COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Identification
Community Service-Learning Project - Problem Statement

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, learners are guided to create a chart showing the identified problem or gap in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 12
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 13

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Solution Design

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

-Design a solution to the identified problem
-Discuss the solution to the identified problem
-Appreciate the need for a well thought out solution to community problems

- Learner is guided to search, discuss and agree on an appropriate solution/way forward to address the identified problem
-Learners note down the recommended/proposed solution

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 14
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Planning
Community Service-Learning Project - Implementation I

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

-Plan to solve the identified problem in the community
-Develop a planning programme for the identified problem
-Value the importance of planning in solving community problems

- Learner is guided to discuss a plan of implementing the proposed solution
-Learners note down the plan and develop a program for implementation

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 15
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 16

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation II

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

-Implement the plan to solve the problem
-Execute the remaining tasks in the implementation plan
-Show commitment to community service

- Learner is guided to continue implementing the plan to address the identified problem
-Learners document the progress of implementation

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Report Writing

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

-Write a report on the concluded project
-Document the project implementation process
-Appreciate the importance of documentation in project implementation

- Learner is guided to reflect on the concluded project
-Learners submit a summary report/account to the CSL teacher
-Learners organize exhibition of project outcomes

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 17
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING
PEOPLE AND RELATIONSHIPS

Community Service-Learning Project - Reflection
Population Structure - Sources of Population Data

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

-Appreciate teamwork in addressing community problems
-Evaluate the impact of the project on the community
-Value the importance of community service

- Learner is guided to organize sharing of project outcomes for impacting others
-Learners reflect on the value of teamwork in addressing community problems

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 18
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg. 43
-Digital resources
-Census reports
-Charts

- Oral questions -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population Structure - Kenya's Population

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

-Explain factors determining population structure in Kenya
-Identify the characteristics of Kenya's population structure
-Appreciate the diversity of Kenya's population

- Learners use digital or print resources to identify factors determining population structure in Kenya
-Learners discuss birth rates, mortality rates, and migration patterns in Kenya
-Learners analyze Kenya's population characteristics

How do demographic factors shape Kenya's population?

- MENTOR Social Studies Learner's Book pg. 45
-Digital resources
-Population data of Kenya
-Charts

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Germany's Population
Population Structure - Population Pyramid Construction (Developing Countries)

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

-Explain factors determining population structure in Germany
-Identify the characteristics of Germany's population structure
-Compare population factors between Kenya and Germany

- Learners research on factors determining population structure in Germany
-Learners discuss birth rates, mortality rates, and migration patterns in Germany
-Learners compare population characteristics between Kenya and Germany

How does Germany's population structure differ from Kenya's?

- MENTOR Social Studies Learner's Book pg. 47
-Digital resources
-Population data of Germany
-Charts
- MENTOR Social Studies Learner's Book pg. 49
-Drawing materials
-Population data
-Graph paper

- Oral questions -Comparison charts -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Pyramid Construction (Developed Countries)

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

-Construct age-sex population pyramids of developed countries
-Interpret age-sex population pyramids of developed countries
-Compare population pyramids of developed and developing countries

- Learners construct age-sex population pyramids for Germany using provided data
-Learners interpret the features of Germany's population pyramid
-Learners compare the population pyramids of Kenya and Germany

How do population pyramids reflect development status?

- MENTOR Social Studies Learner's Book pg. 51
-Drawing materials
-Population data
-Graph paper

- Population pyramid construction -Comparative analysis -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Resource Distribution
Population Structure - Population Composition

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

-Determine the significance of population structure in distribution of national resources in a society
-Identify how population influences resource allocation
-Appreciate the role of population data in national planning

- Learners brainstorm and enumerate the significance of population structure in distribution of national resources
-Learners discuss how population influences education, healthcare, and infrastructure development
-Learners analyze case studies of resource allocation based on population

How does population structure influence resource allocation?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Case studies
-Charts
- MENTOR Social Studies Learner's Book pg. 52
-Population statistics

- Oral questions -Case study analysis -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Population Dynamics

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

-Explain population dynamics such as fertility, mortality, and migration
-Identify factors affecting population change
-Appreciate how population dynamics influence development

- Learners research on population dynamics in Kenya and Germany
-Learners discuss how fertility, mortality, and migration affect population structure
-Learners create presentations on factors affecting population change

What factors drive population change?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Charts
-Presentation materials

- Oral questions -Presentation evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Comparing Developed and Developing Countries
Population Structure - Population Policies

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

-Appreciate the differences in population structure between developed and developing countries
-Identify consequences of different population structures
-Recognize the relationship between population structure and development

- Learners discuss the differences in population structures between Kenya and Germany
-Learners explore the consequences of aging populations versus youthful populations
-Learners compose and display messages on differences in population structure for sustainable development

What are the consequences of different population structures?

- MENTOR Social Studies Learner's Book pg. 54
-Digital resources
-Charts
-Display materials
- MENTOR Social Studies Learner's Book pg. 55
-Policy documents

- Oral questions -Message evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Forms of Peace

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

-Explain forms of peace in a society
-Identify different levels of peace
-Appreciate the importance of peace in society

- Learners brainstorm forms of peace (inner peace, family peace, friendship peace, and community peace)
-Learners discuss peace quotes and their meanings
-Learners search for peace quotes from various sources

How can we promote peace in the community?

- MENTOR Social Studies Learner's Book pg. 56
-Digital resources
-Peace quotes
-Charts

- Oral questions -Quote interpretation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Barriers to Resolution
Peaceful Conflict Resolution - Physical and Cultural Barriers

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

-Identify barriers to conflict resolution in day-to-day lives
-Explain how barriers affect conflict resolution
-Appreciate the importance of addressing barriers to conflict resolution

- Learners discuss barriers to conflict resolution such as poor communication, cultural differences, and ineffective listening
-Learners analyze how these barriers affect conflict resolution
-Learners match barriers to conflict resolution with their descriptions

What hinders effective conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Charts
-Poster materials

- Oral questions -Matching exercise -Written tests

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Managing Emotions

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

-Manage emotions to promote peace in the community
-Identify ways of managing emotions
-Appreciate the role of emotional management in conflict resolution

- Learners discuss ways of managing emotions such as self-awareness, self-control, and empathy
-Learners create tree diagrams showing ways of managing emotions
-Learners prepare mood journals to track their feelings and responses

How does emotional management promote peace?

- MENTOR Social Studies Learner's Book pg. 58
-Digital resources
-Mood journal templates
-Charts

- Oral questions -Tree diagram evaluation -Mood journal review

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Emotional Intelligence

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

-Apply emotional intelligence for peaceful conflict resolution in the community
-Identify components of emotional intelligence
-Appreciate the role of emotional intelligence in conflict resolution

- Learners discuss components of emotional intelligence such as self-awareness, self-regulation, empathy, and effective communication
-Learners role play scenarios demonstrating the application of emotional intelligence
-Learners fill in tables showing how they applied emotional intelligence for conflict resolution

How can emotional intelligence resolve conflicts?

- MENTOR Social Studies Learner's Book pg. 59
-Digital resources
-Role play scenarios
-Charts

- Oral questions -Role play evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Peace Initiatives
Peaceful Conflict Resolution - Community Peace Building

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

-Participate in peace initiatives at the community level
-Design peace promotion activities
-Embrace peace initiatives for harmonious living

- Learners organize a peaceful walk with placards containing peace messages
-Learners create posters encouraging community members to embrace peace initiatives
-Learners compose songs or poems on peaceful conflict resolution

How can we actively promote peace in our community?

- MENTOR Social Studies Learner's Book pg. 60
-Digital resources
-Poster materials
-Charts
- MENTOR Social Studies Learner's Book pg. 61
-Role play materials

- Poster evaluation -Poem/song evaluation -Observation

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Conflict Resolution Strategies

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

-Explain different conflict resolution strategies
-Apply appropriate conflict resolution approaches to different situations
-Value the importance of effective conflict resolution

- Learners discuss conflict resolution strategies such as negotiation, mediation, and arbitration
-Learners role play different conflict resolution approaches
-Learners create flowcharts showing steps in conflict resolution

Which conflict resolution strategies are most effective?

- MENTOR Social Studies Learner's Book pg. 61
-Digital resources
-Role play scenarios
-Chart materials

- Oral questions -Role play evaluation -Flowchart assessment

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Sustaining Relationships
Healthy Relationships - Barriers to Relationships

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

-Explain ways of sustaining healthy relationships in the community
-Identify characteristics of healthy relationships
-Appreciate the importance of healthy relationships

- Learners brainstorm in pairs ways of sustaining healthy relationships such as effective communication, mutual respect, and trust
-Learners discuss scenarios demonstrating healthy relationships
-Learners identify other ways of promoting healthy relationships

How can we promote healthy relationships in the community?

- MENTOR Social Studies Learner's Book pg. 62
-Digital resources
-Scenario cards
-Charts
- MENTOR Social Studies Learner's Book pg. 64
-Video clips

- Oral questions -Scenario analysis -Written tests

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Overcoming Barriers

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

-Design strategies to overcome barriers to healthy relationships
-Apply relationship improvement strategies
-Appreciate the need for healthy relationships in the community

- Learners use digital or print resources to research on strategies to overcome barriers to healthy relationships
-Learners design cards with strategies to overcome barriers
-Learners write essays on how these strategies help build healthy relationships

How can we overcome barriers to healthy relationships?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Card materials
-Charts

- Oral questions -Card evaluation -Essay evaluation

PEOPLE AND RELATIONSHIPS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Healthy Relationships - Communication Skills
Topographical Maps - Human Activities

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

-Role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Demonstrate healthy relationship skills
-Appreciate the need for healthy relationships in the community

- Learners undertake tasks as they role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Learners discuss the importance of these skills in maintaining healthy relationships
-Learners create posters promoting healthy relationships in the community

Why are communication skills important in relationships?

- MENTOR Social Studies Learner's Book pg. 66
-Digital resources
-Role play scenarios
-Poster materials
- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices

- Role play evaluation -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities on Maps

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

-Analyze human activities on different topographical maps
-Describe how forestry and trading activities are represented on maps
-Value the importance of representing human activities on maps

- Learners study topographical map extracts of Oyugis and Kijabe
-In pairs, learners identify and describe human activities shown on the maps
-Learners discuss the ways human activities can be represented on topographical maps

How are human activities represented on topographical maps?

- MENTOR Social Studies Learner's Book pg. 69
-Topographical map extracts
-Chart paper
-Drawing materials

- Oral questions -Written tests -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Enlarging Maps
Topographical Maps - Reducing Maps

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

-Explain the process of enlarging parts of a topographical map
-Use creative thinking skills to enlarge parts of topographical maps
-Appreciate the importance of map enlargement

- Learners study the steps followed when enlarging a section of a topographical map
-Learners measure the width and length of map areas to be enlarged
-Learners practice enlarging sections of topographical maps using a scale factor

How do we enlarge sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 70
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 71

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections

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

-Explain the procedure for drawing cross-sections from topographical maps
-Illustrate cross-sections from topographical maps
-Appreciate the use of cross-sections in representing landforms

- Learners study the steps followed in drawing a cross-section from a topographical map
-Learners identify contours and heights on topographical maps
-Learners practice drawing cross-sections showing physical features

How do we draw cross-sections from topographical maps?

- MENTOR Social Studies Learner's Book pg. 72
-Topographical map extracts
-Graph paper
-Straight edge papers
-Drawing materials

- Practical assessment -Cross-section evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections with Human Activities

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

-Illustrate cross-sections showing human activities from topographical maps
-Indicate human activities along cross-sections
-Value the importance of showing human activities on cross-sections

- Learners study topographical map extracts and identify human activities
-Learners draw cross-sections from topographical maps showing both physical features and human activities
-Learners display their cross-sections for peer assessment

How do we show human activities on cross-sections?

- MENTOR Social Studies Learner's Book pg. 73
-Topographical map extracts
-Graph paper
-Drawing materials
-Digital devices

- Practical assessment -Cross-section evaluation -Peer assessment

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Practical Applications
Topographical Maps - Representation of Activities

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

-Draw sketch maps of local areas showing human activities
-Enlarge and reduce sections of sketch maps
-Apply mapping skills in real-life situations

- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce
-Learners practice enlarging and reducing selected parts of their sketch maps

How can we apply topographical map skills in real life?

- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Drawing materials
-Graph paper
-Rulers
- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Earth Movements

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

-Explore the types of earth movements in the environment
-Identify causes of earth movements
-Recognize the importance of earth movements in shaping landscapes

- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements
-Learners discuss what happens when these movements occur on the earth's surface

How do landforms influence human activities?

- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Observation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical Earth Movements

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

-Describe horizontal earth movements
-Explain how tensional, compressional, and shear forces affect crustal rocks
-Appreciate how horizontal movements shape the landscape

- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces
-Learners identify natural environments formed as a result of horizontal earth movements

What causes horizontal earth movements?

- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Causes of Earth Movements

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

-Identify causes of earth movements
-Explain how different factors lead to earth movements
-Appreciate the role of earth movements in landscape formation

- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements
-Learners match causes of earth movements with their explanations

What factors lead to earth movements?

- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials
-Digital resources

- Oral questions -Diagram evaluation -Matching exercise

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Continental Drift Theory
Internal Land Forming Processes - Plate Tectonics Theory

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

-Explain the theory of continental drift
-Describe the formation of continents according to continental drift theory
-Appreciate the contribution of Alfred Wegener to understanding of earth's structure

- Learners use digital or print resources to research on the continental drift theory
-Learners discuss the super-continent Pangea and its subsequent breakup
-Learners complete a flow chart on the continental drift theory

How did the continents form according to the continental drift theory?

- MENTOR Social Studies Learner's Book pg. 85
-Digital resources
-Flow charts
-Drawing materials
-World maps
- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper

- Oral questions -Flow chart evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Rift Valley

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

-Describe the formation of Rift Valley by tensional forces
-Illustrate the formation of Rift Valley
-Appreciate the role of faulting in the formation of Rift Valley

- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley
-Learners discuss how Rift Valley is formed by tensional forces

How is the Rift Valley formed by tensional forces?

- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Drawing materials
-Clay or plasticine
-Digital resources

- Oral questions -Diagram evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Block Mountains
Internal Land Forming Processes - Formation of Tilt Blocks

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

-Describe the formation of block mountains
-Illustrate the formation of block mountains
-Appreciate the role of faulting in the formation of block mountains

- Learners model the formation of block mountains using old carton boxes, papers, or manila papers
-Learners use the steps to describe the formation of block mountains
-Learners illustrate the formation of block mountains in their notebooks

How are block mountains formed?

- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
-Drawing materials
-Clay or plasticine
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks

- Oral questions -Model evaluation -Illustration assessment

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Escarpments

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

-Describe the formation of escarpments
-Illustrate the formation of escarpments
-Appreciate the role of faulting in the formation of escarpments

- Learners study diagrams showing the formation of escarpments
-Learners discuss how tensional forces create parallel faults leading to escarpment formation
-Learners illustrate the formation of escarpments in their notebooks

How are escarpments formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of escarpments
-Drawing materials
-Clay or plasticine

- Oral questions -Illustration assessment -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Types of Faults
Internal Land Forming Processes - Effects of Faulting

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

-Identify different types of faults
-Describe the formation of normal faults, reverse faults, and anticlinal faults
-Appreciate the role of faulting in landscape formation

- Learners collect wooden blocks and demonstrate the formation of normal faults
-Learners use clay or plasticine to model different types of faults
-Learners watch video clips on the process of faulting in the environment

How are different types of faults formed?

- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Clay or plasticine
-Digital devices
-Video clips
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Landscape and Human Activities

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

-Describe the landscape in their locality
-Explain how the landscape affects human activities
-Create awareness on conservation of features formed by faulting

- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting
-Learners take walks in their locality to identify the shape of the landscape

How does the landscape influence human activities in our locality?

- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials

- Oral questions -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Identification

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

-Identify selected multi-purpose river projects on a map of Africa
-Locate major multi-purpose river projects in Africa
-Appreciate the importance of multi-purpose river projects

- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa
-Learners draw a sketch map of Africa and locate various multi-purpose river projects

How useful are multi-purpose river projects in society?

- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Drawing materials
-Pictures of dams

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - River Tana Projects
Multi-purpose River Projects in Africa - Aswan High Dam

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

-Outline the conditions that led to the establishment of multi-purpose river projects along River Tana
-Explain how these conditions favored the establishment of the project
-Value the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of River Tana Development project
-Learners draw or trace the map of Africa and locate the River Tana Development Project
-In pairs, learners discuss the conditions that led to the establishment of the multi-purpose river project along River Tana

What conditions led to the establishment of River Tana Projects?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of River Tana
-Pictures of Aswan High Dam

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Economic Importance

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

-Examine the economic importance of multi-purpose river projects in Africa
-Identify the benefits of multi-purpose river projects
-Appreciate the contribution of river projects to economic development

- Learners study pictures showing the usefulness of multi-purpose river projects
-Learners discuss how multi-purpose river projects contribute to fishing, hydroelectric power, industrialization, and agriculture
-Learners complete a table showing the economic importance of multi-purpose river projects

What are the economic benefits of multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Digital resources
-Chart paper

- Oral questions -Table completion assessment -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Challenges
Multi-purpose River Projects in Africa - Solutions to Challenges

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

-Assess challenges facing multi-purpose river projects in Africa
-Explain how factors like flooding, siltation, drought affect river projects
-Recognize the need to address challenges facing river projects

- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams
-In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam

What challenges face multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Chart paper
-Pictures showing challenges
- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Importance to Society

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

-Recognize the contribution of multi-purpose river projects to society
-Write speeches on the importance of multi-purpose river projects
-Appreciate the overall value of river projects in development

- Learners write short speeches on the importance of multi-purpose river projects in society
-Learners read their speeches during Environment Day in school
-Learners sing songs to recognize the importance of multi-purpose river projects

Why are multi-purpose river projects important to society?

- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials
-Digital resources

- Speech evaluation -Oral questions -Written assignments