INSTRUCTION

1. The following lesson plan was prepared as a template

2. Do not change the BOLD WORDS
3. FIND SOME MISTAKES ON WRITING (UN-BOLD TEXT) (GRAMMAR
ANALYSIS)
4. Make your own lesson plan
5. DO NOT TAKE THE SAME topic within a class
6. The corrected lesson plan and your own lesson plan should be printed out.
7. Submit your task on MONDAY, 25/3/2019, by 9.00 am. PUT them on my locker.
 LESSON PLAN

SPECIFICATION OF THE SUBJECT LEARNT

Learning Subject : Chemistry
Topic Learnt : Acids-Bases theory and properties
Grade/Semester : XI/2
Target Group : Those underlied by SETS vision and approach
Meeting Sequence : 1 ( on this standard competency )
Time Allocation : 1 x 45 menit

ACHIEVED COMPETENCY AND THE INDICATORS

Standard Competencies:
Understand Acids and Bases property, methods of measurements, and implication in
the SETS contextual.
Basic Competency:
To describe Acids- Bases theory and properties
Indicators of competency achievement:
• Identifying Arrhenius, Bronsted-Lowry, and Lewis theories
• To difference between acids and bases
• Determine the acidity/basicity into strong acid, weak acid, strong base, and weak
base
• To use litmus paper, indicators, and pH meter
LEARNING ACTIVITIES
Learning Approach: SETS
Forms of Activities
Introduction ( 5 minutes )
 Pupil are asked to mention some examples of acids and bases in daily products.
 Pupils are asked to explaining the different of acids and bases, as well as their
characteristics.
Main Activities
 (3 minutes) Pupils are asked to made a groups, each groups contains 5 members.
 (10 minutes) Each group would be assigned to discuss on the following topics:
 Acids-Bases theories
  Acids-Bases property
 Differenting between acids and bases
 Using litmus paper, indicators, and pH meter to determine strong acid, weak
acid, strong base, and weak base
 (7 minutes) Each group should drawing their concept mapping between acids
and bases theory, properties and their differences, also practice using litmus
paper, indicators, and pH meter to determine strong acid, weak acid, strong
base, and weak base, on a piece of paper, based on their discussion before.
 (10 minutes) Teachers asks each groups to present the result of their concept
mapping in front of the classes.
o Each group should listen some samples of the concept maps yield by the
other group (preferably each group draw different concept maps of other
group).
 (5 minutes) Teacher asks each group to evaluated the concept map of another
group and give comment.

Closing the Class (5 minutes)

 Teachers guided students to concluding the presentation of all groups.
 Teacher asked students to record the conclusion of the presentations of all
groups
 Teacher asked the students to learn about the calculation of pH and acids-base
applications in the SETS context.

INSTRUCTIONAL MATERIALS
Learning Materials:
Reading material related to acids and base.
Relevant printed material or information downloaded from internet.
Litmus paper, indicators of acids and bases, pH meter
Acids and bases solution
References:
Chemistry books containing information of acids and base.
Information in the internet relevant to the above matter.
LEARNING PRODUCTS
Human Resources
• Students can present a presentation about acids-bases theory, propeties, and their
indicators.
• Students can use litmus paper, indicators, and pH meter to determine strong acid,
weak acid, strong base, and weak base
• Students can understand the concept of calculations and measure pH through a
variety of ways
Non Human Resource
• Presentation about acids-bases theory, propeties, and their indicators.
• A simple product of acids or bases.
• Concept mapping between acids and bases theory, properties and their differences,
also practice using litmus paper, indicators, and pH meter to determine strong acid,
weak acid, strong base, and weak base.

EVALUATION ON THE LEARNING PROGRAM

Program Evaluation
Adequacy and relevance of the planning, implementation, and the evaluation
through self, group, and process observation by the teacher and pupils.
Learning Evaluation
• Cognitive aspect
Testing on the pupils understanding on the concepts of acids and bases theory,
differences, and their properties. Understanding about using litmus paper, indicators,
and pH meter to determine strong acid, weak acid, strong base, and weak base.
• Affective Aspect
Observe the pupils’ expression and comments when they are shown with information
and other relevant samples of acids and bases.
• Psychomotor Aspect
Observe the pupils’ capabilities in discussion and on handling materials related to
acids and bases.