Ghana curriculum lesson note
SHS 1 Chemistry 2nd Semester Week 7 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 7 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | SYSTEMATIC CHEMISTRY OF THE ELEMENTS | Sub-Strand | PERIODICITY |
| Learning Outcome(s) | 1.2.1.LO.1 - Describe and explain the trends of periodic properties on the periodic table | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.2 - Demonstrate knowledge and understanding of how periodic properties change with atomic number and principal quantum number. Use the electron configuration of elements to determine their position on the periodic table. Activity-Based Learning: Independently, write the electron configuration of the first thirty elements based on the orbital notation. Collaborative Learning: In pairs, classify the elements according to the following categories: • The blocks (s, p, d) • Groups (IUPAC system and the roman numeral system). • The period in which the element belongs. • Metals, semi-metals and non-metals. • Describe the physical properties (hardness, density, melting point, boiling point and physical state) and chemical properties of some representative elements (groups 1, 2 and the noble gases). • Make a design of the periodic table in pairs | ||
| Lesson Focus | Demonstrate knowledge and understanding of how periodic properties change with atomic number and principal quantum number. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and understanding of how periodic properties change with atomic number and principal quantum number. 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 Demonstrate knowledge and understanding of how periodic properties change with atomic number and principal quantum number. Use the electron configuration of elements to determine their position on the periodic table. Activity-Based Learning: Independently, write the electron configuration of the first thirty elements based on the orbital notation. Collaborative Learning: In pairs, classify the elements according to the following categories: • The blocks (s, p, d) • Groups (IUPAC system and the roman numeral system). • The period in which the element belongs. • Metals, semi-metals and non-metals. • Describe the physical properties (hardness, density, melting point, boiling point and physical state) and chemical properties of some representative elements (groups 1, 2 and the noble gases). • Make a design of the periodic table in pairs? 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 Gas preparation apparatus or diagrams where available Particle-model materials Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration materials Periodic-table chart Orbital/electron-configuration diagrams or modelling materials pH indicators/meters or charts where available Titration/solution preparation apparatus where appropriate | ||
| 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 how periodic properties change with atomic number and principal quantum number 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 how periodic properties change with atomic number and principal quantum number. | 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 how periodic properties change with atomic number and principal quantum number. | 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 how periodic properties change with atomic number and principal quantum number 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
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