PEOPLE AND RELATIONSHIPS

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

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

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

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

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

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

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

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

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

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

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

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

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

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

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

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

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

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

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

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

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

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

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

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

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

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

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

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

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

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies

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

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

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

How was indigenous knowledge system used for sustainability of life?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

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

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

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

What is decision making in life?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

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

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

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

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

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

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

What is poverty?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

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

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

What is over exploitation of natural Resources?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

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

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

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

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

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

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure -Kenya -Germany

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

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

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

What is population data?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Kenya

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

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

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

What factors determine. Population structure in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Germany

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

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

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

What factors determine population structure in Germany ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

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

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

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

What is population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

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

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

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

. What is age-sex population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

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

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

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

What is the significance of population structure?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure
Peaceful resolution

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

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

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

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

- course book
-Computin devices
-Chart
-Digital devices

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

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

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

What is conflict?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Define the term Emotion.
-Explore ways of managing emotions in the promotion of peace in the community
-Appreciate ways of managing emotions in promotion of peace in the community

-The learner is guides to define the term Emotion
- in groups learners.
are guided to explore ways of managing emotions

What are emotions?

- 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 scenarios on emotional intelligence for peaceful conflict resolution in society.
- Design scenarios for emotional intelligence for peaceful conflict resolution in society.
-Appreciate scenarios on emotional intelligence for peaceful conflict resolution in society

-The learner is guided to describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- in groups, learners are guided to design scenarios on emotional intelligence for peaceful conflict resolution in society.

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 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

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:

-Explore barriers to harmonious relationships
- Create a post on barriers to harmonious relationships.
- Desire to learn more on barriers to harmonious relationships.

-learner I guided to speak clearly and effectively as they discuss barriers to harmonious relationships in groups.
- learners are guided to create a poster 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

Healthy relationships

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:

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

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

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

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

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

How does human activities like agriculture and mining affect roads?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

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

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

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

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

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

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

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

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

What is continental drift?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

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

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

What is plate tectonic?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation