Year 11 Chemistry: Molecular Structure & Bonding Unit Plan

Curriculum Content
Refer to SACE Stage 1 Chemistry Subject Outline
- 3.2 Interactions between molecules (Week 3)
- 3.3 Hydrocarbons (Weeks 4 – 7)
- 3.4 Polymers (Weeks 7 – 10)
Transfer
Students will be able to independently use their learning to…
- Design and conduct experiments, analyse the meaning, validity, and reliability of data, and draw conclusions
through scientific inquiry

- Work effectively in teams, share responsibilities, and leverage diverse perspectives to achieve common goals

- Articulate complex concepts in a clear and concise manner, using appropriate language, nomenclature,
genres, and modes

- Plan and prioritise tasks, allocate resources efficiently, and meet deadlines in a structured manner

Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that…
- How do the structural features and chemical
- The shape, polarity, and size of molecules can be properties of molecules influence their reactivity?
used to explain and predict their properties
- How can we analyse and predict the behaviour of
- Organic compounds are named systematically to molecules based on their composition, bonding,
provide unambiguous identification and geometry?

- Polymers are very large molecules composed of

many small repeating structural units

Acquisition
KNOWLEDGE DO
Students will know… Students will be able to (do)…

- The shapes of molecules can be explained and
predicted using valence-shell electron-pair
repulsion (VSEPR) theory
- The polarity of a molecule results from the polar
character of the bonds and their spatial
arrangement
- The physical properties of organic compounds are
influenced by the molar masses of the molecules,
and the number and polarity of functional groups.
- The chemical properties of organic compounds
are determined by their functional groups
- Organic polymers have diverse uses based on the
chemical properties of their repeating units and
physical properties of carbon chains
- Draw and annotate diagrams showing covalent
bonds, non-bonding pairs, and shapes of
molecules
- Identify, name systematically, and draw structural
formulae of hydrocarbons
- Compare the melting and boiling points of
hydrocarbons, given relevant information
- Discuss the economic, social, and environmental
considerations for producing polymers
- Use scientific inquiry skills to design,
(de)construct, analyse, and investigate chemical
phenomena
 Year 11 Chemistry Lesson Plan: Dispersion Forces
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to explain the concept of ‘dipole-dipole interactions’ and use this concept to predict the melting/boiling point of substances.
Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will present

The melting/boiling points
of substances are
Beginning 10 Minutes Engage determined by the strength
of their intramolecular and
intermolecular forces.
diagrams/tables showing
the nature of dispersion
forces and dipole-dipole
interactions.
Students will be prompted
to share what they notice
about the data presented.
Students recall dispersion
forces form previous lesson
and extend their learning to
compare and contrast with
dipole-dipole interactions.
This task gauges students’
prior knowledge of Slides 20-25 of PowerPoint.
dispersion forces.

Molecules that interact Teacher will present

via dispersion forces are
more easily separated
25 Minutes Explore
than those that interact
via dipole-dipole
moments.
simulation showing the Students will compare the
formation of dispersion strength of dispersion forces See link on Slide 26 of
forces and dipole-dipole and dipole-dipole interactions PowerPoint.
interactions between via simulation activity.
molecules.

The strength of dipole- Teacher will present factors

dipole interactions is
influenced by shape and
Middle 10 Minutes Explain
electronegativity. Solubility
is explained by the strength
of intermolecular forces.
influencing the strength of
dipole-dipole interactions
before extending to ion- questions, proposing reasons
dipole interactions and
solubility.
This task gauges students’
Students will share their
understanding of dispersion
answers to the simulation
forces and dipole-dipole Slides 27-29 of PowerPoint.
interactions after
for what they observed.
completing the simulation.

Teacher will roam around

Students develop fluency by This task consolidates
the room, assisting SACE Essentials questions
25 Minutes Elaborate answering workbook students’ understanding of
students with questions as 10-13 on SETQA.
questions. dipole-dipole interactions.
necessary.

This task serves as an ‘exit

Students will contribute to
Teacher will provide activity’ for teacher to
class discussion by providing
End 15 Minutes Evaluate answers to workbook gauge student
their answers to workbook
questions. understanding of lesson
questions.
content.
 Year 11 Chemistry Lesson Plan: Hydrogen-Bonding
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to explain the concept of ‘Hydrogen-Bonding’ and use this concept to predict the melting/boiling point of substances.

Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will present graphs

Hydrogen bonding is a
showing the boiling points Students will review
stronger form of dipole-
of various substances. dispersion forces and dipole-
dipole interaction that This task gauges students’
Students will be prompted dipole bonding before using
Beginning 10 Minutes Engage occurs between Hydrogen understanding of the prior Slides 30-41 of PowerPoint.
to make a prediction about these concepts to answer
and lone electron pairs of lesson’s content.
the trendline, leading to questions on hydrogen
Nitrogen, Oxygen, and/or
the realisation of hydrogen bonding.
Fluorine.
bonding.

The extent of hydrogen

10 Minutes Explore bonding influences the
drop-time of a wooden
ball through solutions.
The greater the extent of
hydrogen bonding the
Middle 5 Minutes Explain greater the drop-time as
the molecules are more
strongly attracted.
Teacher will perform
demonstration of ball-drop
Students will observe the
through three alcohol-
demonstration, making a See RiskAssess Experiment
based solutions. Students
prediction, and participating if & Slide 42 of PowerPoint.
will be asked to make a
they wish.
prediction on the drop-
time through each solution.

Teacher will roam around Students develop fluency by

This task consolidates Worksheets, SASTA and
the room, assisting answering worksheet +
15 Minutes Elaborate students’ understanding of SACE Essentials questions
students with questions as simulation + workbook
secondary interactions. on SETQA.
necessary. questions.

Teacher will make

formative judgements of
End 5 Minutes Evaluate
the class’ understanding via
interactions with students
 Year 11 Chemistry Lesson Plan: Introduction to Homologous Series
Aim of lesson: See learning objectives on SEQTA.
Outcome of lesson: Students will be able to identify, name, and draw various alkanes, alkenes, alkynes, and alcohols.
Year level: 11 Length of lesson: 85 Minutes (Double)
Structure Time Mins Learning Cycle Focus Concepts & Skills
Hydrocarbons are
molecules containing
hydrogen and carbon. They
Beginning 15 Minutes Engage can be characterised into
homologous series
according to their
functional groups.
Members of a
10 Minutes Explore homologous series
conform to a general
formula.
Hydrocarbons are saturated
when each carbon atom is
joined to the maximum
number of hydrogen
partners.
Middle 10 Minutes Explain
Systematic Nomenclature is
used to provide clear,
unambiguous naming of
hydrocarbons.
45 Minutes Elaborate
End 5 Minutes Evaluate
What teacher will do and
say (including questions)
Teacher will present an
introduction to organic
chemistry, defining
homologous series and concept of dispersion forces to
functional groups, before
extending these concepts
to alkanes, alkenes, point wrt carbon chain length.
alkynes, and alcohols.
Teacher will provide
students with index cards
on which they answer
questions. general formula to predict the
Teacher will present
definition of a
saturated/unsaturated
hydrocarbon and
systematic nomenclature.
Teacher will roam around
the room, assisting
students with questions as
necessary.
Teacher will make
formative judgements of
the class’ understanding via
interactions with students
Resources
What students will do Assessment Activities
Equipment
Students will recall concepts
from last week, using the
This task gauges students’
understanding of previous Slides 1 – 8 of PowerPoint.
respond to teachers’ prompt
week’s content.
on increasing melting/boiling
Students will review alkanes
and alkenes by defining the
This task gauges students’
terms, drawing a 5-member
understanding of the lesson Slide 9 of PowerPoint.
carbon chain, and using the
thus far.
molecular formula.
Students will complete
systematic nomenclature
Slides 10 – 16 of
exercise as a class, following
PowerPoint.
the rules to name the alkane
butane.
Students develop fluency by This task gauges students’
Slide 17 of PowerPoint &
answering worksheet understanding of
Worksheet on SEQTA.
questions. systematic nomenclature.
This task serves as an ‘exit
Students will contribute to
activity’ for teacher to
class discussion by providing
gauge student
their answers to workbook
understanding of lesson
questions.
content.
 Year 11 Chemistry Lesson Plan: Naming and Drawing Hydrocarbons

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to identify, name, and draw various alkanes, alkenes, alkynes, and alcohols.

Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will ask students to

Structural Isomers are
hydrocarbons that have the then present the isomers of
Beginning 10 Minutes Engage same molecular formula
but different structural
formulae.
draw the molecule C5H12,
Students will draw the
This task gauges students’
molecule C5H12 when Slides 18 – 22 of
this molecule to understanding of naming
presented with the molecular PowerPoint.
demonstrate the hydrocarbon chains.
formula.
importance of systematic
nomenclature.

Teacher will provide the

guidelines for naming and Students participation in
Systematic Nomenclature is Students will apply the
Explore & drawing hydrocarbons the ‘We Do’ example will
used to provide clear, guidelines for naming and Slides 23 – 35 of
Middle 35 Minutes through an ‘I Do’ demo, be used to gauge
Explain unambiguous naming of drawing hydrocarbons to PowerPoint.
before completing a ‘We understanding and
hydrocarbons. identify unknown molecules.
Do’ example together as a readiness.
class.

Students develop fluency by

Teacher will roam around
completing Quiziz and This task gauges students’
the room, assisting Quiziz Link (see email) and
30 Minutes Elaborate Workbook Questions on understanding of
students with questions as SASTA Questions 85 & 85.
naming and drawing systematic nomenclature.
necessary.
hydrocarbons.

Teacher will analyse data This task serves as an ‘exit

Students will contribute to
from the Quiziz and make activity’ for teacher to
class discussion by providing
End 10 Minutes Evaluate personal observations from gauge student
their answers to the Quiziz
students’ completed understanding of lesson
and workbook questions.
workbook questions. content.
 Year 11 Chemistry Lesson Plan: Fermentation

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to explain the fermentation reaction process and begin the deconstruct and design of their summative experiment.
Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Systematic Nomenclature is
used to provide clear,
Beginning 15 Minutes Engage & Explore
unambiguous naming of
hydrocarbons.
Teacher will ask students to Students will complete Quiziz,
This task gauges students’
complete Quiziz on using infographic/molecular Quiziz Link, infographic, and
understanding of naming
naming/drawing Alkanes & modelling/Marvin JS to assist Marvin JS.
and drawing hydrocarbons.
Alkenes. as necessary.

Teacher will introduce the

Fermentation is a metabolic
‘deconstruct and design’
process in which micro- Sciguys Youtube Video and
Middle 10 Minutes Explain assignment and
organisms convert glucose PowerPoint Slides.
background theory on
to ethanol.
fermentation.

Teacher will ask students to Students will contribute to

Scientific inquiry progresses list factors that are relevant class discussion by sharing This task gauges students’
See template mind map
15 Minutes Elaborate via a ‘deconstruct and to the experiment, creating ideas for variables they intend prior understanding of
attached in PowerPoint.
design’ method. a mind map through a to alter in their experimental deconstruct and design.
class-based discussion. design.

Teacher will touch base

Students will indicate whether
with students to ensure
End 5 Minutes Evaluate the agreed timeline works for
assignment expectations
them.
are clear.
 Year 11 Chemistry Lesson Plan: Deconstruct & Design
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to deconstruct a practical and design a solution to the problem.

Year level: 11 of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will present pop-

Students will work in their
quiz questions 1 at a time,
The scientific method practical pairs and use
Engage & Explore giving students
involves making whiteboard markers to write
approximately a minute to
hypotheses, deriving their answer.
answer each question. Slides 1 – 4 of PowerPoint.
predictions from the This task assesses students’
Beginning 20 Minutes hypotheses as logical understanding of scientific
Teacher will ask students to
consequences, and then inquiry.
provide their answers to Students will provide the Whiteboard Markers
carrying out experiments or
the pop-quiz questions and answers and self-assess their
Explain empirical observations
use the exercise to identify understanding of scientific
based on those predictions.
any inaccuracies in inquiry.
understanding.

Teacher will roam around

This task assesses students’ Fermentation Fact Sheet
the room, assisting Students will develop a plan
ability to deconstruct a
Middle 60 Minutes Elaborate students with the for their fermentation
scientific problem and
deconstruct & design as practical.
design an investigation. Mindmap
necessary.

Teacher will make
formative judgements of
End 5 Minutes Evaluate
the class’ progress via
interactions with students.
Students will make a progress This task allows teacher to
report to the teacher, assess whether students
discussing their work are on-track to meet the
throughout the lesson. due date.
 Year 11 Chemistry Lesson Plan: Introduction to Functional Groups

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to identify functional groups, develop an understanding of the chemical reactions they undergo, and name alcohols and halides.

Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Alcohols and alkyl halides

Teacher will present
are organic molecules Students will assist teacher in This task assesses students’
systematic nomenclature
Beginning 15 Minutes Engage containing an OH or one example naming an written fluency with Slides 1-6
conventions for alcohols
halogen functional group, alcohol and alkyl halide. systematic nomenclature.
and haloalkanes.
respectively.

Students will take note of any

Functional groups are the
‘functional’ part of an
15 Minutes Explore organic molecule,
responsible for its
chemistry.
Teacher will present table
of functional groups and
ask students to practice
pronouncing their names.
Slides 7-9
functional groups they
This task assesses students’
encounter during the
verbal fluency with
CrashCourse video and
systematic nomenclature. CrashCourse Chemistry
practice pronouncing their
Video
names.

Organic chemistry involves Teacher will present

reactions that convert
between functional groups.
Middle 15 Minutes Explain
Examples include oxidation
of alcohols and addition of
alkenes.
flowchart showing the Slides 10-16
outcomes of alcohol
oxidation reactions before
connecting to addition GCSE Chemistry Video
reactions.

Students will work on

Slide 17.
Teacher will roam around fermentation assignment or This task assesses students’
the room, assisting answer workbook questions understanding of
35 Minutes Elaborate
students with questions as on systematic nomenclature systematic nomenclature
Workbook Questions on
necessary. and addition reactions if this is and functional groups.
SEQTA.
completed.

Teacher will make
formative judgements of
End 5 Minutes Evaluate
the class’ progress via
interactions with students.
Students will make a progress This task allows teacher to
report to the teacher, assess whether students
discussing their work are on-track to meet the
throughout the lesson. due date.
 Year 11 Chemistry Lesson Plan: Combustion

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to identify the products of complete/incomplete combustion and write/balance chemical equations to describe the use of hydrocarbons as fuels.
Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will provide live

demonstration of
Students will observe
Complete combustion combustion reaction.
demonstration, and note their This task pre-assesses
releases CO2 and H2O. Teacher will prompt
Beginning 10 Minutes Engage & Explore observations as blue cobalt students’ understanding of See Risk Assessment
Incomplete combustion students to make a
paper and limewater are used combustion.
releasees CO/C and H2O. prediction of what will
to test the contents of the jar.
occur when a glass jar is
placed over a lit candle.

Hydrocarbons are used as

Teacher will present
fuels and feedstock in
YouTube video describing
chemical industry. The
conditions under which
breaking and rearranging of
5 Minutes Explain complete & incomplete FUSE Combustion Video
covalent bonds releases
combustion occur, and
energy to power
chemical representations of
commercial and industrial
these reactions.
processes.

Slide 17.
Balancing of chemical Teacher will roam around
Students will work on This task assesses students’
equations and the room, assisting
Middle 35 Minutes Elaborate deconstruct & design or understanding of
experimental deconstruct & students with questions as
combustion worksheets. combustion. Workbook Questions on
design. necessary.
SEQTA.

Teacher will make

Students will submit their Deconstruct & Design forms
formative judgements of See Fermentation Task
End 5 Minutes Evaluate deconstruct and design to the part of summative practical
the class’ progress via Sheet.
teacher. grade.
interactions with students.
 Year 11 Chemistry Lesson Plan: Polymers
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to understand the myriad uses of polymers in society and identify/draw monomers/polymers when given the alternative representation.

Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will ask students

Students will provide examples
Polymers are omnipresent where we commonly find This task pre-assesses
of polymers they’ve
Beginning 5 Minutes Engage in the materials we use in polymers, using examples students’ knowledge of Slide 3
encountered in their day-to-
day-to-day life. such as clothing, plastics, polymers.
day lives.
phones, banknotes, etc.

Polymers are made up of Teacher will present a

repeating monomers.
These
5 Minutes Explore polymers/monomers can
be drawn when given the
structural formula of their
counterparts.
number of
Students will draw the This task assesses students’
polymers/monomers and
required monomers/polymers ability to identify and draw Slides 7 & 10
ask students to convert
on their index cards. monomers/polymers.
these to their alternative
form.

Teacher will present the

Polymers come in natural
and synthetic forms, are
formed by the addition
Middle 15 Minutes Explain reaction of alkenes, and
may be tailored to produce
desired chemical/physical
properties.
distinction between natural
and synthetic polymers as
Slides 4-6, 10-15
well as thermosetting and
thermoplastic polymers,
and detail the addition
GCSE Chemistry Video
reaction by which polymers
are constructed from
alkene monomers.

Students will work on

Teacher will roam around
fermentation assignment or
the room, assisting This task assesses students’ Polymer Workbook
15 Minutes Elaborate answer workbook questions
students with questions as understanding polymers. Questions on SEQTA.
on polymers if this is
necessary.
completed.

Teacher will make
formative judgements of
End 5 Minutes Evaluate
the class’ progress via
interactions with students.
Students will make a progress This task allows teacher to
report to the teacher, assess whether students
discussing their work are on-track to meet the
throughout the lesson. due date.
 Year 11 Chemistry Lesson Plan: Introduction to SHE Task
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be understand the social uses and environmental impacts of microbeads.

Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Microbeads are small, solid,

manufactured plastic
particles that are used as
scrub-based
Beginning 5 Minutes Engage & Explore
exfoliants/drug-
transport vectors. They
are insoluble and
inseparable from water.
Teacher will present video
detailing the social uses and
environmental impacts of
microbeads.
Students will have the option
of watching the other two
Videos attached on SEQTA.
documentary style videos in
their own time.

Teacher will detail the

requirements of the SHE
task, including: (i) an
introduction, (ii) scientific
10 Minutes Explain
background, (iii) SHE
aspect: application &
SHE describes science SHE Concepts + SHE
limitation, (iv) conclusion,
as a human endeavour – Language PowerPoints.
and (v) citations.
the ways in which
science interacts with
society. Teacher will roam around
Students will investigate a use Microbeads Assignment
. the room, assisting
of microbeads and a Task Sheet.
students with questions as
consequence resulting This task assesses students’
necessary, and working to
Middle 65 Minutes Elaborate from its use or production. An understanding of their
ensure students are on
innovative solution assignment.
track to have a guiding
to this problem will be
question selected by next
investigated.
lesson.

Teacher will make
formative judgements of
End 5 Minutes Evaluate
the class’ progress via
interactions with students.
Students will make a progress This task allows teacher to
report to the teacher, assess whether students
discussing their work are on-track to meet the
throughout the lesson. due date.
 Year 11 Chemistry Lesson Plan: Continuing with SHE Task
Aim of lesson: See learning objectives on SEQTA.
Outcome of lesson: Students will be understand the social uses and environmental impacts of microbeads.
Year level: 11 Length of lesson: 85 Minutes (Double)
Structure Time Mins Learning Cycle Focus Concepts & Skills
Beginning 10 Minutes Engage & Explain
Microbeads are small,
solid, manufactured
plastic particles that are
used as scrub-based
exfoliants/drug-transport
vectors.
SHE describes Science
as a Human Endeavour –
the ways in which
science interacts with
society.
Middle 70 Minutes Elaborate Students will write a SHE
Investigation on
microbeads containing (i)
introduction; (ii) Relevant
Chemistry Background;
(iii) SHE Aspect:
Application & Limitation;
(iv) Conclusion; (v)
References.
End 5 Minutes Evaluate
What teacher will do and Resources
What students will do Assessment Activities
say (including questions) Equipment
Teacher will detail the
requirements of the SHE
task, including: (i) an
introduction, (ii) scientific
background, (iii) SHE
aspect: application & Students will ask clarifying
limitation, (iv) conclusion, questions regarding the
Microbeads Assignment
and (v) citations. content of the assignment.
Task Sheet.
SHE Concepts + SHE
These tasks assess students’
The connection of the Language PowerPoints.
understanding of their
rubric to each of these
assignment.
elements will be explained.
Microbeads Assignment
Teacher will roam around Task Sheet.
Students will investigate a use
the room, assisting students
of microbeads and a
with questions as
consequence resulting from
necessary, and working to
its use or production. An
ensure students are on
innovative solution
track to have a guiding
to this problem will be
question selected by next
investigated.
lesson.
Teacher will make Students will make a progress This task allows teacher to
formative judgements of report to the teacher, assess whether students
the class’ progress via discussing their work are on-track to meet the
interactions with students. throughout the lesson. due date.
 Year 11 Chemistry Lesson Plan: SHE + Microbeads Quiz
Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be understand the social uses and environmental impacts of microbeads + the requirements of their SHE investigation.

Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will present pop-

Engage & Explore
SHE describes science
as a human endeavour –
the ways in which
Beginning 15 Minutes science interacts with
society.
Explain
Microbeads are small, solid,
manufactured plastic
particles that are used as
Middle 25 Minutes Elaborate scrub-based
exfoliants/drug-
transport vectors. They
are insoluble and
inseparable from water.
End 5 Minutes Evaluate
quiz questions 1 at a time,
giving students
approximately a minute to
answer each question.
Teacher will ask students to
provide their answers to
the pop-quiz questions and
use the exercise to identify
any inaccuracies in
understanding.
Teacher will roam around
Students will continue to work This task assesses students’
the room, assisting students
on their SHE investigation from understanding of their
with the deconstruct &
design as necessary.
Teacher will make
formative judgements of
the class’ progress via
interactions with students.
Students will work in groups
and use whiteboard markers to
write their answer.
Students will provide the
answers and self-assess their
understanding of SHE and
microbeads.
previous lesson.
Students will make a progress
report to the teacher,
discussing their work
throughout the lesson.
Slides 1 – 6 of PowerPoint.
This task assesses students’
understanding of SHE and
microbeads.
Whiteboard Markers
assignment.
This task allows teacher to
assess whether students
are on-track to meet the
due date.
 Year 11 Chemistry Lesson Plan: Chemical Reactions

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to write chemical equations when given the reactants and products of a reaction.
Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will provide an

explanation of the Law of Students will attempt to
This task pre-assesses
Conservation of Mass then balance the chemical Video included in
Beginning 20 Minutes Engage & Explore students’ understanding of
present a video detailing equations presented when PowerPoint.
In any ordinary chemical chemical reactions.
the consequences of this given a visual depiction.
reaction, matter is neither law for chemical reactions.
created nor destroyed,
simply converted from one Teacher will detail
form to another. conventions for writing Students will attempt to
Questions included in
10 Minutes Explain chemical equations and balance chemical equations
PowerPoint
present useful rules that presented in the PowerPoint.
Chemical equations can be simplify this process.
written to describe this This task provides
chemical change. Teacher will roam around formative assessment of
Students will work on students’ understanding of
Balancing of chemical the room, assisting Balancing Chemical
Middle 50 Minutes Elaborate balancing equations chemical reactions.
equations and students with questions as Equations Worksheet
worksheet.
experimental deconstruct & necessary.
design.
Teacher will make Students will provide answers
formative judgements of to questions from the
End 5 Minutes Evaluate
the class’ progress via balancing equations
interactions with students. worksheet.
 Year 11 Chemistry Lesson Plan: Concentration Calculations
Aim of lesson: See learning objectives on SEQTA.
Outcome of lesson: Students will be able to perform concentration calculations when given either number of moles, volume, or molecule mass.
Year level: 11 Length of lesson: 85 Minutes (Double)
Structure Time Mins Learning Cycle Focus Concepts & Skills
Concentration is a term
used in chemistry to
describe the amount of
substance per standard
Beginning 30 Minutes Engage, Explore, & Explain unit of mass or volume.
For a solution,
concentration refers to the
amount of substance
(solute) present per unit of
volume (of solution).
The concentration of a
Middle 50 Minutes Elaborate
solution can be measured
as:
(i) Mass concentration –
mass of solute per unit
volume of solution; or (ii)
Molar concentration –
End 5 Minutes Evaluate number of moles of solute
per unit volume of solution
What teacher will do and Resources
What students will do Assessment Activities
say (including questions) Equipment
Teacher will present
definition of concentration
and relate this to the
concept of moles. To model Students will answer practice This task assesses students
the concept, the teacher questions throughout the familiarity with moles and Questions provided in
will complete exemplar PowerPoint to develop fluency ability to transfer this PowerPoint.
questions in the in concentration calculations. concept to concentration.
PowerPoint, before giving
students time to complete
similar questions.
Teacher will roam around
Students will work on assigned Worksheet, SASTA, and
the room, assisting
concentration calculations SACE Essentials questions
students with questions as
questions. on SEQTA.
necessary. This task assesses students
fluency with concentration
calculations.
Teacher will make
Students will provide answers
formative judgements of
to questions from the
the class’ progress via
materials provided on SEQTA.
interactions with students.
 Year 11 Chemistry Lesson Plan: Standard Solutions

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to prepare and dilute a standard solution.
Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will present video

5 Minutes Engage showing preparation of
stock standard solution.

Teacher will ask students to

Solutions can be
Beginning described as either
35 concentrated or dilute:
Explore · Concentrated – large
Minutes
amount of solute per unit
volume
· Dilute – small amount of
solute per unit volume
A standard solution is a
solution made-up to a
Middle 10 Minutes Explain known
concentration/standard.
That is, it is a solution in
which we precisely know
the amount of solute
30 Minutes Elaborate dissolved within a given
volume of water.
calculate and measure out
This task assesses students’
the required quantity of
understanding of
copper sulfate. Students will use this solute to
concentration calculations.
prepare their standard
solution. Students will then
Teacher will demonstrate prepare a 10x dilution.
the preparation of a Practical Task sheet
standard solution as well as
a 10x dilution.
Practical Materials (See
Teacher will explain process RiskAssess)
of preparing a standard
solution and diluting it
using the concept of moles. Students will take notes and
use this information to answer
Teacher will roam around the task sheet questions.
This task assesses students’
the room, assisting students
understanding of the
with the practical questions
practical.
as necessary.

Teacher will make Students will make a progress

formative judgements of report to the teacher,
End 5 Minutes Evaluate
the class’ progress via discussing their work
interactions with students. throughout the lesson.
 Year 11 Chemistry Lesson Plan: Titration

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will be able to prepare a standard solution and use titration to determine the concentration of an unknown solution.
Year level: 11 Length of lesson: 85 Minutes (Double)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will ask students to

calculated mass of oxalic Students will calculated mass
10 Minutes Engage acid required for of oxalic acid required to
experiment, providing prepare standard solution. This task assesses students’
support as needed. understanding of
In a first course on concentration calculations
Beginning
volumetric analysis, and standard solution
Teacher will demonstrate Students will prepare standard
students perform titrations preparation from previous
45 the use of a burette in solution then use this solution
which involve the careful lesson.
Explore titration and explain the to calculate the number of
Minutes addition of one solution to concept of 3 concordant moles present of an unknown
another until a particular titres. substance. Practical Task sheet
colour change is
experienced (brought about
via chemical indicator) Teacher will explain process
of titration by connecting Practical Materials (See
Middle 10 Minutes Explain the concept of colour RiskAssess)

By knowing the exact change to the reactants

volumes added together
and the concentration of
one solution (known as the
standard solution), some
20 Minutes Elaborate
unknown factor can be
measured (concentration,
mass, etc.)
End 5 Minutes Evaluate
being depleted.
Teacher will roam around
the room, assisting students
with the practical questions
as necessary.
Teacher will make
formative judgements of
the class’ progress via
interactions with students.
Students will take notes and
use this information to answer
the task sheet questions.
This task assesses students’
understanding of the
practical.
Students will make a progress
report to the teacher,
discussing their work
throughout the lesson.
 Year 11 Chemistry Lesson Plan: Elephant’s Toothpaste

Aim of lesson: See learning objectives on SEQTA.

Outcome of lesson: Students will receive an introduction to exothermic reactions.

Year level: 11 Length of lesson: 45 Minutes (Single)

What teacher will do and Resources

Structure Time Mins Learning Cycle Focus Concepts & Skills What students will do Assessment Activities
say (including questions) Equipment

Teacher will play Steve

Spangler Elephant’s
Toothpaste Video to
demonstrate the reaction,
5 Minutes Engage
drawing attention to the
effect of reaction
concentration on the
Beginning
overall reaction.
The sodium iodide catalyses
the conversion of hydrogen
Teacher will demonstrate Students will conduct the
peroxide (H2O2) into water Steve Spangler Elephant’s
20 the practical to assist elephant’s toothpaste
(H2O) and Oxygen gas (O2). Toothpaste Video
Explore students translating the experiment, making note of
Minutes video to our provided their observations as they do
equipment. so.
Practical Task sheet
The oxygen gas produced Teacher will explain process
gets trapped in the soap of elephant’s toothpaste by
Middle 5 Minutes Explain which produces the big ball connection to concepts of Practical Materials (See
of foam. exothermic reaction and RiskAssess)
Students will take notes and
pressure expansion.
use this information to answer
the task sheet questions.
The colours produced are a Teacher will roam around This task assesses students’
consequence of adding the room, assisting understanding of the
10 Minutes Elaborate
food dye. students with the practical practical.
questions as necessary.

Teacher will make Students will make a progress

formative judgements of report to the teacher,
End 5 Minutes Evaluate
the class’ progress via discussing their work
interactions with students. throughout the lesson.