Basic 9 Science Term 1 Week 2 Lesson Plan

Provide a hint or riddle for one of the compounds you will discuss today, and have learners guess what it is. Example: “I season my food with this white powder, but it's not sugar. What am I?” Answer: Table Salt Share learning indicators and introduce the lesson. Place a water molecule, salt crystal, a piece of iron, and a battery on different corners of a table

Concrete-resource task: Set out these resources for each group: Table salt sample; Water in a beaker; Printed particle-model cards. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. Divide the learners into small groups. Provide each group with samples or images of the various materials. Ask learners to discuss and identify each material based on their prior knowledge. Once identified, provide the actual names of the compounds in each material: - Table salt: Sodium Chloride (NaCl) - Water: Dihydrogen Monoxide (H2O) - Vinegar: Acetic Acid (C2H4O2) Note: not binary but can be used for contrast - Fuel (example: gasoline): various hydrocarbons Note: complex mixture - Soap: Sodium or Potassium salts of fatty acids Note: varies by soap - Detergents: varies by detergent (Sodium dodecylbenzenesulfonate can be an example) - Marble: Calcium Carbonate (CaCO3) - Fertilizers: varies (Ammonium nitrate NH4NO3 can be an example) Discuss the common uses of each material in our daily life.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson. Summarize the lesson by reiterating the importance of understanding the fundamental building blocks of matter

Ask: "What do these items have in common, and how might they be different on a microscopic level?" This will set the context for the lesson

Learners examine the Table salt sample and Water in a beaker and use the Printed particle-model cards to identify the particles or elements represented in familiar compounds. Now that learners know the names of the compounds, ask them to identify the elements found in each. Example: Sodium chloride (NaCl) contains sodium (Na) and chlorine (Cl). Learners write the names and chemical symbols of the constituent elements in a simple table. Using the Printed particle-model cards, learners distinguish an element from a compound by identifying whether the model contains one type of atom or two or more different types of atoms chemically combined. In groups, learners identify familiar binary compounds such as sodium chloride, water, carbon (IV) oxide and magnesium oxide and state one common use of each. They also identify examples that are not binary compounds and explain why. Assessment: 1. What is a compound? 2. What is the chemical symbol for sodium? 3. Name one binary compound commonly found at home and state the elements it contains. 4. Why is a compound containing more than two different elements not classified as a binary compound?

Emphasize the fascinating world of compounds and how even the tiniest differences can lead to vastly different properties Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson

Share learning indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Coloured bottle tops; Wooden sticks; Printed particle-model cards. Learners use the coloured bottle tops as atoms and the wooden sticks as bonds, then compare their models with the printed particle-model cards or lattice diagram. Using a Venn diagram or a chart, have learners compare and contrast the properties of different binary chemical compounds based on their composition. Consider properties like solubility, conductivity, melting point, etc. Engage in a discussion about why certain compounds share properties and why some are vastly different. Provide learners with modeling kits or craft materials like colored balls (for atoms) and sticks (for bonds). Assessment 1. What is the primary difference between an element and a compound? 2. If a substance is made up of two types of atoms bonded together, is it a molecule or a compound? Justify your answer. 3. Write the molecular formula for iron (II) sulphide. 4. Based on your models, how do the bonds in water differ from those in carbon (IV) oxide?

Take feedback from learners and summarize the lesson.