Natural and Historic Built Environments

Map Reading and Interpretation - Marginal information

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Types of scales
Map Reading and Interpretation - Scale conversions
Map Reading and Interpretation - Measuring distances

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

-Identify types of scales used on maps
-Explain the uses of different scales
-Appreciate the use of marginal information to interpret maps

- Learners brainstorm on types and uses of scales (Statement scale, linear scale, and Representative fraction scale)
-Learners present their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 76
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 77
- MENTOR Social Studies Learner's Book pg. 78

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features

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

-Calculate the area of different places on a topographical map
-Use scales to determine areas
-Apply critical thinking skills in map reading and interpretation

- Learners calculate the area of different places 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. 79
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 80

- Oral questions -Observation -Written tests

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

Natural and Historic Built Environments

Map Reading and Interpretation - Critical thinking

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application
Map Reading and Interpretation - Practical application

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

-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 86

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing climate

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

-Examine the factors influencing climate in Africa
-Distinguish between weather and climate factors
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing climate 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. 95
-Digital resources
-Internet

- Oral questions -Observation -Written tests

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

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

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

Natural and Historic Built Environments

Weather and Climate - Mountain regions

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change
Weather and Climate - Effects 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
- MENTOR Social Studies Learner's Book pg. 104

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

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

-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 105
-Digital resources
-Internet

- Oral questions -Observation -Written tests

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

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

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Characteristics
Vegetation in Africa - Map drawing

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 112
-Maps

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Manila papers

- Oral questions -Observation -Project work

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

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

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Importance
Historical Sites and Monuments in Africa - Conservation ways

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

-Examine the importance of historical sites and monuments for the preservation of cultural heritage
-Brainstorm on the importance of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa
-Learners share their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 122
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges

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

-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Photo album
Historical Sites and Monuments in Africa - Field visit

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments
Political Developments and Governance

Historical Sites and Monuments in Africa - Awareness creation
The Constitution of Kenya - Components of the Constitution

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

-Create awareness on conservation of historical sites and monuments
-Design posters for awareness creation
-Value conservation of historical sites and monuments in the locality

- Learners design posters to create awareness on the conservation of historical sites and monuments
-Learners display their posters in the school and community

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Manila papers
-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 128-130
-Flip charts/manila papers

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Three arms of government
The Constitution of Kenya - Guiding principles of leadership
The Constitution of Kenya - Assertiveness in leadership

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

-State the three arms of government (knowledge)
-Illustrate the roles of the three arms of government of Kenya (skill)
-Appreciate the separation of powers in government (attitude)

-Participate in a dramatic simulation where learners are divided into three groups representing the Executive, Legislature and Judiciary to enact how a bill becomes law
-Design creative infographics showing the structure, functions and interrelationships of the three arms of government
-Create a classroom "governance corner" displaying the charts and models created

Why is separation of powers important in governance?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 131-132
-Flip charts/manila papers
-The Constitution of Kenya (Chapter 6)
-Mentor Social Studies Learner's Book pg. 133
-Manila papers
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios

-Observation -Oral questions -Group presentation

Political Developments and Governance

The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities

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

-Describe how the three arms of government work together (knowledge)
-Analyze the interrelationships of the arms of government (skill)
-Appreciate the need for checks and balances in governance (attitude)

-Participate in a "Checks and Balances Game" where teams propose actions from one arm of government and other teams must respond with appropriate checks
-Create a large 3D model showing the three arms of government as pillars supporting a roof labeled "Good Governance"
-Organize a classroom debate on "Does Kenya's system of checks and balances work effectively?" with teams presenting evidence

How do the three arms of government work together?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts
-Mentor Social Studies Learner's Book pg. 134-135
-Manila papers

-Observation -Oral questions -Written tests

Political Developments and Governance

Human Rights - Introduction to Human Rights
Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights

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

-Define human rights (knowledge)
-Explain the importance of human rights (skill)
-Value human dignity (attitude)

-Engage in a "Human Rights Exploration" where learners create artistic representations of different human rights
-Participate in a "Rights in Action" simulation where learners experience scenarios with and without human rights protections
-Create a "Human Rights Tree" mural where the roots represent the foundations of human rights, the trunk represents key principles, and branches represent specific rights

How can we promote respect for human rights in the community?

-Digital resources
-Mentor Social Studies Learner's Book pg. 135-136
-The Constitution of Kenya
-Manila papers
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios

-Observation -Oral questions -Written assignments

Political Developments and Governance

Human Rights - Children's Rights
Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility

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

-List children's rights in Kenya (knowledge)
-Outline the Children's Rights in Kenya (skill)
-Desire to promote children's rights (attitude)

-Create a "Children's Rights Quilt" where each learner decorates a square representing a specific children's right
-Produce a "Child-Friendly Rights Guide" in simple language to explain children's rights to younger students
-Organize a "Rights Awareness Day" with activities, games, and presentations focused on children's rights

How can we ensure children's rights are respected?

-Digital resources
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child
-Mentor Social Studies Learner's Book pg. 141-142
-Manila papers
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers

-Observation -Written tests -Project work

Political Developments and Governance

Human Rights - Human Rights Violations
Human Rights - Human Rights Organizations
Citizenship - Global Citizen

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

-Identify human rights violations (knowledge)
-Analyze causes and effects of human rights violations (skill)
-Show concern for human rights violations (attitude)

-Engage in a "Case Study Investigation" where groups analyze real examples of human rights violations and present findings
-Create a "Causes and Effects Web" showing the interconnections between different factors in human rights violations
-Develop "Rights Violation Early Warning Signs" posters to help identify potential rights abuses before they escalate

What are the consequences of human rights violations?

-Digital resources
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Responsibilities of a Global Citizen
Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship

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

-List responsibilities of a global citizen (knowledge)
-Explain the responsibilities of a global citizen (skill)
-Desire to fulfill responsibilities of a global citizen (attitude)

-Participate in a "Global Responsibility Challenge" where learners commit to specific actions for one week
-Create a "Responsibility Ripple" diagram showing how individual actions create wider positive impacts
-Develop a "Global Citizenship Pledge" with commitments to specific responsibilities

What are the responsibilities of a global citizen?

-Digital resources
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 146-147
-Mentor Social Studies Learner's Book pg. 147-148
-Internet access
-Manila papers

-Observation -Oral questions -Project work

Political Developments and Governance

Citizenship - Nobel Prize Nominees
Citizenship - Response to Injustice

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

-Name Nobel Prize nominees who responded to injustice (knowledge)
-Explore ways in which Nobel Prize nominees responded to injustice situations in the society (skill)
-Desire to emulate Nobel Prize nominees (attitude)

-Host a "Nobel Heroes Gallery" where learners create interactive displays about different nominees
-Participate in a "Nobel Inspiration Journal" activity where learners reflect on how nominees' work connects to their own lives
-Create "Nobel Nominee Trading Cards" featuring key information and inspirational quotes

How can we address injustice in society?

-Digital resources
-Mentor Social Studies Learner's Book pg. 148-149
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Goal Setting
Citizenship - Empathy
Citizenship - Regional Anthems
Citizenship - East African Community (EAC)

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

-Define goal setting (knowledge)
-Set goals that go beyond their comfort zone (skill)
-Appreciate the importance of goal setting (attitude)

-Create "Future Self Portraits" where learners artistically represent themselves 15 years in the future
-Participate in a "Goal Ladder" activity where learners break down big goals into manageable steps
-Design "Dream Time Capsules" containing their goals, to be opened at a future date

Why is goal setting important for citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 152-153
-EAC and AU anthems
-Audio equipment
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa
-Manila papers

-Observation -Oral questions -Vision board assessment