• Quick retrieval from earlier learning (The reactivity series and displacement). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Reactivity series (most reactive first): potassium, sodium, calcium, magnesium, aluminium (aluminum), zinc, iron, copper, silver, gold. If aluminium (aluminum) is added to a solution of silver sulfate, will a displacement reaction happen? (yes / no) → yesPrompt: A more reactive metal displaces a less reactive metal from its compound.
2. Iron is extracted from iron oxide by heating it with carbon. Why does this work? (Heat alone splits iron oxide / Carbon is more reactive than iron, so it removes the oxygen / Iron is more reactive than carbon / Carbon is a metal) → Carbon is more reactive than iron, so it removes the oxygenPrompt: This is a type of displacement (reduction).
3. Reactivity series (most reactive first): potassium, sodium, calcium, magnesium, aluminium (aluminum), zinc, iron, copper, silver, gold. If calcium is added to a solution of zinc sulfate, will a displacement reaction happen? (yes / no) → yesPrompt: A more reactive metal displaces a less reactive metal from its compound.

• Drop an antacid tablet in water (or show a clip) and ask whether a new substance is being made.
• Share the objective: How metals are extracted from their ores. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How is iron usually obtained?
• Step 1: Metals less reactive than carbon can be extracted by heating their oxides with carbon.
• Step 2: So the answer is: reduction with carbon
• Answer: reduction with carbon
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. How is aluminium usually obtained? (electrolysis / reduction with carbon / found as the native metal) → electrolysisPrompt: Compare the metal's position in the reactivity series with carbon.
2. Phytomining grows plants on land containing low-grade copper ore. How does it work? (Plants dig up the ore / Plants turn copper into gold / Plants release copper gas / Plants absorb copper compounds; they are burned and copper is extracted from the ash) → Plants absorb copper compounds; they are burned and copper is extracted from the ashPrompt: Plants take up metal ions through their roots.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. How is lead usually obtained? (electrolysis / reduction with carbon / found as the native metal) → reduction with carbonPrompt: Compare the metal's position in the reactivity series with carbon.
2. Phytomining grows plants on land containing low-grade copper ore. How does it work? (Plants absorb copper compounds; they are burned and copper is extracted from the ash / Plants turn copper into gold / Plants release copper gas / Plants dig up the ore) → Plants absorb copper compounds; they are burned and copper is extracted from the ashPrompt: Plants take up metal ions through their roots.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.