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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REVISION OF END TERM I EXAMS |
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| 2 | 1 |
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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 4 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 4 | 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
|
|
| 4 | 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 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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 3-4 |
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
|
|
| 9 |
MIDTERM BREAK |
||||||||
| 10 | 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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 3-4 |
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
|
|
| 13 |
END TERM II EXAMS |
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