Term: 1

Week: 1 and 2

Subject: Chemistry

Class: 9-1, 9-2, 9-3

Date: September 13-24, 2021

Duration: 3 x 40 minutes

Topic: Working like a Chemist

General Objective: Students will be able to define the terms: chemistry and chemist
and tell how chemists work.

Specific Objectives: At the end of the lesson student should be able to:

· Define Chemistry after a class discussion

· Define the term Chemist after a class discussion

· Discuss what chemists do

· List the 5 main SI used in chemistry after a class activity

· Express quantities in different units after a class activity

· Use prefix to alter the values of units

Key Skills: Critical Thinking, Collaboration, Analysis

Key Terms: Systeme Internacional, Kilogram, Seconds, Metre, Mole, Kelvin, Prefix,
SI units

Content: Exploring Chemistry Grade 9 Pages 4 and 5

Prior Learning: Students should have a knowledge of what is science and what it is
that scientists do

Learning Outcomes: Students who show a good grasp of content will be able to:

· Provide a working definition of the terms Chemistry and Chemist

· Discuss what chemists do

· List the 5 main SI Units used in chemistry: Mole, Gram, Metre, Kelvin,
Seconds

Assessment Criteria: Class Evaluation Activities

WEEK 1

Engagement:

Students will be assigned words by the teacher which they will then be asked to with
the class. Each word will be recorded on the board. Students will then be asked to
reorganize the words to make a coherent sentence which will reveal the definition of
chemistry.

Exploration:

Students will be given three sentences to decipher:

1) I need to buy 2 of rice

2) She left home 5 ago

3) Lucy travels 70 to get to school

Explanation:

Students will be made to understand that without units of measurements we could not
correctly express quantities. Students will also be abe to understand that like all other
scientists, chemists carry out experiments in which they often need to take and be able
to understand measurements.

Elaboration:

Students will be asked to copy the SI unit table (Table 1.1.1) from page four of the
text book for future reference.

Evaluation:

To evaluate student understanding of the topic, the students will be allowed to

complete Activity 1.1.1 on page 5 of their text books.

WEEK 2

Engagement:

Students will be shown different types of Jamaican currency ($5, $10, $20, $50, $100,
$500, $1000 and $5000). Students will then be presented with bills costing various
amounts of money and be ask how they would pay for it using the money provided
(e.g. A bill for $7000 would be more easily paid using one $5000 and two $1000
notes rather than seven hundred $10 coins).
Exploration:

Students will then be asked to explain how they think varying the unit of
measurement (Like the different Jamaican currency) using prefixes, could cause
easier representation of the quantities (e.g. How can using 1Ton or 1000Kg instead of
1000000g be use full)

Explanation:

Students will be given the different prefixes that are used in the form of an acronym to
practice. Students will also be told what quantity should be multiplied or divided by to
change to another prefix.

Elaboration:

Students will be asked to construct a table with the prefixed unit symbols and their
conversion rates along with their symbols.

Evaluation:

Students will be asked to complete the 'Check your understanding' activity on page 5
of the Exploring Chemistry Grade 9 textbook.

Teachers Reflection:

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