Chemistry Lesson Plans - Week 1 - Kumasi PDF

Weekly Learning Plan Subject CHEMISTRY Week 1 Duration 60 minutes Form 1 Strand PHYSICAL CHEMISTRY...

Weekly Learning Plan Subject CHEMISTRY Week 1 Duration 60 minutes Form 1 Strand PHYSICAL CHEMISTRY Sub-Strand Matter and its properties Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems as well as Content Standard explaining the structure of the atom and its stability Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the atom as well as the Learning Outcome(s) stability of its nucleus. Learning Describe chemical processes around us and their application in everyday life. Indicator(s) Essential Question(s) linked to the 1. What prior knowledge do learners have about chemical processes that will help them understand Chemistry in Knowledge Hierarchy aligned with everyday life. the Content Standards and 2. What are the main branches of Chemistry? Learning Indicators 3. Identify at least three importance of Chemistry to the society 4. How will I teach and assess learners on chemical processes around us and their application in everyday life. Pedagogical Strategies Digital learning, Talk-for-life Learning, Think-pair-share, Collaboration and communication etc. Videos of fascinating chemical reactions, slides/ pictures/ charts, projector, labelled cards, computer or laptop/ textbook/ Teaching & Learning Resources learning planner, teacher’s manual etc. Key Notes on Differentiation a) Explain what chemistry is, classify its branches and establish the centrality of chemistry as a science discipline which is related to other science subjects. Content b) Explain what chemistry is, classify its main branches. c) Explain what chemistry is. a) The use of different pedagogical strategies such as Digital learning, Talk-for-life Learning, Think-pair-share, Process b) Collaboration and communication, mixed gender, mixed ability groups and using resources most appropriate to all learners in order to meet their varied learning needs. a) Accept fully the explanation of chemistry, classification of its branches and establishment of the centrality of chemistry as a science discipline which is related to other science subjects Product b) Accept fully the explanation of chemistry and classification of its main branches. c) Accept fully written and oral responses of the explanation of chemistry. Keywords Chemistry, Pure and Applied Chemistry, Physical Chemistry, Organic chemistry, Inorganic chemistry, etc. Assessment DoK aligned to the Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Starter Curriculum and Subject Manual Manual Teacher Activities Learner Activities Introduction: (eg. 10 minutes) Introduction: (eg. 10 minutes) Level 1: Recall; Group Activity - eg. 5min I. Teacher projects a video, pictures/ I. In an all-inclusive class, learners watch a 1.With clicker questions, define Introduce the lesson by asking the charts showing a variety of natural video, pictures/ charts showing a variety of Chemistry. following questions to review and artificial phenomena that can natural and artificial phenomena relevant previous knowledge and be explained by chemistry and ask Level 2: Skills of conceptual deal with misconceptions. learners to watch. that can be explained by chemistry observe, Understanding; 1. What is matter? NB: Teacher should consider the deduce and discuss the meaning of chemistry 2. Distinguish between pure 2. Can matter be changed visually impaired and make provisions and applied chemistry. from one form to another? for them. 3. Distinguish between pure If yes, give examples Learning Activity 1: (eg. 15 minutes) and applied chemistry. Teacher Activity 1: (eg. 15 minutes) Sort a given number of topics and subjects into Use their responses to introduce Use concept map to explain the the branches of chemistry. the meaning of chemistry. branches of chemistry. Learning Activity 2: (eg. 15 minutes) Teacher Activity 2: (eg. 15 minutes) Construct a table to show the relationship Establish that chemistry is related to between chemistry and other subjects (physics, the other science discipline biology, geography etc). Lesson Closure Activity (eg. 10 minutes) I. State two ways by which chemistry is applied in everyday life. II. In your own words, distinguish between Pure and Applied chemistry Reflection & Remarks (After the lesson) 1. What went well during the lesson delivery? 1. The learners were able to understand what chemistry is. 2. The learners were able to show the relationship between chemistry and other sciences. 3. The use of concept map was useful for the lesson and must be sustained.  Weekly Learning Plan Subject CHEMISTRY Week 1 Duration 120 minutes Form 1 PHYSICAL Strand Sub-Strand Matter and its properties CHEMISTRY Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems as well as Content Standard explaining the structure of the atom and its stability Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the atom as well as the Learning Outcome(s) stability of its nucleus. Learning Discuss and explain safety rules and hazard symbols in the laboratory. Indicator(s) Essential Question(s) linked to the 1. What prior knowledge do learners have about safety in the kitchen and their environment that will help them Knowledge Hierarchy aligned with understand safety rules and hazard symbols in the laboratory. the Content Standards and Learning 2. How does safety rules and regulations in the laboratory protect lives and properties. Indicators 3. What is the significance of using symbolic representations to convey hazards? 4. How can I ensure that 21st century skills, GESI issues and SEL are addressed in my choice of pedagogy and instructional resources. Pedagogical Strategies Talk-for-life Learning, Think-pair-share, Collaboration and communication, digital learning Computer, projector, prepared videos and slides on safety, charts of the prohibition, chemical containers or reagents, Teaching & Learning Resources electrical gadgets, personal protective equipment (laboratory coat/aprons, respirator/gas mask, eye shower station, fume chamber) etc. Key Notes on Differentiation Sketch and make a presentation on three (3) chemical hazards. Content Sketch three (3) hazard symbols and explain what they mean. List any three (3) hazard symbols. Do a group presentation using ICT tool Process Think-pair-share Individually list three hazard symbols Product Accept fully three sketched chemical hazards and a presentation in any mode.  Accept fully three sketched chemical hazards and a short explanation on them. Accept fully written and oral responses of any three hazard symbols. Note: Encourage learners who are able to employ an appropriate IT tool for their assessment task. But show appreciation for learners who are unable to afford or competently employ IT in the delivery of their work. Laboratory, Hazards, corrosive, toxic, oxidizing, flammable, explosive, radioactive, irritant personal protective Keywords equipment, etc. Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Assessment DoK aligned to the Starter Subject Manual Curriculum and Subject Manual Teacher Activities Learner Activities Level 1: Recall; Group Activity – e.g. 5min Introduction: (.eg. 10 minutes) Introduction: (eg. 10 minutes) 4.With clicker questions, give two Review learners’ previous (2) examples of personal knowledge of safety in the II. Help learners to organise II. In your pairs or groups, learners watch protective equipment used in the laboratory by showing a short themselves in pairs or groups, then the video and discuss the dos and don’ts chemistry laboratory. video (audiovisual) of wrong show a video of wrong practices in in the chemistry laboratory and hence practices in the kitchen and guide the chemistry laboratory and the rules and regulations that should be Level 2: Skills of conceptual learners to discuss the content provide suitable alternative for followed in the laboratory. Please as you Understanding; after which the lesson is visually impaired learners. carry out your discussions, show respect 5.With safety procedure processes introduced. to others’ views as you interact and explain why it isk not advisable to collaborate with group members. start a car in a closed garage? Level 3: Strategic Teacher Activity 1: (e.g. 15 minutes) Learning Activity 1: (e.g. 15 minutes) thinking/reasoning; Show a chart of the various hazard Using think-pair-share approach examine 6.Mercury is a heavy metal used in symbols to learners in their small and discuss the assay of the chemical illegal mining (galamsey) of gold groups and randomly distribute reagents, electrical gadgets and other in water bodies. It was chemical reagents, electrical gadgets materials under the headings provided. accidentally released into a river and other materials for learners to body. In presentations, what are identify the hazard symbols on them the possible implications on the based on the following headings: health of the people in the Corrosive, toxic, oxidizing, flammable, community. explosive, radioactive, irritant/harmful, biohazards.  Encourage learners to be tolerant and circumspect with their criticisms and commentary on others’ presentations. Learning Activity 2: (e.g. 15 minutes) Teacher Activity 2: (e.g. 15 minutes) Sketch and describe the prohibition signs Provide a worksheet of the prohibition under the headings provided. signs for learners to identify, sketch and describe them under the following headings: (First aid, danger, No smoking, High voltage, etc). Learning Activity 3: (e.g. 15 minutes) Teacher Activity 3: (e.g. 15 minutes) In mixed ability groups design posters Provide learners with pictures of on the need to use the provided and make the personal protective equipment a presentation. and help them design a poster to be pasted at vantage places in the laboratory Lesson Closure Activity (eg. 10 minutes) III. Ask learners to summarize the key words (i.e. safety, hazards and personal protective equipment) in their own words. Reflection & Remarks 1. Which of the safety rules were well understood by the learners? 2. Which personal protective equipment can help mitigate the potential risks of a chosen hazard symbol in the laboratory? 3. Which interactive approach during the lesson delivery helped to demystify hazard symbols and empower learners to recognize and interpret them accurately?  Weekly Learning Plan Subject CHEMISTRY Week 2 Duration 120 Minutes Form 1 Sub- Strand Physical chemistry Matter and its properties Strand Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the Learning Outcome(s) atom as well as the stability of its nucleus Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve Content Standard problems as well as explaining the structure of the atom and its stability Learning a) Explain why chemicals should be stored by compatibility and not alphabetically in the laboratory. Indicator(s) b) Investigate the scientific method of inquiry. a) In what ways does organizing chemicals by compatibility align with regulatory guidelines and best practices for laboratory management? Essential Question(s) linked to the Knowledge b) What potential risks and hazards can arise from storing chemicals alphabetically rather than Hierarchy aligned with the Content Standards considering their compatibility? and Learning Indicators c) How can understanding the properties and reactivity of chemicals influence the decision to store them in a specific manner? Pedagogical Strategies Exploratory learning, Digital learning Videos, slides, projector, computer or laptop, Oxidizing materials, flammable materials, fire extinguisher, Teaching & Learning Resources fire blanket, material for setting fire, Potassium permanganate, glycerol. Key Notes on Differentiation a) Explain the concept of chemical compatibility. b) How do different chemicals react with each other? Content c) Identifying specific examples of incompatible chemical combinations and describe the potential dangers associated with such pairing? a) Create a visual organizer such as chart, infographic, illustrating the differences between storing chemicals by compatibility versus alphabetically. Process b) Assign a research project. c) Facilitate a group discussion or debate. a) Accept fully either orally, written, demonstration by physically categorize and organize model Product chemical containers based on compatibility.  b) Accept fully either orally, written, or visually by presentation explaining the rationale behind organizing chemicals compatibility. c) Accept fully either orally, written or visually by presentation on PowerPoint The analysis of the information and its current and future implications. Keywords Flammable materials, chemical assay, oxidizing materials 1. SHS Chemistry Curriculum 2. Occupational Safety and Health Administration (OSHA)-Hazard Communication. https://www.osha.gov/hazardcommunication 3. Centers for Disease and Prevention (CDC)-Chemical storage.https://www.cdc.gov/niosh/topics/lab- safety/chemical-storage.html 4. National Institute for Occupational Safety and Health (NIOSH)- Chemical Hazards https://www.cdc.gov/niosh/topics/chemicalexposure/ References 5. Australian Government Department of Health-Hazard Symbols https://www.tga.gov.au/hazardsymbols 6. American Psychological. https://www.org/research/methods/scientific-method 7. National Academy of Science.(1998). Teaching about the Scientific method: A guide for schools. National Academy Press 8. Harrison, A.G.,& Treagust, D.F. (2016). Teaching and Learning the Nature of Science and Scientific Inquiry: An International Review of Science Education. Springer Main Activities drawing on Concepts, Skills and Competencies to reinforce as in the Subject Manual Assessment DoK aligned to the Curriculum and Subject Manual Starter Teacher Activity Learner Activity  Introduction: 20 Minutes Introduction: 20 Minutes You are in the school chemical store or Divide learners into four (4) mixed ability groups laboratory. and visit the school chemical store or chemistry laboratory to observe how chemicals are stored. Observe and record how the chemicals are Teacher Activity 1: 20 Minutes stored a) In learners four (4) mixed ability groups. Learning Activity 1: 20 Minute Activity: 10 Minutes b) Provide each group with a variety of chemical labels or cards. a) In your existing groups. b) You are provided with variety of Level 1: Through questions and c) Ask them to sort the chemicals initially chemical labels and cards, answers, review learners’ c) Sort out chemicals and arrange them State any two (2) previous knowledge on: alphaabetically and then discuss any potential issues or dangers with this method. alphabetically and discuss any active components of a Safety rules and hazard potential issues or dangers associated Class B fire extinguisher with this method. symbols in the laboratory. d) Each group present their findings. d) Group presentation of findings. Level 2: Leaning activity 2: 30 Minutes Explain why potassium Teacher Activity 2: 30 Minutes a) watch the video showing an permanganate should a) Learners watch a video showing an uncontrollable or violent reaction not be stored near a uncontrollable or violent reaction between between chemicals right next to each flammable substance. chemicals right next to each other. E.g., other. hydrogen peroxide and hydrazine, or, oxidizing materials and flammable materials, acetic acid b) In your existing groups, explain why and nitric acid or reaction between potassium chemicals should be stored by Level 3: permanganate and glycerol. compatibility and not alphabetically in the laboratory. Explain why water b) In mixed ability groups, explain why should not be used to put chemicals should be stored by compatibility Learning Activity 3: 25 Minutes off oil fires. and not alphabetically in the laboratory You are to given 15 minutes:  Teacher Activity 3: 25 Minutes a) How to put out small fire using fire blanket and fire extinguisher. Using think – pair - share approach, discuss b) Pair up with a colleague and discuss with and practice how to put out small fire using him or her how to put out small fire using fire blanket and fire extinguisher fire blanket and fire extinguisher. c) Share your ideas or solution with the lass Lesson Closure Activity: 15 Minutes Recap and Review: Summarize the main concepts covered in the lesson, such as the dangers of storing chemical alphabetically and steps involved in putting out small fire using fire blanket and fire extinguisher. Discuss the significance of why carbon dioxide is used for fire extinguishers. Reflection & Remarks (After the lesson)  Weekly Learning Plan Subject CHEMISTRY Week 2 Duration 120 mins Form 1 Strand Physical chemistry Sub-Strand Matter and its properties Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the atom as Learning Outcome(s) well as the stability of its nucleus Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems Content Standard as well as explaining the structure of the atom and its stability Learning c) Explain why chemicals should be stored by compatibility and not alphabetically in the laboratory. Indicator(s) d) Investigate the scientific method of inquiry. Essential Question(s) linked to the a) What is chemical compatibility, and how does it affect storage practices? Knowledge Hierarchy aligned with the b) How does proper chemical storage practices contribute to overall laboratory safety? Content Standards and Learning c) How can individuals contribute to maintaining a safe chemical storage environment? Indicators Pedagogical Strategies Exploratory learning, Digital learning Videos, slides, projector, computer or laptop, Oxidizing materials, flammable materials, fire extinguisher, fire Teaching & Learning Resources blanket, material for setting fire, Potassium permanganate, glycerol. Key Notes on Differentiation a) Describe, explain and perform some basic chemical reaction (a piece of sodium in water) Content b) Define, discuss and explain chemical compatibility and its importance. c) Explore methods for categorizing chemicals based on compatibility. a) In groups, list at least three (3) laboratory storage practices after a visit to the school chemical store or chemistry laboratory to observe how chemicals are stored. b) Do group discussion on sample of a video showing an uncontrollable or violent reaction between chemicals right next to each other. E.g., hydrogen peroxide and hydrazine, or, oxidising materials and flammable, Process materials, acetic acid and nitric acid or reaction between potassium permanganate and glycerol. c) Using think-pair-share approach, discuss and practice how to put out small fire using fire blanket and fire extinguisher.  a) Accept fully oral or written description of at least three (3) laboratory storage practices. b) Accept fully oral or written description of how uncontrolled laboratory reactions could lead to potential Product accidents. c) Accept fully in-person/actual demonstration, oral or written demonstration and explanations on how to put out small fire using fire blanket and fire extinguisher. Keywords Flammable materials, chemical assay, oxidizing materials 9. SHS Chemistry Curriculum 10. Occupational Safety and Health Administration (OSHA)-Hazard Communication. https://www.osha.gov/hazardcommunication 11. Centers for Disease and Prevention (CDC)-Chemical storage.https://www.cdc.gov/niosh/topics/lab- safety/chemical-storage.html 12. National Institute for Occupational Safety and Health (NIOSH)- Chemical Hazards https://www.cdc.gov/niosh/topics/chemicalexposure/ References 13. Australian Government Department of Health-Hazard Symbols https://www.tga.gov.au/hazardsymbols 14. American Psychological. https://www.org/research/methods/scientific-method 15. National Academy of Science. (1998). Teaching about the Scientific method: A guide for schools. National Academy Press 16. Harrison, A.G., & Treagust, D.F. (2016). Teaching and Learning the Nature of Science and Scientific Inquiry: An International Review of Science Education. Springer Assessment DoK aligned Main Activities drawing on Concepts, Skills and Competencies to reinforce as in the Starter to the Curriculum and Subject Manual Subject Manual Teacher Activity Learner Activity Welcome and establish a Introduction: (50 minutes) Level 1: Introduction: (50 minutes) positive learning environment I: Form a group of 5 students each to make a State any two (2) active I. Guide the class to form small groups, ensuring for learners. total of 10 groups. components of a Class B each group has a mix of skills and strengths. Briefly discuss the significance fire extinguisher Encourage learners to show respect for of safety in a laboratory. individual diverse views as they interact and Introduce the topic: "Chemical collaborate in their groups. Storage: Compatibility vs. Level 2: Alphabetical." Explain why potassium II: Lead each group to visit the school chemical II: Observe carefully as you move around permanganate should not store or chemistry laboratory to observe how school chemical store or chemistry be stored near a flammable chemicals are stored. laboratory and take note on how chemicals substance. are stored in the chemical store and chemistry laboratory. Level 3: Explain why water should III. Projects a sample video showing an not be used to put off oil uncontrollable or violent reaction between III: Watch video showing an uncontrollable fires. chemicals right next to each other. E.g., or violent reaction between chemicals right hydrogen peroxide and hydrazine, or, oxidising next to each other. E.g., hydrogen peroxide materials and flammable, materials, acetic acid and hydrazine, or, oxidising materials and and nitric acid or reaction between potassium flammable, materials, acetic acid and nitric permanganate and glycerol. Encourage learners acid or reaction between potassium to be tolerant and circumspect with the views permanganate and glycerol. Watch video with shared by others. wrap attention and pay attention to all important details. Please be tolerant and circumspect with others and make sure you respect the views or ideas shared by others as you watch the video. Teacher Activity 1: (30 minutes) Learning Activity 1: (30 minutes) I: Provide time for groups conduct a group I: Choose a leader to lead the group and activity where learners categorize a set of explore on common laboratory chemicals common laboratory chemicals based on based on compatibility. Create a visually compatibility. appealing presentation or poster that covers Discuss the outcomes and reasoning behind their key concepts on the best chemical storage choices. Instruct learners to create a visually practices. appealing presentation or poster that covers key concepts on the best chemical storage practices. II: Collaborates with one another and II: Encourage collaboration within the group to discuss ways of making a cohesive ensure a cohesive presentation. Discuss how presentation on your assigned duty. learners present complex ideas to the rest of the class. III: Guide each group to prepare a 5-7 minute III: Prepare a 5–7minute presentation presentation describing improper laboratory describing improper laboratory storage storage practices from sample video showing an practices from the sample video and provide uncontrollable or violent reaction(s) and provide how solutions on how such reactions could solutions on how such reactions could have been have been avoided by taking into acount avoided by taking into acount safety and safety and compatibility. compatibility. Teacher Activity 2: 30 minutes Learning Activity 2: 30 minutes I: Instruct each group to presents their findings I: Present their findings and allow time for in a presentation from, covering key concepts, questions and answers. using ICT tools, charts or pictures. Allow time for questions and discussions after each presentation. II. Facilitate a class discussion. In an all- II: Oral responses by individuals or in inclusive class discussion, leads the class to groups discuss the various acceptable ways of chemical storage and compatibility rules.  III: Evaluates group presentations based on III. Submit presentation charts/pictures/slides content accuracy, clarity, engagement, and the etc. effectiveness of the interactive element. Encourage peer feedback to foster collaboration and improvement. Lesson Closure Activities (10 minutes) I: Summarize key points: chemical reactions, compatibility, risks of alphabetical storage, and the benefits of compatibility-based storage. Emphasize the role of each individual in maintaining a safe laboratory environment. Encourage questions and provide additional resources for further exploration. II: Provide a list of common chemicals and their compatibility groups. Assign a brief quiz or homework assignment to assess understanding. III. Share relevant articles, safety guidelines, and case studies for further reading. IV: Invite learners to share their thoughts on the lesson. Provide constructive feedback and address any questions, concerns or misconceptions. Reflection & Remarks (After the lesson) Subject CHEMISTRY Week 2 Duration 120mins Form 1 Physical Strand Sub-Strand Matter and its properties chemistry Use the knowledge and understanding of the scientific practices in chemistry to explain Learning Outcome(s) the structure of the atom as well as the stability of its nucleus Demonstrate understanding of the scientific practices in chemistry using relevant acquired Content Standard skills to solve problems as well as explaining the structure of the atom and its stability a) Explain why chemicals should be stored by compatibility and not alphabetically in Learning the laboratory. Indicator(s) b) Investigate the scientific method of inquiry. a) Why is the scientific method of inquiry importance and how is it applicable in our daily lives and activities? Essential Question(s) linked to the b) How can a scientist, engineer, medical practitioner, industrialist, pharmaceutical Knowledge Hierarchy aligned with industries etc use the knowledge of scientific method of inquiry to solve everyday the Content Standards and Learning problem? Indicators c) How can scientist, engineer, medical practitioner, industrialist, pharmaceutical industries etc. use the knowledge of scientific method of inquiry make prediction of the future or tomorrow’s livelihood? Pedagogical Strategies Exploratory learning, Digital learning Teaching & Learning Resources Videos, slides, projector, computer or laptop, the paper card game, Key Notes on Differentiation Content a) Review the meaning of Scientific method of inquiry and its application in our daily lives and activities.  b) Provide an exemplified problem each in the field of science, engineering, medicine, industry and provide their scientific method of inquiry processes in solving the problem in the various field. c) Provide samples of information from research (Results) through exploration in the various field of science, engineering, medicine, industry and predict the future out the information or data provided. a) 1. Discuss the meaning of scientific method of inquiry, state or list in order the scientific method of inquiry and examples of the application of scientific method of inquiry in our everyday lives. b) 2. State exemplified problem each in the field of science, engineering, medicine, industry and identify the scientific method of inquiry processes that would be used Process in solving the problem. c) 3. Explore and Analyze samples of information from research (Results) in the various field of science, engineering, medicine, industry and predict the negative and positive influences of the results on the livelihood of the current generation and the future generations. a) 1. Accept fully either orally, written, demonstration by the used of card game the stated or listed order of the scientific method of inquiry and associated applicable problems in our everyday lives. b) 2. Accept fully either orally, written, or visually by presentation stated exemplified Product problem in the field of science, engineering, medicine, industry and the use of scientific method of inquiry processes in solving the problem. c) 3. Accept fully either orally, written or visually by presentation on PowerPoint. The analysis of the information and its current and future implications. Keywords observation, hypothesis, prediction, experiment, results, data 17. SHS Chemistry Curriculum References 18. Occupational Safety and Health Administration (OSHA)-Hazard Communication. https://www.osha.gov/hazardcommunication  19. Centers for Disease and Prevention (CDC)-Chemical storage.https://www.cdc.gov/niosh/topics/lab-safety/chemical-storage.html 20. National Institute for Occupational Safety and Health (NIOSH)- Chemical Hazards https://www.cdc.gov/niosh/topics/chemicalexposure/ 21. Australian Government Department of Health-Hazard Symbols https://www.tga.gov.au/hazardsymbols 22. American Psychological. https://www.org/research/methods/scientific-method 23. National Academy of Science.(1998). Teaching about the Scientific method: A guide for schools. National Academy Press 24. Harrison, A.G.,& Treagust, D.F. (2016). Teaching and Learning the Nature of Science and Scientific Inquiry: An International Review of Science Education. Springer Assessment DoK Main Activities drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the Starter Subject Manual Curriculum and Subject Manual Teacher Activity Learner Activity ACTIVITY: ACTIVITY 1: 30mins ACTIVITY 1: 10mins 5mins Introduction: INTRODUCTION: Introduce the I. Form a four (4) member group and assign a lesson by I. Ask learners to groups themselves in name of your choice to the group. Such as asking the mixed groupings and also respect each Critical thinkers, the intellectuals, Great minds, question that other’s decision. etc. follow to review their previous II. Discuss by asking the meaning of II. Discuss in groups the meaning of scientific Level 2: knowledge; scientific method of inquiry. method of inquiry. Outline and explain each of the 1. Describe any III. Introduce the card games (Distribute III. Arrange the cards in order of the use of the steps involved in problem cards with the inscriptions of the scientific method of inquiry in solving scientific the scientific identified scientific method of inquiry; Make problems in the society. And then present to the method. within his or observations, formulate a question, class as a group. Distinguish her immediate develop a hypothesis, conducting between dependent environment. experiments, Collect and analyze data, and independent IV. Give at least one example of the application variable in draw conclusions and communicate of application of scientific method of inquiry in planning scientific results) and present as a group to the our everyday lives. investigation. class. IV. Discuss some examples of the application of application of scientific method of inquiry in our everyday lives. ACTVITY 2: 25mins ACTIVITY 2: 10mins I. Discussion in groups and develop variety or I. Present variety of sample problems search for problems within the various fields within the various fields such as such as Science (Chemistry), Engineering Science (Chemistry), Engineering (Environmental engineering, Chemical (Environmental engineering, Chemical engineering, Biomedical engineering, etc.), engineering, Biomedical engineering, Pharmaceutical industry, etc. that is within or etc.), Pharmaceutical industry, etc. and outside the immediate environment or elsewhere. Level 4: discuss the scientific method of inquiry You are at a camp that would be used to solve the and the only water problem. available is muddy II. In groups present the results of the discussion. water in a river. Design an experiment which  will enable you to II. Ask groups to present their results of obtain clean/clear ACTIVITY 3: 25mins the discussion. water from the I. Explore and analyse in groups samples of muddy water. ACTIVITY 3: 10mins explored information of research work and I. Present variety of samples of explored results within the various fields such as Science information of research work and (Chemistry), Engineering (Environmental results within various fields such as engineering, Chemical engineering, Biomedical Science (Chemistry), Engineering engineering, etc.), Pharmaceutical industry, etc. (Environmental engineering, Chemical and making predictions to the future implications engineering, Biomedical engineering, from the results applying the scientific methods etc.), Pharmaceutical industry, etc. and of inquiry processes. discuss the scientific method of inquiry that would be used to solve the problem. II. In mixed groupings present findings from the II. Ask learners to present their findings explored information in the various fields. either orally, written, or visually using ICT tools. Lesson Closure ACTIVITY: 10mins a) Ask learners to state in order the scientific methods of inquiry in solving scientific problems in the community either orally, written, by visual presentation, or by demonstration using the card game. b) Ask learners to describe how to use the scientific method of inquiry to solve their own stated and selected real world problems. Reflection & Remarks (After the lesson) REFLECTION: What was the strength of the lesson? What was the weakness of the lesson? What could I have done better if am given the opportunity to teach the lesson again? Remarks:  Weekly Learning Plan Subject CHEMISTRY Week 3 Duration 120mins Form 1 Sub- Strand Physical chemistry Matter and its properties Strand Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the atom Learning Outcome(s) as well as the stability of its nucleus Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems Content Standard as well as explaining the structure of the atom and its stability a) Identify the main postulates of Dalton's atomic theory and explain the weaknesses of the theory. Learning b) Describe the cathode ray experiment and alpha particles scattering experiment and identify the Indicator(s) weaknesses of J. J. Thomson and Rutherford's models of the atom Essential Question(s) linked a) What prior knowledge do learners have about the atom? to the Knowledge Hierarchy b) What is the relevance of Dalton’s atomic theory in modern science? aligned with the Content c) What did Thompson’s model of the atom explain that previous model did not? Standards and Learning d) How did the results of Rutherford’s experiment differ from what was expected? Indicators Pedagogical Strategies Activity-Based Learning, Digital learning Teaching & Learning Videos, slides, projector, computer or laptop. Resources Key Notes on Differentiation a) List the subatomic particles discovered by J.J. Thompson and Rutherford. b) Deduce the strengths and weaknesses of Dalton’s atomic theory. Content c) Construct a model to represent the atom based on analysis gathered from both J.J. Thompson’s and Rutherford’s experiment? The use of different pedagogical strategies such as digital learning, talk-for- life learning, think pair- Process store, collaboration and communication, mixed gender, mixed ability groups, and using resources most appropriate to all learners in order to meet their varied learning needs.  a) Accept oral or written correct response of the subatomic particle discovered by J.J. Thompson and Rutherford. b) Accept oral and written presentations that outline the strengths and weaknesses of Dalton’s atomic Product theory. c) Accept oral presentations as well as a sketch of the atom based on analysis gathered from both J.J. Thompson’s and Rutherford’s experiment. Keywords Cathode rays, alpha particles, model, postulate 1. SHS Chemistry Curriculum 2. Zumdall, S.S., & DeCoste (2017). Chemistry. Cengage Learning 3. Chang, R. (2017). Chemistry. McGraw-Hill Education 4. Tro, N.J., (2017) Chemistry: A Molecular Approach. Pearson Education. 5. Atkins,P.W., & de Paula, J. (2017) Atkins’ Physical Chemistry. Oxford University Press. References 6. Encyclopaedia Britannica. https://www.britannica.com/science/atomictheory 7. ThoughtCo. H: https:www.thoughtco.com/dalton’s-atomic-theory-373357 8. Encyclopaedia Britannica. https:www.britannica.com/event/Thompson-discovery-of-the-electron 9. Encyclopaedia Britannica https://www.britannica.com/science/Rutherford-atomic-model Assessment DoK aligned to Main Activities drawing on Concepts, Skills and Competencies to Starter the Curriculum and Subject reinforce as in the Subject Manual Manual Teacher Activity Learner Activity Introduction (10 minutes) Introduction (10 minutes) a) In your own words, state Group activity- 7 mins Project a sample picture of John Dalton In an all-inclusive class, watch a the main postulates of Start the lesson by asking the and short video clips on the history of an short video clip on Dalton’s Dalton's atomic theory. following questions to review atom. atomic theory and takes down b) Deduce the strengths relevant previous knowledge: notes on important information and weaknesses of a. What is matter? from the clip. Dalton's atomic theory. b. What is matter made up of? c. List some properties of matter. Teacher Activity 1 (20 minutes)  - In a mixed ability groups, teacher Learning Activity 1 (20 guides learners to discuss and minutes) share their ideas from the videos of - Collaborate with one Dalton’s atomic theory and also another and discuss prepare 5 minutes presentation. Dalton’s postulates of the atomic theory and their - Teacher encourage learners to limitations. show respect to individual diverse views as they interact and - Prepare 5 minutes collaborate in their groups. presentation on your findings. - Teacher instruct each group to present their findings in - Present group findings. c) Which subatomic presentation form particles did Thomson include in the plum- Teacher Activity 2 (18 minutes) pudding model of the In mixed-ability groups, Learning Activity 2 (18 atom? - Use simulation videos and charts minutes) to investigate J. J. Thompson's - Watch the videos and d) Deduce experimental cathode ray experiment and the charts on J.J. Thompson’s evidence Thompson properties of cathode rays under experiment and take down used for each of the the following headings: important points. following statements: a. Effect in a magnetic field, i. Electrons b. Effect in electric field - Collaborate with one have a c. Effect on photographic plate. another and discuss your negative observations. charge. - Teacher assists learners to discuss ii. ii. their observations - Construct a model to Atoms of represent the atom. all - Teacher encourage learners to elements show respect to individual diverse - In a presentation, display contain views as they interact and observations and a electrons. collaborate in their groups. diagram of the atom  modelled made from the - Teacher guides learners to group discussion. describe the structure of the atom based on analysis of the evidence gathered from J.J. Thompson's cathode ray experiment, e) How did the results of - Teacher allows each group to the Rutherford’s gold present their findings in a foil experiment differ presentation form. from his expectations? Teacher Activity 3 (50 minutes) In a mixed-ability groups, Learning Activity 3 (50 - Use chart to illustrate and video to minutes) show and describe Rutherford's - Watch the videos and alpha scattering experiment. charts on Rutherford's alpha scattering - Teacher assists learners to discuss experiment and take down their observations important points. - Teacher encourage learners to - Collaborate with one show respect to individual diverse another and discuss your views as they interact and observations. collaborate in their groups. - Construct a model to - Teacher guides learners to represent the atom. describe the structure of the atom based on analysis of the evidence In a presentation, display gathered from Rutherford's alpha observations and a scattering experiment. diagram of the atom modelled made from the group discussion.  - Teacher allows each group to present their findings in a presentation form. Closure Activity (15 minutes) 1. State the main postulates of Dalton’s atomic theory 2. In your own words describe the atom as proposed by Dalton and J.J. Thompson Reflection & Remarks (After the lesson) i. What went well during the lesson delivery? ii. Did the videos and charts aid in the lesson delivery? iii. What could be done differently when delivering this lesson another time?  Weekly Learning Plan Subject CHEMISTRY Week 4 Duration 120 Minutes Form 1 Sub- Strand Physical chemistry Matter and its properties Strand Use the knowledge and understanding of the scientific practices in chemistry to explain the structure Learning Outcome(s) of the atom as well as the stability of its nucleus. Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to Content Standard solve problems as well as explaining the structure of the atom and its stability a) State the main postulates of Bohr's planetary theory and explain the importance of the Learning quantum numbers to the electron structure of the atom. Indicator(s) b) Apply Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity to write electron configuration of the first thirty elements of the periodic table. a) In what ways did the Bohr’s model contribute to our understanding of the atomic structure and the behaviour of electrons in atom? Essential Question(s) linked to the b) In what ways do models, such as the Bohr model aid in explaining the structure of the atom, Knowledge Hierarchy aligned with the and how does this model help to explain the importance of the quantum numbers to the Content Standards and Learning electron structure of the atom? Indicators c) What role do electrons play in determining the stability and chemical properties of atoms, and how can this knowledge be utilized to write the electron configuration by the application of Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity? Pedagogical Strategies Group Learning, Activity-based Learning, Digital learning Teaching & Learning Resources Videos, slides, projector, computer or laptop, models, counters, markers, cardboards, worksheets. Key Notes on Differentiation a) Describe Bohr’s model of the atom b) Explain Quantum numbers Content c) Describe the principle of Aufbau, Pauli and Hund d) Electron configuration and stability of atoms a) Digital learning Process b) Group discussions  c) Group presentation a) Accept correct description of the Bohr’s model of the atom and sketch of Bohr’s model of the atom Product b) Accept correct description of Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity. c) Accept fully written electron configuration of the first thirty (30) elements Keywords Degenerate orbitals, quantum numbers, electron configuration a) SHS Chemistry Curriculum. b) Zumdall, S.S., & DeCoste (2017) Chemistry. Cengage Learning. c) Chang, R. (2017). Chemistry. McGraw-Hill Education. d) Tro, N. J.(2017) Chemistry: A Molecular Approach. Pearson Education. References e) Encyclopaedia Britannica. https://britannica.com/science/Bohr-atomic-model f) https://www.khanacademy.org/science/physics/quantum- physics g) Encyclopaedia Britannica. https://www.britannica/science/Pauli’s-exclusion principle Assessment DoK Main Activities drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the Starter Subject Manual Curriculum and Subject Manual Teacher Activity Learning Activity Introduction: 5 Minutes Level 1 Group Activity: Introduction: 5 Minutes 5 Minutes Projects a video, pictures/ charts showing the Copy and complete Introduce the lesson by In an all-inclusive class, learners watch a Bohr’s model of the atom and asks learners to the table below: asking the following video, pictures/ charts showing the Bohr’s watch. questions to review planetary model of the atom to deduce and NB: Consider the visually impaired and make relevant previous discuss the Bohr’s model of the atom Su Maxi Num provisions for them. knowledge: bsh mum ber Learning Activity 1: 10 Minutes ell numbe of 1. Describe the r of orbit similarities between the In your groups, discuss to explore the electr als Teacher Activity 1: 10 Minutes solar system concept of Bohr’s planetary model and the ons Rutherford’s model of In a mixed ability group, facilitate learners to key postulates, such as fixed energy levels s the atom. discuss in order to explore the concept of Bohr's and quantized angular momentum. planetary model and the key postulates, such as p Use their responses to fixed energy levels and quantized angular introduce the postulates momentum. Learning Activity 2: 10 Minutes d of Bohr's planetary theory. In your groups, draw Bohr's model for a Teacher Activity 2: 10 Minutes specific element: hydrogen, helium, lithium, Level 2: sodium, argon or calcium. In a mixed ability group, ask learners to draw Draw the s and p – p- Bohr's model for a specific element (e.g. hydrogen Include the nucleus, electron orbit and orbitals and state the or helium). energy level. difference between Each group will present their drawings to them. Emphasize on including the nucleus, electron the class. orbits, and energy levels. Each group should present their drawings to the class. Learning Activity 3: 10 Minutes In an all-inclusive class, teacher lead a discussion on the limitations of Bohr's Teacher Activity 3: 10 Minutes model and its applicability to hydrogen-like species only. Lead a class discussion on the limitations of Bohr's model, such as its applicability to hydrogen-like species only. Learner Activity 4: 20 Minutes In an all-inclusive class, teacher lead a discussion on the concept of quantum Teacher Activity 4: 20 Minutes numbers and their importance in modern atomic theory and also, explain the four Introduce the concept of quantum numbers and quantum numbers (n, l, m, s) and their their importance in modern atomic theory. roles in defining electron properties. Briefly explain the four quantum numbers (n, l, m, s) and their roles in defining electron properties. Learning Activity 5: 20 Minutes In your various groups, you have been provided with specific quantum number. Create visual representation or model explaining your assigned quantum number. Teacher Activity 5: 20 Minutes Discuss how these quantum numbers contribute to defining the electron’s Assign each group a specific quantum number (n, l, position, energy level, orbital shape and m, or s). spin. Instruct groups to create visual representations or models explaining their assigned quantum number. Emphasize how these numbers contribute to Learning Activity 6: 20 minutes defining the electron's position, energy level, orbital shape, and spin. In your various groups: present your visual representation and explanation of the assigned quantum number. Learning Activity 7: 10 Minutes Teacher Activity 6: 20 Minutes In your various group, you are to apply quantum numbers to write electron Each group presents their visual representation and configurations. explanation of their assigned quantum number. Encourage questions and discussions from the class. Teacher Activity 7: 10 Minutes  Provide a set of simple quantum number problems for individual or group practice. Encourage students to apply quantum numbers to write electron configurations. Closure Activity: 10mins a) Recap and Review: Summarize the main concepts covered in the lesson, such as stating the main postulates of Bohr's planetary theory and the limitations. b) Concept Mapping: Assign students to create concept maps summarizing the importance of the quantum numbers to the electron structure of the atom. c) Reflection and Future Connections: Ask students to reflect on what they have learned throughout the lesson and consider how this knowledge can be applied in the distribution of electrons in an atom. Reflection & Remarks (After the lesson)  Weekly Learning Plan Subject CHEMISTRY Week 4 Duration 120 Minutes Form 1 Sub- Strand Physical chemistry Matter and its properties Strand Use the knowledge and understanding of the scientific practices in chemistry to explain the Learning Outcome(s) structure of the atom as well as the stability of its nucleus. Demonstrate understanding of the scientific practices in chemistry using relevant acquired Content Standard skills to solve problems as well as explaining the structure of the atom and its stability c) State the main postulates of Bohr's planetary theory and explain the importance of the quantum numbers to the electron structure of the atom. Learning b) Apply Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum Indicator(s) multiplicity to write electron configuration of the first thirty elements of the periodic table. a) In what ways did the Bohr’s model contribute to our understanding of the atomic structure and the behaviour of electrons in atom? b) In what ways do models, such as the Bohr model aid in explaining the structure of the Essential Question(s) linked to the atom, and how does this model help to explain the importance of the quantum Knowledge Hierarchy aligned with the numbers to the electron structure of the atom? Content Standards and Learning c) What role do electrons play in determining the stability and chemical properties of Indicators atoms, and how can this knowledge be utilized to write the electron configuration by the application of Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity. Pedagogical Strategies Group Learning, Activity-based Learning, Digital learning Videos, slides, projector, computer or laptop, models, counters, markers, cardboards, Teaching & Learning Resources worksheets. Key Notes on Differentiation a) Describe Bohr’s model of the atom Content b) Explain Quantum numbers  c) Describe the principle of Aufbau, Pauli and Hund and electron configuration and stability of atoms a) Digital learning Process b) Group discussions c) Group presentation a) Accept correct description of the Bohr’s model of the atom and sketch of Bohr’s model of the atom Product b) Accept correct description of Aufbau’s principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity. c) Accept fully written electron configuration of the first thirty (30) elements. Keywords Degenerate orbitals, quantum numbers, electron configuration 1. SHS Chemistry Curriculum. 2. Zumdall, S.S., & DeCoste (2017) Chemistry. Cengage Learning. 3. Chang, R. (2017). Chemistry. McGraw-Hill Education. 4. Tro, N. J.(2017) Chemistry: A Molecular Approach. Pearson Education. References 5. Encyclopaedia Britannica. https://britannica.com/science/Bohr-atomic model 6. https://www.khanacademy.org/science/physics/quantum- physics 7. Encyclopaedia Britannica. https://www.britannica/science/Pauli’s-exclusion principle Assessment DoK Main Activities drawing on Concepts, Skills and Competencies to reinforce as in aligned to the Starter the Subject Manual Curriculum and Subject Manual Teacher Activity Learning Activity Group Activity Introduction:(20 minutes) Introduction: 20 minutes Level 3: Start the lesson by Research from the internet, books and In your new groups: Research using ICT Use these terms to asking varied other sources about Aufbau’s principle, tools on construct a concept questions to review Pauli's exclusion principle and Hund's rule a) Aufbau’s principle, map that organizes the previous knowledge of maximum multiplicity b) Pauli's exclusion principle major ideas of this on the main postulates c) Hund's rule of maximum chapter: Aufbau's of Bohr's planetary multiplicity principle, energy level, theory and its Teacher Activity 1:(30 minutes) d) quantum mechanical relationship with the Learning Activity 1: (30 minutes) model, Hund's rule of quantum numbers. i. Form three large groups, and let maximum multiplicity, learners do presentation on the following: In your various groups, do class Pauli exclusion presentations on the following and show to principle, electron Use their responses to Aufbau's Principle and the order in which express electron configurations using configuration introduce the orbitals are filled in a given element. a). s, p, d notation. principles involved b). electrons in boxes method. Level 1 the filling of atomic Pauli's Exclusion principle and Write the electron orbitals. Hund’s rule of Maximum multiplicity. configuration of the Learners are to show to express electron Group 1: following elements configurations using Aufbau's Principle and the order in which using the ‘electron-in- orbitals are filled in a given element. boxes’ method: a). s, p, d notation. (a) nitrogen b). electrons in boxes method. Group 2: (b) neon Pauli's Exclusion principle (c) chlorine (d) calcium Group 3: Hund’s rule of Maximum Level 3 Teacher Activity 2 (30 minutes) multiplicity. Write the electron configuration of the i. Learners watch a video demonstrating Learning Activity 2 (30 minutes) following elements: the process of filling atomic orbitals. scandium, chromium i. Watch the projected video, take note of and copper using the process of filling atomic orbitals a) the s, p, d notation, b) the ‘electron-in-box’ ii. In groups, assign each group a set of method. elements from the first thirty on the periodic table. Let them apply the rules ii. In your various groups, apply the rules and principles to write electron and principles to write electron configuration of the first thirty elements of configuration of the provided elements and the periodic table and their ions. their ions. Teacher Activity 3 (20 minutes)  Facilitate a class discussion on Learning Activity 3 (20 minutes) d) All the irregularities in writing In your groups: Discuss the following electron configurations. e) The differences in stability between a) All the irregularities in writing fully filled, half-filled and partially electron configurations. filled orbitals in subshells. b) The differences in stability between fully filled, half-filled and partially filled orbitals in subshells. Closure Activity: (10minutes) a) Recap and Review: Summarize the main concepts covered in the lesson, such as stating the three principles involved in the filling atomic orbitals. b) Concept Mapping: Provide an extension exercise where groups exchange their sets of elements and determine the electron configurations for the new set. c) Reflection and Future Connections: Ask students to reflect on what they have learned throughout the lesson and consider how this knowledge can be applied in the distribution of electrons in an atom. Reflection & Remarks (After the lesson)  Weekly Learning Plan Subject CHEMISTRY Week 5 Duration 120 min Form 1 Strand Physical chemistry Sub-Strand Matter and its properties Use the knowledge and understanding of the scientific practices in chemistry to explain the structure of the atom Learning Outcome(s) as well as the stability of its nucleus Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve Content Standard problems as well as explaining the structure of the atom and its stability Learning Describe radioactivity, the properties of radiations and compare isotopes based on their stability as well as their Indicator(s) applications in everyday life. Essential Question(s) linked a) How do unstable nuclei undergo radioactive decay to achieve a more stable state? to the Knowledge Hierarchy b) How does the stability of isotopes relate to their nuclear structure? aligned with the Content c) How are isotopes used in various applications, such as medical imaging, radiocarbon dating, and Standards and Learning nuclear power, and what criteria make certain isotopes more suitable for specific purposes? Indicators Pedagogical Strategies Whole class discussion, Problem – solving approach, think-pair-share approach Teaching & Learning Videos, slides, projector, computer or laptop, worksheets, calculator, markers, worksheets. Resources Key Notes on Differentiation a) Describe radioactivity. Content b) List the types of radiations and state properties of each type of radiation. c) Discuss the applications of radioactivity in everyday life. a) Individually research to find the types of radiations and state their properties Process b) Do group discussion on sample of a video describing radioactivity. c) Do a group presentation using ICT tools a) Accept fully oral or written description of radioactivity. Product b) Accept fully oral or written description of the correct types of radiations and their properties,  c) Accept fully oral or written explanations on the practical applications of radioactivity in everyday life such as medical imaging, radiocarbon dating, and nuclear power, Keywords Isotopes, carbon dating, radioactivity 1. SHS Chemistry Curriculum 2. Gross, J.H. (2015). Mass Spectrometry: A textbook. Springer. 3. McLafferty, F.W., & Turecek, F. (1993). Interpretation of mass spectra. University Science Books 4. Skoog, D.A., Holler, F, J., & Crouch, S.R. (2017). Principles of Instrumental Analysis. Cengage Learning 5. Knoll, G.F., (2010). Radiation detection and measurement. John Wiley & Sons. 6. International Atomic Energy Agency. (2019). Application of Nuclear Technique. References https://www.iaea.org/topics/applications-of-nuclear-techniques 7. https://wwww.epa.gov/radiation/radioisotopes-environment 8. Keller, C., & Nornberg, P. (2018). Radioactivity. In Encyclopedia of Geochemistry (pp 1-3). Springer. https://doi.org/10.1007/978-3-1-319-39312-4_348-1 9. Pomme, S., et al (2014). Half-life. In Fundamentals of Nuclear Science and Engineering (3rd ed.,pp. 129- 155) Springer-Verlag. https://doi.org/10.0007/978-3-642-40719-6_5 Assessment DoK aligned to the Starter Main Activities drawing on Concepts, Skills and Competencies to reinforce as in the Subject Manual Curriculum