2023

PEAS Scheme of Work: CHEMISTRY

SENIOR TWO
 SCHEME OF WORK

S2 students will be doing a project in Chemistry during Term 3. Please indicate in this Scheme of Work which weeks
this will take place.

Subject: Chemistry Class: S.2 Term: ONE Teacher’s Name:

Time allocation: 3 periods a week
When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews previous
learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

WEEK/ SUB- LEARNING OUTCOMES METHODOLOGY TEACHING MATERIALS Y

TOPICS P
R
Theme: Acids and Alkalis
Competency: The learner appreciates the properties and importance of acids, alkalis /bases and salts in everyday life.
1.1 The learners should be • Narrates a story about the tasks of Active chemistry student’s book 2.
able to: - some different drinks that were given Pg. 2-3.
Introduction of on the party of a friend.
acids and List the locally available • With reference to the story, learners in Fountain chemistry learner’s book 2
alkalis. materials and their groups to identify materials or Pg. 3.
substances with substances with similar tastes by Banana peel ash extract.
familiar tastes. performing experiments under the Lemon juice.
guidance of teacher and after they Sugar.
present their findings to the class. Yoghurt.
• Individually learners are given a task to Green mango.
write the tastes of different local Water.

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 SCHEME OF WORK

materials or substances in their

exercise books after has harmonised
ideas.
1.2 State the properties of • Teacher displays a chart with some Fountain chemistry learners book 2
an acid and an alkali local materials or substances with Pg. 2-3.
Introduction of and hence define an their tastes written on the side.
acids and acid and an alkali. • Learners perform experiments in Orange juice
alkalis groups to identify the taste and feel Pineapple.
the texture of the materials provided Aloe Vera.
to them under the guidance of the Milk
teacher. Ash.
• Learners are given a task to read text Soap to feel.
books and summarise the properties
of acids and alkalis and hence define
the terms an acid and an alkali
individually.
1.3 Classify substances as • Teachers recap the concept on the Fountain chemistry learner’s book 2
an acid or an alkali and previous lesson in connection to Pg. 3-4.
Introduction to state the sources of materials or substances which are
acids and different acids and acidic and alkaline. Textbooks.
alkalis alkalis. • Learners classify different materials Chart showing some local materials.
and brainstorm about the sources of
acids and alkalis in their respective
groups and present their finding to
class by writing on the chalkboard.
• Individually learners write harmonised
work in their exercise books.
2.1 Define indicator and • Teacher explains and illustrates other Fountain chemistry learner book 2 Pg.
Indicators state some of local ways of determining whether a 5.
substances that can substance is an acid or alkali.
produce indicators.

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 SCHEME OF WORK

• Learner in groups brainstorm about An indicator from extract of red rose

the definition of indicator and identify petals.
some local materials or substances Red cabbages.
that can produce an indicator as the Grapes.
teacher guides. Learners present to
the class by writing on chalkboard.
• Individually learners write the
definition of indicator in their exercise
books after has been harmonised by
the teachers.
2.2 Prepare an indicator • Teacher demonstrates by extracting an Fountain chemistry learner’s book 2
from locally available indicator from red rose petals. Pg. 5.
Indicators materials. • With the reference from
demonstration of the teacher, learner Active chemistry learner’s book 2 Pg.
prepare an indicator from red 5.
cabbages under the guidance of
teacher and present their findings to Red rose petals.
the class. Water.
• Individually learners write the Beaker.
procedures of extracting indicator Mortar and pestle.
from locally available materials in their Test tubes.
note books after the teacher has Sieve.
harmonised.
2.3 State examples of • Teacher makes a recap on the concept Fountain chemistry learners book 2
indicators and their of indicator by explaining the colour Pg. 8-9.
Indicators colours in different changes with different indicators.
solutions. • Learners in groups read books, discuss Active chemistry learner’s book 2 Pg.
and perform experiments to identify 5.
the colour changes with different
indicators under the supervision of the Red rose petals.
teacher, each group present its Water, Beaker.

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 SCHEME OF WORK

findings to the rest of the class by Mortar and pestle.

writing on the chalk board. Test tubes.
• Learners are tasked to write down the Sieve.
harmonised work in their exercise
books individually.
3.1 Define P.H scale and • Teacher explains the strength of acids Fountain chemistry learner’s book 2
universal indicator and or alkalis of different concentration Pg. 10.
Strong acids also draw the P.H scale. with the help of PH, PH scale and
and alkalis. universal indicator. Text books.
• Learners are instructed to brainstorm Charts.
about the definition of PH, PH scale Charts with PH scale.
and universal indicator under the Acids and alkalis of different
supervision of teacher. Learners concentrations.
present their findings to the class.
• Individual learners write the definition
of PH, PH scale and universal indicator
and also draw the PH scale has been
harmonised by the teacher in their
note book.
3.2 Identify strong and • Teacher display the PH chart with Fountain chemistry learner’s book 2
weak acids or alkalis by arrange of different colours and Pg. 11.
use of universal explains them.
indicator. • With reference of the colours on the Active chemistry learner’s book 2 Pg.
chart learners perform experiments to 13-15.
identify the strong and weak acids or
alkalis in their respective groups and Solutions of different concentrations.
with the guidance of teacher present Beakers.
their findings to the class. Universal indicator.
• Learners read text books and
summarise the strong acids and weak
acid or alkalis individually.

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 SCHEME OF WORK

3.3 Identify the acidic, • Teacher displays the PH scale chart Fountain chemistry learner’s book 2
alkaline and neutral with the PH scale which runs from 0- Pg. 11.
solutions using i.e. PH 14 and explain the variation of PH with
scale. concentration. Active chemistry learner’s book 2 Pg.
• Learners in groups read books, discuss 11.
and brain storms to identify the acidic, Chart
alkaline and neutral solution using the Text books.
PH scale with the guidance of a Solutions of different concentrations.
teacher. Learners present findings.
• Individual learners draw the PH scale
showing acidic neutral and alkaline
solutions after the teacher
harmonising.
4.1 Define neutralisation • Teacher narrates a story about a Fountain chemistry learner’s book 2.
and identify the woman who was complaining of Pg. 14.
Neutralisation products of indigestion due to excess acid in the
reaction. neutralisation reaction. stomach and was received by taking Active chemistry learner’s book 2 Ph.
anti acid tables, for example milk of 16.
magnesium to neutralise the effect of
acid in the stomach. Acid
• Learners in groups carryout an Alkali
experiment to determine what Beakers
happens when an acid is added to an Litmus paper /litmus solution.
alkali (base) under the guidance of the Text books.
teacher, Learners present their
findings to class.
• Individual learners write the correct
definition of neutralisation after has
been harmonised by the teacher.

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 SCHEME OF WORK

4.2 State the importance of • Teacher explains the side attract of Fountain chemistry learner’s book 2
neutralisation in excessive use of fertilizers this results Pg. 15-16.
Neutralisation everyday life. into poor yield of crops due to excess
reaction. acid in the soil. This can be new
neutralised by application of an alkali
like calcium hydroxide to get better
yield to crops.
• Learners in groups read books to
generate the importance of
neutralisation reaction with the
guidance of a teacher and after they
present their findings to class.
• Individual learners write the
importance of neutralisation in their
exercise books after has been
harmonised by the teacher.
4.3 Ability to exhibit • Teacher gives and guides learners on Fountain chemistry learner’s book 2
knowledge, skills and the activity of integration. Pg. 17-18.
Activity of application of the key • Learners attempts the activity.
integration concepts on the acids Active chemistry learner’s book 2 Pg.
and alkalis. 20.
Theme: Acids and Alkalis.
Competency: The learner appreciates that acids and alkalis from form salts.
5.1 Learners should be able • Teacher demonstrates the Fountain chemistry learner’s book 2
to: - neutralisation reaction and explains Pg. 22-23.
Introduction of the products that are produced from
salts. Define salt and state the reaction. Acid.
examples of salts. • Learners in groups brainstorm about Alkali.
the definition of salt and read text Water.
book to identify the examples of salts Beakers.
under the supervision of a teacher. Litmus.

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 SCHEME OF WORK

Present their findings to the class by

writing on chalk board.
• Each learner is tasked to write a
definition of salt and state examples of
salt after has been harmonised by the
teacher.
5.2 State the general name • Teacher displays the chart and Active Geography student’s book 2
of salts from the parent explains to drive the names of salts Pg. 20.
Introduction of acids. from acids i.e. Salts are named by
salts. writing the name of the metal or Local environment.
ammonium radical allowed by the
name of the parent acid for example Visual images of human activities
sulphates from sulphuric acid. around the school e.g. crop
• With reference to the teacher’s cultivation, animal rearing, charcoal
knowledge, learners in groups discuss burning, etc.
and state the general name of salts
from the parent acid under the
guidance of a teacher. Present their
findings to the class.
• Each learner write a harmonised
general names of salts in their exercise
books.
5.3 Write the formulae of • Teacher displays the chart with Active chemistry learners book 2 Pg.
some salts. valences of some elements and 29-30.
Introduction of radicals and show them how to write
salts. Explain how each the formula as the learners watch. Chart.
physical factor • With the reference from the teacher, Books
influences climate. learners in groups discuss how to write
the formulae of some salts under the
guidance of a teacher.

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 SCHEME OF WORK

• Each learner writes harmonised

formulae of come salts in their note
books.
6.1 Prepare soluble salt by • Teacher first demonstrates and Active chemistry learner’s book 2 Pg.
the action of acid on explains the preparation of salt as the 22-23.
Preparation of carbonates or learners watch.
salts. bicarbonates. • Using the knowledge from the teacher, Vinegar.
learners in groups perform an Baking powder.
experiment to prepare a salt from Water bottle.
local material vinegar and baking Spatula.
powder (sodium bi carbonate) under Balloon.
the guidance of the teacher and
presents to the class.
• Each learner writes down the
procedures for the preparation of salt
after has been harmonised by the
teacher.
6.2 Prepare soluble salt by • Teacher first demonstrates and Fountain chemistry learner’s book 2
the action of acid on a explains the preparation of copper (II) Pg. 26-28.
Preparation of base for example sulphate from copper (II) oxide as the
salts. Oxides. learners watch. Active chemistry learner’s book 2 Pg.
• Using the knowledge from the teacher, 26-28.
learners in groups perform an
experiment to prepare magnesium Magnesium oxide.
sulphate from magnesium oxide under Sulphuric acid.
the guidance of a teacher and present Beakers.
their finding to class. Heat source.
• Each learner write down the Evaporating dish.
procedures for the preparation of Filter papers.
soluble salt by the action of acid on a Filter funnel.
base. Stirrer.

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 SCHEME OF WORK

6.3 Prepare soluble salt by • Teacher first demonstrates and Fountain chemistry learner’s book 2
action of acid on explains the preparation of salt as the
Pg. 30-35.
Preparation of soluble base i.e. alkali learners watch.
salts. by titration method. • Using the knowledge from the teacher Active chemistry learner’s book 2 Pg.
and relevant book learner in groups 25-26.
perform an experiment to prepare
sodium hydroxide and dilute Burette.
hydrochloric acid using titration Measuring cylinder.
method under the guidance of 2 conical flasks.
teacher. Learners present their Funnel.
findings to the class. Retort stand.
• Each learner write down the Bunsen burner.
procedures for the preparation of Heat source.
soluble salt by titration method using Tripod stand.
relevant book after harmonising. Wire gauze.
Evaporating dish.
2M sodium hydroxide.
2M hydrochloric acid.
Phenolphthalein indicator.
Distilled water.
7.1 Define solubility and • Teacher demonstrates by dissolving a Fountain chemistry learner’s book 2
state examples of salt in a specified amount of water as Pg. 36-37.
Solubility of soluble and insoluble the learners watch.
salts. salts. • Using the knowledge from the teacher Sodium chloride.
and relevant text books, learners in Water.
groups’ discus and brainstorm to Measuring cylinder.
define solubility and also perform Beakers.
experiments to identify the soluble Spatula.
and insoluble salts under the guidance Other salts.
of teacher and present their findings
to the rest of the class.

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 SCHEME OF WORK

• Each learner write the definition of

solubility and state examples of
soluble and insoluble salts using
relevant books in their note books.
7.2 State the uses of salts in • Teacher explains the use of sodium Fountain chemistry learner’s book Pg.
everyday life. chloride in the preparation of soap. 39.
Solubility of • Using relevant books, learners in
salts. groups brainstorm to come up with Other relevant text books.
uses of salts under the guidance of
teacher and they present their findings
to class.
• Individual learner write the uses of
salts using relevant books.
7.3 Ability to exhibit • Teacher guides learners on the activity Fountain chemistry learner’s book 2
knowledge, skills and of integration. Pg. 41.
Activity of application on the key • Learners attempts the activity.
integration. concepts on the salts.

Theme: The periodic table.

Competency: The learner investigates the diversity of the elements in the periodic table.
8.1 Learners should be able • Teacher displays the chart with various Fountain chemistry for Uganda
to classify elements as elements. secondary school book 2 Pg. 46.
Classifications metals and non-metals. • Learners in their groups read the
of elements. concept in the book under the Text books.
instruction of a teacher, share the Charts with various elements.
ideas in their groups to classify the
elements as metals and non-metals
under teacher’s guidance their findings
to the class.

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 SCHEME OF WORK

• Learners write down the classified

elements in their exercise books
individually from relevant text books.
8.2 Learners should be able • Teacher demonstrates one of the Fountain chemistry for Uganda
to state the physical properties using one sample of the secondary school learner’s book 2 Pg.
Classification of properties of metals elements. 47-50.
elements. and non-metals. • Learners in their groups carryout an
experiment to test for properties of Iron metal.
metals and non-metals as the teacher Bulb.
guides them, present their findings to Dry cells.
the class. Copper wires.
• Learners are given a task to write Text books.
down the harmonised properties of
metals and non-metals.
8. 3 Learners should be able • Teacher explains why Gold is used in Fountain chemistry for Uganda
to state the uses of the making of Jewellery. Secondary school learners’ guide.
Classification of elements using their • Basing on the teacher’s explanation Page 50.
elements properties. and relevant books, learners in their
groups discuss the uses of other Relevant text books.
elements basing on their properties
under teacher’s guidance and present
their findings by writing on
chalkboard.
•
9.1 Learners should be able • Teacher demonstrates the appearance Fountain chemistry for Uganda
to define an atom and and existence of an atom using a secondary school learners book Pg.
Structure of an identifying the video. 51.
Atom. fundamental particles. • Basing on the video, learners are
grouped to discuss the definition and Video showing existence of atoms.
identifying the fundamental particles Text books with structures of atoms.
of an atom.

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 SCHEME OF WORK

9.2 Learners should be able • Teacher displays the structure of an Fountain chemistry for Uganda
to draw the structure of atom using a video to explain the secondary schools, learner’s book 2
Atomic atom to show the structure of an atom. chap 3 Pg. 51-52.
structure. location of the particles • With reference to the teacher’s
and charges of the explanation, learners in their groups Videos showing structure of an atom.
particles. discuss how particles are located Chemistry text books.
within an atom under the guidance of Models.
a teacher. Present their agreed
discussed work to the class.
• Learners individually draws and locate
the fundamental particles of an atom
after the teacher has harmonized in
their note books.
9.3 Learners should be able • Teacher displays the periodic table and Fountain chemistry for Uganda
to: use it to explain the weight of different secondary school book 2 Pg. 52.
Atomic elements carries out an example on
structure. Define the term atomic the calculation. Periodic table.
number, mass number • Learners in groups use relevant text Relevant text books.
and number of books and teacher’s explanation to
neutrons, find the define the atomic number, number of
atomic, mass numbers neutrons and mass number, calculate
and neutrons. the mass number, atomic number and
number of neutrons. Then they
present their findings.
• Learners are given a task to write
down the harmonised work
individually in their books.
10.1 Learners should be able • Teacher illustrate how electrons are Active chemistry student’s book 2 Pg.
to define electronic arranged within an atom on the 42-43.
Atomic configuration and show energy levels using a model of atomic
structure. how electrons are structure on the chart.

12
 SCHEME OF WORK

arranged in the atom • With reference to the teachers’ Chart with a model of atomic
and write down illustration, learners in their groups’ structure text books with structure of
electronic configuration shares and brainstorm the definition atoms.
of elements. of electronic configuration, draw the
electronic structure of an element
with 20 electrons and write the
electronic configuration under
teacher’s guidance and present
findings.
• Learners write the harmonised
definition draw and write electronic
structures in a given task.
10.2 Learners should be able • Teacher displays and explains the key Fountain chemistry book for Uganda
to describe the term a periodic table. secondary school chap 3 Pg. 57.
The periodic characteristics of the • Learners in their groups discuss to
table. modern periodic table. generate the characteristic features of Charts with aperiodic table.
a modern periodic table with the Relevant text books.
guidance of a teacher. Present their
findings to the class.
• Learners are given a task to write
down the discussed and harmonised
characteristics in their books.
10.3 Learners should be able • Teacher first explains the first 20 Fountain chemistry book for Uganda
to investigate the elements in the periodic table. secondary school chap 3 Pg. 61.
Periodic table. periodic arrangement • Learners in groups use the knowledge
for the first 20 from the teacher and relevant text Periodic table
elements in a modern book to arrange the first twenty Text books.
periodic table. elements in the periodic table with the
guidance of a teacher.
• Learners draw the periodic table
showing the first twenty elements

13
 SCHEME OF WORK

using the relevant books after

harmonising.
11.1 Define ion and explain • Teacher show learners video on Active chemistry learner’s book 2 Pg.
the types of ions using formation of ions by metals and non- 50-52.
Ion formation. examples. metals.
• Using the knowledge from video Video show on formation of ion.
shown and relevant text books, Text books.
learners in groups discuss and Periodic table.
brainstorm to define the term ion and
also explain the different types of ions.
• Using examples under the supervision
of the teacher and after they present
their findings to the class.
• Each learner write down the definition
of ions and explanation for the types
of ions from relevant text books after
harmonising.
11.2 Draw the structures • Teacher explains how an Ion can be Active chemistry learner’s book 2 Pg.
showing how ions are formed either by gain or loss of 50-52.
Ion formation. formed. electrons.
• Using the knowledge of a teacher and Text books.
relevant text books learners in groups Periodic table.
discuss the formation of Ions by either
gain or loss of electrons as the teacher
guides them, present their findings to
the class.
• Individual learners draw the structure
to show how Ions are formed after has
been harmonised by the teacher.
11.3 To write the electronic • Teacher explains the relationship Fountain chemistry learner’s book 2
configuration of ions between electronic configuration of an Pg. 65.

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 SCHEME OF WORK

and the formula of atom and electronic configuration of

charged particle. an ion by use of examples. Text books.
• Using the knowledge from the teacher
and relevant text books, learners in Periodic table.
group discuss to write the electronic
configuration of ions and the
formation of particles under the
supervision of a teacher and after they
present their findings to the class.
• Each learner writes the electronic
configuration of ions and the formula
of charged particle in their exercise
books after the harmonization of the
teacher.
12. 1 Ability to exhibit • Teacher guides learners on the activity
knowledge, skills and of integration.
Activity of application on the key • Learners attempts the activity.
integration. concept on the periodic
table.
12.2-12.3 The rest of Week 12 should be used for reviewing, preparing, and/or marking examinations

Subject: Chemistry Class: S.2 Term: TWO Teacher’s Name:

Time allocation: 3 periods per week (one double and one single lesson)
When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews previous
learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

15
 SCHEME OF WORK

WEEK LEARNING OUTCOME METHODOLOGY TEACHING/LEARNING Y

SUBTOPIC RESOURCES P
R
Theme: Carbon in the environment.
Competency: The learner investigates the diversity of carbon compounds in the environment.
1.1 Learner should be able • Teacher takes learners to the kitchen to identify Fountain chemistry
to: - some of the examples of fuel. learner’s book 2 Pg. 72-74.
Fuel. • With references from the kitchen and the relevant
Define fuel, identify text books, learner’s groups discuss to come up Charcoal.
common substances with the definition of fuel, state common Firewood.
used as fuel and name substances used as fuel and name the elements Text books.
the elements that that makes up fuel. With the guidance of the
makes up furl. teacher.
• Each learner writes the definition of fuel, state
common substances used as fuel and name the
elements that makes up fuel using relevant books.
1.2 Explain using equations • Teacher demonstrates and explains by burning Fountain chemistry
what happens to the some fuel as learners watch. learner’s book 2 Pg. 7-4.
Fuel elements in the fuel • Using the knowledge from the teacher and relevant
when the fuel is burnt text books, learners in group discuss the Charcoal stove
in air i.e. excess or observations and draw the conclusion to what Charcoal
limited air. happen to the elements in fuel when burnt under Text book
the guidance of the teacher.
• Each learner writes the notes for the explanation of
burning elements in the fuel in excess and limited
air and also write the equation for the reaction.
2.1 Explain why it is not • Teacher narrates a story about a woman who Fountain chemistry
advisable to stay in a suffocated when preparing beans in her poorly learner’s book 2 Pg. 74.
Fuel poorly ventilated room ventilated room at night when sleeping.
when burning fuel and Text books.

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 SCHEME OF WORK

also write down the • Using the knowledge from the story discuss under
uses of fuel a part from the guidance of a teacher and present their findings
cooking. to class.
• Learners write harmonised notes in their exercise
books text books.
2.2 Define renewable and • Teacher explains briefly the forms and sources of Fountain chemistry
non-renewable fuels fuel. learner’s book 2 Pg. 74.
Flue and give examples of • Using teacher’s explanation and the relevant text
renewable and non- books, Learners in group discuss and brainstorm to Text books.
renewable. define renewable and non-renewable fuels and Displayed chart with all
identify examples of renewable fuels with the fuels indicated.
guidance of a teacher.
• Each learner writes the harmonised definitions and
non-renewable fuels.
3.1 Define fossil fuels and • Teacher briefly explains how fossil fuels is obtained Fountain chemistry
identify examples of them decayed animal and plant remains. learner’s book 2 Pg.
Fuel fossil fuel. • Using the knowledge from the teacher and relevant
text books, Learners in groups brainstorm to define Text books.
fossil fuel and state examples of fossil fuels.
• Each learner is tasked to write a definition of fossil
fuel using the relevant text book.
3.2 Identify fuels obtained • Teacher displays the chart with fractionating Fountain chemistry
from crude oil and their column of showing fractional distillation. learner’s book 2 Pg. 75.
Fuel uses. • Using the displayed chart and relevant text book,
learners in group discuss to identify fuels obtained
Name the method used from crude oil and brainstorm to identify their uses.
to obtain the fuels from Learners also in groups identify the method used to
crude oil and the obtain the fuel and reason for the choice.
reason for the choice. • Each learner is tasked to write notes in their
exercise books after has been harmonised by the
teacher.

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 SCHEME OF WORK

4.1 Explain how wood • Teacher takes learners to tour where they are Fountain chemistry
charcoal is made and making charcoal. learner’s book 2 Pg. 76.
Charcoal state the effects of • Using the acquired knowledge from the tour and
making wood charcoal the relevant text books, learners in groups discuss Charcoal sample.
to the environment. and explain the steps for making wood charcoal and
state the effect of making wood charcoal on the Text books.
environment with the guidance of the teacher.
Learners present their findings to the class by
writing on the chalkboard.
• Individual learners write the explanation for the
steps of making wood charcoal and state the effect
of making wood charcoal on the environment.
4.2 Identify the materials • Teacher takes learners to tour where they are Fountain chemistry
for the making charcoal making charcoal briquettes. learner’s book Pg. 83.
Charcoal briquettes and explain • Using the knowledge from the tour and the
how charcoal relevant books, learners in groups discuss and Charcoal briquettes.
briquettes are made. explain procedures for making charcoal briquettes Text books.
with the guidance of the teacher.
• Individual learners write the procedures for making
charcoal briquettes using relevant books.
5.1 Explain how energy • Fountain chemistry
Charcoal saving charcoal stove is • Teacher takes learners to tour where they are learner’s book 2 Pg. 84.
made and state the making energy saving charcoal stove.
advantages of using • Using the knowledge from the tour and the Text books.
energy saving charcoal relevant books, Learners in groups discuss and
stove. explain procedures for making energy saving
charcoal stove and state the advantages of using
energy saving charcoal stove.
• Each learner write organised noticed in their
exercise books using relevant text books.

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 SCHEME OF WORK

5.2 Draw a well labelled • Teacher first demonstrates the experiment as Fountain chemistry
diagram and explain learners watch. learner’s book 2 Pg. 90.
Carbon the laboratory • Using the knowledge from the teacher and relevant
dioxide preparation of carbon text books, Learners in groups perform and Marble chips.
dioxide. experiment for the preparation of carbon dioxide Flasks with delivery tubes.
under the guidance of the teacher. Dilute hydrochloric acid.
Learners present their findings to the class by Gas jar
writing on the chalk board. Trough of water.
• Learners use relevant text books to draw a well Funnel.
labelled diagram and explain the preparation.
6.1 Explain the chemical • Teacher displays the chart with illustrations that Lime water.
test for carbon dioxide shows the test for carbon dioxide. Source of carbon dioxide.
Carbon and state the physical • Learners in group carryout an experiment for the Chart with illustrations.
dioxide. properties of carbon test of carbon dioxide and also identify the physical Textbooks.
dioxide. properties of carbon dioxide with the guidance of
the teacher.
Learners present their findings to the class by
writing on the chalkboard.
• Each learner is tasked to write the explanation for
test of carbon dioxide and also state the physical
properties of carbon dioxide.
6.2 Explain the chemical • Teacher displays the charts with illustration that Sodium hydroxide
properties of carbon show some of chemical properties of carbon solution.
Carbon dioxide and state the dioxide. Calcium hydroxide
dioxide. uses of carbon dioxide. • Basing on the illustrations and the relevant text solution.
books, learners in groups discuss and explain the Magnesium ribbon.
chemical properties of carbon dioxide with the Chart with illustrations.
guidance by the teacher. Source of carbon dioxide.
Learners present their findings to class by writing Gas jars.
on the chalkboard. Heat source to burn
magnesium.

19
 SCHEME OF WORK

• Individual learners are tasked to write notes in their Boiling tubes.

exercise books using relevant text books.
7.1 Explain how carbon • Teacher explains briefly about the carbon cycle and Fountain chemistry
dioxide is increased or displays the chart. learner’s book Pg. 91-92.
Carbon decreased in the • Using the chart and relevant text books, learners in
dioxide atmosphere and state group discuss how carbon dioxide is increased or Chart.
the effect of excess decreased in the atmosphere and also state the
carbon dioxide in the effect of excess.
atmosphere. • Carbon dioxide in the atmosphere under the
guidance of teacher.
• Learners present their findings by writing on
chalkboard.
• Learners write notes in their exercise books
individually after the harmonisation of the teacher.
7.2 Explain the occurrence • Teacher show the video on the occurrence of Video show on the
of greenhouse effect. greenhouse effect. occurrence of greenhouse
Carbon • Learners use the knowledge from the video and effect.
dioxide relevant text books to explain the occurrence of
greenhouse effect under the guidance of a teacher Text books.
and they present their findings to class.
• Each learner write down the note using relevant
test books.
8.1 List down common • Teacher moves with learners around the Fountain chemistry
sources of water in the community to see water sources around. learner’s book 2 Pg. 93.
Water community, identify NOTE: Should be done before the lesson.
hardness pure and impure water • Using the knowledge from the tour and relevant Text book.
and state the effect of text books, learners in groups discuss to come up
dissolved salts in with a list of common sources of water, identify the
different sources of pure and impure water and also state the effect of
water. dissolved salts in different sources of water under

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 SCHEME OF WORK

the guidance of a teacher. Learners present their

findings to class by writing on the chalkboard.
• Each learner writes organised notes from the
relevant text books.
8.2 Identify the name of • Teacher show learners some of the salty water and Fountain chemistry
some salts in water and explain. learner’s book 2 page 93.
Water also describe how salts • Using teacher’s knowledge and relevant text books
hardness enter water. learners brainstorm to come up with the names of Salty water.
some salts and also describe how salts enters water Text books.
under the supervision of teacher and learners
present their findings to class by writing on the
chalkboard.
• Each learner write down the notes using the
relevant text books and also after the
harmonization of the teacher.
9.1 Define hard and soft • Teacher briefly explains the terms. Fountain chemistry
water, state the types • Using the brief explanation of the teacher and learner’s book 2 Pg. 97.
Water of water hardness, and relevant textbooks, learners in groups perform an
hardness. also explain the causes experiment by washing a cloth using a salty water Salty water.
of hardness. and rain water with soap. The experiment guides Rainwater.
learners to come up with definition of hard and soft Soap.
water, types of hardness. Basins.
• Individual learners write their notes in their Cloth to be washed.
exercise books after the harmonization by the
teacher and also using relevant text books.
9. 2 Explain the removal of • Teacher demonstrates one of the method of Fountain chemistry
water hardness i.e. removing temporary hardness of water i.e. by learner’s book 2 Pg. 98.
Water Temporary and boiling the water. Calcium hydroxide
hardness Permanent hardness • Following teacher’s demonstration and the relevant solution.
and also explain the text books, learners in groups perform some of the Sodium hydroxide
solution.

21
 SCHEME OF WORK

uses of hard water in experiments of removing water hardness i.e. Water containing calcium
our daily life. Temporary and permanent. hydrogen carbonate.
• Under the guidance of the teacher and learners Heat source.
present their findings to the class by writing on Source pan for heating
chalkboard. water.
• Each learner is tasked to write notes using the A piece of cloth to titre the
relevant text books. insoluble salt.
Water containing
magnesium sulphate.
10.1 Name a salt formed • Teacher briefly explains the action of soap on hard Fountain chemistry
when soap reacts with water. learner’s book 2 Pg. 99-
Water hard water and explain • Learners in groups perform an experiment by 104.
hardness. the action of soap on washing a cloth using soap in a salty water and use
hard water. relevant textbooks to discuss. Learners present Hard water
their findings to class by writing on chalk board.
• Individual learners write name of salt formed when Soap
soap reacts with hard water and explain the action
of soap on hard water.
10.2 Define allotropy and • Teacher displays a chart bearing wood charcoal, lid Fountain chemistry
allotropes of carbon, pencil, grease, carbon rod, earrings and explains learner’s book 2 Pg. 105-
Carbon identify allotropes of them as form of carbon. 106.
carbon and explain the • Using the teacher’s explanation and relevant text
properties of each book, learners in groups discuss the definition of A chart having learning
allotrope. allotropy and allotropes. Allotropes of carbon and aids like
explain the properties of each allotrope. Under the • Wood charcoal
guidance of a teacher learners presents their • Lid pencil
findings to class by writing on the chalkboard. • Grease
• Each learner is tasked to write notes using relevant • Carbon rod
text books. • Earrings

Textbook

22
 SCHEME OF WORK

11.1 Draw and explain the • Teacher show videos of the structure of allotropes Fountain chemistry
structures of allotropes to learners. teacher’s book 2 Pg. 208.
Carbon of carbon. • Learners in groups use the knowledge from the
video show and relevant text books to draw and Video show on allotropes.
explain the structures of allotropes of carbon under
the guidance of the teacher. Text books.
They present the findings to class by writing on the
chalk board.
• Each learner draw and explain the structures of
allotropes of carbon using relevant text books.
11.2 State the properties, • Teacher demonstrates by showing some of the Fountain chemistry
differences and uses of products of Diamond and graphite. learner’s book 2 Pg. 106-
Carbon Diamond and graphite. • Using the learning materials provided and relevant 107.
text books, learners in group discuss the properties,
differences and uses of diamond and graphite Lid pencil
under the guidance of a teacher. Earrings
• Each learner writes organised notes using relevant Grease
text books and also after the harmonisation of Drill bits
teacher.
12.1 Explain the chemical • Teacher demonstrates by burning carbon in excess Fountain chemistry
properties of carbon and limited oxygen. teacher’s book 2 Pg. 211.
Carbon i.e. combustion of • Using the demonstration of the teacher, relevant
carbon and reduction text books, learners in groups discuss the chemical Charcoal stove to use it for
reactions. properties of carbon under the guidance of teacher. burning
• Learners present their findings to class by writing Charcoal
on the chalkboard. Heat source
• Each learner write notes about the chemical Text books
properties of carbon using relevant text books.
12.2 Ability to exhibit • Teacher guides learners on the activity if Fountain chemistry book 2.
knowledge, skills and integration.
application of the key • Learner attempts the activity.

23
 SCHEME OF WORK

Activity of concepts on carbon in

integration the environment.

Subject: Chemistry Class: S. 2 Term: THREE Teacher’s Name:

Time allocation: 3 periods a week
When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews previous
learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

WEEK/ SUB- LEARNING OUTCOME METHODOLOGY TEACHING AND LEARNING Y

TOPICS RESOURCES P
R
Theme: Order of reactivity of metals
Competency: The learner evaluates data on reactivity in order to arrange metallic elements according to their reactivity.
1.1 Learners should be able • Teacher explains briefly the reaction Fountain chemistry for Uganda
to explain the reaction between sodium and cold water secondary school. Pg.114—115
Chemical between water and • Learners in their groups carry out an Learners book 2
reactivity of magnesium , calcium experiment to discuss and compare the
metals metal and zinc reactivity of magnesium and calcium Magnesium Ribbon, calcium, cold
metal, present their findings to the water, red litmus paper, stop clock,
class by writing on the chalk board beakers, spatula, zinc and text books.
• Learners record the harmonised
observations in their exercise books
using relevant text books

24
 SCHEME OF WORK

1.2 Learners should be able • Teacher explains the difference Fountain chemistry for Uganda
to explain the reaction between the reaction of sodium with secondary school pg.114-115 bk2
Chemical between water and cold water and that of magnesium zinc
reactivity of iron, lead and copper and calcium Active chemistry learners book 2 pg.
metals metal • Learners discuss in groups, carry out an 91-92
experiment to investigate the reaction
between cold water and iron, lead and Iron fillings
copper metals, present their discussed Lead metal
work Copper turnings
• Learners write down the harmonised Test tubes
observations in their exercise books, Water
relevant text books Red litmus paper

Stop watch.
2.1 To arrange elements • Explains the use of the litmus paper in Active chemistry students book 2
(Mg, Ca, Zn Fe, Pb, and the experiment done previously chapter 5 pg. 93
Chemical Cu) in the order of • Learners in their groups use the
reactivity of reactivity with metals explanation of the teacher and the Text books
metals previous knowledge to arrange the
elements in the order of their
reactivity with water as the teacher
monitors and guides them and present
their results
• Learners are given a task to write the
harmonised work in their note books
and from the relevant book.
2.2 To explain the reactions • Teacher demonstrates and explains Active chemistry student book 2 pg.
between Magnesium, the reaction between silver and nitric 93
Chemical calcium and Zinc metal acid.
reactivity of with dilute hydrochloric • Learners in groups carry out an Text books
metals acid experiment and discuss to compare

25
 SCHEME OF WORK

the reactivity of Zn, mg, ca, with Some relevant apparatus (Test tubes,
hydrochloric acid as the teacher Measuring cylinders
monitors and guides. Present their
agreed work to the class. Wooden splint, Bunsen burner
• Learners are given a task to write
down the harmonised observations in Hydrochloric acid , magnesium ribbon
their note books zinc granules and calcium granules
3.1 To explain the reactions • Teacher uses the previous experiment Active chemistry student’s book 2
between iron , lead and to explain the observations
page 93 – 94.
Reactivity of copper with dilute • Learners in their groups carry out
metals hydrochloric acid experiment, discuss in their groups the Text books.
observations under the guidance of a Iron fillings
teacher, present their work to the Lead metal
class. Copper turnings.
• Learners summarise their observations Hydrochloric acid
in their exercise books using a relevant Test tubes.
text book. Wooden split
3.2 To arrange elements • Teacher introduces by introducing the Active Chemistry students book 2 pg.
(Mg, Ca, Zn, Fe, Pb, and reactions of an acid with metals 94-95
Chemical Cu) in the order of • Learners use the teachers’ knowledge
Reactivity of reactivity with above and the relevant text book to Text books
metals hydrochloric acid arrange the elements in the order of
reactivity with hydrochloric acid as the
teacher guides them present their
findings to the rest of the class
• Learners are given a task to summarise
their arrangements in their note books
after the teacher moderating.
4.1 Learners should be able • Teacher explains the term Fountain chemistry for Uganda school
to describe the reaction displacement reaction in relation to secondary students book 2 page
between metals Chapter 5 pg.119

26
 SCHEME OF WORK

Reactivity of aqueous solutions (Iron the reaction between a metal and

Metals and copper sulphate aqueous solutions Copper (ii) sulphate solutions
solutions) • Learners in their groups perform an Iron fillings
experiment, discuss amongst Beakers
themselves to identify how iron reacts Iron (ii) sulphate
with copper (ii) sulphate solution as Copper
the teacher offers guidance. Present
their observations to the class.
• Learners summarise their observations
in their note books moderated by the
teacher.
• Learners
4.2 To explain the reaction • Teacher demonstrates an experiment Active chemistry page 89 students’
between metals (Mg, using aluminium powder and copper book 2.
Zn, Iron, Cu, Pb, with (ii) oxide and explain the displacement Text book
metal oxides reaction between CuO and Aluminium Zinc oxide
• Basing on the teacher’s demonstration Copper II oxide
and explanation. Learners perform an Zinc powder
experiment in their groups using Mn, Magnesium powder
Zn, Iron, CuO and MnO, ZnO, CuO, Copper turnings.
under the guidance of a teacher and Iron fillings.
present their findings. heat
• Learners summarise their observations
• In their b teacher harmonising their
results.
5.1 To arrange metals • Teacher displays the chart showing the Active Chemistry students book 2 pg.
according to their elements in their arrangements with 90 - 91
Chemical displacement reference to the previous experiments
reactivity of and explains why they have been Text books
metals arranged in that form

27
 SCHEME OF WORK

• Learners group themselves into Chart with reactions of metals with

manageable groups, share ideas oxides and acids.
amongst themselves to arrange the
elements in their order basing on the
displacement reaction under the
guidance of a teachers.
• Learners are given a task to write
down the harmonised work in their
note books
5.2 To define the term • Teacher explains the reactivity of Fountain Chemistry for Uganda
reactivity series and sodium and potassium- secondary schools, learners book 2
Reactivity arrange the metals and • Learners brainstorm the definition of pg. 121.
series non-metals basing on reactivity series for metals in groups,
their reactivity from the discuss on how to arrange the metals Text books
most reactive to the from most reactive to the least
least reactive reactive using the knowledge of the Charts with elements arranged basing
teacher. on different reactions.
• Present their findings to the rest of the
class
• Learners write down the harmonised
work in their individual books from the
teacher and relevant textbooks.
6.1 Learners should be able • Teacher displays chart with drawn Active chemistry learners book 2 page
to explain how the size structures 97-98
Reactivity of metal contributes to • Learners discuss in their groups to
Series the reactivity of metals explain how the size of the metal Charts with atomic structures
contributes to their reactivity under the Chemistry text books
guidance of the teacher
• Individually learners draw election
structures of some given metals in a

28
 SCHEME OF WORK

given task and use it to explain how it

contributes to the reactivity of metals.
6.2 To explain how the • Teacher refer by explaining on writing Active Chemistry Students’ book 2 pg.
numbers of electrons and drawing electronic structure of 96 - 97
Reactivity (Electron structures) elements
Series contributes to the • Learners in groups use teacher’s Chemistry text books.
reactivity of metals explanation to discuss and share how
the electronic structures contributes to
the reactivity of metals. Learners
present the findings to the rest of the
class
• Learners write the harmonised work in
their books individually from the
teacher.
7.1 Learners should be • Teachers display charts with some Active chemistry students book 2
able to state the uses reactions of some elements (metals) page 99-100
Reactivity of metals basing on the with metal oxides and explains how Charts with some reactions of the
series reactivity of metals the reaction may lead to the uses metals with metal oxides.
• Learners discuss in groups basing on Textbooks (chemistry)
teachers’ explanation and generate the
uses of metals with reference to their
reactivity. Present their findings to the
rest of the class.
• Learners write down the harmonised
uses of metals in their note books.
7.2 Learners should be • Teacher explains the key term Fountain chemistry or Uganda
able to describe how extraction. secondary school learners’ book 2
Extraction of copper is extracted • Learners in their groups perform the page124-125.
metals from from copper (ii) oxide experiment to extract copper from
their using charcoal block copper (ii) oxide using charcoal block Charcoal block
as the teacher moves around to guide Bunsen burner.

29
 SCHEME OF WORK

compounds them. Write their findings and each Copper (ii) oxide.
(oxides) group presents their findings to the Textbooks.
rest of the class.
• Learners write down the correct
procedures in their notebooks after
harmonisation.
8.1 Earners should be able • Teacher reminds learners about Fountain chemistry or Uganda
to define alloys, state mixtures and elements briefly by secondary school learners’ book 2
Alloys examples of alloys and explaining their definitions. page126.
explain why alloys are • Learners in groups, read relevant
called mixtures. chemistry books to generate the Chemistry textbooks.
definition of an alloy and write down
their findings in their work books. With
the guidance of the teacher, present
their findings to the class.
• Learners write down the harmonised
work in their note books from the
chemistry books.
8.2 Learners should be able • Teacher demonstrates and explains Fountain chemistry or Uganda
to state the some of the oxides made of alloys e.g. secondary school learners’ book 2
Alloys composition of alloys. knives using a video. page126.
• Learners discuss in their groups using
the knowledge from the teacher and Active chemistry students’ book 2
the video. Under the guidance of the page 107-108
teacher, they generate the
composition of alloys. Each group
present to the class.
• Leaners individually write down the
correct composition of alloys in their
notebooks.

30
 SCHEME OF WORK

9.1 To state the properties • Teacher demonstrates the chart having Active chemistry students’ book 2
of alloys. alloys with their compositions and page 107-108.
Alloys explains how the same compositions
may help to generate the properties. Charts having alloys with their
• Learners group themselves, use the compositions.
explanation of the teacher and the
relevant textbooks to discuss and Students’/textbooks.
generate the composition of alloys.
• Learners summarise the harmonised
work in a table in their individual books
using the relevant learner’s books.
9.2 To state the uses of • Teacher displays a chart wit alloys and Fountain chemistry or Uganda
Bronze, Brass and Steel their properties and explains one secondary school learners’ book 2
Alloys as alloy using their property of one alloy to generate the page126.
properties. use.
• Learners group into manageable Chemistry textbooks
groups, discuss under the guidance of
the teacher to generate the uses of Chart having alloys with their
Bronze, Brass and Steel. Learners properties.
present their findings
• Learners individually write the uses of
Bronze, Brass and Steel in their
notebooks using the relevant books.
10.1 To: - State the uses of • Teacher displays char having alloys, Fountain chemistry or Uganda
stainless steel, explains one property of one alloy to secondary school learners’ book 2
Alloys duralumin and pewter generate the use. page126.
• Learners in groups use the teacher’s
-State the advantages idea, generate the use of stainless Active chemistry students’ book 2
of using alloys other steel, duralumin and pewter alloys and page 108-109
than pure metals. state the advantages of using alloys

31
 SCHEME OF WORK

other than pure metals as the teacher Charts with alloys and their
guides, present their findings. properties.
• Learners individually write down the
uses and advantages after the teacher Learners’ text books (Chemistry)
has harmonised.
10.2 Ability to exhibit • Teacher gives and guides learners on RE: Fountain chemistry or Uganda
knowledge, skills and the activity of integration. secondary schools
Activity of application of the key • Learner attempts the activity
integration. concept on chemical
reactivity of metals.
11-12 Weeks 11 and 12 should be used for preparing for, writing and marking examinations, or catch up on missed
or delayed content.

32