People and relationships

Early Civilization
Early –Describe 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
-Course book

-Observation -Oral questions -Written questions

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
-
Charts

-Observation -Oral questions -Written questions

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

-Course book -Charts -Computing devices

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

Personal Development
People and Relationships

Entrepreneurial Opportunities in social studies
Human origin

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
-Course book

-Oral questions -Oral report -Observation

People and Relationships

Human origin
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
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Human Origin
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
-Course
Book
-computing
Devices.

-Oral questions -Oral report -Observation

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

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

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
-Course book

-Oral questions -Oral report -Written questions

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
-Chars

-Oral questions -Oral report -Observation

People and Relationships

Slavery and Servitude
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
-Computing devices

-Oral questions -Oral report -Written questions

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

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

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

People and Relationships

Peaceful coexistence
Peaceful co-existence

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
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence
Peaceful co-existence

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

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

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
-Written questions

-Oral questions -Written questions -Observation

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
-Computing devices

-Oral questions -Written questions -Observation

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
-Charts

-Oral questions -Oral report -Written questions

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

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
-Charts
-Course boo
-Computing devices

-Oral questions -Written questions -Oral questions

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
-Course book

-Oral questions -Oral report -Written questions

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
-Course book
-Charts

-Oral questions -Oral report -Written questions

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

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

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

Natural and historic build environments
Natural and historic built environments

Historical information sources of historical information in the society
Primary and secondary sources of Historical information

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

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

Natural and historic built environments
Natural and historical built environments in Africa

Sources of historical information in understanding past human accounts
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:
-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
-Chart

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture
Methods of irrigation used in Ancient Egypt

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
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization
Possible careers in Agriculture

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

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

Natural and historic built environments in Africa

Maps and map work Countries that make up the African continent
Locating places and features using latitudes and longitudes on a map

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
-Chart

-Oral questions -Oral work -Written questions

Natural and historic built environments in Africa
Natural and historic built environments I Africa

Calculating time of different places in in the world using longitudes
Importance of latitudes and longitudes in day to day life

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
-Chart
-Computing devices

-Oral questions -Oral report -Written questions 4

Natural and historical built environments in Africa

Pictures and maps used in social studies
Types of 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

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

Natural and historical built environments in Africa

The shape of the earth in the solar system
Effects of rotation of the earth on human activities

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

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities
Internet structure of the earth in the solar system

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

Natural and historical built environments in Africa

Modelling the internal structure of the earth
-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 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
-
Charts

-Oral questions -Oral reports -Assessment

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

Natural and historical built environments in Africa
Natural and historical built environment in Africa

Analyzing and interpreting data on weather condition in the environment
Siting a weather station

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
-computing devices

-Oral questions -Reporting -Observanttion

Natural and historical built environments in Africa
National and historical built environments in Africa

Constructing a rain gauge
Constructing a wind vane

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
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a wind sock
Significance of weather to human environment

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

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