Ghana curriculum lesson note

SHS 3 Chemistry 2nd Semester Week 2 Lesson Plan

Need the editable version?

Generate, personalize and download the complete lesson plan on Sirbus.

Weekly Learning Plan
Subject	Chemistry	Week	2
Duration	60 minutes	Form	SHS 3
Strand	SYSTEMATIC CHEMISTRY OF THE ELEMENTS	Sub-Strand	PERIODICITY
Learning Outcome(s)	3.2.1.LO.1 - Predict and describe the physical and chemical properties of the transition elements as well as their uses in everyday life
Content Standard	3.2.1.CS.1
Learning Indicator(s)	3.2.1.LI.1 - Demonstrate knowledge and understanding of the pattern of physical and chemical properties of the transition elements as well as their uses. Recognize the colour production, catalytic properties and many applications of transition elements. State and describe properties of transition elements and perform an experiment to investigate some properties of transition elements. Talk for Learning Approach: • In mixed-ability groups, discuss and list the names of the first-row transition elements and explain what transition elements are. • Discuss the characteristic properties of transition elements under the following headings: a. Variable oxidation states b. Paramagnetism c. Complex ion formation d. Coloured compounds formation e. Catalytic abilities Inquiry-Based Activity: Perform simple experiment(s) to show the catalytic behaviour of transition elements using: a. Decomposition of hydrogen peroxide using manganese (IV) oxide as Catalyst b. Any other suitable reagents Exploratory Learning: Conduct an experiment to explain the applications of complex formation by causing water- insoluble species to dissolve by converting them into soluble complexes. E.g., insoluble Cu2+ salt in excess dilute ammonia. Collaborative Learning • Discuss and use molecular models or materials from the environment to create shapes of some common complex compounds (tetrahedral, square planar and octahedral) from given formulae. • Draw and name the complex compounds modelled. Note: Systematic naming of complexes should be treated
Lesson Focus	Demonstrate knowledge and understanding of the pattern of physical and chemical properties of the transition elements as well as their uses.
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 pattern of physical and chemical properties of the transition elements as well as their uses. 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 pattern of physical and chemical properties of the transition elements as well as their uses. Recognize the colour production, catalytic properties and many applications of transition elements. State and describe properties of transition elements and perform an experiment to investigate some properties of transition elements. Talk for Learning Approach: • In mixed-ability groups, discuss and list the names of the first-row transition elements and explain what transition elements are. • Discuss the characteristic properties of transition elements under the following headings: a. Variable oxidation states b. Paramagnetism c. Complex ion formation d. Coloured compounds formation e. Catalytic abilities Inquiry-Based Activity: Perform simple experiment(s) to show the catalytic behaviour of transition elements using: a. Decomposition of hydrogen peroxide using manganese (IV) oxide as Catalyst b. Any other suitable reagents Exploratory Learning: Conduct an experiment to explain the applications of complex formation by causing water- insoluble species to dissolve by converting them into soluble complexes. E.g., insoluble Cu2+ salt in excess dilute ammonia. Collaborative Learning • Discuss and use molecular models or materials from the environment to create shapes of some common complex compounds (tetrahedral, square planar and octahedral)? 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 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 pattern of physical and chemical properties of the transition elements as well as their uses. recognize the colour 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 pattern of physical and chemical properties of the transition elements as well as their uses. recognize the colour.	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 pattern of physical and chemical properties of the transition elements as well as their uses. recognize the colour.	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 pattern of physical and chemical properties of the transition elements as well as their uses. recognize the colour 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 Plan

More SHS 3 Chemistry 2nd Semester Lessons