PEOPLE AND RELATIONSHIPS

Social economic practices of early humans -Early -Middle -Late

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

-Identify different types of tools used by early humans during the Stone Age period.
- Examine different types of tools used by early humans during the Stone Age period
-Appreciate different types of tools used by early humans during the Stone age period.

-The learner is guided to identify different types of tools used by early humans. during The Stone age period.
- in groups, learners are guided to examine different types of tools used by early humans during The Stone age period.

What were the tools used by Early humans during the Stone Age period?

- course book
-Computing devices
-Chart
-Computin devices

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Social economic practices of early humans -Early -Middle -Late

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

-Discuss reasons why Africa is regarded as the birthplace of human technology
- Create a chart showing reasons why Africa is regarded as the birthplace of human technology.
- Appreciate reasons why Africa is regarded as the birthplace of human technology.

-The learner is guided to discuss reasons why Africa is regarded as the birth place of human technology.
-In pairs learners are guided to create a chat showing reasons why Africa is regarded as the birthplace of human technology.

Why is Africa regarded as the birth place of human technology?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies. -Agriculture, -medicine
Indigenous knowledge systems in african societies -Climate -Technology

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

-Identify agriculture and medicine as types of indigenous knowledge systems in African societies for self-identity
-Create a chat showing agriculture and medicine as types of indigenous knowledge systems in Africa society for Self Identity
-Appreciate indigenous knowledge systems in African society for Self identity.

-The learner is gated to identify agriculture and medicine types of indigenous knowledge systems in African society for self-identity.
- Learners in groups are guided to create a chat showing agriculture and ,medicine as types of indigenous knowledge sys

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Education -Conservation types of indigenous knowledge

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

-Describe education and environmental conservation types of indigenous knowledge systems in African societies.
- Create a chat showing education and environmental conservation types of indigenous knowledge systems in African societies.
-Appreciate education and environmental conservation types of indigenous knowledge systems in African Society for self identity

-The learner is guided to describe education and environmental conservation types of indigenous knowledge systems in African society.
- Learners in groups are guided to create a chat showing education and environmental conservation types of indigenous kno

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Astronomy -Religion -Arts
Indigenous knowledge systems in African societies

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

-Describe astronomy, religious and Earth types of indigenous knowledge systems in African society for self identity
-Debate on Astronomy, religion and Arts types of indigenous knowledge systems in African society for self-identity
-Appreciate
Astronomy, religion, and art types of indigenous knowledge systems in African society for self identity.

-The learner is guided to describe astronomy, religion, and art types of indigenous knowledge systems in African society for self identity
-In groups, Learners are guided to debate on astronomy, religion, and art types of indigenous knowledge systems in

What were the types of indigenous knowledge systems in African societies?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies
Indigenous knowledge systems in african societies

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

-Describe what is decision making.
- Use indigenous and modern knowledge systems for effective decision making in life.
-Appreciating indigenous and modern knowledge systems for effective decision making in life.

-The learner is guided to explain what is decision making.
- in groups, learners are guided to use indigenous and modern knowledge systems for effective decision making in life.

What is decision making in life?

- course book
-Computin devices
-Chart
- course book

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

-Define the term poverty.
-Explain the causes of poverty in Africa.
-Create a poster on causes of poverty in Africa.
-Desire to learn more on causes of poverty in Africa.

-The learner is guided to define The term poverty and explain The causes of poverty in Africa.
- learners in groups are guided to create a poster on causes of poverty in Africa.

What is poverty?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

-Describe what
is over exploitation of natural resources
- Examine the effects of exploitation of natural resources on poverty in Africa.
-Create a chat showing effects of over-exploitation of natural resources on poverty in Africa.
- Desire to learn more on effects of exploitation of natural resources on poverty in Africa.

-The learner is guided to describe what is of exploitation of natural resources and to examine the effects of exploitation of natural resources on poverty.
- In groups, learners are guidance to create a chart on effects of exploitation of natural resource

What is over exploitation of natural Resources?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

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

-Describe measures taken by African governments to reduce poverty.
-Debate on measures taken by African governments to reduce poverty
-Appreciate measures taken by African governments to reduce poverty.

-learner is guided to describe measures taken by African governments to reduce poverty
-in groups learners are guided to debate on measures taken by African governments to reduce poverty

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

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction
Population structure -Kenya -Germany

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

-Describe the procedure of writing a report on solutions to poverty reduction.
- Write a report on solutions to poverty reduction.
-Desire to write a report on solutions to poverty reduction.

-The learner is guided to describe the procedure of writing a report on Solutions to poverty reduction.
- In groups, learners are guided to write a report on solutions to poverty reduction.

What is the procedure of writing a report on solutions to poverty eradication

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Kenya

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

-Explain factors determining population structure in Kenya.
- Create a chart showing factors determining population structure in Kenya.
-Appreciate factors determining population structure in Kenya.

-The learner is guided to explain factors determining population structure in Kenya.
- In groups learners
Are guided to create a chart showing factors determining population structure in Kenya.

What factors determine. Population structure in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Germany
Population structure

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

-Explain factors determining population structure in Germany.
- Create a chart showing factors determining population structure in Germany.
-Appreciate factors determining population structure in Germany.

-The learner is guided to explain factors determining population structure in Germany
- in groups, learners are guided to create a Chart showing factors determining population structure in Germany.

What factors determine population structure in Germany ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

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

-Describe age -sex population pyramids of developed countries.
-Construct age-sex population pyramids of developing countries.
-Appreciate age-sex population pyramids of developing countries.

-the learner is guided to describe age sex population pyramids of developing countries.
-Learners in groups are guided to construct age-sex population pyramids of developing countries.

. What is age-sex population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

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

-Determine the significance of population structure in the distribution of natural resources in a society.
-Create a poster showing significance of population structure and distribution of natural resources in a society
-Appreciate significance of population structure and distribution of natural resources in the society.

-learner is guided to determine The significance of population structure in The distribution of natural resources in a society.
-learners in groups are guided to create a poster showing significance of population structure in distribution of natural resources in The society.

What is the significance of population structure?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful resolution

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

- define the term peace
- Explain Types of peace for sustainable natural social interactions.
- Create a poster showing types of
Peace for sustainable social interactions.
-Embrace types of peace for sustainable social interactions.

-learner is guided to define The term peace and explain types of peace for sustainable social interaction
-in groups learners are guided to create a poster showing types of peace for sustainable social interactions

What is peace?

- course book
-Digital devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Define the term conflict.
-Identify barriers to Conflict resolution in day to day life.
-Debate on barriers to conflict resolution in day to day life .
-Desire to identify barriers to conflict resolution in day to day life.

-learner is guided to
Use print resources to search for barriers to conflict resolution and present in the class
- In groups learners are guided to debate on barriers to conflict resolution in day to day life.

What is conflict?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Describe emotional intelligence for peaceful conflict resolution in the community.
-Apply emotional intelligence for peaceful conflict resolution in the community
-Appreciate emotional intelligence for peaceful conflict resolution in the community.

-The learner is guided to define what is emotional intelligence and describe emotional intelligence for peaceful conflicts resolution in The community.
- in groups, learners are guided to apply emotional intelligence.

What is emotional intelligence?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- Design scenarios for emotional intelligence for peaceful conflict resolution in society.
-Appreciate scenarios on emotional intelligence for peaceful conflict resolution in society

-The learner is guided to describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- in groups, learners are guided to design scenarios on emotional intelligence for peaceful conflict resolution in society.

What is emotional intelligence?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution
Healthy relationships -effective communication -Negotiation skills -Empathy -Assertiveness

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

-Describe possible solutions for managing emotions to promote peace in the community.
-Create a poster on possible solutions for managing emotions to promote peace in the community.

-The learner is guided to describe possible solutions for managing emotions to promote peace in the community.
-In groups, learners are guided to create a poster on possible solutions for managing emotions to promote peace. In the community.

What is emotions?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Explore barriers to harmonious relationships
- Create a post on barriers to harmonious relationships.
- Desire to learn more on barriers to harmonious relationships.

-learner I guided to speak clearly and effectively as they discuss barriers to harmonious relationships in groups.
- learners are guided to create a poster on barriers to harmonious relationships.

-What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships
Healthy relationships

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

-Research barriers to harmonious relationship.
- Write a report on barriers to harmonious relationship.
-Desire to learn more on barriers to harmonious relationships

-learner is guided to research on barriers to harmonious relationships in groups.
- learners are guided to write a report on barriers to harmonious relationships.

What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Describe the need for healthy relationships in the society.
-Design scenarios that depict the need for healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-Learner is guided to describe the need for healthy relationships in the society,
-In groups, earners are guided to undertake tasks as they role play scenarios that depict the need for healthy relationships in the community.

How can we promote healthy relationships in the community?

- 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 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

Multi purpose 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 ENVIRONMENTS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa
Management and conservation of the environment

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
-Computin 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 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