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
Population Structure - Population Pyramid Construction (Developing Countries)

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

- Oral questions -Comparison charts -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Pyramid Construction (Developed Countries)
Population Structure - Resource Distribution

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

-Construct age-sex population pyramids of developed countries
-Interpret age-sex population pyramids of developed countries
-Compare population pyramids of developed and developing countries

- Learners construct age-sex population pyramids for Germany using provided data
-Learners interpret the features of Germany's population pyramid
-Learners compare the population pyramids of Kenya and Germany

How do population pyramids reflect development status?

- MENTOR Social Studies Learner's Book pg. 51
-Drawing materials
-Population data
-Graph paper
- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Case studies
-Charts

- Population pyramid construction -Comparative analysis -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Composition

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

- Oral questions -Visual representation evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Dynamics
Population Structure - Comparing Developed and Developing Countries

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

-Explain population dynamics such as fertility, mortality, and migration
-Identify factors affecting population change
-Appreciate how population dynamics influence development

- Learners research on population dynamics in Kenya and Germany
-Learners discuss how fertility, mortality, and migration affect population structure
-Learners create presentations on factors affecting population change

What factors drive population change?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Charts
-Presentation materials
- MENTOR Social Studies Learner's Book pg. 54
-Display materials

- Oral questions -Presentation evaluation -Written assignments

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
Peaceful Conflict Resolution - Peace Initiatives

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
- MENTOR Social Studies Learner's Book pg. 60
-Poster materials

- Oral questions -Role play evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Community Peace Building
Peaceful Conflict Resolution - Conflict Resolution Strategies

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

-Role play community activities on cultivating peace initiatives
-Demonstrate peace-building skills
-Appreciate the role of community engagement in peace initiatives

- Learners role play community activities on cultivating peace initiatives and agreements
-Learners discuss the role of dialogue, reconciliation, and amnesty in peace-building
-Learners plan their participation in community peace initiatives

What role can individuals play in community peace initiatives?

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

- Role play evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Sustaining 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

- Oral questions -Scenario analysis -Written tests

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Barriers to Relationships
Healthy Relationships - Overcoming Barriers

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

-Explore barriers to harmonious relationships in the community
-Identify factors that hinder healthy relationships
-Appreciate the importance of addressing relationship barriers

- Learners speak clearly and effectively as they discuss barriers to harmonious relationships
-Learners analyze stories showing barriers to relationships
-Learners watch video clips on barriers to healthy relationships and write reports

What challenges affect relationships in the community?

- MENTOR Social Studies Learner's Book pg. 64
-Digital resources
-Video clips
-Charts
- MENTOR Social Studies Learner's Book pg. 65
-Card materials

- Oral questions -Report evaluation -Written assignments

PEOPLE AND RELATIONSHIPS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Healthy Relationships - Communication Skills
Topographical Maps - Human Activities

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

-Role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Demonstrate healthy relationship skills
-Appreciate the need for healthy relationships in the community

- Learners undertake tasks as they role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Learners discuss the importance of these skills in maintaining healthy relationships
-Learners create posters promoting healthy relationships in the community

Why are communication skills important in relationships?

- MENTOR Social Studies Learner's Book pg. 66
-Digital resources
-Role play scenarios
-Poster materials
- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices

- Role play evaluation -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities on 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

- Oral questions -Written tests -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Enlarging Maps
Topographical Maps - Reducing Maps

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

-Explain the process of enlarging parts of a topographical map
-Use creative thinking skills to enlarge parts of topographical maps
-Appreciate the importance of map enlargement

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

How do we enlarge sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 70
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 71

- 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
Topographical Maps - Representation of Activities

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
- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Earth Movements

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

-Explore the types of earth movements in the environment
-Identify causes of earth movements
-Recognize the importance of earth movements in shaping landscapes

- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements
-Learners discuss what happens when these movements occur on the earth's surface

How do landforms influence human activities?

- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Observation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical 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
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Causes of Earth Movements
Internal Land Forming Processes - Continental Drift Theory

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

-Identify causes of earth movements
-Explain how different factors lead to earth movements
-Appreciate the role of earth movements in landscape formation

- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements
-Learners match causes of earth movements with their explanations

What factors lead to earth movements?

- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
-Flow charts
-World maps

- Oral questions -Diagram evaluation -Matching exercise

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
Internal Land Forming Processes - Effects of Faulting

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
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Landscape and Human Activities

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

-Describe the landscape in their locality
-Explain how the landscape affects human activities
-Create awareness on conservation of features formed by faulting

- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting
-Learners take walks in their locality to identify the shape of the landscape

How does the landscape influence human activities in our locality?

- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials

- Oral questions -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects

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
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Pictures of River Tana

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Aswan High Dam
Multi-purpose River Projects in Africa - Economic Importance

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

-Outline the conditions that led to the establishment of Aswan High Dam
-Compare the establishment conditions of River Tana Projects and Aswan High Dam
-Appreciate the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam
-In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects

What conditions led to the establishment of Aswan High Dam?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of Aswan High Dam
- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Chart paper

- Oral questions -Comparison charts -Written assignments

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