DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of the structure of the Earth
3. SPECIFIC COMPETENCE
1.1 Demonstrate an advanced understanding of concepts and theories explaining the structure of the Earth and the interactions of earth systems
4. MAIN ACTIVITY
Describe the theories (continental drift, Isostacy and plate tectonics) that explain the gross structure of the earth's surface (continents, oceans, seas, ocean ridges, ocean trenches, Islands etc.)
5. SPECIFIC ACTIVITY
Continental Drift Theory
6. TEACHING/LEARNING RESOURCE
Online resources on theories that explain the gross structure of the Earth’s surface, globe, and world map
REFERENCES: T.I.E (2024) Geography for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teacher's Activities |
Learners' Activities |
Assessment Criteria |
|
Introduction |
10 |
Introduce lesson through brainstorming and guiding questions. |
Respond to questions and share ideas. |
Learners identify concepts related to continental drift theory. |
|
Competence Development |
30 |
Guide discussions, observations and explanations on continental drift theory. |
Participate in discussions and practical activities. |
Learners accurately explain continental drift theory. |
|
Design |
20 |
Organize group activities related to continental drift theory. |
Collaborate and present findings. |
Learners effectively perform tasks related to continental drift theory. |
|
Realizations |
20 |
Assess using oral questions and assignments. |
Complete assessment tasks. |
Learners demonstrate attainment in continental drift theory. |
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 the structure of the Earth
3. SPECIFIC COMPETENCE
1.1 Demonstrate an advanced understanding of concepts and theories explaining the structure of the Earth and the interactions of earth systems
4. MAIN ACTIVITY
Describe the theories (continental drift, Isostacy and plate tectonics) that explain the gross structure of the earth's surface (continents, oceans, seas, ocean ridges, ocean trenches, Islands etc.)
5. SPECIFIC ACTIVITY
Isostasy Theory
6. TEACHING/LEARNING RESOURCE
Online resources on theories that explain the gross structure of the Earth’s surface, globe, and world map
REFERENCES: T.I.E (2024) Geography for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teacher's Activities |
Learners' Activities |
Assessment Criteria |
|
Introduction |
10 |
Introduce lesson through brainstorming and guiding questions. |
Respond to questions and share ideas. |
Learners identify concepts related to isostasy theory. |
|
Competence Development |
30 |
Guide discussions, observations and explanations on isostasy theory. |
Participate in discussions and practical activities. |
Learners accurately explain isostasy theory. |
|
Design |
20 |
Organize group activities related to isostasy theory. |
Collaborate and present findings. |
Learners effectively perform tasks related to isostasy theory. |
|
Realizations |
20 |
Assess using oral questions and assignments. |
Complete assessment tasks. |
Learners demonstrate attainment in isostasy theory. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |