Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Explain the meaning of key terms used in community service (CSL) and community service learning projects
-Create a chart showing the meaning of key terms used in community service and community service learning projects
-Desire to learn more on the key terms used in community service learning and community service learning projects

-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project

What is a community? What is community service learning?

-Course book
-Charts
-Computing devices

-Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the activities in their community which people engage in
-Create a chart on various activities carried out in their community
-Appreciate the activities people engage in their community

-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community

What activities do people in the community engage in?

-Course book
-Computing devices
-Charts

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Desire what is a case study
-Read the case study in learner’s book
-

-The learner is guided to describe what is a case study
-The learner is guided to read the case study in learner’s book and relate the case study and the community problem

What is a case study?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Describe the importance of community service learning
-Create a poster on importance of community services learning
-Acknowledge the importance of community service learning

-The learner is guided to describe the importance of community service learning

What is the importance of community service learning?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project
-Prepare a chart showing the steps of a community service learning project

The learner is guided to outline steps of a community service learning project

What steps are followed in community service learning project?

-Course book
-Computing devices
-Written questions
-Chars
-Computing devices

-Oral questions -Written questions -Oral report

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Verify and adopt one problem they intend to solve for the group project
-Create a poster on the procedure to choose one problem to solve through community service learning project
-Desire to adopt one problem to solve for the group project

-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project

What problem do they intend to solve for the groups project?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline benefits and consequences of solving the identified problem or gap
-Debate on the benefits and consequences of solving the identified problem
-Acknowledge on the benefits and consequence of solving the identified problem

-Learner is guided to outline benefits and consequences of solving the identified problem or gap

What are the benefits of solving the identified problem or gap?

-Course book
-Charts
-Computing devices

-Oral report -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Propose titles for the project
-Compose proposed title for the project
-Develop a title for the project
-Appreciate the developed title for the project

-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project

What is a project title?

-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Oral questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-State the importance of making adequate preparation before starting a project
-Create a poster showing he importance of making adequate preparation before starting a project
-Appreciate the importance of making adequate preparation before starting a project

-Learner is guided to state the importance of making adequate preparation before starting a project?

-Charts
-Course boo
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Designing solutions to the identified problem
-Debate on the methods to be used to solve the problems
-Appreciate the solutions to the identified problem

-Thea learner is guided to design solutions to the identified problem
-In pairs learners are guided to debate on the methods to be used to solve the problem identified

What are the solutions to the identified problem?

-Charts
-course book
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Debate on the advantage and disadvantages of the methods used to solve the identified problem
-Create a checklist showing the advantages and disadvantages of the methods used to solve the identified problem

-The learner is guided to debate on the advantages and disadvantage of the methods used to solve the identified problems
-In groups learners are guided to create a checklist showing the advantages of the methods used to solve the identified problem

What are advantages and disadvantages of the methods used to solve the identified problem?

-Charts
-Course book
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Prepare a work plan that is required to follow when implementing solution to the identified problem
-Create a chart showing resources required to implement the solution to the identified problem
-Desire to follow the implementation plan

-The learner is guided to prepare a work plan that is required to follow the implementing solution to the identified problem solution to the identified problem
-In groups learners are guided to create a chart showing resources required to implement the solution to the identified problem

What is a work plan?

-Course cook
-Books
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-Create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the them

-In groups learners are guided to identified challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-In groups learners are guided to create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem

What challenges are likely to be encountered when implementing solutions to the identified problem?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project or activity
-Write down the procedure of implementing the community service learning project or activity
-Desire to carry out the community service project

-In groups learners are guided to outline steps of a community service learning project or activity
-Individually, learners is guided to write down the procedure of implementing the community service learning service project or activity

What are the steps of a community service learning project or activity?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Create a poster showing the effects of the project to the community
-Acknowledge the effects of the project to the community

-learners are guided to identify the effects of the project to the community
-Learners to create a poster showing the effects of the project to the community

What is the effect of the project to the community?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Search for information on how to report on a community service learning project
-Prepare a report on the concluded community service learning project
-Desire to prepare a report on the conclude community service learning project

-Learners are guided to search for information on how to report on a community service learning project
-Learners are guided in groups to prepare a report on the concluded community service learning project

What is a community service learning project?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Report on the concluded project
-Analyse the report on the concluded project
-Appreciate the report on the concluded project

-Learners are guided to report on the concluded project
-In groups learners are guided to analyse the report on the concluded project

What is a report?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Natural and historic build environments

Historical information sources of historical information in the society

By the end of the lesson, the learner should be able to:
-Define historical information
-Identify the sources of historical information in the society
-Draw some of the written and electronic source

-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society

What is historical information

-Course book
-Charts
-Computing devices

-Oral questions--Oral report -Written questions

Natural and historic built environments

Primary and secondary sources of Historical information

By the end of the lesson, the learner should be able to:
-Distinguish between primary and secondary sources of historical information
-Design a poster on primary and secondary sources of historical information
-appreciate the importance of primary and secondary sources of historical information

-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information

How are primary and secondary sources of historical information acquired?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments

How various sources of historical information have been preserved over the years

By the end of the lesson, the learner should be able to:
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

What are the ways of preserving sources of historical information

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments

Sources of historical information in understanding past human accounts

By the end of the lesson, the learner should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts

-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information

How significant are sources of historical information in understanding past human accounts?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Locating areas where early agriculture was practiced in selected geographical reigns in Africa

By the end of the lesson, the learner should be able to:
-Identify the term Agriculture
-Locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

What is Agriculture

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class

Which crops were grown in the selected regions during early Agriculture?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt
Contributions of the Nile Valley Agriculture to world civilization

By the end of the lesson, the learner should be able to:
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt

-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt

Which methods of irrigating do you think were used in Ancient Egypt

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define the term career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is career?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work

By the end of the lesson, the learner should be able to:
-Define the term map
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa

Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-List the countries that make up the African continent
-Draw a map showing all the countries that make up African continent
-Appreciate the countries that make up the African continent

-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent

Which countries make up the African continent?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Written questions

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map

-What is latitude? -What is longitude?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Written questions

Natural and historic built environments in Africa

Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Identify the formula of calculating time of different places in the world
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes

-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world

Which is the formula of calculating time of different places in the world?

-Course book
-Chart computing devices

-Oral questions -Oral report -Written questions 4

Natural and historic built environments I Africa

Importance of latitudes and longitudes in day to day life

By the end of the lesson, the learner should be able to:
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif

Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life

What is the importance of latitudes and longitudes in day-to-day life?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Pictures and maps used in social studies

By the end of the lesson, the learner should be able to:
-Define the terms picture, plan and a map
-Draw and colour a picture of their classroom
-Draw a plan or a map of their classroom
-Appreciate the uses of maps

-Individually, learners are guided to define the term picture, plans and a map
-In groups ,learners are guided to draw and colour a picture of their classroom and also draw a map of their classroom

What is a plan?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observations

Natural and historical built environments in Africa

Types of maps used in social studies

By the end of the lesson, the learner should be able to:
-Identify the types of maps used in social studies
-Match the types of maps with the description given in the table in learner’s book
-Appreciate the different types of maps

-Individually, the learner is guided to identify the types of maps used in social studies
-In group learners are guided to match the types of maps with the description given in the table learners book

How important are maps in our daily lives?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Earth and eh solar system

By the end of the lesson, the learner should be able to:
-Describe the origin of the earth
-Create a chart showing the passing star theory and the Nebula cloud
-Enjoy sharing stories on origin of earth from different communities

-The learner is guided to share stories on the origin of the earth from their communities
-In groups, learners are guided to create a chart showing the passing star theory and the Nebula cloud

Where do you think the earth came from?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

The shape of the earth in the solar system
Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Describe the shape of the earth at the poles and at the center poles and at the center
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the centre

What is the shape of the earth?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of rotation and revolution of the earth on human activities
-Create a chart showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation of the earth on human activities

-The learner is guided to identify the effects of rotation of the earth on human activities
-In groups learners are guided to create a chart showing the effects of rotation and revolution of the earth on human activities

What are the effects of rotation of the earth on human activities?

-Course book
-Charts
-Computing devices

-Oral report -Oral questions -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system

By the end of the lesson, the learner should be able to:
-Describe the internet structure of the earth in the solar system
-Appreciate internet structure of the earth in the solar system
-Illustrate the internal structure of the earth in the solar system
-Value the internal structure of the earth in the solar system

-The learner is guided to describe the internal structure of the earth in the solar system
-In groups learners are guided to illustrate the internal structure of the earth in the solar system

Why is it important to understand the solar system

-Course book
-Charts
-Computing devices

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

Modelling the internal structure of the earth

By the end of the lesson, the learner should be able to:
-Identify materials for modelling the internal structure of the earth
-Model the internal structure of the earth
-Desire to model the internal structure of the earth

-Learner is guided to identify materials for modelling the internal structure of the earth?

What can we use to model the internal structure of the earth?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Assessment

Natural and historical built environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities

By the end of the lesson, the learner should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life
-Create posters showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation and revolution of the earth on human activities

The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?

How does the rotation and revolution of the earth influence day-t0-day life?

-Course book
-
Charts
-Computing devices

-Oral questions -Oral report -Assessment

Natural and historical build environments in Africa

Weather Elements of weather in the environment

By the end of the lesson, the learner should be able to:
-Define the term weather
-Describe the elements of weather in the environment
-Appreciate the elements of weather in the environment
-Draw and colour a rain gauge
-Desire to describe the elements of weather in the environment

The learner is guided to define the term weather
-In groups the learner is guided to describe the elements of weather in the environment
-In pairs, learners are guided to draw and colour a rain gauge

Why ae elements of weather important? What is a rain gauge

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Assessment

Natural and historical built environments in Africa

Analyzing and interpreting data on weather condition in the environment

By the end of the lesson, the learner should be able to:
–Define to the term data
-Analyse and interpret data on weather conditions in the environment
-Desire to analyse and interpret data on weather conditions in the environment

-Individually, the learner is guided to define the term data
Learners are guided to analyse and interpret data on weather conditions in the environment

How can we use data on weather to make informed decisions?

-Course book
-Charts
-Computing devices

-Oral questions -Reporting -Observanttion

Natural and historical built environment in Africa

Siting a weather station

By the end of the lesson, the learner should be able to:
-Describe what is a weather station
-Debate on factors considered when siting a weather station
-Appreciate the factors considered when siting a weather station

-The learner is guided to describe what is a weather station
-In groups , learners are guided to debate on factors considered when siting a weather station

What is a weather station?

-Course book
-Charts
-computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a rain gauge

By the end of the lesson, the learner should be able to:
-Outline the procedure of constructing a rain gauge
-Construct a rain gauge
-Appreciate the importance of a rain gauge

Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge

What is the procedure of constructing a rain gauge?

-Course book
-Chart
-computing devices

-Oral questions -Oral report -Observation

National and historical built environments in Africa
Natural and historical built environments in Africa

Constructing a wind vane
Constructing a wind sock

By the end of the lesson, the learner should be able to:
-Outline the procedure of constructing a wind vane
-Construct a wind vane
-Appreciate the importance of a wind vane

-Individually, the learner is guided to outline the procedure of constructing a wind vane
-In groups, learners are guided to construct a wind vane

What is the procedure of constructing a wind vane?

-Course book
-Charts
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Significance of weather to human environment

By the end of the lesson, the learner should be able to:
-Examine the significance of weather to human environments
-Create a chart showing significance of weather to human environment
-Appreciate significance of weather to human environment

-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment

What is the significance of weather to human environment?

-Course book
-Chart
-Computing devices

-Oral questions -Observations

Natural and historical built environments in Africa

Responding appropriately to different weather conditions in the environment

By the end of the lesson, the learner should be able to:
-Describe ways of responding to different weather conditions in the environment
-Respond appropriately to different weather conditions in the environment
-Appreciate ways of responding appropriately to different weather conditions

-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment

How do we respond appropriately to different weather conditions?

-Course book
--Charts
-Computing devices

-Oral questions -Observation -Written questions

National and Historic built Environments in Africa

Field work Types of fieldwork in social studies

By the end of the lesson, the learner should be able to:
-Define the term field work
-Identify types of field work on social studies
-Conduct a field study around the school
-Appreciate and enjoy conducting a field work

-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school

What is fieldwork?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Field work methods of Data collection

By the end of the lesson, the learner should be able to:
-Define data collection and data
-Examine various methods of data collection during different types of field work
-Recommend methods of collecting data during different types of fieldwork
-Recommend methods of collecting data during different types of fieldwork
-Appreciate methods of data collection

-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Methods of data recording

By the end of the lesson, the learner should be able to:
-Define data recording
-Examine methods of recording data
-Recommend methods of recording data during different types of field work
-Appreciate methods of data recording data

-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data

What is data recording?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation