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:

-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

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
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

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

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

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Describe emotional intelligence for peaceful conflict resolution in the community.
-Apply emotional intelligence for peaceful conflict resolution in the community
-Appreciate emotional intelligence for peaceful conflict resolution in the community.

-The learner is guided to define what is emotional intelligence and describe emotional intelligence for peaceful conflicts resolution in The community.
- in groups, learners are guided to apply emotional intelligence.

What is emotional intelligence?

- course book
-Computin 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:
-Describe initiatives and agreements at community level for harmonious living.
-Create a poster showing peace initiatives and agreements at community level for harmonious living.
- Appreciate these initiatives and agreements at community level for harmonious living .

-The learner is guided to describe peace initiatives and agreements at community level for harmonious living
-learners in groups are guided to create a poster showing peace initiatives and agreements at community level for harmonious living.

What is peace initiative and agreement?

- course book
-Computin 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:

-Describe possible solutions for managing emotions to promote peace in the community.
-Create a poster on possible solutions for managing emotions to promote peace in the community.

-The learner is guided to describe possible solutions for managing emotions to promote peace in the community.
-In groups, learners are guided to create a poster on possible solutions for managing emotions to promote peace. In the community.

What is emotions?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships -effective communication -Negotiation skills -Empathy -Assertiveness
Healthy relationships

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

-Describe what is healthy relationships in the community.
- Explain ways of sustaining healthy relationships in the community.
- Create a poster on ways of sustaining healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-The learner is guided to brainstorm in pairs ways of sustaining healthy relationships in the community.
- In groups, learners are guided to create a poster on ways of sustaining healthy relationships in the community.

What is a healthy relationship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Research barriers to harmonious relationship.
- Write a report on barriers to harmonious relationship.
-Desire to learn more on barriers to harmonious relationships

-learner is guided to research on barriers to harmonious relationships in groups.
- learners are guided to write a report on barriers to harmonious relationships.

What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Describe strategies to overcome barriers to healthy relationships
- Design strategies to overcome barriers to healthy relationships
- Appreciate strategies to overcome barriers to healthy relationships.

-Learner is guided to use print resources to research strategies to overcome barriers to healthy relationships.
-In groups, learners are guided to design strategies to overcome battles to healthy relationships.

How can we promote healthy relationships in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Healthy relationships
Topographical maps

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

-Describe the need for healthy relationships in the society.
-Design scenarios that depict the need for healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-Learner is guided to describe the need for healthy relationships in the society,
-In groups, earners are guided to undertake tasks as they role play scenarios that depict the need for healthy relationships in the community.

How can we promote healthy relationships in the community?

- 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 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:

-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 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
Internal land forming processes faults

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

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

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
Multipurpose 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 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

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
Multi purpose river projects in Africa

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 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
-Computing devices

- 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 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
NATURAL AND HISTORIC NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the 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:
-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 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