Natural and the Built Environments

Position and Size of Countries in Eastern Africa - The countries of Eastern Africa
Position and Size of Countries in Eastern Africa - Position of the countries in 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
-Show interest in learning about countries in 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
-Digital devices
-Atlas
-MENTOR Social Studies Learner's Book pg. 3
-Wall map
-Digital map

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Position and Size of Countries in Eastern Africa - Size of the countries in Eastern Africa

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

-Describe the size of countries in Eastern Africa
-Locate places using latitudes and longitudes
-Value unity of Eastern African countries

-Find out the sizes of the countries in Eastern Africa in square kilometres
-Draw a map of Eastern Africa indicating the size of the countries
-Make a paper wheel with countries of Eastern Africa and play a game on sizes of countries

How would we determine the position of countries in Eastern Africa?

-MENTOR Social Studies Learner's Book pg. 4
-Atlas
-Internet
-Digital devices

-Observation -Oral questions -Project work

Natural and the Built Environments

Main physical features in Eastern Africa - Mountains and Block Mountains
Main physical features in Eastern Africa - Rift Valley and Volcanic 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
-Model a block mountain using locally available materials

How can we conserve physical features that are found in our locality?

-MENTOR Social Studies Learner's Book pg. 15
-Digital devices
-Clay or plasticine
-Atlas
-MENTOR Social Studies Learner's Book pg. 17
-Pictures of physical features

-Observation -Oral questions -Project work

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
-Value the physical features within the locality

-Locate the main lakes in Eastern Africa on a map
-Research on the formation of different types of lakes (crater lakes, rift valley lakes)
-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
-Digital devices
-Atlas
-Pictures of lakes

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Main physical features in Eastern Africa - Plains
Climatic regions in Eastern Africa - The main climatic regions in Eastern Africa

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
-Research on the formation of plains
-Recite poems on plains in Eastern Africa
-Discuss ways of conserving plains

Why are physical features important?

-MENTOR Social Studies Learner's Book pg. 20
-Digital devices
-Atlas
-Pictures of plains
-MENTOR Social Studies Learner's Book pg. 30
-Wall map

-Observation -Oral questions -Written tests

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:

-Describe characteristics of mountain, desert and semi-desert climatic regions
-Explain ways in which climate influences human activities
-Value the climatic diversity in Eastern Africa

-Discuss the characteristics of mountain, desert and semi-desert climatic regions
-Research on how these climates influence human activities
-Present findings to the class

How can climate influence our day-to-day activities?

-MENTOR Social Studies Learner's Book pg. 32
-Digital devices
-Atlas
-Pictures illustrating climatic conditions

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Climatic regions in Eastern Africa - Characteristics of the climatic regions in Eastern Africa (Part 2)
Climatic regions in Eastern Africa - Influence of climate on human activities

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
-Research on how these climates influence human activities
-Present findings to the class

How can climate influence our day-to-day activities?

-MENTOR Social Studies Learner's Book pg. 34
-Digital devices
-Atlas
-Pictures illustrating climatic conditions
-MENTOR Social Studies Learner's Book pg. 36
-Pictures showing human activities in different climatic regions

-Observation -Oral questions -Written assignments

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
-Appreciate the role of climate in economic development

-Discuss how climate influences sports, transport and communication
-Explain the relationship between climate and vegetation types
-Recite poems on climatic regions in Eastern Africa

How can climate influence our day-to-day activities?

-MENTOR Social Studies Learner's Book pg. 37
-Digital devices
-Atlas
-Pictures showing economic activities in different climatic regions

-Observation -Oral questions -Written tests

Natural and the Built Environments

Vegetation in Eastern Africa - The main types of vegetation in Eastern Africa
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
-Value vegetation found at home and school

-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
-School compound
-Pictures of vegetation types
-Atlas
-MENTOR Social Studies Learner's Book pg. 41
-Digital devices

-Observation -Oral questions -Project work

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
-Value vegetation found at home and school

-Research on characteristics of desert, semi-desert and mountain vegetation
-Draw diagrams showing mountain vegetation zones
-Discuss how climate influences vegetation types

How can we conserve vegetation in our environment?

-MENTOR Social Studies Learner's Book pg. 43
-Digital devices
-Pictures of vegetation types
-Atlas

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Vegetation in Eastern Africa - Conserving vegetation in the environment
Historic Built Environments in Eastern Africa - The main historic built environments in Eastern Africa

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

-Explain ways of conserving vegetation in the environment
-Plan activities for conserving 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
-Fill in a table on ways of conserving vegetation in the community

How can we conserve vegetation in our environment?

-MENTOR Social Studies Learner's Book pg. 45
-School compound
-Digital devices
-Pictures showing vegetation conservation activities
-MENTOR Social Studies Learner's Book pg. 48
-Pictures of historic built environments
-Print media

-Observation -Oral questions -Project work

Natural and the Built Environments

Historic Built Environments in Eastern Africa - 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
-Value historic built environments in Eastern Africa

-Research on 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
-Digital devices
-Pictures of historic built environments
-Internet
-MENTOR Social Studies Learner's Book pg. 51
-Resource person

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Historic Built Environments in Eastern Africa - Conservation of historic built environments

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

-Demonstrate ways of conserving historic built environments
-Create a cultural corner in school
-Value historic built environments in Eastern Africa

-Discuss ways of conserving historic built environments
-Create a cultural corner in school for preservation of culture
-Make posters encouraging conservation of historic built environments

Why should we conserve the historic built environments?

-MENTOR Social Studies Learner's Book pg. 53
-School compound
-Artefacts
-Manila papers
-Crayons

-Observation -Oral questions -Project work

People, Population and Social Organisations

Language groups in Eastern Africa - Classification of communities
Language groups in Eastern Africa - Reasons for migration

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
-Appreciate the unity of language groups in Eastern Africa

-Brainstorm the classification of communities in Eastern Africa according to language groups
-Use digital devices or textbooks to find out the communities in Eastern Africa according to language groups
-Match language groups with their communities

Why do people migrate?

-MENTOR Social Studies Learner's Book pg. 57
-Digital devices
-Atlas
-Pictures illustrating different communities
-MENTOR Social Studies Learner's Book pg. 59
-Resource person
-Charts

-Observation -Oral questions -Written assignments

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
-Atlas
-Digital devices

-Observation -Oral questions -Project work

People, Population and Social Organisations

Language groups in Eastern Africa - 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 descriptions
-Value the diversity of language groups in Eastern Africa

-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
-Maps
-Atlas
-Digital devices
-MENTOR Social Studies Learner's Book pg. 66
-Resource persons
-Pictures

-Observation -Oral questions -Written assignments

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
-Acknowledge 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 pg. 67
-Maps
-Atlas
-Digital devices

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

Population distribution in Eastern Africa - Factors influencing population distribution
Population distribution in Eastern Africa - Effects of high population density

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
-Acknowledge population distribution in Eastern Africa

-Discuss factors influencing population distribution in Eastern Africa
-Draw a map of Eastern Africa showing areas of high and low population density
-Create a poem on population distribution

Why are some parts of Eastern Africa more populated than others?

-MENTOR Social Studies Learner's Book pg. 69
-Maps
-Atlas
-Digital devices
-MENTOR Social Studies Learner's Book pg. 71
-Charts
-Pictures

-Observation -Oral questions -Project work

People, Population and Social Organisations

Culture and social organisations - Age-groups and age-sets

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
-Value positive aspects of traditional culture

-Brainstorm features of age-groups and age-sets
-Use digital devices to find out the meaning of age-groups and age-sets
-Engage with a resource person to learn about age-groups and age-sets

How would we preserve positive aspects of African traditional culture?

-MENTOR Social Studies Learner's Book pg. 74
-Resource person
-Digital devices
-Pictures

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

Culture and social organisations - Functions of a clan
Culture and social organisations - Aspects of African traditional culture

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

-Explain the functions of a clan in traditional African society
-Identify the functions of a clan from pictures
-Value the role of clans in preserving culture

-Discuss what is happening in pictures showing clan functions
-Identify functions of a clan from the pictures
-Research other functions of a clan in society
-Complete a table on functions of a clan

How would we preserve positive aspects of African traditional culture?

-MENTOR Social Studies Learner's Book pg. 76
-Digital devices
-Pictures
-Resource person
-MENTOR Social Studies Learner's Book pg. 78
-Charts

-Observation -Oral questions -Written assignments

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
-Create awareness on importance of preserving culture
-Value positive aspects of African traditional culture

-Sing songs on aspects of traditional culture that should be preserved
-Make posters encouraging people to maintain good aspects of culture
-Take part in an activity that maintains good aspects of culture

How would we preserve positive aspects of African traditional culture?

-MENTOR Social Studies Learner's Book pg. 80
-Musical instruments
-Manila papers
-Charts
-Crayons

-Observation -Oral questions -Project work