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
Socio-Economic Practices of Early Humans - Stone Age tools

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
- KLB Social Studies Grade 9 (pg. 40)
- Images of Stone Age tools

- Observation - Reading comprehension - Written assignments

People and Relationships

Socio-Economic Practices of Early Humans - Relevance to modern society

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

- Debate on the relevance of socio-economic practices to modern society
- Analyze the impact of Stone Age innovations on present day technology
- Recognize socio-economic practices of early humans

- Organize debate on relevance of socio-economic practices
- Research on Africa as birthplace of human technology
- Watch documentaries on human technology development

What technological innovations from the Stone Age are still relevant today?

- KLB Social Studies Grade 9 (pg. 42)
- Digital resources
- Documentary videos

- Observation - Debate assessment - Oral presentations

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
Indigenous Knowledge Systems in African Societies - Agriculture and medicine

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
- KLB Social Studies Grade 9 (pg. 45)
- Reading materials

- Observation - Picture analysis - Written exercises

People and Relationships

Indigenous Knowledge Systems in African Societies - Sustainability of life

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

- Explain how indigenous knowledge systems were used for sustainability
- Analyze sustainable practices in traditional societies
- Value traditional approaches to sustainability

- Research on how indigenous knowledge systems sustained life
- Read stories about traditional sustainability practices
- Complete tables on indigenous knowledge systems

How did indigenous knowledge systems contribute to sustainable living?

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

- Observation - Reading comprehension - Table completion

People and Relationships

Indigenous Knowledge Systems in African Societies - Modern applications
Indigenous Knowledge Systems in African Societies - Project work

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

- Observation - Role-play assessment - Group discussion

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
Poverty Reduction - Effects of overexploitation

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
- KLB Social Studies Grade 9 (pg. 54)
- Reading materials

- Observation - Picture analysis - Written assignments

People and Relationships

Poverty Reduction - Creative solutions

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

- Apply creative thinking skills to reduce poverty
- Design innovative solutions to poverty issues
- Show commitment to poverty reduction

- Explore home-grown practical solutions to poverty reduction
- Study examples of poverty reduction initiatives
- Design posters on poverty reduction strategies

What innovative approaches can help reduce poverty in our communities?

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

- Observation - Project 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 - 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

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

- Observation - Pyramid construction - Drawing assessment

People and Relationships

Population Structure - Resource distribution
Peaceful Conflict Resolution - Forms of peace

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
- KLB Social Studies Grade 9 (pg. 80)
- Pictures showing peace

- Observation - Message creation - Written assignments

People and Relationships

Peaceful Conflict Resolution - Nurturing peace

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

- Nurture forms of peace for a happy and safe society
- Analyze ways to promote peaceful coexistence
- Show commitment to peace-building

- Role-play conversations about nurturing peace
- Read scenarios about promoting peace
- Complete tables on nurturing different forms of peace

What are effective ways of nurturing peace in our society?

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

- Observation - Role-play assessment - Table completion

People and Relationships

Peaceful Conflict Resolution - Promoting fairness
Peaceful Conflict Resolution - Emotional intelligence

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

- Observation - Scenario analysis - Written assignments

People and Relationships

Peaceful Conflict Resolution - Peace initiatives

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

- Observation - Essay assessment - Oral presentations

People and Relationships

Peaceful Conflict Resolution - Non-violent resolution
Peaceful Conflict Resolution - Digital resources

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

- Compose songs/poems on non-violent conflict resolution
- Create messages promoting peaceful resolution
- Show commitment to non-violent approaches

- Recite poems on non-violent conflict resolution
- Compose songs about peace
- Participate in school peace activities

How can artistic expression promote peaceful conflict resolution?

- KLB Social Studies Grade 9 (pg. 89)
- Digital resources
- Music/poetry materials
- KLB Social Studies Grade 9 (pg. 90)
- Video clips
- Internet resources

- Observation - Song/poem assessment - Performance evaluation

People and Relationships

Peaceful Conflict Resolution - Assessment

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

- Written assessment - Case study analysis - Self-reflection

People and Relationships

Healthy Relationships - Understanding relationships

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

- Explain characteristics of healthy relationships
- Identify key components of healthy connections
- Value positive interpersonal interactions

- Study pictures depicting healthy relationships
- Discuss characteristics of healthy relationships
- List characteristics of healthy relationships

What makes a relationship healthy?

- KLB Social Studies Grade 9 (pg. 90)
- Digital resources
- Pictures of relationships

- Observation - Oral questions - Written assignments

People and Relationships

Healthy Relationships - Sustaining relationships
Healthy Relationships - Barriers

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

- Observation - Chart analysis - Group discussions

People and Relationships

Healthy Relationships - Overcoming barriers

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

- Observation - Role-play assessment - Speech evaluation

Natural and Historic Built Environments

Topographical Maps - Human activities on topographical maps
Topographical Maps - Drawing cross-sections

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

- Identify various human activities represented on topographical maps
- Describe how human activities are represented on a topographical map
- Appreciate the importance of representing human activities on topographical maps

- Take a short tour around the school neighborhood to identify human activities
- Brainstorm on human activities that may be represented on a topographical map
- Use print or digital resources to find out how human activities are represented in topographical maps

What are the various human activities that may be represented in a topographical map?

- KLB Top Scholar Social Studies (pg. 96)
- Digital resources
- Print resources
- Topographical maps
- Charts
- KLB Top Scholar Social Studies (pg. 110)
- Drawing materials
- Graph papers
- Rulers

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Topographical Maps - Human activities in cross-sections

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

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

Natural and Historic Built Environments

Internal Land Forming Processes - Types and causes of earth movements
Internal Land Forming Processes - Types of faults

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

- Explore the types of earth movements in the environment
- Identify causes of earth movements in the environment
- Appreciate the dynamic nature of the earth's crust

- Brainstorm on the types and causes of earth movements
- Use digital or print resources to research on types of earth movements in the environment
- Discuss findings on types and causes of earth movements and present in class

How do landforms influence human activities?

- KLB Top Scholar Social Studies (pg. 114)
- Digital resources
- Print resources
- Charts
- Pictures on earth movements
- KLB Top Scholar Social Studies (pg. 118)
- Library resources
- Charts showing different types of faults
- Diagrams

- Observation - Oral questions - Written assignments - Presentations

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
Multipurpose River Projects in Africa - Economic importance

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
- KLB Top Scholar Social Studies (pg. 146)
- Pictures showing economic activities around river projects

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Social and political importance

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

- Identify social benefits of multipurpose river projects
- Explain political importance of multipurpose river projects
- Value multipurpose river projects' contribution to social welfare

- Brainstorm on social benefits of multipurpose river projects
- Discuss political importance of multipurpose river projects
- Role-play how multipurpose river projects improve quality of life
- Create posters showing social benefits of multipurpose river projects

How do multipurpose river projects improve social welfare and political stability?

- KLB Top Scholar Social Studies (pg. 148)
- Digital resources
- Print resources
- Pictures showing social benefits
- Materials for poster creation

- Observation - Role-play assessment - Oral questions - Poster assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Challenges
Multipurpose River Projects in Africa - Solutions to 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
- KLB Top Scholar Social Studies (pg. 150)
- Resource person

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

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Future prospects

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

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

Natural and Historic Built Environments

Management and Conservation of the Environment - Factors leading to degradation
Management and Conservation of the Environment - Effects of degradation

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

- Explore factors that lead to degradation of the environment
- Categorize factors leading to environmental degradation
- Show concern for degradation of the environment

- Research on factors that lead to degradation of the environment in the community
- View video clips or documentaries on environmental degradation
- Write an essay on factors that lead to degradation of the environment
- Discuss and categorize factors as natural and human-induced

Why is it important to conserve degraded environment?

- KLB Top Scholar Social Studies (pg. 152)
- Digital resources
- Print resources
- Video clips/documentaries
- Pictures showing environmental degradation
- KLB Top Scholar Social Studies (pg. 154)
- Pictures showing effects of environmental degradation
- Charts

- Observation - Essay assessment - Oral questions - Written assignments

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

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

- Observation - Poster assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Introduction and identification
World Heritage Sites in Africa - Rock-Hewn Churches and Vallée de Mai

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

- Identify selected world heritage sites in Africa
- Locate selected world heritage sites on a map of Africa
- Show interest in world heritage sites in Africa

- Use digital/print resources to locate the selected world heritage sites
- Draw a map of Africa showing the location of selected world heritage sites
- Discuss what makes a site qualify as a world heritage site
- Create a class display of selected world heritage sites

Why is it important to conserve world heritage sites?

- KLB Top Scholar Social Studies (pg. 162)
- Digital resources
- Print resources
- Map of Africa
- Pictures of world heritage sites
- KLB Top Scholar Social Studies (pg. 164)
- Pictures of Rock-Hewn Churches and Vallée de Mai
- Video clips

- Observation - Map work assessment - Oral questions - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Serengeti and Robben Island

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

- Describe Serengeti National Park in Tanzania
- Explain the historical significance of Robben Island in South Africa
- Value the importance of preserving natural and historical heritage sites

- Research on Serengeti National Park and Robben Island
- Create visual presentations on these world heritage sites
- Discuss the natural and historical significance of these sites
- Present findings to the class

What is the importance of Serengeti National Park and Robben Island as world heritage sites?

- KLB Top Scholar Social Studies (pg. 166)
- Digital resources
- Print resources
- Pictures of Serengeti and Robben Island
- Video clips

- Observation - Visual presentation assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Victoria Falls
World Heritage Sites in Africa - Cultural heritage promotion

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

- Describe Victoria Falls as a world heritage site
- Explain the natural and cultural significance of Victoria Falls
- Appreciate the beauty and importance of Victoria Falls

- Research on Victoria Falls world heritage site
- Create visual presentations on Victoria Falls
- Discuss the natural and cultural significance of Victoria Falls
- Present findings to the class

What is the significance of Victoria Falls as a world heritage site?

- KLB Top Scholar Social Studies (pg. 168)
- Digital resources
- Print resources
- Pictures of Victoria Falls
- Video clips
- KLB Top Scholar Social Studies (pg. 169)
- Musical instruments
- Writing materials

- Observation - Visual presentation assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Conservation measures

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

- Design measures to conserve world heritage sites
- Explain the role of different stakeholders in conserving heritage sites
- Show commitment to heritage site conservation

- Formulate in pairs measures to conserve heritage sites
- Research on the role of different stakeholders in conserving heritage sites
- Create a poster on conservation measures for world heritage sites
- Present and display posters in class

How can world heritage sites be conserved for future generations?

- KLB Top Scholar Social Studies (pg. 170)
- Digital resources
- Print resources
- Materials for poster creation
- Pictures showing conservation activities

- Observation - Poster assessment - Oral presentations - Written assignments