SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway choices

By the end of the lesson, the learner should be able to:

-State the meaning of a Career Pathway
-Identify factors to consider In the selection of a pathway
- Draw a poster Showing factors to Consider in the Selection of a pathway
- Acknowledge the factors to consider in the selection of a pathway.

-The leaner is guided to brainstorm the meaning of Career Path
-The leaner is guided to discuss factor to Consider in the selection of pathway
-Learners are guided in groups to draw a Poster showing factors to consider in the selection of a pathway

what is a career Pathways?

-Course book
-Chart
--Digital
devices.

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices

By the end of the lesson, the learner should be able to:

-Identify various Pathways and their respective requirements
-Examine Pathways and their respective requirements
-Create chat showing various pathways and their respective requirements
-Acknowledge
various pathways and their respective requirements

-The Leaner is guided to identify various pathways and their respective requirements.
-Learners are guided groups to Create a Chart showing various path ways and
their respective requirements.

why is it important to learn about Career Pathways?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Requirements for social sciences pathway at senior school

By the end of the lesson, the learner should be able to:

- Examine requirements for Social Sciences Pathway at Senior School
-Create a Chart showing social Sciences and the requirements
-Appreciate requirements for Social Sciences Pathway at senior School

-The learner is guided to examine requirements for Social Sciences Pathway
at senior school.
-In groups
learners are guided to create and display Charts showing social sciences pathways and the requirements.

what are the requirements for Social Sciences pathway at senior school?

- course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway choices -possible track within a pathway at senior school

By the end of the lesson, the learner should be able to:
-Identify a possible track within a pathway at senior school
-choose a possible tracks within a Pathway at Senior school
-Appreciate a Possible tracks within a Pathway at senior school

-The Leaner, is guided to identify a possible track within a pathway at senior school
- in groups learners are guided to Choose a possible tract within a Pathway at senior School

what is a track within a pathway at Senior School?

- course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:
-Define the meaning of support systems
-Explore and use support systems for pre career and other needs
-Describe the effective use of different support systems for pre career and other needs.
-Appreciate the value of support systems for pre career and other needs

-The learner is guided to define support systems and also use support systems for pre career and other needs
-learners in groups are guided to describe effective use of different support systems for pre career and other needs

What is support system?

-Course book
-Computing devices
Char

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:

-Identify challenges arising from existing support systems for pre career and other needs
-Analyze challenges arising from existing support systems for pre career and other needs
-Create a chart showing challenges arising from existing support systems for pre -career and other needs
-Desire to analyze challenges arising from existing support systems for pre career and other needs

-The learner is guided to brainstorm on challenges arising from involvement in existing pre career support system.
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre career support systems

What challenges arises from involvement in existing career support system?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:

-Identify challenges arising from existing support systems for pre career and other needs
-Analyze challenges arising from existing support systems for pre career and other needs
-Create a chart showing challenges arising from existing support systems for pre -career and other needs
-Desire to analyze challenges arising from existing support systems for pre career and other needs

-The learner is guided to brainstorm on challenges arising from involvement in existing pre career support system.
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre career support systems

What challenges arises from involvement in existing career support system?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:

-Design solutions to challenges arising from support systems
-Define solutions to challenges arising from support systems
-Appreciate solutions to challenges arising from support systems

--The learner is guided to design solutions to challenges arising from support systems
In groups learners are guided to search for solutions to challenges arising from preexisting career support systems .

What is the solution to challenges arising from support systems?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems

By the end of the lesson, the learner should be able to:

-define the term pre career mapping
-Explain the significance of pre career mapping for individual growth
-Demonstrate the significance of pre mapping for individual growth
-Appreciate the value of pre career support systems

-The learner is guided to define pre career mapping
-in groups learners are guided to demonstrate The significance of pre career mapping for individual growth

What is pre career mapping?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-describe the community service learning
-Identify a problem in the community
-Create a chart showing the identified problem or gap in the community
-Desire to identify a problem in the community

-learner is guided to brainstorm and identify problem or gap in their community that need attention.
-in groups learner s are guided to create a Chart showing The identified problem or gap in The community

What is community service learning?

-Course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-discuss and adapt on identified problem or gap for the class project and state the tittle
-Create a chart showing identified problem or gap for the class project and sate the tittle
-Appreciate the identified problem or gap for the class project

-learner is guided to discuss and adapt on identified problem or gap for class or group project and state The project title
-learner is guided to create a Chart showing identified problem or gap for class project and state The title

What is community service learning project?

-Course book
-Computing devices
-Chart

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-describe the problem or gap and the statement of the problem
-Authenticate the problem or gap and write down the statement of the problem
-Appreciate the problem or gap and the statement of the problem

-learner is guided to describe The problem or gap and The statement of The problem
-in groups learners are guided to write down The statement of The problem(a small description of The identified problem)

What is the statement of the problem in a project?

-course book
-Computing devices
chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-describe a solution to the identified problem
-Design a solution to the identified problem
-Appreciate team work in designing a solution to the identified project

-The learner is guided to describe a solution to The identified problem
-in groups learners are guided to design a solution to The identified problem
-in groups learners are guided to design a solution to he identified problem.

What is the solution to the identified problem in the society?

-Course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

COMMUNITY SERVICE LEARNING

Community service learning projects

By the end of the lesson, the learner should be able to:

-identify a plan to solve the identified problem in the community.
- Plan to solve the identified problem in the community.
- Appreciate the
Plan to solve
the identified problem in the community.

-The learner is guided to identify a plan to solve The identified problem.
- in groups, learners are guided to plan to solve The identified problem in The community

What is the plan to solve the identified problem in the community?

-Course book
-Computing devices
-Chart

-Oral question -Oral report -observation

COMMUNITY SERVICE LEARNING

Community service learning project

By the end of the lesson, the learner should be able to:

-describe the procedure to follow when implementing the plan to solve the problem.
- Implement the plan to solve the problem
- desire to implement the plan to solve the problem.

-The learner is guided to describe the procedure to follow when implementing the plan to solve the problem
-in groups, learners are guided to implement the plan to solve the problem.

What does one consider when implementing a project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

COMMUNITY SERVICE LEARNING

Community service learning project

By the end of the lesson, the learner should be able to:

-describe the procedure of writing a report on the concluded project.
- Write a report on the concluded project.
-Appreciate. The report on the concluded projects

-the learner is guided to describe the procedure of writing a report on the concluded project.
- In groups, learners are guided to write a report on the concluded project

What is report?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

COMMUNITY SERVICE LEARNING

Community service learning project.

By the end of the lesson, the learner should be able to:

-describe the whole process of the class project and lesson learned.
- create a chart showing the whole process of the class project and the lessons learnt .
-appreciate the whole process of the class project and the lessons learnt.

-The learner is guided to describe The whole process of The class project and The lessons learnt
-in groups learners are guided to create a chat showing The whole process of The class project and The lessons learnt

- why is reflection important in a project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

COMMUNITY SERVICE LEARNING

Community service learning project.

By the end of the lesson, the learner should be able to:

-describe the whole process of the class project and lesson learned.
- create a chart showing the whole process of the class project and the lessons learnt .
-appreciate the whole process of the class project and the lessons learnt.

-The learner is guided to describe The whole process of The class project and The lessons learnt
-in groups learners are guided to create a chat showing The whole process of The class project and The lessons learnt

- why is reflection important in a project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Early

By the end of the lesson, the learner should be able to:

-Describe the socioeconomic practices of early humans in Africa during early Stone age period.
-Create a chart showing socioeconomic practices of early humans in Africa during early stone age period.
-Appreciate socioeconomic practices of early humans in Africa during early Stone Age period.

-The learner is guided to describe socioeconomic practices of early humans in Africa during early Stone age period
- in groups learners are guided to create a chat showing socioeconomic practices of early humans in Africa during The early Stone age period.

What are socioeconomic practices of early humans in Africa during early Stone Age period?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Middle

By the end of the lesson, the learner should be able to:

-describe the socioeconomic practices of early humans in Africa during the middle stone age period.
-Use a chart to show socioeconomic practices of early humans in Africa during the middle a Stone Age period
- appreciate socioeconomic practices of early humans in Africa during the middle stone age period.

-The learner is guided to describe the socioeconomic practices of early humans in Africa during the middle Stone age period.
- In groups, learners are guided to use a chat to show socioeconomic practices of early humans in Africa during the Middle Stone A

What are socioeconomic practices of early humans in Africa during middle stone stage Age period?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -late

By the end of the lesson, the learner should be able to:

-Describe the socioeconomic practices of early humans in Africa during the late Stone Age period.
- Create a poster showing socioeconomic practices in Africa during the late Stone Age period.
- Appreciate socioeconomic practices in Africa during the late Stone age period.

-The learner is guided to describe the socioeconomic practices of early humans in Africa during the late Stone Age period.
- In groups, learners are guided to create a poster showing socioeconomic practices in Africa during the late stone age period.

What are socioeconomic practices of early humans during the late Stone Age?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Early -Middle -Late

By the end of the lesson, the learner should be able to:

-Describe the relevance of social-economic practices of early humans in the modern society.
- Debate on the relevance of social-economic practices of value humans in the modern society.
-Appreciate the relevance of social-economic practices of early humans in the modern society.

-The learner is guided to brainstorm on the social-economic practices of early humans during the stone age period.
- In groups, learners are guided to debate on the relevance of socioeconomic practices of early humans in the modern society.

How do social-economic practices of early humans impact the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Social economic practices of early humans -Early -Middle -Late

By the end of the lesson, the learner should be able to:

-Identify different types of tools used by early humans during the Stone Age period.
- Examine different types of tools used by early humans during the Stone Age period
-Appreciate different types of tools used by early humans during the Stone age period.

-The learner is guided to identify different types of tools used by early humans. during The Stone age period.
- in groups, learners are guided to examine different types of tools used by early humans during The Stone age period.

What were the tools used by Early humans during the Stone Age period?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Social economic practices of early humans -Early -Middle -Late

By the end of the lesson, the learner should be able to:
1.
-Describe the tools used by early humans during the stone Age period
-Illustrate the tools used by early humans during the Stone Age period.
- Appreciate the tools used by early humans during the Stone Age period.

-The learner is guided to describe the tools used by early humans during the Stone Age period.
-In pairs learners are guided to illustrate the tools used by early humans during the Stone Age period.

What were the tools used by early humans during the stone age period?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Social economic practices of early humans -Early -Middle -Late

By the end of the lesson, the learner should be able to:

-Discuss reasons why Africa is regarded as the birthplace of human technology
- Create a chart showing reasons why Africa is regarded as the birthplace of human technology.
- Appreciate reasons why Africa is regarded as the birthplace of human technology.

-The learner is guided to discuss reasons why Africa is regarded as the birth place of human technology.
-In pairs learners are guided to create a chat showing reasons why Africa is regarded as the birthplace of human technology.

Why is Africa regarded as the birth place of human technology?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies. -Agriculture, -medicine

By the end of the lesson, the learner should be able to:

-Identify agriculture and medicine as types of indigenous knowledge systems in African societies for self-identity
-Create a chat showing agriculture and medicine as types of indigenous knowledge systems in Africa society for Self Identity
-Appreciate indigenous knowledge systems in African society for Self identity.

-The learner is gated to identify agriculture and medicine types of indigenous knowledge systems in African society for self-identity.
- Learners in groups are guided to create a chat showing agriculture and ,medicine as types of indigenous knowledge sys

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies -Climate -Technology

By the end of the lesson, the learner should be able to:

-Describe climate and technology types of indigenous knowledge systems in African societies for self-identity.
-Debate on climate and technology types of indigenous knowledge systems in African society for self-identity
-Appreciate indigenous knowledge systems in African society For self identity.

-The learner is guided to identify.
To describe. Technology types of indigenous knowledge systems in African society for self identity.
- In groups, learners all guided to debate on climate and technology types of indigenous knowledge systems in African society for self-identity.

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Education -Conservation types of indigenous knowledge

By the end of the lesson, the learner should be able to:

-Describe education and environmental conservation types of indigenous knowledge systems in African societies.
- Create a chat showing education and environmental conservation types of indigenous knowledge systems in African societies.
-Appreciate education and environmental conservation types of indigenous knowledge systems in African Society for self identity

-The learner is guided to describe education and environmental conservation types of indigenous knowledge systems in African society.
- Learners in groups are guided to create a chat showing education and environmental conservation types of indigenous kno

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Astronomy -Religion -Arts

By the end of the lesson, the learner should be able to:

-Describe astronomy, religious and Earth types of indigenous knowledge systems in African society for self identity
-Debate on Astronomy, religion and Arts types of indigenous knowledge systems in African society for self-identity
-Appreciate
Astronomy, religion, and art types of indigenous knowledge systems in African society for self identity.

-The learner is guided to describe astronomy, religion, and art types of indigenous knowledge systems in African society for self identity
-In groups, Learners are guided to debate on astronomy, religion, and art types of indigenous knowledge systems in

What were the types of indigenous knowledge systems in African societies?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Astronomy -Religion -Arts

By the end of the lesson, the learner should be able to:

-Describe astronomy, religious and Earth types of indigenous knowledge systems in African society for self identity
-Debate on Astronomy, religion and Arts types of indigenous knowledge systems in African society for self-identity
-Appreciate
Astronomy, religion, and art types of indigenous knowledge systems in African society for self identity.

-The learner is guided to describe astronomy, religion, and art types of indigenous knowledge systems in African society for self identity
-In groups, Learners are guided to debate on astronomy, religion, and art types of indigenous knowledge systems in

What were the types of indigenous knowledge systems in African societies?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies

By the end of the lesson, the learner should be able to:

-Explain how indigenous knowledge systems were used for the sustainability of life.
- Create a chart showing how the indigenous knowledge systems were used for sustainability of life.
- Appreciate indigenous knowledge systems
were used for the sustainability of life.

-The learner is guided to explain how indigenous knowledge systems were used for the sustainability of life .
-In groups, learners are guided to create a chat showing how indigenous knowledge systems were used for the sustainability.

How was indigenous knowledge system used for sustainability of life?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

By the end of the lesson, the learner should be able to:

-Describe what is decision making.
- Use indigenous and modern knowledge systems for effective decision making in life.
-Appreciating indigenous and modern knowledge systems for effective decision making in life.

-The learner is guided to explain what is decision making.
- in groups, learners are guided to use indigenous and modern knowledge systems for effective decision making in life.

What is decision making in life?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

By the end of the lesson, the learner should be able to:

-Discuss how indigenous knowledge influence the modern society .
-Debate on how the indigenous knowledge influenced the modern society .
-Appreciate how indigenous knowledge influenced the modern society

-The learner is guided to discuss how the indigenous knowledge influenced the modern society.
-In groups, learners are guided to debate on how the indigenous knowledge influenced the modern society.

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Define the term poverty.
-Explain the causes of poverty in Africa.
-Create a poster on causes of poverty in Africa.
-Desire to learn more on causes of poverty in Africa.

-The learner is guided to define The term poverty and explain The causes of poverty in Africa.
- learners in groups are guided to create a poster on causes of poverty in Africa.

What is poverty?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Describe what
is over exploitation of natural resources
- Examine the effects of exploitation of natural resources on poverty in Africa.
-Create a chat showing effects of over-exploitation of natural resources on poverty in Africa.
- Desire to learn more on effects of exploitation of natural resources on poverty in Africa.

-The learner is guided to describe what is of exploitation of natural resources and to examine the effects of exploitation of natural resources on poverty.
- In groups, learners are guidance to create a chart on effects of exploitation of natural resource

What is over exploitation of natural Resources?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Identify creative thinking skills that reduce poverty in the society.
-Apply creative thinking skills to reduce poverty in the society.
-Appreciate creative thinking skills to reduce poverty in the society.

-The learner is guided to identify creative thinking skills that reduce poverty in the society.
- In groups, learners are guided to apply creative thinking skills to reduce poverty in the society.

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Describe measures taken by African governments to reduce poverty.
-Debate on measures taken by African governments to reduce poverty
-Appreciate measures taken by African governments to reduce poverty.

-learner is guided to describe measures taken by African governments to reduce poverty
-in groups learners are guided to debate on measures taken by African governments to reduce poverty

What are the measures taken by the African governments to reduce poverty?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Describe the procedure of writing a report on solutions to poverty reduction.
- Write a report on solutions to poverty reduction.
-Desire to write a report on solutions to poverty reduction.

-The learner is guided to describe the procedure of writing a report on Solutions to poverty reduction.
- In groups, learners are guided to write a report on solutions to poverty reduction.

What is the procedure of writing a report on solutions to poverty eradication

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure -Kenya -Germany

By the end of the lesson, the learner should be able to:

-Define the term data
- Identify sources of population data in a country.
-Debate on the sources of population data in a country
- Appreciate on the sources of population data in a country.

-The learner is guided to define the term data
-In groups, learners are guided to identify and debate on the sources of population data in the country.

What is population data?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Kenya

By the end of the lesson, the learner should be able to:

-Explain factors determining population structure in Kenya.
- Create a chart showing factors determining population structure in Kenya.
-Appreciate factors determining population structure in Kenya.

-The learner is guided to explain factors determining population structure in Kenya.
- In groups learners
Are guided to create a chart showing factors determining population structure in Kenya.

What factors determine. Population structure in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Germany

By the end of the lesson, the learner should be able to:

-Explain factors determining population structure in Germany.
- Create a chart showing factors determining population structure in Germany.
-Appreciate factors determining population structure in Germany.

-The learner is guided to explain factors determining population structure in Germany
- in groups, learners are guided to create a Chart showing factors determining population structure in Germany.

What factors determine population structure in Germany ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Germany

By the end of the lesson, the learner should be able to:

-Explain factors determining population structure in Germany.
- Create a chart showing factors determining population structure in Germany.
-Appreciate factors determining population structure in Germany.

-The learner is guided to explain factors determining population structure in Germany
- in groups, learners are guided to create a Chart showing factors determining population structure in Germany.

What factors determine population structure in Germany ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Describe what is population pyramid
-Construct age-sex population pyramids of developed countries.
-Appreciate population pyramids of developed countries.

-The learner is guided to describe what is population pyramid
-Learners in groups are guided to construct age-sex population pyramids of developed countries.

What is population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Describe age -sex population pyramids of developed countries.
-Construct age-sex population pyramids of developing countries.
-Appreciate age-sex population pyramids of developing countries.

-the learner is guided to describe age sex population pyramids of developing countries.
-Learners in groups are guided to construct age-sex population pyramids of developing countries.

. What is age-sex population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Determine the significance of population structure in the distribution of natural resources in a society.
-Create a poster showing significance of population structure and distribution of natural resources in a society
-Appreciate significance of population structure and distribution of natural resources in the society.

-learner is guided to determine The significance of population structure in The distribution of natural resources in a society.
-learners in groups are guided to create a poster showing significance of population structure in distribution of natural resources in The society.

What is the significance of population structure?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Describe the differences in population structure of developed and developing countries for sustainable development.
-Create a poster on differences in population structure of developed and developing countries for sustainable development.

-The learner is guided to describe The difference in population structure of developed and developing countries for sustainable development.
- The learner in groups are guided to create a poster on differences in population structure
of developed and developing countries for sustainable development.

What are the differences in population structure of developed and developing countries?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful resolution

By the end of the lesson, the learner should be able to:

- define the term peace
- Explain Types of peace for sustainable natural social interactions.
- Create a poster showing types of
Peace for sustainable social interactions.
-Embrace types of peace for sustainable social interactions.

-learner is guided to define The term peace and explain types of peace for sustainable social interaction
-in groups learners are guided to create a poster showing types of peace for sustainable social interactions

What is peace?

- course book
-Digital devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:

-Define the term conflict.
-Identify barriers to Conflict resolution in day to day life.
-Debate on barriers to conflict resolution in day to day life .
-Desire to identify barriers to conflict resolution in day to day life.

-learner is guided to
Use print resources to search for barriers to conflict resolution and present in the class
- In groups learners are guided to debate on barriers to conflict resolution in day to day life.

What is conflict?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe what is a topographical map.
-Describe human activities on topographical maps.
- Create a poster on human activities on topographical maps
- Appreciate human activities on topographical maps

-The learner is guided to describe topographical map and describe human activities on topographical maps
- learners in groups are guided to create a poster on human activities on topographical maps.

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Identify on topographical maps how human activities like agriculture and mining affect roads.
- Create a chart showing how human activities like agriculture and mining affect roads.
- Desire to learn more on how human activities like agriculture and mining affect roads.

-The learner is gated to identify on topographical maps how human activities like agriculture and mining affect roads
-. Learners in groups are guided to create a chart showing how human activities like agriculture and mining affect roads.

How does human activities like agriculture and mining affect roads?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Identify on topographical maps how human activities like urban development and deforestation effect roads.
- Create a post on human activities like urban development and deforestation
affect roads.
Desire to learn more on human activities that affect roads.

-The learner is guided to identify on topographic of maps how human activities like urban development and deforestation affect roads.
-In groups, learners are guided to create a poster human activities like urban development and deforestation.

How does human activities like urban development and deforestation affect roads?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe what are creative thinking skills
- Use creative thinking skills to enlarge parts of Topographical map
-Appreciate creative thinking skills to enlarge parts of topographical maps

-The learner is guided to describe creative thinking skills I
-in groups learners are guided to use creative thinking skills to enlarge parts of topographical maps.

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe what are creative thinking skills
- Use creative thinking skills to enlarge parts of Topographical map
-Appreciate creative thinking skills to enlarge parts of topographical maps

-The learner is guided to describe creative thinking skills I
-in groups learners are guided to use creative thinking skills to enlarge parts of topographical maps.

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe how parts of a topographical maps are reduced.
- Use creative thinking skills to reduce parts of topographical maps.
-Appreciate creative thinking skills to reduce parts of topographical maps.

-The learner is guided to describe how parts of a topographical map are reduced.
-learners in groups are guided to draw a sketch map to reduce part of topographical maps and present it to peers.

-how can parts of topographical maps be reduced?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe cross section from topographical maps.
-Illustrate cross sections from topographical maps
- Appreciate cross sections from topographical maps

-learner is guided to describe cross sections from topographical maps
- Individually, the learner is guided to draw cross sections from topographical map showing human activities.

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Describe human activities on topographical maps.
-Draw cross sections from topographical maps showing human activities appreciate human activities on topographical maps.

-The learner is guided to describe human activities on topographical maps.
-The learner is guided to draw closed sections from topographical maps showing human activities.

Why are tographical maps important?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

By the end of the lesson, the learner should be able to:

-Explain the importance of topographical maps.
-Create a poster on importance of topographical maps.
- Appreciate the importance of topographical maps.

-learner is guided to explain The importance of topographical maps -in groups learners are guided to create a post on importance of topographical maps.

Why are topographical maps important?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:

-Describe what is earth movement
-Explore the types and causes of earth movements in the environment.
-Create a poster on types and courses of earth movements in the environment.
-Appreciate types and causes of earth movements in the environment.

-learner is guided to brainstorm the types and causes of earth movements and present them in class.
-In groups, learners are guided to create a poster on types and causes of earth movements in the environment.

What is earth movements?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:

-Describe the term continental drift.
- Explain theories of continental drift in the formation of Continent.
-Appreciate the theories of continental drift in formation of continent.

-The learner is guided to describe the term continental drift.
- Learners in groups are guided to use print resources to research theories of continental drift in earth movement and make short notes.

What is continental drift?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:

-Describe the term plate tectonics
- Analyse the effects of plate tectonic in the formation of continent
-Appreciate the effect of plate tectonic in the formation of continent.

-The learner is guided to describe The term plate tectonic
- in groups learners are guided to analyse The effects of plate tectonic in The formation of continent.

What is plate tectonic?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -rift valley

By the end of the lesson, the learner should be able to:
-Describe the formation of the rift valley due to faulting in the environment.
- Illustrates formation of the rift Valley due to faulting in environment.
-Appreciate the formation of the rift vary due to faulting in the environment.

-learner is guided to describe The formation of The rift valley due to faulting in environment.
- learners in groups are guided to draw a sketch illustrating The formation of The rift valley in environment and display for peer assessment.

How is the rift vary formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -block mountains

By the end of the lesson, the learner should be able to:
-Describe the formation of block mountain due to faulting in the environment
-Illustrates the formation of block
mountain due to faulting in environment.
- Appreciate the formation of the Block Mountain due to faulting in the environment.

-learner is guided to describe The formation of The block mountain due to faulting in The environment.
-in groups, learners are guided to draw a sketch illustrating The formation of The block mountain due to faulting in The environment and display for peer
assessment.

How is block mountain formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults

By the end of the lesson, the learner should be able to:
-Describe the formation of faults due to faulting in environment
-Illustrate the formation of the fault due to faulting in the environment.
-Appreciate the formation of the faults due to faulting in the environment.

-learner is guided to describe The formation of The faults due to faulting in The environment.
-in groups learners are guided to draw a sketch illustrating The formation of faults due to faulting in The environment and display for peer assessment.

How is a fault formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-explain The effects of faulting on human activities.
- create a poster showing effects of faulting on human activities.
- Desire to learn more on effects of faulting on human activities.

-learner is guided to explain The effects of faulting on human activities.
- in groups, learners are guided to create a poster showing effects of faulting on human activities.

-what are The effects of faulting on human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe disasters related to faulting.
-create a poster showing disasters related to faulting
-Desire to learn more on disasters related to faulting.

-learner is guided to o describe disasters related to faulting.
-in groups, learners are guided to create posters showing disasters related to faulting.

What are the disasters related to faulting?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe disasters related to faulting.
-create a poster showing disasters related to faulting
-Desire to learn more on disasters related to faulting.

-learner is guided to o describe disasters related to faulting.
-in groups, learners are guided to create posters showing disasters related to faulting.

What are the disasters related to faulting?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe features formed as a result of faulting process
- locate features formed as a result of faulting process
-Recognize features formed as a result of faulting process.

-learner is guided to describe features formed as a result of faulting process.
-Learner is guided to use an atlas to locate features from as a result of faulting process. .

How does land-forms influence human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -river Tana projects in Kenya

By the end of the lesson, the learner should be able to:
-identify multipurpose river projects along Tana river on Kenya on map of Africa.
- draw multipurpose river projects along Tana river in Kenya.
- Appreciate multipurpose river along Tana river in Kenya.

-Learner is guided to use the Internet and print media to identify selected multipurpose river project.
-In groups learners are guided to draw multipurpose river projects along Tana river in Kenya.

What is multipurpose river project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Identify multipurpose river projects along Aswan high dam in Egypt on a map of Africa .
-Draw multipurpose river projects along Aswan High dam in Egypt on a map of Africa.
--Appreciate multipurpose river projects along Aswan high dam in Egypt.

-Learner is guided to use the Internet and print media to identify selected multipurpose river projects.
-In groups, learners are guided to draw multipurpose river projects along Aswan high dam in Egypt on a map of Africa.

What is a multipurpose river project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -River Tana projects in Kenya

By the end of the lesson, the learner should be able to:
-Outline The conditions that led to The establishment of multipurpose river projects at Long river Tana
-create a poster showing The conditions that led to The establishment of multipurpose river projects along river Tana
-Appreciate The conditions that led to The establishment of multipurpose river projects along river Tana.

-learner guided to Outline The conditions that led to The establishment of multipurpose river projects along river Tana.
-in groups, learners are guided to create a poster showing their conditions that led to The establishment of multipurpose river projects along river Tana.

What conditions led to establishment of multipurpose river projects?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Outline the conditions that led to establishment of multipurpose river projects along Aswan high dam in Egypt.
-Create a poster showing conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt
-Appreciate mu

-learner is guided to discuss the conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt.
- In groups, learners are guided to create a poster showing conditions that led to the establishment of multipurpose r

What conditions led to establishment of multipurpose river projects?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -river Tana projects in Kenya -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Examine economic importance of multipurpose river projects in Africa.
- Create a poster showing economic importance of multipurpose river projects in Africa
-Recognize the importance of multipurpose river projects in society.

-The learner is guided to research the economic importance of multipurpose river projects in Africa, Write short notes and share in groups
-. Learners are guided to create a poster showing economic importance of multipurpose river projects in Africa.

What is the economic importance of multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa

By the end of the lesson, the learner should be able to:
-Assess challenges facing multipurpose river projects in Africa.
- Create a poster showing challenges facing multipurpose river projects in Africa.
- Desire to learn more on challenges facing multipurpose river projects in Africa..

-The learner is guided to brainstorm on challenges facing multipurpose river projects in Africa
-in groups, learners are guided to create a poster showing challenges facing multipurpose river projects in Africa.

What are the challenges facing multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC ENVIRONMENTS

Multipurpose river projects in Africa

By the end of the lesson, the learner should be able to:
-Describe solution to challenges facing multipurpose river projects in Africa.
-Design solutions to challenges facing multipurpose river projects in Africa.
-Desire to learn more on solutions to challenges facing multipurpose river projects in Africa.

-The learner is guided to brain storm on challenges facing multipurpose river projects in Africa.
-in pairs learners are guided to design solution to challenges facing multipurpose river projects in Africa.

What are the solution to challenges facing multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Define the term. Environment.
-Explore factors that lead to degradation of the environment in community
-Desire to learn more on factors that lead to degradation of environment in the community.

-The learner is guided to define The term environment.
- The learners in pairs are guided to explore factors that lead to degradation of environment in The community.

What is the environment?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Define the term. Environment.
-Explore factors that lead to degradation of the environment in community
-Desire to learn more on factors that lead to degradation of environment in the community.

-The learner is guided to define The term environment.
- The learners in pairs are guided to explore factors that lead to degradation of environment in The community.

What is the environment?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe effects of environmental degradation in society.
-create a poster showing effects of environmental degradation in society.
- Desire to learn more on effects of environmental degradation in The society.

-The learners are guided to describe The effects of environmental degradation in society.
-in groups, learners are guided to create a poster showing effects of environmental degradation in The society.

-What are the effects of invader venture degradation in the society?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe measures to manage and conserve the environment for sustainability.
- Design measures to manage and conserve the environment for sustainability.
-Appreciate measures to manage and conserve the environment for sustainability.

-The learner is guided to brainstorm on the measures to manage and conserve the environment for sustainability.
-In groups, learners are guided to design measures to manage and conserve the environment for sustainability.

How do we manage and conserve the environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe creative thinking skills in managing and conserving the immediate environment.
-Apply creative thinking skills in managing and conserving the environment.
-Desire to apply creative thinking skills in managing and conserving the environment.

-The learner is guided to describe creative thinking skills in managing and conserving the immediate environment.
- In pairs, learners are guided to apply creative thinking skills in managing and conserving the environment.

What are creative thinking skills?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe plan on participating in environmental conservation activities.
- Plan on participating in environmental conservation activities.
-Appreciate plan on participating in environmental conservation activities.

-The learner is guided to describe plan on participating in environmental conservation activities.
- In pairs, learners are guided to plan on participation in environmental conservation activities.

How do we plan on participating in environmental conservation activities?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe how to participate in environmental conservation activities in the community.
-participate in environmental conservation activities in the community
-Desire to participate in environmental conservation activities.
Community.

-The learner is guided to describe how to participate in environmental conservation activities in the community.
-Learner is guided to demonstrate tolerance, express and understand different view points as they participate in environmental conservation in

Why is it important to conserve the degraded environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe The concluded environmental conservation activities in The community.
- report on The concluded environmental conservation activities in The community
- Appreciate The report on The concluded environmental conservation activities.

-learner is guided to describe the concluded environmental conservation activities in the community.
- In groups, learners are guided to report on the concluded environmental conservation activities in the community.

Why do we conserve the environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe the importance of managing and conserving the environment.
-Create a chart showing the importance of managing and conserving the environment .
-Appreciate the importance of managing the environment.

-leaner is guided to describe the importance of managing and conserving the environment
-In groups, learners are guided to create a chart showing the importance of managing and conserving the environment.

Why is it important to conserve the degraded environment ?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC NATURAL AND HISTORIC BUILT ENVIRONMENTS

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify The selected world heritage sites in Africa.
- create a poster on The selected world heritages in Africa.
-Appreciate The selected world heritages in Africa

-learner is guided to identify The selected world heritages sites in Africa.
-learners in groups are guided to create a poster on The selected world heritages in Africa.

What are world heritage sites?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-Describe location of the selected World Heritage sites on a map.
- Locate on a map the selected world heritage sites
- appreciate the selected World Heritage sites.

-Learners are guided to describe the location of the selected World heritage sites on a map.
-In group learners are guided to locate on a map the selected World Heritage Sites.

What are World heritage sites.

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify selected world heritage sites
- draw on a map The selected world heritage sites
- Appreciate selected world heritage sites.

-The learner is guided to identify selected world heritage sites
-In pairs Learners are guided to draw on a map the selected World heritage sites.

What are World Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls.

By the end of the lesson, the learner should be able to:
-Examine importance of the selected world sites in promoting cultural heritage.
- Create a poster showing importance of the selected world sites in promoting cultural heritage.
-Value heritage sites in the community.

-learner is guided to examine The importance of The selected world sites in promoting cultural heritage.
- learners in groups are guided to create a poster showing importance of The selected world sites in promoting cultural heritage.

Why is it important to conserve the world Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls.

By the end of the lesson, the learner should be able to:
-Examine importance of the selected world sites in promoting cultural heritage.
- Create a poster showing importance of the selected world sites in promoting cultural heritage.
-Value heritage sites in the community.

-learner is guided to examine The importance of The selected world sites in promoting cultural heritage.
- learners in groups are guided to create a poster showing importance of The selected world sites in promoting cultural heritage.

Why is it important to conserve the world Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

World heritage sites in africa

By the end of the lesson, the learner should be able to:
-describe critical thinking skills applied in conserving heritage sites within the locality.
-Apply critical thinking skills in conserving heritage sites within the locality.
-Value heritage sites in the community.

-Learner is guided to describe the critical thinking skills applied in conserving heritage sites within locality
- learners in pairs are guided to formulate measures to conserve heritage sites.

What are the critical thinking skills applied in conserving heritage sites within the locality?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-define The term constitution.
- identify The stages in The constitution making process in Kenya.
-create posters on The stages of The constitution making process in Kenya.
-Appreciate The stages of The constitution making process in Kenya.

-Learner is guided to carry out research on the stages in the constitution making process in Kenya.
- learners in groups are guided to create a poster on the stages of constitution making process in Kenya.

What is constitution?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term. Citizenship.
- Explore the role of citizens in constitution making process.
-Appreciate the role of citizens in constitution making process.

-The learner is guided to define the term political citizenship.
-In groups learners are guided to explore the role of citizens in the constitution making process.

What is citizenship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe The constitution making process in The community.
- participate in The constitution making process in The community.
-Appreciate The constitution making process.

-The learner is guided to describe the constitution making process in the community.
- Learner is guided to participate in the constitution making process.

-What is constitution making process?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term value
-Explore values exercised during the constitution making process.
- Appreciate the values exercised during the constitution making process.

-The learner is guided to define the term value.
-In pairs learners are guided to explore the values exercised during the constitution making process.

What are values?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe ways of defending and promoting The constitution of Kenya.
-create posters showing ways of defending and promoting The constitution of Kenya.
-Appreciate ways of defending and promoting The constitution of Kenya.

-The learner is guided to describe ways of defending and promoting the
Constitution of Kenya.
-In groups learners are guided to create posters showing ways of defending and promoting the constitution of Kenya.

How can we defend and promote the constitution of Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe The importance of constitution making process in Kenya.
- create posters showing importance of constitution making process in Kenya.
- Appreciate importance of constitution making process in Kenya

-learner is guided to describe The importance of constitution making process in Kenya.
-in pairs, learners are guided to create posters showing importance of making process in Kenya.
-learner is guided to sing patriotic songs on defending and promoting The constitution of Kenya.

What is constitution making process in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance -Social justice -Integrity -peace

By the end of the lesson, the learner should be able to:
-Identify individual and collective civic engagement activities in Kenya
- Create a poster showing individual and collective civic engagement activities in Kenya.
-Appreciate individual and collective civic engagement activities in Kenya.

-learner is guided to brain storm on individual and collective civic engagement activities in Kenya.
- in groups, learners are guided to create a poster showing individual and collective civic engagement activities in Kenya.

What is individual and collective civic engagement activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement In governance

By the end of the lesson, the learner should be able to:
-Define the term Political parties.
-Explore basic constitution requirements for political parties as stipulated in article 91 of the Constitution of Kenya
- Appreciate basic constitutional requirements for political parties are stipulated in article 91

-The learner is guided to define the term political parties.
-In Pairs, learners are guided to discuss the basic constitutional requirements for political parties as stipulated in the Article 91 of the Constitution of Kenya.

What is the political party?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance

By the end of the lesson, the learner should be able to:
-define The term democracy
-Illustrates The role of political parties in democratic governance.
-Appreciate The role of political parties in democratic governance

-learner is guided to define The term political democracy
-in groups, learners are guided to Illustrate The role of political parties in democratic governance.

What is democracy?

- course book
-Computin devices
-Chart

- oral question - Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Outline positions vied for In a general election in Kenya.
-Create a chat on positions vied for in general elections in Kenya.
-Appreciate positions vied for in general elections in Kenya.

-The learner is guided to Outline positions vied for in general elections in Kenya.
- in groups, learners are guided to create a Chart on various elective positions in Kenya,display take gallery walks and peer assessments.

How can we participate in democratic processes in the society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Outline positions vied for In a general election in Kenya.
-Create a chat on positions vied for in general elections in Kenya.
-Appreciate positions vied for in general elections in Kenya.

-The learner is guided to Outline positions vied for in general elections in Kenya.
- in groups, learners are guided to create a Chart on various elective positions in Kenya,display take gallery walks and peer assessments.

How can we participate in democratic processes in the society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe ethical, civic engagement in the community.
-Explore values that promote ethical civic engagement in the community
-Appreciate values that promote ethical civic engagement in the community.

-learner is guided to describe ethical civic engagement in community.
-in pairs learners are guided to discuss values that promote ethical civic engagement in community.

What is ethical civic engagement in the. Community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
Describe how civic engagement promote good governance in the country.
-Explore how civic engagement promote good governance in the country.
-Appreciate how civic engagement promote good governance in the country.

-learner is guided to describe how civic engagement promote good governance in The country.
-in pairs learners are guided to explore how civic engagement promote good governance in The country.

How can civic engagement Promote good governance in the country?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe how citizens can participate in democratic processes in the country.
-Create a chart on how citizens can participate in democratic processes in the society.
- Appreciate how citizens can participate in democratic processes in the society.

-learner is guided to describe how citizens can participate in democratic processes in The country.
- in groups, learners are guided to create a chat on how citizens can participate in democratic processes in The society.

How can citizens participate in democratic processes?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Describe the term bill of rights.
-Explore Kenya's bills of rights for mutual social well being.
- Embrace Kenya's bills of rights for mutual social well being.

-The learner is guided to describe the term bill of rights.
- The learner are guided to use digital and print resources to research on Kenya's bills of rights and make notes.

What is the bill of rights in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Identify special groups in the society.
- examine human rights for special groups for promotion of social justice and inclusivity.
- Create a poster on human rights for special groups for promotion of socio- justice and inclusivity.

-The learner is guided to identify special groups in the society.
- The learner is guided to debate on human rights of special groups(elderly refugees, migrants)
- In groups, learners are guided to design posters on human rights laws about special groups

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:

-Describe the bills of rights for harmonious living.
- Apply the bills of rights for harmonious living.
- Embrace the bill of rights for harmonious living.

-The learner is guided to describe The bills of rights for harmonious living.
-learner is guided to apply The bill of rights for harmonious living.

How can we live together harmoniously?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:

-Describe the term assertiveness.
-Develop assertiveness necessary in standing up for human rights.
-Desire to develop assertiveness necessary in studying up for human rights.

-Learner is guided to define the term assertiveness.
-Learner is guided to develop assertiveness necessary in studying up for human rights
-In groups learners are guided to role play scenarios that bring out assertiveness in standing up for individual hum

What is assertiveness?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:

-Define the terms Empathy and solidarity
- Cultivate empathy and solidarity within special groups in society for mutual social responsibility.
- Appreciate ways of cultivating empathy and solidarity with special groups in society for mutual social responsibility.

-Learner is guided to define the terms empathy and solidarity.
- In pairs learners are guided to discuss ways in which empathy and solidarity is cultivated for special groups in society for mutual social responsibility.

What is empathy?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:

-Describe strategies for promoting the protection of special groups in the community.
-Develop strategies for promoting the protection of special groups in the community.
-Embrace respect for human rights in society

-learner is guided to describe strategies for promoting The protection of special groups in The community.
- learners are guided to display a sense of responsibility to The nation as they develop strategies for promoting The protection of special groups in The community.

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization

By the end of the lesson, the learner should be able to:

-Define the term culture, identify cultural elements and practices that have acquired global recognition and status.
- Create a poster on cultural elements and practices that have acquired global cultural recognition and status.
-Appreciate cultural elements and practices that have acquired global recognition and status.

-Learner is guided to define the term culture.
- In groups learners are guided to use digital and print media resources to research on cultural elements in Kenya that have acquired a global status: the kiondo, the maasai kikoi the sufuria and write on a

What is culture?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization

By the end of the lesson, the learner should be able to:

-Define the term culture, identify cultural elements and practices that have acquired global recognition and status.
- Create a poster on cultural elements and practices that have acquired global cultural recognition and status.
-Appreciate cultural elements and practices that have acquired global recognition and status.

-Learner is guided to define the term culture.
- In groups learners are guided to use digital and print media resources to research on cultural elements in Kenya that have acquired a global status: the kiondo, the maasai kikoi the sufuria and write on a

What is culture?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

By the end of the lesson, the learner should be able to:

-Examine African cultural practices promoting a common humanity.
- Create a poster on cultural practices promoting a common humanity.
- Appreciate cultural practices promoting a common humanity.

-learner is guided to discuss in group African cultural practices elements in promoting a common humanity in groups.
-learners are guided to create a poster on cultural practices promoting a common humanity.

How can we preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

By the end of the lesson, the learner should be able to:

-describe ways of preserving cultural elements that promote global citizenship
-Explore ways of preserving cultural elements that promote global citizenship.
-Appreciate cultural elements that promote responsible global citizenship.

-learner is guided to describe ways of preserving cultural elements.
-learner is guided to carry out research on ways of preserving cultural elements that promote global Citizenship.

How can. We preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

By the end of the lesson, the learner should be able to:

-Identify factors that promote healthy cultural relationships in global.
- Enumerate factors that promote healthy cultural relationships in global
- Appreciate factors that promote healthy cultural relationships in global.

-learner is guided to identify factors that promote healthy cultural relationships in global.
-in groups, learners are guided to design charts depicting factors that promote healthy cultural relationships and global interconnectedness.

What are the factors that promote healthy cultural practices?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

By the end of the lesson, the learner should be able to:

-Define the term value
-Debate on values and cultural elements that promote responsible global citizenship.
-Appreciate values and cultural elements that promote responsible global citizenship

-Learner is guided to define the term value.
-Learner is guided to debate on values and cultural events that promote responsible global citizenship.

What are the various and cultural elements that promote responsible global citizenship ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

By the end of the lesson, the learner should be able to:

-Describe the role of international cultural exchange in promoting global citizenship.
- Create a poster showing the role of international cultural exchange in promoting global citizenship.
-Appreciate the role of interaction. Cultural exchange in promoting global citizenship.

-Learner is guided to plan to involve others as they debate on the role of international cultural exchange promoting global citizenship.
-In groups, learners are guided to create posters showing the role of international
cultural exchange in promoting

What are the merits of cultural globalization?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation