LESSON PLAN ON CHEMISTRY (Collaborative Method)

Week: Week 1
Class: SS2
Subject: Chemistry
Topic: Introduction of Quantitative Analysis (Volumetric Analysis)
Age: 16 years +
Duration: 90 minutes (2 sessions)
Teaching Method: Collaborative Learning Strategy

Specific Objectives: By the end of the lesson, students should be able to

1. Define quantitative analysis

2. State the applications of volumetric analysis
3. Evaluate some basic definitions in volumetric analysis
4. Make a list of some apparatus used in volumetric analysis
5. State the uses of some basic apparatus for volumetric analysis

Instructional Material: Whiteboard and markers, Laboratory equipment (burettes, pipettes,

conical flasks, titration flask, litmus paper, pH meter), Chemicals (acids and bases for titration),
Safety goggles and lab coats, Handouts with definitions and procedures

Entry Behavior: The teacher begins the lesson by asking a few warm-up questions related to
acid and base to assess the students' prior knowledge.

 What are the physical properties of acid?

 Mention some chemical properties of base.

The teacher then eencouragess students to share their responses to help identify any gaps in their
knowledge.
 Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES
(Introduction of
Quantitative Analysis)
1 Introduction The teacher Begins the lesson by
(15 minutes) asking the student the importance of
measurement in our everyday life.
The teacher explains quantitative
analysis and briefly mention the two
main types
2 Collaborative Activity The teacher divides the class into
1: Definition of small groups (3-4 students per group).
Quantitative Analysis The teacher asks each group to
(20 minutes) research and discusses the definition
of quantitative analysis base on their
understanding.
3 Collaborative Activity The teacher assigns each group a
2: Applications of specific application of volumetric
Volumetric Analysis analysis (e.g., in pharmaceuticals,
(15 minutes) environmental analysis, etc.) and asks
them to research on how volumetric
analysis can be applied and discuss
with the group members
4 Collaborative Activity The teacher provides each group with
3: Evaluate Basic a list of basic definitions related to
Definitions in volumetric analysis to evaluates and
Volumetric Analysis discusses them: titration, analyte,
(20 minutes) titrant, Standard solution, Equivalence
point, concentration, Molar Solution,
Buffer Solution, Molar Mass, End
Point, Indicators.
5 Collaborative Activity The teacher asks each group to create
4: List of Apparatus a comprehensive list of apparatus used
Used in Volumetric in volumetric analysis.
Analysis (15 minutes) The teacher asks each group to
discuss and compare lists in a class-
wide discussion to ensure
completeness
6 Collaborative Activity The teacher assigns each group a
5: Uses of Basic specific apparatus (e.g., burettes,
Apparatus for pipettes, titration flasks) and ask them
STUDENTS ACTIVITIES INSTRUCTIONA
L TECHNIQUES
The students attempt the Question and
question, pay attention and answer
contribute actively.
The students in their groups Group work
researches and discusses the
definition of quantitative
analysis with each other.
Each student individually
contributes their definition of
base on their understanding and
helps each other.
Students works together, Group work
research and create a brief
presentation on their assigned
application and explains their
findings with the group
members for discussion.
Students collaboratively Group work
research and discusses the terms
using their textbooks or other
references materials about the
definitions and concepts
associated with each term.
Group members explains and
helps each other on the
explanation of the terms.
Each group collaboratively Group work
creates a comprehensive list of
apparatus used in volumetric
analysis.
Each group discusses and
compare lists within the group
for discussion to ensure
completeness and collaboration.
Each group collaboratively Role playing and
researches the uses of their Group work
assigned apparatus in volumetric
 Volumetric Analysis to research and present the uses of analysis and discusses within the
(15 minutes) their assigned apparatus. group.
7 Group Presentation and The teacher facilitates a class Each group assigns roles for Role playing and
Reflection discussion where students share their presenting different aspects of discussion
observations and experiences, they’ve the task to each other.
learnt from each other The students discuss their
observations and findings with
the class. Students take turns
sharing their observations,
findings, and any unexpected
outcomes.
8 Recap The teacher recaps the key points The students group listen to Whole-class
(10 minutes) discussed in the lesson, including the teacher’s summary and ask discussion
definitions of quantitative analysis, questions.
application of quantitative analysis,
basic terms in volumetric analysis and
apparatus used in volumetric analysis.
9 Closure The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question; questions and takes their and reinforcement
1. Define quantitative. corrections at the end.
2. State the applications of
volumetric analysis
3. Define the following: titrant,
concentration, Molar Mass, End
Point
4. List five apparatus used in
volumetric analysis.
5. State the uses of the following in
volumetric analysis: pipette,
burette, conical flask, funnel,
indicator, beaker and tile
10 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts of presentation
chemical symbols.
LESSON PLAN ON CHEMISTRY (Collaborative Method)
Week: Week 2
Class: SS2
Subject: Chemistry
Topic: Indicators.
Age: 16 years +
Duration: 90 minutes
Specific Objectives: By the end of the lesson, students should be able to

1. Define an indicator.
2. Different indicators and their colors in acidic and basic medium
3. Explain Universal indicators
4. State the Effect of wrong use of indicators

Instructional Materials: Whiteboard and markers, Textbooks and reference materials,

Chemicals (acids and bases), Safety goggles, pH indicator solutions (universal indicator), other
indicators (Methyl Orange, Phenolphthalein, Litmus paper, Methyl red, Screened methyl,
Beakers and flasks), Worksheets for collaborative activities, Standard glassware (pipettes,
burettes, conical flask, beaker, glass rode, wash bottle), calculate.

Entry Behavior: The students have previous knowledge on the use of litmus paper to test the
acidity and alkalinity in SS1.

Test on Entry Behavior (Pre-assessment Activity): The teacher begins the lesson by asking a
few warm-up questions related to indicators.

 What is used in testing the acidity and basicity of substances in the laboratory?
 What is the color of blue and red litmus paper in acidic and basic medium?
 Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES
(Indicator)
1 Introduction The teacher begins the lesson by
(10 minutes) asking students what they know
about indicators.
The teacher explains that an indicator
is a substance that changes colour
depending on the pH of its
environment
Collaborative The teacher then divides the class
Activity 1: into small groups of 3-4 students
2 Definition of each and asks each group to research
Indicator and discusses the definition of an
(20 minutes) indicator in the context of acid-base
chemistry within the group.
3 Interactive The teacher provides each group with
Activities 2: different indicators and samples of
Types of acidic and basic substances and
Indicators and instructs each group to perform
Their Colors simple experiments.
(25 minutes) The teacher asks the students to
Observe and record the colour
changes that occur. The teacher
encourages students to discuss their
findings within their groups and
create a chart of indicators and their
colour in acidic and basic medium
4 Interactive The teacher introduces the concept of
Activities 3: universal indicators.
universal Indicator The teacher distributes Universal
(20 minutes) Indicator solution to each group to
Test the Universal Indicator with
solutions of varying pH levels (acidic
to basic) and record the colour
changes observed.
STUDENTS ACTIVITIES INSTRUCTION
AL
TECHNIQUES
The students pay attention, answer Teacher-led
the questions and contribute presentation
actively.
The students collaboratively Role playing and
research and discusses the Group work
definition of an indicator in the
context of acid-base chemistry in
the groups.
Each group member individually
presents their findings to the group
member and discusses about it.
The students collaboratively Role playing and
conduct experiments testing various Group work
indicators with acidic and basic
solutions.
Each group member takes on a
specific role and subsequently
rotate the role to encourage active
participation and discussion.
Students collaborate to create a
chart of indicators and their color
changes.
Students work together to perform Role playing and
the test with the universal indicator. Group work
Each group member assumes a
designated role.
Roles are rotated within the group.
Students engages in collaborative
discussions to analyze data, identify
patterns, and share their
observations. Students then
discusses the result.
5 Interactive The teacher provides case scenarios Students collaboratively conducts Role playing and
Activities 4: where students must choose the experiments using the wrong Group work
Effects of Wrong appropriate indicator for a specific indicator, observing and discussing
Indicator Use experiment. the results to understand the impact
(20 minutes) Teacher asks student to try a wrong on outcomes.
indicator to see if they will obtain Students participates in discussions
same result as the initial experiment. to decide on the appropriate
indicator for given scenarios.
Each group member shares their
reasons to reach a consensus on the
correct indicator choice.
6 Group The teacher facilitates a class Each group assigns roles for Role playing and
Presentation and discussion where students share their presenting different aspects of the discussion
Reflection observations and experiences, task to members.
they’ve learnt from each other Each group actively engages with
the class, presenting their
observations, discussing any
challenges faced, and highlighting
the versatility of Universal
Indicator compared to other
indicators.
7 Recap The teacher recaps the key points The students group listen to Whole-class
(10 minutes) discussed in the lesson, including the teacher’s summary and ask discussion
definition of an indicator, types of questions.
indicators, Universal Indicator, and
the importance of correct indicator
selection.
8 Close The teacher evaluates the students by The students attempt the questions Questioning skill
Evaluation asking them the following question; and takes their corrections at the and reinforcement
1. Define an indicator. end.
2. Different indicators and their
colors in acidic and basic
medium
 Phenolphthalein
 Methyl orange
 Litmus paper (red)
 Litmus paper (blue)
3. What are Universal
indicators
4. State the effects of using
wrong indicators.
9 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts of presentation
base

10 Assignment/ The teacher asks students to research The students are to collaborate to Questioning skill
Homework and present a case study of a real- research, share idea and answer the and reinforcement
world situation where the wrong assignment
 indicator choice led to incorrect
results in an experiment or analysis
LESSON PLAN ON CHEMISTRY (Collaborative Method)
Week: Week 3
Class: SS2
Subject: Chemistry
Topic: Introduction to Acid-Base Titration
Age: 16 years +
Duration: 2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. Define concentration,
2. Derive the relationship between molar mass and mass concentration
3. Determine the relative molecular mass of a given values.
4. Determine the molar concentration of a given values.

Instructional Materials: Whiteboard, Markers, Beakers, Volumetric flasks, Pipettes, Balance,

Burette, Acid (hydrochloric acid), Base (sodium hydroxide), Indicator, Distilled water,
Worksheets for collaborative activities, Calculators

Entry Behavior: The student has previous knowledge on indicators and preparation of standard
solution.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the student to

 Define molar mass of a substance.

 Calculate the molar mass of H2SO4

The student’s response and the teacher give the proper explanation and solution.
 Instructional Procedures:

STEP CONTENT TEACHERS ACTIVITIES STUDENTS ACTIVITIES INSTRUCTIONAL

(Acid-Base TECHNIQUES
Titration)
1 Introduction The teacher begins the lesson with a The students pay attention and Teacher-led
(15 munities) quick review of the previous lesson on contribute actively to the presentation
indicators and their use in acid-base review of the previous lesson.
chemistry.

2 Collaborative The teacher then divides the class into
Activity 1: Define small groups of 3-4 students each.
Concentration The teacher asks each group to
(20 minutes) researches and discusses the definition
of concentration.
The teacher instructs each group to
presents their findings to each other.
3 Collaborative The teacher introduces the concept of
Activity 2: mass concentration.
Relationship The teacher instructs each group to
Between Molar derive the relationship between molar
Mass and Mass mass (g/mol) and mass concentration
Concentration (g/L).
The teacher encourages students to
(25 minutes)
work collaboratively and show their
step-by-step derivations and has each
group present their derivations to the
class, fostering discussions and
comparisons between different group
approaches
Each group researches and Group work
discusses the definition of
concentration within the group.
Groups members present their
findings to the group.
Each group collaboratively Group work
develops a step-by-step
derivation of the relationship
between molar mass and mass
concentration.
Each student within the group
tries the derivation and
explains the steps taken to
other members.

4 Collaborative The teacher provides data from a Using the data provided by the Group work
Activity 3: titration and asks each group to teacher, each group
Determine Relative calculate the relative molecular mass collaboratively calculates the
Molecular Mass of the substance being titrated. relative molecular mass of the
(15 minutes) The teacher asks each group presents substance being titrated,
its calculations and discusses the discusses the result within the
methodology used. group and presents calculations
to the class for discussion on
methodology used.
5 Collaborative The teacher provides data from a Using the data provided by the Group work
Activity 4: titration and asks each group to teacher, each group
Determine calculate the molar concentration of collaboratively calculates the
Molecular the substance being titrated molar concentration of the
Concentration collaboratively. substance given, discusses the
(15 minutes) result within the group and
discusses the methodology

6 Group Presentation The teacher has each group report
and Reflection their findings to the class compared
The teacher facilitates a class
discussion where students share their
observations and experiences, they’ve
learnt from each other
7 Recap The teacher recaps the key points
(10 minutes) discussed in the lesson, including
concentration definitions, the
relationship between molar mass and
mass concentration, and the titration
experiment.
used to each other.
Each group assigns roles for Role playing and
presenting different aspects of discussion.
the task to each other.
The students discuss their
observations and findings with
the class. Students take turns
sharing their observations,
findings, and any unexpected
outcomes.
The students group listen to Whole-class
teacher’s summary, answer discussion
quiz questions, and ask
questions.

8 Close The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question: questions and takes their and reinforcement
1. Define concentration corrections at the end.
2. Derive the relationship between
molar mass and mass
concentration
3. Determine the relative molecular
mass of a given values: Mass of
one mole of 32 g/mol
4. Determine the molar concentration
for: Number of moles of solute:
0.5 mol
volume of the solution: 0.25 L
9 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts, steps presentation

and precautions in acid-base titration

10 Assignment The teacher gives the student a The student collaboratively Questioning skill
question as an assignment: solves the assignment question and reinforcement
A 0.250 g sample of an unknown
monoprotic acid is titrated with a
0.100 M NaOH solution. It takes
35.00 mL of the NaOH solution to
neutralize the acid. Calculate the
molar mass and molar concentration.
LESSON PLAN ON CHEMISTRY (Collaborative Method)
Week: Week 4
Class: SS2
Subject: Chemistry
Topic: Acid-Base Titration (Experiment)
Age: 16 years +
Duration: 2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. Perform acid-base titration

2. Calculate the average volume of acid used
3. Determine the relative molecular mass from the experiment.
4. Determine the molar concentration from the experiment.

Instructional Materials: Whiteboard, Markers, Beakers, Volumetric flasks, Pipettes, Balance,

Burette, Acid (hydrochloric acid), Base (sodium hydroxide), Indicator, Distilled water,
Worksheets for collaborative activities, Calculators

Entry Behavior: The student has previous knowledge on properties of acid and base.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the student to define
neutralization reaction.

The student’s response and the teacher give the proper explanation with example.
 Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES
(Acid-Base Titration
Experiment)
1 Introduction The teacher starts with a quick
(15 munities) review of the previous lesson on
concentration, molar mass, and
acid-base titrations
2 Collaborative The teacher demonstrates acid-base
Activity 1: Perform titration.
Acid-Base Titration The teacher then divides the class
(30 minutes) into small groups of 3-4 students
each.
The teacher instructs each group to
perform the titration, carefully
recording the volume of base
solution required to reach the
endpoint using the solution given
to.
The teacher Emphasizes the
importance of accurate
measurements and record-keeping
3 Collaborative The teacher asks students to share
Activity 2: their individual titration results.
Calculate Average The teacher asks each group to
Volume of Acid calculate the average volume of
Used (20 minutes) acid used.
The teacher discusses the
importance of calculating averages
for more reliable results.
4 Collaborative Using the average volume and
Activity 3: known concentrations, the teacher
Determine Relative asks each group to calculate the
Molecular Mass relative molecular mass of the
(15 minutes) substance being titrated, presents
the result to the class
STUDENTS ACTIVITIES INSTRUCTIONAL
TECHNIQUES
The students pay attention and Teacher-led
contribute actively to the review of presentation
the previous lesson.
students collaborate to plan the Group work
titration experiment, assigns roles
such to ensure a systematic
approach.
Collaboratively set up the
equipment needed for the titration
experiment.
Carefully records the volume of the
base solution required.
Actively engages in the titration
process, with each group member
contributing to the experiment.
Rorate roles within the group
during the titration to provide each
member with a hands-on
experience.
Collaboratively record the data,
ensuring that measurements are
accurate and consistent
The students collaborate in their Group work
groups to calculate the average
volume of acid used from their
experiment. The students discuss
their result within the group and
help each other where necessary.
Using the average volume and Group work
known concentrations, the students
collaboratively calculate the
relative molecular mass of the
substance being titrated. Student
explains to each other especially
those that don’t understand.
4 Collaborative The teacher instructs the groups to
Activity 4: use the titration data and relative
Determine molecular mass to determine the
Molecular molar concentration of the
Concentration substance.
(15 minutes) The teacher instructs each group to
presents their result and discussions
follow, ensuring a comprehensive
understanding of the experimental
results.
5 Group Presentation The teacher has each group report
and Reflection their findings to the class compared
The teacher facilitates a class
discussion where students share
their observations and experiences,
they’ve learnt from each other
6 Recap The teacher recaps the key points
(10 minutes) discussed in the lesson, including
the titration experiment and the
calculations
Groups use the titration data and Group work
relative molecular mass to
determine the molar concentration
of the substance, presents the result
and discussions follow, ensuring a
comprehensive understanding of
the experimental results.
Each group assigns roles for Role playing and
presenting different aspects of the discussion.
task to each other.
The students discuss their
observations and findings with the
class. Students take turns sharing
their observations, findings, and
any unexpected outcomes.
The students listen to teacher’s Whole-class
recap, answer and ask questions. discussion

7 Close The teacher evaluates the students The students attempt the questions Questioning skill
Evaluation by asking them the following and takes their corrections at the and reinforcement
question: end.
1. Run an acid base titration
2. Calculate the average
volume of acid used
3. Calculate the molar mass of
the substance
4. Calculate the molar
concentration of the
substance
8 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts, presentation
steps and precautions in acid-base
titration
LESSON PLAN ON CHEMISTRY (Collaborative Method)
Week: Week 5
Class: SS2
Subject: Chemistry
Topic: Qualitative Analysis (Test for cations)
Age: 16 years +
Duration: 2 sessions (45 minutes each)
Specific Objectives: By the end of the lesson, students should be able to:

1. List the reagents used in testing the presence of cations

2. Test the presence of cations (NH4+, Ca2+, Pb2+, Cu2+, Fe2+, Fe3+) using NaOH, NH3
3. Perform the confirmatory test of cations

Instructional Materials: Whiteboard and markers, handouts with examples and information,
small group discussion worksheets, Cation solutions (NH4+, Ca2+, Pb2+, Cu2+, Fe2+, Fe3+), NaOH
solution, NH3 solution, Test tubes, Pipettes, glass rod, Safety glasses

Entry Behavior: The student has previous knowledge on quantitative analysis and the
precautions when involving in quantitative analysis.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the students to

 Define cations
 List five examples of cations

The teacher then corrects students and give the appropriate definition of cations and some
examples
 Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES
(Test for Cations)
1 Introduction The teacher Start the lesson with a
(15 minutes) quick review of the properties of
cations.
2 Collaborative Activity The teacher divides the class into
1: List Reagents for small groups of 3-4 students each
Testing Cations and asks each group to research and
(20 minutes) compiles a list of reagents
commonly used in testing the
presence of cations.
Groups present their findings to the
class.
3 Collaborative Activity The teacher demonstrates how to
2: Testing the presence test for cations for the entire class.
of cations Provide each group with unknown
(30 minutes): sample of cations to be tested NH4+,
Ca2+, Pb2+, Cu2+, Fe2+, Fe3+) and
reagents (NaOH and NH3)
The teacher instructs students to
follow the procedure given to them
for testing the presence of these
cations using NaOH and NH3
solutions.
The teacher encourages students to
discuss and collaborate within their
groups to develop a clear step-by-
step testing procedure.
4 Collaborative Activity The teacher introduces the concept
3: Confirmatory Tests of confirmatory tests for cations and
(30 minutes): assigns each group a specific cation
and its confirmatory test.
The teacher asks each group to
perform confirmatory tests and
present their findings to the class.
The teacher facilitates discussions
on the reliability and specificity of
confirmatory tests.
STUDENTS ACTIVITIES INSTRUCTIONAL
TECHNIQUES
Students actively listen, takes Teacher-led
notes, and engages in a brief presentation
class discussion on the review.
The students collaboratively Group work
research and compiles a list of
reagents commonly used in
testing the presence of cations
in their group.
Students carefully observes the Role playing and
teacher's demonstration of Group work
testing for cations.
Group members divides tasks,
assigning specific
responsibilities to each member
to ensure a well-coordinated
effort in creating the testing
procedure.
The groups collaboratively test
for the presence of cations
following the procedure using
NaOH and NH3 solutions and
rotates the assign roles.
Students listen to introduction Group work
of confirmatory tests in
qualitative analysis
Group members divides tasks,
assigning roles and
responsibilities for each step of
the confirmatory tests to ensure
a coordinated effort. Groups
perform the confirmatory tests
for their assigned cations using
the provided reagents and
record the observations.
5 Group Presentation and The teacher has each group report Each group presents their Whole-class
Reflection their findings. findings, sharing the results of discussion
The teacher facilitates a class their experiments, observations,
discussion where students share and conclusions regarding the
their observations and experiences, cation testing and confirmatory
they’ve learnt from each other tests to the class.
6 Recap The teacher recaps the key points The students group listen to Whole-class
(15 minutes) discussed in the lesson, including teacher’s summary and ask discussion
the definition of qualitative questions.
analysis, reagents used, and the
testing process for cations.
7 Close The teacher evaluates the students The students attempt the Questioning skill
Evaluation by asking them the following questions and takes their and reinforcement
question: corrections at the end.
1. List the reagents used in
testing the presence of
cations
2. What is the color of Ca2+,
Pb2+, Cu2+, Fe2+ in the
presence of NaOH, NH3?
3. How can you perform a
confirmatory test for Ca2+,
Pb2+, Cu2+, Fe2+,
8 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts of presentation
cations identification
9 Assignment/ The teacher provides the groups The students collaborate with Questioning skill
Homework with a worksheet containing the their classmates to perform the and reinforcement
procedure to identify some cations task.
and confirm their presence in the
solution
LESSON PLAN ON CHEMISTRY (Collaborative Method)
Week: Week 6
Class: SS2
Subject: Chemistry
Topic: Qualitative Analysis (Test for Anions)
Age: 16 years +

Duration:2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. List the reagents used in testing the presence of anion

2. Test the presence of anions (SO42-, SO32- CO32-, S2-, Cl-, I-) using BaCl2(aq), HCl(aq),
Ba(NO3)2(aq), HNO3(aq), AgNO3(aq)
3. Perform the confirmatory test of anions

Instructional materials: Whiteboard and markers, handouts with examples and information, small
group discussion worksheets, anion solutions (SO42-, SO32- CO32-, S2-, Cl-, I-), BaCl2(aq), HCl(aq),
Ba(NO3)2(aq), HNO3(aq), AgNO3(aq) solution, Test tubes, Pipettes, glass rod, Safety glasses

Entry Behavior: The student has previous knowledge on the test and confirmatory test of
cations.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the students to

 Define anions
 List five examples of anions?

The teacher then defines anions and list examples of anions

 Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES
(Test for Anions)
1 Introduction The teacher started the lesson with a
quick review of the properties of
anions.
Collaborative The teacher divides the class into
Activity 1: List small groups of 3-4 students each and
2 Reagents for asks each group to research and
Testing Anions (20 compiles a list of reagents commonly
minutes) used in testing the presence of anions.
Groups present their findings to the
class.
3 Collaborative The teacher distributes samples of
Activity 2: Testing anions to each group and asks them
for Anions performs tests using BaCl₂, HCl,
(25 minutes) Ba(NO₃)₂, HNO₃, and AgNO₃ to
identify the presence of anions.
The teachers ask Students to record
observations and reactions.
The teacher then asks each group to
share their results with the class for
discussion.
4 Collaborative The teacher assigns each group a
Activity 3: specific anion and its confirmatory
Confirmatory Tests test.
(30 minutes): The teacher asks each group to
perform confirmatory tests and present
their findings to the class.
The teacher encourages discussions on
the reliability and specificity of
confirmatory tests.
5 Group Presentation The teacher has each group report
and Reflection their findings.
The teacher facilitates a class
discussion where students share their
observations and experiences, they’ve
learnt from each other
STUDENTS ACTIVITIES INSTRUCTIONAL
TECHNIQUES
Students actively listens as the Teacher-led
teacher review and answer presentation
questions
The students collaboratively Group work
research and compiles a list of
reagents commonly used in
testing the presence of anions.
Each group presents their
findings
Group members divides tasks, Role playing and
assigning specific Group work
responsibilities to each member.
Groups follow the provided
procedure, conducts the tests for
the presence of anions, records
their observations and results.
Students rotates their assign role
in the group.
Groups perform the Group work
confirmatory tests for their
assigned cations using the
provided reagents and record the
observations collaboratively.
Each group presents their Whole-class
findings, sharing the results of discussion
their experiments, observations,
and conclusions regarding the
cation testing and confirmatory
tests to the class.
6 Recap The teacher recaps the key points The students group listen to Whole-class
(15 minutes) discussed in the lesson, including the teacher’s summary and ask discussion
definition of anions, reagents used, questions.
and the testing process for anions.

7 Close The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question: questions and takes their and reinforcement
1. List the reagents used in testing corrections at the end.
the presence of cations
2. What will be the color of the
solution containing SO42-, SO32-
CO32-, in the present of the
following reagents: BaCl2(aq), and
HCl(aq), Ba(NO3)2(aq)
3. How will you perform
confirmatory test for the
following: SO42-, SO32- CO32-
8 Summary The teacher concludes the lesson by Students listen and take notes. Teacher-led
summarizing the key concepts of presentation
anions identification.
9 Assignment/ The teacher provides the groups with a The students collaborate with Questioning skill
Homework worksheet containing the procedure to their classmates to perform the and reinforcement
identify some anions and confirm their task.
presence in the solution