People, Population and Social Organisations

2.4 School and Community - Ways in which the school collaborates with the community

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

-Identify ways in which the school collaborates with the community
-Describe forms of school-community collaboration
-Appreciate the collaboration between the school and community

-Brainstorm ways in which the school collaborates with the community
-Identify examples of school-community collaboration in their school
-Role-play ways in which the school collaborates with the community

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 92

-Oral questions 

People, Population and Social Organisations

2.4 School and Community - Benefits of collaboration between the school and the community

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

-Explain the benefits of collaboration between school and the community
-Identify how both school and community benefit from collaboration
-Appreciate the collaboration between the school and community

-Discuss benefits of collaboration between the school and the community and present in class
-Role-play scenarios that depict collaboration between the school and the community
-Write an essay on the benefits of collaboration between the school and the community

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 93

-Oral questions 

People, Population and Social Organisations

2.4 School and Community - School-community collaboration project

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

-Demonstrate ways in which the school collaborates with the community
-Plan and implement a school-community collaboration project
-Appreciate the collaboration between the school and community

-Plan a school-community collaboration project
-Implement the project with community participation
-Evaluate the success of the project
-Create posters or cards inviting community members to participate

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 95

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.1 Beef Farming in Eastern Africa - Factors influencing beef farming
3.1 Beef Farming in Eastern Africa - Areas where beef farming is practiced

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

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

-Discuss factors influencing beef farming in Eastern Africa and share in class
-Research on factors influencing beef farming using digital/print resources
-Create a chart showing factors influencing beef farming

How could we benefit from large-scale farming?

-Oxford Social Studies Grade 6 pg. 97


-Oxford Social Studies Grade 6 pg. 100

-Pictures

-Observation                           -Oral questions 

Resources and Economic Activities in Eastern Africa

3.1 Beef Farming in Eastern Africa - Contribution of beef farming

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

-Identify the contribution of beef farming to the economy of Eastern Africa
-Explain the benefits of beef farming
-Acknowledge beef farming as an economic activity in Eastern Africa

-Engage with an Agricultural extension officer to find out the contributions of beef farming to the economy of Eastern Africa
-Use digital/print resources to identify contributions of beef farming
-Write a speech about the contribution of beef farming

How could we benefit from large-scale farming?

-Oxford Social Studies Grade 6 pg. 101

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.1 Beef Farming in Eastern Africa - Challenges facing beef farming

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

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

-Brainstorm the challenges facing beef farming in Eastern Africa
-Match challenges with suitable solutions
-Create posters on importance of beef farming
-Display posters on school noticeboard

How could we benefit from large-scale farming?

-Oxford Social Studies Grade 6 pg. 102

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Location of marine and inland fishing grounds

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

-Locate marine and inland fishing grounds on a map
-Identify fishing grounds in Eastern Africa
-Value fishing as an economic activity

-Locate on a map the marine and inland fishing grounds in Eastern Africa
-Draw a map of Eastern Africa and indicate the fishing grounds
-Use different symbols to indicate marine and inland fishing grounds

Why is fishing important to us?

-Oxford Social Studies Grade 6 pg. 106
-Maps
-Pictures and charts

-Observation                          -Oral questions 

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Methods of marine fishing

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

-Describe methods of marine fishing in Eastern Africa
-Identify various fishing methods
-Value fishing as an economic activity

-Discuss the marine methods of fishing in Eastern Africa and present in class
-Use digital devices/print resources to research methods of marine fishing in Eastern Africa
-Draw pictures showing different fishing methods and label them

Why is fishing important to us?

-Oxford Social Studies Grade 6 pg. 110

-Pictures and charts

-Observation                         -Oral questions 

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Challenges facing fishing

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

-Explain challenges facing fishing in Eastern Africa
-Identify challenges affecting fishing industry
-Value fishing as an economic activity

-Brainstorm challenges facing marine fishing in Eastern Africa
-Use digital/print resources to research on challenges facing fishing industry
-Write an essay on the challenges facing fishing in Eastern Africa

Why is fishing important to us?

-Oxford Social Studies Grade 6 pg. 113

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Solutions to challenges facing fishing

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

-Design possible solutions to challenges facing fishing in Eastern Africa
-Suggest ways to overcome fishing challenges
-Value fishing as an economic activity

-Engage a Fisheries officer to identify possible solutions to challenges facing marine fishing in Eastern Africa
-Discuss solutions to challenges facing fishing
-Develop messages that encourage people to support the fishing industry

Why is fishing important to us?

-Oxford Social Studies Grade 6 pg. 113

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Importance of fishing
3.3 Wildlife and Tourism in Eastern Africa - Factors that promote tourism

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

-Explain the importance of fishing in Eastern Africa
-Identify benefits of fishing
-Value fishing as an economic activity

-Discuss the importance of fishing in Eastern Africa
-Visit an area where fishing activities are conducted
-Write a report on the importance of fishing based on field visit

Why is fishing important to us?

-Oxford Social Studies Grade 6 pg. 115

-Oxford Social Studies Grade 6 pg. 118

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Location of game reserves and national parks

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

-Locate game reserves and national parks in Eastern Africa on a map
-Identify major wildlife conservation areas
-Value tourism as an economic activity

-Draw a map of Eastern Africa showing national parks and game reserves
-Research on national parks and game reserves in Eastern Africa
-Create a table showing major parks and reserves in each Eastern African country

How can we promote tourism in our country?

-Oxford Social Studies Grade 6 pg.120

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Challenges facing tourism

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

-Explain challenges facing tourism in Eastern Africa
-Identify problems affecting tourism industry
-Value tourism as an economic activity

-Discuss the challenges facing tourism in Eastern Africa and write a report
-Use digital/print resources to research on tourism challenges
-Invite a resource person to discuss challenges facing tourism

How can we promote tourism in our country?

-Oxford Social Studies Grade 6 pg. 121

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Solutions to challenges facing tourism

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

-State possible solutions to challenges facing tourism in Eastern Africa
-Suggest ways to overcome tourism challenges
-Value tourism as an economic activity

-Engage a Game Ranger on possible solutions to the challenges facing tourism in Eastern Africa
-Match challenges with their solutions
-Create a chart showing challenges and solutions to tourism problems

How can we promote tourism in our country?

-Oxford Social Studies Grade 6 pg. 123

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Class trip to tourist attraction

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

-Participate in conservation of wildlife activities
-Document tourism activities
-Value tourism as an economic activity

-Visit a tourist attraction site
-Take photographs or draw pictures during the visit
-Write a report about the visit
-Share the report with family

How can we promote tourism in our country?

-Oxford Social Studies Grade 6 pg. 125
-

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Main transport networks

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

-Identify the main transport networks in Eastern Africa on a map
-Classify different types of transport
-Appreciate the transport network in economic development

-Identify different forms of transport used in Eastern Africa
-Complete a table about transport networks in Eastern Africa
-Discuss the various modes of transport

Why do we need transport networks in our country?

-Oxford Social Studies Grade 6 pg. 126
-

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Locating transport networks

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

-Draw a map of Eastern Africa showing the main transport networks
-Locate transport networks on a map
-Appreciate the transport network in economic development

-Draw a map of Eastern Africa and indicate the main transport networks
-Use different colors for different transport networks
-Display the map in the learning corner

Why do we need transport networks in our country?

-Oxford Social Studies Grade 6 pg. 131

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Challenges facing transport networks

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

-Explain the challenges facing transport networks in Eastern Africa
-Identify problems affecting transport sector
-Appreciate the transport network in economic development

-Discuss challenges facing transport networks in Eastern Africa and share in class
-Use digital/print resources to research on challenges facing transport
-Create a table showing challenges facing each type of transport

Why do we need transport networks in our country?

-Oxford Social Studies Grade 6 pg. 133

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Solutions to challenges
3.5 Communication in Eastern Africa - Means of communication

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

-State possible solutions to challenges facing transport networks in Eastern Africa
-Suggest ways to improve transport

-Match challenges with their suitable solutions
-Discuss other solutions to the challenges facing transport network

Why do we need transport networks in our country?

-Oxford Social Studies Grade 6 pg. 134

-Oxford Social Studies Grade 6 pg. 136

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Challenges facing communication networks

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

-Explain challenges facing communication networks in Eastern Africa
-Identify problems affecting communication sector
-Appreciate the role of communication networks in Eastern Africa

-Discuss the challenges facing communication networks in Eastern Africa
-Use digital/print resources to research on challenges facing communication
-Write a report about the challenges facing communication networks

How could communication networks influence the development of a country?

-Oxford Social Studies Grade 6 pg. 138

-Oral questions 

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Solutions to challenges

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

-State possible solutions to challenges facing communication networks in Eastern Africa
-Suggest ways to improve communication
-Appreciate the role of communication networks in Eastern Africa

-Discuss solutions to challenges facing communication networks in Eastern Africa
-Match challenges with their solutions
-Create a poster showing solutions to communication challenges

How could communication networks influence the development of a country?

-Oxford Social Studies Grade 6 pg. 140
-Manila papers
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Role of communication networks

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

-Demonstrate how different modes of communication are used in Eastern Africa
-Explain importance of communication
-Appreciate the role of communication networks in Eastern Africa

-Discuss the role of communication networks in Eastern Africa
-Make a poster showing various means of communication
-Display poster in the learning corner

How could communication networks influence the development of a country?

-Oxford Social Studies Grade 6 pg. 141
-Drawing materials
-Manila papers
-Digital resources
-Pictures and charts

-Observation -Written assignments -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.6 Mining in Eastern Africa - Minerals found in Eastern Africa

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

-Identify minerals found in Eastern Africa
-Locate minerals on a map
-Desire to conserve areas affected by mining activities in Eastern Africa

-Search online or in an atlas map for the minerals found in Eastern Africa
-Draw a map of Eastern Africa showing where major minerals are found
-Use different colors to represent different minerals

How can we reclaim areas affected by mining in our environment?

-Oxford Social Studies Grade 6 pg. 144
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.6 Mining in Eastern Africa - Methods of extracting minerals (Soda ash)

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

-Describe the methods of extracting minerals in Eastern Africa (soda ash in Kenya)
-Explain extraction process
-Desire to conserve areas affected by mining activities in Eastern Africa

-Study information about extraction of soda ash
-Arrange information to show the correct order of extracting soda ash
-Complete a flow chart showing the process of mining soda ash

How can we reclaim areas affected by mining in our environment?

-Oxford Social Studies Grade 6 pg. 146
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.6 Mining in Eastern Africa - Methods of extracting minerals (Gold and Limestone)

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

-Describe the methods of extracting minerals in Eastern Africa (gold in Tanzania, limestone in Uganda)
-Compare extraction methods
-Desire to conserve areas affected by mining activities in Eastern Africa

-Study pictures showing methods of mining gold
-Use the internet or books to research on extraction of gold and limestone
-Write a summary describing extraction of limestone in Uganda

How can we reclaim areas affected by mining in our environment?

-Oxford Social Studies Grade 6 pg. 148
-Digital resources
-Resource person
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.6 Mining in Eastern Africa - Effects of mining on the environment
3.6 Mining in Eastern Africa - Solutions to problems associated with mining

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

-Explain the effects of mining on the environment in Eastern Africa
-Identify environmental impacts of mining
-Desire to conserve areas affected by mining activities in Eastern Africa

-Study pictures showing effects of mining on the environment
-Match pictures with their explanations
-Discuss other effects of mining on the environment

How can we reclaim areas affected by mining in our environment?

-Oxford Social Studies Grade 6 pg. 151
-Digital resources
-Pictures and charts
-Flash cards
-Oxford Social Studies Grade 6 pg. 152

-Observation -Written assignments -Oral questions -Project work

Political Systems and Governance

4.1 Traditional forms of government - Traditional forms of government among the Baganda

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

-Describe traditional forms of government of the Buganda in Eastern Africa
-Identify the governance structure of the Buganda
-Value aspects of good governance in traditional societies

-Brainstorm the traditional forms of government among the Buganda of Eastern Africa
-Draw a chart showing the governance structure among the Buganda in Eastern Africa and display in class
-Copy and complete the chart to show the governance structure in the Buganda Kingdom

How were communities being governed in the past?

-Oxford Social Studies Grade 6 pg. 154
-Digital resources
-Charts
-Pictures
-Resource person

-Observation -Written assignments -Oral questions -Project work

Political Systems and Governance

4.1 Traditional forms of government - Traditional forms of government among the Nyamwezi

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

-Describe traditional forms of government of the Nyamwezi in Eastern Africa
-Identify the governance structure of the Nyamwezi
-Value aspects of good governance in traditional societies

-Brainstorm the traditional forms of government among the Nyamwezi of Eastern Africa
-Draw a chart showing the governance structure among the Nyamwezi in Eastern Africa and display in class
-Name the leaders of the Nyamwezi Chiefdom

How were communities being governed in the past?

-Oxford Social Studies Grade 6 pg. 156
-Digital resources
-Charts
-Pictures
-Resource person

-Observation -Written assignments -Oral questions -Project work

Political Systems and Governance

4.1 Traditional forms of government - Comparison between traditional forms of government

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

-Compare traditional forms of government between the Buganda and Nyamwezi
-Identify similarities and differences in governance structures
-Value aspects of good governance in traditional societies

-Discuss the similarities and differences in traditional forms of government between the Buganda and the Nyamwezi
-Use a table to compare the traditional forms of government
-Do more research on the forms of government among the Baganda and the Nyamwezi

How were communities being governed in the past?

-Oxford Social Studies Grade 6 pg. 159
-Digital resources
-Charts
-Pictures
-Resource person

-Observation -Written assignments -Oral questions -Project work

Political Systems and Governance

4.1 Traditional forms of government - Aspects of good governance

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

-Describe aspects of good governance in traditional societies
-Identify values in traditional governance systems
-Value aspects of good governance in traditional societies

-Role-play scenarios depicting aspects of good governance in society
-Discuss the values of good governance in traditional societies
-Draw charts showing governance structures in traditional societies

How were communities being governed in the past?

-Oxford Social Studies Grade 6 pg. 160
-Digital resources
-Charts
-Pictures
-Resource person

-Observation -Written assignments -Oral questions -Project work