TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: SOLUBILITY OF SALTS IN WATER WEEK: 1 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test solubility of various salts in cold water/warm water.
-Test solubility of various bases in water.
-Carry out litmus test on the resulting solutions.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define solubility. |
Listening and taking short notes. |
Exercise books. Chalk/white board |
KLB BK 2 PG. 92-95 |
| 30 MINUTES |
BODY DEVELOPMENT -Test solubility of various salts in cold water/warm water. -Test solubility of various bases in water. -Carry out litmus test on the resulting solutions. |
Class experiments- Dissolve salts in 5ml of water. Record the solubility in a table, Carry out litmus tests. Discuss the results. |
Sulphates, chlorides, nitrates, carbonates of various metals. Oxides, hydroxides, of various metals, litmus papers |
KLB BK 2 PG. 92-95 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 92-95
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: METHODS OF PREPARING SALTS WEEK: 1 LESSON NUMBER: 2 &3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe various methods of preparing some salts.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight some of the methods used to prepare salts. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 95 -104. |
| 60 MINUTES |
BODY DEVELOPMENT -Describe various methods of preparing some salts. |
-Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2. |
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3. |
KLB BK 2 PG. 95 -104. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 95 -104. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: DIRECT SYNTHESIS OF A SALT WEEK:1 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe direct synthesis of a salt.
-Write balanced equations for the reactions.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of direct synthesis of a salt. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG.104 |
| 30 MINUTES |
BODY DEVELOPMENT -Describe direct synthesis of a salt. -Write balanced equations for the reactions. |
-Group experiments- preparation of iron (II) sulphide by direct synthesis. Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. |
Iron, Sulphur |
KLB BK 2 PG.104 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG.104
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: EFFECTS OF HEAT ON METAL CARBONATES, NITRATES AND SULPHATES WEEK: 2 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-state effects of heat on carbonates.
-Predict products resulting from heating metal carbonates.
-State effects of heat on nitrates.
-Predict products resulting from heating metal nitrates.
-State effects of heat on sulphates.
-Predict products results from heating metal sulphates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some metal carbonates, nitrates and sulphates. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 108-111. |
| 30 MINUTES |
BODY DEVELOPMENT -state effects of heat on carbonates. -Predict products resulting from heating metal carbonates. -State effects of heat on nitrates. -Predict products resulting from heating metal nitrates. -State effects of heat on sulphates. -Predict products results from heating metal sulphates. |
-Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various metal nitrates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various sulphates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. |
-Various carbonates. -Common metal nitrates. -Common sulphates. |
KLB BK 2 PG. 108-111. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. | Exercise books. Chalk/white board |
KLB BK 2 PG. 108-111. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: HYGROSCOPY, DELIQUESCENCE AND EFFLORESCENCE WEEK: 2 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the meaning of hygroscopy, deliquescence and efflorescence. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG 114. |
| 60 MINUTES |
BODY DEVELOPMENT -Define hygroscopic deliquescent and efflorescent salts. -Give examples of hygroscopic deliquescent and efflorescent salts. |
Prepare samples of various salts. Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. |
Samples of various salts. |
KLB BK 2 PG 114. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG 114. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: USE OF SALTS WEEK: 2 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State uses of salts
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some of the uses of salts. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 114 |
| 30 MINUTES | BODY DEVELOPMENT -State uses of salts |
Teacher elucidates uses of salts. |
|
KLB BK 2 PG. 114 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 114 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECT OF ELECTRIC CURRENTS ON SUBSTANCES
SUB-TOPIC: ELECTRICAL CONDUCTIVITY WEEK: 3 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test for electrical conductivities of substances.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define electrical conductivity. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 118-119. |
| 30 MINUTES |
BODY DEVELOPMENT -Test for electrical conductivities of substances. |
Group experiments- to identify conductors and non-conductors. Explain the difference in (non) conductivities.
|
Various solids, bulb, battery, & wires. |
KLB BK 2 PG. 118-119. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 118-119. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT:CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: ELECTROLYSIS AND MOLTEN ELECTROLYTES WEEK: 3 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test for electrical conductivities molten electrolytes.
-Define electrolysis.
-Describe the process of electrolysis in terms of charge movement.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Assemble apparatus for electrolysis. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
| 60 MINUTES | BODY DEVELOPMENT
-Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. |
-Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes. -Descriptive approach punctuated with Q/A. |
Molten candle wax Sugar Sulphur Lead oxide. |
KLB BK 2 PG. 120 -121. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: AQUEOUS ELECTROLYTES AND ELECTRODES WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define an electrolyte
-Test for electrical conductivities of electrodes.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Assemble apparatus for electrolysis. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
| 60 MINUTES |
BODY DEVELOPMENT -Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. |
-Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes.
-Descriptive approach punctuated with Q/A. |
Molten candle wax Sugar Sulphur Lead oxide. |
KLB BK 2 PG. 120 -121. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: AQUEUOS ELECTROLYTES AND ELECTRODES WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define an electrolyte
-Test for electrical conductivities of electrodes.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the difference between an electrolyte and an electrode. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 122 -123. |
| 30 MINUTES | BODY DEVELOPMENT
-Define an electrolyte -Test for electrical conductivities of electrodes. |
To investigate chemical effect of an electric current. Classify the solutions as electrolyte or non -electrolytes. Discuss the electrical properties of the solution |
Graphite electrodes Battery Various aqueous solutions switch bulb. |
KLB BK 2 PG. 122 -123. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books.
Chalk/white board. |
KLB BK 2 PG. 122 -123.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON A SUBSTANCE
SUB-TOPIC: REACTION ON ELECTRODES WEEK: 4 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe half- equation reactions at the cathode and anode.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of anode and cathode. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 126 -127. |
| 30 MINUTES |
BODY DEVELOPMENT -Describe half- equation reactions at the cathode and anode. |
-Demonstrate –Electrolysis of molten lead (II) bromide -Observe color changes -Explanation of half-equations and reactions at the electrodes. |
Graphite electrodes Battery Various aqueous solutions switch. |
KLB BK 2 PG. 126 -127. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 126 -127. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: BINARY ELECTROLYTE WEEK: 4 LESSON NUMBER: 2& 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the meaning of the term binary electrolyte. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 127. |
| 60 MINUTES | BODY DEVELOPMENT
-Define a binary electrolyte. -State the products of a binary electrolyte. |
Completing a table of electrolysis of binary electrolytes |
|
KLB BK 2 PG. 127. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 127.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: APPLICATION OF ELECTROLYSIS-ELECTROPLATING WEEK: 4 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State application of electrolysis.
- Describe electroplating process.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Set up the apparatus to carry out electroplating. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 Pg. 128-130. |
| 30 MINUTES | BODY DEVELOPMENT
-State application of electrolysis. - Describe electroplating process. |
Experiment- Left overnight. -Electroplating an iron nail with silver nitrate/ copper sulphate. -Brief discussion. -Discussion and explanations. |
Silver nitrate Iron nail Complete circuit battery. |
KLB BK 2 Pg. 128-130. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 Pg. 128-130.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________