FORM THREE SCIENCES CHEMISTRY SCHEMES OF WORK

TERM three 2023

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 AIMS OF TEACHING O LEVEL CHEMISTRY

The aims of teaching the 0 level chemistry syllabus is to assist learners to:

1. Enable learners to develop fundamental principles of Chemistry for application in life and as a basis for further studies in Chemistry and related
disciplines.
2. Inculcate in learners the need for safety and protection of the environment in the study of Chemistry.
3. Create opportunities for learners to acquire research, experimental, practical, enterprising and technological skills in Chemistry. Appreciate the
usefulness and limitations of the scientific method in the study of Chemistry.
4. Stimulate in learners the desire to apply Chemistry for the benefit of society as guided by the principles of Unhu/Ubuntu/Vumunhu.
5. Promote an awareness that the applications of Chemistry may be both beneficial and detrimental to the individual and the community.
6. Develop in learners the appreciation of the use of Chemistry in value creation, addition and beneficiation.

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 SYLLABUS OBJECTIVES

Learners should be able to:

1. Follow instructions in practical work

2. Make and record observations
3. Use ICT Tools and Braille/Jaws software to simulate Chemistry phenomena
4. Apply safety measures in all practical work
5. Present, analyse and interpret data to establish relationships
6. Demonstrate knowledge on facts, laws, definitions and concepts of Chemistry
7. Measure and express quantities to a given level of accuracy and precision
8. Design a practical solution to a real life problem using knowledge of Chemistry

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 TOPICS TO BE COVERED

The topics to be covered this term are as follows

1. Chemical Bonding

2. Stoichiometry and the Mole concept

3. Acids, Bases and Salts

4. Electrochemistry

5. Periodic Table and periodic trends

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 TEACHING METHODS AND RESOURCES

Teaching methods
 Research projects and tasks
 Seminars
 Discovery
 Simulations
 Discussions
 Demonstrations
 Experimentation

Textbooks
 O level Chemistry JGR Briggs
 New Certificate chemistry
 All about chemistry JGR Briggs
 Think chemistry.
 Complete chemistry
 Focus on Physical science

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Cycle TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE
ENDING CONTENT By the end of the week
learners
should be able to;
LESSON ONE -describe the change from Introduction; Quiz on atoms. Periodic tables
Periodic metallic to non-metallic Phase 1; Group work analysing the periodic Critical thinking Zimsec 2015/2
trends character across a period table. Decision Chalkboard for
-explain the relationship Phase 2; Presentations on periodic trends. making illustrations
between number of Phase 3; Individual writing of the notes. Conflict syllabus ref
electron shells and the Conclusion; Summary for lesson closure. resolution 8.11.2 pg 15
period Self-
management
Communication

LESSON TWO -identify the relationship Introduction; Recap analysing the periodic Problem solving Periodic tables
Group trends between group number table. Critical thinking Science kit
(group II ) and number of valence Phase 1; group work experimenting on reaction Communication Periodic tables
Colour electrons of calcium and magnesium ribbon with cold Psychomotor Zimsec 2014/4
Physical -describe the reactions of water. Chalkboard for
state Mg, Ca and Ba with Phase 2 class discussing the reactions of group illustrations
Mp°c/bp°c oxygen and water (II) elements. syllabus
Conclusion; Qsn and ans for lesson closure. ref8.11.3 pg16

LESSON -describe the trends in the Introduction; recap of previous lesson Problem solving Periodic tables
THREE physical Phase 1;Group work discussing reactions of Critical thinking Periodic tables
Grp (vii) - explain chemical group (VII) -description Zimsec 2011/2
Colour properties Phase 2;Class discussion on trends. Explanation Chalkboard for
Physical Phase 3; Individual writing of the notes. illustrations
state Conclusion; Summary for lesson closure syllabus
Volatility ref8.11.3 pg 16
Mp°c/bp°c

EVALUATIONS
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 GENERAL EVALUATIONS

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INDIVIDUAL EVALUATION

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Cycle TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

ENDING CONTENT By the end of the week
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 learnersshould be able to;
LESSON ONE represent elements using Assumed knowledge; pupils can define gene Problem solving Periodic tables
Test chemical symbol and allele Critical thinking Zimsec 2015/2
-describe the reactions of Phase1; teacher distributes question papers Communication Chalkboard for
Mg, Ca and Ba with oxygen Phase2; individual writing of the test. teacher Psychomotor illustrations
and water monitors progress syllabus ref
Conclusion; Revision of the test 8,3,3 pg 8

LESSON -compare the physical Assumed knowledge; pupils know the metals Problem solving Samples of
TWO properties of metals and and non-metals. Critical thinking metals and
METALS AND non-metals Introduction; Pupils collect and classify Communication non-metals
NON- Explain differences in the materials as metals or non-metals Psychomotor Periodic table
METALS physical properties of Phase 2; Group work Comparing the physical Syllabus pg 8
Physical metals and non-metals properties of metals and non-metals.
properties Phase 3; Individual writing of the notes.
Conclusion; Summary for lesson closure.

LEESON -deduce chemical formula Introduction; Short story on bonding pupils Molecular
THREE draw dot and cross diagrams to show ionic Critical thinking models
-describe ionic bonding and covalent bonding: NaCl, MgO, Al2O3,H2; Decision making Periodic tables
Valence Cl2; O2; HCl N2;H2O; CH4, CO2,. Description Zimsec 2013/2
Theory Explain covalent bonding. Phase 1; presentations on cross diagrams explanation Chalkboard for
Phase 2; Individual writing of the notes. illustrations
Ionic Conclusion; Summary for lesson closure. syllabus ref
bonding 8.12.1

covalent
bond

EVALUATIONS

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 GENERAL EVALUATIONS

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INDIVIDUAL EVALUATION

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Cycle TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

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ENDING CONTENT By the end of the week
learners
should be able to;
LESSON -Differentiate ionic from Assumed knowledge; pupils know Problem solving Molecular
ONE covalent compounds compounds. Critical thinking models
Properties of Introduction; Summary of previous Decision making Periodic tables
ionic and Draw the dot and cross concept. Zimsec 2015/2
covalent diagram of ionic bonding. Phase 1; pupils differentiate ionic from Chalkboard for
compounds covalent compounds. illustrations
-deduce a chemical equation. Phase 2; Pupils draw the dot and cross syllabus ref
diagram of ionic and covalent bonding. 8.3.3 pg 8
Phase 3; Pair work deducing a chemical
equation.
Conclusion; Quiz for lesson closure.
LESSON -draw metallic bonding. Assumed knowledge; Pupil know Problem solving Candle wax
TWO -describe metallic bonding bonding. Introduction; recap of bonding Critical thinking Burner NaCl2
metallic -relate the physical properties Phase 1; Qsn and ans on bonding. Decision making Water Periodic
bonding of metals to metallic bonding Phase 2; Class discussion on metallic tables
bonding. Chalkboard for
Phase 3; Individual drawing of metallic illustrations
bond model. syllabus ref
Conclusion; Summary for lesson closure. 8.3.3 pg 8

LESSON THREE -draw metallic bonding. Assumed knowledge; pupils can define Problem solving Periodic tables
Test -compare the physical gene and allele Critical thinking Zimsec
properties of metals and non- Phase1; teacher distributes question Communication 21016/2
metals papers Psychomotor Chalkboard for
Phase2; individual writing of the test. illustrations
teacher monitors progress redspot
Conclusion; Revision of the test

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 EVALUATIONS
GENERAL EVALUATIONS

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INDIVIDUAL EVALUATION

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Cycle TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE
ENDING CONTENT By the end of the
week learners should
be able to;
LESSON -Calculate moles from Assumed knowledge; Pupils can calculate. Problem solving/ Science kit
ONE mass Introduction; Tr introduces the Mole culculations Periodic table
Mole Concept. Phase 1; Group work calculating Critical thinking Zimsec
Concept -describe the moles. the moles from mass. Feedback. description 2012/2Chalkboard
Phase 2; Individual writing of exercise. for illustrations
Conclusion; Question and answer for lesson syllabus ref
closure.
LESSON -calculate mass from Introduction; Recap of mole concept. Problem Balance
TWO moles solving/calculations
Mole Phase 1; Group work calculating mass from description Science kit
Concept -describe the mole moles. Feedback.
concept Periodic table
Phase 2; Pupils describe the mole Zimsec 2015/2
conncept. Chalkboard for
illustrations
Phase 3; Individual writing of an exercise. syllabus ref 8.4.1
Conclusion; Question and ans for lesson pg 9
closure.

LESSON THREECalculating moles Assumed knowledge; pupils can define Problem solving Balance Periodic
Exercise from mass gene and allele Critical thinking table Zimsec
experiments Phase1; teacher distributes question papers Decision making 2015/ Chalkboard
-calculating mass from Phase2; individual writing of the test. for illustrations
moles teacher monitors progress
Conclusion; Revision of the test

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TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE
CONTENT By the end of the week
learners should be able
to;
LESSON ONE Write balanced chemical Introduction; Short story to introduce, Problem solving Periodic tables
Chemical equations -Balancing Phase 1; Group work writing balanced Critical thinking Zimsec 2015/2
Equations chemical equation chemical equations, feedback. Self- Chalkboard for
Phase 2; Class discussion on balancing management illustrations
chemical equations Communication syllabus ref
Phase 3; Individual writing of the notes. Psychomotor 8.5.1. pg 9
Conclusion; Summary for lesson closure. Balancing equ

LESSON Calculate quantities of Introduction; Quiz on chemical equations. Periodic tables

TWO products given the Phase 1; Group work experimenting with Critical thinking Zimsec 2015/2
Chemical quantities of reactants and neutralisation, precipitation and Communication Chalkboard for
Equations vice versa decomposition reactions. Psychomotor illustrations
-calculate masses and Phase 3; Individual writing syllabus ref
volumes of reactants and Conclusion; Summary for lesson closure. 8.5.1 pg 9
products

LESSON THREE -Determine limiting Introduction; Summary of previous concept. Problem solving Periodic tables
Limiting reagents from given data Phase 1; Pairwork Calculating quantities Critical thinking Zimsec 2012/2
reagents - Calculate quantities from from given data. Feedback Decision making Chalkboard for
data .Phase 2; Individual writing of the exercise. Communication illustrations
Conclusion; Summary for lesson closure. Psychomotor syllabus ref
8.5.1. pg 9

EVALUATIONS

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GENERAL EVALUATIONS

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INDIVIDUAL EVALUATION

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Cycle TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

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ENDING CONTENT By the end of the
week learners
should be able to;
LESSON ONE -state properties of Introduction; Qsn and ans on acids and
Properties of Acids and Bases bases. Phase 1; Group work Identifying Critical thinking  acid-base
Acids and -explain properties of properties of acids and bases Stating/explanation indicators
Bases acids and bases Phase 2; Experimenting to identify acidic and Psychomotor  vinegar
basic substance. Feedback.  lemons
Phase 3; Individual writing of the work  toothpaste
Conclusion; Question and answer for lesson  ash
closure. household
detergents
syll ref 8.6.1 pg
10

LESSON Introduction; Quiz on previous concept. Problem solving acid-base

TWO -classify oxides as Phase 1; Class discussion describing Critical thinking indicators
Calcium acidic, basic or properties of acids and bases. Conflict resolution ash
oxide, amphoteric Phase 2; Individual writing of the notes. Self-management household
sodium - Describe properties Conclusion; Summary for lesson closure. Communication detergents syll
oxide, of acids and bases Psychomotor ref 8.6.1 pg 10
aluminium
oxide,
sulphur
trioxide,
carbon
dioxide,
LESSON THREE -Define neutralization Introduction; Short story on salt. Problem solving Science kits
Preparation -describe the Phase 1; Pupils prepare salts by precipitation Critical thinking Periodic tables
of salts methods of preparing and displacement reactions, preparing salt Decision making Chalkboard for
salts Phase 2; Individual writing of the work Communication illustration
Conclusion; Quiz for lesson closure. Psychomotor
Cycle TOPIC/ OBJECTIVES COMPETENCE REFERENCE

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ENDING CONTENT By the end of the METHODOLOGY
week learners should
be able to;
LESSON ONE -define neutralization Assumed knowledge; pupils can describe an Problem solving Periodic tables
TEST –write balanced acid base reaction Critical thinking Chalkboard for
chemical equations. - Phase1; teacher distributes question papers Decision making illustration
describe the methods Phase2; individual writing of the test. teacher Communication
of preparing salts monitors progressConclusion; Revision of the Psychomotor
test

LESSON -Define neutralization Assumed knowledge; Pupils can define Problem solving Periodic tables
TWO –write balanced neutralization. Critical thinking Chalkboard for
REVISION chemical equations. - Phase 1; Class discussion of the test. Decision making illustration
describe the methods Phase 2; Qsn and ans to cement facts. Communication
of preparing salts Phase 3; Individual writing of the corrections.

LESSON THREE describe Assumed knowledge; Pupils can define Problem solving HCl
neutralization and other methods of Critical thinking H2SO4
preparing salts Decision making Barium chloride
Practical Phase 1; Class writes down instructions. Communication Phenolphthalein
Phase 2; students perform practical in
groups.
Phase 3; Individual answering of questions.

WEEK TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

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ENDING CONTENT By the end of the
week learners should
be able to;
-define electrolysis Assumed knowledge; Pupils can describe Problem solving Periodic tables
-explain the terms how ionic compounds conduct electricty. Critical thinking Chalkboard for
electrolyte, electrode Phase 1; notes on definitions of electrolysis, Decision making illustration
electrode, electrolyte. Communication
Phase 2; notes on electrolysis of molten Psychomotor
ionic compounds
Phase 3; Qsn and ans to cement facts.

-write anoe and Assumed knowledge; Pupils can write half Problem solving Periodic tables
cathode half equations. Critical thinking Chalkboard for
equations for Phase 1; Class discussion of the homework. Decision making illustration
electrolysis of molten Phase 2; Qsn and ans to cement facts. Communication
ioni compounds Phase 3; Individual writing of the notes on Psychomotor
-deduce the order of reactivity series.
reactivity of elements

-deduce anode and Assumed knowledge; Pupils can define can Problem solving
cathode equations for aqeous solution Critical thinking Periodic tables
aqeous solutions Phase 1; notes and Class discussion on Decision making Chalkboard for
electrolysis of aqeous solutions. Communication illustration
Phase 2; Qsn and ans to cement facts. Psychomotor
Phase 3; Individual writing of the notes.

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WEEK TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE
ENDING CONTENT By the end of the
week learners should
be able to;
Problem solving
Critical thinking
Decision making
Communication
Psychomotor

Problem solving
Critical thinking
Decision making
Communication
Psychomotor

WEEK TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

ENDING CONTENT By the end of the
week learners should
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be able to;
-define oxidation and Assumed knowledge; Pupils can define can Problem solving Periodic tables
reduction in terms of oxidation and reduction Critical thinking Chalkboard for
electron transfer and Phase 1; notes and Class discussion on Decision making illustration
changes in oxidation other definitions of oxidation and Communication
number
reduction. Psychomotor
• identify oxidising and
Phase 2; Qsn and ans to cement facts.
reducing agents
Phase 3; Individual writing of the notes.

• identify the Assumed knowledge; Pupils can define a Problem solving Periodic tables
composition of a simple simple cell Critical thinking Chalkboard for
cell Phase 1; notes and Class discussion on Decision making illustration
• describe the electrode reactions in simple cell. Communication
electrode reactions in a
Phase 2; Qsn and ans to cement facts. Psychomotor
simple cell • describe
Phase 3; Individual writing of the notes on
the composition and
maintenance of a lead- lead –acid batteries
acid batteries

• describe the Assumed knowledge; Pupils can deduce Problem solving

electrolysis of acidified products of electrolysis of aqeous solutions Critical thinking
water
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 • identify the products Phase 1; notes and Class discussion on Decision making Periodic tables
of electrolysis of water electrolysis of acidified water. Communication Chalkboard for
and their uses Phase 2; Qsn and ans to cement facts. illustration
• deduce the formula of Phase 3; Individual writing of the notes on
water from the ratio of
products and uses
volumes of products

WEEK TOPIC/ OBJECTIVES METHODOLOGY COMPETENCE REFERENCE

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ENDING CONTENT By the end of the
week learners should
be able to;
Chemical  describe endothermic Assumed knowledge; Pupils can deduce Problem solving
energetics and exothermic examples from given definitions Critical thinking
Exorthermic reactions in terms of Phase 1; notes and Class discussion on Decision making Periodic tables
and bond formation and bond formation and bond breaking. Communication Chalkboard for
bond breakin illustration
endothermic Phase 2; Qsn and ans to cement facts.
g  differentiate
Phase 3; Individual writing of the notes on
between endothermic
and exothermic endothermic and exorthemic reactions
reactions

Profile draw energy profile Assumed knowledge; Pupils know Problem solving
diagrams diagrams to represent examples of endothermic and exothermic Critical thinking
endothermic and reactions Decision making Periodic tables
exothermic reactions Phase 1; notes and Class discussion on Communication Chalkboard for
 interpret energy
profile diagrams. illustration
profile diagrams
Phase 2; Qsn and ans to cement facts.
 Analysing energy
profile diagrams Phase 3; group analysis and discussion of
profile diagrams

Enthalpy  describe the concept Assumed knowledge; Pupils know Problem solving
change of enthalpy change examples of endothermic and exothermic Critical thinking
 determine reactions Decision making
experimentally enthalpy Phase 1; notes and Class discussion on Communication Periodic tables
change
enthalpy change. Chalkboard for
 calculate enthalpy
Phase 2; Qsn and ans to cement facts. illustration
changes using the q =
mc ∆T / VC∆T Phase 3; group analysis and discussion of
questions on enthalpy change

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 EVALUATIONS
GENERAL EVALUATIONS

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INDIVIDUAL EVALUATION

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