Chemistry Scheme of Work SSS1 Lagos State

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Table of Contents

SSS1 Chemistry Scheme of Work First Term Chemistry Scheme of Work SSS1 Second Term Chemistry Scheme of Work SSS1 Third Term Achievement standards

SSS1 Chemistry Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	introduction to Chemistry 1] chemistry – a physical science with strong link to life sciences Ii] meaning of chemistry Iii] career prospects in chemistry Iv] applications of chemistry in home and general medicine, education. Agriculture, industries, research, military, space science etc. V] adverse effects of chemistry (drug abuse pollution, poising corrosion etc)	By the end of the lesson, students should be able to: -use the science dictionary -expound daily and general applications of chemistry as a core life science -enumerate career prospects in chemistry -outline and explain advantages & adverse effects of chemistry in some of the identified areas of application	1]students to deliberate on any five daily life activities involving the use of simple chemicals found at home or elsewhere 2] students in small groups to create a chart each on career choices in chemistry for gallery walk 3] each group of students create an album of pictures of professionals in chemistry (group assignment) 4] each on applications of chemistry in daily life and the society (global) 5] students in their groups compare and contrast advantages /disadvantages of chemistry The group representative then presents to the class	1]critical thinking & problem solving 2]creativity and innovation 3]digital literacy 4]communication& collaboration 5]Leadership & personal development	Audio Visual Materials : science dictionary, charts, posters, pictures, real objects of materials used daily produced by chemical processes e.g. toothpaste, toilet soap, body cream etc Video https://www.youtube.com https://www.youtube.com suggestions: teachers to subscribe to linked/sides share to get relevant, fascinating ready made sides

Scientific Method Familiarization with laboratory apparatus and uses

By the end of the lesson, students should be able to: Outline steps in scientific investigations/processes Identify common laboratory apparatus draw/sketch common laboratory apparatus in the chemistry laboratory apparatus specify at least 10 laboratory apparatus similar to implements uses at home or in various apprentice workshop

1] groups of students online steps in scientific investigations 2] small groups of students create a table of apparatus in the chemistry laboratory and their equivalents in domestic vocational and industrial; concerns e.g. spatula/spoon 3]students in each group are to identify name and suggest one use each of at least 10 4] individual students to sketch/draw schematic diagrams of laboratory apparatus treated in (2) in chemistry note 5] groups of students to visit any artisan’s workshop/local industry after school hours and make a list of 10 apparatus similar to or the same with these treated in the class

1] critical thinking & problem solving 2] creativity & innovation 3] communication & collaboration 4] leadership & personal development

Audio visual material Real and improved laboratory apparatus 3] https://guidancorner.com Suggestion Teacher to subscribe to: LinkedIn and side share Interest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
3	Nature of matter I] Definition of matter Ii] three major states of matter –solid, liquid and gas Iii] change of states of matter Iv] physical properties of the three states of mater V] physical and chemical changes	By the end of the lesson, students should be able to: -expound the definition of matter in their own words -write the three major states of matter -classify selected objects in their environment as solid, liquid or gas -illustrate change of state with the aid of a diagram (triangle) -itemize 4 properties of each of the three state of matter -differentiate physical and chemical changes with appropriate natural and chemical examples Prepare a chart showing characteristic of physical and chemical changes	1] entire class discusses definition of matter and present possible variations 2]groups of students identify, name and classify samples of mater in its three major states within the classroom /school premises and enumerate their physical properties 3]Each students to draw and correctly label the change of state triangle’ Experiment Groups of students to heat some iodine, ammonium chloride crystals in different test tubes and determine the change or state demonstrated by the experiments Project/group work Groups of students are to design a T-chart showing physical & chemical changes in daily activities Assignment Each students to 1] freeze water in a cup at home 2]boil water till it evaporates 3] expose some cement powder on a flat plate to air for a week 4]place some methane balls (camphor) in a book shelf for a week. Now describe observations in practical notebook, write inferences and submit for grading	1]critical thinking & problem solving 2] collaboration & communication 3] leadership & personal development	Audio-visual materials Real objects, ice, water, candle, wax, paper, matches, wood, coal, sugar etc http://www.chem4kids.com suggestion teacher to subscribe to: 1] LinkedIn and slideshare 2] Pinterest for relevant charts and clip arts

Elements A. Elements I]definition of element Ii]different ways of writing symbols of elements Iii] first 20 elements in the periodic table iv] classification of elements into the three states of matter e.g. sodium (solid), mercury (liquid) neon(gas) v]composition of elements (atoms) oxygen elements is made of oxygen atoms 2 ]molecules 1] definition of molecules Ii]examples e.g 1 molecule of sulfur contains eight (8) atoms Iii] atomicity

By the end of the lesson, students should be able to: -search for the meaning of key words e..g. element, atom, molecule, atomically in the science dictionary -science dictionary in the science dictionary -express definition of their key words in their own words -enumerate 4 ways of writing symbols of elements Write names and symbols of the first 20 elements in the periodic table Classify elements into the three states of matter Mention the composition of elements Relate concept of atomically to multiple births and talents in humans Itemize 5 examples of molecules and their representation

1] volunteer students is asked to search for the meaning of key words of the lesson and read out to the whole class 2]groups of students under each method employed in writing chemical symbols using the periodic table chart as a reference W]whole class to discuss and compare atomically to multiple births and talents in humans Assignment 4] individual student to formulate acronyms for the first 20 elements of the periodic table 5]each student to memorize names and symbols of the first 20 elements in the periodic table Project/group work 6 compose a new song/poem using names of the first 20 elements in the periodic table Each group makes a presentation to the entire class Students are free to use musical instruments of their choice

1]creativity imagination & innovation 2]collaboration & communication 3]leadership & personal development

Videos: 1] https://www.youtube.com/watch 2] https://www.youtube.com/watch https://www.youtube.com web resources songs on the first 20 elements in the periodic table acronyms of the names of the first 20 elements in the periodic table suggestion: teacher to subscribe to 1] linked and slideshare 2] pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5	Particulate Nature of Matter-1 1]Atomic models J.J Thompson, Bohr’s model Rutherford’s model Ii] Dalton’s atomic theory & its modification ions Iii] structure of the atom/sub-atomic particles Iv] characteristics of sub-atomic particles V]Atomic no. proton, no, No of neutrons and number of elements	By the end of the lessons , students should be able to: -explain (briefly) each of the atomic models -outline at least 5 postulates of Dalton’s atomic theory & discuss reasons for modifications -explain at least 5 modified postulates of Dalton’s atomic theory -draw the structure of the atom -express the 3 major sub-atomic particles and their characteristic (mass charge) with the aid of a.t. –chart -indicate position of atomic number of elements in the periodic table	1] entire class reviews definition of atoms, elements, molecules treated in the previous week 2]each students to draw/sketch structure of the atom and locate the 3 major sub-atomic particles 3]groups of students compare properties of sub-atomic particles using a T-chart 4]Each student to indicate (slow) the atomic number, atomic mass of elements in their personal copy of the periodic table 5]each student to calculate number of neutrons of selected elements from the periodic table Project (group Work) Small groups of students to design structure of the atom using colour beads, paper Marché, knitting wool, or carved wood, each group to choose preferred material	1]creativity , Imagination & innovation 2]leadership & personal development	Charts, posters on the atomic models, coloured beads, paper marche , plasticine Video https://www.youtube.com/watch 2]https://www.youtube.com/watch?v-03/wcjxjcdA Web resources https://www.siyavula.com/read/science/grade:10/the-atom/04.the.atom-02 Suggestion Teacher to subscribe to: 1]linkedin and slides share 2]pinterest for relevant charts and clip arts

Particular Nature of Matter-2 1]atomic mass, relative atomic mass Ii] isotopes relative abundance of isotopes Iii] definition and types of orbital Iv] rules for filing orbitals v] electronic configuration vi] formation of ions cautions and anions) from neutral atoms

By the end of the lessons , students should be able to: -search for the meaning of new words e.g. isotopes , isotopy, orbitals e.tc from the science dictionary -differentiate between atomic mean and relative atomic mean, isotopes and isotopy -itemize 5 elements with isotopes and locate them in the periodic table -calculate relative atomic masses of elements from their relative abundance -express the meaning of orbitals -create a table of the 4 orbitals types and the maximum no of electrons each can contain -outline rules for filing orbitals -write the electronic configuration of the first 20 elements in the periodic table -outline how ions are formed

1]volunteer student to search for the meaning of key words of the lesson and read out to the whole class 2] whole class compare concept of isotopy to triplets births twins, triplets, quadruplets etc in animals and humans 3] groups of students prepare a document of names of twins or triplets in their class/school and possibly state their differences 4]each student to a] draw the shapes of orbitals treated in class B] fill electrons into orbitals using the relevant rules c]write the electronic configuration of the first 20 elements in the periodic table Role play 5] group of volunteer students to dramatize formation of ions from neutral atoms of elements using the natural concept of giving and receiving

1]creativity thinking & problem solving 2]communication & collaboration 3]digital literacy 4] leadership and personal development

Audio –visual Material: science dictionary, periodic table chart, cardboards et Video 1]https://www.youtube.com Web resources https://byjus.com/chemistry/electron.configuratio/# Suggestion Teacher to subscribe to 1] Linkedin and slideshare 2]pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
7	Open Day and Mid-Term Break
8	a] Compounds and mixtures i] definition of compound and examples Ii] relationship between atoms, elements and compounds Iii]classification into three states of matter B] mixtures i] definition of mixture and examples ii] relationship between elements , compound and mixtures iii] heterogeneous and homogeneous mixtures c] characteristic of mixtures and compounds	By the end of the lessons , students should be able to: -write key words in the topic and their meaning using the science dictionary e.g. compound, homogeneous, heterogeneous etc -articulate the meaning of the key words and give common examples in real life and the chemistry laboratory -analyse the relationship between atoms and elements in the formation of elements in the formation of compounds e.g. CSI, contains 1 atom of copper (cu), 1 atom of sulphur(s and 4 atom of oxygen (O) -categorize compounds as solids, liquids of gases Mixtures -prepare mixtures of different substances -enumerate 5 examples each of mixtures in real life and in the chemistry laboratory -show the relationship between elements , compounds and mixture e.g. air as a mixture containing elements and compounds -distinguish heterogeneous and homogeneous mixtures with examples of each -enumerate 4 characteristics of mixture and compounds	1] students in small groups arrange given list of substances used in daily life as compounds or mixtures 2]each group of students write elemental components of substances listed in (1) using a T-chat 3]each group of students categorize substances listed in (1) as solids, liquids or gases 4] students in groups arrange chemical display on the workbench in the chemistry laboratory as I] mixtures or compounds Ii] solids , liquids or gases 5] groups of students A] enumerate and differentiate heterogeneous and homogeneous mixtures in daily life B] prepare in groups of different substances 6]students in groups relate characteristics of mixtures and compounds to that of substances in daily life	1]critical thinking & problem solving 2] communication & collaboration	2]https://www.youtube.com/watch?v=tvxkkgdduca Web Resources https://www.bbc.co.uk/bitesize/guide/zgvc4wx/revisionary1# Suggestion Teacher to subscribe to: 1] linkedin and slideshare 2]pinterest for relevant charts and clip arts

Separation Techniques I] Types of separation techniques Ii] applications of various separation techniques Iii] criteria for purity of substances Iv] practical on separation techniques V] melting and boiling point determination

By the end of the lessons , students should be able to: -explain reason for separating mixtures and not compounds -outline at least 10 separation techniques -summarize domestic academic and industrial applications of separation techniques generally -demonstrate simple separation techniques e.g. sieving, decantation, filtration, demagnetization

1] groups of students to create a table of local mixtures in daily life and methods of separating them e.g. ‘og’ ‘akamu’, ‘elubo’, kunnu’ kerosene and water etc 2] individual students to match separation techniques with appropriate mixtures in a T-chart Experiment 3] groups of students to demonstrate simple separation techniques e.g. sieving decantation, filtration, demagnetization etc using relevant substances 4] each student to identify apparatus used for determination of melting and boiling points in the laboratory Excursion Field Trip … The whole class goes on a field trip to any of the following site for production of ‘og’, ‘fufu’, ‘kunnu’ , ‘gari’ local distilleries, mini water works, station. Each group I the class writes a report of the trip afterwards for grading

1]critical thinking & problem solving 2] communication and collaboration 3]leadership and personal development

Audio-visual materials: relevant laboratory apparatus on each separation technique taught e.g. fitter, paper, funnel, conical flak, distillation, apparatus, separating mixtures e.g solve, wire mesh, cane and raffia tube, capillary tube, thermometer Video https://www.youtube.com Suggestion Teacher to subscribe to 1] linkedin and slideshare 2] pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Valence, oxidation number and Lupac nomenclature a] valence b] oxidation number c]rules governing calculation of oxidation number d] difference between cautions , anions and radicals e] calculation of oxidation no of elements in radicals and compounds 1]LUPAC nomenclature of compounds	By the end of the lessons , students should be able to: -look for the meaning of key words e.g. valence and oxidation number cautions m anions etc in the science dictionary -differentiate valence and oxidation number (O.N) -distinguish cautions anions and radicals -outline the rules governing calculation of oxidation number (O.N) -calculate O.N of elements in radicals and components -write IUPAC names of at least 5 specified radicals and compounds	1] volunteer students to explain the concept of valency oxidation number in their own words Peer Teaching 2 ] groups of students to calculate O.N using rules treated in the lesson 3] each group of student to write LUPAC nomenclature of at least 5 radicals and compounds using lesson content	1]critical thinking & problem solving 2]communication & collaboration 3]leadership and personal development	Audio-visual materials Periodic table chart Calculator Videos 1] https://www.youtube.com/watch https://www.youtube.com Suggestion Teacher to subscribe to: 1]linkdin and slideshare 2]pinterest for relevant charts and clip arts

12	Revision
13	Examination
14	Examination

ACHIEVEMENT STANDARDS

At the end of the term students are able to:

Apply chemistry to daily life
Outline steps in scientific investigation
Distinguish between physical and chemical changes
Know if changes are permanent or temporary through heating iodine, ammonium chloride crystals
Identify elements used around the home for different purposes
Separate mixtures using different techniques

Chemistry Scheme of Work SSS1 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Resumption test/mole concept 1 i] definition of mole ii] calculation of molar mass /relative molecular mass iii] % composition of elements in compounds	By the end of the lessons , students should be able to: -explain the mole concept -locate atomic mass of elements in the periodic table chart Calculate I] molar mass Ii] relative molecular mass Iii] no of moles of substance Iv]%composition of elements in compounds	1]each students to locate atomic mass of elements in their personal copy of periodic table chart Peer Teaching 2] pairs of students to calculate I]molar mass of substances Ii]no of moles substances Iii]%composition of elements in compounds	1]critical thinking & problem solving 2]leadership & personal development 3]communication and collaboration	Audio-visual materials: periodic table chart and calculator Video https://www.youtube.com/watch?v=vwmgxfiuia Web resources https://cnx.org/contnts/rwdv9x3@7.6:1 suggestion Teacher to subscribe to: 1]Linkedin and slideshare 2]pinterest relevant charts and clip arts

Mole Concept 2 Mole concept in terms of i] relative molecular mass Ii] molar volume of a gas Iii] No of particles Iv] empirical formula V] molecular formula

Students should be able to calculate: -no of moles in elements and compounds Molar volume of gases No of particles using avergadros no -empirical formula Molecular formula

1] The whole class discuss and relates content of Week 1 lesson on introduction to mole concept to current topic 2]volunteer student to define molar volume of a gas using his/her own words 3] volunteer students to state the standard value of I] avogadro’s number Ii] molar volume of a gas Iii] explain the acronym S.T.P and state its values Peer Teaching 5] paired students to calculate I]No of moles in molecules of elements and compounds Ii] no of particles in a chemical substance Iii] molecular formula Iv]empirical formula v] molar volume of gases

1] critical thinking & problem solving 2]leadership & personal development 3]communication and collaboration

Audio-visual Materials Periodic table chart , text books, calculator Video https://www.youtube.co,/watch?v=wnrabwvhyky web resources https://www.arigeko.ed suggestion teacher to subscribe to 1]linkedin and slideshare 2]pinterest for relevant charts and clips arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
3	A] writing and balancing chemical equations B]calculations from chemical equations	By the end of the lessons , students should be able to: -recall chemical formula and LUPAC nomenclatural (refer to wks 10 & 11 of first term) -translate word equations to chemical equations e.g. magnesium +hydrochloric acid magnesium chloride + hydrogen gas Mg(_g) + HCI(_gl) MgCI + H(_gl) -write steps in balancing chemical equations -balance chemical equations -apply mole concept to calculations in balanced equations	1]whole class brainstorms to recall highlights of lesson on chemical symbols and formula (wks 10-11 of 1^st term) 2]groups of students translate word equations to chemical equations to chemical equation Peer Teaching 3] students are paired to balance simple chemical equations and calculate amount of substances in reactants/products from chemical equations	1]critical thinking & problem solving 2]leadership & personal development 3]communication and collaboration	Audio-visual Materials: periodic table, chart, textbooks, calculator Videos 1] https://www.youtube.com Web resources https://www.angels.edu/faculty/kboudea/index/chapter.03-2.pdf. Suggestion: teacher to subscribe to 1] linkedin and slideshare 2]pinterest for relevant charts and clip arts

Chemical laws I] definition of chemical laws Ii] verification of chemical laws Iii] calculations based on chemical laws

By the end of the lessons , students should be able to: -explain ‘laws/rules’ in lay man’s language e.g. school rules -relate the concept of laws /rules in daily life to the topic -list , define and explain the 4 chemical laws -explain experiments to verify each of the chemical laws -calculate specified parameters using chemical laws -interpret results obtained from calculations on chemical laws

I]entire class discuss essence of ‘laws/rules’ in institutions and society generally and relate such to laws in chemistry 2]paired students to itemize chemical laws and calculate specified parameters using each law 3]volunteer students to state chemical laws treated, and explain their verification

1]critical thinking & problem solving 2] digital literacy 3]leadership and personal development 4]collaboration and communication

Audio-visual materials: periodic table chart, text books , calculator Video: https://wwwyoutube.com/watch?v=od-obdeyxv4 web resources https://wwwlearncbseim/basic-concepts Suggestion Teacher subscribe to: 1] Linkedin and slideshare 2]pinteresr for relevant charts and trip arts

Chemical combination /bonding types of chemical bonds a] strong bonds –electrovalent/ionic bonds properties and examples -covalent bonds Properties and examples Coordinate/dative bonds Properties and examples B] weak bonds -hydrogen bonds Vander waals force

By the end of the lessons , students should be able to: -indicate the first 20 elements of the periodic table -write the electronic structures of atoms of the first 120 elements -write electronic structures of atoms of the first 20 elements -outline 2 reasons for chemical combinations -itemize 5 types of chemical bonds -classify each type of bond as weak or strong -form electrovalent/ionic covalent and dative bonds from the electronic structures of relevant

1]each student to indicate the first 20 elements in their personal copy of the periodic table 2]students groups sing songs/recite poems composed on first 20 elements in the periodic table (wk 4 1^st term) 3]each students to write the symbols of first 20 elements in the periodic table for grading 4]entire class discuss reasons for chemical combination and relates the concept to group associations, marriage, collaborations etc

1] critical thinking & problem solving 2] collaboration & communication 3] digital literacy 4] leadership and personal development

Audio-visual materials: Periodic table, chart, periodic models, coloured beads, sugar, table salt , water camphor balls of various colours Videos; https:www.khanacedemy.org

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Neutral atoms of elements and radicals where applicable e.g. NaCl,Cl MgO, CaCL HH -illustrate the formation of hydrogen bonds -explicate existence of vander waals forces -contrast the characteristic of electrovalent covalent bonds and compounds with the aid of a T-chart	5.students in groups classify chemical bonds as weak/strong with examples 6] each group elucidates and illustrates the formation of each bond type on paper with diagrams of ions, compounds and molecules formed Role Play Volunteer students dramatize formation of chemical bonds where applicable Assignment 8.each group of students to compare the characteristics of chemical bonds and compounds e.g. electrovalent, covalent, dative in a chart and submit for grading		https://en.,wikipedia.org suggestions: teacher to subscribe to 1]linked and slideshare 2]Pinterest for relevant charts and clip arts

Kinetic Theory of Matter I] meaning of kinetic theory in relation to matter Ii] states of matter Iii] use of kinetic theory to explain change of state, Brownian movement, diffusion, osmosis etc

By the end of the lessons , students should be able to: -specify key words in the topic and subtopics of the lesson -articulates the meaning of the keywords and relate to the three states of matter -illustrate change of state of matter using schematic diagrams -demonstrate osmosis, diffusion, Brownian motion refer to nature of matter (week 3 of first term)

1] whole class identify keywords in the topic 2] volunteer students search and reads out meaning of keywords from science dictionary and relate such to the topic 3]students groups 1] write the three major states of matter Ii]summarize change of state using a well label triangle, Iii] sketch or illustrate arrangement of particles in each of the three states of matter Iv]dramatize arrangement of particles in each of the three states of matter Iv] dramatize arrangement of particles in each of he three states of matter Experiment 6] specific group of students demonstrate I] osmosis Ii]diffusion Iii]Brownian movement using relevant resource materials 7]whole class to discuss differences in osmosis, diffusion, and Brownian movement

1] critical thinking & problem solving 2]collaboration & communication 3]leadership and personal development

Audio visual materials: science dictionary, perfume, body spray, iodine crystals, pollen grains dust particles, KMnO, KCr,O crystals , chalk powder, a dusty room being swept and viewed from outside under sunlight microscope Video Https://www.youtube.com Web resources https://course.jumeiesming.com suggestion: teacher to subscribe to: 1] linkedin and slideshare 2]pinterest for relevant for charts and clip arts

7	Open Day and Mid-Term Break
8	Kinetic Theory of gases I] postulates of the kinetic theory of gases Ii] gas laws (Boyle, Charles) State the laws Mathematical expressions	By the end of the lessons , students should be able to: -recognize key words in the topic and subtopics of the lesson -articulate the meaning of the keywords in their own words and relate it to the lesson	1] class to identify keywords in topic 2] volunteer students search and reads out meaning of key words from science dictionary and relate such to the topic 3]students groups to outline and explain at least 5 postulates of the kinetic theory	1]critical thinking & problem solving 2] digital literacy 3]communication and collaboration 4] leadership and personal development	Audio –visual Materials: science dictionary, syringe + piton, pictures charts, calculator, cotton wool aqueous ammonia (NH Conc. HCL, bicycle pump Thermometer, glass vessels, plastic bottles

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	Chemical representations -calculations and applications -general gas equation -idea gas equation	-enumerate at least 5 postulates of the kinetic theory of gases -state and expound Boyle’s and Charles’ laws using mathematical expressions and graphical representation -deduce the general and ideal gas equations -effectively convert temperatures on the Celsius (“C”) Fahrenheit (“F”) and Kelvin (K) scales -express the meaning of he acronyms S.V.P.”, “S.T.P”. and Molar Volume of a gas	4]Each students to I]memorize Boyle’s and Charles’ laws Ii]Sketch/draw graphs of Boyle’s and Charles laws Iii]write mathematical expressions of Boyle’s and Charles laws Peer Teaching 5] paired students to: I] deduce the ideas and general gas equations Ii]convert temperatures on the Celsius (“C), Fahrenheit (“F”) and Kelvin (K) scales Iii] calculate required quantities, in Boyle’s Charles laws, idea and general gas ideal and general gas equations 6] individual students to express the meaning of the acronyms S.V.P.S.T.P and molar Volume of a gas to demonstrate verification of Boyle’s and Charles laws		Balloons Videos https://www.youtube.com https://www.youtube.com Suggestion Teacher to subsricbe to: 1] linkedlin and slideshare 2 Pinterest for relevant charts and clip arts

Gas Laws continued I] Dalton’s law of partial pressures Ii]Avogadro’s law iii] Gay Lussac’s law of combining volumes iv] Graham’s law of diffusion

By the end of the lesson, students should be able to: -state Dalton’s law of partial pressures Avogadro’s law, Grapham’s law of diffusion, Gay Lussac’s law of combining volumes -calculate required parameters on all the gas laws -derive S.I. units for the calculated parameters

1]Randomly selected students to state Dalton’s law of partial pressures, Avofadro’s law, Grapham’s law of diffusion, Gay Lussac’s law of combining volume 2] paired students to: I] calculate required parameters on all gas laws Ii] derive S.I units for the calculated parameters Iii] relate Gay Lussac’s law to Avogadro’s law Group Experiments Assignments 5] specific groups of students to demonstrates the following experiments in class after online search 1] ‘can crusher’
2] Balloon in the bottle
3] Air compression

1]critical thinking & problem solving 2] digital literacy 3]collaboration and communication 4]leadership and personal development

Audio-visual Materials Empty cans, balloons , empty plastic bottles (one with hole and another without hole Video https://www.youtube.comwatch?v=cxd2h5080u https://www.youtube.com/watch?v=xg5niowfzw Suggestion Teacher to subscribe to: 1]Linkedin and slideshare 2] pinterest relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Gas Laws I] experiments Ii] projects	By the end of the lesson, students should be able to: -perform experiment and exhibit projects on applications of gas laws	Students are divided into groups Each group is to design and demonstrate projects on gas laws and make presentation to the entire class	Critical , imagination & innovation 2] leadership & personal development 3]digital development	Audio –visual materials: see previous week Web resources https://multiteraclesproject.com/exploring:thegas-laws

Water Introduction I] essence of water for all living organisms Ii] sources of water Iii] types of water Iv]components of water V]structure of water Vi] uses of water Vii] physical properties of water Viii] test for water Ix] water pollution

By the end of the lesson, students should be able to: -Briefly discuss the importance of water for all living organisms -demonstrate via simple experiments the presence of water in organic and inorganic substances natural substances -itemize at least 5 sources of water -list and define the two types of water (hard and soft) -write the two component elements of water -itemize 5 physical properties and at least 7 uses of water -demonstrate simple tests for water

1]whole class to discuss the importance of water in daily life Experiment 1 2] students groups to demonstrate water as a major component of living tissues, using fresh vegetables or any other substance of their choice 3] each student to draw the structure of water and state its elements components 4]students in groups to illustrate 5 physical properties of water and itemize 5 sources of water 5] groups of students to outline and explain least 7 uses of water Experiment 2
6] groups of students to distinguish hard and soft water using soap
7] students in each group to classify different water samples as hard/soft after using experiment in (6)

7] each group of students to itemize water pollutants Experiment 3
8] each group of students to demonstrate test for water using anhydrous copper (ii) tetraoxosulphate (vi) and anhydrous cobait (ii) chloride

1] critical thinking & problem solving 2] digital literacy 3] collaboration and communication 4] leadership and personal development

Audio-visual materials Fresh vegetables coloured pencils/crayons, water samples from the various sources listed soap, plastic bowls of moderate sizes Anhydrous copper (ii) tetraoxosulphate(vi) anhydrous cobait (ii) chloride Video: https://www.youtube.com/watch?v= Web Resources Suggestion: teacher to subscribe to: 1] Linkedin and slideshare 2]pinterest for relevant charts and clip arts

12	Revision
13	Examination

ACHIEVEMENT STANDARDS

At the end of the term students are able to:

Explain chemical laws;
Relate the concept of laws /rules in daily life
Illustrate the formation of bonds and reasons for such bonds
Deduce the ideal and general gas equation and their applications
Discuss importance of water for living organisms

Chemistry Scheme of Work SSS1 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Acids I] acids in nature and daily life Ii] classification (organic, inorganic, Waal, strong, dilute concentrate with examples	By the end of the lesson, students should be able to: -explain the mole concept -locate atomic mass of elements in the periodic table chart Calculate I] molar mass Ii] relative molecular mass Iii] no of moles of substance Iv] % composition of elements in compounds	I]class highlight key words , volunteer students express meaning of such in their own words, whole class compares expressed meaning with that found in science dictionary and related discoveries to the lesson 2] individual students to bring different types of fruits (ripe and unripe), vegetables, milk , raw fish and meat, shells and bones of organisms, ion filling m tiles chalk, etc prior to the lesson for use as instructional materials 3]students in small groups to demonstrate the presence of acids in 10 natural substances (fruits, vegetables and food substances brought to class using litmus 4] students in their groups to classify a giving list of acids as organic , inorganic, weak, strong, concentrated and dilute Experiments 5] students in each group to demonstrate I] evolution of hydrogen gas by reaction of acids with metals , iron, filling of acids with metals (ion fillings, nails magnesium ribbon, copper tumings (pieces) ii] evolution of carbon (iv) oxide gas by reaction of acids in fruit juice e.g. juice of unripe lime, lemon, , pineapple with baking powder Ii]corrosive nature of concentrated acids on substances such as paper, wood and frits 1] each group of students to prepare carton (iv) oxide gas from the reaction of dilute mineral acids (e.g. HC) and ) 2] grounded shells/bones of organisms, chalk, ceramic tiles etc	1] critical thinking & problem solving 2]leadership & personal development 3]digital literacy 4] communication and collaboration	Audio-visual Materials for weeks 1 & 2 , science dictionary, fruits (ripe and unripe) mineral acids, milk , raw fish and meat, litmus , flash cards, T-chart, pictures , posters, science dictionary, marble clips, iron fillings broken tiles, cement, powder, chalk, mortar and pestle, water, CO, gas from the lungs, delivery tube, wash bottle, cork, relevant glass wares , dilute mineral acids (HCI, H,S,O, HNO) shells of organisms e.g. snail, sea shells, egg shell and bones https://www.youtube.com suggestion teacher to subscribe to: 1] LinkedIn and slideshare 2] Pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
2	Acids continued I] acids in nature and daily life Ii] definition of acids Iii] physical and chemical properties of acids iv] Basicity of acids v] laboratory preparation of acids vi] test for acids vi] test for acids vii] uses of acids	By the end of the lesson, students should be able to: -demonstrate presence of acids in natural substances and daily life e.g. dilute HCL in the stomach/hunger pangs, organics acids in fruits and foods -define acid -itemize acid demonstrate at least 3 of physical and chemical properties of acids -explain the basicity of acids -state the Basicity of specific acids -prepare a simple acid e.g. H₂CO₃ Demonstrate tests for acids -enumerate at least 5 daily and industrial uses of acids	1] entire class recap previous week’s lesson content 2] randomly selected students to define acid as stated by arthenlus, Bronsted-lowry and Lewls respectively 3] students in their groups to demonstrate at least 3 of the physical and chemical properties of acids (refer to activities of the previous lesson) 4] students in each group demonstrate to tests for acids 5] the whole class to discuss at least 4 necessary precautions in handling acids Projects 6] each group of students to submit I] a types outline of daily and industrial uses /applications of acids Ii] Basicity of a lift of acids given by the teacher . project to be submitted for grading 9] students in their groups to create an album of pictures of fruits, vegetables and foods and state their acid contents	1]creativity , imagination& innovation 2]leadership & personal development 3] digital literacy 4]collaboration and communication

Bases 1] base in nature and daily life Ii] classification of bases –[ organic, inorganic, weak, strong , dilute concentrated with examples) Definition of bases Iii] physical and chemical properties of base/alkali Iv] preparation of a single base V]test for base/alkali

By the end of the lesson, students should be able to: -indicate key words in the topic and subtopics of the lesson -search for the meaning of the key words in the science dictionary -expound the meaning of the keywords and relate it to the lesson -demonstrate the occurrence of bases in natural substances and body fluid e.g. saliva using litmus -classify bases as organic, inorganic, weak, strong concentrated and dilute -define, differentiate the classes of bases -gives 1 example of each of the classes of bases -itemize and demonstrate at least 2 of the physical and chemical properties of bases -enumerate 3 daily and industrial uses of bases/alkali -prepare a simple base e.g. KCH (dissolve wood ash in water and test with litmus -differentiate between a base and an alkali -demonstrate tests for bases

1] class picks key words in topic and subtopics 2]volunteer students search for keywords in the science dictionary, expounds their meanings and relates to the lesson content 3]volunteers students are asked prior to the lesson to bring materials indicated under learning resources as instructional materials 4] students in their groups to test the materials brought as instructional; materials for bases using litmus paper 5] students in each group to inorganic, weak, strong concentrated and dilute 6]students in each group to itemize and demonstrate at least 2 of the physical and chemical properties of bases 7each group of students to differentiate between a base and an alkali by dissolving sample bases in water e.g. NaOH, KOH Ca(OH)₂ 8]demonstrate tests base /alkalis (use of litmus paper) 9] the whole class to discuss 3 necessary precautions in handling base/alkalis Group project assignment 10] each group of students to submit a typed outline of daily and industrial uses/applications of bases for grading 11] students in small groups to prepare a simple base e.g. KOH (dissolve wood ash in water and test with litmus)

1] Critical thinking & problem solving 2] leadership & personal development 3] Digital literacy 4] Collaboration and communication

Audio- visual materials Science dictionary fruits and vegetable ashes baking powder, hand feel saliva ashes, baking powder litmus Video https: www.//youtube.comwatch https://www.slideplayetcom.slide/31981/ https://studyindustry.com/acids-and-baseds-we-usein-everyday-life/ Suggestion; Teacher to subscribe to: 1] linkedin and slideshare 2]pinterest for relevant charts and clip arts and sides

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	A]relative acidity & Alkalinity (pH scale) I] definition of relative acidity and alkalinity Ii] definition of Ph, POH Iv] significance/application of PH, POH in daily life and industries B] Indicators I] definition of indicators Ii] colours of indicators in different media Iii] natural and synthetic indicators	By the end of the lesson, students should be able to: -highlight key words in the topic and subtopics of the lesson e.g. indicator -search for the key words in the science dictionary -express the meaning of the keywords and relate them to the lesson -draw /sketch and define a pH scale -outline 3 uses of a pH scale -define pH & pOH of solutions using either pH meter, pH scale (colour matching) or universal indicator paper -calculate pH and pOH of a given solution -discuss the significance and applications of pH and pOH in daily life and industries	1] The whole class to highlight, discuss meaning of key words, compare suggested meaning to that found in the science dictionary and relate it to lesson content 2 2] each student to sketch and correctly label a pH scale correctly label a pH scale 3] groups of students to measure ph scale (colour matching) or universal indicator paper 4] pair of students to calculate pH and pOH of a given solution 5]group of students to demonstrate the use of any natural materials as indicators 6]individual student to create a table showing 5 indicators used in the chemistry laboratory and their colour, changes in acidic basic and neutral media	1] creativity & innovation 2]critical thinking & problem solving 3]leadership & personal development 4]digital literacy 5]collaboration and communication	Audio-visual Materials pH meter/scale, pH colour chart for colour matching) universal indicator paper calculator extract from bright coloured flowers /leaves , red cabbage, teac solution, ,ethyl orange, methyl red, phenolphalein bromothymol blue etc web resources https://toppr.com https://course.lumenlearning.com/aid everydaylife.com Suggestion Teacher to subscribe to: 1] Linkedin /slides share 2] pinterest to get relevant fascinating ready made sides

Salts I] salts in daily life Ii] definition and examples of salts Iii] neutralization reaction Iv] classification of salts soluble and insoluble) v] colours of salts Vi] types of salts (acid, basic, normal, double, complex hydrated, anhydrous) Vii] preparation and properties of salts viii] deliquescent efflorescent, hygroscopic substances ix]drying agents x]recovery of salts from solutions xi] hydrolysis of salts

By the end of the lesson, students should be able to: -mention and discuss 5 uses of salts in everyday life e.g. table salt, Andrews liver salt, Alum, baking powder, chalk, Epsom salt etc -use the science dictionary to define fine salts -classify salts as soluble and insoluble and give examples -prepare solutions of soluble and insoluble salts -write colour of salts samples displayed in the laboratory -outline 5 types of salts and give 1 example of

1] Volunteer students to bring salts stated in the learning resources for the lesson 2] entire class to discuss uses of 5 different salts in everyday life e.g. table salt, Andrews liver salt, Alum, baking powder, chalk (CaCO₂) , Epsom salt etc 3] whole class to inspect a gallery of displayed salts in the laboratory and prepare a table showing their names and colors 4] groups of students to demonstrate solubility of given samples salts in water 5] selected students to define salts in different ways 6] groups of students to classify given list of salts as acid, basic, neutral, double, complex,, hydrated acid Material

1] critical thinking & problem solving 2]communication and collaboration 3] leadership and personal development

Audio-visual materials Science dictionary, flash cards, table salts , alum, Epsom salt, Andrews liver salt, chalk, baking powder, bleaching powder, potash various types of salt in the chemistry laboratory e.g. NaOH, CaCO, Na,SO, NaHCO,CuSO,KCr,O KMnO, FeCL, FeSO, AgCl, Cu (N03, Cu0, Cu0, CuCl etc videos https://www.youtube.com https://wwwyoutube.comwatch?v=51pikgxlFA

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	A relative Acidity & Alkalinity [pHs ale] I] Definition of relative acidity and alkalinity Ii] Definition of pHs ale pOH, pH Iii]Measurement and Calculation of pH, pOH Iv]Significance /application of pH, pOH in daily life and industries B indicators I] Definition of indicator Ii] Colors of indicator in different media Iii] Natural and synthetic indicator	By the end of the lesson, students should be able to: Highlight Key word in the topic and subtopics of the lesson e.g. indicator -search for the key words in the science dictionary -express the meaning of the keywords and relate them to the lesson -draw /sketch and define a pHs ale -outline 3 uses of a pHs ale – define pH & pOH – measure pH and pOH of solutions using either pH meter, pHs scale [color matching ] or universal indicator paper -calculate pH and pOH of a given solution -discuss the significance and application of pH and pOH in daily life and industries Indicators -mention 5 natural substances that can be used as indicators -define indicators -give 5 example of indicators used in Chemistry -demonstrate variation of colors or indicator in various media	1] The whole class to highlight discuss meaning of key words ; compares suggested meaning to that found in the science dictionary and relate it to lesson content 2 2] Each student to sketch and correctly label a pHs ale 3] Groups of students to measure pH and pOH of solution using either pH meter, pHs ale [color matching ] or universal indicator paper 4] pair of students to calculate pH and pOH of a given solution 5] Group of students to demonstrate the use of 6] individual student to create a table showing 5 indicator uses in the chemistry laboratory and their color changes in acidic basic and neutral media Group Assignment 1] each group of students to create an album of pictures of 5 natural substances that can be used as indicators in the chemistry laboratory 2]outline 5 applications of pH and pOH in daily life and industries	1] creativity & innovation 2]critical thinking & problem solving 3]leadership & personal development 4]digital literacy 5]collaboration and communication	audio-visual Materials pH chart for pH, matching) universal indicator paper, calculator extract from bright coloured flowers /leaves red cabbage, tea solution, methyl orange, methyl red, phenophithamien bromothymol blue etx web resources https://www.toppr.com https://course.lumenearning.com/atd-any natural materials as indicator suggestion teacher to subscribe to: 1] Linkedin/slides share 2]pinterest to get relevant , fascinating ready-made slides

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Each -outline and demonstrate the properties of salts -prepare a simple salt e.g. HCL + NaOH NACL + H₂O₂ -define neutralization -define and give examples deliquescent. Efflorescent, hygroscopic substances -give examples of drying agents -perform experiments on recovery of salts from solutions -explicate the hydrolysis of salts	7] each group of students to prepare simple salt and demonstrate its recovery from solution e.g. HCL(_aq) + HaOH(_aq) NaCL(_aq) + H₂aO(₁) Experiment 8] each group of students to prepare white anhydrous CuSO₄ from its blue hydrated crystals 9] students in groups to classify given sample salts as deliquescent efflorescent or hygroscope after exposure to air		Suggestions: teacher to subscribe to: 1] linke pinterest to get relevant din slides share 2]

Carbon I] natural substances containing carton Ii] position of carbon in the periodic table Iii] electronic configuration of carbon Iv] structure and allotropes of carbon v] diamond and graphite (structure, properties uses] vi] coal (types and location of coal mines in Nigeria) vii] destructive distillation of coal viii] coke ix] gasification and coke x] uses of coal and coke

By the end of the lesson, students should be able to: -prepare a list of 10 natural substances used daily that contains carbon -locate the position of carbon in the periodic table and write its elements configuration -recall & explain the concept of allotropy -mention at least 3 allotropes of carbon laying emphases on diamond and graphite -classify the allotropes of carbon as crystalline and non-crystalline -compare the properties of diamond and graphite using a T-chart -state 3 uses of each of the allotropes of carbon especially diamond and graphite in daily life and generally -enumerate 4 types of coal -write locations of coal mines in Nigeria -list products of the destructive distillation of coal -describe gasification of coke -explicate the uses of coal and coke

1]Students in groups to prepare list of 10 natural substances used daily that contains carbon 2] each students to locate the position of carbon in their person copy of the periodic table chart, identify its atomic number and mass 3]individual students to write the electronic configuration of carbon, draw the structure of graphs and diamond 4] students in groups to compare the properties of diamond and graphite using a T-chart 5] students in each group to outline the uses of graphite and diamond 6] individual student to identify graphite rods in dry cell batteries Assignment 7] groups of students to prepare a list of coal mines in Nigeria and submit a typed essay of not more than 200 words on the formation of coal and its uses 8] each group of students to create an album of pictures of I] materials in which graphite is used Ii] different jewelries made of diamond Iii] coal miners at work 9] volunteer students(s) to differentiate between carbonated drink called coke’ and ‘coke in chemistry’ Group project To prepare charcoal powder-4 teeth whitening agent (each group is to package their products in well labeled designed material

1] creativity , imagination & innovation 2] collaboration 3]Digital literacy 4]leadership and personal development

Periodic table chart, wood, fabrics, polyethene bags, coal (wood and animal, charcoal), paper, starch food, carbon cycle chart (special reference) diamond places, graphite rods, dry cell batteries, posters, various charts video clips of coal mine, bones, teeth , fuel such as kerosene, petrol, diesel , cooking gas etc cone, H₂SO₄ sugar Videos 1] https://www.youtube.com/watch?v-Gzl-victvoqy https://www.youtube.com/watch?v-Aczxgeovswg suggestion: teacher to subscribe to: 1]linklin/slides share 2]pinterest to get relevant, fascinating, ready-made slides

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
7	Open Day and Mid Term Break
8	Oxides of carbon (CO(g) COzg) I] oxides of carbon in daily life and nature Ii] properties , preparation and uses Iii] Test for CO(g) and CO(zg) greenhouse effect Iv] processes that release and remove CO and CO₂ into and from the atmosphere V] Toxcity of CO and CO₂	By the end of the lesson, students should be able to: Mention the 2 oxides of carbon -explain the occurrence of the 2 oxides of carbon in daily life and nature e.g. combustion of fuel and respiration -state 3 properties each 3 properties each of CO and CO₂ -describe the preparation of CO and CO₂ -Enumerate 5 dangers of inhaling the CO(g) and CO(zg) , the silent killers” (toxicity of oxides of carbon) -demonstrate test for CO(ag) -experiment the production of CO₂ (g) from local materials e.g. dry bones, snail, sea and egg shells -expound the greenhouse concept, global warning and Coz(g) -itemize all the greenhouse gases	1] volunteer students to mention the gas exalted by humans /animals and produced from exhale of automobiles and engines 2] class to recall calculation of O.N 3] paired students to calculate O.N of carbon in (CO) and (CO₂) 4]”randomly selected of students to relate the variation in O.N of carbon to the number of its oxides 5] groups of students to compare the properties of CO and CO₂ using a T-chart 6] students in groups to outline at least 5 processes that release and remove CO and CO₂ into and from the atmosphere 7] teacher demonstrate use of the extinguisher to students class debate (Boys vs Girls) on toxicity & uses of oxides of carbon Experiments 8] student in groups to demonstrate test for Co_z(g) 9] each group of students to prepare COzg from local materials e.g dry bones, snail, sea and egg shells using dilute acids e.g. HCI 10] Individual student to draw a simple carbon cycle diagram Essay competition each group to write an essay group to write an essay “propose a strategy to combat global warning to the commissioner of Health or Environment using secondary school students as a spring board”	1] Critical thinking & problem solving 2] Collaboration & Communication 3] Leadership & personal development	Audio-Visual Materials: bones , snail, egg and see shells, motar and pestle, exhaust fumes from automobiles, exhaled CO(ag) from the lungs, chalks, test tubes, beakers , conical flasks Dilute HCL(ag) , Ca(OH)(ag) lime water) Video https://www.youtube.comwatch?v=mx2u2msmw Web Resources http://www.everyscience.com/chemistry/inoganic/carbon/c.1191php suggestion: Teach to subscribe to: Linkedin/slides sharePinterest to get relevant fascinating, ready- made slides LAISE WITH LASG FIRE SERVICE ON POSSIBLE LECTURE /PROVISION OF FLIERS ON “SAFETY AND PRECAUTIONS ON FIRE OUTBREAK

Trioxocarbones (iv) in natural (examples) Ii] preparation , physical and chemical properties Iii] examples (names and formulae) iv] uses of trixocarbonates (iv) compounds Iv]test for CO₃

By the end of the lesson, students should be able to: -Itemize 5 natural substances that are essentially trioxocarbonates (iv) compounds -enumerate 5 substance used daily that are trixocarbonates (iv) compounds -List and name 5 common trioxocarbonates (iv) compounds -explain labourtory preparation of trioxocarbonates (iv) -enumerate 5 uses of trioxocarbonates (iv) -demonstrates /experiment test for CO₂

I] each group of students to bring bones, snail, egg and sea shells for the lesson -they are natural substance containing trioxocarbonates (iv) 2] students groups to prepare a list of 5 substances uses daily that are trioxocarbones (iv) compounds e.g. cement, marble, ceramic tiles, chalk, face and baking powder etc 3] whole class to discuss 5 uses of materials containing incorporates (v) used in the lesson Experiment 4] students in groups to demonstrate test for CO₂ Group Projects 5] each group of students to prepare packaged scouring powder from shells of organisms of their choice. They are to design the label and package used 6] group of students to prepare CO(ag) from shells of organism and dilutes Hcl

Critical thinking & problem solving 2] Digital literacy 3] communication 4] leadership and personal development

Audio-Visual Materials Baking powder, bones, snail, egg and sea shells, mortar and pestle, exhaust fumes from automobiles, exhausted CO(zg) from the lings, chalk, Ca (OH)(ag)(lime water) BaClz(g) test tubes Beakers, conical flasks, spatula, dilute HCL(ag) Web resources https://en.wikipedia.org/wiki/calcium.carbonates https://www.adichemistry.com Suggestion Teach to subscribe to: Linkedin/slides sharePinterest to get relevant fascinating, ready- made slides

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Hydrocarbons I] definition Ii] hydrocarbon in nature/natural sources Iii] classification of hydrocarbons (saturated and unsaturated with examples Iv] fractional distillation of crude oil V] economic importance/uses of crude oil (petroleum) and its fractions	By the end of the lesson, students should be able to: -identify key words in the topic and subtopics of the lesson -express the meaning of the keywords and relate them to the lesson -mention 5 natural source of hydrocarbons e.g. crude oil, decaying food substance , natural gas etc -classify hydrocarbons into saturated and unsaturated with examples -state at least 6 products of fractional distillation of crude oil (petroleum) and 2 uses of each -enumerate 5 economic importance of crude of petroleum and its fractions	1] class to identify keywords, discuss meaning of each word, compare with meaning found in the science dictionary and relate all to the lesson 2] each student to write the elemental components of hydrocarbon and locate the in their personal copy of the periodic table 3]students in groups to prepare a list of 5 natural sources of hydrocarbon 4]each group of students to clip pictures of I] petroleum exploration online Ii] products of fractional distillation of petroleum and their uses Iii] classification of hydrocarbon Iv] economic importance of crude of for a gallery work in class	1]communication and collaboration 2] digital literacy 3]critical thinking & problem solving Leadership and personal development	Audio –visual materials Science dictionary, crude oil, kerosene, diesel, asphalt, lumen, cooking gas, grease, lubricant oil, gaseous, emissions from decaying organic matter and animal dung Video https://www.youtube.com https://www.youtubecomwatch?v-ecwmoucellb web Resources https//www.bbc.co.ukbitesize Suggestion: Teacher to subscribe to 1] Linkedin and slideshare 2]Pinterest for relevant charts and clip arts

Chemical industries; ethical legal and social issues I] Definition of Chemical industries Ii] Types and Classes Iii] Factors affecting location of Chemical industries Iv] Raw materials (organic and inorganic) for Chemical industries v] Petrochemical vi] Merits and demerits of Chemical industries vii] Biodegradable and non- biodegradable wastes viii] industries environmental pollutants ix Role of Citizens and government in environment preservation and prevention of pollution

By the end of the lesson, students should be able to: -articulate the meaning of chemical industries in their own words -prepare a list of the types/classes of chemical industries Outline 10 products if chemical industries used daily -discuss at least 5 factors in sitting chemical industries -enumerate 5 sources of raw materials for chemical industries (with 1 example of product obtaine0d from each -define petrochemicals list 5 petrochemicals used in daily life -discuss the merits and demerits of chemical industries Differentiate biodegradable and non-biodegradable wastes and give 2 examples of each itemize 5 industrial environment pollutants

1] each of students to search out and paste pictures of chemical industries on cardboard sheets for gallery walk 2] group of students to match chemical industries with their products on a chart 3] each student to write a list of 5 petrochemical used in daily life Experiments 4] each group of students to bury 1] ruminants of fruits, vegetables, paper, food etc underground for a week record observations and inferences Essay Competition Topics as follows I] role of citizens and government in environmental protection Ii]recycling –a solution to environmental pollution Iii] proper disposal of biodegradable and non-biodegradable wastes Iv] My vision and pain for a cleaner Lagos/ Nigeria

1]critical thinking & problem solving 2]collaboration & communication 3] citizenship 4] leadership and personal development

Audio Visual Materials: posters, charts on chemical industries in Nigeria and their products Videos from each group of students on projects done Web resources https://www.britanica.com/technology/chemical-industry https://www.thought.com/petrochemical https://www.classiy24.com https://www.classify24.com /2015/petrochemicals-petrochemical

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		-discuss the role of citizens and government in combating environmental pollution	Excursion /field Trip All students in class to visit I]nearby (LOCAL) chemical industries Ii] recycling centers Iii] public refuse dump sites Students are grouped specific project is designed to each group as shown below: project Suggested Areas A] soaps and detergents I] liquid soap Ii] local “soda” Iii] African black soap (“Ose dudu”) Iv]Toilet soap (Antiseptic Inclusive) B} cosmetics I] Perfume Ii] Body cream Iii] Hair cream C. Household Products I] scouring powder Ii] toothpaste Iii] Beach Iv] Detol (Antiseptic liquids) V]insecticide Vi]Rust removal Vii] Teeth whitener D] Ceramics I] pottery and ceramics E] Foods and Beverages I] dry beans powder Ii] Elubo Iii] Iyan powder Iv] powdered spices-ginger , garri, dried “iru” (locus bean) V] Tomato puree Vi] cocoa powder/drink Vii] plasteuturized fruit drinks F] Paints G] recycling Exhibition of materials produced is suggested as teacher and students deem fit		https://www.classify.com https://www.conservenerhy Suggestion Teacher to subscribe to: 1] Linkedin and slideshare 2] Pinterest for relevant charts and clip arts It may be necessary to allow students to acquaint Themselves with people who produce any of these materials locally as a means of livelihood

12	Revision
13	Examination
14	Examination

Achievement standards

At the end of the term students are able to:

Demonstrate the occurrence of acids/bases in natural substances and body fluid such as fruits, vegetables milk, saliva etc
Outline the daily and industrial uses /applications of acids and base
Demonstrate variation of colour of indicator in various media
Match chemical industries with their products
Match chemical industries with their products
Enumerate economic importance of crude oil (petroleum)