GRADE: 8 SUBJECT: Chemistry QUARTER: 1 UNIT: 1

STRAND/CONTENT: Material Properties MONTH: August - October WEEKS: 8

Teachers in charge: Ms Wama NO. OF SESSIONS: 8 DURATION:

80 mins each
Band Teachers : Ms. Zainab;Ms. Saumya;Ms. Parveen and Ms. Wama

UNIT PLAN (2025-2026) – Quarter 1

WEEK & TOPIC & LEARNING DESCRIPTION OF RESOURCES ASSESSMENT KEY WORDS /
SESSIONS SUB- OBJECTIVES & SESSIONS: (PHYSICAL & STRATEGY & EDUCREATIVE
STRAND CODES ONLINE) SKILLS ATTRIBUTES /
TEACHING STRATEGIES, GENERAL
LEARNING STYLES & KNOWLEDGE
DIFFERENTIATION
WEEK: 1 TOPIC: The learners Session 1: Books: ASSESSMENT ● KEY WORDS:
week will be able to: Teaching Strategy: STRATEGY: ●
Material Using a simulation Electron,
SESSION properties Describe the experimental approach by Formative proton, neutron,
S: 1 block structure of an Complete electric charge,
replicating Rutherford's gold
STRANDS: atom and learn chemistry for OBJECTIVE: nucleus.
foil experiment is effective. This Cambridge
about the can include a simple classroom
[Link] methods and Secondary 1:By To develop ATL SKILLS :
structure demonstration or simulation to Philippa Gardom knowledge and
discoveries of 1)
2. illustrate how alpha particles Hulme understanding skills.
Rutherford. Collabora
Discovering reveal the nucleus. Discussing
● Describe tion: The
the nucleus. the
the experiment's historical Websites: ACTIVITY:
context and significance learner is
structure deepens understanding. .[Link] TOOLS OF able to
of atoms. [Link]/watch?v= ASSESSMENT: collabora
● Trace the Learning Style: Active learning EMDrb2LqL7E Virtual Lab te during
milestone ACTIVITY class
s of Adopting a visual and ● Complete the
room
discovery kinesthetic learning style is following
discussio
of atoms. beneficial. Diagrams, virtual task in
n with in
● Differenti animations, and physical the provided
models can show the the group
ate simulation
experiment and the atomic and
between [Link]
structure. Encouraging students outside
different [Link]/sim
to participate in recreating the
models. s/html/rutherfor
experiments or simulations group.
● Appreciat d-
reinforces the discovery
e the scattering/lates
process through active 2) Self-
contributi engagement. t/rutherford-
manage
on of scattering_en.
ment: -
various html and solve
They
scientists. the worksheet
Questions to Discuss: learn
. based on the
self-
same.
1. Why do atoms have no manage
electric charge? ment
2. Why do the subatomic skills
particles stay inside the SKILLS: while
atom? Comprehension, working
3. What accounts for the Analysis and on the
stability of the nucleus? Application lab
 TOPIC: The learners Books: TOOLS OF Vocabulary
WEEK 2 Material will be able to: ASSESSMENT: List:
properties Complete ACTIVITY Shells,
SESSION [Link] the Questions to Discuss: chemistry for nucleons,
S: 1 block SUB- structure of Cambridge [Link] of isotopes
STRANDS: atoms of the first [Link] are the electrons Secondary 1:By assessment: Virtual
20 elements. arranged in shells? Philippa Gardom lab ATL SKILLS :
[Link] [Link] the shells real? Or are Hulme
electrons [Link] they imaginary? 1)
and the patterns in the 3. Why do isotopes exist? Website: OBJECTIVE: Collaboration:
periodic structure of 1.[Link] To Check the The learner will
table these atoms. ● Learners are .org/center-for- understanding of do the
2. proton introduced to structure science- basic concepts.
number, 3. Work out the education/files/buil simulation as
of atom using ● Complete the
nucleon proton number d-an- group activity
[Link] following
number, and nucleon atom/[Link] and discuss the
and number of the om/watch?v=EMDrb2 virtual task in observations.
isotopes. atom. LqL7E the provided
and simulation and 2) Self-
4. Explain what solve the management:-
isotopes are. [Link] worksheet They learn self-
om/watch?v=e9GuJU based on the management
aX0UM same.( skills while
Formative working on the
Learners work assessment) lab simulations
structure of first 20
and trying to
elements using:
build their own
[Link] [Link] atoms.
s/html/build-an- edu/sims/html/build-
atom/latest/build-an- an-atom/latest/build-
atom_en.html an-atom_en.html

Skills: analysis and

data handling skills.
Revise using:
 [Link] [Link] OF
om/watch?v=oFLH_0 ASSESSMENT:
B4ZLg Written.
MCQ and Structured
questions mixed
paper.
SKILLS: To develop
knowledge and
understanding skills.

SKILLS: Thinking
skills:
Comprehension,
Analysis and
Application.
WEEK: 3 TOPIC: The learners The learner will answer the Books: TOOLS OF Vocabulary
and 4th Material will be able to: questions posed to them. Complete ASSESSMENT: chart List:
week properties. chemistry for work.
● Understan Questions to Discuss: Cambridge Chart making and .Alkali metals,
SESSION SUB- d the term Secondary 1:By presentation in the trend, pattern.
S:2 bocks STRANDS: atomic [Link] does the word trend Philippa Gardom class. (Formative
Group 1,2,7 mean? Hulme assessment)
radii.
and 8 2. Are the trends across the
elements ● Locate period and group different?
position of [Link] is it important to Websites: SKILLS: To develop
metals understand the trends across [Link] knowledge
and non- the period? com/guides/chemi understanding and
metals on stry/the-s-block- communication skills.
[Link] is a physical
periodic elements/group-1-
property? elements-alkali-
table.
metals/
● Describe
trends in [Link]
the Trends in periodic table are [Link]/watch?v=
properties explained using chalk -board CmiitvJiCPc
explanation (whiteboard for
(atomic
VL)
size,
 Melting The concept is reinforced
point, using
boiling [Link]
tch?v=hePb00CqvP0
point and
reactivity) The learners make a chart
on various groups in a
periodic table.

Week 5: Topic : 1)Worksheet

Sessions: Revision solving
1 session and FA
2)Revision of the
first chapter

3)Formative
assessment 1 -
Google form

Week 6 TOPIC: The learners The learner will answer the Books: TOOLS OF Vocabulary
Material will be able to: questions posed to them. Complete ASSESSMENT: List:
Session 2 properties. chemistry for
1. Underst ● How does the Cambridge ● Clay models Electronic
SUB- and the electronic Secondary 1:By on chart paper. configuration,
STRANDS: concept configuration of an Philippa Gardom ● Quiz orbitals, periodic
electronic of element determine its Hulme ● Formative table
configuration electroni position in the periodic assessment
s for c table? Simulation : Educreative
elements configur [Link] Attributes:
ation ● What is the [Link]/en/simulati Curiosity, logical
relationship between ons/build-a- reasoning,
2. Write
an element's group molecule attention to
electroni
number and its detail.
c
configur
 ation of electronic General
element configuration? Knowledge:
s. Understanding
● Why do elements in the periodic
the same group of the table's role in
periodic table have chemistry,
similar chemical knowing basic
properties? properties of
common
● Compare the elements.
electronic
configurations of the
noble gases with
those of the alkali
metals. What
differences do you
observe?
● What is the difference
between a cation and
an anion?
Week 7 TOPIC: The learners Books: TOOLS OF Vocabulary
and 8 Material will be able to : Complete ASSESSMENT: List:
properties. ● Given the chemical chemistry for
● Learners formula NaCl, identify Cambridge Clay models on chart Ion, cation,
SUB- will the cation and the Secondary 1:By paper. anion, valency,
STRANDS: describe anion. Philippa Gardom Formative chemical
1. Identifi the Hulme assessment formula, charge,
cation process ● Predict whether the compound.
of by which following elements will 1. Interactive
cation atoms form cations or Matching Educreative:
s and form anions: magnesium Game
anions cations (Mg), oxygen (O), and 2. Practice Interactive
2. Criss and potassium (K). Worksheet Learning
Cross anions. Explain your Scaffolded
metho reasoning. Instruction
d ● Learners Collaborative
will Learning
 differentia ● Demonstrate the Real-World
te criss-cross method to Connections
between write the formula for
cations the compound formed General
and between calcium Knowledge:
anions (Ca²⁺) and chlorine Atoms consist
based on (Cl⁻). of protons,
their neutrons,
charge. ● Use the criss-cross electrons.
method to write the
● Learners chemical formula for Metals lose
will aluminum oxide, given electrons
identify the ions Al³⁺ and O²⁻. (cations); non-
cations metals gain
and ● Explain why the criss- electrons
anions in cross method ensures (anions).
chemical that the resulting ionic
formulas. compound is Attraction
electrically neutral. between
● Learners oppositely
will apply charged ions.
the criss-
cross
method to
combine
cations
and
anions
correctly,
ensuring
charge
balance in
ionic
compoun
ds.

● Learners
will write
 the
chemical
formula
for
common
ionic
compoun
ds using
the criss-
cross
method.

● Learners
will
identify
examples
of cations
and
anions in
household
products.
Week 9 Topic : 1)Worksheet
Material solving
required 2)End of unit
questions.
Revision 3)Revision of the
first chapter

4)Formative
assessment 2

EVIDENCE OF ACHIEVEMENT
Q&A: question / answer (Write the inquiries made by the learners) -

D: discussion (Write if learners discussed anything relevant to the topic in the class)

O: observation (Write if teacher or any learner observed anything relevant to the topic in the class)

M: marked work (Write any marked work made by the learners)

TEACHER REFLECTION:

What worked well: What didn’t work well: Notes/changes/suggestions: