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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Midterm |
||||||||
| 2 | 1 |
Inorganic Chemistry
|
The Periodic Table - Stability of Atoms
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of atomic stability - Describe how atoms achieve stability - Appreciate the role of valence electrons in stability |
- Discuss with peers the stability of atoms
- Research on the octet rule - Explain why atoms lose or gain electrons |
How do atoms achieve stability?
|
- Chemistry Learner's Book
- Digital devices - Charts showing stable configurations - Periodic table |
- Oral questions
- Written exercises
- Observation
|
|
| 2 | 2 |
Inorganic Chemistry
|
The Periodic Table - Formation of Cations
|
By the end of the
lesson, the learner
should be able to:
- Define the term cation - Explain how cations are formed - Draw diagrams showing cation formation |
- Predict the type of ion formed from electron arrangement
- Draw diagrams showing loss of electrons - Practise writing electron configuration of cations |
What are cations and how are they formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Periodic table |
- Written exercises
- Oral questions
- Practical assessment
|
|
| 2 | 3 |
Inorganic Chemistry
|
The Periodic Table - Formation of Cations
|
By the end of the
lesson, the learner
should be able to:
- Define the term cation - Explain how cations are formed - Draw diagrams showing cation formation |
- Predict the type of ion formed from electron arrangement
- Draw diagrams showing loss of electrons - Practise writing electron configuration of cations |
What are cations and how are they formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Periodic table |
- Written exercises
- Oral questions
- Practical assessment
|
|
| 2 | 4 |
Inorganic Chemistry
|
The Periodic Table - Formation of Anions
|
By the end of the
lesson, the learner
should be able to:
- Define the term anion - Explain how anions are formed - Draw diagrams showing anion formation |
- Predict anion formation from electron arrangement
- Draw diagrams showing gain of electrons - Practise writing electron configuration of anions |
What are anions and how are they formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Periodic table |
- Written exercises
- Oral questions
- Observation
|
|
| 2 | 5 |
Inorganic Chemistry
|
The Periodic Table - Electron Arrangement of Ions (s and p notation)
|
By the end of the
lesson, the learner
should be able to:
- Write electron arrangement of ions using s and p notation - Compare electron configuration of atoms and their ions - Show interest in representing ionic structures |
- Write electron arrangement of ions using s and p notation
- Compare electron configuration before and after ion formation - Present findings on ionic electron configurations |
How do we represent the electron configuration of ions?
|
- Chemistry Learner's Book
- Digital devices - Periodic table - Charts showing ionic configurations |
- Written exercises
- Oral questions
- Group discussions
|
|
| 3 | 1 |
Inorganic Chemistry
|
The Periodic Table - Definition of Valency
|
By the end of the
lesson, the learner
should be able to:
- Define the term valency - Determine valency from electron configuration - Relate valency to group number |
- Discuss with peers the relationship between valency and oxidation number
- Infer valency from electron arrangement - Practise determining valency of elements |
What is valency and how is it determined?
|
- Chemistry Learner's Book
- Periodic table - Digital devices - Charts showing valencies |
- Oral questions
- Written exercises
- Observation
|
|
| 3 | 2 |
Inorganic Chemistry
|
The Periodic Table - Oxidation Numbers
|
By the end of the
lesson, the learner
should be able to:
- Define oxidation number - Distinguish between valency and oxidation number - Appreciate the use of oxidation numbers in Chemistry |
- Discuss the meaning of oxidation number
- Compare valency and oxidation number - Research on elements with variable oxidation numbers |
What is the relationship between valency and oxidation number?
|
- Chemistry Learner's Book
- Periodic table - Digital devices - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 3 | 3 |
Inorganic Chemistry
|
The Periodic Table - Oxidation Numbers
|
By the end of the
lesson, the learner
should be able to:
- Define oxidation number - Distinguish between valency and oxidation number - Appreciate the use of oxidation numbers in Chemistry |
- Discuss the meaning of oxidation number
- Compare valency and oxidation number - Research on elements with variable oxidation numbers |
What is the relationship between valency and oxidation number?
|
- Chemistry Learner's Book
- Periodic table - Digital devices - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 3 | 4 |
Inorganic Chemistry
|
The Periodic Table - Variable Oxidation Numbers
|
By the end of the
lesson, the learner
should be able to:
- Identify elements with variable oxidation numbers - Write different oxidation states of transition metals - Appreciate the versatility of some elements |
- Discuss elements with variable oxidation numbers
- Research on oxidation states of iron and copper - Practise naming compounds using Roman numerals |
Why do some elements have variable oxidation numbers?
|
- Chemistry Learner's Book
- Periodic table - Digital devices - Charts showing oxidation states |
- Oral questions
- Written exercises
- Observation
|
|
| 3 | 5 |
Inorganic Chemistry
|
The Periodic Table - Common Radicals and Their Valencies
|
By the end of the
lesson, the learner
should be able to:
- Define the term radical - Identify common radicals and their valencies - Show interest in learning about compound ions |
- Discuss the meaning of radicals
- Research on common radicals and their charges - Create a table of common radicals |
What are radicals and why are they important in Chemistry?
|
- Chemistry Learner's Book
- Digital devices - Charts showing common radicals - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 4 | 1 |
Inorganic Chemistry
|
The Periodic Table - Writing Chemical Formulae (Simple Compounds)
|
By the end of the
lesson, the learner
should be able to:
- Write formulae of simple binary compounds - Apply valency in writing formulae - Appreciate the systematic naming of compounds |
- Practise writing formulae of compounds using valencies
- Apply the criss-cross method - Write formulae of oxides and chlorides |
How do we write chemical formulae using valencies?
|
- Chemistry Learner's Book
- Digital devices - Periodic table - Charts showing compound formulae |
- Written exercises
- Oral questions
- Observation
|
|
| 4 | 2 |
Inorganic Chemistry
|
The Periodic Table - Writing Chemical Formulae (Compounds with Radicals)
|
By the end of the
lesson, the learner
should be able to:
- Write formulae of compounds containing radicals - Apply brackets correctly when writing formulae - Show accuracy in writing chemical formulae |
- Practise writing formulae of compounds with radicals
- Write formulae of hydroxides, sulphates, and carbonates - Verify formulae using total charges |
How do we write formulae of compounds containing radicals?
|
- Chemistry Learner's Book
- Digital devices - Charts showing radicals - Periodic table |
- Written exercises
- Oral questions
- Problem-solving tasks
|
|
| 4 | 3 |
Inorganic Chemistry
|
The Periodic Table - Writing Chemical Formulae (Compounds with Radicals)
|
By the end of the
lesson, the learner
should be able to:
- Write formulae of compounds containing radicals - Apply brackets correctly when writing formulae - Show accuracy in writing chemical formulae |
- Practise writing formulae of compounds with radicals
- Write formulae of hydroxides, sulphates, and carbonates - Verify formulae using total charges |
How do we write formulae of compounds containing radicals?
|
- Chemistry Learner's Book
- Digital devices - Charts showing radicals - Periodic table |
- Written exercises
- Oral questions
- Problem-solving tasks
|
|
| 4 | 4 |
Inorganic Chemistry
|
The Periodic Table - Naming Compounds from Formulae
|
By the end of the
lesson, the learner
should be able to:
- Name compounds from their chemical formulae - Apply IUPAC naming conventions - Appreciate systematic nomenclature in Chemistry |
- Practise naming compounds from formulae
- Apply IUPAC naming rules - Match formulae with correct names |
How do we name compounds from their chemical formulae?
|
- Chemistry Learner's Book
- Digital devices - IUPAC naming charts - Periodic table |
- Written exercises
- Oral questions
- Group discussions
|
|
| 4 | 5 |
Inorganic Chemistry
|
The Periodic Table - Introduction to Chemical Equations
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of a chemical equation - Identify reactants and products in equations - Appreciate the use of equations in representing reactions |
- Discuss the meaning of chemical equations
- Identify components of a chemical equation - Convert word equations to symbol equations |
What is a chemical equation and what does it represent?
|
- Chemistry Learner's Book
- Digital devices - Charts showing chemical equations - Internet access |
- Oral questions
- Written exercises
- Observation
|
|
| 5 | 1 |
Inorganic Chemistry
|
The Periodic Table - Balancing Chemical Equations
|
By the end of the
lesson, the learner
should be able to:
- State the law of conservation of mass - Balance simple chemical equations - Show accuracy in balancing equations |
- Discuss the law of conservation of mass
- Practise balancing chemical equations - Verify balanced equations by counting atoms |
Why must chemical equations be balanced?
|
- Chemistry Learner's Book
- Digital devices - Worksheets on balancing equations - Periodic table |
- Written exercises
- Problem-solving tasks
- Oral questions
|
|
| 5 | 2 |
Inorganic Chemistry
|
The Periodic Table - Balancing Equations (Practice)
|
By the end of the
lesson, the learner
should be able to:
- Balance equations involving various types of reactions - Write balanced equations from word descriptions - Develop confidence in writing chemical equations |
- Write balanced chemical equations for simple reactions
- Convert word equations to balanced symbol equations - Present solutions to peers for verification |
How do we balance different types of chemical equations?
|
- Chemistry Learner's Book
- Digital devices - Worksheets - Periodic table |
- Written exercises
- Peer assessment
- Problem-solving tasks
|
|
| 5 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Why Atoms Bond
|
By the end of the
lesson, the learner
should be able to:
- Explain why atoms form chemical bonds - Relate bonding to atomic stability - Show interest in understanding chemical bonding |
- Discuss with peers why atoms form bonds
- Research on the relationship between bonding and stability - Relate electron configuration to bonding tendency |
Why do atoms form chemical bonds?
|
- Chemistry Learner's Book
- Digital devices - Periodic table - Charts showing atomic stability |
- Oral questions
- Written exercises
- Observation
|
|
| 5 | 4 |
Inorganic Chemistry
|
Chemical Bonding - Types of Chemical Bonds
Chemical Bonding - Formation of Ionic Bonds |
By the end of the
lesson, the learner
should be able to:
- Identify different types of chemical bonds - Distinguish between ionic, covalent, and metallic bonds - Appreciate the diversity of chemical bonding |
- Brainstorm on different types of chemical bonds
- Watch videos on types of chemical bonds - Create a comparison chart of bond types |
What are the different types of chemical bonds?
|
- Chemistry Learner's Book
- Digital devices - Videos on chemical bonding - Internet access - Animations on ionic bonding - Periodic table |
- Oral questions
- Written exercises
- Group discussions
|
|
| 5 | 5 |
Inorganic Chemistry
|
Chemical Bonding - Ionic Bonding in Sodium Chloride
|
By the end of the
lesson, the learner
should be able to:
- Describe ionic bond formation in sodium chloride - Draw dot and cross diagrams for NaCl - Show accuracy in representing ionic compounds |
- Discuss ionic bond formation in NaCl
- Draw dot and cross diagrams showing electron transfer - Present diagrams to peers for discussion |
How is the ionic bond in sodium chloride formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing NaCl formation |
- Written exercises
- Practical assessment
- Oral questions
|
|
| 6 | 1 |
Inorganic Chemistry
|
Chemical Bonding - Ionic Bonding in Magnesium Oxide
Chemical Bonding - Ionic Bonding in Calcium Chloride |
By the end of the
lesson, the learner
should be able to:
- Describe ionic bond formation in magnesium oxide - Draw dot and cross diagrams for MgO - Appreciate the role of valence electrons in ionic bonding |
- Discuss ionic bond formation in MgO
- Draw dot and cross diagrams showing electron transfer - Compare ionic bonding in NaCl and MgO |
How does ionic bonding occur in magnesium oxide?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Periodic table - Charts showing CaCl₂ formation |
- Written exercises
- Oral questions
- Observation
|
|
| 6 | 2 |
Inorganic Chemistry
|
Chemical Bonding - Properties of Ionic Compounds
|
By the end of the
lesson, the learner
should be able to:
- Describe physical properties of ionic compounds - Explain high melting and boiling points of ionic compounds - Relate properties to ionic bond strength |
- Research on properties of ionic compounds
- Discuss why ionic compounds have high melting points - Carry out activities to investigate properties of NaCl |
What are the characteristic properties of ionic compounds?
|
- Chemistry Learner's Book
- Digital devices - Samples of ionic compounds - Laboratory equipment |
- Oral questions
- Practical assessment
- Written exercises
|
|
| 6 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Electrical Conductivity of Ionic Compounds
Chemical Bonding - Giant Ionic Structures |
By the end of the
lesson, the learner
should be able to:
- Explain electrical conductivity of ionic compounds - Distinguish conductivity in solid and molten states - Show interest in investigating ionic properties |
- Carry out experiments to test conductivity of ionic compounds
- Compare conductivity in solid, molten, and aqueous states - Record and discuss observations |
Why do ionic compounds conduct electricity when molten or dissolved?
|
- Chemistry Learner's Book
- Laboratory equipment - Sodium chloride - Conductivity apparatus - Digital devices - Animations on ionic structures - Models of ionic crystals |
- Practical assessment
- Observation
- Written exercises
|
|
| 6 | 4 |
Inorganic Chemistry
|
Chemical Bonding - Modelling Ionic Structures
|
By the end of the
lesson, the learner
should be able to:
- Construct models of ionic structures - Use locally available materials to represent ionic crystals - Show creativity in modelling chemical structures |
- Use locally available materials to model NaCl structure
- Construct 3D models showing ion arrangement - Display and explain models to peers |
How can we represent the structure of ionic compounds using models?
|
- Chemistry Learner's Book
- Locally available materials - Modelling clay - Beads of different colours |
- Practical assessment
- Project work
- Peer assessment
|
|
| 6 | 5 |
Inorganic Chemistry
|
Chemical Bonding - Formation of Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Define covalent bonding - Explain how covalent bonds are formed - Relate covalent bonding to electron sharing |
- Discuss the formation of covalent bonds
- Research on electron sharing between atoms - Compare covalent and ionic bond formation |
How are covalent bonds formed?
|
- Chemistry Learner's Book
- Digital devices - Animations on covalent bonding - Periodic table |
- Oral questions
- Written exercises
- Observation
|
|
| 7 | 1 |
Inorganic Chemistry
|
Chemical Bonding - Single Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Describe single covalent bond formation - Draw dot and cross diagrams for molecules with single bonds - Show accuracy in representing covalent molecules |
- Discuss single covalent bond formation in H₂, Cl₂, and HCl
- Draw dot and cross diagrams for simple molecules - Present diagrams to peers for discussion |
What is a single covalent bond and how is it represented?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing covalent bonds |
- Written exercises
- Practical assessment
- Oral questions
|
|
| 7 | 2 |
Inorganic Chemistry
|
Chemical Bonding - Single Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Describe single covalent bond formation - Draw dot and cross diagrams for molecules with single bonds - Show accuracy in representing covalent molecules |
- Discuss single covalent bond formation in H₂, Cl₂, and HCl
- Draw dot and cross diagrams for simple molecules - Present diagrams to peers for discussion |
What is a single covalent bond and how is it represented?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing covalent bonds |
- Written exercises
- Practical assessment
- Oral questions
|
|
| 7 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Covalent Bonding in Water and Ammonia
|
By the end of the
lesson, the learner
should be able to:
- Describe covalent bonding in water and ammonia - Draw dot and cross diagrams for H₂O and NH₃ - Appreciate molecular shapes in covalent compounds |
- Discuss covalent bond formation in water
- Draw dot and cross diagrams for H₂O and NH₃ - Compare bonding in water and ammonia |
How are covalent bonds formed in water and ammonia molecules?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Molecular models |
- Written exercises
- Oral questions
- Observation
|
|
| 7 | 4 |
Inorganic Chemistry
|
Chemical Bonding - Covalent Bonding in Methane
|
By the end of the
lesson, the learner
should be able to:
- Describe covalent bonding in methane - Draw dot and cross diagram for CH₄ - Relate bonding to carbon's tetravalency |
- Discuss covalent bond formation in methane
- Draw dot and cross diagram for CH₄ - Research on the tetrahedral shape of methane |
How is the covalent bonding in methane formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Molecular models |
- Written exercises
- Oral questions
- Group discussions
|
|
| 7 | 5 |
Inorganic Chemistry
|
Chemical Bonding - Double Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Describe double covalent bond formation - Draw dot and cross diagrams for molecules with double bonds - Distinguish between single and double bonds |
- Discuss double covalent bond formation in O₂ and CO₂
- Draw dot and cross diagrams for O₂ and CO₂ - Compare single and double covalent bonds |
What is a double covalent bond and how does it differ from a single bond?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing double bonds |
- Written exercises
- Oral questions
- Observation
|
|
| 8 | 1 |
Inorganic Chemistry
|
Chemical Bonding - Triple Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Describe triple covalent bond formation - Draw dot and cross diagram for nitrogen molecule - Appreciate the strength of multiple bonds |
- Discuss triple covalent bond formation in N₂
- Draw dot and cross diagram for N₂ - Compare single, double, and triple covalent bonds |
How is the triple bond in nitrogen formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing triple bonds |
- Written exercises
- Oral questions
- Group discussions
|
|
| 8 | 2 |
Inorganic Chemistry
|
Chemical Bonding - Triple Covalent Bonds
|
By the end of the
lesson, the learner
should be able to:
- Describe triple covalent bond formation - Draw dot and cross diagram for nitrogen molecule - Appreciate the strength of multiple bonds |
- Discuss triple covalent bond formation in N₂
- Draw dot and cross diagram for N₂ - Compare single, double, and triple covalent bonds |
How is the triple bond in nitrogen formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Charts showing triple bonds |
- Written exercises
- Oral questions
- Group discussions
|
|
| 8 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Dative (Coordinate) Bonds
|
By the end of the
lesson, the learner
should be able to:
- Define dative or coordinate bonding - Explain how dative bonds are formed - Draw diagrams showing dative bond formation |
- Discuss the formation of dative bonds
- Research on examples of dative bonding - Draw diagrams showing dative bond in ammonium ion |
What is a dative bond and how is it formed?
|
- Chemistry Learner's Book
- Digital devices - Drawing materials - Internet access |
- Oral questions
- Written exercises
- Observation
|
|
| 8 | 4 |
Inorganic Chemistry
|
Chemical Bonding - Physical Properties of Simple Covalent Compounds
|
By the end of the
lesson, the learner
should be able to:
- Describe physical properties of simple covalent compounds - Explain low melting and boiling points of covalent compounds - Relate properties to weak intermolecular forces |
- Research on properties of covalent compounds
- Compare properties of ionic and covalent compounds - Investigate physical states of covalent substances |
Why do simple covalent compounds have low melting and boiling points?
|
- Chemistry Learner's Book
- Digital devices - Samples of covalent compounds - Laboratory equipment |
- Oral questions
- Written exercises
- Practical assessment
|
|
| 8 | 5 |
Inorganic Chemistry
|
Chemical Bonding - Electrical Conductivity of Covalent Compounds
|
By the end of the
lesson, the learner
should be able to:
- Explain electrical conductivity of covalent compounds - Describe why most covalent compounds do not conduct electricity - Show interest in comparing ionic and covalent properties |
- Carry out experiments to test conductivity of covalent compounds
- Compare conductivity of ionic and covalent substances - Record and discuss observations |
Why do most covalent compounds not conduct electricity?
|
- Chemistry Learner's Book
- Laboratory equipment - Covalent compounds (sugar, ethanol) - Conductivity apparatus |
- Practical assessment
- Observation
- Written exercises
|
|
| 9 | 1 |
Inorganic Chemistry
|
Chemical Bonding - Introduction to Giant Covalent Structures
|
By the end of the
lesson, the learner
should be able to:
- Define giant covalent structures - Distinguish between simple and giant covalent structures - Appreciate the unique properties of giant covalent substances |
- Discuss with peers the meaning of giant covalent structures
- Research on examples of giant covalent substances - Compare simple molecular and giant covalent structures |
What are giant covalent structures?
|
- Chemistry Learner's Book
- Digital devices - Samples of diamond and graphite - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 9 | 2 |
Inorganic Chemistry
|
Chemical Bonding - Introduction to Giant Covalent Structures
|
By the end of the
lesson, the learner
should be able to:
- Define giant covalent structures - Distinguish between simple and giant covalent structures - Appreciate the unique properties of giant covalent substances |
- Discuss with peers the meaning of giant covalent structures
- Research on examples of giant covalent substances - Compare simple molecular and giant covalent structures |
What are giant covalent structures?
|
- Chemistry Learner's Book
- Digital devices - Samples of diamond and graphite - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 9 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Structure and Properties of Diamond
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of diamond - Explain the properties of diamond based on its structure - Relate diamond's hardness to its bonding |
- Research on the structure of diamond
- Watch animations on diamond's tetrahedral structure - Discuss why diamond is extremely hard |
Why is diamond the hardest natural substance?
|
- Chemistry Learner's Book
- Digital devices - Diamond samples or models - Animations on diamond structure |
- Oral questions
- Written exercises
- Observation
|
|
| 9 | 4 |
Inorganic Chemistry
|
Chemical Bonding - Structure and Properties of Graphite
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of graphite - Explain the properties of graphite based on its structure - Compare structures of diamond and graphite |
- Research on the layered structure of graphite
- Watch animations on graphite structure - Discuss why graphite is soft and conducts electricity |
Why does graphite conduct electricity while diamond does not?
|
- Chemistry Learner's Book
- Digital devices - Graphite samples (pencil lead) - Animations on graphite structure |
- Oral questions
- Written exercises
- Group discussions
|
|
| 9 | 5 |
Inorganic Chemistry
|
Chemical Bonding - Structure and Properties of Silicon(IV) Oxide
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of silicon(IV) oxide - Explain properties of SiO₂ based on its structure - Appreciate the applications of silicon dioxide |
- Research on the structure of silicon(IV) oxide
- Discuss the tetrahedral arrangement in SiO₂ - Investigate uses of silicon dioxide |
What is the structure of silicon(IV) oxide and what are its properties?
|
- Chemistry Learner's Book
- Digital devices - Sand samples - Internet access |
- Oral questions
- Written exercises
- Observation
|
|
| 10 | 1 |
Inorganic Chemistry
|
Chemical Bonding - Modelling Giant Covalent Structures
|
By the end of the
lesson, the learner
should be able to:
- Construct models of giant covalent structures - Use locally available materials to model diamond and graphite - Show creativity in representing molecular structures |
- Use locally available materials to model diamond structure
- Construct models showing graphite layers - Display and compare models of different structures |
How can we represent giant covalent structures using models?
|
- Chemistry Learner's Book
- Locally available materials - Modelling clay - Toothpicks and balls |
- Practical assessment
- Project work
- Peer assessment
|
|
| 10 | 2 |
Inorganic Chemistry
|
Chemical Bonding - Modelling Giant Covalent Structures
|
By the end of the
lesson, the learner
should be able to:
- Construct models of giant covalent structures - Use locally available materials to model diamond and graphite - Show creativity in representing molecular structures |
- Use locally available materials to model diamond structure
- Construct models showing graphite layers - Display and compare models of different structures |
How can we represent giant covalent structures using models?
|
- Chemistry Learner's Book
- Locally available materials - Modelling clay - Toothpicks and balls |
- Practical assessment
- Project work
- Peer assessment
|
|
| 10 | 3 |
Inorganic Chemistry
|
Chemical Bonding - Formation of Metallic Bonds
|
By the end of the
lesson, the learner
should be able to:
- Define metallic bonding - Explain how metallic bonds are formed - Relate metallic bonding to properties of metals |
- Discuss the formation of metallic bonds
- Research on the sea of electrons model - Watch animations on metallic bonding |
How are metallic bonds formed?
|
- Chemistry Learner's Book
- Digital devices - Animations on metallic bonding - Metal samples |
- Oral questions
- Written exercises
- Observation
|
|
| 10 | 4 |
Inorganic Chemistry
|
Periodicity - Trends in Atomic Size (Groups I and II)
Periodicity - Trends in Ionic Size (Groups I and II) |
By the end of the
lesson, the learner
should be able to:
- Describe the trend in atomic size down Group I and II - Explain why atomic radius increases down a group - Show interest in understanding periodic trends |
- Discuss in groups the trends in atomic size
- Research on factors affecting atomic radius - Plot graphs showing atomic radius trends |
How does atomic size vary down Groups I and II?
|
- Chemistry Learner's Book
- Digital devices - Periodic table - Graph paper - Charts showing ionic radii - Periodic table |
- Oral questions
- Written exercises
- Observation
|
|
| 10 | 5 |
Inorganic Chemistry
|
Periodicity - Trends in Ionisation Energy (Groups I and II)
|
By the end of the
lesson, the learner
should be able to:
- Define ionisation energy - Describe the trend in ionisation energy down Groups I and II - Relate ionisation energy to atomic radius |
- Discuss the meaning of ionisation energy
- Research on trends in ionisation energy - Plot graphs showing ionisation energy trends |
Why does ionisation energy decrease down Groups I and II?
|
- Chemistry Learner's Book
- Digital devices - Periodic table - Graph paper |
- Oral questions
- Written exercises
- Observation
|
|
| 11 | 1 |
Inorganic Chemistry
|
Periodicity - Trends in Melting and Boiling Points (Groups I and II)
Periodicity - Physical Properties of Group I Elements |
By the end of the
lesson, the learner
should be able to:
- Describe trends in melting and boiling points down Groups I and II - Explain factors affecting melting points of metals - Appreciate patterns in physical properties |
- Research on melting and boiling points of Group I and II elements
- Plot graphs showing melting point trends - Discuss factors affecting melting points |
How do melting and boiling points vary down Groups I and II?
|
- Chemistry Learner's Book
- Digital devices - Data tables - Graph paper - Laboratory equipment - Samples of lithium, sodium, potassium - Safety equipment |
- Written exercises
- Oral questions
- Group discussions
|
|
| 11 | 2 |
Inorganic Chemistry
|
Periodicity - Physical Properties of Group II Elements
|
By the end of the
lesson, the learner
should be able to:
- Describe physical properties of alkaline earth metals - Carry out experiments to investigate properties of Group II elements - Compare properties of Groups I and II elements |
- Carry out experiments to investigate physical properties of Group II elements
- Observe and record appearance, density, and hardness - Compare physical properties of Groups I and II |
How do physical properties of Group II elements compare to Group I?
|
- Chemistry Learner's Book
- Laboratory equipment - Samples of magnesium, calcium - Safety equipment |
- Practical assessment
- Observation
- Written exercises
|
|
| 11 | 3 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkali Metals with Oxygen
Periodicity - Reaction of Alkali Metals with Water |
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of alkali metals with oxygen - Write equations for reactions of Group I metals with oxygen - Observe safety precautions during experiments |
- Carry out experiments on reaction of Group I metals with oxygen
- Observe and record observations - Write balanced equations for the reactions |
How do alkali metals react with oxygen?
|
- Chemistry Learner's Book
- Laboratory equipment - Sodium, potassium samples - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 11 | 4 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkali Metals with Chlorine
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of alkali metals with chlorine - Write equations for reactions of Group I metals with chlorine - Relate reactivity to position in the group |
- Carry out experiments on reaction of Group I metals with chlorine
- Observe and record observations - Write balanced equations for the reactions |
How do alkali metals react with chlorine?
|
- Chemistry Learner's Book
- Laboratory equipment - Chlorine gas (in fume cupboard) - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 11 | 5 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkali Metals with Dilute Acids
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of alkali metals with dilute acids - Write equations for reactions of Group I metals with acids - Appreciate the high reactivity of alkali metals |
- Discuss reaction of alkali metals with dilute acids
- Write balanced equations for the reactions - Research on safety concerns with this reaction |
Why is the reaction of alkali metals with acids dangerous?
|
- Chemistry Learner's Book
- Digital devices - Videos on reactions - Internet access |
- Oral questions
- Written exercises
- Group discussions
|
|
| 12 | 1 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkaline Earth Metals with Oxygen
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of Group II metals with oxygen - Write equations for reactions of alkaline earth metals with oxygen - Compare reactivity with Group I metals |
- Carry out experiments on reaction of Group II metals with oxygen
- Observe and record observations - Write balanced equations for the reactions |
How do alkaline earth metals react with oxygen?
|
- Chemistry Learner's Book
- Laboratory equipment - Magnesium ribbon - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 12 | 2 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkaline Earth Metals with Water
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of Group II metals with water - Compare reactions with cold water and steam - Write equations for reactions of Group II metals with water |
- Carry out experiments on reaction of Group II metals with cold water
- Investigate reaction of magnesium with steam - Write balanced equations for the reactions |
How do alkaline earth metals react with water and steam?
|
- Chemistry Learner's Book
- Laboratory equipment - Magnesium, calcium samples - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 12 | 3 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkaline Earth Metals with Water
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of Group II metals with water - Compare reactions with cold water and steam - Write equations for reactions of Group II metals with water |
- Carry out experiments on reaction of Group II metals with cold water
- Investigate reaction of magnesium with steam - Write balanced equations for the reactions |
How do alkaline earth metals react with water and steam?
|
- Chemistry Learner's Book
- Laboratory equipment - Magnesium, calcium samples - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 12 | 4 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkaline Earth Metals with Chlorine
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of Group II metals with chlorine - Write equations for reactions of alkaline earth metals with chlorine - Show awareness of safety when handling chlorine |
- Carry out experiments on reaction of Group II metals with chlorine
- Observe and record observations - Write balanced equations for the reactions |
How do alkaline earth metals react with chlorine?
|
- Chemistry Learner's Book
- Laboratory equipment - Chlorine gas (in fume cupboard) - Safety equipment |
- Practical assessment
- Written exercises
- Observation
|
|
| 12 | 5 |
Inorganic Chemistry
|
Periodicity - Reaction of Alkaline Earth Metals with Dilute Acids
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction of Group II metals with dilute acids - Write equations for reactions of alkaline earth metals with acids - Collect and test the gas produced |
- Carry out experiments on reaction of Group II metals with dilute acids
- Collect and test for hydrogen gas - Write balanced equations for the reactions |
How do alkaline earth metals react with dilute acids?
|
- Chemistry Learner's Book
- Laboratory equipment - Dilute HCl and H₂SO₄ - Magnesium ribbon |
- Practical assessment
- Written exercises
- Observation
|
|
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