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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
People and Relationships
|
Diversity and interpersonal skills
Diversity and Interpersonal skills |
By the end of the
lesson, the learner
should be able to:
-Identify social cultural diversities in Kenya -Explore social cultural diversities in Kenya -Appreciate social cultural diversities in Kenya |
-The learner is guided to exhibit respect for fellow citizens as they discuss the social cultural diversities
|
How can we demonstrate respect and appreciation of social cultural diversity and inclusion?
|
-Course book
-Charts -Realia -Computing devices -Pictures |
-Oral questions
-Written questions
|
|
2 | 2 |
People and Relationships
|
Diversity ad interpersonal skills
Diversity and interpersonal skills |
By the end of the
lesson, the learner
should be able to:
-Describe what are emotions -Explore the impact of emotions on self and others -Appreciate impact of emotions on self and others |
-The learner is guided to describe what are emotions
-In groups learners are guided to explore the impact of emotions on self and others |
What is the impact of emotions on self and others
|
-Course book
-Pictures -Charts -Realia -Computing devices -Pictures |
-Oral questions
-Written questions
|
|
2 | 3 |
People and Relationships
|
Diversity and interpersonal skills
Diversity and Interpersonal Skills |
By the end of the
lesson, the learner
should be able to:
Identify ways of handling different emotional states -Demonstrate ways of handling different emotional states -Appreciate ways of handling different emotional states |
The learner is to identify ways of handling different emotional states
|
How can one handle different emotional states?
|
-Course book
-Charts -Realia -Computing devices -Pictures -Pictures -Realia -Computing devices |
-Oral questions
-Written questions
|
|
2 | 4 |
People and Relationships
|
Diversity and Interpersonal Skills
Peaceful conflict Resolution |
By the end of the
lesson, the learner
should be able to:
-Identity risky behaviors associated with road usage -Explore ways of managing risky behaviors associated with road usage -Appreciate ways of managing risky behaviors associated with road usage |
-The learner is guided to identify risky behaviors associated with road usage
-In groups learner is guided to explore ways of managing risky behaviors associated with road usage |
How can one mange risky behavior associated with road usage?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
3 | 1 |
People and Relationships
|
Peaceful conflict Resolution
|
By the end of the
lesson, the learner
should be able to:
Describe healthy relationship that promote peace in the family -Build healthy relationships to promote peace in the family |
-The learner is guided to describe healthy relationships that promote peace in the family.
-The learner is guided to identify ways of building |
How can one build healthy relationships to promote peace in the family?
|
-Course book
-Pictures -Charts -Realia -Computing devices |
-Oral questions
-Written question
-Observation
|
|
3 | 2 |
People and Relationships
|
Peaceful Conflict Resolution
-Negotiation
-Mediation
-Arbitration
Peaceful conflict Resolution |
By the end of the
lesson, the learner
should be able to:
-Identify ways of resolving conflicts in the family -Apply peaceful ways of resolving conflict in the family -Appreciate ways of resolving conflicts in the family -Appreciate the culture of peace in a society |
-The learner is guided to identify ways of resolving conflicts in the family
-In groups learners apply peaceful ways of resolving conflicts in the family while role playing healthy relationships to promote peace in the family |
How can we resolve conflicts in the family?
|
-Course book
-Pictures -Charts -Realia -Course -Charts -Computing devices |
-Oral questions
-written questions
|
|
3 | 3 |
People and Relationships
Natural and Historic Built Environment. |
Peaceful conflict Resolution
Map reading and interpretation. |
By the end of the
lesson, the learner
should be able to:
-Describe importance of peace -Compose poems on the importance of peace in the family -Appreciate the culture of peace in a society |
-The learner is guided to describe importance of peace
-Learner is guided to display team spirit as they work in groups to compose poems on the importance of peace in the family and present in class |
What is the importance of peace in the family?
|
-Course
-Pictures -Realia -Charts -Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 87-89 Pictures Charts Realia Computing devices |
-Oral questions
-Written questions
-Observations
|
|
3 | 4 |
Natural and Historic Built Environment
|
Map reading and interpretation.
Types and uses of scales on maps |
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 MTP; Social Studies Learner's Book Grade 8 pg. 93-95 |
Oral questions Oral Report Observation
|
|
4 | 1 |
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
|
|
4 | 2 |
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
|
|
4 | 3 |
Natural and Historic Built Environment
|
Determining distances and areas of places on a map using scales; Measuring distances on a topographical map
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 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 MTP; Social Studies Learner's Book Grade 8 pg. 101-102 |
Oral questions Oral Report Observation
|
|
4 | 4 |
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 MTP; Social Studies Learner's Book Grade 8 pg. 104-105 |
Oral questions Oral Report Observation
|
|
5 | 1 |
Natural and Historic Built Environment
|
Measuring along a curved line.
Calculating areas on a map using scales. |
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 MTP; Social Studies Learner's Book Grade 8 pg. 106-107 |
Oral questions Oral Report Observation
|
|
5 | 2 |
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
|
|
5 | 3 |
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
|
|
5 | 4 |
Natural and Historic Built Environment
|
Methods of representing relief on topographical maps.
Drainage features. |
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 MTP; Social Studies Learner's Book Grade 8 pg. 114-116 |
Oral questions Oral Report Observation
|
|
6 | 1 |
Natural and Historic Built Environment
|
Interpreting physical features on a map.
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 MTP; Social Studies Learner's Book Grade 8 pg. 119-120 |
Oral questions Oral Report Observation
|
|
6 | 2 |
Natural and Historic Built Environment
|
Weather and Climate: Factors influencing weather and climate in Africa.
Distribution and characteristics of climatic regions in Africa. |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of weather. Identify the factors that influence weather and Climate. Demonstrate how the factors influence weather and climate. Have a desire to learn more about weather and climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of weather.
In groups, in pairs or individually, learners are guided to Identify the factors that influence weather and Climate In groups, in pairs or individually, learners are guided to demonstrate how the factors influence weather and climate. |
What is weather?
|
MTP; Social Studies Learner's Book Grade 8 pg. 121-122
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 123-124 |
Oral questions Oral Report Observation
|
|
6 | 3 |
Natural and Historic Built Environment
|
Equatorial Climate
Tropical climate. |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of equatorial. Identify characteristics of equatorial climate. Search in atlases for information about where equatorial climate is experienced in Africa. Appreciate the importance of equatorial climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of equatorial.
In groups, in pairs or individually, learners are guided to identify characteristics of equatorial climate In groups, in pairs or individually, learners are guided to search in atlases for information about where equatorial climate is experienced in Africa. |
What is equatorial climate?
What are the characteristics of equatorial climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 124
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 125-126 |
Oral questions Oral Report Observation
|
|
6 | 4 |
Natural and Historic Built Environment
|
Desert climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of desert climate. List down the areas where climate region is experienced. Search in atlases for information about where desert climate is experienced in Africa. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of desert climate.
In groups, in pairs or individually, learners are guided to list down the areas where climate region is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where desert climate is experienced in Africa. |
What are the characteristics of semi-arid climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 126-129
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
7 | 1 |
Natural and Historic Built Environment
|
Mediterranean climate.
Causes and effects of climate change in the environment. |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Mediterranean climate. Search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean climate.
In groups, in pairs or individually, learners are guided to search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. |
What are the characteristics of Mediterranean climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 129-131
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 131-136 |
Oral questions Oral Report Observation
|
|
7 | 2 |
Natural and Historic Built Environment
|
Possible solutions to the effects of climate change in the environment.
Vegetation in Africa: Factors influencing vegetation distribution in Africa. |
By the end of the
lesson, the learner
should be able to:
Identify possible solutions to the effects of climate change in the environment. State the importance of taking care of the environment. Demonstrate how technology can be used to save the world from climate change. Appreciate the importance of the environment. |
In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment. In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change. |
What are possible solutions to the effects of climate change in the environment?
What care should you give to trees and natural vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 136-139
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 141-144 |
Oral questions Oral Report Observation
|
|
7 | 3 |
Natural and Historic Built Environment
|
Characteristics of major vegetation regions in Africa: Tropical rainforest
Savanna vegetation (Tropical Grassland) |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical rainforest. List the countries where tropical rainforest is experienced. Search in atlases for information about where tropical rainforest is experienced in Africa. Appreciate the importance of tropical rainforest. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa. |
What are the characteristics of tropical rainforest?
Why is the floor of the tropical rainforest so dark and only few plants grow there?
|
MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 146-147 |
Oral questions Oral Report Observation
|
|
7 | 4 |
Natural and Historic Built Environment
|
Desert vegetation.
Semi desert vegetation. |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of desert vegetation. Name the animals found in desert vegetation. Search in atlases for information about where desert vegetation is experienced in Africa. Appreciate the use of atlases. |
In groups, in pairs or individually, learners are guided to identify the characteristics of desert vegetation.
In groups, in pairs or individually, learners are guided to name the animals found in desert vegetation. In groups, in pairs or individually, learners are guided to search in atlases for information about where desert vegetation is experienced in Africa. |
What type of animals are found in desert vegetation?
How are the plants adopted to the vegetation zone?
|
MTP; Social Studies Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 148-149 |
Oral questions Oral Report Observation
|
|
8 | 1 |
Natural and Historic Built Environment
|
Mediterranean vegetation.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Mediterranean vegetation. Highlight different plant species found in Mediterranean vegetation. Search in atlases for information about where Mediterranean vegetation is experienced in Africa. Appreciate the importance of Mediterranean vegetation. |
In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean vegetation.
In groups, in pairs or individually, learners are guided to highlight different plant species found in Mediterranean vegetation. In groups, in pairs or individually, learners are guided to search in atlases for information about where Mediterranean vegetation is experienced in Africa. |
What are the characteristics of Mediterranean vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 149-150
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
8 | 2 |
Natural and Historic Built Environment
|
Mangrove vegetation.
Mountain vegetation. |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of mangrove vegetation. Name the main plants in mangrove vegetation. Search in atlases for information about where mangrove vegetation is experienced in Africa. Appreciate the importance of mangrove vegetation. |
In groups, in pairs or individually, learners are guided to identify the characteristics of mangrove vegetation
In groups, in pairs or individually, learners are guided to name the main plants in mangrove vegetation. In groups, in pairs or individually, learners are guided to search in atlases for information about where mangrove vegetation is experienced in Africa. |
Which are the main plants in mangrove vegetation?
What are the adaptations of mangrove trees to their environment?
|
MTP; Social Studies Learner's Book Grade 8 pg. 150
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 151-152 |
Oral questions Oral Report Observation
|
|
8 | 3 |
Natural and Historic Built Environment
|
Locating major vegetation regions of Africa.
Methods of conserving vegetation in the community. |
By the end of the
lesson, the learner
should be able to:
Draw an outline of the map of Africa. Trace the locations occupied by various vegetation. Indicate the vegetation regions in Africa using different colours. Appreciate the use of an atlas. |
In groups, in pairs or individually, learners are guided to draw an outline of the map of Africa.
In groups, in pairs or individually, learners are guided to trace the locations occupied by various vegetation In groups, in pairs or individually, learners are guided to indicate the vegetation regions in Africa using different colours |
What have you learnt about vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 152-154
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 154-157 |
Oral questions Oral Report Observation
|
|
8 | 4 |
Natural and Historic Built Environment
|
Historical sites and Monuments in Africa: Locations of historical sites and monuments.
Importance of historical sites and monuments for preservation of cultural heritage. |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of monuments. Identify various historical sites and monuments. Draw the map of Africa and identify the historical sites found on the map. Appreciate the use of historical sites. |
In groups, in pairs or individually, learners are guided to explain the meaning of monuments.
In groups, in pairs or individually, learners are guided to identify various historical sites and monuments. In groups, in pairs or individually, learners are guided to draw the map of Africa and identify the historical sites found on the map. |
What is a monument?
|
MTP; Social Studies Learner's Book Grade 8 pg. 159-160
Pictures Charts Realia Computing devices MTP; Social Studies Learner's Book Grade 8 pg. 160-163 |
Oral questions Oral Report Observation
|
|
9 |
Midterm break |
||||||||
10 | 1 |
Natural and Historic Built Environment
POLITICAL DEVELOPMENTS AND GOVERNANCE |
Ways of conserving historical sites and monuments in Africa.
The constitution of Kenya |
By the end of the
lesson, the learner
should be able to:
Identify ways of conserving historical sites and monuments in Africa. List activities that can be done to preserve historical sites and monuments. Create posters on ways of conserving the historical sites. Appreciate the ways of conserving historical sites and monuments in Africa. |
In groups, in pairs or individually, learners are guided to identify ways of conserving historical sites and monuments in Africa
In groups, in pairs or individually, learners are guided to list activities that can be done to preserve historical sites and monuments In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites |
What are the challenges threatening the existence of Fort Jesus?
What are some activities that can be done to preserve historical sites and monuments?
|
MTP; Social Studies Learner's Book Grade 8 pg. 164-165
Pictures Charts Realia Computing devices Mountain Top Publishers Grade 8 page167 168 |
Oral questions Oral Report Observation
|
|
10 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What are the roles of the three arms of government?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 Print out of the constitution of Kenya |
oral questions
written questions
|
|
10 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
Why do we need a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 chart Grade8page 172173 |
oral questions
written questions
|
|
10 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
11 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page 174 175 Grade 8 page174 175 |
Oral questions
Written questions
|
|
11 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
Human rights |
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How do we respect human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
11 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 180 |
oral questions
|
|
11 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
Which are the rights of children?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
12 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
Citizenship |
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How can the society overcome violation of child rights?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 Grade8 page 192 194 |
oral questions
|
|
12 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
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Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
12 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
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The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
12 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Which roles do the Nobel prize nominees winners play?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
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