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Learning Outcome:                   CW3: Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons, neutrons and electrons.     

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Learning Outcome:                   CW3: Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons, neutrons and electrons.     

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CW4: Students should be able to classify substances as elements, compounds, mixtures, metals, non-metals, solids, liquids, gases and solutions.
CW6: Students should be able to investigate the properties of different materials including solubilities, conductivity, melting points and boiling points.
NOS1: Students should be able to appreciate how scientists work and how scientific ideas are modified over time.
NOS3: Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and selection of suitable equipment have been considered.
BW4: Students should be able to describe the structure, function, and interactions of the organs of the human digestive, circulatory and respiratory systems.

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Why I have selected these other learning outcomes and how they support student learning: 

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Why I have selected these other learning outcomes and how they support student learning: 

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I have selected to explore other learning outcomes simultaneously with the main learning outcome as they offer wide range of educational advantages to the students. it gives the students the opportunity to engage in an inquiry based approach to their own learning and it facilitates them in becoming constructivist learners. it also provides them with the opportunity to build a foundation for topics that they will discuss and explore in their future learning.

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Learning Outcome unpacked

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Science Collaborative Planning Document - interactive

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How I linked the learning outcome to the other learning outcomes:

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How I linked the learning outcome to the other learning outcomes:

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CW4: We built upon our knowledge of atoms and elements and began to classify them as metals and non-metals.
CW6: Through a structured and guided inquiry approach students investigated the properties of metals and non-metals.
BW4: Students engaged in discussions with the teacher about the importance of the elements to human life and their involvement in our body systems. a link was made between the biological chapters previously explored and the ones that they will explore in the future.
NoS1: Students worked like scientists using a variety of models to further their understanding of new content explored. They also seen how scientific models are modified over time by relating it to google maps and how scientists worked to discover the structure of the atom. one scientist discovered the earth (atom), however this idea was modified when the next scientist discovered that the earth contained continents (electrons) etc.
NoS3: through an inquiry based approach students conducted activities to investigate the properties of different elements. they have to also carry out risk assessments and identify any controls/variables.

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An article used to help with incorporating inquiry into the classroom:
this article helped me better my understanding about inquiry in the classroom as it showed me what i should be doing as a teacher in the classroom to facilitate the students in an inquiry based approach. For example, in this unit when we explored properties of metals and non-metals i proposed a scientific question: which metal is the best conductor of heat? Students then were given the equipment needed and their experimental groups. They had to generate a hypothesis and a method to try and find an answer to this question. they then had to gather results and form a conclusion based on this. Some groups obtained different results, which allowed students to reflect upon how they carried out their investigation and pose some possible explanations as to how and why they go different answers.

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Whilst I plan to incorporate the eight key skills into this unit of learning, the most significant key skills that I am planning to develop among the students are:
- Being Numerate.

- Communicating.

- Managing Information and Thinking.

- Working with others.
I have chosen these key skills as I believe that they are the most significant towards the students. Being numerate plays a huge role in this unit of learning through calculation questions and recording results, it is also beneficial towards students as it provides a cross curricular link with mathematics. I believe that working with others and communicating come hand in hand and to foster and develpo these skills within the students through pair and group work would create an open environment within the class where students feel comfortable to share thier thoughts on issues, and it will also cultivate an environment where respect for others exists.
Finally, I have chosen managing information and thinking as a priority as I believe that if students can develop this skill they will think more critically about topics discussed and become more responsible for thier own learning where they have an interets in exploring further into topics.

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Poster used for group-work to explore subatomic particles in terms of their charge, mass and location.

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Poster used for group-work to explore subatomic particles in terms of their charge, mass and location.

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conductivity of metals investgation sheet

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Everything in the world consists of atoms, so it's good to know something about them. Here are 10 interesting and useful atom facts.

1. There are three parts to an atom. Protons have a positive electrical charge and are found together with neutrons (no electrical charge) in the nucleus of each atom. Negatively charged electrons orbit the nucleus.

2. Atoms are the smallest particles that make up elements. Each element contains a different number of protons. For example, all hydrogen atoms have one proton while all carbon atoms have six protons. Some matter consists of one type of atom (e.g., gold), while other matter is made of atoms bonded together to form compounds (e.g., sodium chloride).

3. Atoms are mostly empty space. The nucleus of an atom is extremely dense and contains nearly all of the mass of each atom. Electrons contribute very little mass to the atom (it takes 1,836 electrons to equal the size of a proton) and orbit so far away from the nucleus that each atom is 99.9% empty space. If the atom was the size of a sports arena, the nucleus would be the size of a pea. Although the nucleus is much denser compared with the rest of the atom, it too consists mainly of empty space.​

4. There are over 100 different kinds of atoms. About 92 of them occur naturally, while the remainder are made in labs. The first new atom made by man was technetium, which has 43 protons. New atoms can be made by adding more protons to an atomic nucleus. However, these new atoms (elements) are unstable and decay into smaller atoms instantaneously. Usually, we only know a new atom was created by identifying the smaller atoms from this decay.

5. The components of an atom are held together by three forces. Protons and neutrons are held together by the strong and weak nuclear forces. Electrical attraction holds electrons and protons. While electrical repulsion repels protons away from each other, the attracting nuclear force is much stronger than electrical repulsion. The strong force that binds together protons and neutrons is 1,038 times more powerful than gravity, but it acts over a very short range, so particles need to be very close to each other to feel its effect.

6. The word "atom" comes from the Greek word for "uncuttable" or "undivided." The name comes from the 5th century BCE Greek philosopher Democritus, who believed matter consisted of particles that could not be cut into smaller particles. For a long time, people believed atoms were the fundamental "uncuttable" unit of matter. While atoms are the building blocks of elements, that can be divided into still smaller particles. Also, nuclear fission and nuclear decay can break atoms into smaller atoms.

7. Atoms are very small. The average atom is about one-tenth of a billionth of a meter across. The largest atom (cesium) is approximately nine times bigger than the smallest atom (helium).

8. Although atoms are the smallest unit of an element, they consist of even tinier particles called quarks and leptons. An electron is a lepton. Protons and neutrons consist of three quarks each.

9. The most abundant type of atom in the universe is the hydrogen atom. Nearly 74% of the atoms in the Milky Way galaxy are hydrogen atoms.

10. You have around 7 billion billion billion atoms in your body, yet you replace about 98% of them every year!

Take an Atom Quiz

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Everything in the world consists of atoms, so it's good to know something about them. Here are 10 interesting and useful atom facts. There are three parts to an atom. Protons have a positive electrical charge and are found together with neutrons (no electrical charge) in the nucleus of each atom.

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PHET simulations - ICT used to allow students to explore the difference between the charges, mass and location of subatomic particles. 

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PHET simulations - ICT used to allow students to explore the difference between the charges, mass and location of subatomic particles. 

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Resources used to explore what an isotope is. 

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Resources used to explore what an isotope is. 

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Brainpop - A website that has a range of resources such as videos and games.

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Atoms are made up of a nucleus, protons and electrons.

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Articles I used to broaden my content knowledge and my understanding of different science pedagogies that could be used.

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Articles I used to broaden my content knowledge and my understanding of different science pedagogies that could be used.

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Resources used to help the students to explore the content.

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Resources used to help the students to explore the content.