PEOPLE AND RELATIONSHIPS

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

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
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
Poverty reduction

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 .

-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:

-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:

-Describe measures taken by African governments to reduce poverty.
-Debate on measures taken by African governments to reduce poverty
-Appreciate measures taken by African governments to reduce poverty.

-learner is guided to describe measures taken by African governments to reduce poverty
-in groups learners are guided to debate on measures taken by African governments to reduce poverty

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure -Kenya -Germany
Population structure in Kenya

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 Germany
Population structure

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 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
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:

-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
Healthy relationships -effective communication -Negotiation skills -Empathy -Assertiveness

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

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

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 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 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 human activities on topographical maps.
-Draw cross sections from topographical maps showing human activities appreciate human activities on topographical maps.

-The learner is guided to describe human activities on topographical maps.
-The learner is guided to draw closed sections from topographical maps showing human activities.

Why are tographical 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 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

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -rift valley
Internal land forming processes faults -block mountains

By the end of the lesson, the learner should be able to:
-Describe the formation of the rift valley due to faulting in the environment.
- Illustrates formation of the rift Valley due to faulting in environment.
-Appreciate the formation of the rift vary due to faulting in the environment.

-learner is guided to describe The formation of The rift valley due to faulting in environment.
- learners in groups are guided to draw a sketch illustrating The formation of The rift valley in environment and display for peer assessment.

How is the rift vary formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults
Internal land forming processes

By the end of the lesson, the learner should be able to:
-Describe the formation of faults due to faulting in environment
-Illustrate the formation of the fault due to faulting in the environment.
-Appreciate the formation of the faults due to faulting in the environment.

-learner is guided to describe The formation of The faults due to faulting in The environment.
-in groups learners are guided to draw a sketch illustrating The formation of faults due to faulting in The environment and display for peer assessment.

How is a fault formed?

- 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 disasters related to faulting.
-create a poster showing disasters related to faulting
-Desire to learn more on disasters related to faulting.

-learner is guided to o describe disasters related to faulting.
-in groups, learners are guided to create posters showing disasters related to faulting.

What are the disasters related to faulting?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -river Tana projects in Kenya
Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-identify multipurpose river projects along Tana river on Kenya on map of Africa.
- draw multipurpose river projects along Tana river in Kenya.
- Appreciate multipurpose river along Tana river in Kenya.

-Learner is guided to use the Internet and print media to identify selected multipurpose river project.
-In groups learners are guided to draw multipurpose river projects along Tana river in Kenya.

What is multipurpose river project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -River Tana projects in Kenya
Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Outline The conditions that led to The establishment of multipurpose river projects at Long river Tana
-create a poster showing The conditions that led to The establishment of multipurpose river projects along river Tana
-Appreciate The conditions that led to The establishment of multipurpose river projects along river Tana.

-learner guided to Outline The conditions that led to The establishment of multipurpose river projects along river Tana.
-in groups, learners are guided to create a poster showing their conditions that led to The establishment of multipurpose river projects along river Tana.

What conditions led to establishment of multipurpose river projects?

- course book
-Computin devices
-Chart
-Computing devices

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -river Tana projects in Kenya -Aswan high dam in Egypt
Multi purpose river projects in Africa

By the end of the lesson, the learner should be able to:
-Examine economic importance of multipurpose river projects in Africa.
- Create a poster showing economic importance of multipurpose river projects in Africa
-Recognize the importance of multipurpose river projects in society.

-The learner is guided to research the economic importance of multipurpose river projects in Africa, Write short notes and share in groups
-. Learners are guided to create a poster showing economic importance of multipurpose river projects in Africa.

What is the economic importance of multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC ENVIRONMENTS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa
Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe solution to challenges facing multipurpose river projects in Africa.
-Design solutions to challenges facing multipurpose river projects in Africa.
-Desire to learn more on solutions to challenges facing multipurpose river projects in Africa.

-The learner is guided to brain storm on challenges facing multipurpose river projects in Africa.
-in pairs learners are guided to design solution to challenges facing multipurpose river projects in Africa.

What are the solution to challenges facing multipurpose river projects in Africa?

- course book
-Computing devices
-Chart
-Computin devices

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe effects of environmental degradation in society.
-create a poster showing effects of environmental degradation in society.
- Desire to learn more on effects of environmental degradation in The society.

-The learners are guided to describe The effects of environmental degradation in society.
-in groups, learners are guided to create a poster showing effects of environmental degradation in The society.

-What are the effects of invader venture degradation in the society?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe creative thinking skills in managing and conserving the immediate environment.
-Apply creative thinking skills in managing and conserving the environment.
-Desire to apply creative thinking skills in managing and conserving the environment.

-The learner is guided to describe creative thinking skills in managing and conserving the immediate environment.
- In pairs, learners are guided to apply creative thinking skills in managing and conserving the environment.

What are creative thinking skills?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe how to participate in environmental conservation activities in the community.
-participate in environmental conservation activities in the community
-Desire to participate in environmental conservation activities.
Community.

-The learner is guided to describe how to participate in environmental conservation activities in the community.
-Learner is guided to demonstrate tolerance, express and understand different view points as they participate in environmental conservation in

Why is it important to conserve the degraded environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe the importance of managing and conserving the environment.
-Create a chart showing the importance of managing and conserving the environment .
-Appreciate the importance of managing the environment.

-leaner is guided to describe the importance of managing and conserving the environment
-In groups, learners are guided to create a chart showing the importance of managing and conserving the environment.

Why is it important to conserve the degraded environment ?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation