SCIENCE LESSON PLAN

TEACHER: Devi Rambaran

DATE: 12th March 2015

CLASS: Form 3.2

TIME: 1 period (40 minutes)

UNIT: The nature of Acids, Bases and Salts

TOPIC: Acids and Alkalis

REFERENCES (Include page numbers. Avoid using the student’s class

textbook).

Heslop, N., Brodie, D., Williams, J., Hodders Science, Pupil’s Book, Hodder and Stoughton
(2000)

PRE-REQUISITES

Knowledge:

1. The structure of an atom.

2. The three states of matter.

3. Safety rules within the lab.

Skills:

1. Collaborative skills

2. Listening skills

3. Reading and writing skills

School of Education, The University of the West Indies, St. Augustine.

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 MATERIALS &
RESOURCES

For Teacher For each group/student

Video Whiteboard Handouts

Laptop /Projector Markers Litmus paper

Lemon juice Tums

Soda Tap water

Colored cups
CONCEPT OR
PRINCIPLE

Substances all around us have either acidic or basic properties. Acids typically taste sour while bases taste
bitter and feel slippery. To determine how acidic or basic a substance is a pH scale is used. The strength of
the pH is determined by the concentration of Hydrogen ions (H+) and can be easily observed by colour
changes. These colour changes can be seen by the use of indicator solutions and litmus paper. Acids and
bases have practical uses and can be found in various substances that are found easily within a typical
household and the knowledge of them allows for deeper understanding of their application and use. This
knowledge also leads to an appreciation of the uses and importance of acids and bases.

OBJECTIVES Classification

At the end of the lesson, students will be able to:

1. Explain what are acids and bases. Remembering

Remembering
2. Identify household items that are acidic and basic.

3. Describe the use of the pH scale and indicator solutions in testing Understanding
acidity/basicity of various substances.

4. Determine acidity and basicity of substances by using indicator solutions. Application

5. Identify the significance of everyday use of acids and bases.

Affective

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 PROCESS SKILLS

During this lesson, student will be engaged in:

Please tick 
Identifying/formulating a problem
Designing and Planning an experimental procedure 
Setting-up and executing experimental work 
Observing and measuring 
Recording of data and observations 
Interpreting and evaluating data and observations 
Communicating scientific ideas, observations and arguments 
Applying scientific ideas and methods to solve qualitative and quantitative problems 
Decision-making on examination of evidence and arguments 
Extracting from available information data relevant to a particular situation 

ACTIVITIES

Introduction:

A student is asked to volunteer to aid with the set induction.

Students are shown various pictures- clipart of a corrosive sign, a lab experiment, vinegar, human
stomach, chemicals etc.

Students are then asked what they believe that class is about.

Expected responses are chemical reactions or acids.

Students are then asked in pairs to briefly discuss for a minute what they KNOW, what they WANT TO
KNOW about acids and bases (alkalis). Students are then asked to fill in a KWL worksheet. This would be
put aside until the end of the lesson.

Transition statement: Acids and bases are chemicals that are all around us and not all are
dangerous and today we would be looking at acids and bases and the common ones around us.

(4 minutes)

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Development:

(Teacher would ask students at various points during the lesson to use their cups to give feedback on
whether they are following or have questions).

Teacher using a power point discusses with the students what are acids and bases.

Teacher and students discusses the slides as the presentation proceeds.

Teacher then shows students a video – Acids and bases magic.

Students and teacher discuss what they saw in the video and teacher asks students what stood out the
most in the video.

Teacher draws the attention of the students to the word INDICATOR and teacher further explains
indicator solutions.

Teacher explains that the colour changes from the reaction between the indicator and acid/base
produces a specific colour.

This colour can be interpreted to determine the acidity/basicity of a substance.

Teacher then introduces the concept on pH scale to the students. Teacher asks students what they
understand a scale to be.

Expected answers include that it is an instrument for measurement.

Teacher then asks students to think of a ruler. It is used in measurement of length.

Teacher then asks students how can one measure how acidic or basic a substance is? Can we use a ruler, a
measuring scale or a timer?

There is a specific scale to measure how acidic and basic a substance is and this is the pH scale.

ACTIVITY

Students are given various substances to test using purple cabbage indicator solution.

Students are given a worksheet and asked to work in pairs following the instructions to determine if
everyday substances are either acidic or basic.

Students would record their data and share their results with the class.

Students and teacher then discussed some of the everyday items that were tested and the uses that they
have. For instance, for an upset stomach one would use Andrews or Tums an antacid.
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Students should show an appreciation of these everyday chemicals.

Consolidation:

Teacher recaps acids and bases and the concept of the pH scale.

Students are given an assessment sheet to complete and to complete the KWL worksheet.

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TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS

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