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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that led to the growth of the great Zimbabwe -Make a chart showing factors that led to the growth of the great Zimbabwe -Appreciate factors that led to the growth of the great Zimbabwe |
The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe |
What factors led to the growth of the great Zimbabwe?
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 2 |
People and relationships
|
Early –Describe Civilization
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that led to the growth of the kingdom of Kenya -Use a chart to show the factors that led to the growth of the Kingdom of Kenya -Appreciate the ancient Kingdom in Africa |
The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya |
What factors led to the growth of the Kingdome of Congo?
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 3 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Identify ancient kingdoms in Africa -Locate the selected ancient kingdoms on a map of Africa -Draw a map showing the selected ancient kingdoms in Africa |
The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa -Learner is guided to draw a map showing the selected ancient kingdoms in Africa |
Where do you find the ancient kingdoms in Africa
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 4 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Identify ancient kingdoms in Africa -Locate the selected ancient kingdoms on a map of Africa -Draw a map showing the selected ancient kingdoms in Africa |
The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa -Learner is guided to draw a map showing the selected ancient kingdoms in Africa |
Where do you find the ancient kingdoms in Africa
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 5 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Describe the term civilization -Assess the contribution of ancient kingdoms to the modern world civilization -Relate the contribution of ancient kingdoms to eh modern world civilization -Appreciate the contribution of ancient kingdoms to the modern world civilization |
The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization |
What is civilization?
|
-Course book
- Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 6 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Define slavery and servitude -Define slavery and servitude -Identify the various forms of slavery and servitude in traditional African society -use a chart to show the various forms of slavery and servitude in traditional African society -Desire to learn more about slavery and servitude |
-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society |
The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society
|
What is slavery and servitude?
|
-Course book
-Charts
-Computing devices
|
|
| 3 | 1 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Explain factors which led to development of Indian ocean slave trade -Make a poster showing factors which led to development of Indian ocean slave trade -Have a desire to learn move on factors which led o development of Indian ocean slave trade |
-The learner is guided to use print resource to find out the factors which led to development of Indian ocean slave trade
-In groups learners are guided to make a poster showing factors which lead to development of Indian ocean slave trade |
What are the factors that led to the development of Indian ocean slave trade?
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 2 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century -Dramatize the organization of Indian ocean slave trade in the 15th century |
The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century |
What is slave trade?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 3 | 3 |
Personal Development
|
Entrepreneurial Opportunities in social studies
|
By the end of the
lesson, the learner
should be able to:
-Identify entrepreneurial opportunities that closely match their personality -Draw a poster showing entrepreneurial opportunities that closely match their personality -Appreciate entrepreneurial opportunities that closely match their personality |
-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality |
What is entrepreneurship?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 4 |
Personal Development
|
Entrepreneurial Opportunities in social studies
|
By the end of the
lesson, the learner
should be able to:
-Identify entrepreneurial opportunities that closely match their personality -Draw a poster showing entrepreneurial opportunities that closely match their personality -Appreciate entrepreneurial opportunities that closely match their personality |
-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality |
What is entrepreneurship?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 5 |
People and Relationships
|
Human origin
|
By the end of the
lesson, the learner
should be able to:
-Describe the term human origin -Explore traditional stories of human origin from Africa communities -Create a chart showing traditional stories of human origin from African communities -Appreciate traditional stories of human origin from African communities |
-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 6 |
People and Relationships
|
Human origin
|
By the end of the
lesson, the learner
should be able to:
-Explain religious stories about the origin of human kind -Dramatize religious stories about the origin of human kind -Acknowledge religious stories of human origin |
-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 1 |
People and Relationships
|
Human Origin
|
By the end of the
lesson, the learner
should be able to:
-Outline aspects found in traditional and religious stories for human kind -Illustrate common aspects round in traditional and religious stories of human origin -Acknowledge common aspects found in traditional and religious stories of human origin |
-The learner is guided to outline aspects found in traditional and religious stories of human kind?
|
What aspects are found in the traditional and religious stories of human kind?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 2 |
People and Relationships
|
Human Origin
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society -Create a poster show showing ways of recording traditional stories about the origin of human kind in society -Make a poster showing of rewarding traditional stories about the origin of human kind in society |
The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 3 |
People and Relationships
|
Human Origin
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society -Create a poster show showing ways of recording traditional stories about the origin of human kind in society -Make a poster showing of rewarding traditional stories about the origin of human kind in society |
The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 4 |
People and Relationships
|
Human
origin
|
By the end of the
lesson, the learner
should be able to:
-Discuss the implications of the traditional and religious stories on human origin. -Relate the implication of traditional and religious stories on human origin. -Acknowledge the implication of the traditional and religious stories on human origin. |
-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin. |
-What are implication of traditional and religious stories on human origins.
|
-Course
Book -charts -computing Devices. |
Oral
Questions
-oral
Reports
-observation.
|
|
| 4 | 5 |
People and
Relationships.
|
Early
Civilization.
|
By the end of the
lesson, the learner
should be able to:
-Define the terms kingdom, state the Empire. -Explore factors that led to the growth of ancient Egypt. -Make a poster showing factor that led to the growth of ancient Egypt. -In Appreciate factor that led to the growth of ancient Egypt |
-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt -In groups, learners are guided to make a poster showing factors that led to the growth of ancient Egypt |
-What is a kingdom?
-what is an empire?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 6 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Deduct the impact of introduction of money in Africa -Design a poster indicating the impact of introduction of money in Africa -Appreciate medium of trade for sustainability |
-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa |
What is the impact of introduction of money in Africa
|
-Courses book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 5 | 1 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify the term human diversity -Create a poster on human diversities among African community -Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity |
-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community -Individually, learner is guided to identify factors that determine human diversity in the society |
How do varied personality shape society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
-Observation
|
|
| 5 | 2 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Explain interpersonal skills that enhance healthy interactions in a multicultural society -use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society -Appreciate interpersonal skills that enhance healthy interactions in a multicultural society |
-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society |
What interpersonal skills enhance healthy interactions in a multi-cultural society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 3 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Explain interpersonal skills that enhance healthy interactions in a multicultural society -use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society -Appreciate interpersonal skills that enhance healthy interactions in a multicultural society |
-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society |
What interpersonal skills enhance healthy interactions in a multi-cultural society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 4 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify personal attributes which make individuals different from others -Classify the desirable and undesirable personality attributes -Appreciate different personality attribute which make individual different from others |
-The learner is guided to identify personality attributes which make individual different from others
|
What personality attributes makes an individual
|
-Course book
-Chars -Computing devices |
-Oral questions
-Oral report
Observation
|
|
| 5 | 5 |
People and Relationships
|
Slavery and Servitude
|
By the end of the
lesson, the learner
should be able to:
Describe the injustices committed on the Africans during the Indian ocean slave trade -Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade -Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade |
The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade |
What injustices were committed on the Africans during the Indian ocean slave trade?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 5 | 6 |
People and Relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade -Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa -Desire to learn more on geographical regions covered by the Indian Ocean slave trade |
-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa |
Which geographical regions were covered by the Indian Ocean slave trade
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 6 | 1 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Define the term batter trade and currency trade in Africa -Appreciate the use of currency trade in Africa |
-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa |
-What is barter trade?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 6 | 2 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Trade the factors that led to introduction of money in Africa -Make a poster showing factors that led to introduction of money in Africa |
-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa |
What factors led to introduction of money in African?
|
-Course book
-Charts -Computing devices |
-Oral Questions-Oral report
-Written questions
|
|
| 6 | 3 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Trade the factors that led to introduction of money in Africa -Make a poster showing factors that led to introduction of money in Africa |
-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa |
What factors led to introduction of money in African?
|
-Course book
-Charts -Computing devices |
-Oral Questions-Oral report
-Written questions
|
|
| 6 | 4 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society -Appreciate the importance of building healthy relationships in a multicultural society |
Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society |
How do varied personalities shape society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 5 |
People and Relationships
|
Peaceful coexistence
|
By the end of the
lesson, the learner
should be able to:
-Define the term peace -Outline qualities of a peaceful person in the community Role play on personal characteristics that show a state of peace -Value the qualities of a peaceful person in the community |
-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace |
What is peace?
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 6 |
People and Relationships
|
Peaceful co-existence
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that promote peaceful co-existence -Create a chart showing factors that promote peaceful co-existence -Value the factors that promote peaceful co-existence |
-The learner is guided to explore factors that promote peaceful co-existence
- In groups, learners are guided to create a chat showing factors that promote peaceful co-existence |
What factors promote peaceful co-existence
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions-Observations
|
|
| 7 | 1 |
People and Relationships
|
Peaceful coexistence
|
By the end of the
lesson, the learner
should be able to:
-Assess peaceful conflict resolution process in day-to-day life -Illustrate peaceful conflict resolution process in day-to-day life -Value the importance of peaceful conflict resolution process in day-to-day life |
-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life |
How can we promote peace for mutual social well-being?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 7 | 2 |
People and Relationships
|
Peaceful coexistence
|
By the end of the
lesson, the learner
should be able to:
-Assess peaceful conflict resolution process in day-to-day life -Illustrate peaceful conflict resolution process in day-to-day life -Value the importance of peaceful conflict resolution process in day-to-day life |
-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life |
How can we promote peace for mutual social well-being?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 7 | 3 |
People and Relationships
|
Peaceful co-existence
|
By the end of the
lesson, the learner
should be able to:
-Identify importance of peaceful co-existence in day-to-day life -Create a poster with messages that encourage peaceful co-existence -Value the importance of peaceful coexistence in day-to-day life |
-The learner is guided to identify importance of peaceful co-existence in day-to-day life
-In groups, learners are guided to create a poster with messages that encourage peaceful co-existence |
What is the importance of peaceful co-existence in day-to-day life?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 7 | 4 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of key terms used in community service (CSL) and community service learning projects -Create a chart showing the meaning of key terms used in community service and community service learning projects -Desire to learn more on the key terms used in community service learning and community service learning projects |
-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project
|
What is a community?
What is community service learning?
|
-Course book
-Charts -Computing devices |
-Oral report
-Written questions
|
|
| 7 | 5 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Identify the activities in their community which people engage in -Create a chart on various activities carried out in their community -Appreciate the activities people engage in their community |
-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community |
What activities do people in the community engage in?
|
-Course book
-Computing devices -Charts |
-Oral questions
-Written questions
-Observation
|
|
| 7 | 6 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Desire what is a case study -Read the case study in learner’s book - |
-The learner is guided to describe what is a case study
-The learner is guided to read the case study in learner’s book and relate the case study and the community problem |
What is a case study?
|
-Course book
-Computing devices -Written questions |
-Oral questions
-Written questions
-Observation
|
|
| 8 | 1 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of community service learning -Create a poster on importance of community services learning -Acknowledge the importance of community service learning |
-The learner is guided to describe the importance of community service learning
|
What is the importance of community service learning?
|
-Course book
-Computing devices -Written questions |
-Oral questions
-Written questions
-Observation
|
|
| 8 | 2 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of community service learning -Create a poster on importance of community services learning -Acknowledge the importance of community service learning |
-The learner is guided to describe the importance of community service learning
|
What is the importance of community service learning?
|
-Course book
-Computing devices -Written questions |
-Oral questions
-Written questions
-Observation
|
|
| 8 | 3 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Outline steps of a community service learning project -Prepare a chart showing the steps of a community service learning project |
The learner is guided to outline steps of a community service learning project
|
What steps are followed in community service learning project?
|
-Course book
-Computing devices -Written questions |
-Oral questions
-Written questions
-Oral report
|
|
| 8 | 4 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Identify ways to determine the gaps or needs in the community -Create a poster on ways to determine the gaps or needs in the community -Acknowledge the gaps or needs in the community |
-Learner is guided to identify ways to determine the gaps or need in the community
-In groups learners are guided to create a poster on ways to determine the gaps or needs in the community |
What ways can you use to determine the gaps or needs in the community?
|
-Course book
-Chars -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 8 | 5 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Verify and adopt one problem they intend to solve for the group project -Create a poster on the procedure to choose one problem to solve through community service learning project -Desire to adopt one problem to solve for the group project |
-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project |
What problem do they intend to solve for the groups project?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 8 | 6 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Outline benefits and consequences of solving the identified problem or gap -Debate on the benefits and consequences of solving the identified problem -Acknowledge on the benefits and consequence of solving the identified problem |
-Learner is guided to outline benefits and consequences of solving the identified problem or gap
|
What are the benefits of solving the identified problem or gap?
|
-Course book
-Charts -Computing devices |
-Oral report
-Oral report
-Written questions
|
|
| 9 | 1 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Propose titles for the project -Compose proposed title for the project -Develop a title for the project -Appreciate the developed title for the project |
-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project |
What is a project title?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions
-Oral questions
|
|
| 9 | 2 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Propose titles for the project -Compose proposed title for the project -Develop a title for the project -Appreciate the developed title for the project |
-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project |
What is a project title?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions
-Oral questions
|
|
| 9 | 3 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-State the importance of making adequate preparation before starting a project -Create a poster showing he importance of making adequate preparation before starting a project -Appreciate the importance of making adequate preparation before starting a project |
-Learner is guided to state the importance of making adequate preparation before starting a project?
|
|
-Charts
-Course boo -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 9 | 4 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Designing solutions to the identified problem -Debate on the methods to be used to solve the problems -Appreciate the solutions to the identified problem |
-Thea learner is guided to design solutions to the identified problem
-In pairs learners are guided to debate on the methods to be used to solve the problem identified |
What are the solutions to the identified problem?
|
-Charts
-course book -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 9 | 5 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Debate on the advantage and disadvantages of the methods used to solve the identified problem -Create a checklist showing the advantages and disadvantages of the methods used to solve the identified problem |
-The learner is guided to debate on the advantages and disadvantage of the methods used to solve the identified problems
-In groups learners are guided to create a checklist showing the advantages of the methods used to solve the identified problem |
What are advantages and disadvantages of the methods used to solve the identified problem?
|
-Charts
-Course book -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 9 | 6 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Prepare a work plan that is required to follow when implementing solution to the identified problem -Create a chart showing resources required to implement the solution to the identified problem -Desire to follow the implementation plan |
-The learner is guided to prepare a work plan that is required to follow the implementing solution to the identified problem solution to the identified problem
-In groups learners are guided to create a chart showing resources required to implement the solution to the identified problem |
What is a work plan?
|
-Course cook
-Books -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 10 | 1 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Identify challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem -Create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the them |
-In groups learners are guided to identified challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-In groups learners are guided to create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem |
What challenges are likely to be encountered when implementing solutions to the identified problem?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 2 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Identify challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem -Create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the them |
-In groups learners are guided to identified challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-In groups learners are guided to create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem |
What challenges are likely to be encountered when implementing solutions to the identified problem?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 3 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Outline steps of a community service learning project or activity -Write down the procedure of implementing the community service learning project or activity -Desire to carry out the community service project |
-In groups learners are guided to outline steps of a community service learning project or activity
-Individually, learners is guided to write down the procedure of implementing the community service learning service project or activity |
What are the steps of a community service learning project or activity?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 4 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Describe the procedure of implementing the planned solution to the community problem |
-In groups learners are guided to describe the procedure of implementing the planned solution to the community problem
-Execute a class community service learning project -Desire to implement the community service learning project |
What is the procedure of implementing the planned solution to the community problem?
-Learners are guided to execute a class community service learning project
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 5 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Identify the effects of the project to the community -Create a poster showing the effects of the project to the community -Acknowledge the effects of the project to the community |
-learners are guided to identify the effects of the project to the community
-Learners to create a poster showing the effects of the project to the community |
What is the effect of the project to the community?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 10 | 6 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Search for information on how to report on a community service learning project -Prepare a report on the concluded community service learning project -Desire to prepare a report on the conclude community service learning project |
-Learners are guided to search for information on how to report on a community service learning project
-Learners are guided in groups to prepare a report on the concluded community service learning project |
What is a community service learning project?
|
-Course book
-Charts -Computing devices |
-Oral Questions-Oral report
-Written questions
|
|
| 11 | 1 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Report on the concluded project -Analyse the report on the concluded project -Appreciate the report on the concluded project |
-Learners are guided to report on the concluded project
-In groups learners are guided to analyse the report on the concluded project |
What is a report?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 11 | 2 |
Community service learning
|
Community service learning
|
By the end of the
lesson, the learner
should be able to:
-Report on the concluded project -Analyse the report on the concluded project -Appreciate the report on the concluded project |
-Learners are guided to report on the concluded project
-In groups learners are guided to analyse the report on the concluded project |
What is a report?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 11 | 3 |
Natural and historic build environments
|
Historical information sources of historical information in the society
|
By the end of the
lesson, the learner
should be able to:
-Define historical information -Identify the sources of historical information in the society -Draw some of the written and electronic source |
-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society |
What is historical information
|
-Course book
-Charts -Computing devices |
-Oral questions--Oral report
-Written questions
|
|
| 11 | 4 |
Natural and historic built environments
|
Primary and secondary sources of Historical information
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between primary and secondary sources of historical information -Design a poster on primary and secondary sources of historical information -appreciate the importance of primary and secondary sources of historical information |
-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information |
How are primary and secondary sources of historical information acquired?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 5 |
Natural and historic built environments
|
How various sources of historical information have been preserved over the years
|
By the end of the
lesson, the learner
should be able to:
-Identify ways of preserving sources of historical information -Debate on how the sources of historical information can be preserved -Discuss the significance of various sources of historical information -Appreciate the Importance of various sources of historical information |
-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information |
What are the ways of preserving sources of historical information
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 6 |
Natural and historic built environments
|
Sources of historical information in understanding past human accounts
|
By the end of the
lesson, the learner
should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts |
-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information |
How significant are sources of historical information in understanding past human accounts?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 12 | 1 |
Natural and historical built environments in Africa
|
Locating areas where early agriculture was practiced in selected geographical reigns in Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the term Agriculture -Locate areas where early Agriculture was practiced in selected geographical regions in Africa -Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia |
-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa -Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions |
What is Agriculture
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Oral report
|
|
| 12 | 2 |
Natural and historical built environments in Africa
|
Locating areas where early agriculture was practiced in selected geographical reigns in Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the term Agriculture -Locate areas where early Agriculture was practiced in selected geographical regions in Africa -Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia |
-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa -Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions |
What is Agriculture
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Oral report
|
|
| 12 | 3 |
Natural and historic built environments in Africa
|
Historical development of Agricultures
-Crops grown animals kept during early Agriculture
|
By the end of the
lesson, the learner
should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture -Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa |
-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class
|
Which crops were grown in the selected regions during early Agriculture?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Oral report
|
|
| 12 | 4 |
Natural and historic built environments in Africa
|
Methods of irrigation used in Ancient Egypt
|
By the end of the
lesson, the learner
should be able to:
-Define irrigating -Illustrate methods of irrigation used in ancient Egypt -Value the methods of irrigation used in ancient Egypt |
-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt |
Which methods of irrigating do you think were used in Ancient Egypt
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Oral report
|
|
| 12 | 5 |
Natural and historic built environments in Africa
|
Contributions of the Nile Valley Agriculture to world civilization
|
By the end of the
lesson, the learner
should be able to:
-Define term civilization -Assess the contribution of the Nile valley Agriculture to world civilization -Value the contribution of the Nile Valley Agriculture to world civilization |
-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization |
What is the importance of domesticating of plants and animals in Africa?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral Work
-Assessment
|
|
| 12 | 6 |
Natural and historic built environments in Africa
|
Possible careers in Agriculture
|
By the end of the
lesson, the learner
should be able to:
-Define the term career -Explore possible careers in Agriculture -Appreciate possible careers in Agriculture |
-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture |
What is career?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral work
-Assessment
|
|
| 13 | 1 |
Natural and historic built environments in Africa
|
Maps and map work
|
By the end of the
lesson, the learner
should be able to:
-Define the term map -Describe the position, shape and size of Africa -Draw the map of Africa showing position, shape and size of Africa -Appreciate the shape, position and size of Africa |
Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa |
What is a map?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral work
-Assessment
|
|
| 13 | 2 |
Natural and historic built environments in Africa
|
Maps and map work
|
By the end of the
lesson, the learner
should be able to:
-Define the term map -Describe the position, shape and size of Africa -Draw the map of Africa showing position, shape and size of Africa -Appreciate the shape, position and size of Africa |
Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa |
What is a map?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral work
-Assessment
|
|
| 13 | 3 |
Natural and historic built environments in Africa
|
Maps and map work
Countries that make up the African continent
|
By the end of the
lesson, the learner
should be able to:
-List the countries that make up the African continent -Draw a map showing all the countries that make up African continent -Appreciate the countries that make up the African continent |
-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent |
Which countries make up the African continent?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral work
-Written questions
|
|
| 13 | 4 |
Natural and historic built environments in Africa
|
Locating places and features using latitudes and longitudes on a map
|
By the end of the
lesson, the learner
should be able to:
-Define the terms latitudes and longitudes on a map -Demonstrate using latitudes and longitudes to locate places and features on a map -Appreciate the use of latitude and longitudes to locate places and features on a map |
-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map -In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map |
-What is latitude?
-What is longitude?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 13 | 5 |
Natural and historic built environments in Africa
|
Calculating time of different places in in the world using longitudes
|
By the end of the
lesson, the learner
should be able to:
-Identify the formula of calculating time of different places in the world -Calculate the time of different places in the world -Calculate the time of different places in the world -Enjoy calculating time of different places in the world using longitudes |
-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world |
Which is the formula of calculating time of different places in the world?
|
-Course book
-Chart computing devices |
-Oral questions
-Oral report
-Written questions 4
|
|
| 13 | 6 |
Natural and historic built environments in Africa
|
Calculating time of different places in in the world using longitudes
|
By the end of the
lesson, the learner
should be able to:
-Identify the formula of calculating time of different places in the world -Calculate the time of different places in the world -Calculate the time of different places in the world -Enjoy calculating time of different places in the world using longitudes |
-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world |
Which is the formula of calculating time of different places in the world?
|
-Course book
-Chart computing devices |
-Oral questions
-Oral report
-Written questions 4
|
|
| 14 | 1 |
Natural and historic built environments I Africa
|
Importance of latitudes and longitudes in day to day life
|
By the end of the
lesson, the learner
should be able to:
-Discuss the Importance of latitudes in day-to-day life -Acknowledge the importance of latitudes in day-day-lif |
Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life |
What is the importance of latitudes and longitudes in day-to-day life?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 14 | 2 |
Natural and historical built environments in Africa
|
Pictures and maps used in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the terms picture, plan and a map -Draw and colour a picture of their classroom -Draw a plan or a map of their classroom -Appreciate the uses of maps |
-Individually, learners are guided to define the term picture, plans and a map
-In groups ,learners are guided to draw and colour a picture of their classroom and also draw a map of their classroom |
What is a plan?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral reports
-Observations
|
|
| 14 | 3 |
Natural and historical built environments in Africa
|
Types of maps used in social studies
|
By the end of the
lesson, the learner
should be able to:
-Identify the types of maps used in social studies -Match the types of maps with the description given in the table in learner’s book -Appreciate the different types of maps |
-Individually, the learner is guided to identify the types of maps used in social studies
-In group learners are guided to match the types of maps with the description given in the table learners book |
How important are maps in our daily lives?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral reports
-Observation
|
|
| 14 | 4 |
Natural and historical built environments in Africa
|
Earth and eh solar system
|
By the end of the
lesson, the learner
should be able to:
-Describe the origin of the earth -Create a chart showing the passing star theory and the Nebula cloud -Enjoy sharing stories on origin of earth from different communities |
-The learner is guided to share stories on the origin of the earth from their communities
-In groups, learners are guided to create a chart showing the passing star theory and the Nebula cloud |
Where do you think the earth came from?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral reports
-Observation
|
|
| 14 | 5 |
Natural and historical built environments in Africa
|
The shape of the earth in the solar system
|
By the end of the
lesson, the learner
should be able to:
Explore the; size, shape, and the position of the earth in the solar system -Describe the shape of the earth at the poles and at the center poles and at the center -Identify objects from the environments that have the same shape as the earth -Relate the shape of the egg to the shape of the earth |
-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the centre |
What is the shape of the earth?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 14 | 6 |
Natural and historical built environments in Africa
|
The shape of the earth in the solar system
|
By the end of the
lesson, the learner
should be able to:
Explore the; size, shape, and the position of the earth in the solar system -Describe the shape of the earth at the poles and at the center poles and at the center -Identify objects from the environments that have the same shape as the earth -Relate the shape of the egg to the shape of the earth |
-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the centre |
What is the shape of the earth?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 15 | 1 |
Natural and historical built environments in Africa
|
Effects of rotation of the earth on human activities
|
By the end of the
lesson, the learner
should be able to:
-Examine the effects of rotation and revolution of the earth on human activities -Create a chart showing the effects of rotation and revolution of the earth on human activities -Appreciate the effects of rotation of the earth on human activities |
-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the center |
What is the shape of the earth?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 15 | 2 |
Natural and historical built environments in Africa
|
Effects of rotation of the earth on human activities
|
By the end of the
lesson, the learner
should be able to:
-Examine the effects of rotation and revolution of the earth on human activities -Create a chart showing the effects of rotation and revolution of the earth on human activities -Appreciate the effects of rotation of the earth on human activities |
-The learner is guided to identify the effects of rotation of the earth on human activities
-In groups learners are guided to create a chart showing the effects of rotation and revolution of the earth on human activities |
What are the effects of rotation of the earth on human activities?
|
-Course book
-Charts -Computing devices |
-Oral report
-Oral questions
-Observation
|
|
| 15 | 3 |
Natural and historical built environments in Africa
|
Internet structure of the earth in the solar system
|
By the end of the
lesson, the learner
should be able to:
-Describe the internet structure of the earth in the solar system -Appreciate internet structure of the earth in the solar system -Illustrate the internal structure of the earth in the solar system -Value the internal structure of the earth in the solar system |
-The learner is guided to describe the internal structure of the earth in the solar system
-In groups learners are guided to illustrate the internal structure of the earth in the solar system |
Why is it important to understand the solar system
|
-Course book
-Charts -Computing devices |
-Oral report
-Oral questions
-Observations
|
|
| 15 | 4 |
Natural and historical built environments in Africa
|
Modelling the internal structure of the earth
|
By the end of the
lesson, the learner
should be able to:
-Identify materials for modelling the internal structure of the earth -Model the internal structure of the earth -Desire to model the internal structure of the earth |
-Learner is guided to identify materials for modelling the internal structure of the earth?
|
What can we use to model the internal structure of the earth?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral reports
-Assessment
|
|
| 15 | 5 |
Natural and historical built environments in Africa
|
-appreciate the effects of rotation and revolution of the earth on human activities
|
By the end of the
lesson, the learner
should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life -Create posters showing the effects of rotation and revolution of the earth on human activities -Appreciate the effects of rotation and revolution of the earth on human activities |
The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?
|
How does the rotation and revolution of the earth influence day-t0-day life?
|
-Course book
- Charts -Computing devices |
-Oral questions
-Oral report
-Assessment
|
|
| 15 | 6 |
Natural and historical built environments in Africa
|
-appreciate the effects of rotation and revolution of the earth on human activities
|
By the end of the
lesson, the learner
should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life -Create posters showing the effects of rotation and revolution of the earth on human activities -Appreciate the effects of rotation and revolution of the earth on human activities |
The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?
|
How does the rotation and revolution of the earth influence day-t0-day life?
|
-Course book
- Charts -Computing devices |
-Oral questions
-Oral report
-Assessment
|
|
| 16 | 1 |
Natural and historical build environments in Africa
|
Weather
Elements of weather in the environment
|
By the end of the
lesson, the learner
should be able to:
-Define the term weather -Describe the elements of weather in the environment -Appreciate the elements of weather in the environment -Draw and colour a rain gauge -Desire to describe the elements of weather in the environment |
The learner is guided to define the term weather
-In groups the learner is guided to describe the elements of weather in the environment -In pairs, learners are guided to draw and colour a rain gauge |
Why ae elements of weather important?
What is a rain gauge
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Assessment
|
|
| 16 | 2 |
Natural and historical built environments in Africa
|
Analyzing and interpreting data on weather condition in the environment
|
By the end of the
lesson, the learner
should be able to:
–Define to the term data -Analyse and interpret data on weather conditions in the environment -Desire to analyse and interpret data on weather conditions in the environment |
-Individually, the learner is guided to define the term data
Learners are guided to analyse and interpret data on weather conditions in the environment |
How can we use data on weather to make informed decisions?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Reporting
-Observanttion
|
|
| 16 | 3 |
Natural and historical built environment in Africa
|
Siting a weather station
|
By the end of the
lesson, the learner
should be able to:
-Describe what is a weather station -Debate on factors considered when siting a weather station -Appreciate the factors considered when siting a weather station |
-The learner is guided to describe what is a weather station
-In groups , learners are guided to debate on factors considered when siting a weather station |
What is a weather station?
|
-Course book
-Charts -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 16 | 4 |
Natural and historical built environments in Africa
|
Constructing a rain gauge
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a rain gauge -Construct a rain gauge -Appreciate the importance of a rain gauge |
Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge |
What is the procedure of constructing a rain gauge?
|
-Course book
-Chart -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 16 | 5 |
Natural and historical built environments in Africa
|
Constructing a rain gauge
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a rain gauge -Construct a rain gauge -Appreciate the importance of a rain gauge |
Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge |
What is the procedure of constructing a rain gauge?
|
-Course book
-Chart -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 16 | 6 |
National and historical built environments in Africa
|
Constructing a wind vane
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a wind vane -Construct a wind vane -Appreciate the importance of a wind vane |
-Individually, the learner is guided to outline the procedure of constructing a wind vane
-In groups, learners are guided to construct a wind vane |
What is the procedure of constructing a wind vane?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 17 | 1 |
Natural and historical built environments in Africa
|
Constructing a wind sock
|
By the end of the
lesson, the learner
should be able to:
-Outline procedure of constructing a wind sock -Construct a wind sock -Appreciate the importance of a wind sock |
-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
|
What is the procedure of constructing a wind sock?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 17 | 2 |
Natural and historical built environments in Africa
|
Significance of weather to human environment
|
By the end of the
lesson, the learner
should be able to:
-Examine the significance of weather to human environments -Create a chart showing significance of weather to human environment -Appreciate significance of weather to human environment |
-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment |
What is the significance of weather to human environment?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Observations
|
|
| 17 | 3 |
Natural and historical built environments in Africa
|
Responding appropriately to different weather conditions in the environment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of responding to different weather conditions in the environment -Respond appropriately to different weather conditions in the environment -Appreciate ways of responding appropriately to different weather conditions |
-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment
|
How do we respond appropriately to different weather conditions?
|
-Course book
--Charts -Computing devices |
-Oral questions
-Observation
-Written questions
|
|
| 17 | 4 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 17 | 5 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 17 | 6 |
Natural and historic built environments in Africa
|
Field work methods of Data collection
|
By the end of the
lesson, the learner
should be able to:
-Define data collection and data -Examine various methods of data collection during different types of field work -Recommend methods of collecting data during different types of fieldwork -Recommend methods of collecting data during different types of fieldwork -Appreciate methods of data collection |
-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work |
What is data collection
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral Report
-Observation
|
|
| 18 | 1 |
Natural and historic built environments in Africa
|
Methods of data recording
|
By the end of the
lesson, the learner
should be able to:
-Define data recording -Examine methods of recording data -Recommend methods of recording data during different types of field work -Appreciate methods of data recording data |
-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data |
What is data recording?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 18 | 2 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 18 | 3 |
Political Development and governance
|
Political Organization of the Zulu
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Zulu community up to 1900 Discuss the role of the Zulu political setup. Draw the governance structure of the Zulu. Appreciate the Zulu community. |
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup. Learners are guided to draw the governance structure of the Zulu |
Where did the Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 4 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 5 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 18 | 6 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 1 |
Political Development and governance
|
European Traders
|
By the end of the
lesson, the learner
should be able to:
Name various traders that came to Africa up to 1900. Identify the factors that led to the presence of Europeans in Africa. Discuss the role of various traders that came to Africa. Have a desire to learn more about European Traders. |
Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa. In groups, learners are guided to discuss the role of various traders that came to Africa |
Which factors led to the presence of Europeans in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 2 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 3 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 4 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 5 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 19 | 6 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 1 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the
lesson, the learner
should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 2 |
Democracy
|
Importance of Democracy in Society
|
By the end of the
lesson, the learner
should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner’s book 7 Appreciate the importance of democracy in society. |
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation. Learners to draw the picture in learner’s book 7 pg. 186 |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 3 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Various Types of Democracy in Governance. Recite the poem in learner’s book 7 Apply democratic values in interactions with others in the community. Promote democratic values in the community. |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189 |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 4 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Various Types of Democracy in Governance. Recite the poem in learner’s book 7 Apply democratic values in interactions with others in the community. Promote democratic values in the community. |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189 |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 5 |
Human Rights
|
Evolution of Human Rights as practiced in society
|
By the end of the
lesson, the learner
should be able to:
Define Human rights. Identify the characteristics of Human Rights in society. Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments. Appreciate the evolution of human rights. |
Learners to define human rights.
Learners to identify the characteristics of Human Rights in society. Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments |
What are human rights?
Why is it important to know our rights?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 20 | 6 |
Human Rights
|
The concept of Equity and Non-Discrimination in Fostering Solidarity
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on how equity and non-discrimination foster solidarity in the society. Explain how to promote equity and non-discrimination in society. Respect, adhere to and promote of human rights for sanctity of life. |
Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society. |
How can we promote equity and non- discrimination in society?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures Computing devices |
Oral questions Oral Report Observation
|
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