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SHS 1 Chemistry 1st Semester Week 12 Lesson Plan

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Weekly Learning Plan
Subject	Chemistry	Week	12
Duration	60 minutes	Form	SHS 1
Strand	PHYSICAL CHEMISTRY	Sub-Strand	MATTER AND ITS PROPERTIES
Learning Outcome(s)	1.1.1.LO.1 - Use the knowledge and understanding of the scientific practices in Chemistry to explain the structure of the atom as well as the stability of its nucleus 1.1.1.LO.2 - Use the mole concept to determine the amount and quantity of various substances involved in chemical reactions 1.1.1.LO.3 - Write mole ratios for chemical equations and apply it in quantitative analysis 1.1.1.LO.4 - Use the kinetic theory of matter to explain the behaviour of solids, liquids and gases under different conditions and describe the laboratory preparation of gases as well as their uses in everyday life
Content Standard	1.1.1.CS.1 1.1.1.CS.2 1.1.1.CS.3
Learning Indicator(s)	1.1.1.LI.7 - Perform calculations involving stoichiometric relationships. Experiential Learning: • Work in small mixed ability groups to perform experiments on some common reactions in the laboratory
Lesson Focus	Perform calculations involving stoichiometric relationships. Experiential Learning: • Work in small mixed ability groups to perform experiments on some common reactions in the laboratory
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Perform calculations involving stoichiometric relationships. Experiential Learning: • Work in small mixed ability groups to perform experiments on some common reactions in the laboratory 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 Perform calculations involving stoichiometric relationships. Experiential Learning: • Work in small mixed ability groups to perform experiments on some common reactions in the laboratory? 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
Teaching & Learning Resources	Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table Worksheets with sample questions Worksheets to record results. Na2CO3 CaCl2 Bolt and nuts Resources for measuring volume and preparing solutions Weighing scale Calculator MATERIALS Periodic table containing the elements with their relative atomic masses Calculator Beam balance or diagram of beam balance Substances of different weights Apparatus for preparing solutions (beaker, funnel, stirrer, volumetric flask, weighing scale), Solid solutes (e.g., NaOH, NaCl) Liquid solutes (e.g., HCl) Solvent (e.g., water) CHARTS Charts showing interconversion between amount of substance and other quantities Scientific calculators Formula/equation cards or worksheets Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration materials Periodic-table chart Orbital/electron-configuration diagrams or modelling materials
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 perform calculations involving stoichiometric relationships 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 perform calculations involving stoichiometric relationships.	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 perform calculations involving stoichiometric relationships.	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 perform calculations involving stoichiometric relationships and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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