Regional Exams DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Demonstrate mastery of basic concepts, theories and principles in Chemistry
3. Specific Competence
1.1 Demonstrate mastery of concepts, theories and principles in Chemistry
4. Main Activity
(a) Describe the mole concept (comparison of the mole with other units of measurements and molar quantities of substances)
5. Specific Activity
Explain counting units and define a mole.
6. Teaching and Learning Resources
Periodic table, calculator, analytical balance, sample substances; Chemistry Form Three Student’s Book; exercise books.
REFERENCES: TIE(2024) Basic Mathematics Students Book For Form Two. Dar es salaam
| Stage | Duration | Teaching Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 minutes | Ask diagnostic questions linking prior Chemistry knowledge to explain counting units and define a mole. Introduce the lesson objective and an everyday example. | Recall relevant concepts, answer questions and predict what they need to know to explain counting units and define a mole. | Students state one correct prior concept and identify the objective related to explain counting units and define a mole. |
| Competence Development | 30 minutes | Explain the key concepts and scientific steps needed to explain counting units and define a mole. Work through a relevant example using appropriate chemical terms, units and equations; then facilitate guided group practice. | Observe the worked example, discuss the underlying principle, and practise how to explain counting units and define a mole with a partner or group. | Students correctly explain or demonstrate the main steps required to explain counting units and define a mole, using appropriate terminology and evidence. |
| Application | 20 minutes | Provide a fresh contextual problem or case requiring students to explain counting units and define a mole; facilitate comparison of different solutions. | Independently solve the contextual task, justify the answer using appropriate chemical reasoning and present results. | Students successfully apply the lesson principle to a new example or task involving explain counting units and define a mole. |
| Assessment | 20 minutes | Give an individual short exercise or practical checklist specifically assessing the ability to explain counting units and define a mole. Review answers, correct misconceptions and provide feedback. | Complete the individual exercise or demonstrate the procedure; explain answers and respond to feedback. | Students accurately complete the assigned task on explain counting units and define a mole, including correct reasoning, observations, units or equations where relevant. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Demonstrate mastery of basic concepts, theories and principles in Chemistry
3. Specific Competence
1.1 Demonstrate mastery of concepts, theories and principles in Chemistry
4. Main Activity
(a) Describe the mole concept (comparison of the mole with other units of measurements and molar quantities of substances)
5. Specific Activity
Relate the mole to Avogadro constant.
6. Teaching and Learning Resources
Periodic table, calculator, analytical balance, sample substances; Chemistry Form Three Student’s Book; exercise books.
REFERENCES: TIE(2024) Basic Mathematics Students Book For Form Two. Dar es salaam
| Stage | Duration | Teaching Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 minutes | Ask diagnostic questions linking prior Chemistry knowledge to relate the mole to Avogadro constant. Introduce the lesson objective and an everyday example. | Recall relevant concepts, answer questions and predict what they need to know to relate the mole to Avogadro constant. | Students state one correct prior concept and identify the objective related to relate the mole to Avogadro constant. |
| Competence Development | 30 minutes | Explain the key concepts and scientific steps needed to relate the mole to Avogadro constant. Work through a relevant example using appropriate chemical terms, units and equations; then facilitate guided group practice. | Observe the worked example, discuss the underlying principle, and practise how to relate the mole to Avogadro constant with a partner or group. | Students correctly explain or demonstrate the main steps required to relate the mole to Avogadro constant, using appropriate terminology and evidence. |
| Application | 20 minutes | Provide a fresh contextual problem or case requiring students to relate the mole to Avogadro constant; facilitate comparison of different solutions. | Independently solve the contextual task, justify the answer using appropriate chemical reasoning and present results. | Students successfully apply the lesson principle to a new example or task involving relate the mole to Avogadro constant. |
| Assessment | 20 minutes | Give an individual short exercise or practical checklist specifically assessing the ability to relate the mole to Avogadro constant. Review answers, correct misconceptions and provide feedback. | Complete the individual exercise or demonstrate the procedure; explain answers and respond to feedback. | Students accurately complete the assigned task on relate the mole to Avogadro constant, including correct reasoning, observations, units or equations where relevant. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |