LESSON PLAN

School Name : ES Kayonza. Teacher’s name: NSABIMANA Janvier

Term Date Subject Class Unit No Lesson No Duration Class size
2 02/03/2023 Chemistry S1B 7 1of 7 40min ……../52
Type of Special Educational Needs to be catered for in this lesson
and number of learners in each category Slow learners:2

Unit title Water and its composition

Key Unit Competence
Title of the lesson
Instructional Objective
Plan for this Class (location:
in / outside)
Learning Materials (for all
learners)
References
To be able to state standard requirements for different categories of water and
explain steps involved in water Treatment.
Water sources
Using chemistry books chalkboard diagram of water cycle learners should be able
to state and briefly explain effectively sources of water.
In class
Chemistry text books, chalk-board diagrams.
Longhorn S1 chemistry student’s book

Timing for Description of teaching and learning activities Generic competences and cross
each step Using chemistry books chalkboard diagram of water cycle learners cutting issues to be addressed +
should be able to state and briefly explain effectively sources of water. Short explanation
Teaching activities Learning activities
Introduction Introduce the lesson by asking Learners mention places where Critical thinking as learners
5 min learners to mention places they get water like: from rain, answer probing questions
where they get water for liver, spring tap water , …..
domestic purposes.

Development Provide to the learners with Generic competences

of the lesson text books.
30min
Ask learners in pair to use
chemistry text book and
diagram showing water cycle
to discus different sources of
water.
Select randomly some learners Learners present their findings.
by mixing girls and boys and
slow learners to
present their findings.
Teacher correct learners where
they went wrong
covered
Learners in pairs discuss about – co-operation and
different sources of water. interpersonal skills
As they work in pairs.
– Critical thinking and
problem solving skills.
as they answer diagnostic
questions.
Cross cutting issues to be
addressed:
– Environmental
sustainability
Emphasize the need to drink
treated water to avoid
contracting waterborne
diseases and how to conserve
water.

Conclusion Summarize the lesson and ask Learners answer the questions Listening skills
5 min questions to the learners.
Teacher self-
evaluation