Essentials for Survival · SHS1 General Science

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Explain the concept of diffusion and its application in life.

By the end of the lesson, learners can:

Define diffusion in their own words as the net movement of particles from a region of higher concentration to a region of lower concentration.
Describe at least three factors that affect the rate of diffusion (temperature, concentration gradient, and size of particles).
Demonstrate diffusion using simple laboratory materials (potassium permanganate crystals, perfume, and table salt) and record their observations accurately.
Explain at least two applications of diffusion in everyday life, such as food preservation, breathing, or the spread of cooking aromas.
Work collaboratively in mixed-ability and mixed-sex groups to present findings on diffusion, showing respect for diverse opinions as part of the National Core Values.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Processes for Living (Strand 2)
Sub-strand: Essentials for Survival (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate understanding and appreciation and model the movement of substances in biotic and abiotic media. 1.2.1.LO.1 Appreciate the movement of substances in biotic and abiotic media.
Indicator: 1.2.1.LI.1 - Explain the concept of diffusion and its application in life.
Suggested placement: Semester 1, Week 12 (Week 12 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 35

Exemplars (from the NaCCA curriculum)

1. Using the guided learning approach, put learners in mixed-ability groups to design and model the osmosis process. NOTE: Ensure that learners remain attentive throughout the learning period. 2. Learners in mixed-sex and mixed-ability groups present their work to the class. 3. Learners make presentations in a mixed-ability group to explain osmosis. Encourage females to play key roles in the presentation if possible. Learners should discuss the application of osmosis in everyday life.
Teaching and Learning Resources:
- Cellophane or any suitable substance available.
- Yam tissue, potato tissue or any suitable substance
- Video Clips/2. Internet resources such as available.
- Table salt/sugar.
- Water
- Bowl
- Century Skills and Competencies and GESI)
- Colour (washing blue)
- (https://www.youtube.com/watch?v=jhszFBtBPoI; https://www.youtube.com/watch?v=JnIkGtkO-Js)
- Liquid perfume in a container with a lid.
- Potassium Permanganate crystals,
- Camphor
Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.