Natural and the Built Environments

Position and Size of Countries in Eastern Africa - 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
-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

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Position and Size of Countries in Eastern Africa - Position of the countries in Eastern Africa
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 position of countries in Eastern Africa
-Use latitudes and longitudes to locate places on a map
-Appreciate the unity of Eastern African countries

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

-Observation -Oral questions -Written tests

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
-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

-Observation -Oral questions -Project work

Natural and the Built Environments

Main physical features in Eastern Africa - 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

-Use digital devices to research on the formation of the Rift Valley
-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
-Digital devices
-Atlas
-Pictures of physical features

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Main physical features in Eastern Africa - Lakes
Main physical features in Eastern Africa - Plains

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
-MENTOR Social Studies Learner's Book pg. 20
-Pictures of plains

-Observation -Oral questions -Written assignments

Natural and the Built Environments

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 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
-Use digital devices to draw the main climatic regions of Eastern Africa
-Draw, color and display the map of Eastern Africa showing climatic regions

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

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

-Observation -Oral questions -Project work

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

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

-Observation -Oral questions -Project work

Natural and the Built Environments

Vegetation in Eastern Africa - Characteristics of the main types of vegetation
Vegetation in Eastern Africa - Mountain and desert vegetation

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

-Describe the characteristics of the main types of vegetation in Eastern Africa
-Draw diagrams showing vegetation zones
-Value vegetation found at home and school

-Research on characteristics of mangrove forests, swamp, tropical rainforest and savannah woodland vegetation
-Draw diagrams showing mountain vegetation zones
-Present findings to the class

How can we conserve vegetation in our environment?

-MENTOR Social Studies Learner's Book pg. 41
-Digital devices
-Pictures of vegetation types
-Atlas
-MENTOR Social Studies Learner's Book pg. 43

-Observation -Oral questions -Written assignments

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
-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

-Observation -Oral questions -Project work

Natural and the Built Environments

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:

-Identify the main historic built environments in Eastern Africa
-Describe what historic built environments are
-Value historic built environments in Eastern Africa

-Discuss what historic built environments are
-Identify examples of historic built environments in Eastern Africa
-Study pictures of historic built environments and discuss their purpose

Why should we conserve the historic built environments?

-MENTOR Social Studies Learner's Book pg. 48
-Digital devices
-Pictures of historic built environments
-Print media

-Observation -Oral questions -Written assignments

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

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

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

Language groups in Eastern Africa - Reasons for migration
Language groups in Eastern Africa - Movement and settlement

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
-Value the diversity of language groups in Eastern Africa

-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
-Digital devices
-Resource person
-Charts
-MENTOR Social Studies Learner's Book pg. 61
-Maps
-Atlas

-Observation -Oral questions -Written tests

People, Population and Social Organisations

Language groups in Eastern Africa - Original homelands

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

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

Language groups in Eastern Africa - Effects of migration

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

-Describe the effects of the migration and settlement of selected language groups in Eastern Africa
-Explain cultural exchanges resulting from migration
-Appreciate unity of language groups in Eastern Africa

-Discuss the effects of migration and settlement of selected language groups
-Ask parents/guardians to tell myths explaining origins of language groups
-Retell these myths to classmates

Why do people migrate?

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

-Observation -Oral questions -Written tests

People, Population and Social Organisations

Population distribution in Eastern Africa - Meaning of population
Population distribution in Eastern Africa - Factors influencing population distribution

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
-MENTOR Social Studies Learner's Book pg. 69

-Observation -Oral questions -Written assignments

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
-Write a report on effects of high population density
-Create a poster on effects of high population density

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

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

-Observation -Oral questions -Written reports

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

Resources and Economic Activities in Eastern Africa

Beef Farming in Eastern Africa - Factors influencing beef farming

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

-Describe factors influencing beef farming in Eastern Africa
-Identify what beef farming is
-Acknowledge beef farming as an economic activity

-Study pictures showing beef farming
-Use digital devices to research factors influencing beef farming
-Discuss factors that influence beef farming
-Present findings in class

How could we benefit from large-scale farming?

-MENTOR Social Studies Learner's Book pg. 89
-Digital devices
-Pictures of beef cattle
-Charts

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

Beef Farming in Eastern Africa - Areas of beef farming
Beef Farming in Eastern Africa - Contribution to economy

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

-Locate on a map areas where beef farming is practiced in Eastern Africa
-Identify beef farming areas in different countries
-Value beef farming as an economic activity

-Identify where beef farming is practiced in their locality
-Draw a map of Eastern Africa and locate areas where beef farming is practiced
-Study a map of beef farming areas in Eastern Africa

How could we benefit from large-scale farming?

-MENTOR Social Studies Learner's Book pg. 91
-Maps
-Atlas
-Digital devices
-MENTOR Social Studies Learner's Book pg. 92
-Resource person
-Manila papers

-Observation -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

Beef Farming in Eastern Africa - Challenges and solutions

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

-Explain the challenges facing beef farming in Eastern Africa
-Suggest solutions to the challenges facing beef farming
-Acknowledge beef farming as an economic activity

-Brainstorm challenges facing beef farming in Eastern Africa
-Suggest possible solutions to the challenges
-Discuss the future of beef farming in Eastern Africa

How could we benefit from large-scale farming?

-MENTOR Social Studies Learner's Book pg. 93
-Digital devices
-Resource person
-Charts

-Observation -Oral questions -Written assignments