Teaching Plan

A.    Curriculum
K to 12 is the curriculum which is used in FEUHS. This kind of curriculum covers Kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of Senior High School (SHS) to provide a sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, midlle-level skills development, employment and entrepreneurship. ). Alternative Learning System (ALS) K to 12 Basic Education Program. Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM). 
There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. For the applied track subject such as English for academic and professional purposes, Practical research 1, Practical research 2, Empowerment technologies (for the strand), Entrepreneurship, Inquiries, investigatories, and immersion. And for the applied subject such as accountancy, business, and and management strand, Humanities and social sciences strand, Science, technology, engineering, and mathematics strand, General academic strand.
B.     Teaching plan related to your major
In this school does not have a lesson plan. Especially in my major my Cooperating Teacher whom I call Mr.Jc only give me the module and the kind of presentation about the lesson that I will delivered in front of the class. Teacher delivered the materials of the lesson by using the module and also the PowerPoint to present the lesson in the class. The module of each subject are made based on the Project Map of the school.






And here is one of my lesson plan....


LESSON PLAN





Unit of Education                  : FEU Senior High School

Grade/ Semester                    : XII / 1

Subject                                   : General Chemistry 1

Subject Matter                       : Chemical Reactions and Chemical Equations

Time Allocation                     : 75 minutes

 


                                              

A.    Indicators

1.      Defining chemical reaction and chemical equation

2.      Writing and balancing chemical equations

3.      Interpreting the meaning of a balanced chemical equation in terms of the law of mass conservation

B.     Learning Objectives

At the end of the lesson, students are expected to:

1.      Define a chemical reaction and chemical equation

2.      Write the chemical equations

3.      Balance chemical equation

4.      Interpret the meaning of a balanced chemical equation in terms of the law of mass conservation

C.    Learning Materials

Chemical Reaction

A chemical reaction is a process in which a one or more substances is changed into one or more new substances. Chemists use symbols and chemical formulas to illustrate what happens in a chemical reaction; this is known as a chemical equation. A chemical equation is the symbolic representation of a chemical reaction. The following example shows a chemical equation.

H2 + O2 ® H2O

Parts of a chemical equation



In the chemical equation above hydrogen and oxygen are called the reactants. Reactants are place at the left side of the arrow. Reactants are the starting materials in a chemical reaction. Water on the other hand is called the product. Products are the substances formed as a result of the chemical reaction.  A chemical reaction can have one or more products. Products are placed after the arrow symbol.

Balancing Chemical Equations

Why do we balance chemical equations?

Chemical equations must be balanced in order to conform to the law of conservation of mass.

In chemical reactions, atoms are only rearranged, therefore there must be the same number of each type of atom on the reactant and product side. This means that the number of atoms must be the same before and after the chemical reaction.

How to Balance Chemical Equations?

Example 1:

N2 + H2® NH3



1.      Count the atoms of each element in the reactants and the products.



Reactants
Products
N- 2
N- 1
H-2
H-3



2.      Begin balancing the equation by adjusting the coefficients to make the number of atoms of each element the same on both sides of the equation.



N2 + H2®2NH3



Reactants
Products
N- 2
N- 2
H-2
H-6



N2 + 3H2®2NH3



Reactants
Products
N- 2
N- 2
H-6
H-6



3.      Check if the equation is already balanced. Make sure that you have the same total number of each type of atoms on both sides of the equation.

D.    Learning Method

Approach                         : Pedagogy approach

Learning Model               : Cooperative Learning (Think Pair Share)

Learning Methods            : Demonstration, Discussion, Lecture

E.       Media

References                       : Module of General Chemistry 1, Text Book, Internet

Media                              : Power point, video/picture

Equipments                      : Laptop, LCD

F.     Learning Activities

1st Meeting (75 minutes)

Learning Phases
Learning Activity
Opening Activity (Time: 5 minutes)
Informing the learning objectives and preparing the students to learn.
1.      Teacher greets students and asks them to pray before the learning process.
2.      Teacher does an apperception by reviewing students knowledge about material they learned on last week. “So, on the last meeting we had already learn about the empirical and molecular formula. So who still remember what is the empirical and molecular formula?
3.      Teacher shows the objectives that will be achieved in this meeting.
4.      Teacher prepared all the tools and materials to do the demonstration.
5.      Teacher motivating the curiosity of student by demonstrate the experiment about chemical reaction that is precipitation reaction.
6.      Teacher then give questions, “I have a solutions here that is Sodium Sulphate and Barium Chloride, so what do you think will happen when I mix this solutions?”
7.      Teacher does the demonstration to motivating the curiosity of students.
Main Activity (60 minutes)
Presenting and demonstrating the knowledge
(Thinking)
8.      Teacher presents the power point
9.      Teacher then gives an explanation about the chemical reaction
10.  Teacher then display the picture (picture analysis)
11.  Teacher then explain about chemical equation.
12.  Teacher ask student to write down the chemical equation
13.  Teacher display the videos to illustrate the law of conservation of mass.
14.  Teacher demonstrate the experiment about the law of conservation of mass
15.  Teacher then explain about the balancing chemical equations
16.  Teacher gives an instruction to student how to balancing the chemical equation
17.  Teacher then ask the student randomly to balance the chemical equation in front of the class
18.  Teacher summarize the materials that they have learned in this meeting as the reinforcement
Pairing
19.  Teacher ask students to work in pair.
20.  Teacher gives student a worksheet (evaluation)
21.  Student identify the phenomenon of the problem, and try to balance the chemical equation
22.  Teacher walk around to guide student to solve the problem to balance the chemical equation
Checking students knowledge and feedback
(Sharing)
23.  Teachers asks students randomly to share what they get from the discussion
Closing Activity (10 minutes)

24.  Teacher informs about the next material that will be learned in the next meeting.
25.  Teacher asks students to pray before the learning ends.
26.  Teacher gives a closing greeting.

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