UNIT PLAN TEMPLATE 1

Date: Does it indicate the day when the implementation of the unit started?

Subject: Does it indicate the science subject being planned for?

Grade: Does it indicate the grade level being planned for?

Duration: Does it indicate the time period for implementing the unit plan?

Unit Topic: Does it identify the name of the unit in the syllabus?

Sub-Topics: Are they linked to the unit topic? Does the list include all the topics? Are they
logically organized? Are they appropriate for the grade level?

Prior Learning: Does it include the concepts/skills/attitudes that are important to know?

Curriculum Standard: Is it appropriately linked?

Attainment Target: Is it appropriately linked?

Key Vocabulary: Are these related to the unit; Is the list complete?

Link to other Subjects: Is the link appropriate?

Classroom management Strategies: Do the strategies assist students in the development of

self-guided learning? Do the strategies seek to address classroom management challenges
identified in previous lesson plan reflections/lesson observations?

General Objectives: Do they cover the content, and skills (affective and psychomotor)
identified in the curriculum standard(s)/attainment target(s)/benchmark(s)?

Specific Objectives: Are they derived from the general objectives? Do they include objectives of
the cognitive, affective and psychomotor domains of development? skills Are they representative
of good objectives? Are they at the level required by the syllabus? Are students’ needs being
addressed?

Content: Is it accurate? Is it comprehensive?

Instructional Strategies: Are they appropriate for achieving the objectives, for addressing
students learning needs?

Assessment Strategies: Are they appropriate for students to show that they understood and
learned the objectives of the lesson? Do they include both formative & summative strategies?
Extended Learning Tasks: Is it appropriate for reinforcing content/skill/attitude?

Materials/Resources: Is the list complete?

Evaluation of the Unit: Does it identify the affirmative experiences while teaching the unit?
Does it identify the challenges encountered while teaching the unit? Does it suggest how the
teaching of the unit could be improved?

UNIT PLAN TEMPLATE 2

Table Showing a Weekly Schedule for the Unit on …………………………………….

Unit Topic:Energy,Forces and Matter

Sub-Topics:Chemical Bonding

Prior Learning: Students should know the first 20 elements of the periodic table and
their symbols.

Students should know that that compounds are formed from the combination of two
or more different atoms

Students should know the difference between atoms and ions

Curriculum Standard: taken from syllabus

Attainment Target: ∙ Understand the existence of materials such as solids, liquids and gases,
the particulate nature of matter, and simple chemical reactions that change one material into
another.
∙ Apply scientific knowledge and processes to the solution of real world problems.
∙ Use mathematics as a tool for problem-solving, and as a means of expressing and/or
modelling scientific theories.
∙ Appreciate the influence and limitations of science with consideration for ethical issues.
∙ Demonstrate a positive attitude towards the use of scientific language. ∙ Demonstrate
positive interpersonal skills in order to foster good working relationships.
Benchmarks:

Key Skills: taken from syllabus

Key Vocabulary: taken from syllabus

Link to other Subjects: taken from syllabus

Classroom management Strategies:

General Objectives: taken from syllabus

Perio Topi Specific Conte Instructio Assessme Extend Materials/Resou

d cs Objectiv nt nal nt ed rces
es Strategies: Strategie Learni
s ng
Tasks

Week Writi
1 ng
the
Date: electr
onic
confi
gurat
ion
of the
first
20
elem
ents.
Week Usin
2 g the
Octet
Date: Rule
to
expla
in
how
atom
s
bond

Week
3 Draw
dot
Date: and
cross
diagr
ams
to
repre
sent
ionic
bondi
ng

Week
4

Date:

Evaluation of Unit:
Calculate the number of Energy, Forces and Chemical Bonding,
each Matter Formulae and
subatomic particle present Equations
in an atom/ ion

lain Deduce the pattern

for determining
electronic configuration
of first 20 elements

Use the Octet Rule to

expwhy atoms bond

Draw dot and cross

diagrams to
represent ionic
bonding

Write the formulae of

simple binary
compounds using
symbols and valencies

Translate word
equations for simple
chemical reactions into
symbol
equations.

Investigate the main types of

reactions

State and apply the Law of

Conservation of
Mass to writing
balanced equations

Construct balanced
symbol and ionic
equations from given
information
48

Prior Learning
Check that students can:
∙
S
t
a
t
e

t
h
e

f
i
r
s
t

2
0

e
l
e
m
e
n
t
s

o
f

t
h
e

P
e
r
i
o
d
i
c
 T
a
b
l
e

a
n
d

t
h
e
i
r

s
y
m
b
o
l
s

∙ State that compounds are formed from the

combination of two or more different atoms
∙ Know the difference between atoms and ions
UNIT TITLE: Chemical Bonding, Formulae and Equations

Theme: Energy, Forces and Matter Objectives: Students will:

Attainment Target(s):
∙ Understand the existence of materials such as solids,
liquids and gases, the particulate nature of
matter, and simple chemical reactions that
change one material into another.
∙ Apply scientific knowledge and processes to the
solution of real world problems.
∙ Use mathematics as a tool for problem-solving,
and as a means of expressing and/or
modelling scientific theories.
∙ Recall the symbols of the first twenty elements
∙ Describe chemical formulae in terms of
the symbols and number of atoms
of each element present
∙ Write the formulae of simple binary
compounds using symbols and valencies
∙ Construct the formula of ionic compounds
from the charges on the ions
∙ Explain the terms reactants and products
∙ Translate word equations for simple
chemical reactions into symbol
equation.
∙ State and apply the Law of Mass
 ∙ Appreciate the influence and limitations of science
with consideration for ethical issues.
∙ Demonstrate a positive attitude towards the use of
scientific language. ∙ Demonstrate positive
interpersonal skills in order to foster good working
relationships.
Benchmarks:
∙ Understand and apply the law of conservation of
mass.
∙ Understand how substances can be classified by
their chemical nature and how this relates to the
way they react.
conservation to writing balanced
equations
∙ Investigate the Law of Conservation of Mass
using precipitation reactions
∙ Construct balanced symbol equations from
given information ∙ Use precipitation
reactions to formulate ionic reactions ∙
Construct balanced ionic equations
∙ Use appropriate scientific language
∙ Make sure they are working safely