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AEO «Nazarbayev Intellectual Schools» Educational Program – NIS-Program

Chemistry

Course Plan

Grade 9

1

Version 5 April 2017

Contents

On language objectives....................................................................................................................2

Long-term plan................................................................................................................................4

9.1А Main classes of inorgani compounds....................................................................................10

9.1В Periodic system of chemical elements..................................................................................18

9.1С Structure of substance...........................................................................................................24

9.2А Dissolution and и растворы................................................................................................29

9.2В Inorganic analysis.................................................................................................................35

9.3A Metals and alloys..................................................................................................................45

9.3B Chemistry of elements of groups No 1, 2 and 13.................................................................51

9.3C Non-metals and their compounds (groupd No 16 and 17)....................................................56

9.3D Rate of chemical reactions....................................................................................................63

9.4A Chemistry of silicon – groupd No 14...................................................................................68

9.4B Chemicals in humand body...................................................................................................72

9.4C Radiochemistry.....................................................................................................................77

Lesson plan....................................................................................................................................82

On language objectivesBy teaching subjects in second or third language, Intellectual schools try to create the

environment which would provide for studying both the subject content and language. Each subject is defined by its specific style of speech called “academic language” of particular subject. Academic language is considered to be the key tool to study the subject content and to develop

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skills of thinking and working with subject concepts. Most learners studying in second or third language need some support during the whole learning process in order to master academic language and subject content. In the context of trilingual education, developing academic language in first language also requires constant focus, thus, that limited time provided for learning in first language should be used efficiently and usefully.

Language objectives are the important tool to master academic language. Learners’ understanding of what is expected from them depends on how clear the wording of language objectives is. Besides, language objectives will help teachers and learners to create, measure and maintain their motivation to learning. Subject-teachers maintaining constant double focus both on studying the subject content and on developing academic language are an example for learners and help them learn both these things.

In order to encourage the learning of academic language, teachers are suggested to include the following learning objectives in the curricula:

• focusing learners on academic language (for example, vocabulary containing terms and phrases required to achieve learning objectives of subject);

• providing working language during lessons required for working with subject concepts (for example, phrases required for group work, ability to ask questions, analyze situations, discuss/debate);

• previous study of and, first of all, previous use, in relevant contexts, of vocabulary including terms and phrases required to learn to use them correctly in the subject;

• learners’ use of all four language skills in different combinations (for example, reading-listening, reading-writing, reading-speaking, listening-writing, etc.) to achieve different objectives;

• involving learners in dialogues-discussions (for example, not accepting simple answers from learners and not asking questions which answers only demonstrate knowledge; encourage learners to use their knowledge for effective discussions, and providing rich vocabulary for learners to keep dialogues);

• developing learning skills specific to language (for example, selective listening, explaining, developing metalinguistic and metacognitive realizing, rephrasing and skills of dictionary use);

• encouraging critical thinking about language (for example, comparing languages, encouraging learners to use language more accurately, assessing their progressing in studying language);

• setting a language objective in the beginning of lesson and discussing the progress of achieving it in the end.

Example of language objective is presented in each unit of curriculum. Example of language objective also includes components of academic language which use and remembering learners should be focused on. They are presented under the following titles:

(1) vocabulary and terms specific to subject,

(2) set of useful phrases for dialogues/writing. If language is clear and understood by learners, it helps them to achieve both subject objectives and language objectives.

The following verbs can be used to create language objectives: analyze, sort out by categories, choose, classify, compare, link, collate, copy, create, criticize, define, describe, develop, assess, explain, make examples, suppose, identify, prove, negotiate, predict, produce, suggest alternative solutions, provide reasons about why is that, reconsider, restructure, rephrase,

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retell, reconsider, rewrite, role play, summarize, synthesize and write, use for different purposes, write definitions in own words, illustrate.

Despite that some language objectives can be considered as subject objectives, the process of separating content and language will help learners to keep double focus both on content and language. It will also help to balance learners’ attention paid both to answers/solutions and to processes used to find these answers/solutions. In particular, focusing on these processes provides for more accurate use of language and development of thinking.

During lessons of non-language subjects, most learning objectives will be focused on content but at least one objective should be focused on developing learners’ language.

Long-term plan

Grade: 9

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Unit of long-term plan

Topics/Content of unit of long-term plan

Learning objectives

Term 19.1 А Main classes of inorganic compounds(9 h)

Main classes of inorganic compounds

9.4.1.1 know the composition, classification and nomenclature of oxides, acids, bases, salts;

Oxides 9.4.1.2 know the main chemical properties of acidic, basic and amphoteric oxides;

Acids 9.4.1.3 investigate the main chemical properties of acids;

Bases 9.4.1.4 investigate the chemical properties of soluble and insoluble bases;

Salts 9.4.1.5 know the methods of producing salts;9.4.1.6 investigate the main chemical properties of salts;

Genetic relationships between different classes of inorganic compounds

9.4.1.7 explain the genetic relationships between the main classes of inorganic compounds;9.2.3.1 calculate the amount, mass, volume of substance by given amount, mass or volume of reactant or product;

9.1В Periodic system of chemical elements(6 h)

Structure of the Periodic system of chemical elements

9.2.1.1 know the distribution of the elements in the periodic table;9.2.1.2 explain the physical meaning behind an atomic number, group and period;

Periodical change of certain characteristics and properties of atoms of chemical elements

9.2.1.3 understand that elements of the same group have the same number of electrons on their outer shell;

9.2.1.4 explain the changing trends of properties of elements and their compounds in groups and periods;

9.1С Structure of substance(9 h)

Motion of electrons in atom

9.1.4.1 know the concepts of atomic orbital, electron cloud and energy sublevel;

9.1.4.2 make up electron and graphic formulas of the first 36 elements;9.1.4.3 identify how to make a complete outer shell of atom;9.1.4.4 understand the consequences of atoms and ions losing and gaining electrons;

Electronegativity. Covalent bonds

9.1.4.5 know the concept of the electronegativity9.1.4.6 explain the mechanism of covalent bond formation;

Ionic bonds 9.1.4.7 explain the mechanism of ionic bond formation;Metallic bonds 9.1.4.8 explain the metallic bond formation;

9.1.4.9 compare metallic bonds with ionic and covalent bonds;

Types of crystal lattices 9.1.4.10 know different types of crystal lattices;9.1.4.11 explain how physical properties of substances depend on their crystal lattices;

Term 2

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9.2A Dissolution and solutions(14 h)

Molar concentration

Solubility and insolubility of polar and non-polar solvents

9.3.4.1 understand the term ‘concentration’ of solution;9.3.4.2 calculate the molar concentration of solute in solution;

Electrolytic dissociation

9.3.4.3 understand the principle of substance solubility in different solvents;

Molar concentration 9.3.4.4 classify substances into electrolytes and non-electrolytes, strong and weak electrolytes9.3.4.5 understand the role of water in the dissociation process;

9.3.4.6 explain the process of electrolytic dissociation of substances having ionic and covalent polar bonds;9.3.4.7 know the substances which ionization result in formation of H+

(aqueous) and OH-(aqueous) ions;

9.3.4.8 understand the acidity as the presence of H+

( aqueous) ions in aqueous solution;

9.3.4.9 understand the basicity as the presence of OH-

( aqueous) ions in aqueous solution;Ion exchange reactions in solutions

9.3.4.10 make up equations of reactions in ionic form;

Strong and weak electrolytes

9.3.4.11 determine the medium of solution by рН value;9.3.4.12 understand the meaning of “strength of electrolyte” and distinguish it from the idea of “concentration”;

Hydrolysis of salts 9.3.4.13 identify the medium of solutions and make up equations of salt hydrolysis reactions;9.2.3.2 make calculations by chemical equations if the amount of one reactant is excessive;

9.2В Inorganic analysis(8 h)

Qualitative test of inorganic compounds

9.4.1.8 know and use the qualitative tests for hydrogen, carbon dioxide and water;9.4.1.9 identify cations of metals by the color of the flame: Li+, Na+, K+, Ca2+, Sr2+, Ba2+, Cu2+;9.4.1.10 know the qualitative tests for identifying cations of NH4

+,Ca2+, Аl3+, Zn2+, Mg2+, Cr3+, Ba2+, Cu2+,

Fe2+, Fe3+ .9.4.1.11 know the qualitative tests for chloride, bromide, iodide, sulfate, carbonate, phosphate, nitrate, and silicate ions;9.4.1.12 plan and practically conduct experiments focused on identifying cations and anions;9.4.1.13 plan and practically conduct experiments focused on identifying the composition of unknown substance;9.4.1.14 know that there are modern instrumental procedures of identifying substances (chromatography, mass spectrometry, IR spectrometry);

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9.4.1.15 know and understand how to apply chromatography to separate colored pigments;

Term 39.3А Metals and alloys(6 h)

Properties of metals 9.1.4.12 explain physical properties of metals depending on their type of bonds and crystal lattice;9.1.4.13 describe specific chemical properties of metals;

Alloys 9.1.4.14 conclude on advantages of alloys;9.1.4.15 know the composition, properties, and use of brass and bronze;

Cast iron. Steel 9.1.4.16 know the alloys of iron: cast iron and steel, and the percentage content of carbon in them;9.2.3.3 calculate the mass of substance by given mass of another substance containing certain mass of impurities;

Mining of metals and their use in Kazakhstan

9.1.4.17 know about the spread and mining of metals in Kazakhstan;

9.3В Elements of groups No 1, 2 and 13(8 h)

Alkali metals 9.2.1.5 know the chemical properties of metals of group 1: reactions of lithium, sodium, potassium with air oxygen and water;

Alkaline earth metals.

Aluminum

9.2.1.6 know the chemical properties of metals of group 2 and 13: burning of magnesium and calcium in air, their reactions with water and dilute acids;

9.2.1.7 make up equations of reactions between metals and chlorine;9.2.1.8 predict the properties of unknown elements of groups 1 and 2

9.3C Non-metals of groups 16 and 17 and their compounds(8 h)

Oxygen.Sulfur

9.2.1.9 define allotropic modifications of oxygen and sulfur;9.2.1.10 investigate the properties of oxygen and sulfur;

Halogens 9.2.1.11 know the chemical and physical properties of chlorine, bromine and iodine;

Changing trends of the properties in groups of the Periodic table

9.2.1.12 know the changing trends of the properties of the elements in a group;9.2.1.13 predict the properties of unknown non-metals of groups 16 and 17;9.2.3.4 calculate the mass content of product of reaction as compared to theoretically potential one;

9.3D Rate of chemical reactions(8 h)

Catalysts and inhibitors 9.3.2.1 know the difference between catalysts and reactants;9.3.2.2 understand how inhibitors work;

Homogeneous and heterogeneous catalysis

9.3.2.3 explain the catalysis process in view of the particle theory;9.3.2.4 plan an experiment with catalyst;

Impact of pressure on the rate of chemical reactions with gases

9.3.2.5 explain the impact of pressure on the rate of chemical reactions with gases;

Factors impacting on the rate of chemical reactions

9.3.2.6 summarize the impact of different factors on the rate of chemical reactions;

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Term 49.4A Chemistry of silicon – Group 14(9 h)

Structure and properties of silicon

9.2.1.14 know the electron structure of silicon atom9.2.1.15 explain how silicon can form different types of macromolecular structures;

9.2.1.16 know the structure, physical properties and use of silicon, silicon dioxide, and silicon carbide;

Silicon in the semiconductor industry

9.2.1.17 explain the semiconductor properties of silicon;

Use of silicon compounds

9.2.1.18 evaluate the importance of silicon and its compounds in the modern world;

9.4B Chemical substances in the human body(9 h)

Chemical composition of the human body

9.5.1.1 know the elements contained in the human body (О, С, Н, N, Ca, P, K, S, Cl, Mg, Fe);9.5.1.2 know the functions of proteins, fats, carbohydrates and vitamins;

Macro elements and micro elements

9.5.1.3 explain the importance of macro elements and micro elements for the human body;

Rational diet. Diet of Kazakhstani residents

9.5.1.4 describe a typical diet of Kazakhstani residents and make up a balanced diet;

Toxic metals 9.5.1.5 explain the impact of toxic metals on the human body;9.5.1.6 know the sources of toxic metal pollution;

9.4C Radiochemistry(9 h)

Nature and properties of alpha, beta, and gamma emitting

9.1.2.1 understand that nucleus becomes less stable with increasing number of protons;9.1.2.2 know the nature and the properties of the radioactive emission;

Radioactive decay 9.1.2.3 know and understand the consequences of the radioactive decay;9.1.2.4 understand that nuclear decay is a random process;9.1.2.5 model the radioactive decay process;

Half-life of a radioisotope

9.1.2.6 understand meaning of the term “half-life”;

Nuclear energy 9.1.2.7 understand that nuclear decay yields energy which is the efficient source of energy;

Nuclear industry in Kazakhstan

9.1.2.8 evaluate prospects of development of the nuclear power industry in Kazakhstan;9.1.2.9 explain the negative impact of the nuclear industry on the environment;

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Chemistry Secondary school Grade 99.1А Main classes of inorganic compounds

Suggested previous knowledgeAcids and alkali (6.2C)Water as solvent (6.2B)Simple chemical reactions (7.2A)Solutions and solubility (7.3C)Reversible reactions (8.3B)Mole (8.3C)Water (8.4C)Stoichiometric calculations (8.4A)ContextThis Unit provides for extending learners’ knowledge on the topic called “Main classes of inorganic compounds”. It explains the differences between alkalis and bases, and studies the ways of producing salts. This Unit’s topics serve the basis for learners’ understanding of oxidation and reduction reactions as well as a number of important aspects to be necessary in higher grades. Also, learners will gain some experience of planning and conducting experiments.Language objectives (for the subject) in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Language objective

Subject vocabulary and terms

Series of useful phrases for dialogues/writing

Learners need to:know the composition, classification and nomenclature of oxides, acids, bases, salts

Learners need to:use scientific terms in their oral and written answers

Acidic, basic, amphoteric oxides; salt-forming and non-salt-forming oxides; acidic, neutral and basic salts; alkali, insoluble bases, amphoteric bases.

Calcium oxide dissolves in water producing a substance of with the following composition….. .Aluminum oxide composition is presented with the following chemical formula ………….. .This oxide relates to ………… type of oxides.

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.ReviewThis Unit studies the difference between acidic, basic and amphoteric oxides. It also introduces the term “strength of electrolyte” supporting the material about concentrations from Unit 9.2 А. It clearly defines and explains the neutralization reaction. Learners are introduced to the concept of pH (full mathematical approach is not introduced until higher grades). Methods of preparing salts are also introduced here, including titration, and learners will have the opportunity to conduct these experiments in practice.

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Reference in the Subject Program

Learning objectives Suggested teaching activity Teacher’s notes Learning resources

9.4.1.1 know the composition, classification and nomenclature of oxides, acids, bases, salts

(G) Hand out to learners different cards with different formulas of acids, bases, salts and oxides written on them (five for each class). Ask learners to carefully look at them and try to classify them by class.(W) Ask learners to explain their suggested classification of substances. Then show them the correct version and work together to make up definitions of the following: oxides, acids, bases, alkali, salts, neutral salts, acidic salts, basic salts.(W) Explain to learners the following terms: “acidic”, “amphoteric”, “basic” oxides.(W) Work together to study the formulas of acids and classify them by their composition, by number of hydrogen atoms, by reaction intensity. Then focus learners on the nomenclature of acids.(I) (f ) Ask learners to study the material about classification, nomenclature and areas of use of soluble and insoluble bases. Conduct a discussion or oral quiz asking learners to answer some questions:- What are alkalis and why they are called so?- Which metals are contained in soluble bases?- Where are alkali used?Etc.(W) Work together to study the flowchart of classification of salts, nomenclature and make examples of their use.

(f ) Conduct different exercises to check learners’

Remind learners of the rules of working with acids and alkali. Tell them about the first aid and neutralization means in case acids and alkali contact with skin or eyes.It is necessary to wear goggles, laboratory coat and gloves when working with acids, alkali and toxic salts. Learners need to wash their hands after finishing experiments.It should be remembered that most salts are toxic and explosive substances, thus, learners should be introduced to the rules of working with them.

Vide:Classification of oxideshttps://www.youtube.com/watch?v=yFyXuO5a4Xg

Classification of inorganic acidshttps://www.youtube.com/watch?v=Tp6Bl2f7e14

Classification of bases https://www.youtube.com/watch?v=5Rq3r_Si1kUClassification of saltshttps://www.youtube.com/watch?v=V5CWOyV6CAASafety rules when working with acids and alkali: http://lektsii.org/8-19771.html

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http://lektsii.org/8-19771.html

https://www.youtube.com/watch?v=V5CWOyV6CAA

https://www.youtube.com/watch?v=V5CWOyV6CAA

https://www.youtube.com/watch?v=5Rq3r_Si1kU

https://www.youtube.com/watch?v=5Rq3r_Si1kU

https://www.youtube.com/watch?v=Tp6Bl2f7e14

https://www.youtube.com/watch?v=Tp6Bl2f7e14

https://www.youtube.com/watch?v=yFyXuO5a4Xg

https://www.youtube.com/watch?v=yFyXuO5a4Xg

9.4.1.2 know the main chemical properties of acidic, basic and amphoteric oxides;

9.4.1.3

knowledge of the nomenclature and classification of oxides.(Е) (G) Ask learners to conduct experiments focused on studying features of chemical properties of basic, acidic and amphoteric oxides. Learners need to make up a table of results based on their experiments.Experiments focused on studying features of chemical properties of acidic oxides: reaction of carbon dioxide with water, magnesium oxide, sodium hydroxide solution.of basic oxides: reaction of calcium oxide with water, hydrochloric acid solution and carbon dioxide.amphoteric oxides: reaction of aluminum oxide (or zinc oxide) with hydrochloric acid (or any other acid) and sodium hydroxide solution.(W) Ask higher order and lower order questions to make sure learners understood the difference between chemical properties of these oxides.

(E) (G) Ask learners to experimentally identify strong and weak acids using a universal indicator and colored scale (Make sure that prepared solutions have the same concentration and learners know about it).

(W) Discuss the results of this work with learners. Learners need to understand that not all acids have the same pH value.(Е) (G) Then, learners should study the common properties of acids by conducting the following experiments:

The experiments should be conducted in goggles and gloves. When using calcium oxide, its reaction activity should be considered; if sulfur dioxide is used as an acidic oxide – it is a toxic choking gas, thus, this experiment should be conducted in a fume cupboard; aluminum oxide powder causes the mucous membrane irritation of upper airways, mouth and eyes.

The following indicators can be used: phenolphthalein, methyl orange and litmus. The experiments should be conducted in goggles and gloves.

Online test with lots of activities related to the following topic: Oxideshttp://www.yaklass.ru/p/himija/8-9-klass/klassy-neorganicheskikh-veshchestv-14371/oksidy-13609Test work related to the following topic: Oxideshttps://kopilkaurokov.ru/himiya/uroki/provierochnaia-rabota-po-tiemie-oksidy

Chemical properties of oxides: http://www.kristallikov.net/page29.html

Properties of acids:http://www.kristallikov.net/page30.htmlVideo lesson called “Chemical properties of acids” https://www.youtube.com/watch?v=3FmYXpbo_oo

Application of acids:https://www.youtube.com/watch?v=qGvBREBhhC4

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https://www.youtube.com/watch?v=qGvBREBhhC4

https://www.youtube.com/watch?v=qGvBREBhhC4

https://www.youtube.com/watch?v=3FmYXpbo_oo

https://www.youtube.com/watch?v=3FmYXpbo_oo

http://www.kristallikov.net/page30.html




https://kopilkaurokov.ru/himiya/uroki/provierochnaia-rabota-po-tiemie-oksidy



http://www.yaklass.ru/p/himija/8-9-klass/klassy-neorganicheskikh-veshchestv-14371/oksidy-13609



investigate the main chemical properties of acids;

1. Reactions of acids with metals2. Reactions of Ме with acid solutions.3. Reactions of acids with basic oxides4. Reactions of acids with alkalis5. Reactions of acids with insoluble bases6. Reactions of acids with salts.

9.4.1.4 investigate the chemical properties of soluble and insoluble bases;

(W) (f) Ask learners to revise which bases are called soluble and which ones – insoluble. Learners should use mini-boards (or their exercise books) to make examples of names and formulas of insoluble bases and alkali.(Е) Suggest to learners conducting experiments focused on studying the chemical properties of sodium hydroxide and copper hydroxide (+2). They should study chemical properties of alkalis- change of indicator’s color;- reaction with acidic oxides;- neutralization reaction (alkali+strong acid);- reaction with с soluble salts (only when alkali reacts with soluble salt precipitating or producing gas);Chemical properties of insoluble bases:- reaction of bases with acids;- decomposition during heating.

(G) Learners may be provided with incomplete equations (take other bases) to practice their skills and abilities of recording chemical reactions.

Provide learners with a worksheet to conduct a laboratory work and peer-check other works.(f ) Present a sheet of answers on the screen to make sure learners correctly recorded their observations and chemical equations by means of peer-assessment of works.

Material about chemical properties of bases:http://allrefs.net/c26/3tvjh/p1/

http://alhimikov.net/elektronbuch/Page-19.htmlhttp://www.sev-chem.narod.ru/spravochnik/teoriya/base.htm

9.4.1.5 know the methods of producing salts;

(W, I) (f) Ask learners to write some chemical equations of different methods of producing salts. For this end, carefully think and make a list of reactants from which learners can choose and write equations of producing salts.

Before learners start planning their work, remind them of observing the safety rules and mandatory use of the individual protection means.

Material about methods of producing salts:http://www.yaklass.ru/p/himija/8-9-klass/klassy-neorganicheskikh-veshchestv-

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http://www.yaklass.ru/p/himija/8-9-klass/klassy-neorganicheskikh-veshchestv-14371/soli-15178/re-2146a5cc-5719-4b7f-b8e5-68ac28814105


http://www.sev-chem.narod.ru/spravochnik/teoriya/base.htm



http://alhimikov.net/elektronbuch/Page-19.html

http://alhimikov.net/elektronbuch/Page-19.html

http://allrefs.net/c26/3tvjh/p1/

(W) Discuss together with learners if their choice was correct.- neutralization reaction;- reaction of metals with non-metals;- reaction of metals with acids;- reaction of metals with salt solutions of other metals;- reaction of acids with basic oxides;- reaction of alkalis with acidic oxides;- reaction of basic and acidic oxides;- reaction of acids with salts;- reaction of bases with salts;- reaction of exchange between salts;- decomposition of salts.(Е) (G) Learners need to составить план по получению указанной в задании соли и выполнить экспериментальную часть и оформить работу в виде письменного отчета. В отчете они должны отразить цель работы, способы получения соли, оборудование и реактивы, необходимые правила ТБ, количества взятых реактивов, наблюдения, уравнения реакций и вывод.(W) Вспомните вместе с учащимися методы выделения веществ из реакционной смеси: фильтрование, выпаривание и кристаллизация.

Reaction of metals with solutions of other metals. Underline to learners that metal reacting with salt solution should be more reactive than metal contained in salt.Reaction of bases with salts. Only alkalis should be used for these reactions (soluble bases). These reactions result in production of another base and another salt. It is important that new base should not be alkali and not be able to react with produced salt.It is enough for learners to use at least three methods out of all presented above.It should be noted that the point is the production of neutral salts.

14371/soli-15178/re-2146a5cc-5719-4b7f-b8e5-68ac28814105Vide lesson about methods of producing neutral salts:https://www.youtube.com/watch?v=wssOhHH7wiI

Reactions reflecting production methods and properties of salts:http://www.hemi.nsu.ru/ucheb188.htm

9.4.1.6 investigate the main chemical properties of salts;

(W) (f ) Conduct a short quiz about the classification and types of salts using signal cards.(E) Suggest to learners conducting experiments focused on studying the chemical properties of neutral salts : Iron (2+) chloride + sodium hydroxideCalcium carbonate + nitric acid

Learners should wear gloves and goggles in this work. Both the properties and nomenclature of salts should be studied here. Learners need to correctly name neutral, acidic and basic salts.

Material about chemical properties of salts: https://ido.tsu.ru/schools/chem/data/res/neorg/uchpos/text/g1_4_14.htmlhttp://vsuet.ru/school-y-chemist/methodical/soli.htm

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http://vsuet.ru/school-y-chemist/methodical/soli.htm

http://vsuet.ru/school-y-chemist/methodical/soli.htm

https://ido.tsu.ru/schools/chem/data/res/neorg/uchpos/text/g1_4_14.html



http://www.hemi.nsu.ru/ucheb188.htm


https://www.youtube.com/watch?v=wssOhHH7wiI

https://www.youtube.com/watch?v=wssOhHH7wiI



Calcium chloride + sodium carbonateIron + copper (2+) chlorideDecomposition of calcium car(I) Ask learners to make up a table and record their observations, chemical equations, general flowcharts presenting chemical properties of salts.(W) Talk to learners and make sure their statements and conclusions are correct.(f ) (G) Suggest to learners answering the following questions:- What is the importance of salts in human life? List their practical use.Conduct an oral quiz to evaluate learners’ understanding of this question.- Which reactions can be used to produce copper (2+) sulfate? Write all possible chemical reactions.Learners should assess their work based on the provided assessment sheet.

Video lesson called “Chemical properties of salts”https://www.youtube.com/watch?v=OIPi657jhUk

9.4.1.7 explain the genetic relationships between the main classes of inorganic compounds;

(Е) Learners need to conduct the following practical work:“Genetic relationship between classes of inorganic compounds”This work should be done in pairs or groups.

Suggest to learners planning an experiment which reflects the genetic relationship.(f ) Ask learners to make up genetic rows for metal and non-metal.(W) (f ) Ask learners to explain the importance of knowledge about the genetic relationship between inorganic compound. They need to make the following conclusions:- simple substances can be used to produce complex

Provide learners with a test-tube holder and the following reactants:

1. Sodium hydroxide2. Copper (II) sulfate3. Magnesium chloride4. Zinc5. Aluminum6. Magnesium7. Hydrochloric acid8. Barium chloride

Material about the genetic relationships between inorganic compounds:http://studopedia.ru/4_177058_vopros--geneticheskie-svyazi-mezhdu-osnovnimi-klassami-neorganicheskih-soedineniy.html

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http://studopedia.ru/4_177058_vopros--geneticheskie-svyazi-mezhdu-osnovnimi-klassami-neorganicheskih-soedineniy.html



https://www.youtube.com/watch?v=OIPi657jhUk

https://www.youtube.com/watch?v=OIPi657jhUk

ones;- compounds of one class can be used to produce compounds of another class.

9.2.3.1 calculate the amount, mass, volume of substance by given amount, mass or volume of reactant or product;

(f ) (G) Organize a group work. Ask learners to make up formulas of oxide, base, acid, salt. Then, learners need to suggest methods of producing these substances. Continue to complicate the tasks: learners need to make up problems focused on finding mass of reaction product by given volume, mass, amount of initial substance.Provide examples of problems for simultaneous and sequential reactions.

Revise together with learners how to solve problems using amount of substance based on chemical equation.

Solutions of some problems:https://docs.google.com/document/d/1EsCcHQ0fH-KFjrnnRyl9bQ3wxaKTmZuS5fDPMbGj3N4/edit

Calculations of mass, amount of substance or volume by given mass, amount of substance or volume of one of initial substances or products of reactions:http://qps.ru/5sxn7

Note: Laboratory work represents a potential risk for the staff and learners. NIS is responsible for the determination and use of the safety measures. Information about the safety measures is presented schematically and may be incomplete. Neither CIE nor consultants of the program are responsible for the consequences in case of violations of the safety measures. G = group work I = individual workE = learner’s experiment D = teacher’s demonstrationf = support of forming assessment = advice on safety precautions

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http://qps.ru/5sxn7

https://docs.google.com/document/d/1EsCcHQ0fH-KFjrnnRyl9bQ3wxaKTmZuS5fDPMbGj3N4/edit



Chemistry Secondary school Grade 99.1В Periodic system of chemical elements

Suggested previous knowledgePosition of electrons in atoms (8.1А.)Reactivity series (8.2.А)This Unit extends learners’ understanding of the importance of the Periodic table and of the main principles of chemistry presented in the previously studied materials. It studies the properties of elements and their compounds in view of the electron structure as well as position of that element in the Periodic table. These knowledge serve the basis for learners’ understanding of the systematic inorganic chemistry presented in the next Units.Language objectives (for the subject) in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Language objective

Subject vocabulary and terms Series of useful phrases for dialogues/writing

Learners need to:understand that elements of the same group have the same number of electrons on their outer shell;

Learners need to be able:explain why elements join in certain groups

Periodic table, elements, electrons, outer shell, outer electrons, structure, group

If an element has three electrons on its outer shell, it is located in group No …………..Element Х can be in the first group if ……………… .Number of elements having two electrons on their outer shells is …………….. .

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.ReviewLearners revise certain general basic knowledge about the structure of the Periodic table, position of elements in it and their electron structure. They continue to extend their knowledge about the structure of the table and changing trends of the properties of elements’ compounds coming up with general rules and concepts.

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9.2.1.1 know the distribution of the elements in the Periodic table;

9.2.1.2 explain the physical meaning behind an atomic number, group and period

(W) (I) (f) Hand out to learners the following: “skeleton” Periodic table, colored pencils or markers. Ask them to write periods and groups, Me and non-Me symbols, write numbers of groups, atomic numbers of chemical elements, etc. (see reference on the right).Ask them to write areas containing metals, non-metals, solids, liquids and gases, etc.

(W) Explain to learners that substituting atomic mass with nuclear charge was the first step of revealing the physical meaning of the periodic law.Work together with learners to discuss the physical meaning of the term “Atomic number”. Use different lower order and higher order questions. For example: How do you understand the term "Atomic number”? What does it mean? What is the atomic number of hydrogen, calcium, sulfur, chlorine, etc. How do you calculate the number of protons and electrons of atom of phosphorus, iron, zinc, etc.?(W) Discuss the issue of the number of group and period in view of the atomic structure. Learners need to understand that the number of period in view of the atomic structure means the number of energy levels or electron

They need to state each element in the table. Make sure each learner conducts this laboratory work.

Physical meaning of atomic number of Z element in the Periodic system of elements was determined in the Rutherford’s nuclear model of atom: Z coincides with a number of positive elementary charges in a nucleus which increase by one when passing from a previous element to a next one.

Useful tables can be found here:http://www.nclark.net/KnowPeriodicTable.htm

Song about elements - Animation:http://www.privatehand.com/flash/elements.html

Brochure about chemical elements:http://www.nclark.net/ElementBrochure.htmlOther useful and interesting ideas:http://www.nclark.net/PeriodicTable

Physical meaning of the periodic trends:http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch1_3.html

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http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch1_3.html



http://www.nclark.net/PeriodicTable

http://www.nclark.net/PeriodicTable

http://www.nclark.net/ElementBrochure.html

http://www.nclark.net/ElementBrochure.html

http://www.privatehand.com/flash/elements.html

http://www.privatehand.com/flash/elements.html

http://www.nclark.net/KnowPeriodicTable.htm

http://www.nclark.net/KnowPeriodicTable.htm

9.2.1.3 understand that elements of the same group have the same number of electrons on their outer shell;

shells. As for the number of group, it means the number of electrons on the outer shell.(W) Hand out copies of the Periodic table with the stated electron configurations of atoms to learners and ask them to look at electrons on the outer shell of each element.(W) (f ) Ask them what trend they see. Learners should see that the number of electrons on the outer shell of certain element equals to the number of group where that element is.(W) Ask learners to use yellow color to highlight the groups No 1-2 in the table and sign them up as s-block.Groups No 3-12 should be highlighted with green color and called d-block.Groups No 3-12 should be highlighted with violet color and called p-block.Lanthanides should be highlighted with blue color whereas actinides with red. Sign them up as f-block.(G, W) You may organize a “brain storm” with chemical elements. Relocate the groups of the Periodic table and ask them to fill in the cells of elements with names they were “storming”. Ask them about the number of electrons those elements have on their outer shell.(f ) Ask them what information they obtained based on the number of electrons.(W) Remind learners that chemical properties of elements and their compounds directly depend on the atomic structure. Elements of

The table should be extended

(G) Your laboratory may be decorated with posters. Help learners understand that electrons on the outer shell signify the number of bonds that certain element can make. Also, tell them that valence electrons are electrons located on the outer (valence) shell of atom. Valence electrons defined the behavior of chemical elements in chemical reactions.

(f) (I) If there is enough time, you may suggest to learners writing a story about their favorite element.

The Periodic trends and the Periodic system:http://maratakm.narod.ru/index3.files/Page544.htm

Basic information about the atomic structure:http://him.1september.ru/

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http://him.1september.ru/article.php?ID=200800603

http://maratakm.narod.ru/index3.files/Page544.htm

http://maratakm.narod.ru/index3.files/Page544.htm

https://distant-lessons.ru/ximiya/periodicheskaya-sistema-elementov

9.2.1.4 explain the changing trends of properties of elements and their compounds in groups and periods

the same group have similar electron structure. There is no difference in the filling of the outer energy level with electrons.(I) или (G) Ask learners to discuss the following questions based on the sixth group (subgroup of oxygen):- How does the atomic radius change down the group?- Does the attraction of electrons to atomic nucleus increase or decrease?- Does the ability of atom lose electrons increase or decrease?- In which case, element has metal properties?

(I) (f ) Ask learners to develop the rules of change of chemical properties of elements and their compounds in groups.

(W) (G) or (I) Suggest to learners using the elements of the second period(Li-Ne) to answer the following questions about the change of chemical properties of elements and their compounds in periods:- How do the atomic radiuses change in the period?- What happens to electrons of the last energy level?(W) Learners also need to the rules of change of chemical properties of elements in periods.

(G) or (I) Ask learners to identify “the King

Make sure that all learners correctly understand the followingMetal properties of elements increase down their groups whereas basic properties of their compounds increase

It should be noted that the term “electronegativity” is not introduced in this Unit. It will appear in the Unit called “Chemical bond”.Make sure that all learners correctly understand the following:Non-metal properties of elements and acidic properties of their compounds increase in periods from left to right.

It should look as follows:

article.php?ID=200800603

Trends in the Periodic tablehttp://serc.carleton.edu/sp/mnstep/activities/19801.html

Changing trends of chemical properties of elements and

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http://serc.carleton.edu/sp/mnstep/activities/19801.html

http://serc.carleton.edu/sp/mnstep/activities/19801.html


of Non-metals” and “the Kind of Metals” and explain their choice.(W) Underline to learners there are also elements which make up so-called amphoteric compounds. They have both metal and non-metal properties.Ask learners to copy them in their exercise books: Zn, Cr, Al, Sn, Pb, Mn, Fe, Be.(f ) Ask learners to make captions in the copies of tables in form of arrows showing trends of: а) oxidation and non-metal properties in periods; б) reduction and metal properties in periods; в) reduction and metal properties in groups. Then, conclude the following:Properties of elements and their compounds gradually and regularly from metal properties to non-metal with the increasing charge of atomic nucleus which is due to the increasing number of electrons on the outer shell.

(f ) (I) Conduct a check-test of this topic in form of different types of active forms of learning and differentiation of activities.

compounds:https://distant-lessons.ru/ximiya/zakonomernosti-izmeneniya-ximicheskix-svojstv-elementov-i-ix-soedinenij

Explanation of the structure of the Periodic table of chemical elements: http://prosto-o-slognom.ru/chimia/09_Periodicheskaya_tablitsa.html

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http://prosto-o-slognom.ru/chimia/09_Periodicheskaya_tablitsa.html



https://distant-lessons.ru/ximiya/zakonomernosti-izmeneniya-ximicheskix-svojstv-elementov-i-ix-soedinenij




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Chemistry Secondary school Grade 99.1С Structure of substance

Suggested previous knowledgeAll topics about the atomic structure are studied here, particularly:Behavior of electrons in atoms (8.2A)Formulas and chemical equations (8.3A)ContextThis Unit studies the atomic structure, behavior of electrons in atoms and impact of this on the structure and type of bonds of elements and compounds. Understanding of these topics will help learners to study the following Units and better understand the subject. It also includes some information about magnetic fields and electric charge from physics.Language objectives for chemistry in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Language objective Subject vocabulary and terms Series of useful phrases for dialogues/writing

Learners are able to:make up electron and graphic formulas of the first 36 elements

Learners are able to:Explain the principle of making up electron and graphic formulas of the first 36 elements.

Atom, electron, valence electron, atomic orbital, valence electrons.

Number of electron shells for atom of any chemical element is determined by ………….Valence electrons are called ……….Graphic formula is presented by …….

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.

ReviewLearners revise the topic about electrons, atomic structure, motion electrons in atom, rules and principles underpinning the atomic structure theory. It will help them understand the formation of ionic and covalent bonds as well as general properties specific to these types of structures. Note: s,p,d,f-orbitals and hybridization of orbitals are not studied until higher grades.

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Reference in the Subject Program е


9.1.4.1 know the concepts of atomic orbital, energy level and energy sublevel .

9.1.4.2 make up electron and graphic formulas of the first 36 elements;

(W) Start the lesson by telling that atoms of elements have a very complex structure and each atom is defined by an aggregation of certain atoms. Ask learners to answer some questions:- What does atom contain and what does it have?- What is the charge and mass of subatomic particles?- What are nucleons? (W) Explain the term “atomic orbital” (AO) as an area of the most probable habitat of electron in atom. Show them pictures of what an orbital can be.(W) Explain that energy which an atomic electron has in certain stationary conditions makes up an “energy level”.Explain the term “energy sublevels” as sublevels made of orbitals and electrons with the same energy.(W) Learners need to record the table in their exercise books which they will use to make up graphic formulas for the first 36 elements.Energy sublevels (ES)Type of energy sublevel

Number of atomic orbitals

Symbol of atomic orbital

Number of electrons

s - sublevel1 s –АО 2

p – sublevel3 p – АО 6

d – sublevel5 d – АО 10

f – sublevel7 f – АО 14

(f ) (I) Ask learners to make up the electron formulas of several

Underline to learners that nucleus occupies a very small part of the total volume of atom. However, almost the whole mass of atom is in its nucleus, thus, the density of nucleus is extremely high. Only forms of orbitals should be demonstrated, they should not be studied in terms of types of formation.

Material about the structure of atoms.http://www.alhimik.ru/teleclass/glava2/gl-2-6.shtml



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http://www.alhimik.ru/teleclass/glava2/gl-2-6.shtml





atoms of different first 36 chemical elements.(W) Then, use these made-up formulas to explain the principle of making up graphic formulas.

Electron formulas of atoms of elements:http://studopedia.ru/17_109988_polnie-elektronnie-formuli-atomov-elementov.html

9.1.4.3 identify how to make a complete outer shell of atom;

9.1.4.4 understand the consequences of atoms and ions losing and gaining electrons;

9.1.4.5 know the concept of the electronegativity

(W) (G) Ask learners to discuss the following questions: How is chemical bond produced in substances? Which particles participate in the formation of bonds? How is atom stabilized?(f ) Ask learners to explain the discussed questions and evaluate if learners’ answers are correct.(W) Explain the features of the “octet rule” to learners. Ask learners to record this rule in their exercise books.(f ) (G) Ask learners to make up flowcharts presenting atoms of metals and non-metals transforming into stabilized particles.

11Na (sodium metal: 1s2 2s2 2p6 3s1) - e- = 11Na+ (ion of sodium: 1s2 2s 2 2p 6 - octet)

9F(fluorine gas: 1s2 2s2 2p5) + e- = 9F- (ion of fluorine: 1s2 2s 2 2p 6 - octet)(f ) (I) Ask learners to explain the consequences of gaining or losing electrons by atoms.(W) Remind learners of the followingMetals – elements which atoms are able to lose electrons.Non-metals - elements which atoms are able to gain electrons .

Ask learners to record the process of gaining and losing electrons between atom of sodium and oxygen. Then ask them what

Make sure that all learners understand that the completeness or incompleteness of outer shells of atoms allows for evaluating most chemical properties of elements. Remember to underline that only in case a complete shell can contain 2 electrons and not 8. Noble helium gas (atomic number 2) has a complete outer shell containing 2 electrons (1s2).

Theoretical explanation of the “octet rule”:http://www.hemi.nsu.ru/ucheb126.htm

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http://studopedia.ru/17_109988_polnie-elektronnie-formuli-atomov-elementov.html





9.1.4.6 explain the mechanism of covalent bond formation;

9.1.4.7 explain the mechanism of ionic bond formation;

happens if atoms of two non-metals react? For example, atoms of sulfur and oxygen

Introduce the term electronegativity (EO) as the ability of atom to attract valence electrons of other atoms.

(W) Introduce the idea of “dot-and-cross” diagrams. Explain the feature of the formation of covalent non-polar bond, then, polar bond.(I(f ) Make examples of different formulas of substances with this type of bond and ask them to make up “dot-and-cross” diagrams.

(W) Suggest to learners drawing a “dot-and-cross” diagram for sodium chloride. Discuss the issues of difference between the formation of ionic bond and covalent bond.

(f ) ) Ask learners to explain the mechanism of formation of ionic bond and to make own examples gradually complicating them.

Use mini-boards to provide learners with more complex structures.

Use mini-boards to evaluate the level of learners’ knowledge.

Material about the electronegativity: http://www.yaklass.ru/p/himija/8-9-klass/stroenie-veshchestva-18844/elektrootritcatelnost-khimicheskikh-elementov-18845/re-d48636e5-fc98-49bc-aa70-ca5a271dce44

Formation of bonds:https://www.youtube.com/watch?v=LkAykOv1foc

Material about the ionic bond:http://www.alhimik.ru/stroenie/gl_7.htmlhttps://www.youtube.com/watch?v=zpaHPXVR8WU

9.1.4.8 explain the metallic bond formation

(W) Describe and demonstrate the models of metal structures. Remind of the motion of free electrons. Discuss the properties of metals in relation to the structure.

Learners need to conclude that the metal bond is similar to the ionic bond

Metal bond and its properties:http://studopedia.ru/

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http://studopedia.ru/4_52835_metallicheskaya-svyaz-svoystva-metallicheskoy-svyazi.html

https://www.youtube.com/watch?v=zpaHPXVR8WU



http://www.alhimik.ru/stroenie/gl_7.html

http://www.alhimik.ru/stroenie/gl_7.html

https://www.youtube.com/watch?v=LkAykOv1foc



http://www.yaklass.ru/p/himija/8-9-klass/stroenie-veshchestva-18844/elektrootritcatelnost-khimicheskikh-elementov-18845/re-d48636e5-fc98-49bc-aa70-ca5a271dce44





9.1.4.9 compare metallic bonds with ionic and covalent bonds

(I) (f) Learners should make up a comparative table of types of bonds of compounds and their specific properties.

and covalent bond but, at the same time, has significant differences.

4_52835_metallicheskaya-svyaz-svoystva-metallicheskoy-svyazi.htmhttp://abouthist.net/mezhmolekulyarnoe-vzaimodejstvie/metallicheskaya-svyaz.html

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http://abouthist.net/mezhmolekulyarnoe-vzaimodejstvie/metallicheskaya-svyaz.html







9.1.4.10 know different types of crystal lattices (CP)

9.1.4.11 explain how physical properties of substances depend on their crystal lattices

(W) (f) Revise the ionic bond. Explain how it provides for the formation of ionic lattice using models to demonstrate it. Make sure that learners understand that for ionic compound we use a formula representing a ratio of ions in a compound. Explain the strength of ionic bond and properties of a compound result from it.

(W) (D or (E) Explain how covalent bonds provide for molecular structures and discrete particles (molecules), and that formula is the exact indicator of the number of atoms in a molecule. Use models to build molecules. Discuss the specific properties of molecular compounds in relation to the structure.(W) Tell learners that macromolecular structures of elements located near the middle of the Periodic table produce a lot of covalent compounds. Describe and demonstrate models of macromolecular compounds (diamond, graphite). Discuss the properties of macromolecular compounds in relation to the structure.

Boiling point and melting point, density, solubility in water, simple geometric crystalline forms, etc.Make sure that learners understand the topic of covalent bond and strength of covalent bond. It would be even better if learners can build themselves. Here, it is suggested to focus on allotropic modifications of carbon. Cubic and hexagon dense package is not required. Group work with posters.

Types of crystal lattice: http://school.slovarik.org/himiya-4/data-id7580

Video lesson called “Types of crystal lattice and properties of substances”:https://www.youtube.com/watch?v=NpBpWmsJz_w


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https://www.youtube.com/watch?v=NpBpWmsJz_w



http://school.slovarik.org/himiya-4/data-id7580

http://school.slovarik.org/himiya-4/data-id7580

Term 2Chemistry Secondary school Grade 9

9.2А Dissolution and solutionsSuggested previous knowledgeSimple chemical reactions (7.2В)Solutions and solubility (7.3C)Reactivity series (8.2А )Water (8.4В)ContextThis Unit studies such issues as methods of presenting the concentration of solutions, principle of substance solubility, dissociation process in aqueous solutions. All these issues are studied based on the composition and structure of substance. This Unit precedes the next Unit called (9.2 В) “Inorganic analysis”.Language objectives (for the subject) in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject


Learners need to:

9.3.4.3 understand the principle of substance solubility in different solvents

Learners need to:

be able to make oral and written summarizing about the solubility of substances in different solvents based on the type of bonds in substances

compounds, solvents, substances, type of bond, solubility, dissolve, soluble and insoluble, ionic, covalent, in general, majority, some

X dissolves in Y whereas Z does not dissolveWhy X produces/does not produce Y?As a rule/in general/some X dissolve in YIonic substances do not dissolve in X because the Rule says that…

See “On language objectives” section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.ReviewThis Unit uses previous knowledge about moles and type of bond to develop the idea of chemistry of solutions. The Unit starts by explaining the terms “dilute and concentrated solution” and smoothly moves to the term of molarity as a method of presenting the concentration. Then, learners are introduced to

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the very important idea of dissociating substances when dissolved in water. Here learners learn to write ionic equations to prepare for the next unit.



9.3.4.1 understand the term ‘concentration’ of solution;

9.3.4.2 calculate the molar concentration of solute in solution;

(W) Discuss with learners which orange juice they like: weak or strong. Explain that the terms “weak” and “strong” are used in chemistry for different purposes, and they should use the term “concentrated and dilute solution”.(W) (f) Ask learners what methods of presenting the quantitative composition of solution they know. Explain the term “concentration” and that the molar concentration (mole/dm3) is best used to present the composition of solution. Define one mole solution as a solution containing one mole of substance dissolved in 1 dm3 of solution.(D) Demonstrate the solution of one mole of appropriate substance in 1 dm3 of water. Demonstrate that the final volume of the solution is not 1 dm3.(G) (f) Ask learners to calculate the mass of substance required to prepare 1 dm3 of solution. Consolidate this skill using examples of other volumes and other concentrations.Show to learners how to prepare a solution with the given molar concentration. In the practical work, learners work individually to prepare solutions of different molar concentration.

Revise together with learners different methods of presenting concentrations. Teacher may include calculation problems about mixing, diluting, concentrating solutions using both mass content of a solute and the molar concentration of solutions. It is also suggested to use problems where learners need to transfer one method of concentration into another. Learners may use the “cross” rule in their calculations.It is important to use problems about crystalline hydrates: finding the amount of water, metal, formulas of crystalline hydrate.For consolidation of previous material, suggest to learners different mixed problems using chemical equations with solutions of substances of different molar concentration of solution and different mass content of solute. Choose a cheap and safe substance. Accurateness of chosen

Identification of concentration of solution:http://www.hometrainingtools.com/making-chemical-solutions-science-teaching-tip/a/1102/

Interactive resources:http://www.wellesley.edu/Biology/Concepts/Html/molarsolutions.html

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method depends on group’s ability.9.3.4.3 understand the principle of substance dissolution in different solvents;9.3.4.5 understand the role of water in the dissociation process;

9.3.4.4 classify substances into electrolytes and non-electrolytes, strong and weak electrolytes

9.3.4.6 explain the process of electrolytic dissociation of

(E) Let learners conduct an experiment focused on studying the solubility of different substances in different solvents. Ask them to use their findings to formulate the solubility principle: “Like dissolves like”.(W) Remind learners of unusual properties of water (Unit 8.4 С). Explain to learners that ionic compounds dissolve in water to decompose into ions. It is because water fosters this process.Discuss the spatial (dipole) structure of molecule of water, valence angle, presence of lone-electron pair.

Provide learners with the following terms: dissociation, extent of dissociation, electrolytes and non-electrolytes, weak and strong electrolytes – based on findings of the experiment focused on studying the electric conductivity of substances and their solutions.Suggest to learners making examples of weak and strong electrolytes using the “Classification of electrolytes” table and explaining their answer.For holistic understanding of the mechanism of electrolytic dissociation of substances with covalent polar bond, it is necessary to explain

Provide a wide selection of substances and solvents. Learners need to see that ionic substances dissolve in water whereas substances with non-polar and weak polar bond – in organic solvents. It is necessary to understand that some substances do not completely dissolve. It is necessary to distinguish between a simple dissolution and reaction. It is important for learners to see organic compounds dissolving in organic solvents. Most of them are toxic and easily flammable, choice of appropriate substance should be made with care. It is necessary to protect eyes.Do not study in detail the chemistry of hydrogen compounds and resistance to the solubility of ions: these topics are studied in higher grades. For additional lessons, you can study the topic of electrolyte. Use problem issues and tasks for learners’ deeper understanding of the mechanism of electrolytic

Impact of certain factors on the solubility of substances:https://www.calc.ru/Zavisimost-Rastvorimosti-Ot-Prirody-Rastvoritelya-Temperatur.html

http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch1_6-1.htmlDissociation of water and pHhttp://all-about-water.ru/dissociation.phphttp://qps.ru/1Ng2GElectrolytic dissociation:http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch1_6-3.html

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http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch1_6-3.html



http://qps.ru/1Ng2G

http://all-about-water.ru/dissociation.php

http://all-about-water.ru/dissociation.php




https://www.calc.ru/Zavisimost-Rastvorimosti-Ot-Prirody-Rastvoritelya-Temperatur.html





substances having ionic and covalent polar bonds;

the process of donor-acceptor reaction of substances with water ( HCL, H2SO4, HNO3 и т.д.), and to introduce the idea of hydroxonium ion Н3О+

When discussing the mechanism of electrolytic dissociation of substances with ionic bond, focus learners on the formation of hydrated ions, and they are not presented in the dissociation equations.

dissociation:Why molecules of water, namely oxygen atom, cannot be acceptors of electrons in this process?In what cases can it be acceptor?

Can the ion Н4О2+ be formed? Explain your answer.

9.3.4.10 be able to make up equations of reactions in ionic form

9.3.4.7 know the substances which

(GorI) Underline to learners that most studied chemical reactions (learners' experience) happen in solutions. Ask learners to write a balanced equation of any exchange reaction. Ask them what happens to compound-electrolyte when it dissolves in water. They need to write a complete equation presenting how ions are formed when electrolytes dissociate in water. Then, ask them to simplify the equation by moving “visible” ions (those which remain unchanged on the other side of the equation), i.e. make up a brief ionic equation.(E) Learners should practically conduct a reaction between the pair of solutions and record complete and brief ionic equations for this reaction.Work together with learners to conclude in which cases ionic exchange reactions proceeds

2NaCl + Pb(NO3)2 = PbCl2 + 2NaNO3

2Na+ + 2Cl- +Pb2+ + 2NO3- = PbCl2

+ 2Na+ + 2NO3-

Pb2+ + 2Cl- = PbCl2

At this stage, the symbols ( (solid), (liq), (gas), (aqueous) should be introduced as additional in the identification process of “visible” ions”.

Learners need to be completely involved in the process of making up molecular and ionic equations.Prepare cards presenting brief equations. Learners need to be able to find molecular equations to existing ionic ones.Learners need to be able to write

Video of ionic equations:http://www.youtube.com/watch?v=BQFykq21T0E

http://dwb4.unl.edu/chemistry/dochem/DoChem063.html

https://www.flinnsci.com/store/Scripts/prodView.asp?

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ionization result in formation of H+

(aqueous) and OH-

(aqueous) ions;

9.3.4.8 understand the acidity as the presence of H+

( aqueous) ions in aqueous solution;9.3.4.9 understand the basicity as the presence of OH-

( aqueous) ions in aqueous solution

to completion:production of precipitation or slightly soluble substancegas yieldingproduction of weak electrolyte, for example, water.Explain to learners that brief ionic equations represent ionic reactions of exchange as it contains only those ions and molecules which interaction results in proceeding a reaction to its completion.(W, I) Move on to acids and alkalis, and write the equation of their dissociation in water. Ask learners what all acids-electrolytes have in common. Ask the same about alkalis-electrolytes?Learners should individually conclude that common properties of acids are defined by ions H+

(aqueous) or Н3О+ , whereas common properties of alkalis are defined by ions OH-

(aqueous).It is suggested to revise chemical properties of main classes of inorganic compounds, and use previous knowledge about electrolytes and non-electrolytes, as well as focus on correctly writing both molecular and ionic equations.It is suggested to use grades 7-8 knowledge to deepen the concept of pH solutions, and use the hydrogen indicator value in human practice activity to deepen the concept of pH scale. It is

equations of stepwise dissociation of polybasic (polyatomic?) acids, note the anions of acidic residues ( SO4

2-, HSO4 -, CO3

2-, HCO3 -,

PO4 3-, HPO4

2-, H2PO4 -)

Underline to learners that salts can be divided into 4 groups by composition. Learners need to know all strong acids and bases, and, when writing hydrolysis equations, clearly identify which base and which acid is used to form a certain salt. When working with

idproduct=16495&noList=1

Presentation on the chemistry topic: “Hydrogen indicator”»rushkolnik.ru/docs/51/index-... копия

Hydrolysis of saltshttps://rutube.ru/video/a9f9158d39491b47f10ddaa835c8eef8/

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9.3.4.11 determine the medium of solution by рН value;

9.3.4.12 understand the meaning of “strength of electrolyte” and distinguish it from the idea of “concentration”;

9.3.4.13 identify the medium of solutions and make up equations of salt hydrolysis reactions;

also suggested to introduce the pH formula not for calculations but for learners to understand the relation between pH and the concentration of hydrogen and hydroxide ions. The following formula can also be introduced: рН +рОН=14.Suggest to learners different tasks focused on the classification of substances by the strength of electrolyte (strong, weak, introduce the idea of dissociation extent), focus them on weak and strong acids and bases. They should clearly understand and be able to explain the reason for different strength of electrolytes using their knowledge about the structure of substances, types of bond. Then, ask learners to explain the difference between concentrated and diluted solutions,Next stage of learning – comparing the following terms: strong acid (base) and concentrated solution of acid (base), as well as weak acid (base) and dilute solution of acid (base) on specific examples.Set a problem situation in form of experimental task: solutions of the following substances are given: Na2CO3, HCL, NaOH, How can they be experimentally differentiated by an indicator?Learners need to conclude that alkali medium is shown by both alkalis and some salts. The same conclusion should be made about acidic medium of solutions.

the table of solubility, learners need to understand why there is a dash opposite to certain salts. Those are salts which are completely subject to the hydrolysis.Suggest the following tasks: Hydrolysis of which salts is defined as follows?а) Е2- + Н2О→НЕ- + ОН-

в) Х3+ + Н2О→ХОН2+ + Н+

Support your answer with ionic and molecular equations of hydrolysis

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Define the terms “hydrolysis” as well as the algorithm of making up equations of hydrolysis of salts.f) (W, I) Use cards to revise and consolidate these tasks.


9.2В Inorganic analysisSuggested previous knowledgeSimple chemical reactions (7.2В)Carbon and its compounds (8.4А)Reactivity series (8.2А )Comparing the reactivity of metals (8.1В)Water (8.4В)ContextThis Unit unifies different qualitative reactions for substances (ions) studied before and extends learners’ knowledge and practical skills of identifying substances. This Unit revises and studies a wide range of main chemical terms. It is suggested to visit a working analytical laboratory (for example, in a university or at a water-supply plant).Language objectives (for the subject) in this unit

Example of language objective of using relevant academic language for learners is presented below.

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Learning objective for the subject


Learners are able to:9.4.1.9 identify cations of metals by the color of the flame: Li+, Na+, K+, Ca2+, Sr2+, Ba2+, Cu2+;

Learners are able to:describe stages of the flame color experiment, correctly pronounce the terms of this topic.

colored flame, metals, solutions of metals, wire, compound, lithium, sodium, potassium, rubidium, calcium, strontium, barium, copper, solution, dark/light blue,

test, limit, produce, yield, dip

Solution Х colored the flame (color)Solution Х yielded the flame (color)What is the color of the solution? What color did the solution turned into?Strontium colored the flame (color)Potassium “ “ “ “ “Sodium “ “ “ “ “First, dip the wire in the solution, then…

See “On language objectives” the section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.Review

This Unit revises the tests for hydrogen, oxygen, carbon dioxide and water which were studied before. This Unit teaches learners to conduct simple reactions where flame is colored by ions of metals and reactions with anions (halides, sulfates, nitrates), introduces the idea of the systematic analysis.

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9.4.1.8 know and use the qualitative tests for hydrogen, carbon dioxide and water ;

(W, D, E) (f) Revise together with learners the tests for hydrogen, oxygen, carbon dioxide and water. Demonstrate these tests (or it would be better if you let learners conduct them).

In this activity, learners need to:- suggest ideas related to projecting a safe and efficient experiment- identify potential risks for safe work with required chemical equipment and substances;- make a decision about equipment to be used in the investigation;- conduct investigation using all sense organs and relevant equipment;- choose a relevant method to present the findings;- write a simple report about the experiment, including the method, equipment, findings and conclusion;

Granulated zinc, hydrochloric acid solution, sodium, phenolphthalein catalyzer with water.Laboratory equipment for gas production.https://www.youtube.com/watch?v=_x0dzQ8FpWwhttps://www.youtube.com/watch?v=95R37hF-eyUTheory material related to the topic: http://chem100.ru/elem.php?n=1Hydrogen peroxide solution, manganese (IV) oxide, potassium permanganate, heating equipment, kindling, production of О2 from КMnO4

https://www.youtube.com/watch?v=m_4hLiJso-Yhttps://www.youtube.com/watch?v=XUljKiZycZAhttp://www.youtube.com/watch?v=_xCbal2YyaE

9.4.1.9 identify cations of metals by the color of the flame: Li+, Na+, K+, Ca2+, Sr2+, Ba2+, Cu2+;

(W, D)Provide learners with information that the identification of substances is based on the reactions of identifying components of substances, more often – their ions. Reactions for ions (called qualitative reactions) can be conducted in solutions. One of the ways of “dry method” analysis – is fire colored by volatile compounds of element. Flame color is used to decide on the composition of a certain element in a substance.

Discussion with learners, maybe using electron boards, etc.

Lime water is not dangerous but learners should protect eyes from splashes

Cobaltous chloride is

Useful information on the website:

http://www.chemguide.co.uk/inorganic/group1/flametests.html

Test for fire color:


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https://www.slideshare.net/vruseva/ss-49473748

https://elementy.ru/trefil/36/Proba_na_okrashivanie_plameni


9.3A Metals and alloysSuggested previous knowledgeSimple chemical reactions (7.2В) Reactivity series (8.2А )Comparing the reactivity series (8.1В)ContextThis Unit combines and systematizes knowledge and terms from the previous Units focused on studying different properties of metals, and broadens learners’ outlook about the topic. It prepares learners to study the following Units: 10.1B, 10.1C, 10.2A and 10.2B.

Language objectives for chemistry in this unit

Example of language objective with relevant academic language is presented below.

Learning objective for the subject

Learning objectives по языку Subject vocabulary and terms Series of useful phrases for dialogues/writing

Learners are able:

9.1.4.13 describe specific chemical properties of metals

Learners are able:

Write notes about properties and reactions of metals, conclude using complete sentences with accurate spelling/pronunciation of main vocabulary

lattice, alloy, luster, brass, bronze, dislocation, metals, ions, electrons

boiling/melting point

shining, flexible, malleable

All/most metals:- have a very high boiling/melting point- have not more than three outer electrons- produce positive ionsAll/most metals are:-ionic compounds- shining, flexible, malleableSome metals do not produce/are not/do not have X

See “On language objectives” the section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.

Review

This Unit is focused on studying the complex nature of metals’ structure and specific properties. It also studies the advantages of producing alloys, and reviews 37


the mining and use of metals in Kazakhstan.

Reference in the Subject Programme


9.1.4.12 explain physical properties of metals depending on their type of bonds and crystal lattice;

(G) (f) Ask learners to name “typical metals”. Ask them why these metals are called “typical”. Then, learners should summarize specific features and properties of metals.(W) (f) Ask learners about metals not showing properties of typical metals. Ask them to identify the place of typical and non-typical metals in the Periodic table.(W) Discuss with learners the electron structure of atoms of metals and structure of simple substances-metals(D) Show to learners a tight polystyrene package in order to explain the crystal structure of metals to learners.(W) Explain to learners that we consider bonds in metals as a tight structure of ions surrounded by the “sea” of valence electrons. This type of bond helps to explain different physical properties specific only to metals: thermal and electric conductivity, luster, etc.

(D) Show to learners samples of different metals in form of wire, granules, powder, etc. Let them vend a metal wire, etc.(W) Ask learners about crystals. Show to

Learners need to make up a “brochure” about physical properties of typical metals.

Teacher can judge about learners’ knowledge and understanding based on the depth of their answers.All metals have no more than three outer electrons and they produce positive ions – and, mostly, ionic compounds.Do not provide a lot of details and do not tell about different types of tight packages. Learners need to know that each ion of metal contacts with 12 others.Use as many visuals (collections) as possible for learners to see it all visually.They will associate crystals, mostly, with ionic compounds. Use practical samples, photos, ordinary objects found around the school.Results will come up within 15

Resources about properties of metals:http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/metalsrev1.shtmlPowerPoint presentation about properties of metals:http://www.teachnetuk.org.uk/2006%20Projects/Sci-Reactivity_of_Metals/reactivity_of_metals/Properties%20of%20Metals.ppt

Interactive crossword about properties of metals:http://www.teachnetuk.org.uk/2006%20Projects/Sci-Reactivity_of_Metals/reactivity_of_metals/Property%20of%20Metals%20Crossword.htm

Useful resources about compounds of metals:http://www.ausetute.com.au/metallic.html

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9.1.4.13 describe specific chemical properties of metals;

learners examples of galvanized iron.Introduce learners to different types of metal crystal lattice and their examples.

(Е) (G) Ask learners to conduct an experiment focused on studying chemical properties of metals. You may suggest the following experiments defining properties of metals (reaction with O2, H2O, S, dilute acids HCl, H2SO4.with solutions of salts (displacement reaction) Learners need to make up a table of results based on the conducted experiments, and chemical equationsThen, focus learners on specific properties of metals: reaction with dilute and concentrated HNO3 and concentrated H2SO4.(E) Learners conduct their “Diana’s tree” experiments. These experiments demonstrate the displacement of less reactive metal by more reactive one in salt solutions.(D) Demonstrate an experiment of growing silver crystals.(f) (G or I) Ask learners to make up a crossword related to the “Properties of metals” topic (pair work), then share crosswords and peer-assess. Beforehand, assessment criteria should be developed together with learners.Suggest the following homework to learners: make up a spider diagram

minutes or approximately within such period of time.

Solution of lead (II) nitrogen is toxic. Learners need to wear goggles and thoroughly wash their hands after the experiment.This experiment needs several hours to achieve best results. It is recommended to continue on the next lesson or demonstrate it having prepared it beforehand. Silver crystals are very fragile, thus, the experiment should not be replaced from the place where it started.

Silver nitrate is caustic. It is recommended to wear goggles. Another group, then, can try to conduct it.

Useful series of general materials about metals:http://www.teachnetuk.org.uk/2006%20Projects/Sci-Reactivity_of_Metals/index.htm

Types of crystal lattice of metals ... syl.ru/article/174578/new_tipyi-...

Detailed explanation of the structure basis for metals’ properties:http://www.chemguide.co.uk/atoms/structures/metals.htmlChemical landscape – Engaging chemistry (“Diana’s tree”)interestingchem.narod.ru/zanopyt/7.htm“Diana’s tree”https://www.youtube.com/watch?v=-EFspbxAw-cChemist’s garden - Alchemistwww.alhimik.ru/show/show12.htmlGallery of photos of metal crystals:http://chemistry.about.com/od/metalsalloys/ig/Metal-Crystals-Photo-Gallery/Video presenting metals reacting with simple and complex substances can be found here:http://qps.ru/1Ng2G

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http://qps.ru/1Ng2G

presenting chemical properties of different metals.

9.1.4.14 conclude on advantages of alloys;9.1.4.15 know the composition, properties, and use of brass and bronze;

9.1.4.16 know the alloys of iron: cast iron and steel, and the percentage content of carbon in them;

9.2.3.3 calculate the mass of substance by given mass of another substance containing certain mass of impurities;

(W) Show to learners a series of photos of ancient metal objects. Ask them why they exist for so long. Focus them on objects made of copper, bronze and brass (if possible, made of tin). Ask them what brass and bronze are – if they are metals, why they are not presented in the Periodic table. It is because they are not individual pure metals but their alloys. Ask learners what they think about the usefulness of alloys. (W) Ask them how they would present the structure of alloys.

(W) What will be the impact of another metal of properties of pure metal? – Alloys are produced for modification – “enhancing” properties of ordinary metals.(G) (f) It is recommended to use obtained knowledge and online resources to summarize the material in form of asking the following questions:1. How are alloys produced?2. Why are there different alloys?3. How does the structure of metals’ crystal lattice change during the production of alloys?4. Name the areas of use of alloys you know.5. What properties differentiate alloys from pure metals?6. What objects are made of bronze, brass,

Due to low chemical reactivityBrass is the alloy of copper and zincBronze is the alloy of copper and tinThey may not know this: suggest to them modeling an alloy of metal to find the answer.

They will be able to see crystals-parts of trend which are divided by dislocation.

It changes the size of crystals which impacts on properties of metal. Very small content (approximately 1%) of carbon in steel. Use online resources or reference books.

Beforehand, teacher prepares assessment sheets prepared based on criteria

Useful material about alloys:http://www.explainthatstuff.com/alloys.htmlChemistry presentation called “Alloys of metals” uslide.ru/himiya/12742-splavi-... копияPowerPoint presentation called “Alloys” | Chemistry fevt.ru/load/prezentacii_... копия

Technical data about the impact of different doped materials on iron:http://www.chasealloys.co.uk/steel/alloying-elements-in-steel/Reference material about alloys:http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/4_metals_alloys2.shtmlUseful video-explanation about alloys:http://www.youtube.com/watch?v=FjoDqNHoFVoVideos about the generation of bubbles http://www.youtube.com/watch?v=ppRis7vQarY&feature=related

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9.1.4.17 know about the spread and mining of metals in Kazakhstan;

cast iron and steel?

(W) (f ) Suggest to learners making up problems focused on calculating the volume, mass, amount of substance by given amount or volume of reactant or product (8.2.3.10). Learners peer-assess their works based on the provided assessment sheet (made up according to the criteria)(W) Use interactive methods (“Circle of questions”, “Three questions”, etc.) to revise calculations by chemical equations together with learners.(G) Then, learners are suggested to solve problems focused on calculating the mass of substance if they are given mass of another substance containing certain mass of impurities(W) Discuss together with learners if their solutions are correct(f, I) Suggest to learners solving problems focused on calculating the mass, amount of substance and volume of gas by given mass or volume of substance containing certain mass of impurities

Only local material should be used. Introduce learners to the scientific activity of the prominent Soviet scholar, K.I.Satpayev, his contribution to the development of Kazakhstan’s metallurgic science and industry.

Suggest to learners working with physical maps of Kazakhstan. Suggest using additional literature or laptops, they may also prepare a poster.

Learners will understand better if they make their own.Chemistry presentation called “Methods of producing metals and their...infourok.ru/prezentaciya-po-...Mining of colored and precious metals in Kazakhstan: gold, silver...kazspecgeo.com/services/... копия Presentation called “Kazakhstan’s ferrous metallurgy”infourok.ru/prezentaciya-...

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Chemistry Secondary school Grade 99.3B Chemistry of elements of groups No 1, 2 and 13

Suggested previous knowledgeAlmost all previously studied topics are required for this UnitThe most significant one is comparing properties of metals.ContextThis Unit starts studying the inorganic chemistry by groups, based on the atomic structure and changing trends of properties in the Periodic table. Learners will predict properties of less familiar metals. Skills and abilities they gain in this Unit will help them to systematize their knowledge of chemistry.Language objectives (for the subject) in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Language objective Subject vocabulary and terms

Series of useful phrases for dialogues/writing

Learners need to:9.2.1.5 know the chemical properties of metals of group 1: reactions of lithium, sodium, potassium with air oxygen and water;

Learners need to:describe chemical properties of metals of group No1 orally and in writing, describe their observations, compare

Alkali metals, metal properties, light, low-melting, flexible, metal luster.

Alkali metals are typical metals because …Similarity of physical properties of alkali metals with other metals is defined by …Alkali metals react with water producing ______________ .Metal Х reacts with ____________ more intensely than metal Y because …

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.ReviewThis Unit focuses on the application of learners’ previous knowledge to predict properties of less familiar elements. Learners apply their knowledge of general physical and chemical properties of metals to study properties of metals of groups No 1, 2 and 13. Learners summarize changing trends of properties of metals and their compounds down the groups and explain them in view of the atomic structure.

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9.2.1.5 know the chemical properties of metals of group 1: reactions of lithium, sodium, potassium with air oxygen and water;

9.2.1.7 make up equations of reactions between metals and chlorine;

(D) Cut a piece of different alkali metals. Consider conditions of their storage.(W) (f) Ask learners to recall general physical properties of metals, then, discuss physical properties of alkali metals: flexible, easily cut by knife, etc.Ask learners:– What is the reason for the similarity of physical properties of alkali metals with other metals?– Why are alkali metals stored under the kerosene layer?– Why the surface of alkali metals is tarnished whereas their cross-cut section is silver-white?

(D) Show to learners a video presenting alkali metals burning in air.(W) Ask learners to compare the intensity extent of burning reactions of different alkali metals and state the fire color.

(D) Conduct reaction between each metal and water: state the intensity extent of these reactions. Add some phenolphthalein drops to prove the formation of alkali solution.(I) (f) Suggest to learners making up equations of reactions of alkali metals with air oxygen and water.Ask learners to record in their exercise books that only lithium burns to produce oxide whereas other

It is quite easy to complete the table called “Metals of groups No 1, 2, 13” while studying this Unit. Alkali metals (potassium, sodium particularly) are very dangerous to work with. Samples should be small (half of a pea), protection screen should protect learners.The experiment should be conducted very carefully and learners should wear goggles.The laboratory needs to be aired.

Reaction with chlorine poses an additional risk. It is necessary to have a good gas venting system (fume cupboard). Asthmatics, particularly, are sensitive to chlorine.

The following may be suggested to learners as a

Alkali metals.http://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch2_8-2.html

Educational filmhttps://www.youtube.com/watch?v=Q5YnJg_zlq4

https://www.youtube.com/watch?v=FiMGWYWYwgE

The most dangerous alkali metals in the worldhttps://www.youtube.com/watch?v=_JzTjsMKv_A

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alkali metals produce peroxides.

(D) If the classroom facilities are good enough, demonstrate the reaction between an alkali metal and chlorine (you may show a video).(I) (f) Suggest to learners making up equations of reactions of alkali metals with chlorine.

homework: “With which of the following will lithium/sodium/potassium react?”

Video presenting a reaction of chlorine with potassium:https://www.youtube.com/watch?v=TIb4RzPs42A

9.2.1.8 predict the properties of unknown elements of groups 1 and 2

(G) Learners complete the information about alkali metals on the example of sodium in the comparative table called “Metals of groups No 1, 2, 13”:– place in the table– atomic structure– type of chemical bond,– type of crystal lattice– physical properties– storage conditions– chemical properties of simple substance– nature of compounds

(W) Discuss with learners which changing trends of properties can be seen in the family of alkali metals.What is the reason for the similarity between physical and chemical properties of elements of the same group?

Upon teacher’s choice, gradual completion of the table called “Metals of group 1, 2, 13” can be given as a homework which checking will be performed in each lesson while studying this Unit.

Show to learners an interactive Periodic table from which learners can gain required information to complete the table.

Examples of interactive Periodic tableshttp://www.ptable.com/or:http://www.rsc.org/periodic-table/http://periodictable.com/

Video of the Periodic table of the Nottingham University:http://www.periodicvideos.com/

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https://www.youtube.com/watch?v=TIb4RzPs42A

https://www.youtube.com/watch?v=TIb4RzPs42A



(I) (f) Suggest to learners defining rubidium according to the plan:1. Place of the element in the Periodic table.2. Atomic structure.3. Properties of simple substance.4. Properties of compounds.(W) (f) Conclude: what are the common features of the alkali metals family.

9.2.1.6 know the chemical properties of metals of group 2 and 13: burning of magnesium and calcium in air, their reactions with water and dilute acids;

Teacher introduces the term “family of alkali-earth metals”.(Э) Learners should conduct the following experiments:а) reaction of calcium with water, with acid solution;б) reaction of magnesium with cold and hot water, with acid solution;в) reaction of aluminum foil with solution of acid and alkali;Ask learners to compare findings of this experiment with findings of similar experiments with alkali metals.

(D) Show a video presenting a reaction of calcium and aluminum with air oxygen.

(D) Show a video presenting the increase of aluminum’s reaction ability after the application of mercury (II) chloride, reaction of amalgamated aluminum with water.

When working with acid solutions, it is necessary to observe the safety rules, wear goggles. Warn learners that calcium reacts with water yielding heat, thus, it is not allowed to touch the test-tube with hands for some time after the reaction. It is necessary to use a heat-resistant test-tube and wear goggles. Learners may be asked to investigate the reaction of calcium with hydrochloric and sulfuric acid. Learners need to conclude that the formation of insoluble calcium sulfate hinders the reaction of calcium with sulfuric acid.

Properties of alkali-earth metalshttp://school-sector.relarn.ru/nsm/chemistry/Rus/Data/Text/Ch2_8-3.html

Video-lessonhttps://www.youtube.com/watch?v=eiunukURN5g

Reaction of aluminum with alkalihttps://www.youtube.com/watch?v=32g_fCpC5VE

Oxidation of aluminum by air oxygenhttps://www.youtube.com/watch?v=g6dhtqPLzYA

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(D) You may show a thermite reaction to demonstrate aluminum’s reactivity.

(G) (f) Learners continue to add information to the comparative table “Metals of groups No 1, 2, 13” based on the example of calcium/magnesium and aluminum:– place in the table– atomic structure– type of chemical bond,– type of crystal lattice– physical properties– storage conditions– chemical properties of simple substance– nature of compounds(W) (f) Make conclusions upon completion of the comparative table:– what are the changing trends of elements of group No 2?– what are the changing trends of elements of group No 13?– what are the reasons for the similarity and difference between metals of groups No 1, 2, 13?

(G) (f) Make a conclusion: what are the changing trends of metal and basic properties in groups, periods.

Learners may decide that aluminum is inert: discuss the removal methods of oxide film. Thermite reaction should be conducted with care. The video (link is on the right) provides a detailed description of the process and safety measures to be observed.

Reaction of aluminum with waterhttps://www.youtube.com/watch?v=YQF0R6UNE1A

Reaction of bromine with aluminumhttps://www.youtube.com/watch?v=80kIaSSvAZ8

Aluminum burning in airhttps://www.youtube.com/watch?v=JTZ3KzGxmNE

Demonstration of oxide filmhttps :// www . youtube . com / watch ? v = iv 68 OYmAiwQ

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Chemistry Secondary school Grade 99.3C Non-metals and their compounds (Groups No 16 and 17)

Suggested previous knowledgeAtomic structure (7.1A)Change of state of substances (7.1C)Example of chemical reactions (7.2C)Behavior of electrons in atoms (8.2A)Formulas and chemical reactions (8.3A)Structure of compounds (9.1B)ContextPrevious principles and knowledge are focused on helping learners to understand and grasp chemistry.Language objectives for chemistry in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Language objective Subject vocabulary and terms Useful series of phrases for dialogues/writing

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Learners are able to:define allotropic modifications of oxygen and sulfur;

Learners are able to:describe properties of allotropic modifications of oxygen and sulfur in oral and written form, talk about similar and different features.

Allotropy, allotropic modifications/changes, orthorhombic, monoclinic, plastic sulfur.

Allotropy is the existence of _________________________________in form of several _________________, different by _____________________.Different simple substances made of the same element are called __________________________.Allotropy phenomenon is defined by …

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.ReviewThis Unit is focused on the application of learners’ previous knowledge to predict properties of less familiar non-metals. The Unit starts with studying properties of two elements of group No 16 which is followed by studying properties of elements of group No 17. Learners summarize changing trends of non-metals and their compounds down the groups, and explain them in view of the particle theory.



9.2.1.10 investigate the properties of oxygen and sulfur;

It is suggested to introduce the term “chalcogens” at the challenge stage.(I) (f) Ask learners to use “cross and dot” diagrams to present the structure of oxygen molecule.

(W) (f) Suggest to learners revising physical properties of oxygen’s allotropic modifications; chemical properties of oxygen familiar to them from grade 7.

Suggest to learners collecting models of oxygen and ozone molecules revising the allotropic modifications. Observe the safety rules and wear goggles when working with red phosphorus. Burning of sulfur in oxygen should be conducted only in a fume cupboard.As a homework, ask learners to compare oxygen and ozone against the following features:

information about oxygen in Russian:http://chem100.ru/elem.php?n=8

information about oxygen in English:http://www.chemistryexplained.com/elements/L-P/Oxygen.html#b

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(D or E) As a revision, demonstrate the reaction of oxygen with hydrogen, magnesium, sulfur, carbon, red phosphorus.Suggest to learners making up chemical equations presenting this experiment, and naming the reaction products.

1) Chemical formula2) Relative molecular mass3) Physical properties4) Physiological impact on living organisms5) What process results in its production in the nature?6) Chemical reactivity7) Specific (qualitative) reaction8) Use

allotropic modifications of oxygenhttps://www.youtube.com/watch?v=G0p8Eu73b4g

9.2.1.9 define allotropic modifications of oxygen and sulfur;

(W, G) Revise the definitions of the terms “allotropy”, “allotropic modifications”.(W, G) Explain and suggest to learners collecting a model of the S8 molecule.(D) Teacher should demonstrate the production of sulfur’s allotropic modifications (it may be a video watching).а) Production of orthorhombic sulfur.Put 0,5g of sulfur in a test-tube, add 2-3 ml of benzene and carefully heat up this open test-tube until benzene starts boiling (80°С), after this sulfur’s solubility in benzene vastly should increase. Pour this sulfur dissolved in benzene on a watch glass and observe the salting of orthorhombic sulfur crystals. Then, use a magnifying glass to examine them.б) Production of plastic sulfur.Melt the sulfur in a test-tube and heat it up until boiling. Pour out the melted sulfur in a trickle in a glass of cold water. Use pincers to take out sulfur from the glass. It became a viscous rubber-like mass which partially

Sulfur is not that dangerous but at higher temperature it is suggested to wear goggles to protect eyes.

Benzene is toxic and carcinogen. The experiment should be conducted only in a fume cupboard and learners should observe the safety.

Sulfur melting should be demonstrated only in a fume cupboard as the reaction results in the production of some toxic sulfur dioxide.

information about sulfur in Russian:http://chem100.ru/elem.php?n=16

information about sulfur in English:http://www.chemistryexplained.com/elements/P-T/Sulfur.html

allotropic modifications of sulfurhttps://ido.tsu.ru/schools/chem/data/res/neorg/uchpos/text/g3_5_2.htmlhttps://www.youtube.com/watch?v=TTeeae6Fsb8

burning of sulfur in oxygenhttps://www.youtube.com/watch?v=G0p8Eu73b4g

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solidifies with time.

в) Production of monoclinic sulfur.Melt sulfur in a china crucible on slow fire and let it cool down. Watch the surface of the cooling sulfur and once crystals start growing near the crucible’s walls, pour out the rest sulfur in a glass of water. Examine the crystals of monoclinic sulfur formed on the crucible’s walls.

(W) (f) Make up chemical equations presenting reactions of sulfur with metals, hydrogen, oxygen, fluorine. Name the reaction products.

Suggest to learners predicting properties of selenium (group 1) and tellurium (group 2) based on the changing trends of properties in the groups.(E) (f) Learners should work in pairs to conduct the laboratory work No 10 called “Identification of sulfide-, sulfite- and sulfate-ions in solutions”

As a homework, suggest to learners preparing a poster called “Allotropy of non-metals” (on the example of oxygen and sulfur).Learners with high motivation to study chemistry should be asked (upon learners’ choice) to a poster called “Allotropy of non-metals” on the example of oxygen, sulfur and phosphorus.

It is suggested to use interactive Periodic tables to check if their predictions are correct, and to demonstrate the properties of selenium and tellurium. All experiments resulting in the production of hydrogen sulfide or sulfur oxides (IV and VI) should be conducted only in a fume cupboard. Upon teacher’s choice, videos and interactive Periodic tables can be used to study the properties of sulfur compounds.

Reaction of sulfur with copperhttps://www.youtube.com/watch?v=quQ9GBdlnxE

Reaction of sulfur with sodiumhttps://www.youtube.com/watch?v=uoA__29o09s

Production of hydrogen sulfide and study of its propertieshttps://www.youtube.com/watch?v=zb8o2LhUtXU

Qualitative reaction for sulfite- and sulfate- ionshttps://www.youtube.com/watch?v=ZBWXZoLgiAU

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9.2.1.11 know the chemical and physical properties of chlorine, bromine and iodine;

(W) (f) Revise common features of halogens family.

(W, I) (f) Ask learners to use “cross and dot” diagrams to present the structure of chlorine.

(W) Discuss with learners the changing trends of physical properties of halogens (aggregation state, color, boiling points).

(D) Show the iodine sublimation. Draw learners’ attention to the specific metal luster of iodine.(I) (f) Suggest to learners making up chemical equations of reactions of chlorine with simple substances: а) metals (iron, copper, sodium); б) non-metals (hydrogen, phosphorus).Learners need to write the following in their exercise books: chlorine does NOT react only with oxygen, carbon, nitrogen and noble gases.

(I) (f) Suggest to learners making up chemical equations of reactions of chlorine with complex substances: а) water; б) cold and hot alkali.(I) (f) Learners will get the following text: “More reactive halogen replaces a less reactive one from its compounds with metals and hydrogen. Fluorine could replace all other halogens but in solutions it is used for

It is quite easy to complete the comparative table called “Structure and properties of halogens” while studying this Unit. Most chemical properties of halogens will be studied in the example of chlorine, properties of other halogens will be predicted by learners based on the changing trends of properties in groups of the Periodic table.As a homework, learners may be suggested such tasks as: “Which of the following substances will chlorine/bromine/fluorine react with?”

All halogens have a strong smell. Smelling them even in small amounts causes the airway irritation and mucous membrane inflammation. There is no need to conduct experiments with halogens in school laboratories.It is suggested to use interactive Periodic tables, videos to study physical and chemical properties of halogens.

Demonstration of iodine sublimation should be conducted only in a fume cupboard and learners need to wear goggles.

Very useful PowerPoint review (registration required):http://www.tes.co.uk/Download.aspx?storycode=6039123&type=X&id=6100823

Quality learning resources on physical properties of halogens:http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/periodic_table/group7rev1.shtmlChemical properties and uses:http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/periodic_table/group7rev2.shtmlDisplacement reactions with useful interactive resources:http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/patterns/groupsrev5.shtml

Very good and complete PowerPoint presentation about halogens:http://www.knockhardy.org.uk/

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other purpose as it intensely reacts with water. Chlorine replaces bromine and iodine whereas bromine replaces iodine".Ask learners to make up chemical equations proving the information presented in this text. Show the video.

(D) Reaction of concentrated sulfuric acid with potassium halide (NOT with fluoride) (it may be a video)

(E) Suggest to learners conducting a reaction of silver nitrate solution with solutions of potassium chloride, bromide and iodide. Learners record the color of the resulted precipitates. Then, they test the resulted precipitates for solubility in ammonia solution.Learners need to conclude that silver chloride is very soluble, bromide is partially soluble whereas iodide is not soluble in ammonia solution.

When working with concentrated sulfuric acid, learners should very careful, and protect their eyes and hands. It is also suggested to use as small amounts of reactants as possible.

When working with ammonia solution and dilute solutions, learners should protect their eyes, teacher should protect own eyes and hands when working with concentrated solutions.If the test of silver halogenides’ solubility is conducted with concentrated ammonia solution, the experiment should be conducted in a fume cupboard.

gcse_htm_files/ghalogenspps.pps

Similar but a more detailed presentation:http://www.knockhardy.org.uk/gcse_htm_files/ighalogenspp.ppt

9.2.1.12 know the patterns of changes in the properties of elements in a group;

9.2.1.13 predict the properties of unknown non-metals of groups

By the time learners come to this objective, they will have already completed information about chlorine in the table called “Structure and properties of halogens”.(G) (f) Suggest to learners working pairs to predict properties of bromine, iodine, fluorine; complete information about these elements using an interactive Periodic table. Learners should determine the changing trends down the group.

Provide learners with an interactive Periodic table from which they can obtain required information to complete the table.

Some trends in the D.I.Mendeleev’s Periodic tablehttp://www.hemi.nsu.ru/ucheb146.htmChange of properties of elements and their compounds in periods and groups“Foxford” online study centerhttps://www.youtube.com/

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16 and 17;(W) (f) Discuss the following with learners:What is the reason for similar and different properties of halogens?What is the reason for the wide discrepancy between fluorine and other halogens?

watch?v=BbYuAOVKjNc

Examples of interactive Periodic tableshttp://www.ptable.com/or:http://www.rsc.org/periodic-table/http://periodictable.com/Video of the Periodic table of the Nottingham University:http://www.periodicvideos.com/

9.2.3.4 calculate the mass content of product of reaction as compared to theoretically potential one

(У) Use some examples to explain to learners the term “product yield”. Record mathematical formulas to calculate the mass/volume content of yield of reaction product.

(Э) Suggest to learners producing copper by displacement reaction (for example, putting an iron plate in copper (II) sulfate solution of given concentration). Learners should weigh in the initial mass of the iron plate with the produced copper, and calculate the mass of the produced copper. Learners, then, compare the mass of the produced copper with the theoretically calculated mass. Next, learners explain the reasons for the theoretical and practical yield, calculate the mass content of copper yield as compare to theoretically possible.

ТБ Copper (II) sulfate is toxic, learners should wear goggles and gloves when working with its solutions.

Upon teacher’s choice and based on the school laboratory facilities, learners may be asked to produce insoluble salt by exchange reaction, then (after filtration and drying) calculate the product yield.

Development of lesson: “Solution of problems about product yield”http://festival.1september.ru/articles/633813/

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http://festival.1september.ru/articles/633813/

http://festival.1september.ru/articles/633813/

(П) or (И) (О) Suggest to learners solving direct and reverse problems focused on calculating the mass/volume content of product yield.


Chemistry Secondary school Grade 99.3D Rate of chemical reactions

Suggested previous knowledgeRate of chemical reactions (1) (8.2C)ContextThis Unit summarizes learners’ knowledge about factors impacting on the rate of chemical reactions, explain them in view of the particle theory, and extend their knowledge about the impact of pressure on the rate of chemical reactions with gases. Here, learners study the homogeneous and heterogeneous catalysis, plan an experiment with a catalyst. Studying this Unit is important for further understanding of industrial processes presented in grade 10. (Units 10.1C and 10.2A)Language objectives for chemistry in this unitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject

Языковая цель обучения Subject vocabulary and terms Series of useful phrases for dialogues/writing

Learners need to:

9.3.2.6 summarize the

Learners need to:

explai the impact of each factor on

Rate of chemical reaction, contact area of reacting substances, nature of reacting substance, catalyst, inhibitor.

The higher/lower is the temperature, the higher/lower is the rate of chemical reactions because …

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impact of different factors on the rate of chemical reactions.

the rate of chemical reactions in view of the particle theory.

The bigger/smaller is the concentration of reacting substances, the higher/lower is the rate of chemical reactions because…The bigger/smaller is the particle size of reacting substances, the bigger/smaller is their contact area, the higher/lower is the rate of chemical reaction.The rate of reaction A is higher than that of reaction B because…

Other language objectives are worded by teacher individually using the “Introduction to language objectives” guide.ReviewLearners investigate catalytic reactions explaining the catalysis mechanism in view of the particle theory; discuss the operation of inhibitors. The impact of pressure change on the rate of chemical reactions with gases is discussed also in view of the particle theory. In the end, learners gain knowledge acquired while reviewing the whole material about the rate of reaction and particle theory, impact of changing conditions on the rate of reactions.


Learning objectives Suggested teaching activity Teacher’s notes

Learning resources

9.3.2.1 know the difference between catalysts and reactants;

(D) Show the video ofа) hydrogen burning without any catalyst, then with catalyst (kaowool)б) ammonia oxidation using a platinum wireв) impact of copper (II) oxide on thermal decay of potassium (V) chlorate (if there is enough time, other catalysts may be used as well)

(E) Learners investigate how the addition of several drops of copper (II) sulfate solution impacts on the rate yielding of hydrogen produced in the result of reaction between zinc and dilute sulfuric acid.

Hydrogen burns without source of ignition

Copper (II) sulfate if toxic. Learners need to wear goggles and wash their hands after the experiment.

Video of another reaction of “chemical traffic lights”:http://www.youtube.com/watch?v=_YO4UPTjMVI

Video of Briggs-Rauscher oscillating chemical reaction:http://www.youtube.com/watch?v=-RFb8T2ED5E&feature=related

Video of Belousov-Zhabotinsky reaction (comments in Chinese):http://www.youtube.com/watch?v=tg9SRstGos4&feature=related

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9.3.2.3 explain the catalysis process in view of the particle theory;

(W) (G) Ask learners to discuss findings of these experiments. What was the impact of the added substance? Is that substance a reactant? Why not?(W) Explain to learners that such substances are called catalysts. They are substances increasing the rate of reactions but not contained in reaction products (regenerated without any changes in the end of reactions). Explain to learners that catalysts which are in the same phase with reactants are called “homogeneous catalysts”, whereas those in different phases – “heterogeneous catalysts”.

(W) Ask learners: how to prove the regeneration of a catalyst after the end of reaction?(E) Suggest to learners weighing certain amount of manganese (IV) oxide and use it as a catalyst of the decomposition of hydrogen peroxide solution. After the experiment, it is necessary to dry out and reweigh that manganese (IV) oxide. Learners should conclude that the catalyst’s mass remains the same.(G) Ask learners to explain how a catalyst works based on their knowledge about the rate of chemical reactions. Heterogeneous catalysts “hold” a reactant’s particles on their surface making the collisions lighter and more frequent, thus, increasing the rate of chemical reactions.

Learners need to wear goggles when working with hydrogen peroxide. Learners find out here that the added substance is not a reactant, and that it does not disappear and does not change as a result of the reaction.

During the discussion process, it is necessary consider the actuality of the experiment, analysis of the findings, safety rules, etc.

“Blue bottle” reaction (translator’s note Chemical reaction in which a colorless solution in a closed bottle containing some air becomes blue when the bottle is shaken, and, then, again becomes colorless after some time):http://www.youtube.com/watch?v=a_4LUaaL6FU

Useful learning information (mentions the activation energy):http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/chemreac/ratesrev3.shtml

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9.3.2.4 plan an experiment with catalyst;

(I) (f) Ask learners to make up an experiment focused on investigating the impact of different catalysts on the rate of hydrogen peroxide decomposition.

(E) Learners need to practically test their made-up experiments and share the outcomes.

(W, G) Discuss the outcomes with learners and make a conclusion about the most efficient catalysts.

Provide learners with a range of compounds: compounds of transition metals, soluble and insoluble compounds, some compounds of elements of main subgroups, several enzymes (enzyme contained in potatoes, carrots), “biological” washing powder, saliva and laboratory enzymes.Carefully select substances posing minimum danger. Learners need to wear goggles.

https://www.youtube.com/watch?v=kNj4mPeHuC8

https://www.youtube.com/watch?v=iJ9OK2ZFsqI

Examples of examination questions:http://chemactive.com/worksheets/gcse/chemistry/rates_questions.pdfAnswers of the examination questions:http://chemactive.com/worksheets/gcse/chemistry/rates_answers.pdf

9.3.2.2 understand how inhibitors work;

(G) Ask learners if there are any “negative catalysts” slowing down reactions. Discuss the term “inhibitors”.Suggest to learners naming chemical reactions which rate should be slowed down.Revise the experiment investigating the factors impacting on the rate of iron corrosion conducted by learners in grade 8. They used alkali as an inhibitor of corrosion in that experiment.

(D) (f) Let learners think about the studied material on the "Catalysis” topic by demonstrating the video of the “Chemical traffic lights” reaction. Ask learners to explain the observed experiment.Rochelle salt is oxidized by hydrogen peroxide in the presence of cobalt (II) ions. For this end,

Able learners may explain the impact of the catalyst and inhibitor using the term “energy of activation”.

Impact on inhibitors on the rate of chemical reactionshttps://www.youtube.com/watch?v=_7aNB80NqoE

Guide on conducting the “Chemical traffic lights” reaction:http://www.rsc.org/Education/EiC/issues/2005July/Exhibitionchemistry.asp

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it is needed to mix up hot reactants and add a catalyst. The reaction is accompanied by the color change: initial pink color becomes dark green, then, pink again.

9.3.2.5 explain the impact of pressure on the rate of chemical reactions with gases;

9.3.2.6 summarize the impact of different factors on the rate of chemical reactions;

(W, G, I) (f) Revise the particle theory with learners using the active learning.(W) Ask learners about the impact of the pressure on gases. Gas is highly compressible – the higher is the pressure, the higher is its density (the higher is the pressure, the smaller is the distance between gas molecules). Ask learners the following:How it impacts on the number of collisions?How does the pressure impact on the rate of reactions with gases?Ask learners if the impact of the pressure on solids and liquids will be seen.(G) Suggest to learners listing the factors impacting on the rate of chemical reactions, and explaining their impact in view of the particle theory. Learners need to prepare “mind maps”/posters and, then, present the information to the class.(G) or (I) Suggest to learners doing tasks focused on calculating the average rate of chemical reactions and calculating according to Van’t Hoff equation.

The following may be applied: crosswords, mind-teasers like “find a word”, “traffic lights” cards, mini-boards, etc.

Video-lessons:https://www.youtube.com/watch?v=Esu8_gU_wBohttps://www.youtube.com/watch?v=tGhRwzUIiJE

Impact of the temperature on the ratehttps://www.youtube.com/watch?v=68YhTDdZ-U8

Note: Laboratory work represents a potential risk for the staff and learners. NIS is responsible for the determination and use of the safety measures. Information about the safety measures is presented schematically and may be incomplete. Neither CIE nor consultants of the program are responsible for the consequences in case of violations of the safety measures. G = group work I = individual workE = learner’s experiment D = teacher’s demonstration

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f = support of forming assessment = advice on safety precautions


9.4A Chemistry of silicon – Group No 14Suggested previous knowledgeAll Units studying carbon (electron structure, allotropic modifications)All Units studying the atomic and electron structure of elementsContextThis Unit briefly describes silicon as one of the most important elements in the modern world. Silicon is studied in view of its place as an element of group No 14 of the Periodic table.Языковые цели химии в данном разделеExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject


Learners are able to:

9.2.1.14 know the electron structure of silicon atom

Learners are able to:

understand, answer questions and write statements about the similarity and difference of the electron structure of silicon and carbon

silicon, electron structure, carbon compounds, allotropic modifications, covalent bonds, macromolecule, crystal lattice

Carbon has/makes/is X and silicon also has/makes/is X.

Silicon has/makes/is Y but carbon does not have/make/is not Y.

Carbon makes (number/type) of bonds and silicon also makes (number/type) of bonds.

See “Introduction to language objectives” section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.

ReviewThis Unit describes silicon as an element of group No 14 and allows to comparing it with carbon which is already familiar to learners. Learners study the macromolecular structure of silicon and its properties of semi-metal and semi-conductor. Learners will find about its important role in the digital devices, and in the application of the most important silicon compounds. The Unit briefly describes the structure of silicon, comparison of the chains of carbon atoms is also presented in the Units 10.3А and 10.4В.

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9.2.1.14 know the electron structure of silicon atom;

9.2.1.15 explain how silicon can form different types of macromolecular structures;

9.2.1.16 know the structure, physical properties and use of silicon, silicon dioxide, and silicon carbide;

(W, I) Revise the electron structure of carbon, the allotropic modifications and type of crystal lattice, as well as characteristics of certain carbon compounds which will be used for the comparison. Make up electron and graphical formulas of silicon.

(W) Discuss the allotropic modifications of silicon (amorphous, crystal). Underline the similarity and difference between properties of crystal silicon and diamond. Explain it in view of the structure. Crystal silicon makes four covalent bonds and has the same tetrahedral structure as diamond.

(G) Ask learners to suppose what physical properties silicon and its compounds (oxide, carbide) can have.(G) Learners need to Learners need to observe (and preferably make) models of diamond, silicon, silicon dioxide and silicon carbide. When making the molecule models, learners may use additional information describing their structure.

(W) Teacher should organize the discussion pointing to the geometric share of simple substances, to the

Use mini-boards.

They may use their knowledge about the element’s place in the Periodic table and about properties of substances of the macromolecular structure.

Silicon carbide is as hard as diamond but much cheaper.

Interactive structure model of diamond/silicon:http://neubert.net/Crystals/CRYStruc.html

Structure of silicon dioxide:http://www.quartzpage.de/gen_struct.html

Study material:http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemicals/rocksmineralsrev3.shtml

Chemical properties of silicon and its compounds https://www.youtube.com/watch?v=YjXfRysRJho

General characteristic of silicon (Eng)https://www.youtube.com/watch?v=mSiXsWW1R2g

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macromolecular nature of silicon compounds. Draw learners’ attention to the relation between the type of crystal lattice of these compounds and their properties (hardness). Learners should, then, explain which is the best name for the compound of silicon and carbon – carbide or silicide(G) Learners should study chemical properties of silicon oxide and silicic acid, conduct the practical work called “Production of silicic acid”.

Learners need to wear goggles when working with hydrochloric acid.

9.2.1.17 explain the semiconductor properties of silicon;

(W) Explain that silicon as the second most spread element in the earth crust, and discuss its presence in minerals, etc. Silicon is the basis for oil products and rubber materials also known as silicones which will be explained further. Suggest to learners answering why silicon and its compounds have a big importance in industry, particularly in electronics. Discuss it.

BilimLand website material can be used for this explanation.

Study materials:http://www.bilimmedia.kz/ru/

Animation (Eng) – silicon as a semiconductor:https://www.youtube.com/watch?v=kD1O9B5CUUwhttps://www.youtube.com/watch?v=5ZNeDxfgYAE

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(W, I) Suggest to learners explaining how silicon atoms are interconnected in a macromolecule. Does silicon have electric conductivity?

(W) Explain to learners that if certain number of silicon atoms will be replaced by other elements from groups No 13 (III) or 15 (V), it will become a semiconductor as not all electrons participate in the formation of bonds.

They will see there are no free electrons and think that silicon is not a semiconductor.

(H/w) Suggest to learners completing a table based on the characteristic of the most important natural compounds of silicon and their use.

9.2.1.18 evaluate the importance of silicon and its compounds in the modern world

(G) Learners should investigate and prepare a “brochure on the element” about the use of silicon and its compounds (semiconductor photo elements, glass, ceramics, cement).

(H/w) Suggest to learners preparing a report (presentation) on the following topic (upon choice):- Silicon in pieces of art;- Silicon and fiction literature;- Types of glass and their use.

How are processors produced: https://www.youtube.com/watch?v=ttrks8vNzWwhttps://www.youtube.com/watch?v=F2KcZGwntgg (Eng)Glass production:https://www.youtube.com/watch?v=SqsnCjXcLXAColored glass:https://www.youtube.com/watch?v=6QviagLtMq8

Note: Laboratory work represents a potential risk for the staff and learners. NIS is responsible for the determination and use of the safety measures. Information about the safety measures is presented schematically and may be incomplete. Neither CIE nor consultants of the program are responsible for the consequences in case of violations of the safety measures.

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G = group work I = individual workE = learner’s experiment D = teacher’s demonstrationf = support of forming assessment = advice on safety precautions

Chemistry Secondary school Grade 99.4B Chemical substances in the human body

Suggested previous knowledgeFood chemistry (6.4A)Chemical elements, compounds and human body (7.3А)Water (8.4В)ContextIn this Unit, learners continue studying the chemistry of biological processes learning about the chemical composition of humans and the impact of some toxic substances which may get inside. There is a link to biology, particularly to the concept of concentration of harmful substances in a food chain, and to geography. The Unit prepares learners to study the Units 9.4C (Radiochemistry) and 10.4C (Most important biological compounds).Языковые цели химии в данном разделеExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject


Learners are able to:9.5.1.1 know the elements contained in the human body (О, С, Н, N, Ca, P, K, S. Cl, Mg, Fe)

Learners are able to:understand and answer questions about the made-up list of chemical elements in the human body, make comparisons between this list and the chemical composition of the earth crust.

Chemical composition, lithosphere, oxygen, carbon, hydrogen, nitrogen, calcium, phosphorus, potassium, most spread element, form/consists of

Most spread chemical element in the human body - is X, then followed by Y, but in lithosphere it is A …

Lithosphere consists (mainly) of …

Second/third most spread chemical element in the human body/lithosphere is …

Lithosphere/human body consists of/is made

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of…

See “Introduction to language objectives” section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.ReviewLearners study the main chemical elements contained in the human body and the way they appear. Learners look at the role of macro- and microelements in the human body, at heavy meals – are the necessary for humans or potentially dangerous. Learners also investigate a typical diet of Kazakhstani citizens, and learn to make up a balanced diet.Reference in the Subject Program


9.5.1.1 know the elements contained in the human body (О, С, Н, N, Ca, P, K, S. Cl, Mg, Fe);

9.5.1.2 know the functions of proteins, fats, carbohydrates and vitamins;

(G) Hand out to learners lists presenting the chemical composition of the human body. Ask them to make up a pie chart presenting 6 main spread elements plus “others”.(G) (f) Answer the questions in the worksheets based on the material about the chemical composition.(G) Compare the composition of the human body with the elementary chemical composition of the earth crust (lithosphere).(W) Discuss how substances required by humans get into their body, in what form they appear in the body and what function they perform.(G) Learners use their knowledge from biology lessons to make up flowcharts called “Functions of proteins/fats/carbohydrates”.(I) Complete the table called “Vitamins”. Learners should state the sources of vitamins as well as the consequences of hypo- and

Practical work “Identification of certain chemical elements in the human body”.When studying vitamins, learners may be joined into groups by properties/functions/source of vitamins.This task may be recommended for homework.Learners may also prepare presentations or posters about vitamins.Practical work “Identification of calcium in bones”. Learners should wear goggles when working with hydrochloric acid.Practical work “Identification of carbon in food products”

Relevant list of chemical substances:http://en.wikipedia.org/wiki/Composition_of_the_human_bodyRole of chemical elements in the human body (online lesson):https://www.youtube.com/watch?v=hJUFNqP6tyQInformation for teacher. Films about vitamins:https://www.youtube.com/watch?v=7fL7n9OWWikhttps://www.youtube.com/watch?v=_R1mv1EHwkIhttp://ximik.biz/prakticheskaya-himiya/101-produkty-soderzhashie-

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http://ximik.biz/prakticheskaya-himiya/101-produkty-soderzhashie-zeleso


avitaminosis.Next three types of activity may be organized in form of “circle” of learners moving from one type of activity to another:(E) Work focused on identifying calcium in bones(E) Work focused on identifying carbon in food(E) Work focused on identifying iron in grits

Do not burn peanuts – some learners may be allergic to it.For homework, learners may be asked to make up a crossword called “Chemical elements in the human body” having previously discussed criteria of this task.

zeleso

9.5.1.3 explain the importance of macro elements and micro elements for the human body;

(G) Ask learners to look at the list of elements contained in the human body, and identify elements which content is less than 1%. Are all these elements useful for health? Are they produced in the human body? How do they get in the human body?

(I, G) Learners should complete a table stating name of element, its type (macroelement/microelement), role in the human body, sources of it.

Learners may be asked to do this work in groups. Each group should define 3-4 elements.

Learners need to know that there are accepted limits and that their exceedance may be dangerous.

Useful information tables:

http://www.brianmac.co.uk/minerals.htm

http://us-in.net/m_elements_10.php

http://www.eliti.ru/macro-micro-elements/

9.5.1.4 describe a typical diet of Kazakhstani residents and

(I, G) Learners need to investigate a typical diet in Kazakhstan and its balance. Based on their knowledge of the functions of nutrition substances and their sources, learners should

It is suggested to introduce information specific to learners’ local place. Learners need to investigate a typical Kazakhstani

Diet:

http://www.rusnauka.com/16_NPM_2007/Biologia/

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http://www.rusnauka.com/16_NPM_2007/Biologia/22105.doc.htm







make up a balanced diet;

make up a personal diet. They also need to consider the required balance of elements here.

diet based on their knowledge from previous lessons.

(H/w) Learners may be asked to determine the age-appropriate balance of their own diet, for example, if they consume enough proteins together with food a day, etc.

22105.doc.htm

http://vesvnorme.net/zdorovoe-pitanie/sbalansirovannoe-pitanie.html

9.5.1.5 explain the impact of toxic metals on the human body;

9.5.1.6 know the sources of toxic metal pollution

(W) Ask learners to look again at the list of microelements contained in the human body. Explain the impact of most metals on the human body.

(G) Ask learners to use brainstorm to discuss how toxic metals get in the human body.

(W) Discuss the increasing amount of pollution caused by developing industries. List the most important sources of environmental pollution by metals. Kazakhstani ones may be included as well.

(G) (f) Learners should prepare a presentation about measures which can reduce the amount of toxic metal pollution and its getting in the human body.

Provide learners with basic information from articles, video, etc.

NB Nuclear energetics and its impact will be described in the Unit 9.4С.

They will discuss the extraction of lead from gasoline, of toxic metals from paints, accumulators, etc. They will also explain the significance of the secondary processing of materials (particularly, electronic devices) in preventing toxic metals from getting in the environment.

Treatment of any poisoning is the removal of poison and neutralization of consequences of its impact on organs and

Basic information:

http://en.wikipedia.org/wiki/Toxic_metal

Resources and basic information:

http://peer.tamu.edu/curriculum_modules/Properties/module_4/lesson3.htm

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tissues. Process of neutralization of toxins and accelerating their removal from the human body is called detoxification.

Learners need to be warned of poor quality of online information on websites offering “detoxification” courses, etc.


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Chemistry Secondary school Grade 99.4C Radiochemistry

Suggested previous knowledgeAtomic structure (7.4А)Relative atomic mass and simple formulas (7.4С)Arrangement of electrons in atoms (8.1A)ContextThis Unit extends learners’ knowledge about atomic nucleus, discusses big nuclei and their instability. Consequences of nuclei’s instability are the radioactive decay. It also includes link with physics. Visiting a nuclear power plant (or linear accelerator of University) will be a motivating and engaging experience for learners.Language objectives for chemistry in the UnitExample of language objective of using relevant academic language for learners is presented below.Learning objective for the subject


Learners are able to:9.1.2.2 know the nature and the properties of the radioactive emission

Learners are able to:orally describe features of alpha-, beta- and gamma- emissions and nuclear decay

radioactivity, nuclear decay, half-life period, alpha/beta/gamma radiation, fundamental particles, atomic nuclei, stable/non-stable, radioactive, isotopes, displacement rule

Alpha/beta/gamma-radiation is …Radioactive (nuclear) decay occurs when..Decay continues until/stops when…Equation of alpha/beta/gamma-decay is…

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See “Introduction to language objectives” section above to make up other language objectives and for additional guidance on the language teaching objectives related to teaching and learning academic language.

ReviewThe Unit starts with revising the atomic structure and symbols of chemical elements, then, studies the radioactivity. It also studies the impact of the radioactivity on the composition of atomic nuclei. Learners are introduced to the measurement of radioactivity, and model the radioactive decay for the first time. Nuclear reactions are considered as energy sources here. Learners need to have information about the state and development prospects of Kazakhstan’s nuclear industry. Learners are suggested to think about the advantages and disadvantages of the nuclear energy use.

Reference in the Subject

Program


9.1.2.1 understand that nucleus becomes less stable with increasing number of protons;

9.1.2.2 know the nature and the properties of the radioactive emission;

(I) (f) Quick revision of the atomic structure and symbols of chemical elements by means of mini-boards.

(I/G) Ask learners to draw a proton-neutron curve for all known elements. What will they notice?

(W) Ask learners to mark lead on this curve. Ask them to use the Periodic table to name the elements place above lead. Explain that the bigger is the nucleus, the less stable they become and tend to decay. Spontaneous decay of atomic nucleus is called radioactivity.

(D) Introduce learners to a Geiger counter – ionized particles counting device.Discuss the properties of alpha/beta/gamma-

They may draw each fifth (or even tenth) element in order to save time. For the first 20 elements familiar to them, the curve is almost straight.They are all radioactive (Note: Tc and Pm do not appear naturally on Earth and do not have stable isotopes).Able learners may mark excessive neutron and excessive proton sections of their curves.

Good graph of proton-neutron curve:http://www.physicsinfo.co.uk/?page=view&id=1309

Radioactivity. History of discovery: https://www.youtube.com/watch?v=czRNJihtf7w

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emission.(W, G) (f) Learners need to be able to use information from the demonstration to determine the charge and penetrability of each emission type.(W) Suggest to learners listening to the Geiger counter working. Explain to learners the term “background radiation” and that its value should be deduced from the counter’s general reading.

Add information about those regions of Kazakhstan where background levels of radiation are high (for example, about regions with granite geology).

Work of a Geiger’s counter: https://www.youtube.com/watch?v=-Od7HPfs2Jo

Definition of emissions:https://www.youtube.com/watch?v=2zRDbtUTM80

9.1.2.3 know and understand the consequences of the radioactive decay;9.1.2.4 understand that nuclear decay is a random process;

(W) Explain (telling about some history upon your choice) the origin of alpha-, beta- and gamma-radiation; show how alpha- and beta-particles are presented.(G or I) Ask learners to use symbols to write complete equations of radioactive decay (on the example of alpha- or beta-decay) paying attention to the balance of fundamental particles. The examples should be used by learners to formulate the displacement rule.(W) Ask learners what can be the “driving force” of radioactive decay. Is one decay enough to get rid of the instability? Mention the unusual stability of 208-Pb nucleus, and that achieving this structure can be an evident end of successful decay process.(W) Tell about the radioactive decay chain and show to learners how it occurs and finally gets to 208-Pb.(I or G) (f) Provide learners with another radioactive decay chain without important components for learners to complete this chain.

Learners may find information about the history of discovery of radioactive particles interesting to them.

Decay continues until nuclei become stable.

Any of the three chains of natural decay will be sufficient.

Emission types: https://www.youtube.com/watch?v=VTHQYjkCqV0Penetrability:https://www.youtube.com/watch?v=uIKMOTorQgs

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9.1.2.5 model the radioactive decay process;

(W) Let learners listen to the sound of working Geiger’s counter with a very low activity of source. Discuss the idea of spontaneous decay.

(E) Use such sweets as «Skittles», «M&M’s» or chocolate coins for learners to model the decay process and draw a graph.

Rotate different symbols: protons and numbers of nucleons, etc.

Main point is that no prediction can be made as to when a certain atom decays.

(H/w) Suggest to learners completing the radioactive decay equations (missing some particles).

9.1.2.6 understand meaning of the term “half-life”;

(W) Discuss the graphs and experiments together with learners. How much time is required for all materials to decay? Explain that it is impossible to determine the period of life of a radioactive isotope.(G) Suggest the half-life period as an alternative measurement and ask them to measure the half-life period using “Skittles”. Ask them to consider the half-life periods of a range of radioactive elements.(D) Draw a decay of curve of 212-Bi or (preferably) 234-Pa and measure their half-life period.

They will see the indetermination.

They will notice that the limit and duration of decay of certain elements may equal to many billions of years.

Half-life period: https://www.youtube.com/watch?v=FI7evwG_AqE

Law of radioactive decay:https://www.youtube.com/watch?v=PisZmQSinfM

Determination of the half-life period (practical work):http://www.nuffieldfoundation.org/practical-physics/measuring-half-life-protactinium

9.1.2.7 understand that nuclear decay yields energy which is the efficient source of energy;

(W) Introduce learners to the atomic division using animation.

Nuclear energy (Eng):https://www.youtube.com/watch?v=d7LO8lL4Ai4Useful animation video about

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9.1.2.8 evaluate prospects of development of the nuclear power industry in Kazakhstan;9.1.2.9 explain the negative impact of the nuclear industry on the environment

(G) Ask learners to brainstorm and discuss the questions about the use of nuclear energy, and, if necessary, about its research.(G) Learners conduct debates about advantages and disadvantages of nuclear energy.

Information specific to local place is required here.

Learners will have a lot of information from mass media etc., including information about some recent acts of God.

division (also about merging):http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/radiation/nuclearact.shtmlBasic information:http://snapshotscience.co.uk/is-nuclear-power-too-risky/Chain reaction (“Fixiki” cartoon):https://www.youtube.com/watch?v=RRAFt4KtPcIАтомная станция: https://www.youtube.com/watch?v=Xd96lUs74j0Аварии на атомных станциях и т.д.:http://chemister.ru/Database/words-description.php?dbid=1&id=101


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Lesson plan

Refer to the medium-term plan before planning a lesson. Lesson plans may be developed based on the suggested tempate Long-term plan section: School:

Date: Full name of teacher:

Grade: Number of present: of absent:

Lesson topic

Learning objectives addressed in this lesson (reference in the Subject program)Lesson objectives Identify lesson objectives. They may be similar to learning objectives (LO) or may be adapted for

this lesson in case LO is long-term (if several lessons are required for achieving this LO).Success criteria Copy success criteria from the document called “Methodological recommendations for teacher on

formative assessment (FA) regarding the selected LO”.Make up your own success criteria for LO not selected for FA.

Language objectives Formulated for non-language subjects.

Identify language objectives, including examples of vocabulary and phrases.

Vocabulary and terms specific to the subject:

Useful phrases for dialogues and writing:

Education of values State values from the Integrated Education Program and national, universal human values which are educated in this lesson.Education of values is implemented by means/through...(description of activity and/or topic content).

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Cross-curricular links Discuss possible cross-curricular link with your colleague or refer to primary sourcesExplain how the cross-curricular integration is implemented in this lesson (by means of activity and/or content)

Suggested previous knowledge What learners already know or what they need to know before this lesson? (main concepts, facts, formulas, theories)How can you activate learners’ previous knowledge?

Course of lesson

Planned lesson stages Planned lesson activity Resources

Beginning of lesson Focus on the following in the beginning of lesson:- focus of learners’ attention- determine lesson objectives/LO together with learners- determine learners’ “zone of close future development”, expectations by the end of lesson

Middle of lesson Activity focused on developing learners’ knowledge and skills related to lesson objectives.During this activity, learners develop their knowledge and skills by analyzing and processing information, investigating, conducting a practical work, solving problem situations.

Конец урока In the end of the lesson, learners reflect on:- what they learnt, gained- what they did not understand- what they need to work on

Where possible, learners may self-assess and peer-assess against certain criteria

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Differentiation – how do you plan to provide more support? What tasks do you plan to suggest to able learners?

Assessment – how do you plan to check learners’ level of understanding?

Health and observation of safety rules

Differentiation may be presented in the selection of tasks, in expected outcome from a particular learner, in providing learner with individual support, in the selection of study materials and resources considering learners’ personal abilities (Gardner’s Multiple Intelligences Theory).Differentiation may be used at any stage of lesson considering rational use of time

Use this section to record methods you will use to assess what learners learnt during the lesson.

Health-promoting technologies.Used physical exercises and active learning methods.Points applied from the Safety rules in this lesson.

Reflection

Were lesson objectives/learning objectives real?Did all learners achieve learning objectives?If no, why is that?Was differentiation correctly conducted in the lesson?Was the lesson structured into stages?What deviations were there from the lesson plan and why?

Use this section for reflections on the lesson. Answer the most important questions about your lesson from the left column.

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General assessment

What two aspects of the lesson went well (think about both teaching and learning)?1:

2:

What could provide for improving the lesson (think about both teaching and learning)?1:

2:

What did I find out during the lesson about the class or achievements/challenges of particular learners, what should I pay attention to in the next lessons?

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