FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3
Weeks 1-3

YEAR LEVEL: 8

LEARNING AREA/TOPIC: Chemical Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

ACSSU152

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical
Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural
Understanding

Sustainability

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Students are able to:

1.Identify a compound as
having more than one
type of atom.
2.Construct molecular
models of some
common compounds.
3.Explain different
structures for
compounds, such as
molecular and lattice
structures.
4.Differentiate between
elements and
compounds by their
structure and
observable properties.

Formative
Class discussions,
answers provided and
questions asked by
students
Homework to be
marked
Remedial: Allow
students to use atom
models longer and
further explain clearly
how they represent
Es and Cs.
Skip these students
during reading.
Kinaesthetic activity.
Extension:
Investigate
supramolecular
chemistry and find 3
interesting things they
learned to teacher.
Teach concepts to

Compounds
Intro: Show real examples of different compounds like water, salt,
and some acids/bases from the lab (eg. NaOH, HNO 3) to introduce
the topic. Play YouTube video on chemical compounds.
Body:
1.One by one students are to read a paragraph out loud to the class
from p. 257-260.
2.Bring out enough sets of atom models for one between a pair.
Have them construct at least 3 different compounds (eg. CO 2,
H2O, CO, NaCl, H2, HCl, NaOH)
3.Explain to students using diagrams on board how different
compounds are arranged like lattices, molecules and so on.
Students to copy examples into workbooks.
4.Students to complete Qs5, 6, 8, 11, 13 p. 263. Answers to Q11, 13
are to be discussed in groups of threes. Teacher to facilitate and
extend discussion using key questions. Encourage students to
draw on paper or on whiteboard to help their learning from and
teaching of others.
5.Using their knowledge of compound structures, ask the groups to
combine with another group and assign them a compound. They
will use their bodies to represent the different structures.
Conclusion: Ask students to write down a paragraph on how they
felt being their compound. Think-Pair-Share their reflections then

What are the

differences
between elements
and compounds?
How can we
differentiate
between them?
What can we
observe?

What Is A
Chemical
Compound
https://www.youtube
.com/watch?v=HjMoTthEZ0

Science
Inquiry
Skills

How can we use

our observations
to explain the
different
structures of
different
compounds? (eg.
Salt, water)

Various compound
substances (e.g.
water, salt, sodium
hydroxide, copper
sulphate etc.)
Pearson Science 8
Ch. 7 p. 257-263
Atom models sets
Bitesize:
Compounds
Revision
http://www.bbc.co.uk/b
itesize/ks3/science/ch

another student or
group.

have a class discussion on the topic and what they learned about
the concepts. Homework is choice of one Inquiring question p. 263.
Students are asked to revise the topic using the Bitesize revision
page on compounds.

emical_material_beha
viour/compounds_mixt
ures/revision/2/