Lesson Plan

Future World School Bahria Phase 8 RWP

Grade: IGCSE-II Section: A Course: Chemistry

Week: 16 Unit: 10. Metals Timeline: 2021-11-22 to 2021-11-26
Objectives Methodology Resources Topic Time Assessment Criteria
Monday:
Assessment worksheet will Work sheet METALS 35 minutes Students will be
By the end of the assessed on their
be given to the learners to
lesson, leraners ability to:
attempt.
will be able to:
predict the
 Attempt the effect of
quiz on different
worksheet
factors on
position of
equilibrium
Tuesday:
Starter Activity:  CHEMISTRY LAB METALS 70 minutes Students will be
By the end of the assessed on their
Learners will fill in the K A4 sheets
lesson, leraners will ability to:
(Know)  and W (Wonder? / What CHEMICALS (copper
be able to:
to I want to learn? ) part of KWL sulphate, iron sulphate, describe the
 Describe the magnesium, zinc)
chart with sticky notes and paste displacement
displacement them on chart. APPARATUS (beakers, reactions of
reactions of test tubes, spatula)
metals via
Learners will link the given words
metals online resource experiments in
with the names of metals and
Formulate the lab
formulate a pnemonic for the https://www.youtube.com/watch?
equation for v=6NrE6TZ8Fzw formulate the
reactivity series of metals.
displacement
text books equation for
reactions
displacemnet
(send, heavy, monkeys, and, reactions using
cages, soon, zebras, large, results of
please, camels, in) experiments 
KWL CHART
Think, Pair, and Share activity will
will be used as
be done to encourage learners to
an AFL
arrange the metals in correct
order of their reactivity on the A4
sheets.

While making pnemonic, learners

will keep in mind the order of
reactivity of metals by placing the
most reactive metal, Potassium
(please) at the start and the least
reactive metal, Silver (soon) at
the last.

Feedback will be taken and

recorded on white board.

Main Activity:  Learners will be

divided in 3 equal groups. They
will have 3 stations as follows; 

STATION 1: Perform the

experiment using the set of
instructions given on the
instruction cards.

STATION 2: See the video using

the weblink provided.
(https://www.youtube.com/watch?
v=6NrE6TZ8Fzw)
 STATION 3: Read the text
provided.

Each group will work on each

station, record observations and
move to the next station on the
bell or clap by teacher. Once
every group has visited all the
three stations, learners will make
a presentation describing the
displacemnet reaction of metals
w.r.t redox reactions using
chemical equations on chart
paper provided and present it.

Teacher will facilitate the learners

during this activity if they need
any help.

Wrap Up: Learners will fill the L

(Learning) part of KWL chart
using the sticky notes.

R.A : Design an experiment to

identify the gas produced during
displacement reactions of metals.

Teaching Evaluation: Learning Evaluation:

Le Chatlier's principle took a little longer time than expected as it was difficult for the Learners found Le Chatlier's principle quite difficult as it was totally concept for them.
learners to grasp the new concept. Remedials were given to the students who missed However, they understood it while studying Haber and Contact's process as they were
these lessons due to any reason. Moreover, past paper practice was done, simulations able to predict the equilibrium shifts in order to get a better yieldof ammonia and
and videos were also shown to make the concept clear. sulphuric acid respectively.

Notes: