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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Natural and the Built Environments
|
- The countries of Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the countries of Eastern Africa on a map -Draw a map of Eastern Africa |
-Brainstorm in groups the countries in Eastern Africa -Draw, color and display the map of Eastern Africa in class -Identify the countries of Eastern Africa on the map |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 1 -Wall map of Eastern Africa |
-Observation -Oral questions
|
|
| 1 | 3 |
Natural and the Built Environments
|
Position and Size of Countries in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Describe the position of countries in Eastern Africa -Use latitudes and longitudes to locate places on a map |
-Use an atlas to identify the countries and water bodies that border each country in Eastern Africa -Identify countries that border seas and oceans -Practice locating places on a map using latitudes and longitudes |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 3-4
-Atlas |
-Observation -Written tests
|
|
| 2 | 1 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Mountains and Block Mountains
|
By the end of the
lesson, the learner
should be able to:
-Identify the main mountains in Eastern Africa -Describe the formation of block mountains -Value the physical features within the locality |
-Discuss in groups and identify the main mountains in Eastern Africa -Use digital devices to research on the formation of block mountains |
How can we conserve physical features that are found in our locality?
|
-MENTOR Social Studies Learner's Book pg. 15 -Digital devices -Atlas |
-Observation. -Oral questions
|
|
| 2 | 2 |
Natural and the Built Environments
|
- Rift Valley and Volcanic Mountains
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of the Rift Valley -Explain the formation of volcanic mountains -Appreciate the importance of physical features |
-Draw diagrams showing the formation of volcanic mountains
-Discuss the importance of physical features |
Why are physical features important?
|
-MENTOR Social Studies Learner's Book pg. 17 -Pictures of physical features |
-Oral questions - Discussion
|
|
| 2 | 3 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Lakes
|
By the end of the
lesson, the learner
should be able to:
-Identify the main lakes in Eastern Africa -Describe the formation of different types of lakes |
-Locate the main lakes in Eastern Africa on a map -Discuss ways of conserving lakes within the locality |
How can we conserve physical features that are found in our locality?
|
-MENTOR Social Studies Learner's Book pg. 19 -Atlas |
-Observation -Written assignments
|
|
| 3 | 1 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Plains
|
By the end of the
lesson, the learner
should be able to:
-Identify the main plains in Eastern Africa -Describe the formation of plains -Value the physical features within the locality |
-Locate the main plains in Eastern Africa on a map -Discuss ways of conserving plains |
Why are physical features important?
|
-MENTOR Social Studies Learner's Book pg. 20 -Digital devices -Atlas -Pictures of plains |
-Observation
|
|
| 3 | 2 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa. - Characteristics of the climatic regions in Eastern Africa (Part 1)
|
By the end of the
lesson, the learner
should be able to:
-Identify the main climatic regions in Eastern Africa on a map -Draw a map showing the climatic regions in Eastern Africa -Acknowledge the main climatic regions in Eastern Africa |
-Brainstorm the climatic regions in Eastern Africa - Draw a map showing the main climatic regions of Eastern Africa |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 30-32
-Atlas |
-Observation - Brainstorming
|
|
| 3 | 3 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Characteristics of the climatic regions in Eastern Africa (Part 2)
|
By the end of the
lesson, the learner
should be able to:
-Describe characteristics of tropical, sub-tropical, modified equatorial and equatorial climatic regions -Explain how climate influences human activities -Acknowledge the main climatic regions in Eastern Africa |
-Discuss the characteristics of tropical, sub-tropical, modified equatorial and equatorial climatic regions |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 34 -Digital devices |
-Oral questions. -Written assignments
|
|
| 4 | 1 |
Natural and the Built Environments
|
- Influence of climate on human activities
|
By the end of the
lesson, the learner
should be able to:
-Explain ways in which climate influences human activities in Eastern Africa |
-Discuss how climate influences agriculture, housing, dressing and population distribution |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 36 -Pictures showing human activities in different climatic regions |
-Observation. -Oral questions
|
|
| 4 | 2 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Effects of climate on economic activities
|
By the end of the
lesson, the learner
should be able to:
-Explain how climate influences economic activities -Describe the relationship between climate and vegetation |
-Discuss how climate influences sports, transport and communication -Explain the relationship between climate and vegetation types |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 37 |
-Oral questions - Discussion
|
|
| 4 | 3 |
Natural and the Built Environments
|
Vegetation in Eastern Africa: The main types of vegetation in Eastern Africa -Characteristics of the main types of vegetation
|
By the end of the
lesson, the learner
should be able to:
-Identify the main types of vegetation in Eastern Africa -Draw a map of Eastern Africa and label the main types of vegetation |
-Take a nature walk to observe vegetation within the school compound -Discuss the meaning of vegetation -Identify the main types of vegetation in Eastern Africa from pictures |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 39-41
-School compound |
-Observation. -Oral questions
|
|
| 5 | 1 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Mountain and desert vegetation
|
By the end of the
lesson, the learner
should be able to:
-Describe the characteristics of desert, semi-desert and mountain vegetation -Explain how climate influences vegetation |
-Discuss the characteristics of desert, semi-desert and mountain vegetation -Draw diagrams showing mountain vegetation zones |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 43 -Atlas |
-Written assignments
|
|
| 5 | 2 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Conserving vegetation in the environment
|
By the end of the
lesson, the learner
should be able to:
-Explain ways of conserving vegetation in the environment - Conserve vegetation in school -Value vegetation found at home and school |
-Discuss how to conserve vegetation found within the school -Plan how to take care of vegetation in school |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 45 -School compound |
-Observation. -Oral questions
|
|
| 5 | 3 |
Natural and the Built Environments
|
- The main historic built environments in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the main historic built environments in Eastern Africa -Describe what historic built environments are |
-Discuss what historic built environments are -Identify examples of historic built environments in Eastern Africa |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 48 -Digital devices |
-Observation. -Written assignments
|
|
| 6 | 1 |
Natural and the Built Environments
|
- Examples of historic built environments
Historic Built Environments in Eastern Africa - Importance of historic built environments |
By the end of the
lesson, the learner
should be able to:
-Identify examples of museums, monuments and historical buildings in Eastern Africa -Locate historic built environments on a map |
- Discuss examples of museums, monuments and historical buildings in Eastern Africa -Create a table showing examples of historic built environments in different countries -Present findings to the class |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 49-51
-Pictures of historic built environment |
-Oral questions
|
|
| 6 | 2 |
Natural and the Built Environments
|
- Conservation of historic built environments
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways of conserving historic built environments -Value historic built environments in Eastern Africa |
-Discuss ways of conserving historic built environments -Create a cultural corner in school for preservation of culture - Visit a built environment |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 53 |
-Discission
|
|
| 6 | 3 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Classification of communities
|
By the end of the
lesson, the learner
should be able to:
-Describe the classification of communities in Eastern Africa according to language groups -Identify different language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 57 -Pictures illustrating different communities |
- Brainstorming
|
|
| 7-8 |
MIDTERM ASSESSMENT AND BREAK |
||||||||
| 9 | 1 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Reasons for migration
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of selected language groups into Eastern Africa -Discuss reasons for human migration |
-Discuss in groups why people migrate from one place to another -Research on reasons for migration of different language groups (Bantu, Cushites, Nilotes, Semites) -Write down key points about migration reasons and present in class |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 59 |
-Oral questions. -Written tests
|
|
| 9 | 2 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Movement and settlement
|
By the end of the
lesson, the learner
should be able to:
-Illustrate the movement and settlement of selected language groups in Eastern Africa on a map -Draw the movement routes of language groups -Appreciate the unity of language groups in Eastern Africa |
-Study a map showing movement and settlement of language groups -Draw the map of Eastern Africa showing movement routes of language groups -Group research on movement and settlement of specific language groups |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 61 -Maps -Digital devices |
- Group Discussion
|
|
| 9 | 3 |
People, Population and Social Organisations
|
- Original homelands
Language groups in Eastern Africa - Effects of migration |
By the end of the
lesson, the learner
should be able to:
-Identify the original homelands of the language groups -Match language groups with their description |
-Use digital devices or atlas to locate original homelands of language groups -Match language groups with their correct descriptions -Answer questions about language groups' origins |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 63-66
-Atlas -Digital devices |
-Observation. -Oral questions
|
|
| 10 | 1 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Meaning of population
|
By the end of the
lesson, the learner
should be able to:
-Define the terms population and population distribution -Explain factors influencing population distribution in Eastern Africa |
-Brainstorm the meaning of population and population distribution -Look at a population distribution map of Eastern Africa -Identify areas of high and low population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg67 |
Discussion. -Oral questions
|
|
| 10 | 2 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Factors influencing population distribution
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Locate areas of high and low population density on a map |
-Discuss factors influencing population distribution in Eastern Africa -Draw a map of Eastern Africa showing areas of high and low population density |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 69 -Map of Eastern Africa |
-Observation -Oral questions
|
|
| 10 | 3 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Effects of high population density
|
By the end of the
lesson, the learner
should be able to:
-Explain effects of high population density in Eastern Africa -Discuss advantages and disadvantages of high population density -Value the importance of population management |
-Discuss the effects of high population density in Eastern Africa -Hold a debate on advantages and disadvantages of high population density |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 71 |
-Debate
|
|
| 11 | 1 |
People, Population and Social Organisations
|
Culture and social organisations - Age-groups and age-sets
- Functions of a clan |
By the end of the
lesson, the learner
should be able to:
-Describe age-groups and age-sets in African traditional society -Identify key features of age-groups and age-sets |
-Brainstorm features of age-groups and age-sets -Use digital devices to find out the meaning of age-groups and age-set |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 74-76
|
-Oral questions. -Written assignments
|
|
| 11 | 2 |
People, Population and Social Organisations
|
- Aspects of African traditional culture
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Explain the importance of preserving traditional culture -Value positive aspects of African traditional culture |
-Discuss aspects of traditional culture -Identify which aspects should be preserved -Develop a poster on aspects of traditional culture that should be preserved |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 78 |
-Oral questions. - Discussion
|
|
| 11 | 3 |
People, Population and Social Organisations
|
Culture and social organisations - Preserving positive aspects of culture
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways of preserving positive aspects of African traditional culture |
-Sing songs on aspects of traditional culture that should be preserved - Take notes |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 80 |
Oral questions - Use of songs
|
|
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