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 cross section from topographical maps.
-Illustrate cross sections from topographical maps
- Appreciate cross sections from topographical maps

-learner is guided to describe cross sections from topographical maps
- Individually, the learner is guided to draw cross sections from topographical map showing human activities.

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:

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

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

Why are tographical maps important?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe what is earth movement
-Explore the types and causes of earth movements in the environment.
-Create a poster on types and courses of earth movements in the environment.
-Appreciate types and causes of earth movements in the environment.

-learner is guided to brainstorm the types and causes of earth movements and present them in class.
-In groups, learners are guided to create a poster on types and causes of earth movements in the environment.

What is earth movements?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe the term plate tectonics
- Analyse the effects of plate tectonic in the formation of continent
-Appreciate the effect of plate tectonic in the formation of continent.

-The learner is guided to describe The term plate tectonic
- in groups learners are guided to analyse The effects of plate tectonic in The formation of continent.

What is plate tectonic?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

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

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

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

How is the rift vary formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults

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
Multipurpose river projects in Africa -river Tana projects in Kenya -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
NATURAL AND HISTORIC ENVIRONMENTS

Multi purpose river projects in Africa
Multipurpose river projects in Africa

By the end of the lesson, the learner should be able to:
-Assess challenges facing multipurpose river projects in Africa.
- Create a poster showing challenges facing multipurpose river projects in Africa.
- Desire to learn more on challenges facing multipurpose river projects in Africa..

-The learner is guided to brainstorm on challenges facing multipurpose river projects in Africa
-in groups, learners are guided to create a poster showing challenges facing multipurpose river projects in Africa.

What are the 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

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

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

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

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

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

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

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

What are creative thinking skills?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

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

World heritage sites in africa

By the end of the lesson, the learner should be able to:
-describe critical thinking skills applied in conserving heritage sites within the locality.
-Apply critical thinking skills in conserving heritage sites within the locality.
-Value heritage sites in the community.

-Learner is guided to describe the critical thinking skills applied in conserving heritage sites within locality
- learners in pairs are guided to formulate measures to conserve heritage sites.

What are the critical thinking skills applied in conserving heritage sites within the locality?

- 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:
-describe The constitution making process in The community.
- participate in The constitution making process in The community.
-Appreciate The constitution making process.

-The learner is guided to describe the constitution making process in the community.
- Learner is guided to participate in the constitution making process.

-What is constitution making process?

- 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 term assertiveness.
-Develop assertiveness necessary in standing up for human rights.
-Desire to develop assertiveness necessary in studying up for human rights.

-Learner is guided to define the term assertiveness.
-Learner is guided to develop assertiveness necessary in studying up for human rights
-In groups learners are guided to role play scenarios that bring out assertiveness in standing up for individual hum

What is assertiveness?

- 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 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
Cultural globalization.

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

-Define the term culture, identify cultural elements and practices that have acquired global recognition and status.
- Create a poster on cultural elements and practices that have acquired global cultural recognition and status.
-Appreciate cultural elements and practices that have acquired global recognition and status.

-Learner is guided to define the term culture.
- In groups learners are guided to use digital and print media resources to research on cultural elements in Kenya that have acquired a global status: the kiondo, the maasai kikoi the sufuria and write on a

What is culture?

- 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