Ghana curriculum lesson note
SHS 3 Chemistry 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Chemistry | Week | 13 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | CHEMISTRY OF CARBON COMPOUNDS | Sub-Strand | ORGANIC FUNCTIONAL GROUPS |
| Learning Outcome(s) | 3.3.2.LO.1 - Explain structure, preparation, properties of alkanoic acid derivatives and lipids as well as their uses in everyday life 3.3.2.LO.2 - Explain the structure, preparation, properties of polymers and their uses in everyday life | ||
| Content Standard | 3.3.2.CS.1 3.3.2.CS.2 | ||
| Learning Indicator(s) | 3.3.2.LI.1 - Demonstrate knowledge and understanding of the concepts of organic chemistry to describe the structure and properties of polymers. Explain polymers and describe proteins and carbohydrates as natural polymers of amino acid and glucose respectively. Collaborative Learning: • In small groups, discuss, model and draw the molecular structures of amino acids such as alanine, glycine, serine, cysteine and. lysine. • Apply IUPAC rule to name each amino acid modelled. • Describe how amino acids could be combined to form protein • Describe and explain the primary structure of proteins as natural polymer • Discuss hydrolysis of proteins. • Test for proteins • Discuss the composition and structural features of carbohydrates • Describe the properties of carbohydrates Experiential Learning: • Investigate sugar and other carbohydrates for reducing properties • Test for reducing sugars using Fehling’s solution, Benedict’s solution and Tollen’s reagent. • Explain the chemistry behind the observations made. Talk for Learning: • Classify carbohydrates into monosaccharide, disaccharide and polysaccharide giving examples of each. • Discuss starch as polymer of glucose and the test for starch. • Discuss the hydrolysis of disaccharide and polysaccharide to form monosaccharide | ||
| Lesson Focus | Demonstrate knowledge and understanding of the concepts of organic chemistry to describe the structure and properties of polymers. | ||
| 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 the concepts of organic chemistry to describe the structure and properties of polymers. 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 the concepts of organic chemistry to describe the structure and properties of polymers. Explain polymers and describe proteins and carbohydrates as natural polymers of amino acid and glucose respectively. Collaborative Learning: • In small groups, discuss, model and draw the molecular structures of amino acids such as alanine, glycine, serine, cysteine and. lysine. • Apply IUPAC rule to name each amino acid modelled. • Describe how amino acids could be combined to form protein • Describe and explain the primary structure of proteins as natural polymer • Discuss hydrolysis of proteins. • Test for proteins • Discuss the composition and structural features of carbohydrates • Describe the properties of carbohydrates Experiential Learning: • Investigate sugar and other carbohydrates for reducing properties • Test for reducing sugars using Fehling’s solution, Benedict’s solution and Tollen’s reagent. • Explain the chemistry behind the observations made. Talk for Learning: • Classify carbohydrates into monosaccharide, disaccharide and polysaccharide giving examples of each. • Discuss starch as polymer of glucose and the test for starch. • Discuss the hydrolysis of disaccharide and polysaccharide to form monosaccharide? 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 Scientific calculators Formula/equation cards or worksheets Test tubes/rack and droppers where available Safe reagent samples or teacher-prepared demonstration 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 the concepts of organic chemistry to describe the structure and properties of polymers 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 organic chemistry to describe the structure and properties of polymers. | 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 organic chemistry to describe the structure and properties of polymers. | 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 organic chemistry to describe the structure and properties of polymers and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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