Chemistry Scheme of Work SSS2 Lagos State

Access free Unified Chemistry Scheme of work for SSS2. SS2 Chemistry Syllabus for Senior Secondary School Lagos State –Schemeofwork

Table of Contents

SSS2 Chemistry Scheme of Work First Term ACHIEVEMENT STANDARDS Chemistry Scheme of Work SSS2 Second Term Chemistry Scheme of Work SSS2 Third Term ACHIEVEMENT STANDARDS

SSS2 Chemistry Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Resumption Test/ Periodic Table I] History of the periodic table Ii]periodic law Iii] blocks of elements (s,p,d,f)	By the end of the lesson, students should be able to: -discuss the history of the periodic table -state the periodic law -differentiate between a group and period of elements -list the groups and 7 period of elements -list the 8 groups and 7 period of elements with 2 examples of elements in each classification -specify & name the 4 blocks of elements and give 3 examples of elements in each block of the periodic table -classify a given list of elements into s.pd. and f blocks	1] each students to get a handy copy of the periodic table ready for the lesson 2] individual student to sketch the periodic table 3] each student to locate s.p.d and f books in their personal copies of the periodic table 4]Randomly selected students to distinguish between a ‘group’ and a ‘period’ of elements 5]A group of students to participate in role play games on the periodic table Games 6]students groups to I] construct/ design puzzle boards of the periodic table Ii] design a ‘ludo /snake and ladder’ board using groups period, blocks & families of elements in the periodic table Iii] design scrabbles using names of elements in the periodic table 7] All students to search and play more games on the periodic table online	1] creativity and innovation 2] collaboration and communication 3] leadership and personal development	Audio –Visual Materials: standards periodic table chart, puzzle, scrabbles ‘ludo + snake & ladder boards on periodic table Role play games on elements in the periodic table Videos: https://www.youtubec.omwatch?v= Web Resources https://www.funbrain.com/games/periodic-table-game https://www.brainpop.com/games/sortifyelements Suggestion Teacher to subscribe to: 1] Linkedin and slideshare 2]pinterest for relevant charts and clip arts

2-3

Families of Elements I]alkali metals, alkaline earth metals, noble (rare) gases, halogens, transition metals (1^st and inner) etc Ii] characteristic & reactions of each family of elements Ii] changes of periodic properties of elements across the period and down the ground (atomic /ionic radius and volume) consignation energy, electron affinity elect negatively) Iv] diagonal relationships

By the end of the lesson, students should be able to: -distinguish the families of elements -explain the characteristics and reactions of each family of elements in the periodic table -enumerate at least 5 periodic properties of elements -discuss the changes / variation of periodic properties of elements across the period and down the group -expound diagonal relationships in the periodic table

1] each group of student to outline the families table 2] students in groups to classify block of elements in the periodic table into families 3] whole class to discuss similarity in concept of family in life to ‘families of elements in the periodic table 4] students in groups to itemize and discuss variation of the periodic properties of elements down the group and across the period 6] students in groups to expound diagonal relationships in the periodic table Games Whole class to continue with game activities in wk3

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

Audio-visual materials Blank periodic table templates Magnesium ribbon, iron, copper, water, (in addition to game boards used in wk3) Flash cards of elements Videos: https://www.youtube.com/watch?v=skdgxmgug! https://www.youtube.com/watch?v=xrhz5zeiko

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
					https://www.youtube.com https://www.youtube.com/watch?v=r4whzox7fzw Suggestion teacher to subscribe to: ] Linkedin and slideshare 2]pinterest for relevant charts and clip arts
4	Oxidation & Reduction Reactions (Redox) I] definition of oxidation and reduction Ii] oxidation and reproduction in nature and daily life Iii] examples of redox equations Iv] reducing and oxidizing agents V] rules governing calculation of oxidation number (refer to wks 10 & 11 of SSS1 scheme) Vi] calculation number (refer to wks 10 & 11 of SSS1 scheme) Vi] calculation number (refer to wks 10 & 11 of SSS1 scheme) Vi] calculation of calculation number of elements (refer to wks 10 &11 of SSS1 scheme)	By the end of the lesson, students should be able to: -identify key words in the type and subtopics of the lesson e.g. oxidation, reduction, redox etc -explain the meaning of the keywords and relate such to the lesson -define oxidation and reduction in 4 different ways -mention at least 3 oxidation and reduction processes in nature and daily life -give examples of redox equations -define oxidizing and reducing agents -identify oxidation agents (OA) and reducing agents (RA) and reducing agents (RA) in redox equators -outline rules governing calculation of oxidation numbers (refer to wks 10 & 11 of SSS1 Scheme) -calculate oxidation number of elements in compounds and radicals	1] volunteer students relates the expression “REDOX” to oxidation and reduction reactions, check and read out, meaning of oxidation and reduction in science dictionary for class discussion 2] groups of students to outline at least 3 “redox’ reactions in nature e.g. photosynthesis , respiration, combustion, corrosion etc 3] individual students to define oxidation and reduction in 4 different ways and identify O.A. and R.A in ‘redox’ reactions 4] whole class to recall and discuss concept of O.N. and balancing chemical equations, taught in SS1 Scheme) Peer Tutoring ‘’ fast learners are paired with slow learners to assist in activities/ exercises given	1] critical thinking & problem solving 2]collaboration and communication 3] personal development & leadership	Audio-visual Materials Iron filling, Fe, O, (rust), fuel, heal source, periodic table chart Videos: https://www.youtube.com /watch?v=abuapeouvJs web resources https://studiousguy.com/exampes-redor- Suggestion teacher to subscribe to: ] 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 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 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, organic acids in fruits and foods -define and Itemize and demonstrate at least 3 of physical and chemical properties of acids -explain the basicity of acids -state the basicity of specified acids -prepare a simple acid e.g. H₂CO₂ -demonstrate tests for acids -numerate at least 5 daily and industries uses of acids	I] entire class recap previous week’s lesson content 2] randomly selected students to define acids as stated by Arrhenius, Bromated Lowry and Lewis 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 precaution in handling acids Projects 6] each group of students to submit I] a typed outline of daily and industrial uses/ applications of acids Ii] basically of a list 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 I] 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 simple 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 concurrence 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 -give 1 example of each of the classes of bases -give 1 example of each of the classes of bases -itemize and demonstrate at lest 2 of the physical and chemical properties of bases -enumerate 3 daily and industrial uses of base/alkalis -prepare a simple base e.g. KOH (dissolve wood ash in water and test with litmus) -differentiate tests for bases /alkalis

1] class picks key words in topics and subtopics 2] volunteer students to search for key words in the science dictionary expounds their meaning and relates to the lesson content 3] volunteer 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 classify sample bases as organic , inorganic , weak, strong, concentrated and dilute 6] students in each group to itemize and demonstrate at last 2 of the physical and chemical properties of bases 7] each groups of students to differentiate between sample bases in water e.g. NaOH,KOH, Ca(OH) 8] demonstrate (use of litmus paper) 9] The whole class to discuss necessary precautions in handling bases/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 with 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 vegetables, ashes, baking powder , hand feel saliva, ashes , baking powder, litmus Video https://www.youtube.com/watch?v=nnxyokase Web resources https://www.thought.com /common-acids-inyour-home-603636 https://studiouguy.com/acids-and-bases-we-use-ineveryday-life Suggestion teacher to subscribe to: ] Linkedin and slideshare 2]pinterest for relevant charts and clip arts slides

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 scale pOH, pH Iii] measurement and calculation of pH, pOH Iv] signification/implication of pH, pOH industries B] Indicators I] definition of indicators Ii] colours of indicators in different media ii i] natural and symbols 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 keywords 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 measure PH and 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 day life and industries INDICATORS -Mention 5 natural substances that can be used as indicators -define indicators -give 5 examples of indicators used in Chemistry -demonstrate variation of colours of indicators in various media	1]The whole class to highlight, discuss meaning of keywords , compare suggested meaning to that found in the science dictionary and relate it to less content 2 2] each student to sketch and correctly label a pH scale 3] groups of students to measure pH and pOH of solutions using either pH meter, 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 acids, basic and natural 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 communications	Audio –visual Materials pH meter/scale, pH colour chart ( for matching) universal indicator paper, calculator extract from bright coloured flowers/leaves, red cabbage, tea solution, methyl orange, methyl red, phenolphthalein, bromothymol blue etc Web Resources https://www.toppr.com http://wiki.chemistry/chapter Suggestion Teacher to substricbe to: 1] Linkedin slides share 2] Pinterest to get relevant, fascinating ready-made slides

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, hygroscope substances i] 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 colours 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 (CaCO₃) Epsom salt etc 3] whole class to inspect a gallery of displayed salts in the laboratory and prepare a table showing their names and colours 4]groups of students to demonstrate solubility of given sample 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 and anhydrous

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

Audio –Visual Materials Science dictionary, flash cards, table salt, alum, Epsom salt, Andrews liver salt, chalk, baking powder, potash, various types of salts in the chemistry laboratory e.g. NaCH,CaCO₃,Na2SO,NaHCO, CuSO,K₂SO,AgCI, Cu(NO),CUO,CU₂O₁CuI₂ etc Video https://www.youtube.com/watch?=vrmnt9wx4qQ https://www.youtube.com

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5	Oxidation and Reduction continued I] LUPAC nomenclature of specific compounds Ii] balancing redox equations in alkaline and acidic media	By the end of the lesson, students should be able to: -give LUPAC names of at least 10 specific compounds -balance Redox alkaline and acidic media	1] paired students to balance ‘redox’ equations in acidic and alkali media 2] students in groups to write LUPAC names of at least 10 compounds using calculated O.N. …Peer Tutoring Fast learners are paired with slow learners to assist in activities /exercise given	1] critical thinking & problem solving 2] personal development & leadership 3] communication & collaboration	Audio-Visual Materials: science dictionary, periodic table chart Web resources https://chem.libretexs.org https://courseslumenlearning.com/introchem/chapter/balanceing-redox-equation Suggestion: teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Electrolysis 1] definition of terms electrolysis, electrolyte (strong and week), non electrolytes, conductors, non-conductors, electrodes (cathode and anode) electrolytic cell Ii] electrovalent and covalent compounds Ii] the ionic theory Iii] mechanism of electrolysis

By the end of the lesson, students should be able to: Highlight key words in the topic and subtopics of the lesson e.g. electrolysis , electrolyte, electrode, conductor, non-conductor etc Articulate the meaning of the keywords and relate such to the lesson -classify given compounds as strong weak and non-electrolytesDifferentiate between electrovalent (ionic) and covalent compounds Explain the ionic theory Explain the mechanism of electrolysis

1] entire class highlight key words in topic/ Subtopics , brainstorms on meaning and compares with those found in the science dictionary 2] each group of students asked to bring connecting wires, electrodes (Cu and graphite) electric bulbs, NaCL and granulated sugar sachets, radio & old car batteries prior the lesson Group Work 2] students in their groups use materials in (2) to generate electric current via an electrolytic cell 3]each student to draw and label an electrolytic cell 4] Entire class to discuss relationship between nature of electrovalent, covalent compounds and electrolysis, 5] groups of students to classify given compounds as strong weak and non-electrolytes Project 6] each group of students to construct an electrolytic cell using local materials including fresh fruits

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

Audio-Visual Materials: Science dictionary ,NaCl(_aq) CuSO(_aq) H₂O(₁) connecting wires, electrodes (Cu and graphite) electric bulbs, NaCL and granulated sugar sachets, water, radio & old car batteries electrodes (Cu, C, Pt) charts , posters, pictures on electrolytes Videos: 1] https://www.youtube.com/watch?v=7ullq-ofzgw https://www.youtube.com suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
7	Open Day	Mid-Term Break
8	Electrolysis continued I] factors affecting preferential discharge of ions Ii] Faraday’s 1^st and 2^nd laws of electrolysis Iii] electrolysis of specified electrolytes (CuSO(_ag) Dii, H,SO₄ NaCL(_ag) brine etc Iii] uses/ applications of electrolysis (including electroplatin)	By the end of the lesson, students should be able to: Outline and explain the 3 factors affecting preferential discharge of ions during electrolysis State –Faraday’s 1^st and 2^nd laws of electrolysis Distinguish between Faraday’s coulomb and Ampere Describe and perform experiments on the electrolysis of specified electrolytes e.g. CuSO_(ag) Outline at least 4 uses of electrolysis Explain electroplating process	1] students in groups to outline factors affecting preferential discharge of ions during electrolysis 2 whole class to discuss the 3 factors affecting preferential discharge of ions during electrolysis Experiments 3] each group of students to perform experiments on electrolysis of specified electrolytes e.g. CuSO(ag) Dii H₂SO₄ NaCl(ag) Brine etc 3]Entire class to discuss at least 4 applications /uses of electrolysis in daily life and industries	1] critical thinking & problem solving 2] collaboration & communication 3]leadership and personal development	Audio-Visual Materials Brine Dii H₂O₄, CuSO(ag) C,PI) cutleries, wrist watch straps, plated metal parts of automobiles, old and new jewelries, charts, posters, pictures and video clips on electrolysis of the specified electrolytes Web Resources https://www.electrical4u.com/fadadays.first-and-second-laws-ofelectrolysis/ 2] https://bylus.com/guestions/what-are-the-factors-affecting-theproduct-of-eletrolysis/ suggestion teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Electrolysis continued I] calculations on electrolysis Ii] experiments on electroplating

By the end of the lesson, students should be able to: -recall Faraday’s 1^st and 2^nd laws of electrolysis -calculate parameters in electrolysis (e.g. determine amount of substances liberated at the electrodes during electrolysis , quantity of electricity used etc) -perform experiments on electroplating

4] each student asked prior to the lesson to bring at least one electroplated material e.g. wrist watches, trophies, bangles, ear rings, belt, buckets, cutlery etc 2 whole class to recall laws of electrolysis 3paired students to calculate parameters in electrolysis 4class to discuss uses of electroplating Group Project 5 students in each group to copper plate a spoon

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

Periodic table chart Web resources https://www.chemquide.com https://www.bbc.co.uk/bitesize/guides/zpxn82p/revision/5 Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	Electrochemical cells I] definition of electrochemical cell Ii] differences between electrochemical and electrolytic cell Iii] standard electrode potential Iv] electrochemical cell diagram	By the end of the lesson, students should be able to: -Write key words and their meaning. e.g electrochemical cell, electrode potentials etc using the science dictionary -differentiate between an electrolytic and electrochemical cell -explain electrode potential -define standard electrode potential –list 2 factors affecting electrode potential of a metal Draw a metal/ metal ion system -write half cell equation -draw and label an electrochemical cell	1]whole class to recall meaning of terms in electrolysis and its applications 2] randomly picked students to differentiate between electrochemical and electrolytic cells 3]Each students to I] list the 2 factors affecting electrode potential of a metal Ii] draw a metal/metal ion system Iii]write hald cell equations Iv] draw and label an electrochemical cell 4]students in groups to itemize 5 materials used in electrochemical cells e.g. digital clocks, watches, cameras, re-changeable electrical appliances, heating acids etc (online search may be necessary) 5] volunteer student to indicate a salt bridge in a simple electrochemical cell diagram displayed on a chart	1] critical and problem solving 2] collaboration and communication 3] leadership and personal development 4]digital literacy	Electrodes (Cu,U,P) electrolysis CUSO ZnSO AgCL wires, salt bridge, volunteer, algae, cotton wool, car/radio battery Web resources https://www.saliva.com https://en.wikipedia.org Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Electrochemical cells continued I] types ad examples of electrochemical cells (1^st and 2^nd) Ii] e.m of a cell Iii] calculations of e.m.f

By the end of the lesson, students should be able to: -mention 5 types of electrochemical cells -outline 3 examples of each type of electrochemical cell especially in daily life -define e.m. of a cell Explicate the relevance of e.m.f. of a cell -calculate the e.m.f. of a cell

1] students in groups to outline 5 types of electrochemical cells and devices used in daily life in which each is used 2] paired students to calculate the e.m,f.of a cell

1]critical thinking & problem solving 2] collaboration and communication

Audio-visual materials: Radio, bicycle, torch, car batteries, TV remotes and clocks, mobile phones, rechargeable electrical appliances Videos: https://www.youtube.com/watch?v=wjscfptozku https://www.quora.com/what-is-the-differencebetween-electrolysisand-galvaniccell

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
					Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts
12	Revision
13	Examination

ACHIEVEMENT STANDARDS

At the end of the term students are able to:

I] classify block of elements in the periodic table into families

Outline the redox reactions in nature ;

Photosynthesis
Respiration
Commission
Corrosion
Rust

Iii] Explain mechanisation of electrolysis and apply to daily life

Chemistry Scheme of Work SSS2 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Resumption Test/ chemical Reactions i] basic concepts of reactants & products ii] rate of reaction iii] collision theory iv] activation energy	By the end of the lesson, students should be able to: -write balanced equations of reactions -indicate reactants and products in chemical equations -express/explain the meaning of chemical equations -explain the collision theory -explain activation energy	1] each students to indicate reactants and products sample balanced chemical equations 2]students in groups to determine the rate of the following reactions I]combustion of 50g each of powdered and charcoal 2] dissolution of 50g each of granulated and cube sugar in 250ml of water 3] dissolution of 100g of powered or lumps of alum in liter water Record observations and inferences in practical note 3]draw and indicate activation energy on a graph	Critical thinking & problem solving 2]collaboration and communication 3]digital literacy	Audio Visual materials: iron fillings, zinc granules, magnesium rubbon, Dii, HCL, HaOH_(ag) CuSO_(ag) Na₂CO_(ag) CaCO_(ag) Beakers test tubes, conical flasks, heating device, stop watch

Chemical Reactions Continued I] Types of chemical reactions Ii] factors affecting rates of chemical reactions Iii] calculation of rates of chemical rations

By the end of the lesson, students should be able to: -enumerate and give 5 examples of chemical reactions itemize and explicate at least 5 factors affecting rates of chemical reactions -calculate rates of chemical reactions

I] Students in groups to I] outline types of chemical reactions Ii] itemize at least 5 factors affecting rates of chemical reactions 2] whole class to discuss factors affecting rates of chemical reactions 3] paired students to calculate rate of reactions 4]entire class to discuss how rates of chemical reactions affect daily and industrial activities

1] critical thinking & problem solving 2] communication and collaboration

https://www.youtube.com/watch?v=wbggfH-ex-&vi=en web Resources https://chem.libretexts Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
3	Energy changes and Biotechnology A] renewable, non-renewable energy/biotechnology I] definition and forms of energy Ii] forms and types of energy resources ( renewable and non-renewable) Iii] sources of renewable and non renewable and non-renewable energy Iv]advantage and disadvantaged of renewable energy Biotechnology Projects on renewable/non-renewable energy B] Exothermic and Endothermic Reactions Ii] exothermic and endothermic reactions with examples Iii] enthalpy and enthalpy changes Iv] laws of thermodynamics V]heat of reactions	By the end of the lesson, students should be able to: -identify key words in the topic and subtopics of the lesson e.g. renewable , non-renewable endothmic exothermic etc. -express the meaning of the keywords and relate such to the less -list forms of energy -mention forms and types of energy resources (Renewable and Non-renewable) -Differentiate renewable and non-renewable energy sources -Itemize 5 sources each of renewable and non-renewable energy -list 5 advantages each of renewable and non-renewable energy -initiate projects on Biocenology using either renewable or non-renewable sources of energy Exothermic and endothermic and endothermic reactions -differentiate exothermic endothermic reactions -draw energy profiles for exothermic and endothermic reactions) catalyzed and un-catalyzed) -explicate the concept of thermodynamics -state, 1^st and 2^nd laws of thermodynamics -explicate enthalpy -define various heat of reactions	1] groups of students to itemize forms of energy 2] whole class to I]discuss and differentiate renewable and non-renewable energy Group Projects 3] each group of students to design for initiate on I] Bio-technology /renewable/non-renewable energy, especially for the purpose of JETS competitions Ii]recycling of waste materials e.g.. plastic bottles, cardboard boxes, packaging materials, household & agricultural wastes Iii] polythene wastes e.g. sachet of water, plastic bags etc Iv] crown (metal cover) of carbonated drinks V]Metal craps etc Vi] old clothes 4] students in each group to I] itemize 3 natural examples each of exothermic and endothermic reactions Ii] differentiate between exothermic and endothermic reactions catalyzed and un-catalyzed) using energy profiles	1] citizenship 2] critical thinking & problem solving 3]digital literacy 4] creativity, imagination & innovation 5]collaboration and communication	Audio-Visual Materials: Biomass (plant or animal material including all forms of agricultural and human waste), wind, sun, coal, petroleum (crude oil), mobile phones, radio, automobiles fuel, electrical appliances (boiling ring, kettle, iron, laptop, television etc) sources of heat NaOH(_g) KOH(_g) NHCL(_g) H₂O CH₃COONa(_g)g Con, HCL, Cone, HNO₃, Cone H₂SO₄ Charts Videos https://www.yotube.com/watch?v=afpc1valgnc https://www.youtube.com/watch?==eixlorblge 3 recorded by students ob biotechnology project(s) & recycling Web resources https://orages.oregonstate.edu/nfgc/en/onlinefor agecurriculum/instructor materials/availabletopicsenvironmentalisuess/resources

Energy , energy changes and Biotechnology continued entropy, GIBB’S Free Energy I] definition of entropy, Gibb’s free energy Ii] AG AB AH Iii] Relationship between AG, AB and AH Iv] conditions for spontaneity in chemical reactions V] calculation of AG AB and AH

By the end of the lesson, students should be able to: -Write out keywords in the topic and subtopics of the lesson e.g. entropy, enthalpy , spontaneous etc express the meaning of the keywords and relate such to the lesson -explain AG , AB and AH and connection between the -Elucidate conditions for spontaneity in reactions -calculate AG, AB and AH

Each group of students to continue with project on Biotechnology/Renewable/non-renewable energy/ waste Recycling etc. 2] paired students to calculate AG and AB and AH etc 3] volunteer students to elucidate conditions for spontaneity in chemical reactions

citizenship 2] critical thinking & problem solving 3]digital literacy 4] creativity, imagination & innovation 5]collaboration and communication

Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts Video https://www.youtube.com/watch?v=bzhgalifxo Web Resources https//courses,umenlearning.com Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5	Chemical Equilibrium I] renewable and irreversible reactions Ii] equilibrium in reversible reactions Iii] equilibrium in nature Iv] Le chisellers’ principles V] factors affecting equilibrium position in chemical position in chemical reactions Vi] expression and calculation of equilibrium constraint (K and K)	By the end of the lesson, students should be able to: -identify keywords in the topic and subtopics of the lesson e.g. reversible, irreversible, irreversible, equilibrium etc -express the meaning of the keywords and relate such to the lesson -differentiate reversible and irreversible reactions -explain the concept of equilibrium in reversible reactions -give 5 examples of equilibrium in nature -state Le Chatellier’s principle & law of mass actions -List 3 factors affecting equilibrium position in chemical position in chemical reactions -write expressions for equilibrium constant K and K -differentiate between K₁ and K₂ -Calculate equilibrium constant (K₁ and K₂)	1] Students in groups to itemize 5 reversible & irreversible reactions in nature 2] each group of students to 1] prepare a list 5 of equilibrium, reactions in nature & real life (search online) Ii] outline the 3 factors affecting equilibrium in position in chemical reactions 3] whole class to discuss the 3 factors affecting equilibrium position in chemical reactions 4] each student to write expressions for equilibrium constant K₁ and K₂ 5] Volunteer student to differentiate between K₁ & K₂ 6] paired students to calculate equilibrium constant (K₁ and K₂)	1]Critical thinking & problem solving 2]Digital literacy 3]communication & collaboration	Audio Visual materials: see –saw tug of war, symbol of justice, charts on carbon, nitrogen and water cycle (equilibrium in nature) Video: https://www/youtube.com/watch?v=ummopdwby4 Web Resources https://www.siyavula.com https://www.scienceclarified.com Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Non-Meters Hydrogen I] unique position of hydrogen in the periodic table Ii] electronic configuration of hydrogen iii] isotopes of hydrogen iv] hydrogen molecule v] properties and uses vi]test for hydrogen

By the end of the lesson, students should be able to: -explain the unique position of hydrogen in the periodic table -List the 3 isotopes of hydrogen -write the electronic configuration of hydrogen and its 3 isotopes -show the formation of hydrogen molecule from its electronic structure -demonstrate the laboratory preparation of hydrogen -describe the industrial preparation of hydrogen -online 3 physical and chemical properties of hydrogen -List 6 uses of hydrogen -Test for hydrogen in the laboratory

1] individual student to locate hydrogen in their personal copy of the periodic table 2]volunteer student to find out the meaning of hydrogen from the science dictionary 3] groups of students to write the 3 isotopes of hydrogen and state their subatomic particles 4] each students to write the electronic configuration of each of the isotopes of hydrogen 5] students in each group to prepare a list of 10 natural substances containing hydrogen 6] whole class to discuss at least 5 uses of hydrogen Experiment 7] each group of students to I] prepare hydrogen gas using relevant substances Ii] test for hydrogen gas prepared Ii]write a concise report of experiments done

1] critical thinking & problem solving 2]collaboration & communication

Audio-Visual Materials: period table chart, zinc granules, magnesium ribbon, iron fillings, thistle funnel, delivery tube, water through, gas jar, dilute HCL, balloon, splint/broom stick, source of heat Video https: //www.yotube.com https://www.youtube.com/watch?v=4uglavtky4u web Resources https://chem.libretexts.org https://chemed.chempurdue.edu Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
7	Open Day and	Mid Term Break
8	Non Metals-Oxygen A] (i) oxygen in nature Ii] position of oxygen in the periodic table Iii] electronic configuration iv] The oxygen molecule v] Allotrope of oxygen vi] properties and labouratory preparation of oxygen Uses of oxygen B] Oxides i] definition of oxides Ii] types of oxides ( acidic basic , neutral), amphoteric lighter) C] Air I] constituents and % composition ii] properties Iii] air pollution and pollutants Iv] effects and control of air pollution v] global warming (ozone layer and greenhouse effect) D] Flame I] Types of flame Ii] zones in flame	By the end of the lesson, students should be able to: -discuss oxygen as a major component of y natural and chemical substances -indicate the position of oxygen in the period table -write the electronic configuration of oxygen -explain the formation of oxygen molecule of oxygen molecule from its atomic structure -mention the only allotrope of oxygen –Ozone -prepare oxygen in the labouratory -describe industrial preparation of oxygen -write 4 physical and chemical properties of oxygen -outline 5 uses of oxygen Oxides -Define oxides -list and define at least 4 types of oxides with 1 example of each Air –explain what air is a mixture -draw a schematic diagram to show the constituents of air and % composition -enumerate 4 properties of air -define air pollution -Mention 6 air pollutants -state 5 effects of air pollution -discuss global warming in relation to ozone layer and greenhouse effect Flame -list 3 types of flame -draw and label candle + Bunsen flame	1] individual students to locate oxygen in the periodic table write its electronic configuration and state its subatomic particles 2] each student draw diagrams showing formation of covalent bond in oxygen molecule Experiment 3] students in groups to prepare oxygen from hydrogen peroxide 4 class to 4] discuss the importance of oxygen to life Ii] Outline at least 5 uses of oxygen 6] each group of students to draw a chart to classify oxides and give1 example of each 6] whole class to I] discuss and differentiate the various types (at least (4) of oxides Ii] compare domestic flame to the 3 other flame types in chemistry 7]each students to draw a schematic diagram to show the constituents of air and % composition 8] students in groups to create an album of colourful clip arts on flame types Experiment 9] each group of students to I] demonstrate how oxygen supports combustion Ii] demonstrate that CO(ag) does not support combustion Iii] demonstrate use of fire extinguisher … Project 10] each group of to write A proposal to the commissioner for Health /environment Topic: hazards , control of air pollution Practical ways to reduce rate of ozone layer depletion laying emphasis on “Lagos @ 21^st century city	1] critical thinking & problem solving 2] citizenship 3]digital literacy 4] Leadership and personal development creativity, 5]collaboration and communication 6] creativity and innovation	Audio-Visual Materials: periodic table chart, hydrogen peroxide, KCIO₃(s) MnO splint, wooden strips/broom sticks, test tubes, retort stand and clamp, round bottom flash, Pictures/video clips showing a welder at burner, matches, cooking gas, alkaline pyrogalo Video https://www.youtube.com/watch?v=olgofhzxs-y https://www.youtube.com/watch?v=gigofhzxs-y web resources https://www.britanica.com/science/oxygen https://weldguru.com/welding-flames/# Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	Halogens I] Meaning occurrence of halogens in nature and daily life Ii] Position of halogens in the periodic table Iii] Electronic configuration of halogens Iv] Gradation of general Properties of halogens (physical & Chemical ) down the group v] Example of halogen Compounds vi] General uses of halogens and their compounds vii] Laboratory Preparation of chlorine viii] Test for halides- Cl, BrBr; l ix] Bleaching action of chlorine	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 such to the lesson -briefly discuss occurrence of halogens in nature e.g. sea water -mention 5 substances used in daily life that contains specific halogens e.g. toothpaste, bleach -indicate the position of halogens in the periodic table -write the electronic configuration of the first four halogens [f, cl, br, l] -explicate the gradation of the physical and chemical Properties down the group -write and name 5 halogens compounds -enumerate 5 general uses of halogens and their compounds -perform experiment on laboratory Preparation of Chlorine gas ** [if a fume cupboard is available] -perform experiments to test for halides [ions of halogens] in the laboratory -demonstrate the bleaching action of chlorine	1volunteer student to explain the term ‘’ Halogens ‘’using the science dictionary as a guide 2] each student to locate halogens in their personal copies of the periodic table & write the electronic configuration of the first four halogens (F.Cl, Br, 1) 3]Groups of students to I]outline 5 substances used in daily life that contains specific halogens e.g. foot plaste, bleach etc, table a T-chart showing LUPAC names and formulae of at least 5 compounds of halogens Experiment 4] students in groups to i] test for halides in the labouratory , record observations and inferences of experiments in their practical notebooks Ii] prepare chloride gas in the labouratory (if a home cupboard is available) Project** Students in each group to prepare I] Bleach Ii] Delton Antiseptic (Refer to projects in week 11 3^rd term SSS1 under chemical industries)	1] critical thinking & problem solving 2]collaboration & communication 3] leadership and personal development	Audio visual Materials: Science dictionary, periodic table chart, litmus, The blue and red), water, table salt, iodine both paste, bleach , flash cards, relevant laboratory apparatus for the preparation of chlorine e.g. thistle funnel, conical flash glass tube, gas, jar, cork etc) analytical reagents to test for each of the halids ions (Cr,Br, 1) Video https://www.youtube.com/watch?v- https:// www.youtube.com Web Resources https://www.online.science.com Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Introduction and its compounds A] Nitrogen in Nature and position in the periodic table Ii] electronic configuration of nitrogen ii] general properties of group VA Iv] laboratory preparation of nitrogen v] industrial preparation of nitrogen from liquid air vi] properties of nitrogen (physical & chemical vii] uses of nitrogen vii] the nitrogen v] The nitrogen cycle

By the end of the lesson students should be able to -discuss the occurrence of nitrogen in air and natural and food substances (proteins) -indicates the position of nitrogen in the periodic table -write the electronic configuration of nitrogen -state 3 general properties of group VA elements -explain the laboratory preparation of nitrogen -explain the industrial preparation of nitrogen -list 3 physical & 2 chemical properties of nitrogen

1] individual students to: I] indicate the position of Nitrogen in the periodic table Ii] write the electronic configuration of nitrogen 2] students in groups to prepare a list of 6 natural sources of nitrogen (.e.g. urine , proteins, etc) 3] groups of students to demonstrate the fountain experiment 4] each student to: I] draw the nitrogen cycle Ii] print coloured clip arts of nitrogen cycle Assignment 5] each group of students to: I] compare the oxides of

1]critical thinking & problem solving 2]digital literacy 3]communication & collaboration

Audio-visual Materials: Periodic table, chart, nitrogen cycle chart, charts on laboratory and industrial preparation of nitrogen proteins (egg, white, fish, beans, etc.) painted wood work, fabric stained with grease, fertilizer, aqueous ammonia compounds of nitrogen in the laboratory e.g. HNO3 NaNO, Cu(NO)₂ NH4OH,NH,CL,NH₄NO₃, AgNo₃

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	Nitrogen I] List the oxides of nitrogen (name and formulae) and state their characteristic Ii] explain experiments to distinguish between the oxides C] hydride of nitrogen-ammonia gas I] chemical formula, physical & chemical properties Ii]uses of ammonia Iii] laboratory preparation of ammonia gas Iv] industrial preparation of ammonia gas (Haber process) D] other compounds of nitrogen I] trixonitrates salts (v) Ammonium salts examples and uses Iii] test for NO₃ Iv]	-itemize 3 uses of nitrogen -draw and explain the nitrogen cycle Oxides of Nitrogen -list the 3 main oxides of nitrogen -compare the properties of the oxides of nitrogen using a T-chart -explain experiments to distinguish the 3 main oxides of nitrogen Hydride of Nitrogen-Ammonia gas -Mention ammonia gas as the only hydride of nitrogen and write its chemical formula -outline 3 properties ( physical and chemical) of ammonia -explain /demonstrate the laboratory preparation of ammonia gas -explain the industries preparation of ammonia gas ( itemize 4 uses of ammonia gas Compounds of Nitrogen -list (names and formulae ) of 5 other compounds of nitrogen in the laboratory e.g. trioxonitrates (v) ammonium salts -itemize 3 uses of trioxinitrate (v) and ammonium salts -perform experiment to test for (trioxonitrate (v) ion) No₂ Perform experiment to test for NH₄	Nitrogen on a chart Ii] prepare a list of at least 10 names (LUPAC) and formulae of nitrogen compounds Experiment -groups students to test for: I] trixononitrate (v) ion) No₃ ii ammonium ion Nh⁴		KNO, analystical reagents and apparatus ro test for trioxonitrate (v) ion NO₃ and NH₄ Video: I] https:// www.youtube.com/watch?v=vpbywle91-q https:// www.youtube.com/watch ?v=oca7yhtowcw Web Resources https://en.wikipedia.org/wiki/ammonium# Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Sulphur I] sulphur in nature and position in the periodic table Ii] electronic configuration of sulphur Iii] general properties of group VIA Iv] explain the concept of group VIA Iv] explain the concept of allotropy V] itemize the allotropes of sulphur Vi] explain the extraction of sulphur (Frisch process) Vii] state the uses of sulphur Viii] oxidation number of sulpur in its major compounds Compounds of sulphur

By the end of the lesson students should be able to -mention the local name of sulphur in their language e.g. Imi Ojo in Yoruba -write 5 substances used in daily life and foods that contains specific sulphur e.g. antiseptic soaps proteins -indicate he position of sulphur in the periodic table -write the electronic configuration on sulphur -enumerate 3 general properties of group VIA elements -recall the concept of allotropy treated under carbon -explain the concept of allotropy

1] each student prior to the lesson asked to bring a cylindrical piece of total surphur (“Imi Ojo” in Yoruba from local herb sellers), hair and antimicrobial creams, toilet (antiseptic soaps) containing sulphur, protein foods prior to the lesson for use 2] groups of students to find out names of sulphur in other Nigerian languages apart from Yoruba Each students to locate sulpur in the periodic table Write its electronic configuration 4] each group of students to I] describe two major allotropes of sulphur Ii]outline 5 uses of sulphur

1] critical thinking & problem solving 2] digital literacy 3] creativity , imagination 4]collaboration and communication

Audio-visual materials: periodic table chart, local samples of surphur e.g. Tetmosol Cosmetics-(hair creams, skin ointments containing sulphur e.g. Damatol, sulphur Relevant charts on the subtopics Analytical reagents and apparatus to test for S₂, SO₂, SO₅ Videos: https://www.youtube.com https://www.youtube.com/watch?v=whyvdsib

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	I] H₂S Ii] H₂SO₃ Iii] H₂ So₄ Iv] Oxides of sulphur SO_2(g) SO_3(g) Iv] industrial Preparation of H₂SO₄ [Contact process] v] Uses of H₂SO₄ v] Test for SO²₃ and SO²₄	– describe at least 3 allotropes of sulphur – explicate the extraction of sulphur [frasch process] – enumerate at least 5 uses of sulphur -calculate the oxidation , states of sulphur in its major compounds using rules taught under oxidation and reduction Refer to (1^st Term SSS2 + Valency, oxidation Number, LUPAC nomenclature SSS1) -itemize a few major compounds of sulphur H₂SO₃(g) H₂SO₄SO(ag) SO(ag) -list characteristics properties of H₁S₁H₂SO(g) H₂SO₄,SO(_ag) SO(_ag) -explain the industrial preparation of H₂SO₄ (contact process) -itemize the uses of H₂SO₄ -perform experiments to test for S² , SO₃, SO²	5] paired students to calculate the oxidation states of sulphur in its major components 6] groups of students to compare the properties of Experiment 7] students in groups to test for S₁, SO₃ SO₄ in chemical samples Project 8] each group of students to prepare antiseptic ointments using I] petroleum jelly and grounded sulphur Ii] shea butter and grounded sulphur Iiiantiseptic soap containing sulphur		https://www.youtube.com https://www/youtube.com https://www.youtube.com/watch?v=5ry71jdeoue 2 https://chem..libretexts org/bookshlve/inorga Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

12	Revision
13	Examination

ACHIEVEMENT STANDARDS

At the end of the term students are able to:

use different renewable energy sources to power light in schools without using light from PHCN
recycle waste materials e.g. plastic bottles, cardboard boxes, packaging materials, households and agricultural waste, polythene waste e.g. sachet water, plastic bags. Crown metal cover, metal acraps. Old clothes etc
To prepare antiseptics ointments using petroleum jelly and grounded sulphur, shea butter and grounded sulphur and antiseptic soap

Access free Unified Chemistry Scheme of work for SSS2. SS2 Chemistry Syllabus for Senior Secondary School Lagos State –Schemeofwork

Chemistry Scheme of Work SSS2 Third Term

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1-2	Resumption test/water i] structure of water ii] laboratory preparation of water iii] properties of water (physical & chemical) iv] types of hardness ( temporary & permanent) vi] causes of hardness vii] advantages & disadvantages of hard water viii] methods of removal of hardness/softening water iv] purification of water for town (municipal supply)	By the end of the lesson students should be able to -discuss water as an essential substance for life and major component of living tissues -mention elemental components of water -draw the structure of water -explain the laboratory preparation of water -list 5 physical properties and explain the unusual high boiling of water Outline at least 3 chemical properties of water – outline at least 3 chemical properties of water -mention types (2) and cause of hardness in water -discuss at least 3 advantages and disadvantages of soft and hard water -outline and describe at least 4 methods of softening water /removal of hardness -outline and explain 5 processes involved in treatment of water for town/municipal supply	1] each student to draw the structure of water 2]students in groups to test for hardness in various water samples using soap 3] groups of students to purify different water samples using a simply method of their choices 4] individual student to illustrate hydrogen bonding in water 5]each student to draw cycle as assignment 6] Debate Groups to debate on advantages/disadvantages of hard and soft water soft water 7] Field Trip All students to visit water treatment plant, sachet or bottled water factors nearly 8] All groups of students to write report of field trip	1]collaboration & communication personal development &] leadership	Audio-visual materials: periodic table chart water from various sources [stream, river, well, rain, bore hole, tap etc) Alum, filter paper, sharp sand, funnels, conical flasks etc Videos: https:p// youtube.com /watch?v=4gsddniq3w Web Resources https://en.wikipedia.org /wiki/water-softening https://www.cdc.govhealthuwater/drinking/public/water-treament.html Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Solubility I] definition of terms (solute, solvent solution, saturated , un-saturated and supper saturated solution, solubility) Ii] factors affecting solubility Iii] solubility curve Iv] calculations on solubility V]applications of solubility and solubility curve

By the end of the lesson students should be able to -identify keywords in the topic and subtopics of the lesson e.g. soluble solvent, solution etc -express the meaning of the keywords and relate such to the lesson -give such to the lesson -give 5 examples each of solutes. Solvents and solutions -prepare solutions solute + solvent = solution -prepare unsaturated saturated super

1]whole class to discuss meaning of key words using science dictionary as a guide and differentiate unsaturated, saturated and supersaturated solutions Experiments 2] students in each group to i] prepare saturated , unsaturated and supersaturated solutions of NaCL₁, CuSO₄ Ii] prepare little yam powder in water and explain of the solute and solvent here is similar to experiments in (i) above 3] each student to plot

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

Audio –visual materials: different salts (solutes) e.g. NaCH₁, CuSo₄, NAC_l, CaCo(g) KOH, ZnSO₄ Different plants f pharmaceutical medicinal importance e.g. mango, meen, guava leaves, lemon grass etc Different solvents water, methylated spirit, ethanol, acetone (propan-2-one) formaldehyde (methanol) palm oil, kerosene, heating device, sirrer beaker, conical flash

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4		Saturated solutions -differentiate unsaturated, saturated and super saturated solutions -define solubility -list at least 3 affecting solubility -calculate solubility of solutes in solvents -plot solubility curves -list and discuss at least 3 applications of solubility and solubility curve in daily life and industries	Solubility curves from given values or data 4] paired students to calculate solubility of solutes Essay Each group of students to I] write an essay on daily and industrial applications of solubility of substances in different solvents Ii] dissolve different plants (crushed/ Chopped leaves, roots & bark) in different solvents e.g. lemon grass, mango, guava, neem, leaves etc 6]groups of students to relate results obtained in (5ii) to pharmaceutics & alternative medicine extract Special Project 7ii] All students are to ask their parents/ guardians about different local plants of pharmaceutical importance and solvents used to extract their active ingredients two volunteer students may be asked to complete findings for the whole class		Graph board Science dictionary Web Resources http://www.chem4kids.com/flies/matter-solution.html# https:///www.yotube.com/watch?v=e-2eoydyamg https://byvs.com/chemistry-curve# Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts Special Project All students are to ask their parents/guardians about different local plants of pharmaceutical importance and solvents used to extract their active ingredients two volunteer student may be asked to compile findings

Mass Volume relationship I] quantities Ii] relative densities, relative molar messes, molar volume, S.T.P. ,S.V.P Iii] Molar concentrations mass concentration Iv] chemical equation Iv] calculations involving mass and volume

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 such to the lesson -expound concepts of mole, molar volume, molar concentration, mass concentration S.T.P. S.V.P, relative densities, relative molecular mass -calculate masses volumes of reactants and products, no of moles of reacting substances and products, relative densities-derives the S.I. units of calculate quantities

1] whole class to recall terns in mole concept treated in SSS1 2] paired students in calculate masses/ Volumes of reactants and products, no of moles of reacting substances’ and products, relative densities 3] groups of students to I] convert temperatures on Celsius, Fahrenheit and Kelvin scales Ii] derive the S.I. units of calculated quantities

1] Critical thinking & problem solving 2] collaboration and communication

Audio-visual Materials: Science dictionary, periodic table , chart, practice questions especially of W.A.E.C. and N.E. C.O. standard various chemical to serve as reactants to generate products e.g. Magnesium ribbon, CuCo NaCH, HCI etc Web Resource https:site, google.com/sitemicarsonsel Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5-6	Volumetric/quantitative Analyze i] definition of terms titration, trimetric , molar solution, standard solution, indicator etc ii] apparatus required for volumetric analysis iii] precautions in titration iv] steps in titration iv] steps in titration v]recording acceptable fibre values vi] acid/base and redox titrations vii] determination of a] concentrations in g/dm² and mol/dm³ b] % purify and impurity c]water of crystallization vii] heat of neutralization	By the end of the lesson students should be able to: Identify keywords in the topic and subtopic of the lesson Express the meaning of the keywords and relate such to the lesson Expound the concept of volumetric/quantitative analysis Define terms in volumetric analysis Itemize apparatus required for volumetric analysis State and explain necessary precautions in filtration Outline steps in filtration Perform acid/base and redox filtrations Create acceptable table of litre values Calculate unknown quantities in (a) acid/base and (b) redox filtrations in g/dm² and mol/dm² (b) % purify & impurity (c) water of crystallization Define heat of neutralization	1] class to highlight & discuss meaning of keywords using the science dictionary as a reference 2]Each group of students to select apparatus for volumetric analysis in the laboratory and state their uses Experiment 3] students in groups to litrate solution of acid against solution of base 4]each student to create a table of acceptable litre values from acid base filtrations 5]Individual students to calculate unknown quantities in (a) acid/base and (b) redox librations e.g. (i) concentrations in g/dm³ and mol/dm³ (ii) % purify and impurity Iii] water of crystallization 6] each student to derive the S.I. units of calculated quantities	1] critical thinking and problem solving 2] digital literacy 3] communication & collaboration	Audio Visual: Materials: science Dictionary Apparatus for titration conical flasks, while life, bottle, dropping pipette, funnel, retort stand and clamp, indicator bottle, wash bottle, standard/volumetric flasks, beakers, measuring cylinder , periodic table charts solutions for acid/base and redox titrations Video: https://www.youtube.com/watch?v=sfpfcptdv2w https://www.youtube.com/watch?v=r11410r1wmy Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

7	Open Day and	Mid-term Break
8	Hydrocarbons I] definition of hydrocarbon Ii] structure and valency of carbon Iii] classification of hydrocarbon –aliphatic/ anosmatic, saturated/ unsaturated iv] classification of Aliphatic and anomatic hydrocarbon v]definition of terms (hydrocarbons series functional groups isomerism	By the end of the lesson students should be able to: Highlight key words in the topic and subtopic of the lessonExpress the meaning of the keyword and relate such to the lesson Discuss the o occurrence of hydrocarbonExplain the tetravalent nature of carbon Define and classify hydrocarbons Expound and define homologues series, functional groups, isomerism Explain 5 characteristics of a typical homologous series	1] whole class to identify and discuss meaning of key words using lesson on hydrocarbon in SSS1 as a guide 2] groups of students to outline at least 7 hydrocarbons in nature 3] each group of students to create a table of functional groups of at least 7 homologues series and examples of compounds in each series	1] critical thinking & problem solving 2]digital literacy 3] communication & collaboration	Audio-Visual materials: Science dictionary, molecular models, coloured beads, charts and posters on relevant subtopic Video https://www.youtube.com/watch?v= Web Resources https://en.wikipedia.org/wikipedia Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Saturated hydrocarbons alkenes i] General formula of alkenes ii] LUPAC nomenclature of alkenes iii] laboratory preparation of alkenes (methane) iv] properties and uses of alkenes (methane)

By the end of the lesson students should be able to: Write the general formula for alkenes (JUPAC names and structural formula of the 10 alkenes Draw and name isometers of alkanets from given formulae Describe the laboratory preparation of methane List 2 physical properties of methane Explain at least 2 chemical properties of methane List 3 uses of methane and alkenes generally

1] each student to write the general formula for alkenes and JUPAC names of 10 alkenes 2] students in each groups to prepare a list group to prepare a list of 5 alkenes used in daily life

1] critical thinking and problem solving 2] digital literacy

Audio-Visual Materials: Science Dictionary, molecular, modals, coloured beads, lubricating oil, cooing gas, aerosol sprays, cigarette lighters, kerosene, aviation fuel Web Resources https://www.britannica.com/science/hydrocarbon Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Unsaturated hydrocarbon A] Alkenes I] General formula & functional groups of alkenes Ii] JUPAC nomenclature of alkenes Iii] laboratory preparation of Ethene Iv] properties and uses of alkenes (Ethene) B] Alkynes i] General formula of alkynes ii] functional group of alkynes iii] JUPAC nomenclature of alkynes iv]laboratory preparation of ethyne v] properties and uses of alkynes (Ethyne) vi] test for unstauration

By the end of the lesson students should be able to: -Write the general formula for alkenes and alkynes Specify the functional group in alkenes and alkynes Write JUPAC names and structural formula of the first 10 alkenes and alkynes Describe the laboratory preparation of ethane and thyne List 3 physical and ethyne Explain at least 3 chemical reactions of ethane and ethyne (typical examples of alkenes and alkynes) Enumerate a least 4 uses of ethenne, ethyne (alkenes and alkynes) Perform experiments to test for alkenes and alkynes (test for unsaturation Perform experiments to distinguish alkenes from alkynes

1] each student to write the general formula for alkenes and alkynes 2] Students in groups to I] write JUPAC names and structural formula of 5 alkenes and alkynes Ii] prepare a list of alkenes and alkynes used in daily life including in wedding Experiment 3] each group of students to i] test for unsaturation ii] distinguish alkenes from alkynes iii] write report of experiments in their practical notebook

1] Critical thinking & problem solving 2]collaboration & communication

Audio-Visual materials: Science dictionary, molecular, models, coloured beads, gas, aerosol sprays, cigarette lighters, kerosene, aviation fuel Web Resources http://chemistry,elmhurst.edu/vchembook/50ohhydrocarbons.html# https://opentextbc.ca/introductorychemistry/comhapter/hydrocarbons-2/ https://authority.org Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
11	Alkanols I] natural sources of alkanols Ii] classification based on A] number of hydroxyl groups B] alkyl groups Iii] physical and chemical properties of alkanols (Ethanol an example) iv] polarity of alkanols and solubility of substances v] laboratory preparation of Ethanol Vi]local and industrial preparation of ethanol by fermentation Vii] uses of alkanols Viii] test for alkanols	By the end of the lesson students should be able to: Specify keywords in the topic and subtopics of the lesson Express the meaning of the keywords and relate such to the lesson Discuss natural sources of akanols palm wine, fermented starchy foods, plantain , fruits, yam, potatoes etc Prepare a list of 5 substances used in daily life that contain alkanols (alcohols) e.g. blood tonic, “ogi” “fufu”, local	1] each student to write the old name and functional group of alkanols 2] groups of students to 1] outline substances from which alkanols can be prepared Ii] prepare a list of 5 substances used in daily life that contain alkanols (alcohols) e.g. blood tonic, “Ogi” , ‘fufu’, local gin, “ogororo’ 3] each student to draw molecular hydrogen bonding in alkanols	1]critical thinking & problem solving 2] digital literacy 3] collaboration & communication 4] leadership and personal development	Audio-Visual Materials: Sciences dictionary, methylated spirit, dry gin, fermented foods “ogi, “fufu”, palm wine, local gin, overripe fruits, cough syrup blood tonic, white vinegar Raw starch foods for fermentation (e.g. maize, cassava, potatoes, yam, plantain (etc) Ethanoic acid K₂Cr₂ solution, dilute H₂SO₄ test

Gin “ogoro” Write the general formula for alkanols (according to (a) number of hydrocyl groups (b) number of alkyl groupsEnumerate & explain at least 4 physical and chemical properties of alkanols -describe laboratory and industries preparation of ethanol Prepare ethanol by fermentation from starchy foods (grains and tubers) and palm wine Itemize and explain at least 5 uses of alkanols Explain hydrogen bonding in alkanols Explain the effect of polarity of alkanols on solubility of substances Explain and test for the different classes of alkanols

Experiment 4] students in groups prepare ethanol by fermentation from starch foods (grains and tubers), palm wine, plantain Excursion /field Trip 5] entire class to go field trip to local distilleries , sites for production of “ogi” and “fufu” 6] each group of students to write report of field trip

Tubes, heating device water bath, dropping pipette Video: https://www.youtupe.com/watch?v=mazqgzfbgge Web Resources https://study.com.academy/lesson-classification.functional-group.html Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts