PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Types and Agriculture
Indigenous Knowledge Systems in African Societies - Medicine

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

-Identify types of indigenous knowledge systems in African societies for self-identity
-Explain how indigenous knowledge systems in agriculture were used in African societies
-Appreciate the role of indigenous agricultural knowledge in African societies

- Learners brainstorm in pairs on various types of indigenous knowledge systems in African societies
-Learners use print or digital resources to research on how indigenous agricultural knowledge was applied in traditional African society
-Learners discuss the importance of indigenous agricultural knowledge in traditional African societies

How does indigenous knowledge influence the modern society?

- MENTOR Social Studies Learner's Book pg. 28
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 29
-Resource materials

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Climate

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

-Identify indigenous knowledge systems in climate prediction in African societies
-Explain how indigenous knowledge on climate prediction was used for sustainability of life
-Appreciate the role of indigenous climate knowledge in traditional societies

- Learners research on how indigenous societies predicted climate changes
-Learners discuss how traditional societies used environmental indicators to predict weather patterns
-Learners debate on the relevance of indigenous climate knowledge in modern society

How accurate was indigenous climate prediction knowledge?

- MENTOR Social Studies Learner's Book pg. 30
-Digital resources
-Charts
-Resource materials

- Oral questions -Group discussions -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Environmental Conservation
Indigenous Knowledge Systems in African Societies - Technology

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

-Identify indigenous knowledge systems in environmental conservation in African societies
-Explain how indigenous knowledge in environmental conservation was used for sustainability of life
-Appreciate traditional environmental conservation practices

- Learners brainstorm on indigenous environmental conservation practices
-In groups, learners discuss sacred places (e.g., Kaya forests) and their role in environmental conservation
-Learners discuss how traditional rules and taboos helped in environmental conservation

How did indigenous societies conserve their environment?

- MENTOR Social Studies Learner's Book pg. 31
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 32
-Pictures of indigenous tools and technology

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Arts and Religion

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

-Identify indigenous knowledge systems in arts and religion in African societies
-Explain how indigenous knowledge in arts and religion was used for cultural expression
-Appreciate the cultural significance of traditional arts and religion

- Learners research on indigenous arts and religious practices
-Learners discuss the role of arts in cultural expression and identity
-Learners debate on the influence of traditional religion on modern religious practices

How do indigenous arts and religion contribute to cultural identity?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Pictures of indigenous art
-Charts

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Education
Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge

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

-Identify indigenous knowledge systems in education in African societies
-Explain how indigenous educational practices were used to transmit knowledge
-Appreciate the role of indigenous education in character formation

- Learners research on traditional educational practices like apprenticeship, storytelling, and proverbs
-Learners discuss how knowledge was transmitted from one generation to another
-Learners create presentations on the role of indigenous education in character formation

How was knowledge transmitted in traditional African societies?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 34
-Poster materials

- Oral questions -Presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Preservation

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

-Debate on the application of indigenous knowledge systems in various fields in Africa
-Appreciate the value of indigenous knowledge systems in modern society
-Recognize the need to preserve indigenous knowledge systems

- Learners debate on how indigenous knowledge systems are applied in various fields in Africa
-Learners discuss the importance of preserving indigenous knowledge systems
-Learners compose quotes or poems about indigenous knowledge systems

Why should indigenous knowledge systems be preserved?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Debate materials
-Charts

- Debate evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Causes of Poverty
Poverty Reduction - Resource Exploitation

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

-Explain causes of poverty in Africa
-Identify the effects of poverty in society
-Develop awareness of poverty issues in Africa

- Learners brainstorm on the causes of poverty in Africa
-Learners are guided to discuss socio-economic and political causes of poverty
-Learners create mind maps showing the causes of poverty in Africa

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

- MENTOR Social Studies Learner's Book pg. 35
-Digital resources
-Charts
-Pictures showing poverty
- MENTOR Social Studies Learner's Book pg. 37
-Pictures showing environmental degradation

- Oral questions -Mind maps evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Economic Challenges

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

-Describe economic challenges contributing to poverty in Africa
-Identify how economic factors affect poverty levels
-Appreciate the connection between economic policies and poverty

- Learners discuss economic challenges such as inflation, unemployment and debt burden
-Learners research on how economic challenges affect different population groups
-Learners debate on the role of economic policies in poverty reduction

How do economic challenges affect poverty levels in Africa?

- MENTOR Social Studies Learner's Book pg. 38
-Digital resources
-Charts
-Newspapers with economic data

- Oral questions -Debate evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Creative Solutions
Poverty Reduction - Home-Grown Solutions

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

-Apply creative thinking skills to reduce poverty in the society
-Develop ideas for poverty reduction
-Appreciate the role of innovation in poverty reduction

- Learners illustrate in pairs problem-solving skills to reduce poverty in the community
-Learners discuss smart agricultural practices for poverty reduction
-Learners design projects that could help reduce poverty in their community

How can we creatively address poverty in our communities?

- MENTOR Social Studies Learner's Book pg. 39
-Digital resources
-Charts
-Project materials
- MENTOR Social Studies Learner's Book pg. 40
-Resource person

- Oral questions -Project evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Impact of Strategies

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

-Recognize the contribution of poverty reduction strategies in society
-Explain how poverty reduction improves community well-being
-Appreciate the importance of poverty reduction efforts

- Learners write speeches on the importance of reducing poverty in society
-Learners compose and sing songs/recite poems on sustainable use of resources in the community
-Learners create posters on sustainable use of resources in the community

How does poverty reduction improve community well-being?

- MENTOR Social Studies Learner's Book pg. 41
-Digital resources
-Charts
-Poster materials

- Speech evaluation -Poem/song evaluation -Poster evaluation

PEOPLE AND RELATIONSHIPS

Population Structure - Sources of Population Data
Population Structure - Kenya's Population

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

-Identify sources of population data in a country
-Explain the importance of population data collection
-Appreciate the role of census in national planning

- Learners brainstorm on sources of population data
-Learners discuss primary and secondary sources of population data
-Learners engage with resources to understand the importance of census data

Why is population structure of a country important?

- MENTOR Social Studies Learner's Book pg. 43
-Digital resources
-Census reports
-Charts
- MENTOR Social Studies Learner's Book pg. 45
-Population data of Kenya

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Germany's Population

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

-Explain factors determining population structure in Germany
-Identify the characteristics of Germany's population structure
-Compare population factors between Kenya and Germany

- Learners research on factors determining population structure in Germany
-Learners discuss birth rates, mortality rates, and migration patterns in Germany
-Learners compare population characteristics between Kenya and Germany

How does Germany's population structure differ from Kenya's?

- MENTOR Social Studies Learner's Book pg. 47
-Digital resources
-Population data of Germany
-Charts

- Oral questions -Comparison charts -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Pyramid Construction (Developing Countries)
Population Structure - Population Pyramid Construction (Developed Countries)

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

-Construct age-sex population pyramids of developing countries
-Interpret age-sex population pyramids
-Appreciate the use of visual data representation tools

- Learners are guided on steps to construct age-sex population pyramids
-Learners draw age-sex population pyramids for Kenya using provided data
-Learners interpret the features of Kenya's population pyramid

What information can we derive from population pyramids?

- MENTOR Social Studies Learner's Book pg. 49
-Drawing materials
-Population data
-Graph paper
- MENTOR Social Studies Learner's Book pg. 51

- Population pyramid construction -Oral interpretation -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Resource Distribution

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

-Determine the significance of population structure in distribution of national resources in a society
-Identify how population influences resource allocation
-Appreciate the role of population data in national planning

- Learners brainstorm and enumerate the significance of population structure in distribution of national resources
-Learners discuss how population influences education, healthcare, and infrastructure development
-Learners analyze case studies of resource allocation based on population

How does population structure influence resource allocation?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Case studies
-Charts

- Oral questions -Case study analysis -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Population Composition
Population Structure - Population Dynamics

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

-Analyze population composition based on age, sex, and education
-Explain how population composition affects planning
-Appreciate the importance of demographic data

- Learners analyze population data showing different population compositions
-Learners discuss how age, sex, and education levels affect national planning
-Learners create visual representations of population composition data

How does population composition affect development planning?

- MENTOR Social Studies Learner's Book pg. 52
-Digital resources
-Population statistics
-Charts
- MENTOR Social Studies Learner's Book pg. 53
-Presentation materials

- Oral questions -Visual representation evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Comparing Developed and Developing Countries

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

-Appreciate the differences in population structure between developed and developing countries
-Identify consequences of different population structures
-Recognize the relationship between population structure and development

- Learners discuss the differences in population structures between Kenya and Germany
-Learners explore the consequences of aging populations versus youthful populations
-Learners compose and display messages on differences in population structure for sustainable development

What are the consequences of different population structures?

- MENTOR Social Studies Learner's Book pg. 54
-Digital resources
-Charts
-Display materials

- Oral questions -Message evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Policies
Peaceful Conflict Resolution - Forms of Peace

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

-Identify population policies in developing and developed countries
-Explain how population policies address demographic challenges
-Appreciate the role of policy in population management

- Learners research on population policies in Kenya and Germany
-Learners discuss how these policies address different demographic challenges
-Learners debate on the effectiveness of different population policies

How do population policies address demographic challenges?

- MENTOR Social Studies Learner's Book pg. 55
-Digital resources
-Policy documents
-Charts
- MENTOR Social Studies Learner's Book pg. 56
-Peace quotes

- Oral questions -Debate evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Barriers to Resolution

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

-Identify barriers to conflict resolution in day-to-day lives
-Explain how barriers affect conflict resolution
-Appreciate the importance of addressing barriers to conflict resolution

- Learners discuss barriers to conflict resolution such as poor communication, cultural differences, and ineffective listening
-Learners analyze how these barriers affect conflict resolution
-Learners match barriers to conflict resolution with their descriptions

What hinders effective conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Charts

- Oral questions -Matching exercise -Written tests

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Physical and Cultural Barriers
Peaceful Conflict Resolution - Managing Emotions

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

-Identify physical and cultural barriers to conflict resolution
-Explain the impact of these barriers on peaceful coexistence
-Appreciate the importance of overcoming these barriers

- Learners discuss physical barriers such as distance and infrastructure
-Learners analyze cultural barriers like language differences and customs
-Learners create posters illustrating ways to overcome these barriers

How do physical and cultural barriers affect conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Poster materials
- MENTOR Social Studies Learner's Book pg. 58
-Mood journal templates
-Charts

- Oral questions -Poster evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Emotional Intelligence

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

-Apply emotional intelligence for peaceful conflict resolution in the community
-Identify components of emotional intelligence
-Appreciate the role of emotional intelligence in conflict resolution

- Learners discuss components of emotional intelligence such as self-awareness, self-regulation, empathy, and effective communication
-Learners role play scenarios demonstrating the application of emotional intelligence
-Learners fill in tables showing how they applied emotional intelligence for conflict resolution

How can emotional intelligence resolve conflicts?

- MENTOR Social Studies Learner's Book pg. 59
-Digital resources
-Role play scenarios
-Charts

- Oral questions -Role play evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Peace Initiatives
Peaceful Conflict Resolution - Community Peace Building

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

-Participate in peace initiatives at the community level
-Design peace promotion activities
-Embrace peace initiatives for harmonious living

- Learners organize a peaceful walk with placards containing peace messages
-Learners create posters encouraging community members to embrace peace initiatives
-Learners compose songs or poems on peaceful conflict resolution

How can we actively promote peace in our community?

- MENTOR Social Studies Learner's Book pg. 60
-Digital resources
-Poster materials
-Charts
- MENTOR Social Studies Learner's Book pg. 61
-Role play materials

- Poster evaluation -Poem/song evaluation -Observation

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Conflict Resolution Strategies

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

-Explain different conflict resolution strategies
-Apply appropriate conflict resolution approaches to different situations
-Value the importance of effective conflict resolution

- Learners discuss conflict resolution strategies such as negotiation, mediation, and arbitration
-Learners role play different conflict resolution approaches
-Learners create flowcharts showing steps in conflict resolution

Which conflict resolution strategies are most effective?

- MENTOR Social Studies Learner's Book pg. 61
-Digital resources
-Role play scenarios
-Chart materials

- Oral questions -Role play evaluation -Flowchart assessment

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Sustaining Relationships
Healthy Relationships - Barriers to Relationships

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

-Explain ways of sustaining healthy relationships in the community
-Identify characteristics of healthy relationships
-Appreciate the importance of healthy relationships

- Learners brainstorm in pairs ways of sustaining healthy relationships such as effective communication, mutual respect, and trust
-Learners discuss scenarios demonstrating healthy relationships
-Learners identify other ways of promoting healthy relationships

How can we promote healthy relationships in the community?

- MENTOR Social Studies Learner's Book pg. 62
-Digital resources
-Scenario cards
-Charts
- MENTOR Social Studies Learner's Book pg. 64
-Video clips

- Oral questions -Scenario analysis -Written tests

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Overcoming Barriers
Healthy Relationships - Communication Skills

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

-Design strategies to overcome barriers to healthy relationships
-Apply relationship improvement strategies
-Appreciate the need for healthy relationships in the community

- Learners use digital or print resources to research on strategies to overcome barriers to healthy relationships
-Learners design cards with strategies to overcome barriers
-Learners write essays on how these strategies help build healthy relationships

How can we overcome barriers to healthy relationships?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Card materials
-Charts
- MENTOR Social Studies Learner's Book pg. 66
-Role play scenarios
-Poster materials

- Oral questions -Card evaluation -Essay evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities

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

-Identify human activities on topographical maps
-Describe how human activities are represented on topographical maps
-Appreciate the representation of human activities on topographical maps

- Learners study various map symbols and identify the human activities they represent
-Learners examine topographical map extracts to identify human activities
-In groups, learners discuss how human activities are represented on topographical maps

Why are topographical maps important?

- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices

- Oral questions -Written assignments -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities on Maps
Topographical Maps - Enlarging Maps

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

-Analyze human activities on different topographical maps
-Describe how forestry and trading activities are represented on maps
-Value the importance of representing human activities on maps

- Learners study topographical map extracts of Oyugis and Kijabe
-In pairs, learners identify and describe human activities shown on the maps
-Learners discuss the ways human activities can be represented on topographical maps

How are human activities represented on topographical maps?

- MENTOR Social Studies Learner's Book pg. 69
-Topographical map extracts
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 70
-Rulers
-Graph paper

- Oral questions -Written tests -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Reducing Maps

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

-Explain the process of reducing parts of a topographical map
-Use creative thinking skills to reduce parts of topographical maps
-Value the importance of map reduction

- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced
-Learners practice reducing sections of topographical maps using a scale factor

How do we reduce sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections
Topographical Maps - Cross-sections with Human Activities

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

-Explain the procedure for drawing cross-sections from topographical maps
-Illustrate cross-sections from topographical maps
-Appreciate the use of cross-sections in representing landforms

- Learners study the steps followed in drawing a cross-section from a topographical map
-Learners identify contours and heights on topographical maps
-Learners practice drawing cross-sections showing physical features

How do we draw cross-sections from topographical maps?

- MENTOR Social Studies Learner's Book pg. 72
-Topographical map extracts
-Graph paper
-Straight edge papers
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 73
-Digital devices

- Practical assessment -Cross-section evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Practical Applications

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

-Draw sketch maps of local areas showing human activities
-Enlarge and reduce sections of sketch maps
-Apply mapping skills in real-life situations

- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce
-Learners practice enlarging and reducing selected parts of their sketch maps

How can we apply topographical map skills in real life?

- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Drawing materials
-Graph paper
-Rulers

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Representation of Activities
Internal Land Forming Processes - Earth Movements

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

-Represent human activities on sketch maps
-Describe the human activities on topographical maps
-Appreciate the importance of mapping human activities

- Learners study how human activities are represented on topographical maps
-Learners visit a library or survey office to examine topographical maps
-Learners describe how human activities are represented on the maps examined

Why is representation of human activities on maps important?

- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Written reports -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements

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

-Describe horizontal earth movements
-Explain how tensional, compressional, and shear forces affect crustal rocks
-Appreciate how horizontal movements shape the landscape

- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces
-Learners identify natural environments formed as a result of horizontal earth movements

What causes horizontal earth movements?

- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine
-Digital resources

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Vertical Earth Movements
Internal Land Forming Processes - Causes of Earth Movements

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

-Describe vertical earth movements
-Explain how uplifting and downwarping forces affect crustal rocks
-Appreciate how vertical movements shape the landscape

- Learners study diagrams showing forces causing vertical movements of crustal rocks
-Learners discuss the effect of vertical forces on the crustal rock layers
-Learners identify natural environments formed as a result of vertical earth movements

What causes vertical earth movements?

- MENTOR Social Studies Learner's Book pg. 81
-Diagrams of earth movements
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials

- Oral questions -Demonstrations -Written assignments

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 formation of continents according to continental drift theory
-Appreciate the contribution of Alfred Wegener to understanding of earth's structure

- Learners use digital or print resources to research on the continental drift theory
-Learners discuss the super-continent Pangea and its subsequent breakup
-Learners complete a flow chart on the continental drift theory

How did the continents form according to the continental drift theory?

- MENTOR Social Studies Learner's Book pg. 85
-Digital resources
-Flow charts
-Drawing materials
-World maps

- Oral questions -Flow chart evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Plate Tectonics Theory
Internal Land Forming Processes - Formation of Rift Valley

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

-Explain the theory of plate tectonics
-Describe the formation of continents according to plate tectonics theory
-Recognize the importance of plate tectonics in shaping the earth's surface

- Learners research on the plate tectonics theory using digital or print resources
-Learners make cut-outs from manila or cardboards to demonstrate plate tectonics theory
-Learners study a world map showing positions of major world plates

How does the plate tectonics theory explain the formation of continents?

- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper
-Digital resources
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Clay or plasticine

- Oral questions -Demonstration evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Block Mountains

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

-Describe the formation of block mountains
-Illustrate the formation of block mountains
-Appreciate the role of faulting in the formation of block mountains

- Learners model the formation of block mountains using old carton boxes, papers, or manila papers
-Learners use the steps to describe the formation of block mountains
-Learners illustrate the formation of block mountains in their notebooks

How are block mountains formed?

- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
-Drawing materials
-Clay or plasticine

- Oral questions -Model evaluation -Illustration assessment

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Tilt Blocks
Internal Land Forming Processes - Formation of Escarpments

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

-Describe the formation of tilt blocks
-Illustrate the formation of tilt blocks
-Recognize the importance of faulting in the formation of tilt blocks

- Learners study diagrams showing the formation of tilt blocks
-Learners use the diagrams to illustrate the formation of tilt blocks
-Learners draw diagrams of tilt blocks to describe their formation

How are tilt blocks formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks
-Drawing materials
-Clay or plasticine
-Diagrams showing formation of escarpments

- Oral questions -Diagram evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Types of Faults

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

-Identify different types of faults
-Describe the formation of normal faults, reverse faults, and anticlinal faults
-Appreciate the role of faulting in landscape formation

- Learners collect wooden blocks and demonstrate the formation of normal faults
-Learners use clay or plasticine to model different types of faults
-Learners watch video clips on the process of faulting in the environment

How are different types of faults formed?

- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Clay or plasticine
-Digital devices
-Video clips

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Effects of Faulting
Internal Land Forming Processes - Landscape and Human Activities

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

-Examine the effects of faulting to human activities
-Explain how faulting affects tourism, mining, economy, energy, and trading
-Appreciate the significance of faulting to human activities

- Learners research on the effects of faulting to human activities from internet or other relevant sources
-Learners role play presenting speeches on the significance of faulting to human activities
-Learners plan for Environmental Walk to create awareness on the significance of faulting

How does faulting affect human activities?

- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials
- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials

- Oral questions -Role play evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Identification

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

-Identify selected multi-purpose river projects on a map of Africa
-Locate major multi-purpose river projects in Africa
-Appreciate the importance of multi-purpose river projects

- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa
-Learners draw a sketch map of Africa and locate various multi-purpose river projects

How useful are multi-purpose river projects in society?

- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Drawing materials
-Pictures of dams

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - River Tana Projects
Multi-purpose River Projects in Africa - Aswan High Dam

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

-Outline the conditions that led to the establishment of multi-purpose river projects along River Tana
-Explain how these conditions favored the establishment of the project
-Value the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of River Tana Development project
-Learners draw or trace the map of Africa and locate the River Tana Development Project
-In pairs, learners discuss the conditions that led to the establishment of the multi-purpose river project along River Tana

What conditions led to the establishment of River Tana Projects?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of River Tana
-Pictures of Aswan High Dam

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Economic Importance

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

-Examine the economic importance of multi-purpose river projects in Africa
-Identify the benefits of multi-purpose river projects
-Appreciate the contribution of river projects to economic development

- Learners study pictures showing the usefulness of multi-purpose river projects
-Learners discuss how multi-purpose river projects contribute to fishing, hydroelectric power, industrialization, and agriculture
-Learners complete a table showing the economic importance of multi-purpose river projects

What are the economic benefits of multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Digital resources
-Chart paper

- Oral questions -Table completion assessment -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Challenges
Multi-purpose River Projects in Africa - Solutions to Challenges

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

-Assess challenges facing multi-purpose river projects in Africa
-Explain how factors like flooding, siltation, drought affect river projects
-Recognize the need to address challenges facing river projects

- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams
-In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam

What challenges face multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Chart paper
-Pictures showing challenges
- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Importance to Society

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

-Recognize the contribution of multi-purpose river projects to society
-Write speeches on the importance of multi-purpose river projects
-Appreciate the overall value of river projects in development

- Learners write short speeches on the importance of multi-purpose river projects in society
-Learners read their speeches during Environment Day in school
-Learners sing songs to recognize the importance of multi-purpose river projects

Why are multi-purpose river projects important to society?

- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials
-Digital resources

- Speech evaluation -Oral questions -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement

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

-Identify the stages in the constitution-making process in Kenya
-Explain what happens in each stage of the constitution-making process
-Appreciate the need for following a process in constitution-making

- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation
-Learners use digital devices or textbooks to research on the stages in the constitution-making process

Why is constitution-making process in Kenya important?

- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 119
-Poster materials

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Importance of Understanding

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

-Explain why it is important to understand the constitution-making process
-Discuss various stages in the constitution-making process
-Appreciate the value of understanding constitutional processes

- Learners share with classmates reasons why it is important to understand the constitution-making process
-Learners ask each other to name the various stages in the constitution-making process
-Learners explain each stage of the constitution-making process

Why should citizens understand the constitution-making process?

- MENTOR Social Studies Learner's Book pg. 120
-Digital devices
-The Constitution of Kenya
-Resource person

- Oral questions -Peer assessment -Written assignments