People and Relationships

Socio-Economic Practices of Early Humans - Introduction
Socio-Economic Practices of Early Humans - Early Stone Age

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

- Explain the meaning of socio-economic practices
- Identify the three Stone Age periods
- Appreciate the evolutionary journey of early humans

- Brainstorm on the meaning of socio-economic practices
- Write down points in notebook and share in groups
- Research on Stone Age periods

How do socio-economic practices of early humans impact on the modern society?

- KLB Social Studies Grade 9 (pg. 35)
- Digital resources
- Print materials
- KLB Social Studies Grade 9 (pg. 37)
- Matching activity materials

- Observation - Oral questions - Written assignments

People and Relationships

Socio-Economic Practices of Early Humans - Middle Stone Age

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

- Describe socio-economic practices during Middle Stone Age
- Analyze the significance of fire discovery
- Value technological innovations of early humans

- Read texts on Middle Stone Age socio-economic practices
- Discuss the invention of fire and its impact
- Compare Middle Stone Age with Early Stone Age practices

How did the discovery of fire change human development?

- KLB Social Studies Grade 9 (pg. 38)
- Digital resources
- Reading materials

- Observation - Oral questions - Written exercises

People and Relationships

Socio-Economic Practices of Early Humans - Late Stone Age

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

- Describe socio-economic practices during Late Stone Age
- Analyze the development of agriculture and domestication
- Appreciate the beginnings of structured society

- Read passages on socio-economic practices of Late Stone Age
- Identify key developments during this period
- Discuss the transition to agriculture and settled life

How did the transition to agriculture change human society?

- KLB Social Studies Grade 9 (pg. 39)
- Digital resources
- Reading materials

- Observation - Reading comprehension - Written assignments

People and Relationships

Socio-Economic Practices of Early Humans - Stone Age tools
Socio-Economic Practices of Early Humans - Relevance to modern society

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

- Examine different types of tools used during the Stone Age
- Compare tools from different Stone Age periods
- Value early human technological innovations

- Study conversations about tools used during Stone Age periods
- Analyze images of Stone Age tools
- Discuss the function and importance of different tools

How did Stone Age tools evolve over time?

- KLB Social Studies Grade 9 (pg. 40)
- Digital resources
- Images of Stone Age tools
- KLB Social Studies Grade 9 (pg. 42)
- Documentary videos

- Observation - Tool identification exercises - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Introduction

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

- Explain the meaning of indigenous knowledge systems
- Identify the importance of indigenous knowledge
- Value traditional knowledge systems

- Research on the meaning of indigenous knowledge systems
- Discuss the importance of indigenous knowledge
- Write findings in exercise books

How does indigenous knowledge influence the modern society?

- KLB Social Studies Grade 9 (pg. 43)
- Digital resources
- Print materials

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Types of knowledge systems

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

- Identify types of indigenous knowledge systems in African societies
- Categorize different indigenous knowledge systems
- Appreciate diversity in indigenous knowledge

- Study pictures showing indigenous knowledge systems
- Identify indigenous knowledge systems in the community
- Complete exercises on types of indigenous knowledge systems

What types of indigenous knowledge systems exist in your community?

- KLB Social Studies Grade 9 (pg. 44)
- Digital resources
- Pictures of indigenous practices

- Observation - Picture analysis - Written exercises

People and Relationships

Indigenous Knowledge Systems in African Societies - Agriculture and medicine
Indigenous Knowledge Systems in African Societies - Sustainability of life

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

- Explain indigenous agricultural and medicinal practices
- Analyze how indigenous knowledge was applied in these fields
- Respect traditional approaches to agriculture and medicine

- Complete a passage on indigenous knowledge systems
- Research on agricultural and medicinal practices
- Discuss findings in groups

How were agricultural and medicinal knowledge applied in traditional African societies?

- KLB Social Studies Grade 9 (pg. 45)
- Digital resources
- Reading materials
- KLB Social Studies Grade 9 (pg. 46)
- Story materials

- Observation - Completion exercises - Group discussion assessment

People and Relationships

Indigenous Knowledge Systems in African Societies - Modern applications

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

- Use indigenous and modern knowledge systems for decision making
- Apply relevant traditional knowledge in modern contexts
- Appreciate integration of traditional and modern knowledge

- Research on combining indigenous and modern knowledge
- Role-play scenarios showing application of knowledge systems
- Discuss findings in groups

How can indigenous knowledge be integrated with modern systems?

- KLB Social Studies Grade 9 (pg. 47)
- Digital resources
- Role-play scenarios

- Observation - Role-play assessment - Group discussion

People and Relationships

Indigenous Knowledge Systems in African Societies - Project work

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

- Design a project using indigenous and modern knowledge systems
- Apply research skills to collect information
- Show creativity in project design

- Research on using indigenous and modern knowledge systems
- Record the process of applying knowledge systems
- Write reports on knowledge application

How can we create practical projects that integrate indigenous knowledge?

- KLB Social Studies Grade 9 (pg. 48)
- Digital resources
- Project materials

- Observation - Project assessment - Written reports

People and Relationships

Indigenous Knowledge Systems in African Societies - Debate
Indigenous Knowledge Systems in African Societies - Appreciation

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

- Debate on the use of indigenous knowledge systems
- Present arguments clearly and logically
- Respect diverse viewpoints on indigenous knowledge

- Organize a debate on indigenous knowledge systems
- Prepare points for proposing or opposing sides
- Present arguments during the debate

What is the relevance of indigenous knowledge systems in modern society?

- KLB Social Studies Grade 9 (pg. 49)
- Debate materials
- Research materials
- KLB Social Studies Grade 9 (pg. 50)
- Display materials
- Pictures of indigenous practices

- Observation - Debate assessment - Peer evaluation

People and Relationships

Poverty Reduction - Understanding poverty

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

- Explain causes of poverty in Africa
- Identify evidence of poverty in communities
- Show concern for poverty reduction in society

- Study pictures showing evidence of poverty
- Identify causes of poverty in Africa
- Discuss factors contributing to poverty

What are the measures taken by African governments to reduce poverty?

- KLB Social Studies Grade 9 (pg. 51)
- Digital resources
- Pictures showing poverty

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Causes of poverty

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

- Analyze various causes of poverty in Africa
- Categorize different causes of poverty
- Show empathy towards those affected by poverty

- Study pictures showing causes of poverty in Africa
- Research on additional causes of poverty
- Analyze charts showing causes of poverty

What are the root causes of poverty in African communities?

- KLB Social Studies Grade 9 (pg. 52)
- Digital resources
- Charts on poverty causes

- Observation - Picture analysis - Written assignments

People and Relationships

Poverty Reduction - Effects of overexploitation
Poverty Reduction - Creative solutions

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

- Examine effects of overexploitation of natural resources
- Analyze how resource exploitation contributes to poverty
- Show concern for sustainable resource use

- Study pictures showing effects of overexploitation
- Read passages on effects of overexploitation
- Complete tables on resources and poverty effects

How does prudent utilization of resources help to reduce poverty in the society?

- KLB Social Studies Grade 9 (pg. 54)
- Digital resources
- Reading materials
- KLB Social Studies Grade 9 (pg. 56)
- Case studies of successful initiatives

- Observation - Table completion - Written exercises

People and Relationships

Poverty Reduction - Resource person

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

- Discuss home-grown solutions to poverty reduction with experts
- Analyze expert perspectives on poverty solutions
- Value practical approaches to poverty reduction

- Engage with a resource person on poverty reduction
- Ask questions about practical solutions
- Take notes and discuss findings

What practical approaches to poverty reduction have been successful?

- KLB Social Studies Grade 9 (pg. 58)
- Resource person
- Note-taking materials

- Observation - Question quality assessment - Written notes

People and Relationships

Poverty Reduction - Sustainable resource use

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

- Recognize contribution of poverty reduction strategies
- Compose poems on sustainable use of resources
- Value sustainable use of resources

- Recite poems on sustainable use of resources
- Create posters on sustainable resource use
- Display posters on resource sustainability

How can sustainable resource use contribute to poverty reduction?

- KLB Social Studies Grade 9 (pg. 59)
- Art materials
- Digital resources

- Observation - Poem assessment - Poster evaluation

People and Relationships

Population Structure - Sources of population data
Population Structure - Population maps

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

- Identify sources of population data in a country
- Categorize different sources of population data
- Appreciate the importance of population data collection

- Research on sources of population data
- Study charts showing sources of population data
- Discuss primary and secondary sources of data

Why is population structure of a country important?

- KLB Social Studies Grade 9 (pg. 60)
- Digital resources
- Charts on data sources
- KLB Social Studies Grade 9 (pg. 62)
- World maps
- Atlas
- Digital resources

- Observation - Oral questions - Written assignments

People and Relationships

Population Structure - Kenya's population factors

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

- Explain factors determining population structure in Kenya
- Analyze the impact of fertility, mortality and migration
- Value understanding of demographic patterns

- Study pictures showing factors influencing population
- Analyze case studies on population factors
- Discuss Kenya's population characteristics

How do fertility, mortality, and migration shape Kenya's population?

- KLB Social Studies Grade 9 (pg. 64)
- Digital resources
- Population charts

- Observation - Case study analysis - Group discussions

People and Relationships

Population Structure - Germany's population factors

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

- Explain factors determining population structure in Germany
- Compare Germany's demographics with Kenya's
- Appreciate demographic diversity

- Study pictures on factors influencing Germany's population
- Research on Germany's population characteristics
- Compare population factors between Kenya and Germany

How has Germany's population structure evolved differently from Kenya's?

- KLB Social Studies Grade 9 (pg. 66)
- Digital resources
- Population charts

- Observation - Comparison charts - Written exercises

People and Relationships

Population Structure - Constructing pyramids
Population Structure - Developing countries' pyramids

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

- Construct age-sex population pyramids
- Analyze steps in constructing population pyramids
- Value data visualization skills

- Study steps for constructing age-sex population pyramids
- Practice pyramid construction with provided data
- Analyze features of completed pyramids

Why do countries have differently shaped population pyramids?

- KLB Social Studies Grade 9 (pg. 68)
- Graph paper
- Population data
- Digital resources
- KLB Social Studies Grade 9 (pg. 70)
- Kenya's population data

- Observation - Pyramid construction - Drawing assessment

People and Relationships

Population Structure - Developed countries' pyramids

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

- Construct age-sex population pyramids for developed countries
- Compare different pyramid shapes and structures
- Appreciate demographic differences across countries

- Construct Germany's population pyramid
- Compare Kenya's and Germany's pyramids
- Analyze differences between the pyramids

What does Germany's population pyramid reveal about its development?

- KLB Social Studies Grade 9 (pg. 72)
- Germany's population data
- Graph paper
- Digital resources

- Observation - Pyramid construction - Comparative analysis

People and Relationships

Population Structure - Resource distribution

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

- Determine significance of population structure for resources
- Analyze how demographics influence resource allocation
- Value equitable resource distribution

- Study charts on population structure and resources
- Create communication messages on population structure
- Discuss resource distribution based on population needs

How does population structure influence the distribution of national resources?

- KLB Social Studies Grade 9 (pg. 74)
- Digital resources
- Charts and diagrams

- Observation - Message creation - Written assignments

People and Relationships

Peaceful Conflict Resolution - Forms of peace
Peaceful Conflict Resolution - Nurturing peace

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

- Explain forms of peace in a society
- Identify characteristics of different peace forms
- Value peaceful coexistence

- Study pictures showing different forms of peace
- Identify forms of peace shown in pictures
- Match forms of peace with their explanations

How can we promote peace in the community?

- KLB Social Studies Grade 9 (pg. 80)
- Digital resources
- Pictures showing peace
- KLB Social Studies Grade 9 (pg. 82)
- Role-play scenarios

- Observation - Matching exercises - Oral questions

People and Relationships

Peaceful Conflict Resolution - Promoting fairness

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

- Design ways of promoting fairness in the community
- Analyze scenarios demonstrating fairness
- Value fair treatment for all

- Act out scenarios showing fairness in families
- Discuss ways of promoting fairness in school
- Analyze articles on community fairness

How can we promote fairness in different social contexts?

- KLB Social Studies Grade 9 (pg. 84)
- Digital resources
- Role-play scenarios

- Observation - Scenario analysis - Written assignments

People and Relationships

Peaceful Conflict Resolution - Emotional intelligence

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

- Apply emotional intelligence in promoting integrity
- Analyze the link between emotions and integrity
- Value emotional self-regulation

- Read conversations on emotional intelligence
- Engage with resource persons on emotional intelligence
- Role-play scenarios applying emotional intelligence

How can emotional intelligence help promote integrity in society?

- KLB Social Studies Grade 9 (pg. 86)
- Digital resources
- Resource person

- Observation - Role-play assessment - Oral presentations

People and Relationships

Peaceful Conflict Resolution - Peace initiatives
Peaceful Conflict Resolution - Non-violent resolution

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

- Identify peace initiatives at the community level
- Analyze the impact of peace initiatives
- Embrace peace initiatives for harmonious living

- Study pictures of community peace initiatives
- Analyze poems about non-violent conflict resolution
- Write essays on peace initiatives

What types of peace initiatives are effective in local communities?

- KLB Social Studies Grade 9 (pg. 88)
- Digital resources
- Pictures of peace initiatives
- KLB Social Studies Grade 9 (pg. 89)
- Music/poetry materials

- Observation - Essay assessment - Oral presentations

People and Relationships

Peaceful Conflict Resolution - Digital resources

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

- Use digital resources to learn about peace initiatives
- Analyze digital content on conflict resolution
- Appreciate technology for peace education

- Watch videos on peace initiatives
- Research online resources on conflict resolution
- Create digital presentations on peace

How can digital resources enhance peace education?

- KLB Social Studies Grade 9 (pg. 90)
- Digital resources
- Video clips
- Internet resources

- Observation - Digital literacy skills - Presentation assessment

People and Relationships

Peaceful Conflict Resolution - Assessment
Healthy Relationships - Understanding relationships

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

- Demonstrate understanding of peaceful conflict resolution
- Apply knowledge of peace-building strategies
- Value peaceful approaches to conflict

- Complete assessment activities on conflict resolution
- Apply peace concepts to case studies
- Reflect on personal conflict resolution strategies

How can we apply peaceful conflict resolution in everyday situations?

- KLB Social Studies Grade 9 (pg. 92)
- Assessment materials
- Case studies
- KLB Social Studies Grade 9 (pg. 90)
- Digital resources
- Pictures of relationships

- Written assessment - Case study analysis - Self-reflection

People and Relationships

Healthy Relationships - Sustaining relationships

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

- Explain ways of sustaining healthy relationships
- Analyze strategies for relationship maintenance
- Show commitment to building healthy connections

- Watch videos on sustaining healthy relationships
- Study charts showing ways of sustaining relationships
- Discuss findings from guidance counselors

What strategies help maintain healthy relationships over time?

- KLB Social Studies Grade 9 (pg. 92)
- Digital resources
- Video clips
- Relationship charts

- Observation - Chart analysis - Group discussions

People and Relationships

Healthy Relationships - Barriers

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

- Explore barriers to harmonious relationships
- Analyze common relationship challenges
- Show empathy toward relationship difficulties

- Study diagrams showing relationship barriers
- Watch video clips on relationship challenges
- Discuss common barriers in relationships

What are common barriers to harmonious relationships?

- KLB Social Studies Grade 9 (pg. 93)
- Digital resources
- Diagrams
- Video clips

- Observation - Diagram analysis - Written exercises

People and Relationships
Natural and Historic Built Environments

Healthy Relationships - Overcoming barriers
Topographical Maps - Human activities on topographical maps

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

- Design strategies to overcome relationship barriers
- Demonstrate effective communication skills
- Appreciate the need for healthy relationships

- Debate on overcoming relationship barriers
- Role-play effective communication scenarios
- Present speeches on importance of relationships

How can we effectively overcome barriers in relationships?

- KLB Social Studies Grade 9 (pg. 95)
- Digital resources
- Role-play materials
- Debate materials
- KLB Top Scholar Social Studies (pg. 96)
- Digital resources
- Print resources
- Topographical maps
- Charts

- Observation - Role-play assessment - Speech evaluation

Natural and Historic Built Environments

Topographical Maps - Mining and transportation representation

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

- Identify the symbols used to represent mining and transportation on topographical maps
- Interpret mining and transportation activities from topographical maps
- Value the economic importance of these activities shown on maps

- Study various topographical maps showing mining sites and transport networks
- Identify symbols used to represent mining and transportation on maps
- Match human activities with their evidence as portrayed on topographical maps
- Discuss the economic importance of these activities

How are mining and transportation activities represented on topographical maps?

- KLB Top Scholar Social Studies (pg. 98)
- Topographical maps
- Digital resources
- Charts showing map symbols

- Observation - Oral questions - Matching exercises - Written assignments

Natural and Historic Built Environments

Topographical Maps - Agricultural and tourism activities

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

- Identify symbols used to represent agricultural and tourism activities on topographical maps
- Interpret agricultural and tourism features from topographical maps
- Appreciate the significance of these activities represented on maps

- Study topographical maps showing agricultural and tourism features
- Identify symbols used to represent plantation farming, fishing, forestry, and tourism facilities
- Draw and label symbols for various agricultural and tourism activities
- Discuss evidence of these activities shown on topographical maps

How are agricultural and tourism activities represented on topographical maps?

- KLB Top Scholar Social Studies (pg. 100)
- Topographical maps
- Digital resources
- Charts showing agricultural and tourism symbols

- Observation - Oral questions - Drawing and labeling exercises - Written assignments

Natural and Historic Built Environments

Topographical Maps - Processing and trade
Topographical Maps - Enlarging parts of maps

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

- Identify symbols used to represent processing industries and trade on topographical maps
- Interpret processing and trade features from topographical maps
- Value the economic importance of processing industries and trade shown on maps

- Study topographical maps showing processing and trade features
- Identify symbols used to represent factories, markets and shops
- Draw and label symbols for processing industries and trade centers
- Discuss economic importance of these features shown on maps

How are processing industries and trade centers represented on topographical maps?

- KLB Top Scholar Social Studies (pg. 102)
- Topographical maps
- Digital resources
- Chart showing industrial symbols
- KLB Top Scholar Social Studies (pg. 104)
- Drawing materials
- Graph papers
- Rulers

- Observation - Oral questions - Drawing and labeling exercises - Written assignments

Natural and Historic Built Environments

Topographical Maps - Reducing parts of maps

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

- Describe the process of reducing parts of topographical maps
- Apply creative thinking skills to reduce a selected part of a topographical map
- Demonstrate creativity in reducing parts of topographical maps

- Demonstrate the process of reducing parts of topographical maps
- Practice reducing selected parts of topographical maps
- Draw a reduced section of a topographical map showing human activities
- Present their reduced maps for peer assessment

How can we reduce parts of topographical maps while maintaining key features?

- KLB Top Scholar Social Studies (pg. 106)
- Topographical maps
- Drawing materials
- Graph papers
- Rulers

- Observation - Practical assessment - Peer assessment - Portfolio assessment

Natural and Historic Built Environments

Topographical Maps - Drawing cross-sections

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

- Explain the concept of cross-sections from topographical maps
- Illustrate cross-sections from topographical maps
- Show interest in drawing cross-sections from topographical maps

- Demonstrate the process of drawing cross-sections from topographical maps
- Identify contour lines and understand their significance for cross-sections
- Practice drawing cross-sections from topographical maps
- Present their cross-sections for peer assessment

Why is it important to draw cross-sections from topographical maps?

- KLB Top Scholar Social Studies (pg. 110)
- Topographical maps
- Drawing materials
- Graph papers
- Rulers

- Observation - Practical assessment - Peer assessment - Portfolio assessment

Natural and Historic Built Environments

Topographical Maps - Human activities in cross-sections
Internal Land Forming Processes - Types and causes of earth movements

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

- Identify human activities that can be shown in cross-sections
- Draw cross-sections showing human activities
- Appreciate the representation of human activities in cross-sections

- Study cross-sections showing human activities
- Identify how human activities can be represented in cross-sections
- Draw cross-sections from topographical maps showing human activities
- Display cross-sections and take a gallery walk for peer assessment

How can human activities be represented in cross-sections?

- KLB Top Scholar Social Studies (pg. 112)
- Topographical maps
- Drawing materials
- Graph papers
- Rulers
- Sample cross-sections
- KLB Top Scholar Social Studies (pg. 114)
- Digital resources
- Print resources
- Charts
- Pictures on earth movements

- Observation - Practical assessment - Peer assessment - Gallery walk assessment

Natural and Historic Built Environments

Internal Land Forming Processes - Types of faults

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

- Identify different types of faults in the environment
- Explain how different types of faults are formed
- Show curiosity about faulting processes

- Conduct library research on types of faults in the environment
- Present findings on different types of faults to the class
- Use diagrams to illustrate different types of faults
- Discuss the formation processes of different types of faults

What are the different types of faults found in the environment?

- KLB Top Scholar Social Studies (pg. 118)
- Library resources
- Digital resources
- Charts showing different types of faults
- Diagrams

- Observation - Oral presentations - Written assignments - Diagrams assessment

Natural and Historic Built Environments

Internal Land Forming Processes - Continental drift theory

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

- Explain the theory of continental drift
- Describe the evidence supporting continental drift theory
- Develop interest in theories explaining earth's formation

- Use digital or print resources to research on the theory of continental drift
- Make short notes on continental drift theory
- Discuss evidence supporting the continental drift theory
- Use diagrams to illustrate continental drift theory

How does the theory of continental drift explain the formation of continents?

- KLB Top Scholar Social Studies (pg. 122)
- Digital resources
- Print resources
- World maps
- Charts showing continental drift

- Observation - Oral questions - Written assignments - Diagram interpretation

Natural and Historic Built Environments

Internal Land Forming Processes - Plate tectonics theory
Internal Land Forming Processes - Features formed by faulting

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

- Explain the theory of plate tectonics
- Describe the relationship between plate tectonics and continental drift
- Appreciate scientific explanations for earth's features

- Use digital or print resources to research on plate tectonics theory
- Make short notes on plate tectonics theory
- Discuss the relationship between plate tectonics and continental drift
- Use diagrams to illustrate plate tectonics theory

How does the theory of plate tectonics build upon continental drift theory?

- KLB Top Scholar Social Studies (pg. 126)
- Digital resources
- Print resources
- World maps
- Charts showing plate tectonics
- KLB Top Scholar Social Studies (pg. 130)
- Video clips/documentaries
- Atlas
- Drawing materials
- Charts showing rift valley formation

- Observation - Oral questions - Written assignments - Diagram interpretation

Natural and Historic Built Environments

Internal Land Forming Processes - Block mountains formation

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

- Explain the formation of block mountains due to faulting
- Illustrate the formation of block mountains
- Appreciate diversity of landforms created by faulting

- View video clips/documentaries on the formation of block mountains
- Draw sketches illustrating the formation of block mountains
- Use an atlas to locate examples of block mountains
- Display the sketches for peer assessment

How are block mountains formed through the process of faulting?

- KLB Top Scholar Social Studies (pg. 134)
- Video clips/documentaries
- Atlas
- Drawing materials
- Charts showing block mountain formation

- Observation - Drawing assessment - Peer assessment - Written assignments

Natural and Historic Built Environments

Internal Land Forming Processes - Effects of faulting on human activities

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

- Identify the effects of faulting on human activities
- Explain positive effects of faulting on human activities
- Recognize how faulting influences human settlement patterns

- Carry out mapping on the significance of faulting to human life and activities
- Brainstorm and share in class the significance of faulting on human activities
- Discuss positive effects of faulting on human activities such as tourism and mining

How does faulting affect human activities?

- KLB Top Scholar Social Studies (pg. 136)
- Pictures showing effects of faulting
- Digital resources
- Print resources
- Maps

- Observation - Oral questions - Written assignments - Map work

Natural and Historic Built Environments

Internal Land Forming Processes - Hazards associated with faulting
Multipurpose River Projects in Africa - Introduction and location

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

- Identify hazards associated with faulting
- Develop posters to create awareness on disasters relating to faulting
- Show concern for disaster risks associated with faulting

- Discuss hazards associated with faulting such as earthquakes and volcanic eruptions
- Develop posters to create awareness on disasters relating to faulting
- Display posters at strategic locations within the school
- Discuss disaster risk reduction measures related to faulting

What are the hazards associated with faulting and how can they be mitigated?

- KLB Top Scholar Social Studies (pg. 138)
- Digital resources
- Print resources
- Materials for poster creation
- Pictures showing faulting disasters
- KLB Top Scholar Social Studies (pg. 140)
- Atlas
- Internet resources
- Map of Africa

- Observation - Poster assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Conditions for River Tana projects

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

- Outline physical conditions that led to establishment of River Tana projects
- Explain socio-economic conditions for River Tana projects
- Show interest in the development of River Tana projects

- Discuss the physical conditions that led to the establishment of multipurpose river projects along River Tana
- Research on the socio-economic conditions that favored the development of River Tana projects
- Create a chart showing conditions favorable for River Tana projects
- Present findings to the class

What conditions led to the establishment of multipurpose river projects along River Tana?

- KLB Top Scholar Social Studies (pg. 142)
- Digital resources
- Print resources
- Pictures of River Tana projects
- Charts

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Conditions for Aswan High Dam

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

- Outline physical conditions that led to establishment of Aswan High Dam
- Explain socio-economic conditions for Aswan High Dam
- Develop interest in the development of Aswan High Dam

- Discuss the physical conditions that led to the establishment of Aswan High Dam
- Research on the socio-economic conditions that favored the development of Aswan High Dam
- Create a chart comparing conditions for River Tana projects and Aswan High Dam
- Present findings to the class

What conditions led to the establishment of Aswan High Dam in Egypt?

- KLB Top Scholar Social Studies (pg. 144)
- Digital resources
- Print resources
- Pictures of Aswan High Dam
- Charts

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Economic importance
Multipurpose River Projects in Africa - Social and political importance

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

- Examine the economic importance of multipurpose river projects in Africa
- Explain the benefits of multipurpose river projects to local communities
- Appreciate the role of multipurpose river projects in economic development

- Carry out research on the economic importance of multipurpose river projects in Africa
- Write short notes and share with peers
- Discuss how multipurpose river projects benefit local communities
- Create a chart showing economic benefits of multipurpose river projects

What are the economic benefits of multipurpose river projects in Africa?

- KLB Top Scholar Social Studies (pg. 146)
- Digital resources
- Print resources
- Pictures showing economic activities around river projects
- Charts
- KLB Top Scholar Social Studies (pg. 148)
- Pictures showing social benefits
- Materials for poster creation

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Challenges

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

- Assess challenges facing multipurpose river projects in Africa
- Categorize challenges as environmental, social, economic and political
- Show concern for challenges facing multipurpose river projects

- Brainstorm on challenges facing multipurpose river projects in Africa
- Categorize challenges as environmental, social, economic and political
- Discuss how these challenges affect the effectiveness of multipurpose river projects
- Create a mind map of challenges and their interconnections

What challenges face multipurpose river projects in Africa?

- KLB Top Scholar Social Studies (pg. 149)
- Digital resources
- Print resources
- Pictures showing challenges
- Charts

- Observation - Oral questions - Written assignments - Mind map assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Solutions to challenges

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

- Design solutions to challenges facing multipurpose river projects
- Suggest sustainable approaches to river project management
- Demonstrate creativity in solving problems related to river projects

- Invite a resource person to share on solutions to challenges facing multipurpose river projects
- Design solutions to challenges facing multipurpose river projects
- Discuss sustainable approaches to river project management
- Create a presentation on innovative solutions

How can challenges facing multipurpose river projects be addressed?

- KLB Top Scholar Social Studies (pg. 150)
- Resource person
- Digital resources
- Print resources
- Charts

- Observation - Oral presentations - Written assignments - Project assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Future prospects
Management and Conservation of the Environment - Factors leading to degradation

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

- Explore future prospects for multipurpose river projects in Africa
- Suggest innovative approaches for future river projects
- Appreciate the potential of river resources for future development

- Research on planned or proposed multipurpose river projects in Africa
- Discuss innovative approaches for future river projects
- Create a vision board for future multipurpose river projects
- Present and discuss vision boards in class

What is the future of multipurpose river projects in Africa?

- KLB Top Scholar Social Studies (pg. 151)
- Digital resources
- Print resources
- Materials for vision board creation
- Charts
- KLB Top Scholar Social Studies (pg. 152)
- Video clips/documentaries
- Pictures showing environmental degradation

- Observation - Vision board assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Effects of degradation

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

- Describe the effects of environmental degradation in society
- Explain how environmental degradation affects quality of life
- Develop concern for effects of environmental degradation

- Use print or digital resources to establish effects of degradation of the environment
- Discuss how environmental degradation affects socio-economic activities
- Create a cause-and-effect chart showing impact of environmental degradation
- Present findings to the class

What are the effects of environmental degradation on society?

- KLB Top Scholar Social Studies (pg. 154)
- Digital resources
- Print resources
- Pictures showing effects of environmental degradation
- Charts

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Management and Conservation of the Environment - Difference between management and conservation

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

- Distinguish between management and conservation of the environment
- Explain principles of environmental management and conservation
- Value sustainable approaches to environmental management

- Brainstorm on the difference between management and conservation of the environment
- Research on principles of environmental management and conservation
- Create a Venn diagram showing similarities and differences between management and conservation
- Share findings with peers

What is the difference between management and conservation of the environment?

- KLB Top Scholar Social Studies (pg. 156)
- Digital resources
- Print resources
- Charts
- Pictures showing management and conservation activities

- Observation - Venn diagram assessment - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Measures for management
Management and Conservation of the Environment - Measures for conservation

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

- Design measures to manage the environment for sustainability
- Explain the role of different stakeholders in environmental management
- Demonstrate commitment to environmental management

- Discuss measures for managing the environment sustainably
- Research on the role of different stakeholders in environmental management
- Design a poster showing measures for environmental management
- Present and display the posters in class

How can we manage the environment sustainably?

- KLB Top Scholar Social Studies (pg. 158)
- Digital resources
- Print resources
- Materials for poster creation
- Pictures showing environmental management
- KLB Top Scholar Social Studies (pg. 159)
- Pictures showing conservation activities

- Observation - Poster assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Practical conservation activities

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

- Apply creative thinking skills in managing and conserving the immediate environment
- Participate in environmental conservation activities
- Value practical actions for environmental conservation

- Demonstrate tolerance and express different viewpoints as they participate in environmental conservation in the community
- Plan and conduct a clean-up activity in the school or community
- Plant trees or establish a school garden
- Document the conservation activity and reflect on its impact

How can we actively participate in environmental conservation?

- KLB Top Scholar Social Studies (pg. 160)
- Tree seedlings
- Gardening tools
- Clean-up equipment
- Digital cameras for documentation

- Observation - Participation assessment - Project documentation - Reflection writing