| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: balance chemical equations | The student should be able to: a) write word equations for given chemical reactions. b) write formula equations using chemical symbols. c) balance chemical equations. | January | Week 3 | CHEMICAL EQUATIONS | Molecular Equations | 2 | i) To assist students to discuss the rules of predicting
reaction products. ii) To guide students to discuss the types of chemical reactions, to include: decomposition, displacement, combination/synthesis, precipitation and redox. i) The teacher to lead students in the discussion of all the necessary steps needed in writing a formula equation. i) The teacher to guide students to discuss with examples, all the necessary steps needed in balancing a chemical equation. | i) Students to write formula
equations using chemical
symbols. ii) Students to write word equations for each types of chemical reaction mentioned iii) Students to identify the state symbols in an equation. iv) Students to balance chemical equations. | i) Wall charts showing
mies of predicting
reaction products.. ii) Wall charts showing reaction equations, models, hard glass tube source of heat, copper sulphate, chlorine gas, potassium iodide magnesium ribbon hydrochloric acid and lead nitrate.. Wall charts showing formula of reaction equations.. iii) Wall charts showing balanced reaction equations.. iv) Wall charts showing state symbols in a chemical reaction.. v) Marker pens. vi) Manila sheets | a)Is the student able to write
the word equations for the given chemical reactions? b)Is the student write formula equation using chemical symbols? c)Is the student able to balance chemical equations? | Chemistry For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: write ionic equations | The student should be able to: a) differentiate between molecular equations and b) write balanced ionic equations | January | Week 3 | CHEMICAL EQUATIONS | Ionic Equations | 2 | i) To lead a discussion on the differences between molecular and ionic equations . ii) To guide students to discuss the major steps of writing balanced ionic equations. | i) Students to write ionic equations
for equations, liquid, gaseous
and solid products. ii) Students to write molecular and ionic equations | i)Wall chart showing different
molecular and ionic
equations. ii)Wall charts showing balanced ionic equations | i)Is the student able to
distinguish molecular
equations from ionic equations? ii)Is the student able to write a balanced ionic equations? | Chemistry For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: remove hardness of water | The student should be able to: a) explain the concept of hardness of water. b) differentiate soft from hard water. | January | Week 4 | HARDNESS OF WATER | The Concept of Hardness of Water | 4 | i) To guide students to discuss the meaning of hardness
of water. ii) To lead students to perform an experiment to distinguish hard water from soft water by washing with soap. | i) Students to explain the meaning of hardiness of water. ii) Students to draw conclusion from their observations. | Wall charts showing mineral
substances which cause
hardness of water. ii) Water (soft) Water (Hard) Soap | i)Is the student able to explain
the concept of hardness of
water? ii)Is the student able to distinguish hard water from soft water | Chemistry For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: differentiate permanent and temporary hardness | The student should be able to: a) identify types of hardness of water. b) state causes of permanent and temporary hardness in water. | February | Week 1 | HARDNESS OF WATER | Types of Hardness of Water | 4 | i) To guide students
to carry out an experiment
to determine temporary and
permanent hard water. ii) To lead a plenary discussion on students work. | i) Students to discuss their
findings. ii) Students use soap and heat to identify temporary and permanently hard water. iii) Students to identify the ions which cause permanent and temporary hardness of water. | i) Sources of heat, Test tubes
, 0.5M Na2S 04, O.5M MgSO4
0.5M NaCl, 0.5M CaCl2, O.5M CaSO4, 0.5M Mg (HCO3)2
O.5M Mg Cl2. ii) Wall charts showing mineral substances which cause temporary and permanent hard water. Source heat | i)Is the student
able to identify
types of hardness
of water? ii)Is the student able to state causes of permanent and temporary hardness in water? | Chemistry For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: purify hard water for use at home | The student should be able to: a) examine process of hard water treatment and purification b) describe the importance of hard water treatment and purification c) State the importance of hard water in daily life. | February | Week 2 | HARDNESS OF WATER | Treatment and Purification of Hard Water | 4 | i) To guide students to perform experiment on removal of hardness by using Ca(OH)2 and Ca(HCO3)2. ii) To guide students to carry out an experiment on removal of hardness by using CaSO4 and Na2CO3. iii) To lead students to discuss observations from two iv)To guide students to discuss the importance of hard water treatment and purification. | i) Students in groups discuss the importance of hard water treatment and purification. ii) Students to discuss the importance of hard water. | a)i) Heat sources ii) Ca(OH)2 iii) Ca(HCO3) iv) CaSO4 v) Na2CO3 vi) Beakers. b)Is the student able to describe the importance of hard water treatment and Is the student able to state the importance of hard water in Is the student able to describe the importance of hard water treatment and Is the student able to state the importance of hard water in Wall charts showing the importance of hard water treatment and purification. ~Wall charts displaying importance o | i)Is the student able to escribe
the importance of hard water
treatment and purification of water? ii)Is the student able to state the importance of hard water | Chemistry For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |