Ghana curriculum lesson note
SHS 2 Chemistry 1st Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 10 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | PHYSICAL CHEMISTRY | Sub-Strand | EQUILIBRIA |
| Learning Outcome(s) | 2.1.2.LO.1 - Explain that dynamic equilibrium is attained when the rates of the forward and backward reactions are equal and this principle has industrial applications 2.1.2.LO.2 - Apply your knowledge in acids and bases to classify and describe | ||
| Content Standard | 2.1.2.CS.1 2.1.2.CS.2 | ||
| Learning Indicator(s) | 2.1.2.LI.3 - Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process). Exploratory Approach: Investigate from the Internet and other sources about how Le Chatelier's principle is applied in industrial processes | ||
| Lesson Focus | Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process). | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process). 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 Apply the concepts of equilibrium and rates to industrial processes (Haber and Contact Process). Exploratory Approach: Investigate from the Internet and other sources about how Le Chatelier's principle is applied in industrial processes? 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 Inquiry/Analytical Learning | ||
| Teaching & Learning Resources | Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table 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 the concepts of equilibrium and rates to industrial processes (haber and contact process). exploratory approach: investigate 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 the concepts of equilibrium and rates to industrial processes (haber and contact process). exploratory approach: investigate. | 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 the concepts of equilibrium and rates to industrial processes (haber and contact process). exploratory approach: investigate. | 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 the concepts of equilibrium and rates to industrial processes (haber and contact process). exploratory approach: investigate and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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