DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
Demonstrate mastery of basic concepts, theories and principles in chemistry
3. SPECIFIC COMPETENCE
Demonstrate mastery of concepts, theories and principles in Chemistry
4. MAIN ACTIVITY
Describe the concept of Chemistry
5. SPECIFIC ACTIVITY
Give meaning and concept of chemistry
6. TEACHING/LEARNING RESOURCE
Pictures, diagrams, simulations, animations or videos illustrating the meaning, branches, applications and relationship with other disciplines
REFERENCES: TIE(2023) Chemistry Students Book For Form One. Dar es salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
5 |
Begin with a class discussion about what students think chemistry is. |
Students to give examples of where they encounter chemistry in their daily lives. |
The concept of Chemistry is clearly described |
|
Competence development |
15 |
Defining Fundamental Concepts AND Introduce and define key concepts: |
Students practice identifying examples of these concepts. |
The concept of Chemistry is clearly described |
|
Design |
10 |
Guide Students create concept maps or diagrams to connect the fundamental concepts of chemistry. |
Students create concept maps or diagrams to connect the fundamental concepts of chemistry. |
The concept of Chemistry is clearly described |
|
Realisation |
10 |
Prepare physical model, use interviews and short quizzes |
Present prepared model, attempt quizzes and participate in interview |
The concept of Chemistry is clearly described |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
Demonstrate mastery of basic concepts, theories and principles in chemistry
3. SPECIFIC COMPETENCE
Demonstrate mastery of concepts, theories and principles in Chemistry
4. MAIN ACTIVITY
Describe the concept of Chemistry
5. SPECIFIC ACTIVITY
Describe origin of chemistry
6. TEACHING/LEARNING RESOURCE
Pictures, diagrams, simulations, animations or videos illustrating the meaning, branches, applications and relationship with other disciplines
REFERENCES: TIE(2023) Chemistry Students Book For Form One. Dar es salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 |
Begin with a class discussion about what students know about the history of chemistry. |
Students to name any early scientists or civilizations associated with chemical practices. |
The concept of Chemistry is clearly described |
|
Competence Development |
30 |
Divide students into groups and assign each group a specific civilization or period |
Groups prepare presentations (PowerPoint, Google Slides, posters) to share their findings with the class. |
The concept of Chemistry is clearly described |
|
Design |
20 |
Guide Students analyze excerpts from historical texts or images related to early chemical practices. |
Students design and create a project related to the origin of chemistry, and present in class |
The concept of Chemistry is clearly described |
|
Realisation |
20 |
Employ use of flashcards, questions and answers and written assignments |
Respond to flash cards answer oral questions and written assignments |
The concept of Chemistry is clearly described |
REMARKS :
--REMARKS TO WRITTEN HERE-- |