Chemistry Scheme of Work SSS3 Lagos State

Access Lagos State Free Unified Chemistry Scheme of work for SSS3. SS3 Chemistry Curricula for Senior Secondary School –Schemeofwork

Table of Contents

SSS3 Chemistry Scheme of Work First Term Chemistry Scheme of Work SSS3 Second Term

SSS3 Chemistry Scheme of Work First Term

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Resumption Alkanoic Acids (carboxylic acids ) I] natural sources of alkanoic acids Ii] general formula and functional group alkanoic acids Iii] nomeclaure and structure of alkanoic acids Iv] physical and chemical properties of alkanoic acids v] classification of alkanoic acids Vi] uses of ethanoic & benzole acids Vii] etherification	By the end of the lesson students should be able to: Specify key words in the topic and subtopics of the lesson Outline natural substances containing alkanoic acids Write the old name for alkanoic acids Write the general formula and functional group of alkanoic classify alkanoic acids according to the number of –COOH present in their molecular structure Enumerate at least 3 physical and chemical properties of alkanoic acids Test for alkanoic acids Itemize at least 5 uses of alkanoic acids Define etherification Recall definition of neutralization reaction Compare and contrast esterlification and neutralization	1] volunteers in such groups of students to bring the following to the class in preparation for the lesson i. palm oil ii groudnut oil iii raw, frozen or dried fish iv raw beans v sachet of liquid or powdered milk vi pepper fruit of any kind vii any citrus fruit viii a piece of any other fruit in season ix asprin and paracetamol tablets x vinegar and a sactcher of ethamol Experiments 1] each group of students to cut and test each of the fruits and vegetables used as instructional materials for organic acids using litmus paper 2] students in groups to dissolve aspirin and paracetamol in water inside different test tubes and test the solutions obtained for acidity Assignment 3] groups of students to create a T-chart of the organic acid (alkanoic acid) present in each of the fruits, vegetables and edible oils brought for use as instructional materials (online search) 4] whole class to brainstorm on similarities and differences between neutralization and esterification reactions	1]critical thinking & problem solving 2] digital literacy 3]collaboration and communication	Audio-visual Materials: science dictionary, vinegar, ethanol, fruits, perfumes, drugs (e.g. aspirin, paracetamol) dyes Litmus, NaCO NaHCO HSO Video https://www.youtube.com web resources https://www.britanica.com 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
2	Alkanoates Testers) I] natural sources of alkanoates Ii] general formula and functional formula and functional groups of akanoates Iii] laboratory preparation of alkanoates Iv] alkali and acid hydrolysis of alkanoates V] uses of alkanoates	By the end of the lesson students should be able to: Highlight keywords in the topic and subtopics of the lesson Express the meaning of the keywords and relate such to the lesson Mention natural substances containing alkanoates Write the old name general formula and functional group of alkanoates Explain laboratory preparation of ethyl ethanoate List 3 physical and chemical properties of ethyl ethancate Explicate acid and alkaline hydrolysis of alkanoates State the uses of alkanoates	1] volunteers in each group of students to bring I] a piece of vegetables & ripe fruit of any kind Ii] a bar or sachet of toilet laundry soap and detergent Iii] sachet of food flavourings Iv] small bottle containing (a) wood lacquer (b) wall paint (c) nail vanish V] perfume and body creams/lotions – all to class to be used as instructional materials for the lesson 2] each group of students to create a T-chart to indicate the smell, fragrance of each substance used as instructional materials for the lesson Experiment 3] students in groups to I] test for the presence of alkanoates in the instructional materials used for the lesson Ii] record observations on experiment in practical notebooks Assignment 4] each student to create a T-chart showing name of alkanoates found in each of the instructional material used for the lesson (online search)	critical thinking & problem solving 2] digital literacy 3]collaboration and communication	Audio –visual Materials: Science dictionary, fruits, vegetables, perfumes, cosmetic, soaps and detergents, food flavouring, wood lacquer, paint , nail vanish Videos: https://www.youtube.com/watch?v=ezxnps/a4u Web Resources https://www.britanncs.com/sciences/ester.chemical-compound Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Fats and oils I] natural sources Ii] physical And chemical properties Iii] saponification Iv] hardening of oils test for fats and oils v] soaps and detergents examples Definitions, structure, distinguishing features and cleaning actions Vi] advantages and disadvantages of soaps and detergents Vi] preparation of soaps and detergents

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 lessonItemize 5 natural sources of fats and oils Distinguish fats and oils Outline at least 3 physical properties of fats and oils Outline at least5 uses of fats and oilsOutline at least 5 uses of fats and oils Explicate saponification and hardening of oils Test for fats and oils Soap

1] whole class identifies and discuss meaning of key words reference may be made to the science dictionary if necessary 2] selected students to bring i] samples (about 50ml) of different edible oils and fatty fruits to class to class to be used as instructional materials for the lesson ii] a sachet of margarine iii] samples of laundry toilet, anti-septic soaps and detergents for the lesson ii] a sachet of material for the lesson iii] samples of laundry toilet, antiseptic soap detergents soaps and detergents for the lesson 3] students in each group to I] create an album of soap and detergent

1] critical thinking & problem solving 2]creativity and imagination 3] collaboration and communication 4] leadership and person development

Audio-visual Materials: various samples of vegetable oils-palm oil, groundnut oil, soya bean oil, canola oil, sunflower oil, olive oil, sunflower, oil, olive oil etc, animal fat from cow, ram, chicken etc Sackets of margarine KOH₁ NaOH₁ Ash, NAC₁ H₂O Thermometer Reaction Vessels/containers, perfume, colour additives

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		Make a list of soap samples in the market and used in daily life Mention the substances required for soap making Prepare soap from local material Draw and label the structure of soapOutline the cleansing action of soap using thematic diagrams Differentiate between laundry and toilet soaps Detergents Name some detergents in the market and used in daily life Define detergents Draw the structure of detergents Outline the mode of action of detergents Distinguish between soaps and detergents Enumerate the advantages and disadvantages of soaps and detergents	Wrappers/ empty sachets Ii] prepare soap from local material Project 4 each group of students to: I] prepare synthetic liquid soap (hand wash) Ii] extract oil from peanut , palm fruits, melon or coconut		Videos: https://www.youtube.com/watcch?v=4ysyyy19u https://www.youtube.com/watch?v=vpperxw7d18 https://www.youtube.com/watch?v=ppfrxw7d18 of extraction of oil project Web Resources https://www.healthin.com/health/how-to-make-soap Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Amino Acids I] sources and examples of proteins Ii] proteins-A polymer of amino acids Iii] physical and chemical properties of amino acids (proteins) Iv] illustrate the structure of proteins v] uses of amino acids (proteins) vi] Test for amino acids/proteins

By the end of the lesson students should be able to: Indicate key words in the topic and subtopics of the lessonparticles the meaning of the keywords and relate such to the lesson Mention 5 natural sources of amino acids Explain and illustrate proteins as a polymer of amino acids Enumerate & explain at least 5 physical and chemical properties of amino acids /proteins Illustrate the structure of proteinsOutline at least 5 uses of proteins/amino acids Test for proteins /amino acids

1] whole class to identify and discuss meaning of key words 2] each student to bring a protein food sample (raw) to be used as industrial materials for the lesson 3] individual student to draw the structure of protein Experiment 4] students in groups to test for proteins /amino acids using the relevant laboratory reagents and the food substances provided as industrial materials 5] each group of students to write report of experiment in practical notebooks

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

Audio visual Materials: sources of protein (white of egg, beans, fish, chicken, beef etc) million’s reagent, blurets’s reagent HNO Test tubes, source of heat Video: https://www.youtube.com.watch?v=eygvigzohaq web Resources https://study .com/academy/lesson/amino-acids-definition-lesson for kids.html 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	Polymers, giant and macro molecules I] definition of terms giant macromolecules monomers Polymers Polymerization Ii] classification of polymers (Natural and synthetic) with examples, proteins, carbohydrates , plastics thermoplastics, thermoses, resins etc Iii] types of polymerization Iv] desirable/important properties of polymers V] enzymes and their functions	By the end of the lesson students should be able to: Identify key words in the topic Express the meaning of the keywords and relate such to be the lesson Define and distinguish between polymers , giant and macromolecules Describe monomer polymer and polymerizationMention 3 sources of polymers (natural and synthetic) with examples Define each type of natural and synthetic polymer and give examplesEnumerate, define and explain types of polymerization Explain the desirable/important properties of polymers Outline and explicate properties of enzymes	1]Entire class to highlight and discuss meaning f key words using science dictionary as a guide 2] each group of students to bring different types of polymer bags, plastics, old electric sockets/plugs casing of old electrical appliances like kettles, iron made of plastics pieces of PVC pipes, protein and starch sources, banana, paw-paw, mango tree branches to extract fluid from them 3] students in groups to classify the instructional materials listed above as thermoplasts and thermo sets/natural and synthetic polymers 4] whole class to discuss enzymes taught in biology to that in chemistry	Critical thinking % problem solving 2]communication and collaboration	Audio-visual materials: poly-ethene, plastics, PVC pies , protein and starch sources H₂SO₄NaOH, KOH. Source of heat, incense, fluids from banana, pawpaw, mango trees etc Videos: https://www.youtube.com/watch?v=xtum-75-pl4 https://www.thomasnet.com Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Carbohydrates I] general formula of carbohydrates Ii] Natural sources of carbohydrates Iii] classification into simple and complex sugars Iv]Preparation of glucose from starch ] uses of carbohydrates Vi] test for carbohydrates reducing and non-reducing sugars starch, cellulose vii] production of “gam”

By the end of the lesson students should be able to: -write the general formula for carbohydrates -mention natural sources of carbohydrates into simple and complex sugars with relevant examples -prepare glucose from a named starch -itemize the uses of carbohydrates -test for reducing non-reducing sugars, starch and cellulose -outline and explain processes involved in ‘garri’ production, -produce ‘garri’

1] volunteer students to bring various sources of carbohydrate s as listed under teaching resources Experiment 2] students in groups to test for simple, complex (reducing and non-reducing) sugars, starch, cellulose Project 3] Whole class to prepare ‘gari’ if time permits or go on a Field trip to a nearby ‘garri’ processing site Alternatively Any student(s) who travels to their home town /village during vacation could be asked to visit such a site and write a report to be shared with entire class. Report should (include photo shops and videos)

1] collaboration & Communication 2] personal development & leadership 3] citizenship

Audio-visual Materials: Starch, sugarcane, glucose, cassava, yam, potato, cocoyam, tubers, grains etc Fehling solution, Benedict’s solution, iodine solution, conc H₂S0₄ Beakers, conical flaks, test tubes, grating devices, cassava tubers, sacs, roasting vats Video: https://www.yoututbe or field trip web Resources https://www.tuscay-diet.net/carbohydrates/classification/functions 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
WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
8	Metals and their compound I] Location of metals in the periodic table Ii] Classification of metals –[Alkali, alkaline earth transition metals Iii] General characteristics of metals Iv] Relative abundance of metals in nature v] Example of compounds formed by metals vi] General principles of extraction of metals Alkali Metals I] location of alkali metals in the periodic table Ii] examples of alkali metals Iv] properties of alkali metals v] extraction of sodium vi] uses of sodium v] Test for sodium viii] compounds of sodium and their uses	By the end of the lesson students should be able to: Locate metals in the periodic tableClassify metals as alkali alkaline earth and transition List 5 general characteristics of metals State the relative abundance of metals in nature Mention 5 compounds formed by metals Itemize the general principles of metal extraction Alkalimetals Specify the location of alkali metals in the periodic table Give 4 examples of alkali metals , write the electronic configuration of sodium (Na) List at least 4 properties of alkali metals emphases on sodium (Na) Explicate the extraction of sodium metal (Na) Enumerate at least 5 uses of sodium (Na) Test for sodium metal/explain the test where sodium metal is not available List 10 compounds of sodium (JUPAC names and chemical formulae and their uses)	1] each student to bring different metallic objects (ear rings, bangles, wrist watch, nails, office pins, cuttery, platesm potm hammer, magnets, etc Ii] small portions of table salt, (NaCL), baking powder (NaHCO) soda ash (Na₂CO₂) for the lesson 2] individual student to locate the different classes of metals in their personal copies of the periodic table with examples , students to state only metal that is a liquid 3] each student to write but the names and symbols of alkali metals and electronic configuration of sodium 4] student in groups to create T-chart of at least ten compounds of sodium, their JUPAC names, chemical formulae and uses (general and daily life) 5] each group of students to test for sodium metal if available	1] Critical thinking % problem solving 2] digital literacy 3]collaboration and communication	Audio-visual materials: periodic table chat, videos and posters on relevant subtopics e.g. extraction and test for sodium Na₂SO Na₂CO₃, NaHCO₃ NaCL, NaOH Videos: https://www.youtube.com/watch?v=kkbfgimtsbk https://www.youtube.com/watch?v=nwbpwbr9c Web Resources https://wikipedia.org/wikiproperties-of-metals-metallods-and-nonmetals Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Alkaline Earth metals aluminum and tin I] location in the periodic table Ii] general properties of calcium and electronic configuration Iii] extraction of calcium Iii] compounds of calcium and their uses Aluminum I] position of aluminum

By the end of the lesson students should be able to: Locate alkaline earth metals in the periodic table List 3 general properties of calcium and write its electronic configuration Explain the extraction of calcium Outline 5 examples of compounds of calcium (JUPAC names and chemical formulae and their uses Aluminum Locate aluminum in the periodic table Write the electronic configuration of aluminum Mention the major ore of aluminum in nature –Bauxite Explain the

1] each group of students to bring materials made of calcium aluminum and tin for the lesson as instructional materials 2]each students to locate alkaline earth metals in personal copy of the periodic table and write electronic configuration of calcium, aluminum and tin 3]students in groups to create a T-chart each of compounds of calcium, aluminum and tin showing their JUPAC, names, chemical formulae and uses create an album of pictures of the ores of calcium aluminum and tin Experiment 5] students in groups to test for calcium, aluminum and tin in their compounds

1] critical thinking & problem solving 2] creativity & innovation 3] communication & collaboration

Audio-visual materials Periodic table chart, ceramic floor tiles , chalk, bones, marble Aluminum and tin materials and compounds available in the laboratory electrical fittings automobile parts made of aluminum kitchen, household and office utensils

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	In the periodic table Ii] electronic configuration of aluminum Iii] ores of aluminum Iv]extraction of aluminum v]compound of aluminum and their uses of aluminum Tin I] position in the periodic table Ii] electronic configuration of tin Iii] ores of tin Iv] ores of tin Extraction of tin Uses of tin Vi] compounds of the tin and their uses	Extraction of aluminum -itemize 5 uses of aluminum -itemize 5 uses of aluminum -list 5 compounds of aluminum (JUPAC names and chemical formulae and their uses Tin -locate Tin in the periodic table and write its electronic configuration -mention the major ores of tin in nature -explain the extraction of tin -itemize 5 uses of Tin -prepare a list of at least 5 compounds of Tin (JUPAC names and chemical formulae) and their uses	And write observations and inferences on test performed		Made of aluminum posters, charts and relevant video clips on the subtopics Videos: https://www.youtube.com https://www.youtube.com/watch?v=mgwgkkna4e web resources https://en.wikipedia.org httpps://revisionsscience.com/a2-level-level-revision/chemistry-level-revision/bonding-and-structure/reduction-metals-extraction-ore# Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Transition metals I] classification of metals (first and inner) with examples Ii] general properties of transition metals Iii] position of copper in the periodic table in the periodic table and electronic configuration Iv] ores of copper Iv] extraction of copper V] uses of copper Vi] some compounds of copper and their uses Iron I] position or iron in the periodic table and its electronic configuration Ii] ores of iron Ii] extraction of iron Iv] extraction of iron Iv] uses of iron V]some compounds of iron and their uses Physical and chemical properties of iron Vii] rusting of iron and prevention

By the end of the lesson students should be able to: -locate transition metals in the periodic table -classify transition metals (first and inner) with examples -list at least 3 general properties /characteristics of transition metals Copper –locate copper in the periodic table and write its electronic configuration -mention the major ores of copper -explain the extraction of copper -state 5 uses of copper Itemize 5 compounds of copper JUPAC names and chemical formulae and their uses Iron -locate iron in the periodic table and write its electronic configuration -mention the major ores

1] bring copper, iron samples to be used as instructional materials for the lesson 2] locate transition metals in the periodic table 3] write the electronic configuration of copper (Cu) and Iron (Fe) 4] create a T-chart each of compounds of copper and iron JUPAC names, chemical formulae and their uses Experiment (Group work) 5] perform experiments to ascertain conditions required for rusting Test tube 1 (group 1) 0nails cotton wool, fused calcium chloride Test tube 2 (group 2)

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

Audio visual materials: periodic table, charts and posters Water, paint, oil, grease, nails, test tubes/beakers. Copper wires, electric cable, burglar proofs etc, cotton wool, fused calcium chloride , liquids paraffin Video

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
		of iron Explain the extraction of iron State 5 uses of iron List 5 compounds of iron [UPAC names and chemical formulae] and their use Write at least 3 physical and chemical properties of iron List the conditions for rusting Outline methods of prevention of rusting	Nails distilled water test tube 3 (group 3) nails boiled water and layer of liquid paraffin Students are to write reports for presentation in the class

Alloys I] definition of alloys Ii] types of alloys Iii] composition of alloys Iv] uses of alloye

By the end of the lesson students should be able to: Check and define alloys using the science dictionary Outline 6 examples of materials made from alloys in daily life State the composition of different alloys Write one use of each alloy

Student are asked to: 1] bring trophies coins , radio magnets, cutleries , metal water pipe, old machine parts etc. to e used as instructional materials for the lesson 2 Assignment Alum Create an album of materials made from different alloys started in class (clip pictures from the internet

1] creativity & innovation 2] critical thinking & problem solving 3] digital literacy

Audio-visual materials: science dictionary, coins, dentist’s amalgam (to be observed from students who have had holes I their teeth filled) materials made from different alloys e.g. school bells, magnets in radio, loudspeakers and telephones, machine parts Cutleries, hospital equipment’s Soldering, plumbing metals Videos https://www.youtube.com/watch?=kgumnod6m50 web resources https://www.thoght.com/metal-alloys-2340254

12	Revision
13	Examination

ACHIEVEMENT STANDARDS

At the end of the session students are able to:

Prepare synthetic liquid soap (hand wash)
Extract oil from peanut, palm fruits, melon or coconut
Perform experiments to ascertain conditions required for rusting
Outline materials made from alloys in daily life
Analyse the economic importance of crude oil/petroleum
Evaluate economic importance of starch, reducing and non-reducing sugars, proteins, fats/oils
Embrace and appreciate chemistry as a physical science , strong links to life science that is visit to several aspect of living and preservation of the society
Pass, WASSCE, NECO, JAMB Examination

Access Lagos State Free Unified Chemistry Scheme of work for SSS3. SS3 Chemistry Curricula for Senior Secondary School –Schemeofwork

Chemistry Scheme of Work SSS3 Second Term

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1-2	Resumption Test/ nuclear Chemistry i] definition of nuclear chemistry ii] differences between nuclear and chemical reactions iii] types of nuclear reactions iv] natural and artificial radioactivity vii] devices for radiation deduction	By the end of the lesson students should be able to: Indicate the key word in the topic & subtopics Expound the meaning of the keyword and relate such to the lesson Explain nuclear chemistry State 3 differences between nuclear and chemical reactions Give the two types of nuclear reactions with examples Define radioactivity. Differentiate between natural and artificial radioactivity Outline examples of natural and artificial radioactivity Balance equations on	1] whole class compares and contrasts nuclear fission and nuclear fusion 2] individual students to balance sample equations of nuclear reactions 3]group of students to outline the advantages/disadvantages and disadvantages of radioactivity	1] critical thinking & problem solving 2] digital literacy 3]collaboration and communication	Audio-visual materials: Science dictionary Video: https://www.youtube.com /watch?v=e4b94zcy40k web Resources https://www.britannica.com https://www.wheath.org/heath/topic/special/radion

Shapes and molecules I] definition of orbitals Ii] hydization (mixing) or orbitals iii] formation of hybrid orbitals (sp’ ‘ap’, sp) iv] pi and sigma bonds with examples v] shapes of specified molecules (CH₄, C₂H₂BeCL₂,BCL₂) linear, planar, tetrahedral

By the end of the lesson students should be able to: Highlight the key word in the topic and subtopics of the lesson e.g. subtopics of the lesson e.g. orbitals hybrid, hybridizationArticulate the meaning of the keyword and relate such to the lesson as it progresses Explicate hybridation of orbitals Outline types of hybrid orbitals Describe the formation of hybrid orbitals (sp³, sp² sp) with examples Explain the formation of sigma and pi bonds with examples Draw the shapes of simple molecules (CH₄, C₂H₄, C₂H₄, BeC¹₂ BCL₃

1] each student to draw shapes of orbitals 2]students in groups to clip colourful shapes of orbitals and molecules online and paste on cardboards for gallery learning 3]individual students to draw the shapes of simple molecules (CH₄, C₂H₄ C₂H₂ BeCl₂ BCL₂

1] creativity & innovation 2] collaboration of communication

Audio-visual Materials: science dictionary, coloured pencils, plasticine Video https://www.youtube.com Web Resources https://en.wikipedia.org/wiki/molecular-geometry 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
4	Petroleum and crude oil I] origin and composition; world and Nigerian reserves of crude oil Ii] exploration and drilling of crude oil Iii] fractional distillation of crude oil Iv] cracking and reforming of petroleum fractions V] octane number rating, ant-knocking agents and locations of petroleum in Nigeria Vi] economic importance of crude oil /petroleum Vii] Natural gas occurrence and packaging as LNG Viii] petrochemicals	By the end of the lesson students should be able to: Discuss the origin and composition of crude oil / petroleum Itemize crude oil reserves in the world and Nigeria Explain the exploration and drilling of crude oil in NigeriaExpound fractional distillation of crude oil, list 7 products obtained and state their uses List the location of refineries in Nigeria Explain petroleum cracking , reforming octane number rating and anti-knocking agents Discuss the economic importance of crude oil/ petroleum Define petrochemicals and discuss its use as starting materials of organic synthesis Explain occurrence and packaging of natural gas as LNG Define petrochemicals Prepare a list of 10 petrochemical products used in daily life	1] each group of students to bring products of fractional distillation of crude oil e.g., kerosene, diesel, asphait, bitumen, grease, lubricating oil 2] groups of students to create a T-chart of the products of fractional distillation of crude oil and their uses 3]students in groups to clip colourful pictures of fractional distillation of crude and their uses	1] critical thinking & problem solving 2] creativity, imagination & innovation 3]collaboration and communication	Audio-visual Materials, crude oil, kerosene, diesel, asphalt, bitumen, cooking gas, grease , lubricating oil, gaseous emissions from decaying organic mater and animal dung, fractional distillation apparatus plastics detergents , insecticides, detergents, filled gas cylinder relevant pictures, charts posters and video clips on the subtopics Videos https://www.youtube.com https://www.youtube.comwatch?v=Eecwnpucel8 Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts

Quantitative analysis /volumetric refer to weeks 5 & 6 SSS2 3^rd Term

Indicate key words in the topic -express the meaning of the keywords and relate such to the lesson Refer to weeks 5 & 6 SSS2 3^rd Term

1] each student to identify apparatus for volumetric analysis and state their uses 2] student in groups to literate acid against base and create a table of acceptable litre values 3] Individual students to calculate unknown quantities in (a) acid /base and (b) redox titrations e.g. I] concentrations in g/dm³ and mol/dm³ Ii% purity and impurity Iii] water of crystallization

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

Audio-Visual Materials: Science dictionary, apparatus for titration , conical flasks , white tile, burette, pipette, 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 redo titrations Videos https://www.youtube.com/watch?v=sfpfcptdv2w https://www.youtube.com/watch?v=sauvhytviu

WK	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	Qualitative analysis I] identification of cartoons and anions ii] Test for gasses (H₂ O₂ CO, C¹ NH₃ etc iii] Test for starch proteins reducing/non-reducing sugar, fats/oils	By the end of the lesson students should be able to: Identify keywords in the topic Express the meaning of the keywords and relate such to the lesson perform confirmatory tests for Cu Ca Pb Zn, Al Fa, Fe etc In unknown chemical samples Perform confirmatory tests for Cr, Br₁, I.S², SO²₃, SO²₄, Co²₃ etc Test for starch reducing , reducing sugars, proteins, fats/oils	I] students in groups to test for Cu²⁺ Ca²⁺ ,Pb²⁴, Zn²⁴, A1³⁺, Fe³⁴, Fe²⁴ etc in unknown chemical samples 2]each group of students to test for C1₁, Br₁, I.S² SO²₂, SO²₃, in unknown chemical samples 3]groups of students to test for starch reducing /non-reducing sugars, proteins, fats/oil 4] All students to record correct tests observations and draw inferences from tests	1] critical thinking & problem solving 2] communication & collaboration	Audio-Visual Materials: Analytical reagents to test for the various cautions anions, starch, reducing /non-reducing sugars, proteins, fats/oils indicated Videos: Refer to video under metals organic components in addition to: https://www.youtube.com/watch?v=oexyqsug4g https://www.youtube.com/watch?v=74jib Web Resources https://wwwbritanica.com Suggestion Teacher to subscribe to: 1] Linked and Slide share 2] Pinterest for relevant charts and clip arts