DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
1.0 Demonstrate mastery of business knowledge
1.1 Demonstrate mastery of the concepts, theories and principles of Business Education
(a) Explain the concept of production
Introduction to Production - What is Production?
Online/ offline sources
REFERENCES: TIE(2024) Business Studies Students Book For Form Two. Dar es salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 |
Begin by asking students: "What do you think happens before we can buy things like clothes, food, or even get a haircut?" |
Respond to the teacher's questions, sharing their initial ideas about where products come from |
The concept of production is clearly explained |
|
Competence Development |
30 |
Formally define production: "Production is the process of creating goods and services to satisfy human wants.Lead a discussion comparing production and consumption |
Actively listen to examples and ask clarifying questions. Participate in the discussion, distinguishing between production and consumption. |
The concept of production is clearly explained |
|
Design |
20 |
Instruct them to draw or list at least five examples of production activities they see around them (at home, school, market, etc.) and explain how value is added in each case. |
Work collaboratively in their groups. Brainstorm and identify various production activities. |
The concept of production is clearly explained |
|
Realizations |
20 |
Use portfolios, performance assessment, and questions and answers |
Students present portfolio, answer |
The concept of production is clearly explained |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
1.0 Demonstrate mastery of business knowledge
1.1 Demonstrate mastery of the concepts, theories and principles of Business Education
(a) Explain the concept of production
Types of Production - Extractive and Genetic
Online/ offline sources
REFERENCES: TIE(2024) Business Studies Students Book For Form Two. Dar es salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 |
Show a picture of a coal mine and a picture of a dairy farm. Ask: "How are these two activities similar? How are they different in terms of getting products?" |
Observe the pictures and discuss similarities and differences in how products are obtained. |
The concept of production is clearly explained |
|
Competence Development |
30 |
Introduce Extractive Production: "This involves getting raw materials directly from nature, without significantly changing their form |
Participate in the comparative discussion, highlighting differences. |
The concept of production is clearly explained |
|
Design |
20 |
Prepare a worksheet with a list of activities (e.g., harvesting tea, drilling for oil, raising chickens, deep-sea fishing, growing flowers, quarrying stones) |
Categorize the given activities based on their understanding of extractive and genetic production. |
The concept of production is clearly explained |
|
Realizations |
20 |
Prepare physical model, use interviews and short quizzes |
Present prepared model, attempt quizzes and participate in interview |
The concept of production is clearly explained |
REMARKS :
--REMARKS TO WRITTEN HERE-- |