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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
STRUCTURE & BONDING
|
Molecular structure.
|
By the end of the lesson, the learner should be able to:
To describe the molecular structure. To give examples of substance exhibiting molecular structure |
Discussion ? To explain formation of the giant structure and give examples of substance exhibiting molecular structure.
|
text book
|
K.L.B. BOOK IIP 65
|
|
| 1 | 2 |
STRUCTURE & BONDING
|
Trend in physical properties of molecular structures.
|
By the end of the lesson, the learner should be able to:
To describe van- der -waals forces. To explain the trend in physical properties of molecular structures. |
Discuss comparative physical properties of substances. exhibiting molecular structure.
Explain variation in the physical properties. |
Sugar, naphthalene, iodine rhombic sulphur.
|
K.L.B. BOOK IIP 65
|
|
| 1 | 3 |
STRUCTURE & BONDING
|
Giant atomic structure in diamond.
|
By the end of the lesson, the learner should be able to:
To describe giant atomic structure in diamond. To state uses of diamond. |
Diagrammatic representation of diamond.
Discuss uses of diamond. |
Diagrams in textbooks.
|
K.L.B. BOOK II P 69
|
|
| 1 | 4-5 |
STRUCTURE & BONDING
|
Giant atomic structure in diamond.
Giant atomic structure in graphite. |
By the end of the lesson, the learner should be able to:
To describe giant atomic structure in diamond. To state uses of diamond. To describe giant atomic structure in graphite. To state uses of graphite. |
Diagrammatic representation of diamond.
Discuss uses of diamond. Diagrammatic representation of graphite. Discuss uses of graphite. |
Diagrams in textbooks.
|
K.L.B. BOOK II P 69
K.L.B. BOOK II pp 69 |
|
| 2 | 1 |
STRUCTURE & BONDING
|
Metallic bond.
Uses of some metals.
|
By the end of the lesson, the learner should be able to:
To describe mutual electronic forces between electrons and nuclei. To describe metallic bond. To compare physical properties of metals. To state uses of some metals. |
Discussion:
Detailed analysis of comparative physical properties of metals and their uses. Probing questions & brief explanations. |
text book
|
K.L.B. BOOK IIP 70
|
|
| 2 | 2 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in periods.
|
By the end of the lesson, the learner should be able to:
To compare electrical conductivity of elements in period 3 |
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case. Discuss the observations in terms of delocalised electrons. |
The periodic table.
|
K.L.B. BOOK IIP. 76
|
|
| 2 | 3 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in periods.
|
By the end of the lesson, the learner should be able to:
To compare electrical conductivity of elements in period 3 |
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case. Discuss the observations in terms of delocalised electrons. |
The periodic table.
|
K.L.B. BOOK IIP. 76
|
|
| 2 | 4-5 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in periods.
|
By the end of the lesson, the learner should be able to:
To compare electrical conductivity of elements in period 3 |
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case. Discuss the observations in terms of delocalised electrons. |
The periodic table.
|
K.L.B. BOOK IIP. 76
|
|
| 3 | 1 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in period 3.
|
By the end of the lesson, the learner should be able to:
To compare other physical properties of elements across period 3. |
Analyse comparative physical properties presented in form of a table.
Explain the trend in the physical properties given. |
The periodic table.
|
K.L.B. BOOK II P. 77
|
|
| 3 | 2 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Chemical properties of elements in period 3.
|
By the end of the lesson, the learner should be able to:
To compare reactions of elements in period 3 with oxygen. |
Q/A: Products of reactions of Na, Mg, Al, P, & S with oxygen.
Discuss the trend in their reactivity; identify basic and acidic oxides. Exercise ? balanced chemical equations for the above reactions. |
The periodic table.
|
K.L.B. BOOK II PP. 79-80
|
|
| 3 | 3 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Chemical properties of elements in the third period.
|
By the end of the lesson, the learner should be able to:
To compare reactions of elements in period 3 with water |
Q/A: Review reaction of sodium, Mg, chlorine, with water.
Infer that sodium is most reactive metal; non-metals do not react with water. |
The periodic table.
|
K.L.B. BOOK II PP. 80-81
|
|
| 3 | 4-5 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Chemical properties of elements in the third period.
Oxides of period 3 elements. |
By the end of the lesson, the learner should be able to:
To compare reactions of elements in period 3 with water To identify bonds across elements in period 3. To explain chemical behavior of their oxide. |
Q/A: Review reaction of sodium, Mg, chlorine, with water.
Infer that sodium is most reactive metal; non-metals do not react with water. Comparative analysis, discussion and explanation. |
The periodic table.
|
K.L.B. BOOK II PP. 80-81
K.L.B. BOOK II P. 84 |
|
| 4 | 1 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Chlorides of period 3 elements.
|
By the end of the lesson, the learner should be able to:
To explain chemical behavior of their chlorides. To describe hydrolysis reaction. |
Comparative analysis, discussion and explanation.
|
The periodic table.
|
K.L.B. BOOK II PP. 77-78
|
|
| 4 | 2 |
SALTS
|
Types of salts.
|
By the end of the lesson, the learner should be able to:
Define a salt. Describe various types of salts and give several examples in each case. |
Descriptive approach. Teacher exposes new concepts.
|
text book
|
K.L.B. BOOK II P. 91
|
|
| 4 | 3 |
SALTS
|
Solubility of salts in water.
|
By the end of the lesson, the learner should be able to:
To test solubility of various salts in cold water/warm water. |
Class experiments- Dissolve salts in 5 cc of water.
Record the solubility in a table, Analyse the results. |
Sulphates, chlorides, nitrates, carbonates of various metals.
|
K.L.B. BOOK II PP. 92-93
|
|
| 4 | 4-5 |
SALTS
|
Solubility of salts in water.
Solubility of bases in water. |
By the end of the lesson, the learner should be able to:
To test solubility of various salts in cold water/warm water. To test solubility of various bases in water. To carry out litmus test on the resulting solutions. |
Class experiments- Dissolve salts in 5 cc of water.
Record the solubility in a table, Analyse the results. Class experiments- Dissolve salts in 5cc of water. Record the solubility in a table, Carry out litmus tests. Discuss the results. |
Sulphates, chlorides, nitrates, carbonates of various metals.
Oxides, hydroxides, of various metals, litmus papers. |
K.L.B. BOOK II PP. 92-93
K.L.B. BOOK IIPP. 94-95 |
|
| 5 | 1 |
SALTS
|
Methods of preparing various salts.
|
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts. |
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.
|
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
|
K.L.B. BOOK II pp96
|
|
| 5 | 2 |
SALTS
|
Methods of preparing various salts.
|
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts. |
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.
|
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
|
K.L.B. BOOK II pp96
|
|
| 5 | 3 |
SALTS
|
Methods of preparing various salts.
|
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts. |
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.
|
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
|
K.L.B. BOOK II pp96
|
|
| 5 | 4-5 |
SALTS
|
Methods of preparing various salts.
|
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts. |
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.
|
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
|
K.L.B. BOOK II pp96
|
|
| 6 | 1 |
SALTS
|
Direct synthesis of a salts.
|
By the end of the lesson, the learner should be able to:
To describe direct synthesis of a salt. To write balanced equations for the reactions. |
Group experiments- preparation of iron (II) sulphide by direct synthesis.
Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. |
Iron,
Sulphur |
K.L.B. BOOK II P. 104
|
|
| 6 | 2 |
SALTS
|
Direct synthesis of a salts.
|
By the end of the lesson, the learner should be able to:
To describe direct synthesis of a salt. To write balanced equations for the reactions. |
Group experiments- preparation of iron (II) sulphide by direct synthesis.
Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. |
Iron,
Sulphur |
K.L.B. BOOK II P. 104
|
|
| 6 | 3 |
SALTS
|
Ionic equations.
|
By the end of the lesson, the learner should be able to:
To identify spectator ions in double decomposition reactions. To write ionic equations correctly. |
Q/A: Ions present in given reactants.
Deduce the products of double decomposition reactions. Give examples of equations. Supervised practice. |
PbNO3, MgSO4 solutions.
|
K.L.B. BOOK II
|
|
| 6 | 4-5 |
SALTS
|
Ionic equations.
Effects of heat on carbonates. |
By the end of the lesson, the learner should be able to:
To identify spectator ions in double decomposition reactions. To write ionic equations correctly. To state effects of heat on carbonates. To predict products resulting from heating metal carbonates. |
Q/A: Ions present in given reactants.
Deduce the products of double decomposition reactions. Give examples of equations. Supervised practice. Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c. Observe various colour changes before, during and after heating. Write equations for the reactions. |
PbNO3, MgSO4 solutions.
Various carbonates. |
K.L.B. BOOK II
K.L.B. BOOK II PP. 108-109 |
|
| 7 | 1 |
SALTS
|
Effects of heat on nitrates.
|
By the end of the lesson, the learner should be able to:
To state effects of heat on nitrates. To predict products resulting from heating metal nitrates. |
Group experiments- To investigate effects of heat on various metal nitrates.
Observe various colour changes before, during and after heating. Write equations for the reactions. |
Common metal nitrates.
|
K.L.B. BOOK II PP. 110-111
|
|
| 7 | 2 |
SALTS
|
Effects of heat on sulphates.
|
By the end of the lesson, the learner should be able to:
To state effects of heat on sulphates. To predict products results from heating metal sulphates. |
Group experiments- To investigate effects of heat on various sulphates.
Observe various colour changes before, during and after heating. Write equations for the reactions. |
Common sulphates.
|
K.L.B. BOOK II P. 113
|
|
| 7 | 3 |
SALTS
|
Hygroscopy, Deliquescence and Efflorescence.
|
By the end of the lesson, the learner should be able to:
To define hygroscopic deliquescent and efflorescent salts. To give examples of hygroscopic deliquescent and efflorescent salts. |
Prepare a sample of various salts.
Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. |
|
K.L.B. BOOK II P. 114
|
|
| 7 | 4-5 |
SALTS
|
Hygroscopy, Deliquescence and Efflorescence.
Uses of salts. |
By the end of the lesson, the learner should be able to:
To define hygroscopic deliquescent and efflorescent salts. To give examples of hygroscopic deliquescent and efflorescent salts. To state uses of salts |
Prepare a sample of various salts.
Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. Teacher elucidates uses of salts. |
|
K.L.B. BOOK II P. 114
K.L.B. BOOK II P. 114 |
|
| 8 | 1 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Molten electrolytes.
|
By the end of the lesson, the learner should be able to:
To test for electrical conductivities molten electrolytes. |
Group experiments- to identify electrolytes in molten form.
Explain the difference in molten electrolytes. |
Molten candle wax
Sugar Sulphur Lead oxide. |
K.L.B. BOOK IIPP. 120-121
|
|
| 8 | 2 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Electrolysis.
|
By the end of the lesson, the learner should be able to:
To define electrolysis To describe the process of electrolysis in terms of charge movement. |
Descriptive approach punctuated with Q/A.
|
|
K.L.B. BOOK II
|
|
| 8 | 3 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Aqueous electrolytes.
Electrodes.
|
By the end of the lesson, the learner should be able to:
To define an electrolyte To test for electrical conductivities of electrodes. |
To investigate chemical effect of an electric current.
Classify the solutions as electrolyte or non -electrolytes. Discuss the electrical properties of the solutions. |
Graphite electrodes
Battery Various aqueous solutions switch bulb. |
K.L.B. BOOK II PP.122-123
|
|
| 8 | 4-5 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Aqueous electrolytes.
Electrodes.
Reaction on electrodes. |
By the end of the lesson, the learner should be able to:
To define an electrolyte To test for electrical conductivities of electrodes. To describe half- equation reactions at the cathode and anode |
To investigate chemical effect of an electric current.
Classify the solutions as electrolyte or non -electrolytes. Discuss the electrical properties of the solutions. To demonstrate ?Electrolysis of molten lead (II) bromide Observe colour changes Explanation of half-equations and reactions at the electrodes. |
Graphite electrodes
Battery Various aqueous solutions switch bulb. Graphite electrodes Battery Various aqueous solutions switch. |
K.L.B. BOOK II PP.122-123
K.L.B. BOOK II PP.126-127 |
|
| 9 | 1 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Binary electrolyte.
|
By the end of the lesson, the learner should be able to:
To define a binary electrolyte. To state the products of a binary electrolyte. |
Completing a table of electrolysis of binary electrolytes.
|
text book
|
K.L.B. BOOK II P.127
|
|
| 9 | 2 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Binary electrolyte.
|
By the end of the lesson, the learner should be able to:
To define a binary electrolyte. To state the products of a binary electrolyte. |
Completing a table of electrolysis of binary electrolytes.
|
text book
|
K.L.B. BOOK II P.127
|
|
| 9 | 3 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Binary electrolyte.
|
By the end of the lesson, the learner should be able to:
To define a binary electrolyte. To state the products of a binary electrolyte. |
Completing a table of electrolysis of binary electrolytes.
|
text book
|
K.L.B. BOOK II P.127
|
|
| 9 | 4-5 |
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
|
Application of electrolysis.
Electroplating. |
By the end of the lesson, the learner should be able to:
To state application of electrolysis. To describe electroplating process. |
Discussion and explanations.
Experiment- Left overnight. Electroplating an iron nail with silver nitrate/ copper sulphate. Brief discussion. |
text book
Silver nitrate Iron nail Complete circuit battery. |
K.L.B. BOOK II P. 128
K.L.B. BOOK II PP. 129-30 |
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