Sustainable Use of Resources in Society

Sustainable Use of Resources in Society

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

Explain the meaning of sustainable use of resources.
Demonstrate sustainable ways of using resources available in their community.
Appreciate the resources available in their community.

Learners are guided to explain the meaning of sustainable use of resources.
In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What are resources?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Sustainable Use of Resources in Society

Applying Sustainable use of resources available in the community

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

Identify a resource that can be sustainably used in their community.
Discuss the uses of the resource identified.
Design sustainable ways of using the resource identified in the community.
Engage in activities that ensure sustainable use of the resource.

Learners to identify a resource that can be sustainably used in their community.
In groups, learners to discuss the uses of the resource identified.
In groups, learners are guided to design sustainable ways of using the resource identified in the community

Which type of resources are found in your community?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Sustainable Use of Resources in Society

Appreciating sustainable use of resources for sustenance of life

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

Identify ways of appreciating sustainable use of resources for sustenance of life.
Design posters with communication messages on sustainable use of resources for sustenance of life.
Appreciate sustainable use of resources for sustenance of life.

Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.
In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

How will you appreciate sustainable use of resources for sustenance of life?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Political development in Africa up to 1900
Political Organization of the Zulu

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

Describe the political setup of Ogiek community up to 1900
Discuss the role of the Ogiek political setup.
Draw the governance structure of the Ogiek.
Appreciate the Ogiek community.

Learners are guided to describe the political setup of Ogiek community up to 1900
In groups, learners to discuss the role of the Ogiek political setup.
Learners are guided to draw the governance structure of the Ogiek

Where did the Ogiek community lived?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Political Organization of the Asante

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

Describe the political setup of Asante community up to 1900
Discuss the role of the Asante political setup.
Draw the governance structure of the Asante.
Appreciate the Asante community.

Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup.
Learners are guided to draw the governance structure of the Asante

Where did the Asante community lived?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

The concepts

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

Define the concept of scramble and partition of Africa.
Discuss the various European groups that came to Africa.
Name the European explorers who came to Kenya.
Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa.
Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble? What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

European Traders

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

Name various traders that came to Africa up to 1900.
Identify the factors that led to the presence of Europeans in Africa.
Discuss the role of various traders that came to Africa.
Have a desire to learn more about European Traders.

Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa.
In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Matching the Countries in Africa with their Colonial Masters

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

Identify the countries of Africa and their colonial masters from the map.
Match the colonial masters with the countries they colonized in Africa.
Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa

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

Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
Discuss the terms of the Berlin Conference.
Create posters on the terms of the Berlin Conference of 1884-1885
Acknowledged the Political Organisation of Selected Communities in Africa.

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference.
In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

The Constitution of Kenya

The Constitution of Kenya

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

Define the term constitution.
Identify the importance of the constitution of Kenya.
Compose a song on any eight national values enshrined in the Constitution of Kenya.
Appreciate the importance of the constitution of Kenya.

Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya.
In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

What is a constitution? What is the importance of Constitution of Kenya?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

The Constitution of Kenya

Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion

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

Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Democracy

Types of Democracy practiced in Africa
Importance of Democracy in Society

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

Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.

Learners to define democracy.
Learners are guided to identify types of democracy.
In groups, learners are guided to role play different types of democracy.

What is democracy?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Democracy

Characteristics of Various Types of Democracy in Governance

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

Identify the characteristics of Various Types of Democracy in Governance.
Recite the poem in learner

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner

Why should we Practise democracy?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Human Rights

Evolution of Human Rights as practiced in society

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

Define Human rights.
Identify the characteristics of Human Rights in society.
Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.
Appreciate the evolution of human rights.

Learners to define human rights.
Learners to identify the characteristics of Human Rights in society.
Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments

What are human rights? Why is it important to know our rights?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Human Rights

The concept of Equity and Non-Discrimination in Fostering Solidarity

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

Brainstorm on how equity and non-discrimination foster solidarity in the society.
Explain how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.

How can we promote equity and non- discrimination in society?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

African Diasporas

African Diasporas

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

Define diaspora.
Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Examine the role of diasporas in the political development in Africa.
Acknowledged African diasporas for promotion of African Unity in society today.

Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Learners are guided to examine the role of diasporas in the political development in Africa.

What is the role of industrial revolution in Europe in the development of African diasporas? How can we promote African unity in the society today?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship

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

Define global interconnectedness and interdependence.
Identify positive and negative effects of globalization at local and national levels.
Discuss the qualities of a global citizen.
Appreciate the qualities of a global citizen.

Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels.
In groups, learners to discuss the qualities of a global citizen.

What is global interconnectedness? What is interdependence? What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Citizenship

Contribution to the Wellbeing of the international community

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

Explain what they understand by the term

Learners to explain what they understand by the term

Which are the common concerns in the world today?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Governance

Organisation of African Unity (OAU)

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

Identify the founding member countries of OAU.
Discuss the achievements of OAU.
State the challenges affected by OAU
Draw the organizational structure of the OAU.
Appreciate the importance of OAU.

Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU.
Learners to state the challenges affected by OAU
Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Governance

African Union (AU)

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

Describe the formation of African Union (AU)
Discuss the achievements of AU.
State the challenges affected by AU
Sing the African Union Anthem.
Appreciate the importance of AU

Learners to describe the formation of African Union (AU)
In groups, learners to discuss the achievements of AU.
Learners to state the challenges affected by AU
the challenges affected by AU
Learners are guided to sing the African Union Anthem.

What are the achievements of African Union (AU)?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Governance

Member countries of the African Union
Organizational structures of the African Union

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

Identify the AU member states from an atlas.
Draw a map of Africa showing member countries of African Union (AU)
Appreciate the importance of AU

Learners are guided to identify the AU member states from an atlas.
Learners are guided to draw a map of Africa showing member countries of African Union (AU)

How should leadership and integrity be promoted in the society today?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Community Service Learning Project

Identifying a problem or gap in the community

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

Identify ways to determine the gaps or needs in the community.
Identify one problem they intend to solve for the group Project.
Develop a title for the project.
Have a desire to learn more about community service learning project.

In groups or in pairs, learners are guided to identify ways to determine the gaps or needs in the community.
In groups or in pairs, learners are guided to identify one problem they intend to solve for the group Project
In groups or in pairs, learners are guided to develop a title for the project

How does one determine some gaps and needs in their community?

MTP; Social Studies Learner's Book Grade 8 pg. 81-82
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Community Service Learning Project

Planning to implement the solution to the identified problem.

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

State the importance of making adequate preparations before starting a project.
Write down the plan required to implement a solution.
Create a checklist on the plan they have developed.
Appreciate the importance of making adequate preparation before starting a project.

In groups or in pairs, learners are guided to state the importance of making adequate preparations before starting a project
In groups or in pairs, learners are guided to write down the plan required to implement a solution
In groups or in pairs, learners are guided to create a checklist on the plan they have developed

Why is it necessary to make adequate preparations before starting a project?

MTP; Social Studies Learner's Book Grade 8 pg. 82
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Community Service Learning Project

Implementing the plan for solving the identified problem.

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

Discuss how to implement a plan of action.
Draw a poster that contain guidelines on how to implement an action plan.
Suggest ways they can engage the community in the project.
Appreciate ways of solving an identified project.

In groups or in pairs, learners are guided to discuss how to implement a plan of action iscuss how to implement a plan of action
In groups or in pairs, learners are guided to draw a poster that contain guidelines on how to implement an action plan
In groups or in pairs, learners are guided to suggest ways they can engage the community in the project.

What should we do to complete a project successfully?

MTP; Social Studies Learner's Book Grade 8 pg. 82-83
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Community Service Learning Project

Report of the concluded project.

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

Identify the effects of the project to the community.
Discuss challenges one can face during the project.
Examine ways one can deal with the challenges.
Enjoy the project

In groups or in pairs, learners are guided to identify the effects of the project to the community
In groups or in pairs, learners are guided to discuss challenges one can face during the project
In groups or in pairs, learners are guided to examine ways one can deal with the challenges.

What are the effects of the project to the community?

MTP; Social Studies Learner's Book Grade 8 pg. 83-86
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment.

Map reading and interpretation.

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

Explain the meaning of marginal information.
Identify the elements of a map.
Draw the map on learner's book 8 page 89
Appreciate the elements of a map.

Individually, learners are guided to explain the meaning of marginal information.
Individually, learners are guided to identify the elements of a map.
Individually, learners are guided to draw the map on learner's book 8 page 89

What is a map?

MTP; Social Studies Learner's Book Grade 8 pg. 87-89
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Map reading and interpretation.

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

Identify the elements of marginal information.
Study the interlocking cards and match them.
Draw the map on learner's book 8 page 92
Appreciate the elements of marginal information.

Individually, learners are guided to identify the elements of marginal information.
Individually, learners are guided to study the interlocking cards and match them.
Individually, learners are guided to draw the map on learner's book 8 page 92

What are the elements of marginal information?

MTP; Social Studies Learner's Book Grade 8 pg. 90-93
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Types and uses of scales on maps

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

Explain the meaning of scale in maps.
State the types of scales used on maps.
Study the scales on page 94 and match each scale to its name.
Appreciate the types of scales on maps.

Individually, learners are guided to explain the meaning of scale in maps.
Individually, learners are guided to state the types of scales used on maps.
Individually, learners are guided to study the scales on page 94 and match each scale to its name.

What is a scale?

MTP; Social Studies Learner's Book Grade 8 pg. 93-95
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Converting a statement scale to a representative fraction scale.
Converting linear scale into representative fraction

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

Outline the procedure of converting statement scale to a representative fraction scale.
Convert a statement scale to a representative fraction scale.
Appreciate the importance of direct statement scales.
Have fun and enjoy the calculations.

In pairs or individually, learners are guided to outline the procedure of converting statement scale to a representative fraction scale.
In pairs or individually, learners are guided to convert a statement scale to a representative fraction scale.

How do you statement scale to a representative fraction scale?

MTP; Social Studies Learner's Book Grade 8 pg. 95-96
Pictures
Charts
Realia
Computing devices
MTP; Social Studies Learner's Book Grade 8 pg. 96

Oral questions Oral Report Observation

Natural and Historic Built Environment

Convert representative fraction scale (RF) into linear scale.

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

Outline the procedure of converting representative fraction scale into linear scale
Convert representative fraction scale into linear scale.
Enjoy the calculations.

In pairs or individually, learners are guided to outline the procedure of converting representative fraction scale into linear scale
In pairs or individually, learners are guided to convert representative fraction scale into linear scale.

How do you convert linear scale into representative fraction scale?

MTP; Social Studies Learner's Book Grade 8 pg. 98-99
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Determining distances and areas of places on a map using scales; Measuring distances on a topographical map

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

Outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
Measure the distance along a straight line on a topographical map using a sheet of paper.
Have fun and enjoy measuring distances.

In pairs or individually, learners are guided to outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
In pairs or individually, learners are guided to measure the distance along a straight line on a topographical map using a sheet of paper.

What is a topographical map?

MTP; Social Studies Learner's Book Grade 8 pg. 99-100
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Determining distances and areas of places on a map using scales

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

Outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
Measure the distance a long a straight line on a map using a pair of dividers.
Have fun and enjoy using a pair of dividers.

In pairs or individually, learners are guided to outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance a long a straight line on a map using a pair of dividers.

How do you use a pair of dividers?

MTP; Social Studies Learner's Book Grade 8 pg. 101-102
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

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

Outline the procedure of measuring distances between different places on the map using a string on a topographical map.
Measure the distance between different places on the map using a string on a topographical map.
Appreciate the importance of topographical map.

In pairs or individually, learners are guided to outline the procedure of measuring distances between different places on the map using a string on a topographical map.
In pairs or individually, learners are guided to measure the distance between different places on the map using a string on a topographical map.

Why do we use a string to measure a curved line?

MTP; Social Studies Learner's Book Grade 8 pg. 102-103
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

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

Outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers.
Measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers.
Appreciate the use of a pair of dividers.

In pairs or individually, learners are guided to outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers.

What is a curved line?

MTP; Social Studies Learner's Book Grade 8 pg. 104-105
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

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

Outline the procedure to measure distances along a curved line using a paper edge.
Measure the distance along a curved line using a paper edge.
Appreciate the use of a paper edge.

In pairs or individually, learners are guided to outline the procedure to measure distances along a curved line using a paper edge.
In pairs or individually, learners are guided to measure the distance along a curved line using a paper edge

How do you measure a curved line using a paper edge?

MTP; Social Studies Learner's Book Grade 8 pg. 105-106
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Calculating areas on a map using scales.

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

Identify the formulae used to calculate the areas of rectangles, squares, triangle and circle.
Draw features with regular shapes.
Calculate the areas of rectangles, squares, triangles and circles.
Have fun and enjoy the work out.

In groups, in pairs or individually, learners are guided to identify the formulae used to calculate the areas of rectangles, squares, triangle and circle.
In groups, in pairs or individually, learners are guided to draw features with regular shapes.
In groups, in pairs or individually, learners are guided to calculate the areas of rectangles, squares, triangles and circles.

Which formulae can you use to calculate the areas of rectangles, squares, triangles and circle?

MTP; Social Studies Learner's Book Grade 8 pg. 106-107
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Calculating areas of irregular shapes.
Use of strips.

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

Identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
Calculate the area of irregular shapes by use of rectangles and triangles method.
Have fun and enjoy working out.

In groups, in pairs or individually, learners are guided to identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
In groups, in pairs or individually, learners are guided to calculate the area of irregular shapes by use of rectangles and triangles method.

Which features on maps have irregular shapes?

MTP; Social Studies Learner's Book Grade 8 pg. 108-109
Pictures
Charts
Realia
Computing devices
MTP; Social Studies Learner's Book Grade 8 pg. 109-110

Oral questions Oral Report Observation

Natural and Historic Built Environment

Use of grid squares.

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

Draw a grid square.
Outline the procedure of calculating space using the grid square method.
Calculate the area of an irregular shape using the grid square method.
Have fun and enjoy the grid square method.

In groups, in pairs or individually, learners are guided to draw a grid square
In groups, in pairs or individually, learners are guided to outline the procedure of calculating space using the grid square method
In groups, in pairs or individually, learners are guided to calculate the area of an irregular shape using the grid square method.

What is a grid square?

MTP; Social Studies Learner's Book Grade 8 pg. 110-112
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Methods of representing relief on topographical maps.

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

Explain the meaning of "Relief" on maps.
Identify some relief features represented using different methods.
Draw some relief features found on maps.
Appreciate the use of relief features.

In groups, in pairs or individually, learners are guided to explain the meaning of "Relief" on maps.
In groups, in pairs or individually, learners are guided to identify some relief features represented using different methods.
In groups, in pairs or individually, learners are guided to draw some relief features found on maps.

What are relief features?

MTP; Social Studies Learner's Book Grade 8 pg. 112-114
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Drainage features.

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

Identify how vegetation is represented on a topographical map.
Draw some of the drainage features.
Examine how drainage features are represented on a topographical map.
Appreciate the use of drainage features.

In groups, in pairs or individually, learners are guided to identify how vegetation is represented on a topographical map.
In groups, in pairs or individually, learners are guided to draw some of the drainage features.
In groups, in pairs or individually, learners are guided to examine how drainage features are represented on a topographical map.

What are some of the drainage features?

MTP; Social Studies Learner's Book Grade 8 pg. 114-116
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Interpreting physical features on a map.

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

Explain the meaning of contours.
Fill in the blank spaces with the correct words.
Interpret physical features on a map.
Appreciate the use of physical features on a map.

In groups, in pairs or individually, learners are guided to explain the meaning of contours.
In groups, in pairs or individually, learners are guided to fill in the blank spaces with the correct words.
In groups, in pairs or individually, learners are guided to interpret physical features on a map.

What are contours?

MTP; Social Studies Learner's Book Grade 8 pg. 116-118
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation