Social Studies and Personal Development

Self-Exploration - Personal abilities and interests for holistic development

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

- Explore personal abilities and interests for self-improvement
- Draw and fill personal abilities and interests in a table
- Value the importance of identifying personal abilities and interests

- Learners to think of their personal abilities and interests
- Draw and fill their personal abilities and interests in a table
- Write responses on how these personal abilities and interests can be exploited for holistic development
- Share findings with classmates
- Read dialogue between Grade 7 learners on personal abilities and interests for holistic development

How can personal abilities and interests influence career choices?

Distinction Social Studies Learner's Book Grade 7 pg. 1
- Digital resources
- Print materials

- Observation - Oral questions - Written assignments

Social Studies and Personal Development

Self-Exploration - Developing personal values for a steady personality
Self-Exploration - Managing emotions in day-to-day life
Self-Exploration - Personal awareness in day-to-day life

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

- Identify personal values that contribute to a steady personality
- Explain how personal values help in developing a steady personality
- Appreciate the importance of personal values in daily life

- Learners to study a profile of a student with personal values and principles
- Discuss personal values and principles
- Develop own profile with personal values that can help them develop a steady personality
- Use digital or print resources to research on personal principles

How do personal values contribute to a steady personality?

Distinction Social Studies Learner's Book Grade 7 pg. 2
- Digital resources
- Print materials
Distinction Social Studies Learner's Book Grade 7 pg. 3
- Chart papers
Distinction Social Studies Learner's Book Grade 7 pg. 4

- Observation - Oral questions - Written assignments

Social Studies and Personal Development

Entrepreneurial Opportunities in Social Studies - Entrepreneurial opportunities that match our personality
Entrepreneurial Opportunities in Social Studies - Categories of entrepreneurial opportunities
Entrepreneurial Opportunities in Social Studies - Requirements for social entrepreneurial opportunities

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

- Identify entrepreneurial opportunities that exist in society
- Examine entrepreneurial opportunities related to Social Studies
- Appreciate entrepreneurial opportunities in Social Studies

- Learners to discuss entrepreneurial opportunities that exist in their area or society
- Identify which entrepreneurial opportunities are related to Social Studies
- Create a chart of entrepreneurial opportunities for Social Studies in society
- Copy a chart and answer questions about entrepreneurial opportunities
- Research on entrepreneurial opportunities to fill gaps in society

Which entrepreneurial opportunities exist in society?

Distinction Social Studies Learner's Book Grade 7 pg. 6
- Digital resources
- Print materials
- Chart papers
Distinction Social Studies Learner's Book Grade 7 pg. 7
- Locally available materials
Distinction Social Studies Learner's Book Grade 7 pg. 8
- Resource person

- Observation - Oral questions - Written assignments

Social Studies and Personal Development
People, Population and Relationships

Entrepreneurial Opportunities in Social Studies - Appreciating entrepreneurial opportunities
Human Origin - Traditional stories of human origin from African communities

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

- Align personal talents and abilities with available entrepreneurial opportunities
- Apply personal talents and abilities for self-fulfillment in entrepreneurial opportunities
- Appreciate one's personal talents and abilities in entrepreneurial opportunities

- Learners to identify and share personal talents and abilities
- Match entrepreneurial opportunities with personal talents and abilities
- Study a bar graph and pie chart showing alignment of personal talents and abilities with available entrepreneurial opportunities
- Study a table prepared by a Grade 7 learner regarding entrepreneurial opportunity
- Discuss how identifying unique talents and abilities contributes to success in chosen entrepreneurial field

How can personal talents and abilities be aligned with entrepreneurial opportunities?

Distinction Social Studies Learner's Book Grade 7 pg. 9
- Digital resources
- Chart papers
- Print materials
Distinction Social Studies Learner's Book Grade 7 pg. 12

- Observation - Oral questions - Project work

People, Population and Relationships

Human Origin - Religious stories about the origin of humankind

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

- Explain religious stories about the origin of humankind
- Research on religious stories about human origin
- Acknowledge religious stories about the origin of humankind

- Learners to use digital or relevant print resources such as the Bible, Shruti(Heard) or Quran to research on the religious stories about human origin
- Write down findings including the Bible, Shruti(Heard) or Quran chapters
- Read and discuss a conversation between a teacher, expert and learners about religious stories of human origin
- Identify similarities and differences between different religious stories of human origin

What similarities and differences exist among religious stories of human origin?

Distinction Social Studies Learner's Book Grade 7 pg. 13
- Digital resources
- Religious texts (Bible, Quran, etc.)
- Print materials

- Observation - Oral questions - Written assignments

People, Population and Relationships

Human Origin - Common aspects in traditional and religious stories
Human Origin - Recording traditional stories of human origin

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

- Identify common aspects from traditional and religious stories of human origin
- Formulate common aspects from traditional and religious stories of human origin for self-identity
- Value the common aspects from traditional and religious stories of human origin

- Learners to copy a table in their notebooks
- Fill in the table by using TRUE or FALSE on common aspects found in the traditional and religious stories
- Draw a chart on common aspects in traditional and religious stories of human origin
- Display the chart in the Social Studies corner
- Discuss the common aspects identified

What common aspects can be found in traditional and religious stories of human origin?

Distinction Social Studies Learner's Book Grade 7 pg. 14
- Digital resources
- Chart papers
- Print materials
Distinction Social Studies Learner's Book Grade 7 pg. 15

- Observation - Oral questions - Written assignments

People, Population and Relationships

Human Origin - Effects of traditional and religious stories

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

- Explore effects of traditional and religious stories on human origin
- Write an essay on traditional and religious stories of human origin
- Acknowledge the various stories of human origin for self-identity

- Learners to write essays on traditional and religious stories of human origin
- Read out essays in class
- Use relevant reference material or digital devices to find out the effects of traditional and religious stories on human origin
- Discuss the effects of traditional and religious stories on human origin
- Create songs on religious and traditional stories of human origin

How do traditional and religious stories of human origin affect our self-identity?

Distinction Social Studies Learner's Book Grade 7 pg. 16
- Digital resources
- Print materials

- Observation - Oral questions - Written assignments

People, Population and Relationships

Early Civilization - Factors that led to the growth of ancient Egypt
Early Civilization - Factors that led to the growth of Great Zimbabwe

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

- Identify factors that led to the growth of ancient Egypt
- Discuss factors that led to the growth of ancient Egypt
- Appreciate the significance of factors that led to the growth of ancient Egypt

- Learners to use digital or print resources to find out the factors that led to the growth of ancient Egypt
- Look at pictures showing factors that led to the growth of ancient Egypt
- Discuss what is shown in each picture
- Research on other factors that led to the growth of ancient Egypt
- Write down findings and share with classmates

How did ancient Egyptian civilization develop?

Distinction Social Studies Learner's Book Grade 7 pg. 18
- Digital resources
- Print materials
- Pictures
Distinction Social Studies Learner's Book Grade 7 pg. 19
- Chart papers

- Observation - Oral questions - Written assignments

People, Population and Relationships

Early Civilization - Factors that led to the growth of the Kingdom of Kongo

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

- Locate the Kingdom of Kongo on a map
- Analyze factors that led to the growth of the Kingdom of Kongo
- Value the factors that led to the growth of the Kingdom of Kongo

- Learners to hold a group discussion on factors that contributed to the growth of the Kingdom of Kongo
- Write a report on the discussion
- Read a newspaper extract on the development of the Kingdom of Kongo
- Discuss how the factors highlighted in the newspaper led to the growth of the Kingdom of Kongo
- Identify other factors that led to the growth of the Kingdom of Kongo

How did the Kingdom of Kongo develop and grow?

Distinction Social Studies Learner's Book Grade 7 pg. 20
- Digital resources
- Print materials
- Maps

- Observation - Oral questions - Written reports

People, Population and Relationships

Early Civilization - Locating ancient kingdoms on a map of Africa
Early Civilization - Contribution of ancient kingdoms to modern world

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

- Locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa
- Draw a map showing the location of ancient kingdoms in Africa
- Appreciate the geographical distribution of ancient kingdoms in Africa

- Learners to study a map showing ancient kingdoms in Africa
- Identify the location of ancient Egypt, Great Zimbabwe and the Kingdom of Kongo
- Use digital or print media to find out the location of these ancient kingdoms
- Draw a map of Africa on Manila paper or other locally available material
- Indicate the position of ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on the map
- Color the three kingdoms using different colors
- Display the maps in the Social Studies corner

Where were the major ancient African kingdoms located?

Distinction Social Studies Learner's Book Grade 7 pg. 21
- Digital resources
- Print materials
- Manila papers
- Map of Africa
- Coloring materials
Distinction Social Studies Learner's Book Grade 7 pg. 22
- Chart papers

- Observation - Project work - Oral questions

People, Population and Relationships

Slavery and Servitude - Forms of slavery and servitude in traditional African society

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

- Define slavery and servitude
- Identify various forms of slavery and servitude in traditional African society
- Show empathy for those who suffered from slavery and servitude

- Learners to talk to friends about the meaning of slavery and servitude
- Use digital or print resources to research on various forms of slavery and servitude in traditional African and contemporary society
- Read statements and choose correct words that fit the statements relating to forms of slavery and servitude
- Identify and discuss other forms of slavery and servitude in traditional African and contemporary society

Why has slavery and servitude existed for thousands of years?

Distinction Social Studies Learner's Book Grade 7 pg. 25
- Digital resources
- Print materials

- Observation - Oral questions - Written assignments

People, Population and Relationships

Slavery and Servitude - Factors which led to development of Indian Ocean slave trade
Slavery and Servitude - Geographical extent of Indian Ocean slave trade

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

- Examine factors which led to development of Indian Ocean slave trade
- Discuss the organization of the Indian Ocean slave trade
- Exhibit empathy for various social injustices committed on Africans during the Indian Ocean slave trade

- Learners to read a dialogue between Grade 7 learners on factors which led to development of Indian Ocean slave trade
- Identify the factors from the dialogue
- Discuss other factors that led to the development of the Indian Ocean slave trade
- Watch a video clip on factors which led to development of Indian Ocean slave trade
- Research on the organization of the Indian Ocean Slave trade

What factors led to the development of the Indian Ocean slave trade?

Distinction Social Studies Learner's Book Grade 7 pg. 26
- Digital resources
- Print materials
- Video clips
Distinction Social Studies Learner's Book Grade 7 pg. 27
- Manila papers
- Coloring materials
- Maps

- Observation - Oral questions - Written assignments

People, Population and Relationships

Slavery and Servitude - Promoting human dignity

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

- Discuss ways of promoting human dignity for a just and peaceful world
- Develop slogans on ways of promoting human dignity
- Desire to promote human dignity for a just and peaceful world

- Learners to discuss how various ways promote human dignity for a just and peaceful world
- Read and discuss slogans on ways of promoting human dignity for a just and peaceful world
- Develop own slogans on ways of promoting human dignity for a just and peaceful world
- Share slogans with the rest of the class

How can we promote human dignity for a just and peaceful world?

Distinction Social Studies Learner's Book Grade 7 pg. 28
- Digital resources
- Print materials
- Chart papers

- Observation - Oral questions - Creative work assessment

People, Population and Relationships

Socio-economic organisation of selected African Communities up to 1900 - Locating selected African communities

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

- Identify selected African communities (The Ogiek, Zulu, Asante)
- Locate on a map of Africa the areas settled by the selected African communities
- Appreciate the geographical distribution of the selected African communities

- Learners to draw a map of Africa and indicate the areas settled by the selected African communities (The Ogiek, Zulu, Asante)
- Use print or digital devices to research on the areas settled by the selected African communities
- Locate the selected African communities on a map of Africa
- Present their maps to the class

Where were the Ogiek, Zulu, and Asante communities located in Africa?

Distinction Social Studies Learner's Book Grade 7 pg. 29
- Digital resources
- Print materials
- Maps
- Drawing materials

- Observation - Project work - Oral questions

People, Population and Relationships

Socio-economic organisation of selected African Communities up to 1900 - Social and economic activities
Socio-economic organisation of selected African Communities up to 1900 - Comparing socio-economic organisations

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

- Describe the socio-economic organisation of selected African communities up to 1900
- Research on socio-economic organisation of selected African communities
- Recognize the value of socio-economic organisation of selected African communities

- Learners to use print or digital devices to research on socio-economic organisation of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
- Brainstorm on the aspects of socio-economic organisations of the selected African communities
- Present their findings to the class
- Take notes on the socio-economic organisations of the selected communities

How were African communities organized up to 1900?

Distinction Social Studies Learner's Book Grade 7 pg. 30
- Digital resources
- Print materials
- Chart papers

- Observation - Oral questions - Written assignments

People, Population and Relationships

Socio-economic organisation of selected African Communities up to 1900 - Cultural practices

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

- Identify cultural practices of the selected African communities
- Discuss the cultural practices of the selected African communities
- Appreciate the cultural diversity of selected African communities

- Learners to research on cultural practices of the Ogiek, Zulu and Asante communities
- Create a chart showing the cultural practices of each community
- Present their findings to the class
- Discuss the importance of preserving cultural practices
- Role play some of the cultural practices of the selected communities

Why is it important to preserve cultural practices of different communities?

Distinction Social Studies Learner's Book Grade 7 pg. 31
- Digital resources
- Print materials
- Chart papers

- Observation - Oral questions - Role play assessment

People, Population and Relationships

Origin of Money - Comparison between barter trade and currency trade
Origin of Money - Role-playing barter and currency trade

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

- Identify currencies used in different African countries
- Compare barter trade and the use of currency trade in Africa
- Appreciate the evolution from barter trade to currency trade

- Learners to study currencies used in different African countries
- Discuss how buying and selling of items was done before introduction of currencies
- Identify types of trade highlighted in pictures
- Discuss differences between barter trade and currency trade
- Complete a table comparing barter trade and currency trade

How has money transformed trade in Africa?

Distinction Social Studies Learner's Book Grade 7 pg. 31
- Digital resources
- Print materials
- Currency samples/images
Distinction Social Studies Learner's Book Grade 7 pg. 32
- Props for role play

- Observation - Oral questions - Written assignments

People, Population and Relationships

Origin of Money - Factors that led to introduction of money in Africa

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

- Examine the transformation brought by introduction of money in Africa
- Explain factors that led to introduction of money in Africa
- Recognize the importance of money in trade development

- Learners to study images showing factors that led to introduction of money in Africa
- Discuss how these factors led to introduction of money
- Read a conversation between a resource person and Grade 7 learners on factors that led to introduction of money in Africa
- Identify the factors from the conversation
- Research on other factors that led to introduction of money in Africa

What factors necessitated the introduction of money in Africa?

Distinction Social Studies Learner's Book Grade 7 pg. 33
- Digital resources
- Print materials

- Observation - Oral questions - Written assignments

People, Population and Relationships

Origin of Money - Impact of introduction of money in Africa
Human Diversity and interpersonal relationships - Factors determining human diversity

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

- Analyze the impact of introduction of money in Africa
- Debate on positive and negative effects of introduction of money
- Appreciate the role of money in economic development

- Learners to read a magazine cutout on the transformative impact of money in Africa
- Identify transformations brought by introduction of money
- Discuss what made barter trade difficult and how money solved trading problems
- Identify statements highlighting the impact of money introduction in Africa
- Discuss other transformations brought by money

How did the introduction of money affect African societies?

Distinction Social Studies Learner's Book Grade 7 pg. 34
- Digital resources
- Print materials
Distinction Social Studies Learner's Book Grade 7 pg. 40
- Dictionary

- Observation - Oral questions - Written assignments

People, Population and Relationships

Human Diversity and interpersonal relationships - Interpersonal skills

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

- Identify interpersonal skills that enhance healthy interactions
- Analyze life skills that promote healthy relationships
- Value interpersonal skills that enhance healthy interactions

- Learners to listen to a resource person talk about interpersonal skills that enhance healthy interactions in a multicultural society
- Use digital devices or print media to read about negotiation skills and other interpersonal skills
- Create a table categorizing skills that enhance or hinder healthy interactions
- Make a poster displaying interpersonal skills with brief descriptions

Why is respect and appreciation of diversity crucial for social cohesion?

Distinction Social Studies Learner's Book Grade 7 pg. 41
- Digital resources
- Print materials
- Resource person
- Chart papers

- Observation - Oral questions - Project work

People, Population and Relationships

Human Diversity and interpersonal relationships - Desirable and undesirable personality attributes
Human Diversity and interpersonal relationships - Benefits of healthy relationships

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

- Categorize desirable and undesirable personality attributes
- Match personality attributes with correct descriptions
- Develop positive personality attributes

- Learners to use digital device or print media to read on desirable and undesirable personal attributes
- Listen to a conversation and identify personality attributes mentioned
- Read a poem on personal attributes and identify desirable and undesirable ones
- Match personality attributes with their correct descriptions
- Design a poster showing desirable and undesirable personal attributes

How do personality attributes affect interactions in society?

Distinction Social Studies Learner's Book Grade 7 pg. 42
- Digital resources
- Print materials
- Chart papers
Distinction Social Studies Learner's Book Grade 7 pg. 44

- Observation - Oral questions - Written assignments

People, Population and Relationships

Human Diversity and interpersonal relationships - Promoting inclusion and diversity

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

- Discuss ways to promote inclusion and diversity
- Create messages that promote inclusion and diversity
- Show respect for diversity in society

- Learners to sing a song about interpersonal skills and cultural harmony
- Recite a poem on respect and diversity
- Discuss ways to show inclusion and respect to people who are different
- Create posters with messages promoting inclusion and diversity
- Compose poems or songs celebrating diversity

How can we promote inclusion and respect for diversity in our society?

Distinction Social Studies Learner's Book Grade 7 pg. 45
- Digital resources
- Print materials
- Chart papers

- Observation - Oral questions - Creative work assessment

People, Population and Relationships

Peace and conflict resolution - Qualities of a peaceful person

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

- Identify qualities of a peaceful person in the community
- Discuss qualities of a peaceful person
- Value the importance of being a peaceful person

- Learners to use relevant reference materials or digital devices to search on qualities of a peaceful person
- Outline qualities of a peaceful person in the community
- Read flashcards with qualities of a peaceful person
- Read a conversation about qualities of a peaceful person
- Inquire from parents/guardians on qualities of a peaceful person

What qualities make someone a peaceful person?

Distinction Social Studies Learner's Book Grade 7 pg. 53
- Digital resources
- Print materials
- Flashcards

- Observation - Oral questions - Written assignments

People, Population and Relationships

Peace and conflict resolution - Factors promoting peaceful coexistence
Peace and conflict resolution - Peaceful conflict resolution process

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

- Identify factors that promote peaceful coexistence
- Discuss how these factors promote peaceful coexistence
- Show commitment to promoting peaceful coexistence

- Learners to listen to a resource person talk about factors that promote peaceful coexistence
- Take notes from what the resource person says
- Read factors that promote peaceful coexistence written on a chalkboard
- Discuss how these factors promote peaceful coexistence
- Create a chart showing factors that promote peaceful coexistence

How can we promote peace for mutual social well-being?

Distinction Social Studies Learner's Book Grade 7 pg. 54
- Digital resources
- Print materials
- Resource person
- Chart papers
Distinction Social Studies Learner's Book Grade 7 pg. 55

- Observation - Oral questions - Written assignments

People, Population and Relationships

Peace and conflict resolution - Resolving conflicts in everyday situations

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

- Demonstrate peaceful conflict resolution in everyday situations
- Explain the process of resolving conflicts
- Show commitment to resolving conflicts peacefully

- Learners to practice resolving conflicts between friends arguing over ownership of a textbook
- Explain and assess the process followed in resolving the conflict
- Help resolve a disagreement between two learners over a burst ball
- Role-play the conflict resolution process
- Present the play to the class

What steps should be followed when resolving conflicts?

Distinction Social Studies Learner's Book Grade 7 pg. 56
- Digital resources
- Print materials

- Observation - Performance assessment - Oral questions

People, Population and Relationships

Peace and conflict resolution - Importance of peaceful coexistence
Peace and conflict resolution - Managing stress and emotions

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

- Explain the importance of peaceful coexistence
- Debate on the importance of peaceful coexistence
- Appreciate the value of peaceful coexistence

- Learners to recite a poem on the importance of peaceful coexistence
- Identify the importance of peaceful coexistence from the poem
- Explain other importance of peaceful coexistence in the community
- Organize a debate on the importance of peaceful coexistence
- Write points and share with classmates

Why is peaceful coexistence important in our society?

Distinction Social Studies Learner's Book Grade 7 pg. 57
- Digital resources
- Print materials
Distinction Social Studies Learner's Book Grade 7 pg. 58

- Observation - Debate assessment - Written assignments

Community Service Learning

Community Service Learning Project - Key terms used in community service learning
Community Service Learning Project - Community Services
Community Service Learning Project - Case Study of Community Service Learning

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

- Explain the meaning of key terms in community service learning
- Identify examples of community service learning activities
- Show interest in community service learning

- Brainstorm on the meaning of the terms: community, community services, community service learning (CSL), project, problem, solution, plan of activity, implementation, written report of a project
- Write down findings in exercise books
- Share findings with the rest of the class

How can community service learning contribute to community development?

Distinction Social Studies Learner's Book pg. 59
- Digital resources
- Print media
Distinction Social Studies Learner's Book pg. 60
- Pictures showing community services
Distinction Social Studies Learner's Book pg. 61-62
- Case study material

- Observation - Oral questions - Written assignments

Community Service Learning

Community Service Learning Project - Meaning of key terms in CSL
Community Service Learning Project - Importance of CSL
Community Service Learning Project - Benefits of CSL to self

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

- Define key terms used in CSL
- Explain the relationship between different CSL terms
- Show interest in learning CSL terminology

- Read and discuss the meanings of key terms in CSL:
- Community
- Community service
- Project
- Problem
- Solution
- Plan of activity
- Implementation
- Written report of a project
- Create a concept map showing the relationship between the terms

How can community service learning contribute to community development?

Distinction Social Studies Learner's Book pg. 62-63
- Manila papers
- Digital resources
Distinction Social Studies Learner's Book pg. 64
- Marker pens
- Reference materials
- Chart papers

- Observation - Oral questions - Written tests

Community Service Learning

Community Service Learning Project - Benefits of CSL to the community
Community Service Learning Project - Steps of a CSL project
Community Service Learning Project - Problem identification

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

- Identify benefits of CSL to the community
- Explain how CSL enhances community development
- Value the role of CSL in community growth

- Discuss key benefits of CSL to the community including:
- Additional human resources for organizational goals
- Growing the volunteer pool
- Increased public awareness of key issues
- Education about community issues
- Preparation of learners to be future civic leaders
- Networking with other organizations
- Role play scenarios showing community benefits

How does CSL contribute to community development?

Distinction Social Studies Learner's Book pg. 65
- Reference materials
- Digital resources
- Chart papers
- Manila papers
Distinction Social Studies Learner's Book pg. 66

- Observation - Role play evaluation - Group presentations - Written assignments

Community Service Learning

Community Service Learning Project - Problem solving through CSL

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

- Analyze a given scenario about a problem
- Develop strategies to address the problem through CSL
- Appreciate the role of CSL in problem solving

- Read the scenario about Grade Seven learners from Malkia School whose classrooms were destroyed by strong winds
- Fill in a table on how they were going to deal with the situation (Problem, Plan of solving the problem, Possible solutions, Implementing the solutions, Reflection on the project)
- From the activity, write down the possible steps of carrying out a CSL
- Take turns to make presentations

How can CSL help in solving real-life problems?

Distinction Social Studies Learner's Book pg. 66-67
- Reference materials
- Digital resources
- Manila papers

- Observation - Group work - Presentations - Written assignments

Community Service Learning

Community Service Learning Project - Steps of CSL
Community Service Learning Project - Identifying problems for CSL

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

- Describe the five main steps of CSL
- Explain the importance of each step
- Value the systematic approach to CSL projects

- Discuss the five main steps of CSL:
1. Identifying and verifying a problem, gap or opportunity
2. Proper planning on how to solve the problem
3. Designing a solution or solutions to the problem
4. Implementing the solution or filling the gap
5. Reflecting and reporting on the project or activity done
- Create a visual representation of the steps

Why is it important to follow systematic steps in CSL projects?

Distinction Social Studies Learner's Book pg. 67
- Reference materials
- Digital resources
- Manila papers
- School environment
- Notebooks

- Observation - Oral questions - Group presentations - Written assignments

Community Service Learning

Community Service Learning Project - Planning for a CSL project

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

- Develop a plan for addressing the identified problem
- Outline resources needed for the CSL project
- Value the importance of proper planning in CSL

- In groups, develop a detailed plan for addressing the problem identified in the previous lesson
- Include timeline, resources needed, responsibilities, and expected outcomes
- Present the plans to the class
- Select the most feasible plan for implementation

Why is planning important in CSL projects?

Distinction Social Studies Learner's Book pg. 67
- Reference materials
- Digital resources
- Manila papers

- Observation - Group presentations - Peer assessment - Written plans

Community Service Learning

Community Service Learning Project - Designing solutions

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

- Design creative solutions to the identified problem
- Evaluate the feasibility of different solutions
- Show creativity in developing solutions

- In groups, design at least three possible solutions to the identified problem
- Evaluate each solution based on effectiveness, resources required, and sustainability
- Select the most appropriate solution
- Present the solution to the class for feedback

How can we design effective solutions for CSL projects?

Distinction Social Studies Learner's Book pg. 67
- Reference materials
- Digital resources
- Manila papers

- Observation - Solution designs - Group presentations - Peer assessment

Community Service Learning

Community Service Learning Project - Implementation planning
Community Service Learning Project - Project implementation

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

- Develop an implementation plan for the CSL project
- Assign roles and responsibilities
- Show commitment to successful project implementation

- Develop a detailed implementation plan including:
- Specific tasks to be done
- Timeline for each task
- Resources needed
- Persons responsible
- Success indicators
- Create a visual representation of the implementation plan

How should implementation of CSL projects be organized?

Distinction Social Studies Learner's Book pg. 67
- Reference materials
- Digital resources
- Manila papers
- Materials needed for implementation
- Digital cameras/phones
- Notebooks

- Observation - Implementation plans - Group presentations - Peer assessment

Community Service Learning

Community Service Learning Project - Problem analysis

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

- Analyze problems related to the CSL project
- Develop strategies to overcome implementation challenges
- Show resilience in addressing project difficulties

- Look at pictures showing different problems in the community
- Discuss the problems shown in the pictures
- Using the correct steps, write down how to solve the identified problems
- Take turns to make presentations to the rest of the class

How can we overcome challenges during CSL project implementation?

Distinction Social Studies Learner's Book pg. 68
- Pictures showing community problems
- Digital resources
- Manila papers

- Observation - Problem analysis - Group presentations - Written assignments

Community Service Learning

Community Service Learning Project - Outreach planning
Community Service Learning Project - Reflection and reporting
Community Service Learning Project - Key learning points

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

- Plan a CSL outreach activity
- Outline steps for conducting the outreach
- Show empathy towards vulnerable community members

- With the help of teacher, parent or guardian, plan to visit a nearby children's home, home for the elderly or a hospital
- Outline possible community services to carry out
- Provide possible solutions to the people to be visited
- Plan on how to implement the activity
- Discuss ethical considerations during the outreach

How can we extend CSL projects to vulnerable groups in the community?

Distinction Social Studies Learner's Book pg. 69
- Reference materials
- Digital resources
- Planning templates
- Report templates
- Manila papers

- Observation - Outreach plans - Group presentations - Written assignments