts on levels of pollution around the Europe from 1994http:// www.aeat.co.uk /netcen/airqual/data/sitelon.html This gives data on monitored air pollution around Britain in particular Londonhttp:// www.learn.co .uk/default.asap?WCI=Unit&WCU22573

Year 9 Badger Key Stage 3 Science Starters: Copymaster for Starter 64a & b ‘Reducing pollutants from car engines’Exploring Science 9 worksheet: 9Gc/3 ‘Source of information & 9Gc/4 ‘Air Quality monitoring’

Homework

Pupils could complete Exploring Science 9 worksheet: 9Gd/4 ‘ Climate history’.

Safety/Risk AssessmentNo risk

Additional NotesPupils could select diagrams and information from different WebPages and print out to be used in their leaflets. Ensure pupils only use data concerning gases such as sulphur dioxide, carbon dioxide, carbon monoxide etc, to narrow down research data.

Associated Skills


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http://learn.co.uk/default.asap?WCI=Unit&WCU22573

http://www.aeat.co.uk/netcen/airqual/data/sitelon.html

http://ww.aeat.co.uk/netcen/corinair/94/

http://news.bbc.co.uk/1/hi/sci/tech/1359917.stm

http://www1.york.ac.uk/inst/sei/rapidc2.html

http://environment-agency.gov.uk/yourenv/eff/pollution/?version=1&;lang=_e

year 7: unit 7f simple chemical reactions€¦ · web viewpupils should know that although acids...

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