DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE
1.0 Demonstrate mastery of the concepts, theories and principles in Chemistry
SPECIFIC COMPETENCE
1.1 Demonstrate an advanced understanding of the concepts, theories and principles of Chemistry
MAIN ACTIVITY
Describe the concept of chemical equilibria in predicting the direction of reactions for formation of desired products; perform experiments involving chemical equilibria and report the experimental results scientifically; assess applications of chemical equilibria in industries and daily life
SPECIFIC ACTIVITY
Describe dynamic equilibrium
TEACHING/LEARNING RESOURCES
Ethanol, ethanoic acid, NH3, H2SO4, water, pH meter, litmus paper, universal indicator, buffer solution reagents, titration apparatus, acids, bases and AI tools.
REFERENCES: T.I.E (2024) Chemistry for Advance Level Secondary Schools Student's Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teacher Activities |
Students Activities |
Assessment Criteria |
|
Introduction |
10 minutes |
Guide brainstorming and questioning on equilibrium concepts. |
Share prior knowledge and answer questions. |
Students identify prior knowledge related to describe dynamic equilibrium. |
|
Competence Development |
30 minutes |
Facilitate discussions, demonstrations and practical activities. |
Participate in discussions and experiments. |
Students accurately demonstrate understanding of describe dynamic equilibrium. |
|
Design |
20 minutes |
Guide investigations and collaborative tasks. |
Conduct investigations and complete tasks. |
Students correctly apply concepts and skills related to describe dynamic equilibrium. |
|
Realizations |
20 minutes |
Assess using presentations, exercises and practical tasks. |
Present findings and answer questions. |
Students confidently justify outcomes related to describe dynamic equilibrium. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE
1.0 Demonstrate mastery of the concepts, theories and principles in Chemistry
SPECIFIC COMPETENCE
1.1 Demonstrate an advanced understanding of the concepts, theories and principles of Chemistry
MAIN ACTIVITY
Describe the concept of chemical equilibria in predicting the direction of reactions for formation of desired products; perform experiments involving chemical equilibria and report the experimental results scientifically; assess applications of chemical equilibria in industries and daily life
SPECIFIC ACTIVITY
Explain reversible reactions
TEACHING/LEARNING RESOURCES
Ethanol, ethanoic acid, NH3, H2SO4, water, pH meter, litmus paper, universal indicator, buffer solution reagents, titration apparatus, acids, bases and AI tools.
REFERENCES: T.I.E (2024) Chemistry for Advance Level Secondary Schools Student's Book Form Six, Dar-es-Salaam
|
Stage |
Time |
Teacher Activities |
Students Activities |
Assessment Criteria |
|
Introduction |
10 minutes |
Guide brainstorming and questioning on equilibrium concepts. |
Share prior knowledge and answer questions. |
Students identify prior knowledge related to explain reversible reactions. |
|
Competence Development |
30 minutes |
Facilitate discussions, demonstrations and practical activities. |
Participate in discussions and experiments. |
Students accurately demonstrate understanding of explain reversible reactions. |
|
Design |
20 minutes |
Guide investigations and collaborative tasks. |
Conduct investigations and complete tasks. |
Students correctly apply concepts and skills related to explain reversible reactions. |
|
Realizations |
20 minutes |
Assess using presentations, exercises and practical tasks. |
Present findings and answer questions. |
Students confidently justify outcomes related to explain reversible reactions. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |