Ghana curriculum lesson note
SHS 2 Chemistry 2nd Semester Week 7 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 7 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | CHEMISTRY OF CARBON COMPOUNDS | Sub-Strand | CHARACTERISATION OF ORGANIC COMPOUNDS |
| Learning Outcome(s) | 2.3.1.LO.1 - Describe sigma and pi bonds of carbon compounds and explain their structure and bonding | ||
| Content Standard | 2.3.1.CS.1 | ||
| Learning Indicator(s) | 2.3.1.LI.1 - Demonstrate knowledge and understanding of multiple bonds and use it to account for the structure of compounds. Apply the concept of hybridization to explain sigma and pi bond of organic compounds and explain their structure and bonding. Exploratory Learning: • In small mixed-ability groups, use molecular models to construct carbon-carbon double bond and carbon-carbon triple bond. • Use the models constructed to describe how carbon-carbon double bond and carbon- carbon triple bond are formed. Inquiry-Based Learning: With the aid of relevant videos, charts or pictures brainstorm to come out with the formation of pi and sigma bonds in unsaturated hydrocarbons either through the liner/co-axial or lateral/sideway overlap of orbitals | ||
| Lesson Focus | Demonstrate knowledge and understanding of multiple bonds and use it to account for the structure 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: Demonstrate knowledge and understanding of multiple bonds and use it to account for the structure 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 Demonstrate knowledge and understanding of multiple bonds and use it to account for the structure of compounds. Apply the concept of hybridization to explain sigma and pi bond of organic compounds and explain their structure and bonding. Exploratory Learning: • In small mixed-ability groups, use molecular models to construct carbon-carbon double bond and carbon-carbon triple bond. • Use the models constructed to describe how carbon-carbon double bond and carbon- carbon triple bond are formed. Inquiry-Based Learning: With the aid of relevant videos, charts or pictures brainstorm to come out with the formation of pi and sigma bonds in unsaturated hydrocarbons either through the liner/co-axial or lateral/sideway overlap of orbitals? 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 Worked-Example Fading | ||
| Teaching & Learning Resources | Chemistry textbook/reference materials Whiteboard/markers Learners' notebooks Periodic table Molecular models Worksheet on task on pi bond formation Toothpicks and modelling clay 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 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 multiple bonds and use it to account for the structure 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 multiple bonds and use it to account for the structure 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 multiple bonds and use it to account for the structure 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 multiple bonds and use it to account for the structure of compounds and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 2 Chemistry 2nd Semester Lessons
Week 1Sub-strand: PERIODICITYWeek 2Sub-strand: PERIODICITYWeek 3Sub-strand: PERIODICITYWeek 4Sub-strand: PERIODICITYWeek 5Sub-strand: BONDINGWeek 6Sub-strand: BONDINGWeek 7 (current)Week 8Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 9Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 10Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 11Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 12Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 13Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 14Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 15Sub-strand: FUNCTIONAL GROUP CHEMISTRYWeek 16Sub-strand: FUNCTIONAL GROUP CHEMISTRY