Соқтығысу теориясы мен белсендіру энергиясы 11 сынып

Long-term plan unit: 11.2C - Kinetics

School: NIS Uralsk

Date:

Teacher name: Altyn Kunakbayeva

Grade: 11 (7 group)

Number present:

absent:

Theme of the lesson

Collision theory and activation energy

Learning objectives that are achieved at this lesson (Subject Program me reference)

- understand the importance of energy in gas and liquid collisions: the Maxwell Boltzmann distribution and activation energy

Lesson objectives

1)Explain main principles of the Collision theory

2) Describe 4 factors which affect to the rate of reaction

3) Explain using the collision theory how surface area affects the rate of a reaction

Success criteria

Name 4 factors which affect to the rate of reaction

Explain why this change in conditions would lead to more successful collisions between the reacting particles

explain which factor affect to the reaction

explain why people should not crush up their tablets using collision theory principles

Analyse news and explain it using the collision theory

Language objectives

Language learning objective

Learners can:

express orally and in writing cause-effect relationships and describe dependencies

Subject-specific vocabulary & terminology

molar volume, ideal gas, collision, activation, distribution, exponential, coefficient, exponent, proportionality, activated complex, order, heterogeneous, homogeneous, catalyst, catalysis, regenerated, active site

Useful sets of phrases for dialogue and writing:

The rate of this reaction depends on…

Increasing (decreasing) the concentration of … increases (decreases) …

The effect of the catalyst is to …

… is proportional to …

Values instilled at the lesson

MISSION

Intellectual development

Integration into the world community

Application of Sciences

VISION

Leadership Development

Development of social responsibility

Development of critical thinking

Willingness to make the world a better

VALUE

Well being

Respect

Cooperation

Lifelong Learning

Cross-curricular links

Medicine

ICT skills

Interactive Board

Previous learning

Material from the high school

11.1A

11.1B

11.1C

11.2B

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(T, W) Class greetings.

(G) Activity “Science Taboo”

Aim: to revise main key terms from previous lesson

Task: Student divide in two groups. The goal is to get teammates to guess the word you are describing, but there’s a list of words you can’t say.

Students’ action: one student explain key term to his groups, while others need to guess this word

Teacher’s action: check the observance of the rules of the game

Success criteria: student

Can explain key terms according to “States of matter” topic

Assessment: student-student

App.1

Science taboo cards

Middle

(T, W) “Scrambled words” (CLIL Communication Principle)

Aim: to introduce topic of the lesson

Task: The letters of a key word will appear on the board but they are not in the right order. Students need to guess a word. Then explain Activation energy and show at the graph line of activation energy.

Student’s action: discuss in class and identify key terms and activation energy

Success criteria:

-guess key terms

-explain activation energy term

-show at the diagram activation energy

Assessment: self-assessment

“Filling gaps”

Aim: using key terms on collision theory

Task: using key terms on collision theory student fill free gaps and explain his answer

Teacher’s action: help by guiding questions if students will have misunderstandings

Assessment: self-assessment

(W)”Think – Pair-Share” (CLIL Content Principle)

Aim: to revise which factors affect to the rate of reaction

Task: students have 3 minutes to think of different ways that the conditions of a reaction could be changed that would cause the rate of reaction to increase.

Success criteria: student

Name 4 factors which affect to the rate of reaction

Explain why this change in conditions would lead to more successful collisions between the reacting particles

Teacher’s action: scaffold students if they will have misunderstandings

Assessment: self-assessment / teacher

(I)Article writing (CLIL Cognition and Culture Principle)

Aim: to analyse reading material and writing article

Task: Write an article explaining why people should not crush up their tablets.

Teacher’s action: give individually 1 variant of the news to a student

Success criteria: student

-explain which factor affect to the reaction

-explain why people should not crush up their tablets using collision theory principles

-use key terms in his article

Assessment: student-student

Ppt

App. 2 worksheet

App.2 worksheet

App.3 template

App. 4 news

Students’ Reflection

Aim: to make conclusion to the lesson

Student’s action: glue stickers on the success criteria at the smart board which they had achieved and then share with classmates by their ideas

Teacher’s action: Teacher give exit ticket to everyone

ppt

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

All students explain collision theory and activation energy

Most of the students recall and determine factors effecting to a rate of a reaction

Some students write full article according to success criteria

Student-student assessment

Student-teacher assessment

Rules of Technics of Safety at chemistry room

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?