• 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 calcium is added to a solution of iron 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? (Carbon is a metal / Carbon is more reactive than iron, so it removes the oxygen / Iron is more reactive than carbon / Heat alone splits iron oxide) → 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 magnesium 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.

• 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 iron 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. In a blast furnace, iron oxide is heated with carbon (coke). What happens to the iron oxide? (It turns into carbon / It is oxidised: oxygen is added / It melts and stays as iron oxide / It is reduced: oxygen is removed) → It is reduced: oxygen is removedPrompt: Reduction can mean loss of oxygen.

• 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. Extracting metals: which statement is NOT true? (Carbon can reduce zinc oxide to zinc. / Gold is found uncombined because it is very unreactive. / Life cycle assessments compare the environmental impact of products. / Reduction always means adding oxygen.) → Reduction always means adding oxygen.Prompt: Is aluminium above or below carbon in reactivity?
2. Bioleaching uses bacteria to extract copper. What is a drawback? (It needs huge amounts of electricity / It releases large amounts of carbon monoxide / It only works on gold / It is slow and can produce toxic leachate) → It is slow and can produce toxic leachatePrompt: Bacteria work slowly.

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