Ghana curriculum lesson note
SHS 3 Chemistry 1st Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 9 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | PHYSICAL CHEMISTRY | Sub-Strand | EQUILIBRIA |
| Learning Outcome(s) | 3.1.2.LO.1 - Use the knowledge in pH to distinguish between solutions that are acidic, neutral or basic 3.1.2.LO.2 - Use your knowledge and understanding of concepts in hydration and hydrolysis to determine the types of salts 3.1.2.LO.3 - Use the understanding of hydrolysis of salts to decide on suitable indicator as well as plot and interpret titration curves 3.1.2.LO.4 - Describe oxidation and reduction reactions and apply their principles to electrochemical cells as well as their importance in everyday life | ||
| Content Standard | 3.1.2.CS.1 3.1.2.CS.2 3.1.2.CS.3 3.1.2.CS.4 | ||
| Learning Indicator(s) | 3.1.2.LI.1 - Demonstrate understanding of concepts of hydrolysis of salt in the choice of indicators based on titration curves. Explain acid-base indicator, determine a suitable indicator for a titration and draw graphs to represent titration. Collaborative Learning: • In mixed gender-based groups, discuss acid-base indicators, their nature and their respective working ranges. • Discuss the suitable indicator for an acid-base titration reaction taking into consideration the nature of the acid and base involved, the type of salt formed and the working range of acid-base indicators. Exploratory Learning: Work in groups to explore the use of different indicators for undertaking titrations in the laboratory. Activity-Based Learning: Draw or sketch an acid-base titration curve and indicate the appropriate indicator for: a. Strong acid against a strong base b. Strong acid against a weak base c. Weak acid against a strong base d. Weak acid against a weak base | ||
| Lesson Focus | Demonstrate understanding of concepts of hydrolysis of salt in the choice of indicators based on titration curves. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of concepts of hydrolysis of salt in the choice of indicators based on titration curves. 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 understanding of concepts of hydrolysis of salt in the choice of indicators based on titration curves. Explain acid-base indicator, determine a suitable indicator for a titration and draw graphs to represent titration. Collaborative Learning: • In mixed gender-based groups, discuss acid-base indicators, their nature and their respective working ranges. • Discuss the suitable indicator for an acid-base titration reaction taking into consideration the nature of the acid and base involved, the type of salt formed and the working range of acid-base indicators. Exploratory Learning: Work in groups to explore the use of different indicators for undertaking titrations in the laboratory. Activity-Based Learning: Draw or sketch an acid-base titration curve and indicate the appropriate indicator for: a. Strong acid against a strong base b. Strong acid against a weak base c. Weak acid against a strong base d. Weak acid against a weak base? 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 Inquiry/Analytical Learning | ||
| Teaching & Learning Resources | Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table Acid-base indicators Acidic substance Basic substance Beaker Graph board 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 concepts of hydrolysis of salt in the choice of indicators based on titration curves 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 concepts of hydrolysis of salt in the choice of indicators based on titration curves. | 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 concepts of hydrolysis of salt in the choice of indicators based on titration curves. | 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 concepts of hydrolysis of salt in the choice of indicators based on titration curves and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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