Ghana curriculum lesson note
SHS 2 Chemistry 2nd Semester Week 8 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 8 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | CHEMISTRY OF CARBON COMPOUNDS | Sub-Strand | FUNCTIONAL GROUP CHEMISTRY |
| Learning Outcome(s) | 2.3.2.LO.1 - Explain the source, structure, nomenclature, properties, uses of the various classes of organic compounds and the test for their functional groups | ||
| Content Standard | 2.3.2.CS.1 | ||
| Learning Indicator(s) | 2.3.2.LI.1 - Demonstrate knowledge and understanding of source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their functional groups. Explain the nomenclature, structure, properties and everyday uses of alkanes. Activity-Based Learning: Prior to the lesson, find out about the general formula, properties and nomenclature of alkanes and other hydrocarbons. Talk for Learning: • In a whole class discussion, talk about organic reactants (saturated, unsaturated compounds, electrophiles, nucleophiles, free radicals), types of organic reactions, factors that affect organic reactions, homolytic and heterolytic fission, functional groups and isomerism (chain, position, functional group, geometrical isomerism) • Generate the formulae and structure of the first 10 members of the alkanes series using their general molecular formula. Activity-Based Learning: • Model each isomer of alkane (C4 and C5). • Apply IUPAC rules to name straight chain (C1 – C10) and branched chain alkanes up to C6. Inquiry-Based Learning: • Investigate the physical properties of alkanes such as melting points, boiling points, density, volatility and solubility. • Explain the low reactivity of alkanes in terms of bond enthalpies and bond polarity. • Describe using equations, complete and incomplete combustion reactions of alkanes and discuss the effect of their products to the environment (greenhouse effect and global warming), release of CO and the use of catalytic converter to minimize the pollution. Collaborative Learning: • Discuss the effect of other products of burning fuel (formation of acid rain). • Describe using equations, the reactions of methane with chlorine. Discuss the effect of the product (CFCs) on ozone layer. • Discuss free radical mechanism of the reaction of methane and chlorine. • Discuss cracking and reformation of alkanes | ||
| Lesson Focus | Demonstrate knowledge and understanding of source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their functional groups. | ||
| 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their functional groups. 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their functional groups. Explain the nomenclature, structure, properties and everyday uses of alkanes. Activity-Based Learning: Prior to the lesson, find out about the general formula, properties and nomenclature of alkanes and other hydrocarbons. Talk for Learning: • In a whole class discussion, talk about organic reactants (saturated, unsaturated compounds, electrophiles, nucleophiles, free radicals), types of organic reactions, factors that affect organic reactions, homolytic and heterolytic fission, functional groups and isomerism (chain, position, functional group, geometrical isomerism) • Generate the formulae and structure of the first 10 members of the alkanes series using their general molecular formula. Activity-Based Learning: • Model each isomer of alkane (C4 and C5). • Apply IUPAC rules to name straight chain (C1 – C10) and branched chain alkanes up to C6. Inquiry-Based Learning: • Investigate the physical properties of alkanes such as melting points, boiling points, density, volatility and solubility. • Explain the low reactivity of alkanes in terms of bond enthalpies and bond polarity. • Describe using equations, complete and incomplete combustion reactions of alkanes and discuss the effect of their products t? 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 Worked-Example Fading | ||
| Teaching & Learning Resources | Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table Scientific calculators Formula/equation cards or worksheets Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration materials Molecular/bonding models or improvised model materials Chromatography/distillation diagrams or apparatus where available Molecular structure cards/models 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their. | 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their. | 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 source, structure, nomenclature, properties and uses of organic compounds as well as the characteristic test for their 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 2 Chemistry 2nd Semester Lessons
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