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Curriculum Planning: Royds Hall Science

Subject: Science - Chemistry Year 8 Ability ALL

To Chemical Types of Metals and Acids and Climate Earth’s

pic Energy reaction Non-Metals (Y8 Alkalis (Y8 22/23 Resources
22/23 only, as they only, as they didn’t
: didn’t cover in Y7) cover in Y7)

Topic to use experimental that mass is conserved Students will learn how Students will learn about how Carbon is recycled about where raw
overvie observations to over a range of different to compare and contrast acids and alkalis as through the environment materials come from in
w distinguish exothermic reactions. the reactions of Metals classes of chemicals with the earth, how these are
and endothermic and Non-metals and use distinct properties and extracted and recycled.
Studen reactions and to use a experimental results to uses; using indicators to
ts will diagram of relative suggest an order of classify solutions as
learn… energy levels of particles reactivity of various acidic, alkaline or neutral
to explain energy metals. and using the pH scale to
changes observed during compare the acidity and
a change of state. alkalinity of different
solutions.
Compo Endothermic and Chemical Reactions Students will describe Students will learn Students will be able to Students will be able to
nents Exothermic reactions Students define and the typical properties of everyday and laboratory use diagrams to show explain why recycling
(1)Students describe an describe chemical metals and non-metals. examples of acids and how carbon is recycled in some materials is
endothermic change and reactions and catalysts, alkalis to be able to give the environment and particularly important.
Students will learn how
an exothermic change, recalling ways to tell a examples of acids and through living things. This will link to the
giving examples of each. chemical reaction is metals and non metals alkalis and give features importance of using
happening. They will react with oxygen and of them, to describe the Students will be able to resources in a
(2) Students Investigate contrast the physical terms concentrated and recall what climate sustainable manner in
exothermic reactions explain the difference and chemical properties dilute in relation to acids change is and its effect order to make the
(3) Students investigate between chemical of their oxides. Students and to give the formula on the Earth’s Earth’s resources last
endothermic reactions reactions and physical will learn word for common laboratory temperature. longer.
processes. acids and alkalis.
equations.
Energy Level diagrams Students will be able to Students will be able to
Students consider energy Combustion Students recall different describe the impacts of describe how the Earth’s
level diagrams for Students describe Students will learn that methods of testing a human activity. They will resources are turned into
exothermic and combustion and the acids react with metals solution for it’s acidity or also be able to useful materials or
endothermic processes reactants and products in so this can be used to alkalinity and perform an understand how recycled. This will
(freezing and melting) the reaction, using make a relative investigation testing processes rely on each demonstrate the
and reactions. Students particle diagrams to reactivity series. solutions for their acidity other; for instance, versatility of certain
might construct their describe what happens in and alkalinity photosynthesis and resources.
own energy level combustion reactions. respiration.
diagrams. Students consider future Students will learn that Students will learn that Students will be able to
fuels. metals react with pH indicators can be Students will be aware of link recycling to current
Bond Energies used to test for acidity methane and carbon schemes and campaigns
oxygen and name the
Students recall what Energy in fuels practical and alkalinity so that dioxide as greenhouse in the media and politics.
happens to chemical products of these neutralisation reactions gases. This will help them
bonds during exothermic Thermal decomposition reactions. can be observed. understand the impact of Students will be able to
and endothermic Students recall what greenhouse gases and describe how metals are
reactions. happens in a Students will be able to where they come from. often found in ores and
Students calculate bond decomposition reaction, state how metals react Students will learn the how they can be
energies in a reaction describing thermal with water so this difference between Students will be able to extracted.
and use these to explain decomposition using strength of acid and apply knowledge of
knowledge can be used
energy changes in equations. They will concentration of acid. greenhouse gases to the Students will be able to
reactions. explain how to test for to match metals to their greenhouse effect and its justify the method used
the presence of carbon uses. Students will learn how impact on climate and to extract metals by
dioxide gas and how it salts are formed local weather patterns. looking at data about
can be used to measure Students will learn that between reactions their reactivity. This will
rate of reaction. more reactive elements between acids and bases Students will also be able develop analysis skills
can be used to displace and use this knowledge to identify the and knowledge of the
Metal Carbonate to be able to select composition of the reactivity series for the
less reactive metals so
thermal decomposition appropriate acids and Earth’s atmosphere. students.
practical that reactions can be bases to create desired
predicted. salts. Students will know the Students will be able to
percentage composition suggest the factors they
Conservation of Mass for gases in air. would take into
Students explain the consideration when
conservation of mass and Students will be able to deciding whether
use the idea to balance evaluate the implications extracting a metal is
symbol equations. of a proposal to reduce practical. This develop
carbon emissions. student’s evaluation
Conservation of mass skills and linking both
practical (1) Students will be able to social and economic
Students use Magnesium evaluate claims that factors to their learning.
and Oxygen to develop human activity is causing
knowledge and global warming or Students will be able to
climate change.
understanding of suggest ways in which
conservation of mass and changes in behaviour and
Students will be able to the use of alternative
laboratory procedures.
compare the relative materials may limit the
effects of human- consumption of natural
Conservation of mass produced and natural
practical (2) resources.
global warming.
Students use marble
Students will be able to
chips and acid to develop
suggest ways in which
knowledge and
waste products from
understanding of
industrial processes could
conservation of mass and be reduced.
laboratory procedures.
Students will be able to
use data to evaluate
proposals for recycling
materials.
What This unit builds on unit
stud ‘Metals and non-metals’
ents (8HT2) and unit ‘Types of
shoul reaction’ (9HT3a). It
d relates to other units,
alrea particularly to aspects of
dy photosynthesis and
know respiration, and to units
(prior about energy such as
learn topics ‘Heating and
ing cooling’ and ‘Energy and
comp electricity’. It is helpful if
onen students know that
ts) ‘burning’ involves a
reaction with oxygen in
which oxides are formed,
that new materials are
formed when chemical
reactions occur (and can
identify evidence of
these). It is also helpful if
students have used
symbols and formulae
and word and/or symbol
equations and are able to
recognise an order of
reactivity of metals.
Trans Making observations.
ferra
ble Measurement of
know temperature.
ledge
(skill Consideration of control
s) variables.
Use experimental
observations to
distinguish exothermic
and endothermic
reactions.
Use a diagram of relative
energy levels of particles
to explain energy
changes observed during
a change of state.
This unit uses ideas This unit builds on This unit uses ideas Students should already Students should already
developed in the key knowledge from KS2 developed in the key know plants are able to know to compare and
stage 2 programme of where students learned stage 2 programme of make their own food. group materials based on
study. It builds on ideas to give reasons, based on study. It builds on unit This will be linked to their properties. This will
introduced in unit 5C evidence from 6C ‘More about photosynthesis. help link the learning on
‘Gases around us’ and comparative and fair dissolving’ and unit 6D the reactivity series and
unit 6D ‘Reversible and tests, for the particular ‘Reversible and Students have the uses of metals from ores.
irreversible changes’ in uses of metals and to irreversible changes’ in scientific understanding
the key stage 2 scheme recognise some common the key stage 2 scheme of how cycles work, they Students will also know
of work. This unit relates conductors and of work. This unit will have covered the what a quarry is, they
closely to unit ‘Chemical insulators, and associate introduces pupils to water cycle. This level of will be able to build on
Energy‘ and includes metals with being good chemicals, reactions thinking can be applied this to understand what
work on the conservation conductors. Within KS3 it and practical to the Carbon cycle. they are used for and
of mass in chemical builds upon units techniques which are how they can be used to
reactions, including ‘Elements’ and ‘Periodic likely to be new to extract some of the
burning. It is helpful if Table’ in Year 7 HT5. them, through using a Earth’s resources.
pupils know that there With some pupils, range of acids and
are many gases and have teachers may wish to alkalis encountered in Students will have
explored changes in concentrate on some of familiar and laboratory worked scientifically to
which new materials are the new topics, contexts. identify evidence and use
formed and which extending activities, and Some students may it to support theories.
cannot easily be with others to spend know that solids can They will be able to use
reversed. more time on revision of dissolve and form this skill to help develop
previous work. This unit solutions and have discussions looking at
lays the foundation for experience of mixing arguments for and
units on ‘Types of materials and seeing that against extracting a
reaction’ in Year 9 HT3. new materials are metal.
formed as a result of a
reaction
Explain observations Describing patterns in Framing a question that Students will be able to Students will be able to
about mass in a chemical data. can be investigated. apply their knowledge on link the knowledge to
or physical change. the composition of the identify how the carbon
Describe a reaction with How to use preliminary Earths atmosphere to footprint can be reduced
Use particle diagrams to a word equation. work to help decide what 5.9.1 where they study by reducing carbon
show what happens in a to measure or to the composition of the dioxide and methane
reaction. Use particle diagrams to observe. atmosphere in more emissions. They also be
represent reactions. detail. They will also be able to identify
Compare the pros and Choosing appropriate able to form limitations with these
cons of fuels in terms of Identify an unknown techniques and comparisons with this to actions.
their products of element from its equipment. the Earths early
combustion. atmosphere. Students will be able to
physical and chemical
Comparing investigative use their understanding
properties.
Use known masses of methods and evidence Students will be able use of the Earth’s Resources
reactants or products to collected with those of their knowledge on what to their uses such as
Place an unfamiliar
calculate unknown others. photosynthesis and warmth, shelter, food
masses of the remaining metal into the reactivity expand on it with the and transport.
reactant or product. series based on To work with others in equation. Natural resources which
information about its summarising information are supplemented by
Devise a general rule for reactions. and evaluating a Students will be able to agriculture, provide food,
how a set of compounds product.. use their understanding timber, clothing and
reacts with oxygen or of methane gases to how fuels.
 thermally decomposes. they are produces. They
will also describe They will be able to
Balance a symbol greenhouse effect in distinguish between
equation. terms of the interaction finite and renewable
of short and long resources.
Use mass of reactant in wavelength radiation
equation to determine with matter. Students will be able to
mass of product e.g. link the extraction of
magnesium and oxygen. Students will be able to metals and the reactivity
link 2 human activities series to understand how
which contribute to the electrolysis is used to
increase in greenhouse extract metals.
gases (Carbon Dioxide •
and Methane).

Students will be able to

look at data and
evidence to suggest why
scientists may believe
why human activities will
contribute to an increase
in the Earths
temperature.

Students will be able to

built on the knowledge
learnt in this unit to
further explain the
impacts of global
warming, linking the
scale, risk and
environmental
implications of it.
Key Catalysts Fuel Metals pH Global warming Natural resources
voca Exothermic reaction Chemical reaction Non-metals Indicators Fossil fuels Mineral
bular Endothermic reaction Physical change Displacement: Base Carbon sink Ore
y Chemical bond Reactants Oxidation Concentration Greenhouse effect Extraction
pupil Products Reactivity Recycling
will Conserved Electrolysis
know
and
learn
Asses Pre topic assessment Pre topic assessment Pre topic assessment Pre topic assessment Pre topic assessment Pre topic assessment
smen Afl in lessons Afl in lessons Afl in lessons Afl in lessons Afl in lessons Afl in lessons
t Orange sheet marking Orange sheet marking Orange sheet marking Orange sheet marking Orange sheet marking Orange sheet marking
activi tasks tasks tasks tasks tasks tasks
ties Synoptic half termly Synoptic half termly Synoptic half termly Synoptic half termly Synoptic half termly Synoptic half termly
assessments assessments assessments assessments assessments assessments
Reso PoS and shared PoS and shared PoS and shared PoS and shared PoS and shared PoS and shared
urces resources available in resources available in resources available in resources available in resources available in resources available in
avail RHS T Drive: T:\RHS- RHS T Drive: T:\RHS- RHS T Drive: T:\RHS- RHS T Drive: T:\RHS- RHS T Drive: T:\RHS- RHS T Drive: T:\RHS-
able Depts\Science\ Depts\Science\ Depts\Science\ Depts\Science\ Depts\Science\ Depts\Science\
Curriculum\ Curriculum\ Curriculum\ Curriculum\ Curriculum\ Curriculum\
CURRICULUM\KS3\8 - CURRICULUM\KS3\8 - CURRICULUM\KS3\7 - CURRICULUM\KS3\7 - CURRICULUM\KS3\8 - CURRICULUM\KS3\8 -
Year Year Year\CURRICULUM Year\CURRICULUM Year Year
RESOURCES RESOURCES

Note This unit is fundamental This unit acts as a focus This unit highlights the This unit enables the Students will be able to Students will be able to
s to an understanding of for prior learning on the key properties and development of explain the role of use their learning in this
how chemical reactions particle model, atoms, reactions of metals, students' scientific carbon in the survival of topic to understand why
can be used as a source elements and enquiry skills. Students all living things. They will the extraction of metals
Why offering some
of energy and how the compounds, and the will recognise hazards be able to visualise how takes place. They will
this forces between particles periodic table. It enables comparison with non- and use information carbon is recycled also be able to evaluate
topic can act as an energy students to complete the metals. It contributes to sources to assess risks naturally. the arguments for and
is store. It forms the basis learning journey from the development of associated with acids and Students will be able to against extracting a
impo for an understanding of particles to balanced understanding of the alkalis. They will make see a visual link with metal, using both social
rtant fuels and is helpful in equations. It completes periodic table and and present qualitative both Biological and and economic reasoning.
terms of higher the circle by returning contributes to the basis observations, interpret Chemical process
understanding of the from the abstract particle qualitative observations, working together in the Students will be able to
for understanding the
energy relationship model to the concrete making comparisons and Carbon Cycle e.g. burning form links to everyday
between respiration and experienced evidence of different types of identifying simple and photosynthesis. politics and schemes by
photosynthesis. conservation of mass. bonding. Students will patterns. Students understanding the
understand that investigate the By understanding where benefits of recycling and
displacement reactions effectiveness of different Carbon is produced and how it can be used to
involving metals may antacids, controlling utilise. Students will be make useful products.
release energy, that the appropriate variables able to suggests ways in
which we can help
energy from these
reduce the level of
reactions can be used. carbon dioxide in the
Students may be able to atmosphere as a
link energy released in greenhouse gas.
displacement reactions
to differences in the Students will be able to
take away knowledge
reactivity of metals.
and information which
Through the activities in
helps them understand
this unit pupils will be why schemes to
able to understand, use encourage recycling and
and spell correctly decreasing carbon
names of compounds footprint exist. They will
including salts, e.g. be able to play an active
role in society and
magnesium sulphate,
contributing to a
recognising that the sustainable planet.
whole name is needed
to specify a compound.
This unit affords greater
familiarity with words
with different meanings
in scientific and
everyday contexts, e.g.
salt, reaction, product;
and with words and
phrases relating to
scientific enquiry, e.g.
visible change, evidence
of reaction.