SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway choices
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.
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Requirements for social sciences pathway at senior school
Pathway choices -possible track within a 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
- course book
-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)
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
- course book
-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)
Pre-career support systems

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
- course book

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project
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:

-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
-Course book
-Chart

-Oral questions -Oral report -observation

COMMUNITY SERVICE LEARNING

Community service learning projects
Community service learning project

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
- course book
-Computin devices

-Oral question -Oral report -observation

COMMUNITY SERVICE LEARNING

Community service learning project
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

PEOPLE AND RELATIONSHIP

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

Indigenous knowledge systems in African societies. -Agriculture, -medicine
Indigenous knowledge systems in african societies -Climate -Technology

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

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
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
Poverty reduction

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:

-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:

-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

Population structure -Kenya -Germany
Population structure in Kenya

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 Germany
Population structure

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 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
Peaceful resolution

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
-Digital devices

- 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