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 what are creative thinking skills
- Use creative thinking skills to enlarge parts of Topographical map
-Appreciate creative thinking skills to enlarge parts of topographical maps

-The learner is guided to describe creative thinking skills I
-in groups learners are guided to use creative thinking skills to enlarge parts of topographical maps.

What is creative thinking?

- 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

Topographical maps
Internal land forming processes

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

-Explain the importance of topographical maps.
-Create a poster on importance of topographical maps.
- Appreciate the importance of topographical maps.

-learner is guided to explain The importance of topographical maps -in groups learners are guided to create a post on importance of topographical maps.

Why are topographical 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 the term continental drift.
- Explain theories of continental drift in the formation of Continent.
-Appreciate the theories of continental drift in formation of continent.

-The learner is guided to describe the term continental drift.
- Learners in groups are guided to use print resources to research theories of continental drift in earth movement and make short notes.

What is continental drift?

- 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

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:
-explain The effects of faulting on human activities.
- create a poster showing effects of faulting on human activities.
- Desire to learn more on effects of faulting on human activities.

-learner is guided to explain The effects of faulting on human activities.
- in groups, learners are guided to create a poster showing effects of faulting on human activities.

-what are The effects of faulting on human activities?

- 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 features formed as a result of faulting process
- locate features formed as a result of faulting process
-Recognize features formed as a result of faulting process.

-learner is guided to describe features formed as a result of faulting process.
-Learner is guided to use an atlas to locate features from as a result of faulting process. .

How does land-forms influence human activities?

- 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

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

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

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 establishment of multipurpose river projects along Aswan high dam in Egypt.
-Create a poster showing conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt
-Appreciate mu

-learner is guided to discuss the conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt.
- In groups, learners are guided to create a poster showing conditions that led to the establishment of multipurpose r

What conditions led to establishment of multipurpose river projects?

- course book
-Computing devices
-Chart

- 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

Multipurpose river projects in Africa

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

- 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:
-Define the term. Environment.
-Explore factors that lead to degradation of the environment in community
-Desire to learn more on factors that lead to degradation of environment in the community.

-The learner is guided to define The term environment.
- The learners in pairs are guided to explore factors that lead to degradation of environment in The community.

What is the environment?

- course book
-Computin devices
-Chart
-Computing 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 measures to manage and conserve the environment for sustainability.
- Design measures to manage and conserve the environment for sustainability.
-Appreciate measures to manage and conserve the environment for sustainability.

-The learner is guided to brainstorm on the measures to manage and conserve the environment for sustainability.
-In groups, learners are guided to design measures to manage and conserve the environment for sustainability.

How do we manage and conserve the 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 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 plan on participating in environmental conservation activities.
- Plan on participating in environmental conservation activities.
-Appreciate plan on participating in environmental conservation activities.

-The learner is guided to describe plan on participating in environmental conservation activities.
- In pairs, learners are guided to plan on participation in environmental conservation activities.

How do we plan on participating in environmental conservation activities?

- 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 concluded environmental conservation activities in The community.
- report on The concluded environmental conservation activities in The community
- Appreciate The report on The concluded environmental conservation activities.

-learner is guided to describe the concluded environmental conservation activities in the community.
- In groups, learners are guided to report on the concluded environmental conservation activities in the community.

Why do we conserve the environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS
NATURAL AND HISTORIC NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment
Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

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

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-Describe location of the selected World Heritage sites on a map.
- Locate on a map the selected world heritage sites
- appreciate the selected World Heritage sites.

-Learners are guided to describe the location of the selected World heritage sites on a map.
-In group learners are guided to locate on a map the selected World Heritage Sites.

What are World heritage sites.

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify selected world heritage sites
- draw on a map The selected world heritage sites
- Appreciate selected world heritage sites.

-The learner is guided to identify selected world heritage sites
-In pairs Learners are guided to draw on a map the selected World heritage sites.

What are World Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls.
World heritage sites in africa

By the end of the lesson, the learner should be able to:
-Examine importance of the selected world sites in promoting cultural heritage.
- Create a poster showing importance of the selected world sites in promoting cultural heritage.
-Value heritage sites in the community.

-learner is guided to examine The importance of The selected world sites in promoting cultural heritage.
- learners in groups are guided to create a poster showing importance of The selected world sites in promoting cultural heritage.

Why is it important to conserve the world Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-define The term constitution.
- identify The stages in The constitution making process in Kenya.
-create posters on The stages of The constitution making process in Kenya.
-Appreciate The stages of The constitution making process in Kenya.

-Learner is guided to carry out research on the stages in the constitution making process in Kenya.
- learners in groups are guided to create a poster on the stages of constitution making process in Kenya.

What is constitution?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term. Citizenship.
- Explore the role of citizens in constitution making process.
-Appreciate the role of citizens in constitution making process.

-The learner is guided to define the term political citizenship.
-In groups learners are guided to explore the role of citizens in the constitution making process.

What is citizenship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term value
-Explore values exercised during the constitution making process.
- Appreciate the values exercised during the constitution making process.

-The learner is guided to define the term value.
-In pairs learners are guided to explore the values exercised during the constitution making process.

What are values?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe ways of defending and promoting The constitution of Kenya.
-create posters showing ways of defending and promoting The constitution of Kenya.
-Appreciate ways of defending and promoting The constitution of Kenya.

-The learner is guided to describe ways of defending and promoting the
Constitution of Kenya.
-In groups learners are guided to create posters showing ways of defending and promoting the constitution of Kenya.

How can we defend and promote the constitution of Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya
Civic engagement in governance -Social justice -Integrity -peace

By the end of the lesson, the learner should be able to:
-describe The importance of constitution making process in Kenya.
- create posters showing importance of constitution making process in Kenya.
- Appreciate importance of constitution making process in Kenya

-learner is guided to describe The importance of constitution making process in Kenya.
-in pairs, learners are guided to create posters showing importance of making process in Kenya.
-learner is guided to sing patriotic songs on defending and promoting The constitution of Kenya.

What is constitution making process in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement In governance

By the end of the lesson, the learner should be able to:
-Define the term Political parties.
-Explore basic constitution requirements for political parties as stipulated in article 91 of the Constitution of Kenya
- Appreciate basic constitutional requirements for political parties are stipulated in article 91

-The learner is guided to define the term political parties.
-In Pairs, learners are guided to discuss the basic constitutional requirements for political parties as stipulated in the Article 91 of the Constitution of Kenya.

What is the political party?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance
Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-define The term democracy
-Illustrates The role of political parties in democratic governance.
-Appreciate The role of political parties in democratic governance

-learner is guided to define The term political democracy
-in groups, learners are guided to Illustrate The role of political parties in democratic governance.

What is democracy?

- course book
-Computin devices
-Chart

- oral question - Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe ethical, civic engagement in the community.
-Explore values that promote ethical civic engagement in the community
-Appreciate values that promote ethical civic engagement in the community.

-learner is guided to describe ethical civic engagement in community.
-in pairs learners are guided to discuss values that promote ethical civic engagement in community.

What is ethical civic engagement in the. Community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
Describe how civic engagement promote good governance in the country.
-Explore how civic engagement promote good governance in the country.
-Appreciate how civic engagement promote good governance in the country.

-learner is guided to describe how civic engagement promote good governance in The country.
-in pairs learners are guided to explore how civic engagement promote good governance in The country.

How can civic engagement Promote good governance in the country?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Describe the term bill of rights.
-Explore Kenya's bills of rights for mutual social well being.
- Embrace Kenya's bills of rights for mutual social well being.

-The learner is guided to describe the term bill of rights.
- The learner are guided to use digital and print resources to research on Kenya's bills of rights and make notes.

What is the bill of rights in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Identify special groups in the society.
- examine human rights for special groups for promotion of social justice and inclusivity.
- Create a poster on human rights for special groups for promotion of socio- justice and inclusivity.

-The learner is guided to identify special groups in the society.
- The learner is guided to debate on human rights of special groups(elderly refugees, migrants)
- In groups, learners are guided to design posters on human rights laws about special groups

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the bills of rights for harmonious living.
- Apply the bills of rights for harmonious living.
- Embrace the bill of rights for harmonious living.

-The learner is guided to describe The bills of rights for harmonious living.
-learner is guided to apply The bill of rights for harmonious living.

How can we live together harmoniously?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Define the terms Empathy and solidarity
- Cultivate empathy and solidarity within special groups in society for mutual social responsibility.
- Appreciate ways of cultivating empathy and solidarity with special groups in society for mutual social responsibility.

-Learner is guided to define the terms empathy and solidarity.
- In pairs learners are guided to discuss ways in which empathy and solidarity is cultivated for special groups in society for mutual social responsibility.

What is empathy?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya
Cultural globalization

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

-Describe strategies for promoting the protection of special groups in the community.
-Develop strategies for promoting the protection of special groups in the community.
-Embrace respect for human rights in society

-learner is guided to describe strategies for promoting The protection of special groups in The community.
- learners are guided to display a sense of responsibility to The nation as they develop strategies for promoting The protection of special groups in The community.

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Examine African cultural practices promoting a common humanity.
- Create a poster on cultural practices promoting a common humanity.
- Appreciate cultural practices promoting a common humanity.

-learner is guided to discuss in group African cultural practices elements in promoting a common humanity in groups.
-learners are guided to create a poster on cultural practices promoting a common humanity.

How can we preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-describe ways of preserving cultural elements that promote global citizenship
-Explore ways of preserving cultural elements that promote global citizenship.
-Appreciate cultural elements that promote responsible global citizenship.

-learner is guided to describe ways of preserving cultural elements.
-learner is guided to carry out research on ways of preserving cultural elements that promote global Citizenship.

How can. We preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Identify factors that promote healthy cultural relationships in global.
- Enumerate factors that promote healthy cultural relationships in global
- Appreciate factors that promote healthy cultural relationships in global.

-learner is guided to identify factors that promote healthy cultural relationships in global.
-in groups, learners are guided to design charts depicting factors that promote healthy cultural relationships and global interconnectedness.

What are the factors that promote healthy cultural practices?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Describe the role of international cultural exchange in promoting global citizenship.
- Create a poster showing the role of international cultural exchange in promoting global citizenship.
-Appreciate the role of interaction. Cultural exchange in promoting global citizenship.

-Learner is guided to plan to involve others as they debate on the role of international cultural exchange promoting global citizenship.
-In groups, learners are guided to create posters showing the role of international
cultural exchange in promoting

What are the merits of cultural globalization?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation