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SHS 2 Chemistry 1st Semester Week 1 Lesson Plan

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Weekly Learning Plan
Subject	Chemistry	Week	1
Duration	60 minutes	Form	SHS 2
Strand	PHYSICAL CHEMISTRY	Sub-Strand	MATTER AND ITS PROPERTIES
Learning Outcome(s)	2.1.1.LO.1 - Describe the different energy changes that occur as a result of reorganization of atoms 2.1.1.LO.2 - Use the concept of chemical kinetics to explain that chemical reactions proceed at different rates depending on their conditions and design experiment to investigate these conditions
Content Standard	2.1.1.CS.1
Learning Indicator(s)	2.1.1.LI.1 - Demonstrate knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at different rates. Explain the various standard enthalpy changes that occur and carry out calculations to determine them. Demonstration: Use hot water in a bottle to demonstrate and come out with the meaning of the terms chemical system, surrounding and distinguish between open, closed and isolated systems Collaborative Learning: • In small-mixed ability groups, (a). Discuss the meaning of chemical energy, enthalpy and enthalpy changes during chemical reaction. (b). Explain that chemical reactions are accompanied by enthalpy changes that can be exothermic or endothermic and give examples. • Watch video to reinforce the concept of endothermic and exothermic reactions. Activity-Based Learning: • Draw a simple enthalpy profile diagram to show endothermic and exothermic reactions. • Explain the following terms: standard enthalpy change of reaction, standard enthalpy change of formation, standard enthalpy change of combustion, standard enthalpy change of neutralization, standard enthalpy of solution and hydration. • Carry out calculations to determine their value and discuss their importance
Lesson Focus	Demonstrate knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at different rates.
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 that energy changes occur in chemical reactions as a result of reorganization of atoms at different rates. 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 that energy changes occur in chemical reactions as a result of reorganization of atoms at different rates. Explain the various standard enthalpy changes that occur and carry out calculations to determine them. Demonstration: Use hot water in a bottle to demonstrate and come out with the meaning of the terms chemical system, surrounding and distinguish between open, closed and isolated systems Collaborative Learning: • In small-mixed ability groups, (a). Discuss the meaning of chemical energy, enthalpy and enthalpy changes during chemical reaction. (b). Explain that chemical reactions are accompanied by enthalpy changes that can be exothermic or endothermic and give examples. • Watch video to reinforce the concept of endothermic and exothermic reactions. Activity-Based Learning: • Draw a simple enthalpy profile diagram to show endothermic and exothermic reactions. • Explain the following terms: standard enthalpy change of reaction, standard enthalpy change of formation, standard enthalpy change of combustion, standard enthalpy change of neutralization, standard enthalpy of solution and hydration. • Carry out calculations to determine their value and discuss their importance? 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 Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration 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 knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at 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 knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at.	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 knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at.	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 knowledge and understanding that energy changes occur in chemical reactions as a result of reorganization of atoms at and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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