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SHS 3 Chemistry 2nd Semester Week 10 Lesson Plan

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Weekly Learning Plan
Subject	Chemistry	Week	10
Duration	60 minutes	Form	SHS 3
Strand	CHEMISTRY OF CARBON COMPOUNDS	Sub-Strand	ORGANIC FUNCTIONAL GROUPS
Learning Outcome(s)	3.3.2.LO.1 - Explain structure, preparation, properties of alkanoic acid derivatives and lipids as well as their uses in everyday life 3.3.2.LO.2 - Explain the structure, preparation, properties of polymers and their uses in everyday life
Content Standard	3.3.2.CS.1 3.3.2.CS.2
Learning Indicator(s)	3.3.2.LI.2 - Explain structure, properties and uses of fats and oils in everyday life. Collaborative Learning: • In gender-based groups where applicable, write general molecular formula for a fat molecule. • Model the structures of saturated and unsaturated fat and state the differences in structure and physical properties between them. • State some sources of fats and oils • Explain why fats and oils are triglycerides and write an equation for the formation of a generalized glyceride molecule from long chain fatty acid and glycerol. • Apply the concept of iodine number to determine the unsaturation of a fat. • Discuss the reactions of fats and oils under the following headings: a. Hydrolysis using alkaline solution (saponification) or acidic b. Conditions or using enzymes c. Catalytic hydrogenation (margarine production) d. Rancidity Experiential Learning: • In small mixed-ability groups, carry out experiments to prepare soap using local materials and discuss ways of improving upon the quality of the soap prepared. • Write a generalized structure for soap and outline the processes used in soap production. Talk for Learning: • Distinguish between soapy detergent and soapless detergents and describe how they act as grease-removing agents. • State the advantages of a soapless detergent over soapy detergent
Lesson Focus	Explain structure, properties and uses of fats and oils in everyday life.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Explain structure, properties and uses of fats and oils in everyday life. 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 Explain structure, properties and uses of fats and oils in everyday life. Collaborative Learning: • In gender-based groups where applicable, write general molecular formula for a fat molecule. • Model the structures of saturated and unsaturated fat and state the differences in structure and physical properties between them. • State some sources of fats and oils • Explain why fats and oils are triglycerides and write an equation for the formation of a generalized glyceride molecule from long chain fatty acid and glycerol. • Apply the concept of iodine number to determine the unsaturation of a fat. • Discuss the reactions of fats and oils under the following headings: a. Hydrolysis using alkaline solution (saponification) or acidic b. Conditions or using enzymes c. Catalytic hydrogenation (margarine production) d. Rancidity Experiential Learning: • In small mixed-ability groups, carry out experiments to prepare soap using local materials and discuss ways of improving upon the quality of the soap prepared. • Write a generalized structure for soap and outline the processes used in soap production. Talk for Learning: • Distinguish between soapy detergent and soapless detergents and describe how they act as grease-removing agents. • State the advantages of a soapless detergent over soapy detergent? 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 MATERIALS Molecular models 250 ml beakers Concentrated tetraoxosulphate (VI) acid Ethanoic acid Brine Heat source 500 ml beakers Test tube racks Test tubes Scientific calculators Formula/equation cards or worksheets 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 structure, properties and uses of fats and oils in everyday life 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 structure, properties and uses of fats and oils in everyday life.	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 structure, properties and uses of fats and oils in everyday life.	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 structure, properties and uses of fats and oils in everyday life and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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