Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

Mtp social studies
Learns book 

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies

What is entrepreneurship

-Mtp s/s
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Define the term civilization
-In groups study the map on learners book
-Explore personal abilities and interest for holistic growth

The learners are guided to define the term civilization
-In groups learners are guided to study the map showing civilization in different countries

What is civilization? 

-Mtp s/s
-lerner's book

-Observation -Oral questions -Written questions

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Define the term civilization
-In groups study the map on learners book
-Explore personal abilities and interest for holistic growth

The learners are guided to define the term civilization
-In groups learners are guided to study the map showing civilization in different countries

What is civilization? 

-Mtp s/s
-lerner's book

-Observation -Oral questions -Written questions

People and relationships

Early –Describe Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya

What factors led to the growth of the Kingdome of Congo?

-Mtp s/s
-lerner's book

-Observation -Oral questions -Written questions

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Define slavery and servitude
-Define slavery and servitude
-Identify the various forms of slavery and servitude in traditional African society
-use a chart to show the various forms of slavery and servitude in traditional African society
-Desire to learn more about slavery and servitude

-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class -in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

What is slavery and servitude?

-Mtp  s/s          -lerner's book

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality

-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality

What is entrepreneurship?

-Mtp s/s - lerner's book

-Oral questions -Oral report -Observation

People and Relationships.

Early Civilization.

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt

-What is a kingdom? -what is an empire?

-Mtp s/s 
- lerner's book

-Oral questions -Oral report -Observation

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Mtp s/s
-Lerner's book

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Mtp s/s
-Lerner's book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Identify the term human diversity
-Create a poster on human diversities among African community
-Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity

-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community
-Individually, learner is guided to identify factors that determine human diversity in the society

How do varied personality shape society?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Written questions -Observation

People and Relationships

Slavery and Servitude

By the end of the lesson, the learner should be able to:
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What injustices were committed on the Africans during the Indian ocean slave trade?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term berter trade in Africa
-Appreciate the use of berter trade in Africa

-The learner is guided to define the term barter trade 
-In groups, learners are guided to discuss on the use of berter trade

-What is currency trade?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term berter trade in Africa
-Appreciate the use of berter trade in Africa

-The learner is guided to define the term barter trade 
-In groups, learners are guided to discuss on the use of berter trade

-What is currency trade?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

How do varied personalities shape society?

-Mtp s/s

-learner's book

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence

By the end of the lesson, the learner should be able to:
-Define the term peace
-Outline qualities of a peaceful person in the community
Role play on personal characteristics that show a state of peace
-Value the qualities of a peaceful person in the community

-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace

What is peace?

-Mtp s/s 
-lerner's book

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Explain the meaning of key terms used in community service (CSL) and community service learning projects
-Create a chart showing the meaning of key terms used in community service and community service learning projects
-Desire to learn more on the key terms used in community service learning and community service learning projects

-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project

What is a community? What is community service learning?

-Mtp s/s
-lerner's book

-Oral report -Written questions

Natural and historic build environments

primary  sources of information

By the end of the lesson, the learner should be able to:
-Defined the terms  secondary sources of  i nformation
-Identify the   secondary sources of historical information in the society
-appreciate the sources of information

-Learners in pairs are guided to define the terms  secondary sources of information
-Inn groups learners are guided to identify secondary sources of information

What is secondary source of information? /

-Mtp s/s
-lerner's book

-Oral questions--Oral report -Written questions

Natural and historic build environments

primary  sources of information

By the end of the lesson, the learner should be able to:
-Defined the terms  secondary sources of  i nformation
-Identify the   secondary sources of historical information in the society
-appreciate the sources of information

-Learners in pairs are guided to define the terms  secondary sources of information
-Inn groups learners are guided to identify secondary sources of information

What is secondary source of information? /

-Mtp s/s
-lerner's book

-Oral questions--Oral report -Written questions

Natural and historic built environments

Primary and secondary sources of Historical information

By the end of the lesson, the learner should be able to:
-Distinguish between primary and secondary sources of historical information
-Design a poster on primary and secondary sources of historical information
-appreciate the importance of primary and secondary sources of historical information

-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information

How are primary and secondary sources of historical information acquired?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Observation

Natural and historic built environments

How various sources of historical information have been preserved over the years

By the end of the lesson, the learner should be able to:
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

What are the ways of preserving sources of historical information

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Observation

Natural and historic built environments

Sources of historical information in understanding past human accounts

By the end of the lesson, the learner should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts

-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information

How significant are sources of historical information in understanding past human accounts?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Definition of the term agriculture

By the end of the lesson, the learner should be able to:
-Identify the term Agriculture
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Learner is guided to define the term Agriculture

-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

Where was agriculture practiced? 

-Mtp s/s
-lerner's book

-Oral questions -Written questions -Oral report

Natural and historical built environments in Africa

Definition of the term agriculture

By the end of the lesson, the learner should be able to:
-Identify the term Agriculture
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Learner is guided to define the term Agriculture

-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

Where was agriculture practiced? 

-Mtp s/s
-lerner's book

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class

Which crops were grown in the selected regions during early Agriculture?

-Mtp s/s
-lerner's book

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt

By the end of the lesson, the learner should be able to:
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt

-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt

Which methods of irrigating do you think were used in Ancient Egypt

-Mtp s/s
-lerner's book

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization

By the end of the lesson, the learner should be able to:
-Define term civilization
-Assess the contribution of the Nile valley Agriculture to world civilization
-Value the contribution of the Nile Valley Agriculture to world civilization

-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization

What is the importance of domesticating of plants and animals in Africa?

-Mtp s/s
-lerner's book

-Oral questions -Oral Work -Assessment

Natural and historic built environments in Africa

Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define the term career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is career?

-Mtp s/s 
-lerner's book

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work

By the end of the lesson, the learner should be able to:
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa

Thee learner is guided to 
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa

What is a map?

-Mtp s/s
-lerner's book

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work

By the end of the lesson, the learner should be able to:
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa

Thee learner is guided to 
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa

What is a map?

-Mtp s/s
-lerner's book

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-List the countries that make up the African continent
-Draw a map showing all the countries that make up African continent
-Appreciate the countries that make up the African continent

-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent

Which countries make up the African continent?

-Mtp s/s
-lerner's book

-Oral questions -Oral work -Written questions

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map

-What is latitude? -What is longitude?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Written questions

Natural and historic built environments in Africa

Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes

-Individually, the learner should be able to identify the formula of calculating time of different place in the world

What is the time difference in the world places? 

-Mtp s/s
-lerner's book 

-Oral questions -Oral report -Written questions 4

Natural and historic built environments in Africa

Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes

-Individually, the learner should be able to identify the formula of calculating time of different place in the world

What is the time difference in the world places? 

-Mtp s/s
-lerner's book 

-Oral questions -Oral report -Written questions 4

Natural and historic built environments I Africa

Importance of latitudes and longitudes in day to day life

By the end of the lesson, the learner should be able to:
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif

Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life

What is the importance of latitudes and longitudes in day-to-day life?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Pictures and maps used in social studies

By the end of the lesson, the learner should be able to:
-Define the terms picture, plan and a map
-Draw and colour a picture of their classroom
-Draw a plan or a map of their classroom
-Appreciate the uses of maps

-Individually, learners are guided to define the term picture, plans and a map
-In groups ,learners are guided to draw and colour a picture of their classroom and also draw a map of their classroom

What is a plan?

-Mtp s/s 
-lerner's book

-Oral questions -Oral reports -Observations

Natural and historical built environments in Africa

Types of maps used in social studies

By the end of the lesson, the learner should be able to:
-Identify the types of maps used in social studies
-Match the types of maps with the description given in the table in learner’s book
-Appreciate the different types of maps

-Individually, the learner is guided to identify the types of maps used in social studies
-In group learners are guided to match the types of maps with the description given in the table learners book

How important are maps in our daily lives?

-Mtp s/s
-lerner's book

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Earth and eh solar system

By the end of the lesson, the learner should be able to:
-Describe the origin of the earth
-Create a chart showing the passing star theory and the Nebula cloud
-Enjoy sharing stories on origin of earth from different communities

-The learner is guided to share stories on the origin of the earth from their communities
-In groups, learners are guided to create a chart showing the passing star theory and the Nebula cloud

Where do you think the earth came from?

-Mtp s/s
-lerner's book

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-In groups the learner to identify and describe the shape of the earth at the poles and at the centre

What is the size and position of the earth in the solar system? 

-Mtp s/s
-lerner's book 

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-In groups the learner to identify and describe the shape of the earth at the poles and at the centre

What is the size and position of the earth in the solar system? 

-Mtp s/s
-lerner's book 

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of rotation  of the earth on human activities
-Create a chart showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation of the earth on human activities

-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the center

What is the shape of the earth?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of revolution of the earth on human activities
-Create a chart showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation of the earth on human activities

-The learner is guided to identify the effects of rotation of the earth on human activities
-In groups learners are guided to create a chart showing the effects of rotation and revolution of the earth on human activities

What are the effects of rotation of the earth on human activities?

-Mtp s/s
-lerner's book

-Oral report -Oral questions -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system

By the end of the lesson, the learner should be able to:
-Describe the internet structure of the earth in the solar system
-Illustrate the internal structure of the earth in the solar system
-Value the internal structure of the earth in the solar system

-The learner is guided to describe the internal structure of the earth in the solar system

Why is it important to understand the solar system

-Mtp s/s
-lerner's book

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

Internet structure of the earth in the solar system

By the end of the lesson, the learner should be able to:
-Describe the internet structure of the earth in the solar system
-Illustrate the internal structure of the earth in the solar system
-Value the internal structure of the earth in the solar system

-The learner is guided to describe the internal structure of the earth in the solar system

Why is it important to understand the solar system

-Mtp s/s
-lerner's book

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

Modelling the internal structure of the earth

By the end of the lesson, the learner should be able to:
-Identify materials for modelling the internal structure of the earth
-Model the internal structure of the earth
-Desire to model the internal structure of the earth

-Learner is guided to identify materials for modelling the internal structure of the earth?

What can we use to model the internal structure of the earth?

-Mtp s/s
-lerner's book

-Oral questions -Oral reports -Assessment

Natural and historical built environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities

By the end of the lesson, the learner should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life
-Create posters showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation and revolution of the earth on human activities

The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?

How does the rotation and revolution of the earth influence day-t0-day life?

-Mtp s/s
-lerner's book

-Oral questions -Oral report -Assessment