Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration
Self-exploration
Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development

How do we use personal abilities for holistic development?

-Course book
-Charts
-Computing devices
-Curse book

-Oral questions -Oral report -Observation

Personal Development

Self-exploration
Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

How can personal abilities and interests influence career choices?

How can personal abilities and interests influence career choices?
-Course book
-Charts
-Computing devices

-Course book Charts -Computing devices

Personal Development
Natural and historic build environments

-Entrepreneurial Opportunities in Social Studies
Entrepreneurial opportunities in social studies
Historical information sources of historical information in the society

By the end of the lesson, the learner should be able to:
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work
-Appreciate social entrepreneurial opportunities in the world of work

The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work

What are the requirements for social entrepreneurial opportunities in the world of work?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments

Primary and secondary sources of Historical information
How various sources of historical information have been preserved over the years
Sources of historical information in understanding past human accounts

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

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

How are primary and secondary sources of historical information acquired?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa
Natural and historic built environments in Africa

Locating areas where early agriculture was practiced in selected geographical reigns in Africa
Historical development of Agricultures -Crops grown animals kept during early Agriculture

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

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

What is Agriculture

-Course book
-Chart
-Computing devices
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

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

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

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

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

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Maps and map work
Maps and map work Countries that make up the African continent
Locating places and features using latitudes and longitudes on a map

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

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

What is a map?

-Course book
-Charts
-Computing devices
-Chart

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa
Natural and historic built environments I Africa

Calculating time of different places in in the world using longitudes
Importance of latitudes and longitudes in day to day life

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

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

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

-Course book
-Chart computing devices
-Chart
-Computing devices

-Oral questions -Oral report -Written questions 4

Natural and historical built environments in Africa

Pictures and maps used in social studies
Types of maps used in social studies
Earth and eh solar system

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

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

What is a plan?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observations

Natural and historical built environments in Africa

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

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

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

What is the shape of the earth?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system
Modelling the internal structure of the earth

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

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

Why is it important to understand the solar system

-Course book
-Charts
-Computing devices
-Charts

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa
Natural and historical build environments in Africa
Natural and historical built environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities
Weather Elements of weather in the environment
Analyzing and interpreting data on weather condition in the environment

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

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

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

-Course book
-
Charts
-Computing devices
-Charts
-Computing devices

-Oral questions -Oral report -Assessment

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

Siting a weather station
Constructing a rain gauge
Constructing a wind vane

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

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

What is a weather station?

-Course book
-Charts
-computing devices
-Chart
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a wind sock
Significance of weather to human environment

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

-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock

What is the procedure of constructing a wind sock?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Observation

Natural and historical built environments in Africa
National and Historic built Environments in Africa
Natural and historic built environments in Africa

Responding appropriately to different weather conditions in the environment
Field work Types of fieldwork in social studies
Field work methods of Data collection

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

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

How do we respond appropriately to different weather conditions?

-Course book
--Charts
-Computing devices
-Chart
-Chart
-Computing devices

-Oral questions -Observation -Written questions

Natural and historic built environments in Africa
Natural and Historic Built Environments
Natural and Historic Built Environments

Methods of data recording
Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales

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

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

What is data recording?

-Course book
-Chart
-Computing devices
- MENTOR Social Studies Learner's Book pg. 75
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 76

-Oral questions -Oral report -Observation

Natural and Historic Built Environments

Map Reading and Interpretation - Scale conversions
Map Reading and Interpretation - Measuring distances

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

-Practice scale conversions on a topographical map
-Convert scales from one form to another
-Apply critical thinking skills in map reading and interpretation

- Learners collaborate with others to practice scale conversions on a topographical map
-Learners critique each other's work

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 77
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 78

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features
Map Reading and Interpretation - Relief features

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

-Calculate the area of different places on a topographical map
-Use scales to determine areas
-Apply critical thinking skills in map reading and interpretation

- Learners calculate the area of different places on a topographical map
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 79
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 80
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams

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

-Explain methods of representing vegetation on topographical maps
-Identify vegetation features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing vegetation on maps
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 82
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 83

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Critical thinking

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

-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application
Map Reading and Interpretation - Practical application

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

-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 86

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather

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

-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing climate

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

-Examine the factors influencing climate in Africa
-Distinguish between weather and climate factors
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing climate in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 95
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Climatic regions
Weather and Climate - Desert regions

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

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 97
-Video clips

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Weather and Climate - Semi-desert regions

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

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions

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

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions
Weather and Climate - Mountain regions

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

-Illustrate the characteristics of mediterranean regions in Africa
-Identify mediterranean regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions
-Learners make short notes on the mediterranean regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 101

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change

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

-Identify causes of climate change
-Brainstorm on the causes of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the causes of climate change
-Learners share their findings in class

- How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 103
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Effects of climate change
Weather and Climate - Problem solving

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

-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the effects of climate change
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 105

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Factors influencing vegetation

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

-Explain factors influencing vegetation distribution in Africa
-Brainstorm on factors influencing vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners brainstorm in groups on factors influencing vegetation in Africa
-Learners do a presentation in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 108
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Field excursion
Vegetation in Africa - Vegetation regions

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

-Identify different types of vegetation in the immediate environment
-Carry out a field excursion to identify vegetation
-Appreciate vegetation conservation within the environment

- Learners carry out a field excursion of the immediate environment and identify the different types of vegetation
-Learners record their observations

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Digital resources
-Immediate environment
- MENTOR Social Studies Learner's Book pg. 110
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Characteristics

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Map drawing

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

-Locate the major vegetation regions of Africa
-Draw a map of Africa showing vegetation regions
-Appreciate vegetation conservation within the environment

- Learners draw the map of Africa and indicate the vegetation regions
-Learners display their maps in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 112
-Digital resources
-Maps

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods
Vegetation in Africa - Caring for vegetation

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Manila papers
- MENTOR Social Studies Learner's Book pg. 114
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Importance

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

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites

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

-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing
Historical Sites and Monuments in Africa - Importance

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

-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 121
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 122

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Conservation ways

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

-Explore ways of conserving historical sites and monuments in Africa
-Find out ways of conserving historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 123
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking

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

-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges
Historical Sites and Monuments in Africa - Photo album

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

-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 126
-Pictures and photographs

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Field visit

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

-Visit a historical site or monument in the locality
-Write a report on the visit
-Value conservation of historical sites and monuments in the locality

- Learners visit a historical site or monument in the locality
-Learners write a report on the site visited

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Historical site or monument

- Oral questions -Observation -Project work

Natural and Historic Built Environments
People and Relationships.

Historical Sites and Monuments in Africa - Awareness creation
Early Civilization.

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

-Create awareness on conservation of historical sites and monuments
-Design posters for awareness creation
-Value conservation of historical sites and monuments in the locality

- Learners design posters to create awareness on the conservation of historical sites and monuments
-Learners display their posters in the school and community

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Manila papers
-Course book
-Charts
-Computing devices

- Oral questions -Observation -Project work

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Courses book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships
Slavery and Servitude
Slavery and servitude

By the end of the lesson, the learner should be able to:
-Identify personal attributes which make individuals different from others
-Classify the desirable and undesirable personality attributes
-Appreciate different personality attribute which make individual different from others

-The learner is guided to identify personality attributes which make individual different from others

What personality attributes makes an individual

-Course book
-Chars
-Computing devices
-Charts
-Computing devices

-Oral questions -Oral report Observation

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term batter trade and currency trade in Africa
-Appreciate the use of currency trade in Africa

-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa

-What is barter trade?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships
Peaceful coexistence
Peaceful co-existence
Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

How do varied personalities shape society?

-Course book
-Charts
-Computing devices
-charts

-Oral questions -Oral report -Observation