If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Evolution theory
Scientific Theory about Human Origin - Human remains |
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
|
|
| 1 | 3 |
People, Population and Relationships
|
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:
-Identify the differences between various species of early humans -Describe when various human species existed -Appreciate the common origin of humans |
- Learners brainstorm in groups on the differences between various species of early humans and when they existed -Learners share their findings in class |
Why is Africa considered as the cradle of humanity?
|
- MENTOR Social Studies Learner's Book pg. 21
-Charts, marker pens -Digital resources - MENTOR Social Studies Learner's Book pg. 22 -Charts |
- Oral questions
-Observation
-Written tests
|
|
| 1 | 4 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Africa as cradle of humanity
Scientific Theory about Human Origin - Preservation of remains |
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 |
- Oral questions
-Observation
-Written tests
|
|
| 2 | 1 |
People, Population and Relationships
|
Early Civilisation - Origin of early visitors
Early Civilisation - Early visitors |
By the end of the
lesson, the learner
should be able to:
-Locate on a map of Europe and Asia places of origin of early visitors to the East African Coast -Discuss the origin of early visitors to the East African Coast -Appreciate the best practices of early civilization |
- Learners use digital technology to locate on a map of Europe and Asia places of origin of early visitors to the East African Coast -Learners discuss in groups on the origin of early visitors to the East African Coast up to 1500 |
Why is cultural heritage important to society?
|
- MENTOR Social Studies Learner's Book pg. 32
-Digital resources -Map of Africa - MENTOR Social Studies Learner's Book pg. 33 |
- Oral questions
-Observation
-Written tests
|
|
| 2 | 2 |
People, Population and Relationships
|
Early Civilisation - Swahili civilisation
Early Civilisation - East African city states |
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 |
- Oral questions
-Observation
-Written tests
|
|
| 2 | 3 |
People, Population and Relationships
|
Early Civilisation - Architectural designs
Early Civilisation - Social organization |
By the end of the
lesson, the learner
should be able to:
-Describe the architectural designs of the East African city states -Identify various cultural aspects of the Swahili people -Appreciate the Swahili culture |
- Learners observe pictures of architectural designs in East African city states -Learners discuss various cultural aspects of the Swahili people |
Why is cultural heritage important to society?
|
- MENTOR Social Studies Learner's Book pg. 36
-Pictures -Digital resources - MENTOR Social Studies Learner's Book pg. 37 -Marker pens |
- Oral questions
-Observation
-Written tests
|
|
| 2 | 4 |
People, Population and Relationships
|
Early Civilisation - Impact of Swahili civilization
Early Civilisation - Best practices |
By the end of the
lesson, the learner
should be able to:
-Explain the impact of Swahili civilization on modern East African society -Identify the influence of early visitors on Swahili culture -Appreciate cultural diversity |
- Learners discuss the impact of Swahili civilization on modern East African society -Learners identify the influence of early visitors on Swahili culture |
Why is cultural heritage important to society?
|
- MENTOR Social Studies Learner's Book pg. 38
-Digital resources -Marker pens -Manilla papers |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 1 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Development factors
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 2 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Organization
|
By the end of the
lesson, the learner
should be able to:
-Describe the organization of Trans-Saharan slave trade in Africa -Identify the key participants in the slave trade -Participate in promotion of social justice in the society |
- Learners use digital or print resources to research on the organization of Trans-Saharan slave trade in Africa -Learners discuss the key participants in the Trans-Saharan slave trade |
Why do people subject others to slave trade?
|
- MENTOR Social Studies Learner's Book pg. 40 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 3 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Source regions
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 4 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Effects
|
By the end of the
lesson, the learner
should be able to:
-Outline the effects of Trans-Saharan slave trade in Africa -Discuss how slave trade affected African communities -Participate in promotion of social justice in the society |
- Learners work together and discuss the effects of Trans-Saharan slave trade in Africa -Learners appreciate diverse opinions as they work together |
Why do people subject others to slave trade?
|
- MENTOR Social Studies Learner's Book pg. 42 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 1 |
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 | 2 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - End of slave trade
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 3 |
People, Population and Relationships
|
Population Growth in Africa - Causes
|
By the end of the
lesson, the learner
should be able to:
-Explore causes of population growth in Africa -Discuss the main factors leading to population growth -Appreciate the impact of migration on population growth in Africa |
- Learners brainstorm in groups causes of population growth in Africa -Learners discuss the main factors leading to population growth |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 46 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 4 |
People, Population and Relationships
|
Population Growth in Africa - Effects
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 1 |
People, Population and Relationships
|
Population Growth in Africa - Demographic trends
|
By the end of the
lesson, the learner
should be able to:
-Illustrate demographic trends in Kenya -Draw demographic trends using recent census data -Appreciate the impact of migration on population growth in Africa |
- Learners develop self-confidence as they draw demographic trends in Kenya using recent census data -Learners discuss demographic trends in Kenya |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 48 -Recent census data -Digital resources |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
People, Population and Relationships
|
Population Growth in Africa - Factors of migration
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 4 |
People, Population and Relationships
|
Population Growth in Africa - Factors of migration
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 1 |
People, Population and Relationships
|
Population Growth in Africa - Awareness
|
By the end of the
lesson, the learner
should be able to:
-Develop posters to create awareness of the effect of population growth -Create awareness on the effects of population growth in the community -Appreciate the impact of migration on population growth in Africa |
- Learners exhibit team spirit as they develop posters to create awareness of the effect of population growth in the community -Learners discuss the effects of rapid population growth |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 51 -Manila papers -Marker pens |
- Oral questions
-Observation
-Project work
|
|
| 6 | 2 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Social-cultural diversities
|
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 |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 3 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Social cohesion
|
By the end of the
lesson, the learner
should be able to:
-Discuss personal and social cultural factors that influence social cohesion -Explore their own beliefs and those of others -Appreciate social cultural diversities in Kenya |
- Learners explore their own beliefs and those of others as they discuss personal and social cultural factors that influence social cohesion -Learners identify factors that influence social cohesion |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 56 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - 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 |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 2 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Managing emotions
|
By the end of the
lesson, the learner
should be able to:
-Engage a resource person to talk about managing effects of emotions -Discuss managing effects of emotions in a diversified environment -Appreciate social cultural diversities in Kenya |
- Learners engage a resource person to talk about managing effects of emotions in a diversified environment -Learners discuss managing effects of emotions |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 8 -Resource person -Digital resources |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 3 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - 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 |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 4 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Positive peer pressure
|
By the end of the
lesson, the learner
should be able to:
-Develop self-confidence and values to enhance positive peer pressure -Act out skits on social cultural diversity and inclusion -Appreciate social cultural diversities in Kenya |
- Learners develop self-confidence and values to enhance positive peer pressure as they act out skits on social cultural diversity and inclusion -Learners discuss values that enhance positive peer pressure |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 10 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
Your Name Comes Here