Ghana curriculum lesson note
SHS 1 Chemistry 2nd Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 12 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | SYSTEMATIC CHEMISTRY OF THE ELEMENTS | Sub-Strand | BONDING |
| Learning Outcome(s) | 1.2.2.LO.1 - Predict and explain ionic, covalent and metallic bonding as well as their characteristic properties 1.2.2.LO.2 - Predict and describe the type of intermolecular bonds that will be formed between a group of compounds | ||
| Content Standard | 1.2.2.CS.1 1.2.2.CS.2 | ||
| Learning Indicator(s) | 1.2.2.LI.2 - Explain how intermolecular forces affect physical properties of compounds. Talk for Learning: Discuss and explain how intermolecular forces affect physical properties such as solubility, density, viscosity, enthalpy of vaporisation, volatility, surface tension, melting point and boiling points of compounds | ||
| Lesson Focus | Explain how intermolecular forces affect physical properties of compounds. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Explain how intermolecular forces affect physical properties of compounds. 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 how intermolecular forces affect physical properties of compounds. Talk for Learning: Discuss and explain how intermolecular forces affect physical properties such as solubility, density, viscosity, enthalpy of vaporisation, volatility, surface tension, melting point and boiling points of compounds? 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 CHARTS Chart illustrating the types of intermolecular bonds Chart containing the trend of covalent compounds according to their physical properties Charts of boiling points of hydrides of Group 15, 16 and 17 elements Charts of boiling points of halogens Molecular models, Table of NH3, H2O and HF and their boiling points WEBSITES Https://www.youtube.com/watch?v=RSRiywp9v9w https://www.youtube.com/watch?v=aH2IbYs_XjY Scientific calculators Formula/equation cards or worksheets Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration materials Molecular/bonding models or improvised model materials Chromatography/distillation diagrams or apparatus where available Molecular structure cards/models 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 how intermolecular forces affect physical properties of compounds 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 how intermolecular forces affect physical properties of compounds. | 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 how intermolecular forces affect physical properties of compounds. | 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 how intermolecular forces affect physical properties of compounds and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Chemistry 2nd Semester Lessons
Week 1Sub-strand: EQUILIBRIAWeek 2Sub-strand: EQUILIBRIAWeek 3Sub-strand: EQUILIBRIAWeek 4Sub-strand: MATTER AND ITS PROPERTIESWeek 5Sub-strand: MATTER AND ITS PROPERTIESWeek 6Sub-strand: PERIODICITYWeek 7Sub-strand: PERIODICITYWeek 8Sub-strand: BONDINGWeek 9Sub-strand: BONDINGWeek 10Sub-strand: BONDINGWeek 11Sub-strand: BONDINGWeek 12 (current)Week 13Sub-strand: CHARACTERISATION OF ORGANIC COMPOUNDSWeek 14Sub-strand: CHARACTERISATION OF ORGANIC COMPOUNDSWeek 15Sub-strand: ORGANIC FUNCTIONAL GROUPSWeek 16Sub-strand: ORGANIC FUNCTIONAL GROUPS