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SCHEME OF WORK
Social Studies
Grade 8 2025
TERM I
School


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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, Population and Relationships
Scientific Theory about Human Origin - Evolution theory
By the end of the lesson, the learner should be able to:

-Explore the scientific theory about human origin
-Describe how scientific theory is used to explain human origin
-Develop a sense of humanity based on common origin

- Learners discuss in groups how scientific theory is used to explain human origin and present
-Learners use digital technology to find out the places where early human remains were discovered in Africa
Why is Africa considered as the cradle of humanity?

- MENTOR Social Studies Learner's Book pg. 20
-Digital resources
-Maps
- Oral questions -Observation -Written tests
2 2
People, Population and Relationships
Scientific Theory about Human Origin - Human remains
Scientific Theory about Human Origin - Different species
Scientific Theory about Human Origin - Changes in humans
By the end of the lesson, the learner should be able to:

-Draw a map of Africa and locate where prehistoric human remains were discovered
-Identify the places where early human remains were discovered
-Develop a sense of humanity based on common origin

- Learners draw a map of Africa and locate where prehistoric human remains were discovered
-Learners use digital technology to find out the places where early human remains were discovered in Africa
Why is Africa considered as the cradle of humanity?
- MENTOR Social Studies Learner's Book pg. 20
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 21
-Charts, marker pens
- MENTOR Social Studies Learner's Book pg. 22
-Charts
- Oral questions -Project work -Observation
2 3
People, Population and Relationships
Scientific Theory about Human Origin - Africa as cradle of humanity
Scientific Theory about Human Origin - Preservation of remains
Early Civilisation - Origin of early visitors
Early Civilisation - Early visitors
By the end of the lesson, the learner should be able to:

-Explain reasons why Africa is considered as the cradle for humanity
-Discuss how these reasons influence self-identity
-Appreciate the role of Africa in human origin

- Learners work together harmoniously in groups to discuss reasons why Africa is considered as the cradle for humanity
-Learners discuss how these reasons influence self-identity
Why is Africa considered as the cradle of humanity?
- MENTOR Social Studies Learner's Book pg. 22
-Digital resources
-Approved textbooks
- MENTOR Social Studies Learner's Book pg. 23
-Resource persons
- MENTOR Social Studies Learner's Book pg. 32
-Map of Africa
- MENTOR Social Studies Learner's Book pg. 33
- Oral questions -Observation -Written tests
2 4
People, Population and Relationships
Early Civilisation - Swahili civilisation
Early Civilisation - East African city states
Early Civilisation - Architectural designs
By the end of the lesson, the learner should be able to:

-Describe the Swahili civilisation along the East African coast
-Explain the factors that led to the growth of East African city states
-Appreciate the Swahili culture

- Learners brainstorm on the Swahili civilisation along the East African coast
-Learners discuss factors that led to the growth of East African city states
Why is cultural heritage important to society?
- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Marker pens
- MENTOR Social Studies Learner's Book pg. 35
-Map of Africa
- MENTOR Social Studies Learner's Book pg. 36
-Pictures
- Oral questions -Observation -Written tests
3 1
People, Population and Relationships
Early Civilisation - Social organization
Early Civilisation - Impact of Swahili civilization
Early Civilisation - Best practices
By the end of the lesson, the learner should be able to:

-Describe the social organization of the Swahili civilization
-Identify the economic activities of the Swahili people
-Appreciate cultural diversity

- Learners brainstorm on the social organization of the Swahili civilization
-Learners discuss the economic activities of the Swahili people
Why is cultural heritage important to society?
- MENTOR Social Studies Learner's Book pg. 37
-Digital resources
-Marker pens
- MENTOR Social Studies Learner's Book pg. 38
-Manilla papers
- Oral questions -Observation -Written tests
3 2
People, Population and Relationships
Trans-Saharan Slave Trade - Development factors
Trans-Saharan Slave Trade - Organization
By the end of the lesson, the learner should be able to:

-Identify factors that led to development of Trans-Saharan slave Trade in Africa
-Discuss how these factors contributed to slave trade
-Desire to promote social justice in a society

- Learners debate on factors that led to development of Trans-Saharan slave trade in Africa
-Learners identify how these factors contributed to slave trade
Why do people subject others to slave trade?
- MENTOR Social Studies Learner's Book pg. 39
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 40
- Oral questions -Observation -Written tests
3 3
People, Population and Relationships
Trans-Saharan Slave Trade - Source regions
Trans-Saharan Slave Trade - Effects
By the end of the lesson, the learner should be able to:

-Draw a map of Africa and locate regions where slaves were sourced
-Identify major slave trade routes
-Desire to promote social justice in a society

- Learners draw a map of Africa and locate regions where slaves were sourced during the Trans-Saharan slave trade
-Learners trace the major slave trade routes on a map
Why do people subject others to slave trade?
- MENTOR Social Studies Learner's Book pg. 41
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 42
-Internet
- Oral questions -Observation -Written tests
3 4
People, Population and Relationships
Trans-Saharan Slave Trade - Resistance
By the end of the lesson, the learner should be able to:

-Describe forms of resistance to the Trans-Saharan slave trade
-Explain how Africans resisted the slave trade
-Desire to promote social justice in a society

- Learners discuss different forms of resistance to the Trans-Saharan slave trade
-Learners explain how Africans resisted the slave trade
Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 43
-Digital resources
-Internet
- Oral questions -Observation -Written tests
4 1
People, Population and Relationships
Trans-Saharan Slave Trade - End of slave trade
Population Growth in Africa - Causes
By the end of the lesson, the learner should be able to:

-Discuss factors that led to the end of Trans-Saharan slave trade
-Explain the role of different groups in ending slave trade
-Participate in promotion of social justice in the society

- Learners research on factors that led to the end of Trans-Saharan slave trade
-Learners discuss the role of different groups in ending slave trade
Why do people subject others to slave trade?
- MENTOR Social Studies Learner's Book pg. 44
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 46
- Oral questions -Observation -Written tests
4 2
People, Population and Relationships
Population Growth in Africa - Effects
Population Growth in Africa - Demographic trends
By the end of the lesson, the learner should be able to:

-Explore effects of population growth in Africa
-Research on the effects of population growth
-Create awareness on the effects of population growth

- Learners use digital and print resources to research on the effects of population growth in Africa
-Learners discuss how population growth affects communities
Why is it important to study demographic changes?
- MENTOR Social Studies Learner's Book pg. 47
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 48
-Recent census data
- Oral questions -Observation -Written tests
4 3
People, Population and Relationships
Population Growth in Africa - Types of migration
By the end of the lesson, the learner should be able to:

-Examine types of migration in Africa
-Identify different types of migration
-Appreciate the impact of migration on population growth in Africa

- Learners brainstorm in groups on types of migration
-Learners identify different types of migration in Africa
Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 49
-Digital resources
-Internet
- Oral questions -Observation -Written tests
4 4
People, Population and Relationships
Population Growth in Africa - Factors of migration
Population Growth in Africa - Awareness
By the end of the lesson, the learner should be able to:

-Research on the factors that influence migration in Africa
-Explain how migration affects population distribution
-Appreciate the impact of migration on population growth in Africa

- Learners exchange new ideas as they research on the factors that influence migration in Africa
-Learners discuss how migration affects population distribution
Why is it important to study demographic changes?
- MENTOR Social Studies Learner's Book pg. 50
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 51
-Manila papers
-Marker pens
- Oral questions -Observation -Written tests
5 1
People, Population and Relationships
Diversity, Inclusion and Interpersonal Skills - Social-cultural diversities
Diversity, Inclusion and Interpersonal Skills - Social cohesion
By the end of the lesson, the learner should be able to:

-Explore social cultural diversities in Kenya
-Discuss the social cultural diversities in Kenya
-Appreciate social cultural diversities in Kenya

- Learners exhibit respect for fellow citizens as they discuss the social cultural diversities in Kenya
-Learners identify different social cultural diversities in Kenya
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
- MENTOR Social Studies Learner's Book pg. 55
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 56
- Oral questions -Observation -Written tests
5 2
People, Population and Relationships
Diversity, Inclusion and Interpersonal Skills - Self-esteem
By the end of the lesson, the learner should be able to:

-Explain ways of building a healthy self-esteem in social cultural diversity and inclusion
-Find out how to improve one's self-esteem
-Appreciate social cultural diversities in Kenya

- Learners use digital or print material to find out how to improve one's self-esteem
-Learners share their findings in class
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 5
-Digital resources
-Internet
- Oral questions -Observation -Written tests
5 3
People, Population and Relationships
Diversity, Inclusion and Interpersonal Skills - Emotions
Diversity, Inclusion and Interpersonal Skills - Managing emotions
By the end of the lesson, the learner should be able to:

-Describe the impact of emotions on self and others
-Watch video clips on ways of handling different emotional states
-Appreciate social cultural diversities in Kenya

- Learners watch video clips on ways of handling different emotional states
-Learners share experiences on handling different emotional states
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
- MENTOR Social Studies Learner's Book pg. 7
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 8
-Resource person
- Oral questions -Observation -Written tests
5 4
People, Population and Relationships
Diversity, Inclusion and Interpersonal Skills - Peer pressure
Diversity, Inclusion and Interpersonal Skills - Positive peer pressure
By the end of the lesson, the learner should be able to:

-Managing peer pressure in a culturally diverse environment
-Role play ways of managing peer pressure
-Appreciate social cultural diversities in Kenya

- Learners practice inclusivity as they role play ways of managing peer pressure
-Learners discuss ways of managing peer pressure
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
- MENTOR Social Studies Learner's Book pg. 9
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 10
- Oral questions -Observation -Written tests
6 1
People, Population and Relationships
Diversity, Inclusion and Interpersonal Skills - Cultural diversities
By the end of the lesson, the learner should be able to:

-Compose communication messages on social cultural diversities in Kenya
-Share the communication messages in class
-Appreciate social cultural diversities in Kenya

- Learners in groups, compose communication messages on social cultural diversities in Kenya
-Learners share the communication messages in class
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 11
-Digital resources
-Internet
- Oral questions -Observation -Written tests
6 2
People, Population and Relationships
Community Service Learning Project
Diversity, Inclusion and Interpersonal Skills - Cultural appreciation
Community Service Learning Project - Problem identification
By the end of the lesson, the learner should be able to:

-Discuss ways of appreciating social cultural diversities in Kenya
-Identify benefits of social cultural diversities
-Appreciate social cultural diversities in Kenya

- Learners discuss ways of appreciating social cultural diversities in Kenya
-Learners identify benefits of social cultural diversities
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
- MENTOR Social Studies Learner's Book pg. 12
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 13
- Oral questions -Observation -Written tests
6 3
Community Service Learning Project
Community Service Learning Project - Project title
Community Service Learning Project - Problem statement
By the end of the lesson, the learner should be able to:

-Discuss and adapt one identified problem for the class/group project
-State the project title
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners speak engagingly when discussing and adapting one identified problem for the class/group project
-Learners state the project title
-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?
- MENTOR Social Studies Learner's Book pg. 14
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 15
- Oral questions -Observation -Written tests
6 4
Community Service Learning Project
Community Service Learning Project - Solution design
By the end of the lesson, the learner should be able to:

-Design a solution(s) to the identified problem
-Discuss and agree on an appropriate solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem
-Learners note down the recommended/proposed solution
-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 16
-Digital resources
-Internet
- Oral questions -Observation -Written tests
7 1
Community Service Learning Project
Community Service Learning Project - Implementation plan
Community Service Learning Project - Implementation
By the end of the lesson, the learner should be able to:

-Plan to implement the solution to the identified problem
-Draw a plan for implementing the proposed solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss and draw a plan for implementing the proposed solution
-Learners share their implementation plan
-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?
- MENTOR Social Studies Learner's Book pg. 17
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 18
-Locally available materials
- Oral questions -Observation -Written tests
7 2
Community Service Learning Project
Community Service Learning Project - Reflection
Community Service Learning Project - Appreciation
By the end of the lesson, the learner should be able to:

-Reflect on the concluded project
-Write a summary report on the concluded project
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners reflect on the concluded project
-Learners submit a summary account/report to the CSL teacher
-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?
- MENTOR Social Studies Learner's Book pg. 18
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 19
- Oral questions -Observation -Written tests
7 3
Natural and Historic Built Environments
Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales
Map Reading and Interpretation - Scale conversions
By the end of the lesson, the learner should be able to:

-Interpret maps using marginal information
-Identify the different types of marginal information on a map
-Appreciate the use of marginal information to interpret maps

- Learners exchange new ideas when discussing in groups the marginal information on a map
-Learners present their findings in class
How can critical thinking be used in map interpretation?
- MENTOR Social Studies Learner's Book pg. 75
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 76
- MENTOR Social Studies Learner's Book pg. 77
- Oral questions -Observation -Written tests
7 4
Natural and Historic Built Environments
Map Reading and Interpretation - Measuring distances
Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features
By the end of the lesson, the learner should be able to:

-Measure distances on a topographical map
-Calculate distances using scales
-Apply critical thinking skills in map reading and interpretation

- Learners measure distances on a topographical map
-Learners share their findings in class
How can critical thinking be used in map interpretation?
- MENTOR Social Studies Learner's Book pg. 78
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 79
- MENTOR Social Studies Learner's Book pg. 80
- Oral questions -Observation -Written tests
8 1
Natural and Historic Built Environments
Map Reading and Interpretation - Relief features
Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams
By the end of the lesson, the learner should be able to:

-Describe methods of representing relief features on topographical maps
-Identify relief features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing relief features
-Learners share their findings in class
How can critical thinking be used in map interpretation?
- MENTOR Social Studies Learner's Book pg. 81
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 82
- MENTOR Social Studies Learner's Book pg. 83
- Oral questions -Observation -Written tests
8 2
Natural and Historic Built Environments
Map Reading and Interpretation - Critical thinking
Map Reading and Interpretation - Application
By the end of the lesson, the learner should be able to:

-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation
How can critical thinking be used in map interpretation?
- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
- Oral questions -Observation -Written tests
8 3
Natural and Historic Built Environments
Map Reading and Interpretation - Practical application
By the end of the lesson, the learner should be able to:

-Apply map reading skills in real-life situations
-Identify how maps are used in everyday life
-Appreciate the use of marginal information to interpret maps

- Learners discuss real-life applications of map reading
-Learners identify how maps are used in areas like transportation, emergency services, and urban planning
How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 86
-Maps
-Digital resources
- Oral questions -Observation -Written tests
8 4
Natural and Historic Built Environments
Weather and Climate - Factors influencing weather
Weather and Climate - Factors influencing climate
By the end of the lesson, the learner should be able to:

-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 95
- Oral questions -Observation -Written tests
9 1
Natural and Historic Built Environments
Weather and Climate - Climatic regions
Weather and Climate - Desert regions
By the end of the lesson, the learner should be able to:

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 97
-Video clips
- Oral questions -Observation -Project work
9 2
Natural and Historic Built Environments
Weather and Climate - Semi-desert regions
By the end of the lesson, the learner should be able to:

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions
-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips
- Oral questions -Observation -Written tests
9 3
Natural and Historic Built Environments
Weather and Climate - Tropical regions
Weather and Climate - Mediterranean regions
By the end of the lesson, the learner should be able to:

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 100
- Oral questions -Observation -Written tests
9 4
Natural and Historic Built Environments
Weather and Climate - Mountain regions
Weather and Climate - Stress management
By the end of the lesson, the learner should be able to:

-Illustrate the characteristics of mountain regions in Africa
-Identify mountain regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mountain regions
-Learners make short notes on the mountain regions
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 101
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 102
-Internet
- Oral questions -Observation -Written tests
10 1
Natural and Historic Built Environments
Weather and Climate - Causes of climate change
By the end of the lesson, the learner should be able to:

-Identify causes of climate change
-Brainstorm on the causes of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the causes of climate change
-Learners share their findings in class
- How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 103
-Digital resources
-Internet
- Oral questions -Observation -Written tests
10 2
Natural and Historic Built Environments
Weather and Climate - Effects of climate change
Weather and Climate - Problem solving
By the end of the lesson, the learner should be able to:

-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the effects of climate change
-Learners share their findings in class
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 105
- Oral questions -Observation -Written tests
10 3
Natural and Historic Built Environments
Weather and Climate - Human activities
Vegetation in Africa - Factors influencing vegetation
By the end of the lesson, the learner should be able to:

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change
-How does climate change affect human activities -How can one manage stress during disasters?
- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person
- MENTOR Social Studies Learner's Book pg. 108
-Internet
- Oral questions -Observation -Written tests
10 4
Natural and Historic Built Environments
Vegetation in Africa - Field excursion
By the end of the lesson, the learner should be able to:

-Identify different types of vegetation in the immediate environment
-Carry out a field excursion to identify vegetation
-Appreciate vegetation conservation within the environment

- Learners carry out a field excursion of the immediate environment and identify the different types of vegetation
-Learners record their observations
Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Digital resources
-Immediate environment
- Oral questions -Observation -Project work
11 1
Natural and Historic Built Environments
Vegetation in Africa - Vegetation regions
Vegetation in Africa - Characteristics
By the end of the lesson, the learner should be able to:

-Identify the vegetation regions in Africa
-Use digital or print resources to research on vegetation regions
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to find out the vegetation regions in Africa
-Learners share their findings in class
Why should we care for vegetation in our environment?
- MENTOR Social Studies Learner's Book pg. 110
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 111
- Oral questions -Observation -Written tests
11 2
Natural and Historic Built Environments
Vegetation in Africa - Map drawing
Vegetation in Africa - Conservation methods
By the end of the lesson, the learner should be able to:

-Locate the major vegetation regions of Africa
-Draw a map of Africa showing vegetation regions
-Appreciate vegetation conservation within the environment

- Learners draw the map of Africa and indicate the vegetation regions
-Learners display their maps in class
Why should we care for vegetation in our environment?
- MENTOR Social Studies Learner's Book pg. 112
-Digital resources
-Maps
- MENTOR Social Studies Learner's Book pg. 113
-Manila papers
- Oral questions -Observation -Project work
11 3
Natural and Historic Built Environments
Vegetation in Africa - Caring for vegetation
By the end of the lesson, the learner should be able to:

-Write essays on ways of caring for vegetation
-Discuss ways of caring for vegetation
-Appreciate vegetation conservation within the environment

- Learners write essays on ways of caring for vegetation in the school community
-Learners share their essays
Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Internet
- Oral questions -Observation -Written tests
11 4
Natural and Historic Built Environments
Vegetation in Africa - Importance
Historical Sites and Monuments in Africa - Selected sites
By the end of the lesson, the learner should be able to:

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation
Why should we care for vegetation in our environment?
- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 120
- Oral questions -Observation -Written tests
12 1
Natural and Historic Built Environments
Historical Sites and Monuments in Africa - Map drawing
Historical Sites and Monuments in Africa - Importance
By the end of the lesson, the learner should be able to:

-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class
Why should we conserve historical sites and monuments?
- MENTOR Social Studies Learner's Book pg. 121
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 122
- Oral questions -Observation -Project work
12 2
Natural and Historic Built Environments
Historical Sites and Monuments in Africa - Conservation ways
By the end of the lesson, the learner should be able to:

-Explore ways of conserving historical sites and monuments in Africa
-Find out ways of conserving historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments
-Learners present their findings in class
Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 123
-Digital resources
-Internet
- Oral questions -Observation -Written tests
12 3
Natural and Historic Built Environments
Historical Sites and Monuments in Africa - Creative thinking
Historical Sites and Monuments in Africa - Overcoming challenges
By the end of the lesson, the learner should be able to:

-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches
Why should we conserve historical sites and monuments?
- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 125
- Oral questions -Observation -Written tests
12 4
Natural and Historic Built Environments
Historical Sites and Monuments in Africa - Photo album
Historical Sites and Monuments in Africa - Field visit
Historical Sites and Monuments in Africa - Awareness creation
By the end of the lesson, the learner should be able to:

-Create an album of historical sites and monuments
-Collect pictures and photographs of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners display national pride as they collect pictures and photographs and create an album of historical sites and monuments
-Learners display their albums in class
Why should we conserve historical sites and monuments?
- MENTOR Social Studies Learner's Book pg. 126
-Digital resources
-Pictures and photographs
- MENTOR Social Studies Learner's Book pg. 127
-Historical site or monument
-Manila papers
- Oral questions -Observation -Project work

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