UNIT PLAN TEMPLATE 1

Date: Does it indicate the day when the implementation of the unit started?

Subject: Does it indicate the science subject being planned for?

Grade: Does it indicate the grade level being planned for?

Duration: Does it indicate the time period for implementing the unit plan?

Unit Topic: Does it identify the name of the unit in the syllabus?

Sub-Topics: Are they linked to the unit topic? Does the list include all the topics? Are they
logically organized? Are they appropriate for the grade level?

Prior Learning: Does it include the concepts/skills/attitudes that are important to know?

Curriculum Standard: Is it appropriately linked?

Attainment Target: Is it appropriately linked?

Key Vocabulary: Are these related to the unit; Is the list complete?

Link to other Subjects: Is the link appropriate?

Classroom management Strategies: Do the strategies assist students in the development of

self-guided learning? Do the strategies seek to address classroom management challenges
identified in previous lesson plan reflections/lesson observations?

General Objectives: Do they cover the content, and skills (affective and psychomotor)
identified in the curriculum standard(s)/attainment target(s)/benchmark(s)?

Specific Objectives: Are they derived from the general objectives? Do they include objectives of
the cognitive, affective and psychomotor domains of development? skills Are they representative
of good objectives? Are they at the level required by the syllabus? Are students’ needs being
addressed?

Content: Is it accurate? Is it comprehensive?

Instructional Strategies: Are they appropriate for achieving the objectives, for addressing
students learning needs?

Assessment Strategies: Are they appropriate for students to show that they understood and
learned the objectives of the lesson? Do they include both formative & summative strategies?
Extended Learning Tasks: Is it appropriate for reinforcing content/skill/attitude?

Materials/Resources: Is the list complete?

Evaluation of the Unit: Does it identify the affirmative experiences while teaching the unit?
Does it identify the challenges encountered while teaching the unit? Does it suggest how the
teaching of the unit could be improved?
 UNIT PLAN TEMPLATE 2

Table Showing a Weekly Schedule for the Unit on …………………………………….

Unit Topic:Energy,Forces and Matter

Sub-Topics:Chemical Bonding

Prior Learning: Students should know the first 20 elements of the periodic table and their symbols.

Students should know that that compounds are formed from the combination of two or more different atoms

Students should know the difference between atoms and ions

Curriculum Standard: NSC Chemistry Curriculum for Grade 9

Attainment Target:
∙ Apply scientific knowledge and processes to the solution of real world problems.
∙ Use mathematics as a tool for problem-solving, and as a means of expressing and/or modelling scientific
theories.
∙ Appreciate the influence and limitations of science with consideration for ethical issues.
∙ Demonstrate a positive attitude towards the use of scientific language.
∙ Demonstrate positive interpersonal skills in order to foster good working relationships.

Benchmarks:

∙ Apply the principles of measurement in the solution of everyday problems.

∙ Use scientific knowledge to select appropriate experimental methods.

∙ Construct explanations, design and evaluate solutions to complex real world problems, based on scientific knowledge.

∙ Appreciate the importance of scientific methods.

∙ Demonstrate objectivity by seeking data and information to validate observations and explanations.

∙ Demonstrate concern for safety of self and others.

∙ Demonstrate curiosity, objectivity and perseverance in their approach to scientific activities.

∙ Demonstrate sensitivity to others who are different.

Key Skills: Collaborate, think critically, communicate, create, make observations, manipulate

Key Vocabulary: Atomic Number,Electrons,Valence Electrons,Ions,Cations,Anions,Ionic Bonding,Covalent Bonding

Link to other Subjects: Physics and Mathematics

Classroom management Strategies:Raise hand to speak, do not talk over peers, wait to be acknowledged

General Objectives:

∙ Recall the symbols of the first twenty elements

∙ Describe chemical formulae in terms of the symbols and number of atoms of each element present

∙ Write the formulae of simple binary compounds using symbols and valencies

∙ Construct the formula of ionic compounds from the charges on the ions

∙ Explain the terms reactants and products

∙ Translate word equations for simple chemical reactions into symbol equation.

∙ Use appropriate scientific language

∙ Make sure they are working safely

Period Topics Specific Content Instruction Assessmen Extended Materials/Resour

 Objectives al t Strategies Learning Tasks ces
Strategies:

Week 1 Writing the At the end The Students Quiz, Students will be PowerPoint
electronic of the electronic will be Structured asked to download Presentation, Pen,
Date: configuratio lessons, configurati asked to questions, a Periodic Table Notebook
n of the first students on of an take notes. scenario- for personal use.
20 elements. should be element based
able to: shows They will be questions
how its allowed to
electrons ask pertinent
are questions at
Identify the appropriate
distributed
first 20 times during
on its sub
elements in the class.
atomic
order.
shells.
Students
Understand will also be
Based on
that the given
the octet
position of homework
rule,the
the element in order for
first shell
is equal to them to
contains
the number reinforce
only two
of electrons. what they
electrons
with each learned.
Utilize the
number of successive
electrons to shell able
compose the to hold up
electronic to eight
configuration electrons.
.

Week 2 Using the At the end Students Quiz, Students will be PowerPoint
Octet Rule to of the will be Structured asked to use the Presentation, Pen,
Date: explain how lessons, asked to questions, periodic table Notebook
atoms bond students take notes. scenario- downloaded in the
should be based previous class to
able to: Students questions identify 5 elements
will be
 Understand given likely to lose
that for questions to electrons and 5
atoms to be do in class elements likely to
stable they in order to gain electrons.
require 8 test
electrons on comprehensi
their on.
outermost
shells. Students
will also be
Understand given
that to homework
become in order for
stable they them to
may lose or reinforce
gain what they
electrons. learned.

Identify
which
elements are
likely to lose
electrons,and
which are
likely to
gain.

Week 3 Draw dot At the end of PowerPoint

and cross this chemical Presentation, Pen,
Date: diagrams to bonding Notebook
represent lesson plan
ionic bonding
students
should be
able to:

Understand
 how ionic
compounds
are formed.

Understand
that ionic
bonding
requires a
metal and a
non-metal to
be feasible.

Utilize dot
and cross
diagrams to
show the
transfer of
electrons
between
atoms.

Evaluation of Unit:
Calculate the number of Energy, Forces and Chemical Bonding,
each Matter Formulae and
subatomic particle present Equations
in an atom/ ion

lain Deduce the pattern

for determining
electronic configuration
of first 20 elements

Use the Octet Rule to

expwhy atoms bond

Draw dot and cross

diagrams to
represent ionic
bonding

Write the formulae of

simple binary
compounds using
symbols and valencies

Translate word
equations for simple
chemical reactions into
symbol
equations.

Investigate the main types of

reactions

State and apply the Law of

Conservation of
Mass to writing
balanced equations

Construct balanced
symbol and ionic
equations from given
information
48

Prior Learning
Check that students can:
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∙ State that compounds are formed from the

combination of two or more different atoms
∙ Know the difference between atoms and ions
UNIT TITLE: Chemical Bonding, Formulae and Equations

Theme: Energy, Forces and Matter Objectives: Students will:

Attainment Target(s):
∙ Understand the existence of materials such as solids,
liquids and gases, the particulate nature of
matter, and simple chemical reactions that
change one material into another.
∙ Apply scientific knowledge and processes to the
solution of real world problems.
∙ Use mathematics as a tool for problem-solving,
and as a means of expressing and/or
modelling scientific theories.
∙ Recall the symbols of the first twenty elements
∙ Describe chemical formulae in terms of
the symbols and number of atoms of
each element present
∙ Write the formulae of simple binary
compounds using symbols and valencies
∙ Construct the formula of ionic compounds
from the charges on the ions
∙ Explain the terms reactants and products
∙ Translate word equations for simple
chemical reactions into symbol
equation.
∙ State and apply the Law of Mass
 ∙ Appreciate the influence and limitations of science
with consideration for ethical issues.
∙ Demonstrate a positive attitude towards the use of
scientific language. ∙ Demonstrate positive
interpersonal skills in order to foster good working
relationships.
Benchmarks:
∙ Understand and apply the law of conservation of
mass.
∙ Understand how substances can be classified by
their chemical nature and how this relates to the
way they react.
conservation to writing balanced
equations
∙ Investigate the Law of Conservation of Mass
using precipitation reactions
∙ Construct balanced symbol equations from
given information ∙ Use precipitation
reactions to formulate ionic reactions ∙
Construct balanced ionic equations
∙ Use appropriate scientific language
∙ Make sure they are working safely