Form 3 -1
Date: January 8th, 2025
Subject: Physics
Grade: Form 3
Topic: Graphing
Sub-topic: Introduction to Graphing
Lesson Time: 12:20 p.m. to 1:25 p.m
Duration: 1 hour and 5 minutes
Specific Objectives:
1. Students will be able to define the terms “dependent variable” and “independent
variable”.
2. After being given a diagram, students will be able to label the parts of the graph with
80% accuracy.
3. Articulate their perspective about the importance of graphs.
Prerequisite knowledge:
For this lesson, students should recall:
Knowledge surrounding patterns and sequences.
Basic measurement skills
Summary of Content
Teaching and learning strategies:
Direct teaching Wait-time
Discussion Technology Integration
Questioning Guided-inquiry
Science Process Skills:
Investigating, Inferring,
Materials:
Textbook: Chemistry for CSEC (pg.157 - 159), Whiteboard, and Markers.
Form 3 -1
Engage (30 minutes)
Recap of the Previous lesson
1. The teacher will write the following equation on the board
Zn(s) + CuSO4(aq) ZnSO4(aq) + Cu(s)
2. The teacher will then engage the students in a discussion by asking them the following question:
How can we determine which element has been oxidized and reduced in terms of electron
transfer?
N.B. The teacher expects the students to recall the following steps to determining oxidation-reduction
in terms of electron transfer
Balanced the equation
Write a net ionic equation
Write the oxidation and reduction half equations.
3. The teacher will use the students’ responses as a guide to determine which of the elements were
oxidized and reduced in the equation above.
Introduction to New topic
1. The teacher will write the following equation on the board:
2H2(g) + O2(g) 2H2O(l)
2. The teacher will ask the students the following question:
True or False – This equation is not an example of a redox reaction
The teacher will listen to the students’ responses and ask follow-up questions
N.B. The teacher expects the students to use the electron transfer method to try and determine whether the
equation is an example of a redox reaction.
3. The teacher will inform the students the equation is an example of a redox reaction
4. The teacher will engage the students in a class discussion using the following questions:
What type of bonding do hydrogen and oxygen undergo to form water?
What is covalent bonding?
5. The teacher will explain to the students that oxidation-reduction does not always involve the transfer
of electrons.
6. The teacher will explain the concept of oxidation numbers.
7. The teacher will then give the students a handout with the rules for determining the oxidation number
See Summary of Content
8. The teacher will then use examples to explain each rule.
Explore (15)
Form 3 -1
Activity: Rally Coach
1. The teacher will ask the students to place themselves in pairs.
2. The teacher will write the following problems on the board.
Determine the oxidation number of the following compounds and ions:
Methane (CH4)
Manganese ion (MnO4-)
K2Cr2O7
Sulfite ion (SO32-)
3. The teacher will inform the students that they will be solving the problems using a method called
Rally Coach.
4. The teacher will provide the students with the following instructions:
Each student will take turns solving one of the problems on the worksheet while their partners
give them instructions on how to solve the problem.
The person who is solving must not speak. Only the person (the coach) who is giving the
instructions (coaching) must speak, and the other person must carry out the coach’s
instructions.
If the person solving the problem believes that the coach has made a mistake, then that person
can instruct the person to correct the mistake when he is the coach.
You will have 10 minutes to complete all the questions.
The group that finishes first will receive and has all correct will receive 10 extra marks.
5. The teacher will walk around the classroom and observe each group as they complete the activity.
Explanation
Form 3 -1
1. The teacher will engage the students in an activity to solve the problems on the board by asking them
to talk the teacher through the process of finding the solutions.
2. The teacher will explain to the students that oxidation numbers/states are used to identify reduction
reactions.
3. The teacher will explain to the students that oxidation leads to an increase in an element/ion oxidation
number and reduction leads to a decrease in oxidation number.
4. The teacher will then write the following equations on the board and demonstrate to the students how
to use oxidation number to recognize redox reactions.
Elaborate
Form 3 -1
1. The students will answer the following summary question for homework
Evaluate
The teacher will observe the students during each activity and provide feedback and assistance as
needed.
The students will complete a worksheet and the teacher will grade their work.
The teacher will grade the summary questions that the students will complete as homework.
Closure
Form 3 -1
1. The teacher the students to share at least 2 things they learned from the lesson and at least 1 thing they
found interesting
