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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND OPENER EXAMS |
|||||||
| 2 | 1 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Atomic and mass numbers.
|
By the end of the
lesson, the learner
should be able to:
Name the subatomic particles in an atom. Define atomic number and mass number of an atom. Represent atomic and mass numbers symbolically. |
Exposition on new concepts;
Probing questions; Brief discussion. |
text book
|
K.L.B.
BOOK II PP. 1-3 |
|
| 2 | 2-3 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
First twenty elements of the periodic table.
|
By the end of the
lesson, the learner
should be able to:
List the first twenty elements of the periodic table. Write chemical symbols of the first twenty elements of the periodic table. |
Expository approach: referring to the periodic table, teacher exposes the first twenty elements.
Writing down a list of first twenty elements of the periodic table. |
Periodic table.
|
K.L.B.
BOOK II PP. 1-3 |
|
| 2 | 4 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Isotopes.
|
By the end of the
lesson, the learner
should be able to:
Define isotopes. Give examples of isotopes. |
Exposition of definition and examples of isotopes.
Giving examples of isotopes. |
Periodic table.
|
K.L.B.
BOOK II P. 4 PP. 5-8 |
|
| 2 | 5 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Electronic configuration.
|
By the end of the
lesson, the learner
should be able to:
Represent isotopes symbolically. Define an energy level. Describe electronic configuration in an atom. |
Exposition ? teacher exposes new concepts about electronic configuration.
Written exercise. |
Periodic table.
|
K.L.B.
BOOK II P. 4 PP. 5-9 |
|
| 2 | 6 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Electronic configuration in diagrams.
|
By the end of the
lesson, the learner
should be able to:
Represent electronic configuration diagrammatically. |
Supervised practice;
Written exercise. |
text book
|
K.L.B.
BOOK II PP. 5-8 |
|
| 3 | 1 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Periods of the periodic table.
|
By the end of the
lesson, the learner
should be able to:
Identify elements of the same period. |
Exposition ? Definition of a period.
Q/A: Examples of elements of the same period. |
Periodic table.
|
K.L.B. BOOK IIP. 9
|
|
| 3 | 2-3 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Periods of the periodic table.
Groups of the periodic table. |
By the end of the
lesson, the learner
should be able to:
Identify elements of the same period. |
Exposition ? Definition of a period.
Q/A: Examples of elements of the same period. Exposition ? definition of a group. Q/A: examples of elements of the same group. |
Periodic table.
|
K.L.B. BOOK IIP. 9
|
|
| 3 | 4 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
R.M.M. and isotopes.
|
By the end of the
lesson, the learner
should be able to:
Calculate R.M.M. from isotopic composition. |
Supervised practice involving calculation of RMM from isotopic composition.
|
text book
|
K.L.B. BOOK IIPP. 11-13
|
|
| 3 | 5 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Positive ions and ion formation.
|
By the end of the
lesson, the learner
should be able to:
To define an ion and a cation. |
Teacher gives examples of stable atoms.
Guided discovery that metals need to lose one, two or three electrons to attain stability. Examples of positive ions. |
text book
|
K.L.B. BOOK IIPP 14-15
|
|
| 3 | 6 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Positive ions and ion formation.
|
By the end of the
lesson, the learner
should be able to:
To define an ion and a cation. |
Teacher gives examples of stable atoms.
Guided discovery that metals need to lose one, two or three electrons to attain stability. Examples of positive ions. |
text book
|
K.L.B. BOOK IIPP 14-15
|
|
| 4 | 1 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Positive ions representation.
|
By the end of the
lesson, the learner
should be able to:
To represent formation of positive ions symbolically. |
Diagrammatic representation of cations.
|
Chart ion model.
|
K.L.B. BOOK IIP 16
|
|
| 4 | 2-3 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Negative ions and ion formation.
Valencies of metals. |
By the end of the
lesson, the learner
should be able to:
To define an anion. To describe formation of negative ions symbolically. Recall valencies of metals among the first twenty elements in the periodic table. |
Teacher gives examples of stable atoms.
Guided discovery of formation of negative ions. Diagrammatic representation of anions. Q/A to review previous lesson; Exposition; Guided discovery. |
Chart ion model.
Periodic table. |
K.L.B. BOOK IIP 17
|
|
| 4 | 4 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Valencies of metals.
|
By the end of the
lesson, the learner
should be able to:
Recall valencies of metals among the first twenty elements in the periodic table. |
Q/A to review previous lesson;
Exposition; Guided discovery. |
Periodic table.
|
K.L.B. BOOK IIP 17
|
|
| 4 | 5 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Valencie of non-metals.
|
By the end of the
lesson, the learner
should be able to:
Recall valencies of non-metals among the first twenty elements in the periodic table. |
Q/A to review previous lesson;
Exposition; Guided discovery. |
Periodic table.
|
K.L.B. BOOK IIP 17
|
|
| 4 | 6 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Valencies of radicals.
|
By the end of the
lesson, the learner
should be able to:
Define a radical. Recall the valencies of common radicals. |
Exposition ? teacher defines a radical, gives examples of radicals and exposes their valencies.
Students draw a table of radicals and their valencies. |
text book
|
K.L.B. BOOK IIP 18
|
|
| 5 | 1 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Oxidation number.
|
By the end of the
lesson, the learner
should be able to:
Define oxidation number. Predict oxidation numbers from position of elements in the periodic table. |
Q/A: Valencies.
Expose oxidation numbers of common ions. Students complete a table of ions and their oxidation numbers. |
The periodic table.
|
K.L.B. BOOK IIvP 18
|
|
| 5 | 2-3 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Oxidation number.
Electronic configuration, ion formed, valency and oxidation number |
By the end of the
lesson, the learner
should be able to:
Define oxidation number. Predict oxidation numbers from position of elements in the periodic table. Relate electronic configuration, ion formed, valency and oxidation number of different elements. |
Q/A: Valencies.
Expose oxidation numbers of common ions. Students complete a table of ions and their oxidation numbers. Written exercise; Exercise review. |
The periodic table.
text book |
K.L.B. BOOK IIvP 18
K.L.B. BOOK IIP 18 |
|
| 5 | 4 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Chemical formulae of compounds.
- Elements of equal valencies.
|
By the end of the
lesson, the learner
should be able to:
To derive the formulae of some compounds involving elements of equal valencies. |
Discuss formation of compounds such as NaCl, MgO.
|
text book
|
K.L.B. BOOK IIPP 19-20
|
|
| 5 | 5 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Chemical formulae of compounds.
-Elements of unequal valencies.
|
By the end of the
lesson, the learner
should be able to:
To derive the formulae of some compounds involving elements of unequal valencies. |
Discuss formation of compounds such as MgCl2
Al (NO3)3 |
text book
|
K.L.B. BOOK IIPP 19-20
|
|
| 5 | 6 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Chemical formulae of compounds.
-Elements of variable valencies.
|
By the end of the
lesson, the learner
should be able to:
To derive the formulae of some compounds involving elements of variable valencies. |
Discuss formation of compounds such as
-Copper (I) Oxide. -Copper (II) Oxide. -Iron (II) Sulphate. -Iron (III) Sulphate. |
text book
|
K.L.B. BOOK IIP 20
|
|
| 6 | 1 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Chemical equations.
|
By the end of the
lesson, the learner
should be able to:
To identify components of chemical equations. |
Review word equations;
Exposition of new concepts with probing questions; Brief discussion. |
text book
|
K.L.B. BOOK IIPP 21-23
|
|
| 6 | 2-3 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Chemical equations.
Balanced chemical equations. |
By the end of the
lesson, the learner
should be able to:
To identify components of chemical equations. To balance chemical equations correctly. |
Review word equations;
Exposition of new concepts with probing questions; Brief discussion. Exposition; Supervised practice. |
text book
|
K.L.B. BOOK IIPP 21-23
K.L.B. BOOK IIPP 24-25 |
|
| 6 | 4 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Balanced chemical equations.(contd)
|
By the end of the
lesson, the learner
should be able to:
To balance chemical equations correctly. |
Supervised practice;
Written exercise. |
text book
|
K.L.B. BOOK IIPP 25-8
|
|
| 6 | 5 |
THE STRUCTURE OF THE ATOM & THE PERIODIC TABLE
|
Balanced chemical equations.(contd)
|
By the end of the
lesson, the learner
should be able to:
To balance chemical equations correctly. |
Supervised practice;
Written exercise. |
text book
|
K.L.B. BOOK IIPP 25-8
|
|
| 6 | 6 |
CHEMICAL FAMILIES
|
Alkali metals.
Atomic and ionic radii of alkali metals
|
By the end of the
lesson, the learner
should be able to:
Identify alkali metals. State changes in atomic and ionic radii of alkali metals. |
Q/A to reviews elements of group I and their electronic configuration. Examine a table of elements, their symbols and atomic & ionic radii. Discussion & making deductions from the table. |
The periodic
|
K.L.B. BOOK IIPP 28-29
|
|
| 7 | 1 |
CHEMICAL FAMILIES
|
Ionisation energy of alkali metals.
|
By the end of the
lesson, the learner
should be able to:
State changes in number of energy levels and ionisation energy of alkali metals. |
Examine a table of elements, number of energy levels and their ionization energy.
Discuss the trend deduced from the table. |
text book
|
K.L.B. BOOK II
|
|
| 7 | 2-3 |
CHEMICAL FAMILIES
|
Physical properties of alkali metals.
|
By the end of the
lesson, the learner
should be able to:
State and explain trends in physical properties of alkali metals. |
Examine a table showing comparative physical properties of Li, Na, and K.
Q/A: Teacher asks probing questions as students refer to the table for answers. Detailed discussion on physical properties of alkali metals. |
Chart ? comparative properties of Li, Na, K.
|
K.L.B. BOOK IIPP 30-31
|
|
| 7 | 4 |
CHEMICAL FAMILIES
|
Chemical properties of alkali metals.
|
By the end of the
lesson, the learner
should be able to:
To describe reaction of alkali metals with water. |
Q/A: Review reaction of metals with water.
Writing down chemical equations for the reactions. Deduce and discuss the order of reactivity down the group. |
text book
|
K.L.B. BOOK IIP. 32
|
|
| 7 | 5 |
CHEMICAL FAMILIES
|
Reaction of alkali metals with chlorine gas.
|
By the end of the
lesson, the learner
should be able to:
To write balanced equations for reaction of alkali metals with chlorine gas. |
Teacher demonstration- reaction of sodium with chlorine in a fume chamber.
Q/A: Students to predict a similar reaction between potassium and chlorine. Word and balanced chemical equations for various reactions. |
Sodium, chlorine.
|
K.L.B. BOOK IIP. 33
|
|
| 7 | 6 |
CHEMICAL FAMILIES
|
Compounds of alkali metals.
|
By the end of the
lesson, the learner
should be able to:
Write chemical formulae for compounds of alkali metals. Explain formation of hydroxides, oxides and chlorides of alkali metals. |
Exercise: Completing a table of hydroxides, oxides and chlorides of alkali metals.
Discuss combination of ions of alkali metals with anions. |
text book
|
K.L.B. BOOK II pp 33
|
|
| 8 |
MIDTERM BREAK |
|||||||
| 9 | 1 |
CHEMICAL FAMILIES
|
Uses of alkali metals.
|
By the end of the
lesson, the learner
should be able to:
State uses of alkali metals. |
Descriptive approach: Teacher elucidates uses of alkali metals.
|
text book
|
K.L.B. BOOK II pp 34
|
|
| 9 | 2-3 |
CHEMICAL FAMILIES
|
Uses of alkali metals.
Alkaline Earth metals Atomic and ionic radii of alkaline earth metals. |
By the end of the
lesson, the learner
should be able to:
State uses of alkali metals. Identify alkaline earth metals. State changes in atomic and ionic radii of alkaline earth metals. |
Descriptive approach: Teacher elucidates uses of alkali metals.
Q/A: Elements of group I and their electron configuration. Examine a table of elements, their symbols and atomic & ionic radii. Make deductions from the table. |
text book
Some alkaline earth metals. |
K.L.B. BOOK II pp 34
|
|
| 9 | 4 |
CHEMICAL FAMILIES
|
Physical properties of alkaline earth metals.
|
By the end of the
lesson, the learner
should be able to:
State and explain trends in physical properties of alkaline earth metals. |
Examine a table showing comparative physical properties of Be, Mg, Ca.
Q/A: Teacher asks probing questions as students refer to the table for answers. Detailed discussion of physical properties of alkaline earth metals. |
Some alkaline earth metals.
|
K.L.B. BOOK II P. 35
|
|
| 9 | 5 |
CHEMICAL FAMILIES
|
Electrical properties of alkaline earth metals.
|
By the end of the
lesson, the learner
should be able to:
To describe electrical properties of alkaline earth metals. |
Teacher demonstration: -
To show alkaline metals are good conductors of electric charge. |
Alkaline earth metals.
|
K.L.B. BOOK IIP. 37
|
|
| 9 | 6 |
STRUCTURE & BONDING
|
Chemical bonds.
Ionic bond.
Ionic bond representation. |
By the end of the
lesson, the learner
should be able to:
Describe role of valence electrons in determining chemical bonding. Explain formation of ionic bonding. Use dot and cross diagrams to represent ionic bonding. |
Q/A: Review valence electrons of atoms of elements in groups I, II, III, VII and VIII.
Q/A: Review group I and group VII elements. Discuss formation of ionic bond. Drawing diagrams of ionic bonds. |
text book
Chart- dot and cross diagrams. Models for bonding. |
K.L.B. BOOK IIP54
PP 57-58 |
|
| 10 | 1 |
STRUCTURE & BONDING
|
Grant ionic structures.
|
By the end of the
lesson, the learner
should be able to:
Describe the crystalline ionic compound. Give examples of ionic substances. |
Discuss the group ionic structures of NaCl.
Teacher gives examples of other ionic substances: KNO3, potassium bromide, Ca (NO3)2, sodium iodide. |
Giant sodium chloride model.
|
K.L.B. BOOK II PP 56-58
|
|
| 10 | 2-3 |
STRUCTURE & BONDING
|
Physical properties of ionic compounds.
Covalent bond. Co-ordinate bond. Molecular structure. |
By the end of the
lesson, the learner
should be able to:
Describe physical properties of ionic compounds. Explain the differences in the physical properties of ionic compounds. Explain the formation of covalent bond Use dot and cross diagrams to represent covalent bond. To describe the co-ordinate bond To represent co-ordinate bond diagrammatically. To describe the molecular structure. To give examples of substance exhibiting molecular structure |
Analyse tabulated comparative physical properties of ionic compounds.
Teacher asks probing questions. Exposition: Shared pair of electrons in a hydrogen molecule, H2O, NH3, Cl2, and CO2. Drawing of dot-and-cross diagrams of covalent bonds. Exposition- teacher explains the nature of co-ordinate bond. Students represent co-ordinate bond diagrammatically. Discussion ? To explain formation of the giant structure and give examples of substance exhibiting molecular structure. |
text book
|
K.L.B. BOOK IIPP 58-59
K.L.B. BOOK II P 65 |
|
| 10 | 4 |
STRUCTURE & BONDING
|
Trend in physical properties of molecular structures.
Giant atomic structure in diamond. |
By the end of the
lesson, the learner
should be able to:
To describe van- der -waals forces. To explain the trend in physical properties of molecular structures. To describe giant atomic structure in diamond. To state uses of diamond. |
Discuss comparative physical properties of substances. exhibiting molecular structure.
Explain variation in the physical properties. Diagrammatic representation of diamond. Discuss uses of diamond. |
Sugar, naphthalene, iodine rhombic sulphur.
Diagrams in textbooks. |
K.L.B. BOOK IIP 65
|
|
| 10 | 5 |
STRUCTURE & BONDING
|
Giant atomic structure in graphite.
|
By the end of the
lesson, the learner
should be able to:
To describe giant atomic structure in graphite. To state uses of graphite. |
Diagrammatic representation of graphite.
Discuss uses of graphite. |
Diagrams in textbooks.
|
K.L.B. BOOK II pp 69
|
|
| 10 | 6 |
STRUCTURE & BONDING
|
Metallic bond.
Uses of some metals.
|
By the end of the
lesson, the learner
should be able to:
To describe mutual electronic forces between electrons and nuclei. To describe metallic bond. To compare physical properties of metals. To state uses of some metals. |
Discussion:
Detailed analysis of comparative physical properties of metals and their uses. Probing questions & brief explanations. |
text book
|
K.L.B. BOOK IIP 70
|
|
| 11 | 1 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in periods.
|
By the end of the
lesson, the learner
should be able to:
To compare electrical conductivity of elements in period 3 |
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case. Discuss the observations in terms of delocalised electrons. |
The periodic table.
|
K.L.B. BOOK IIP. 76
|
|
| 11 | 2-3 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
|
Physical properties of elements in period 3.
Chemical properties of elements in period 3. Chemical properties of elements in the third period. Oxides of period 3 elements. |
By the end of the
lesson, the learner
should be able to:
To compare other physical properties of elements across period 3. To compare reactions of elements in period 3 with oxygen. To compare reactions of elements in period 3 with water To identify bonds across elements in period 3. To explain chemical behavior of their oxide. |
Analyse comparative physical properties presented in form of a table.
Explain the trend in the physical properties given. Q/A: Products of reactions of Na, Mg, Al, P, & S with oxygen. Discuss the trend in their reactivity; identify basic and acidic oxides. Exercise ? balanced chemical equations for the above reactions. Q/A: Review reaction of sodium, Mg, chlorine, with water. Infer that sodium is most reactive metal; non-metals do not react with water. Comparative analysis, discussion and explanation. |
The periodic table.
|
K.L.B. BOOK II P. 77
K.L.B. BOOK II PP. 80-81 |
|
| 11 | 4 |
PROPERTIES AND TRENDS ACROSS PERIOD THREE
SALTS |
Chlorides of period 3 elements.
Types of salts. |
By the end of the
lesson, the learner
should be able to:
To explain chemical behavior of their chlorides. To describe hydrolysis reaction. Define a salt. Describe various types of salts and give several examples in each case. |
Comparative analysis, discussion and explanation.
Descriptive approach. Teacher exposes new concepts. |
The periodic table.
text book |
K.L.B. BOOK II PP. 77-78
|
|
| 11 | 5 |
SALTS
|
Solubility of salts in water.
|
By the end of the
lesson, the learner
should be able to:
To test solubility of various salts in cold water/warm water. |
Class experiments- Dissolve salts in 5 cc of water.
Record the solubility in a table, Analyse the results. |
Sulphates, chlorides, nitrates, carbonates of various metals.
|
K.L.B. BOOK II PP. 92-93
|
|
| 11 | 6 |
SALTS
|
Solubility of bases in water.
|
By the end of the
lesson, the learner
should be able to:
To test solubility of various bases in water. To carry out litmus test on the resulting solutions. |
Class experiments- Dissolve salts in 5cc of water.
Record the solubility in a table, Carry out litmus tests. Discuss the results. |
Oxides, hydroxides, of various metals, litmus papers.
|
K.L.B. BOOK IIPP. 94-95
|
|
| 12 | 1 |
SALTS
|
Methods of preparing various salts.
|
By the end of the
lesson, the learner
should be able to:
To describe various methods of preparing some salts. |
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.
|
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
|
K.L.B. BOOK II pp96
|
|
| 12 | 2-3 |
SALTS
|
Direct synthesis of a salts.
Ionic equations. |
By the end of the
lesson, the learner
should be able to:
To describe direct synthesis of a salt. To write balanced equations for the reactions. To identify spectator ions in double decomposition reactions. To write ionic equations correctly. |
Group experiments- preparation of iron (II) sulphide by direct synthesis.
Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. Q/A: Ions present in given reactants. Deduce the products of double decomposition reactions. Give examples of equations. Supervised practice. |
Iron,
Sulphur PbNO3, MgSO4 solutions. |
K.L.B. BOOK II P. 104
|
|
| 12 | 4 |
SALTS
|
Effects of heat on carbonates.
Effects of heat on nitrates. |
By the end of the
lesson, the learner
should be able to:
To state effects of heat on carbonates. To predict products resulting from heating metal carbonates. To state effects of heat on nitrates. To predict products resulting from heating metal nitrates. |
Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c.
Observe various colour changes before, during and after heating. Write equations for the reactions. Group experiments- To investigate effects of heat on various metal nitrates. |
Various carbonates.
Common metal nitrates. |
K.L.B. BOOK II PP. 108-109
|
|
| 12 | 5 |
SALTS
|
Effects of heat on sulphates.
Hygroscopy, Deliquescence and Efflorescence. |
By the end of the
lesson, the learner
should be able to:
To state effects of heat on sulphates. To predict products results from heating metal sulphates. To define hygroscopic deliquescent and efflorescent salts. To give examples of hygroscopic deliquescent and efflorescent salts. |
Group experiments- To investigate effects of heat on various sulphates.
Observe various colour changes before, during and after heating. Write equations for the reactions. Prepare a sample of various salts. Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. |
Common sulphates.
|
K.L.B. BOOK II P. 113
|
|
| 12 | 6 |
SALTS
|
Uses of salts.
|
By the end of the
lesson, the learner
should be able to:
To state uses of salts |
Teacher elucidates uses of salts.
|
|
K.L.B. BOOK II P. 114
|
|
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