Ghana curriculum lesson note
SHS 1 Chemistry 2nd Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 4 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | PHYSICAL CHEMISTRY | Sub-Strand | MATTER AND ITS PROPERTIES |
| Learning Outcome(s) | 1.1.1.LO.1 - Use the knowledge and understanding of the scientific practices in Chemistry to explain the structure of the atom as well as the stability of its nucleus 1.1.1.LO.2 - Use the mole concept to determine the amount and quantity of various substances involved in chemical reactions 1.1.1.LO.3 - Write mole ratios for chemical equations and apply it in quantitative analysis 1.1.1.LO.4 - Use the kinetic theory of matter to explain the behaviour of solids, liquids and gases under different conditions and describe the laboratory preparation of gases as well as their uses in everyday life | ||
| Content Standard | 1.1.1.CS.1 1.1.1.CS.2 1.1.1.CS.3 | ||
| Learning Indicator(s) | 1.1.1.LI.3 - Perform tests on water-soluble compounds to identify ions based on the solubility rules. Talk for Learning: Brainstorm to explain the solubility rules and predict the effect of precipitating agents on some ions. Inquiry-Based Learning: In mixed gender grouping where applicable, • Design and perform experiment to test for the presence of the following cations (Al3+, Ca2+, Cu2+, Fe2+, Fe3+, Zn2+, Pb2+, NH4+) using NaOH(aq) and NH3(aq) as precipitating reagents, • Design and perform tests to identify and describe the behaviour of the following anions (CO32-, Cl-, Br-, I-, NO3-, SO32-, SO42-, S2-) • Design and perform an experiment to determine the presence of salt using the grid method | ||
| Lesson Focus | Perform tests on water-soluble compounds to identify ions based on the solubility rules. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Perform tests on water-soluble compounds to identify ions based on the solubility rules. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What chemical model, relationship, evidence or calculation is central to Perform tests on water-soluble compounds to identify ions based on the solubility rules. Talk for Learning: Brainstorm to explain the solubility rules and predict the effect of precipitating agents on some ions. Inquiry-Based Learning: In mixed gender grouping where applicable, • Design and perform experiment to test for the presence of the following cations (Al3+, Ca2+, Cu2+, Fe2+, Fe3+, Zn2+, Pb2+, NH4+) using NaOH(aq) and NH3(aq) as precipitating reagents, • Design and perform tests to identify and describe the behaviour of the following anions (CO32-, Cl-, Br-, I-, NO3-, SO32-, SO42-, S2-) • Design and perform an experiment to determine the presence of salt using the grid method? How can laboratory observations, particle models, equations, graphs or quantitative data be used to explain the chemistry? How can the chemical principle from this lesson be applied to predict the behaviour of a new substance or reaction? | ||
| Pedagogical Strategies | Think-Pair-Share Collaborative Learning Problem-Solving Experimental/Practical Learning Digital/Simulation-Based Learning Model-Based Learning | ||
| Teaching & Learning Resources | Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table MATERIALS Worksheets, Simulations (PHET), video, virtual laboratory can be used here. Warm and cold water Sugar Common salt Thermometer Beaker Tripod stand Salts containing desired cations or anions, Test tubes Wash bottle Gauze Source of heat Excel sheet Graph Distilled water Bench solutions, Dropper CHARTS Chart of the solubility rules | ||
| Key Notes on Differentiation | |||
| Content | Use particle diagrams, colour-coded equations, formula prompts, worked examples and simplified data tables for learners who need support. Extend advanced learners with multi-step calculations, unfamiliar data, mechanism/property comparisons or more demanding analytical interpretation. | ||
| Process | Use mixed-ability grouping with rotating roles such as apparatus manager, recorder, calculator, safety monitor and presenter during practical/problem-solving work. Where apparatus or chemicals are unavailable, use curriculum-aligned simulations, videos, virtual laboratories, data sets and teacher demonstrations without changing the learning objective. | ||
| Product | Allow evidence such as balanced equations, calculations, graphs, molecular/particle models, practical reports, chromatogram interpretations, comparison tables or oral explanations. Assess chemical accuracy, safe procedure, correct units/notation, quantitative reasoning, evidence interpretation and ability to justify conclusions. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Answer structured questions and identify one everyday application of the concept. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a diagram, specimen, data set or everyday situation connected to perform tests on water-soluble compounds to identify ions based on the solubility rules and ask learners what they observe. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Use a labelled diagram, model, experiment, data table or safe demonstration to explain perform tests on water-soluble compounds to identify ions based on the solubility rules. | Observe carefully, record key terms and answer oral questions. | Ask learners to identify the key feature, variable, process or relationship. |
| Activity 220 minutes | Guide groups to observe, classify, measure, compare or explain evidence related to perform tests on water-soluble compounds to identify ions based on the solubility rules. | Work in groups to complete the observation, classification, measurement or explanation task. | Review group responses for accurate science vocabulary and evidence. |
| Activity 310 minutes | Give a new case, data set or observation and ask learners to predict or explain the outcome. | Apply the concept to the new case and support the answer with evidence. | Use an exit task that asks for a prediction, explanation or calculation. |
| Lesson Closure | Summarise perform tests on water-soluble compounds to identify ions based on the solubility rules and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Chemistry 2nd Semester Lessons
Week 1Sub-strand: EQUILIBRIAWeek 2Sub-strand: EQUILIBRIAWeek 3Sub-strand: EQUILIBRIAWeek 4 (current)Week 5Sub-strand: MATTER AND ITS PROPERTIESWeek 6Sub-strand: PERIODICITYWeek 7Sub-strand: PERIODICITYWeek 8Sub-strand: BONDINGWeek 9Sub-strand: BONDINGWeek 10Sub-strand: BONDINGWeek 11Sub-strand: BONDINGWeek 12Sub-strand: BONDINGWeek 13Sub-strand: CHARACTERISATION OF ORGANIC COMPOUNDSWeek 14Sub-strand: CHARACTERISATION OF ORGANIC COMPOUNDSWeek 15Sub-strand: ORGANIC FUNCTIONAL GROUPSWeek 16Sub-strand: ORGANIC FUNCTIONAL GROUPS