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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
People, Population and Social Organisations
|
2.1 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 communities belonging to different language groups in Eastern Africa -Appreciate the language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups -Use digital/print resources to identify communities belonging to different language groups -Sort communities according to their language groups through class activities -Know their language groups |
Why do people migrate?
|
-KLB Social Studies pg. 64-67 -Pictures of people from different language groups -Digital resources -Internet access -Charts |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 2 | 2 |
People, Population and Social Organisations
|
2.1 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 communities belonging to different language groups in Eastern Africa -Appreciate the language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups -Use digital/print resources to identify communities belonging to different language groups -Sort communities according to their language groups through class activities -Know their language groups |
Why do people migrate?
|
-KLB Social Studies pg. 64-67 -Pictures of people from different language groups -Digital resources -Internet access -Charts |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 2 | 3 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Bantu and Nilotes)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Bantu into Eastern Africa -Explain the reasons for migration of Nilotes into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Bantu into Eastern Africa -Role-play scenarios depicting reasons for migration of selected language groups into Eastern Africa -Use digital/print resources to research reasons for migration of selected language groups |
Why do people migrate?
|
-KLB Social Studies pg. 68-70 -Digital resources -Internet access -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 3 | 1 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Cushites into Eastern Africa -Explain the reasons for migration of Semites into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Cushites into Eastern Africa -Role-play scenarios depicting reasons for migration of Semites into Eastern Africa -Use digital/print resources to research reasons for migration |
Why do people migrate?
|
-KLB Social Studies pg. 71-73 -Digital resources -Internet access -Reference books -Maps |
-Observation
-Oral Questions
-Written assignments
|
|
| 3 | 2 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Cushites into Eastern Africa -Explain the reasons for migration of Semites into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Cushites into Eastern Africa -Role-play scenarios depicting reasons for migration of Semites into Eastern Africa -Use digital/print resources to research reasons for migration |
Why do people migrate?
|
-KLB Social Studies pg. 71-73 -Digital resources -Internet access -Reference books -Maps |
-Observation
-Oral Questions
-Written assignments
|
|
| 3 | 3 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Cushites into Eastern Africa -Explain the reasons for migration of Semites into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Cushites into Eastern Africa -Role-play scenarios depicting reasons for migration of Semites into Eastern Africa -Use digital/print resources to research reasons for migration |
Why do people migrate?
|
-KLB Social Studies pg. 71-73 -Digital resources -Internet access -Reference books -Maps |
-Observation
-Oral Questions
-Written assignments
|
|
| 4 | 1 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Movement and Settlement
|
By the end of the
lesson, the learner
should be able to:
-Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map -Trace routes of migration on a map -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the movement and settlement of selected language groups into Eastern Africa -Draw the movement routes followed by the selected language groups on a map of Eastern Africa -Discuss the movement of language groups using maps |
Why do people migrate?
|
-KLB Social Studies pg. 74-76 -Maps showing migration routes -Digital resources -Internet access |
-Observation
-Project Work
-Written assignments
|
|
| 4 | 2 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Movement and Settlement
|
By the end of the
lesson, the learner
should be able to:
-Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map -Trace routes of migration on a map -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the movement and settlement of selected language groups into Eastern Africa -Draw the movement routes followed by the selected language groups on a map of Eastern Africa -Discuss the movement of language groups using maps |
Why do people migrate?
|
-KLB Social Studies pg. 74-76 -Maps showing migration routes -Digital resources -Internet access |
-Observation
-Project Work
-Written assignments
|
|
| 4 | 3 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Effects of Migration and Settlement
|
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 -Identify positive and negative effects of migration -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern Africa -Discuss the effects of movement and settlement of selected language groups in Eastern Africa and write a report -Engage in group discussions on effects of migration |
Why do people migrate?
|
-KLB Social Studies pg. 76-78 -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 5 | 1 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Factors Influencing Population
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Identify physical factors affecting population distribution -Acknowledge population distribution in Eastern Africa |
-Brainstorm factors influencing population distribution in Eastern Africa and share in class -Use digital resources to research factors affecting population distribution -Discuss how climate, soil fertility, and natural resources affect population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 80-83 -Maps showing population distribution -Digital resources -Internet access -Photographs and pictures |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 5 | 2 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Factors Influencing Population
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Identify physical factors affecting population distribution -Acknowledge population distribution in Eastern Africa |
-Brainstorm factors influencing population distribution in Eastern Africa and share in class -Use digital resources to research factors affecting population distribution -Discuss how climate, soil fertility, and natural resources affect population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 80-83 -Maps showing population distribution -Digital resources -Internet access -Photographs and pictures |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 5 | 3 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Factors Influencing Population
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Identify physical factors affecting population distribution -Acknowledge population distribution in Eastern Africa |
-Brainstorm factors influencing population distribution in Eastern Africa and share in class -Use digital resources to research factors affecting population distribution -Discuss how climate, soil fertility, and natural resources affect population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 80-83 -Maps showing population distribution -Digital resources -Internet access -Photographs and pictures |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 6 | 1 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Areas of High and Low Population
|
By the end of the
lesson, the learner
should be able to:
-Locate areas of high and low population density in Eastern Africa on a map -Identify reasons for population distribution patterns -Acknowledge population distribution in Eastern Africa |
-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources -Identify and label areas of high and low population density on a map -Compare population distribution across Eastern African countries |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 83-85 -Maps showing population distribution -Digital resources -Internet access -Atlas |
-Observation
-Project Work
-Written assignments
|
|
| 6 | 2 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Areas of High and Low Population
|
By the end of the
lesson, the learner
should be able to:
-Locate areas of high and low population density in Eastern Africa on a map -Identify reasons for population distribution patterns -Acknowledge population distribution in Eastern Africa |
-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources -Identify and label areas of high and low population density on a map -Compare population distribution across Eastern African countries |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 83-85 -Maps showing population distribution -Digital resources -Internet access -Atlas |
-Observation
-Project Work
-Written assignments
|
|
| 6 | 3 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Effects of High Population
|
By the end of the
lesson, the learner
should be able to:
-Explain effects of high population density in Eastern Africa -Identify positive and negative effects of high population density -Acknowledge population distribution in Eastern Africa |
-Discuss the effects of high population density in Eastern Africa and write a report -Use digital/print resources to research the effects of high population -Share with parents/guardians the effects of high population density in Eastern Africa |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 85-87 -Photographs of areas with high population density -Digital resources -Internet access |
-Observation
-Written assignments
-Oral Questions
|
|
| 7 | 1 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - 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 the features of age-groups and age-sets -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Brainstorm features of age-groups and age-sets and share in class -Use digital/print resources to identify features of age-groups and age-sets -Discuss the roles of age-groups and age-sets in traditional African society |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 88-90 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 7 | 2 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - 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 the features of age-groups and age-sets -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Brainstorm features of age-groups and age-sets and share in class -Use digital/print resources to identify features of age-groups and age-sets -Discuss the roles of age-groups and age-sets in traditional African society |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 88-90 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 7 | 3 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Functions of a Clan
|
By the end of the
lesson, the learner
should be able to:
-Explain the functions of a clan in traditional African society -Identify the role of clans in maintaining social order -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Discuss the functions of a clan in traditional African society -Interview resource persons on the functions of clans -Use digital/print resources to research the roles of clans |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 90-92 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 8 | 1 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Traditional Culture to Preserve
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Value the positive aspects of African traditional culture -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Create posters on aspects of African traditional culture that ought to be preserved -Sing songs on aspects of African traditional culture that ought to be preserved -Display and discuss cultural artifacts |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 92-94 -Pictures of cultural items -Digital resources -Internet access -Cultural artifacts |
-Observation
-Project Work
-Written assignments
|
|
| 8 | 2 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Traditional Culture to Preserve
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Value the positive aspects of African traditional culture -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Create posters on aspects of African traditional culture that ought to be preserved -Sing songs on aspects of African traditional culture that ought to be preserved -Display and discuss cultural artifacts |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 92-94 -Pictures of cultural items -Digital resources -Internet access -Cultural artifacts |
-Observation
-Project Work
-Written assignments
|
|
| 8 | 1-3 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Traditional Culture to Preserve
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Value the positive aspects of African traditional culture -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Create posters on aspects of African traditional culture that ought to be preserved -Sing songs on aspects of African traditional culture that ought to be preserved -Display and discuss cultural artifacts |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 92-94 -Pictures of cultural items -Digital resources -Internet access -Cultural artifacts |
-Observation
-Project Work
-Written assignments
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
People, Population and Social Organisations
|
2.4 School and Community - Ways of Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Identify ways in which the school collaborates with the community -Give examples of collaborative activities -Appreciate the collaboration between the school and community |
-Brainstorm ways in which the school collaborates with the community -Visit community institutions that collaborate with the school -Use digital/print resources to research school-community collaborations |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 95-97 -Photographs and pictures -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 10 | 2 |
People, Population and Social Organisations
|
2.4 School and Community - Ways of Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Identify ways in which the school collaborates with the community -Give examples of collaborative activities -Appreciate the collaboration between the school and community |
-Brainstorm ways in which the school collaborates with the community -Visit community institutions that collaborate with the school -Use digital/print resources to research school-community collaborations |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 95-97 -Photographs and pictures -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 10 | 3 |
People, Population and Social Organisations
|
2.4 School and Community - Benefits of Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Explain the benefits of collaboration between school and the community -Identify mutual benefits to both the school and community -Appreciate the collaboration between the school and community |
-Discuss benefits of collaboration between the school and the community and present in class -Interview school and community leaders about collaborative benefits -Use digital/print resources to research successful school-community partnerships |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 98-99 -Digital resources -Internet access -Resource persons -Newspaper cuttings |
-Observation
-Oral Questions
-Written assignments
|
|
| 11 | 1 |
People, Population and Social Organisations
|
2.4 School and Community - Demonstrating Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways in which the school collaborates with the community -Participate in collaborative activities -Appreciate the collaboration between the school and community |
-Role-play ways in which the school collaborates with the community -Participate in community service activities -Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 100-101 -Digital resources -Internet access -Resource persons -Local environment |
-Observation
-Project Work
-Written assignments
|
|
| 11 | 2 |
People, Population and Social Organisations
|
2.4 School and Community - Demonstrating Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways in which the school collaborates with the community -Participate in collaborative activities -Appreciate the collaboration between the school and community |
-Role-play ways in which the school collaborates with the community -Participate in community service activities -Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 100-101 -Digital resources -Internet access -Resource persons -Local environment |
-Observation
-Project Work
-Written assignments
|
|
| 11 | 3 |
People, Population and Social Organisations
|
2.4 School and Community - Demonstrating Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways in which the school collaborates with the community -Participate in collaborative activities -Appreciate the collaboration between the school and community |
-Role-play ways in which the school collaborates with the community -Participate in community service activities -Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 100-101 -Digital resources -Internet access -Resource persons -Local environment |
-Observation
-Project Work
-Written assignments
|
|
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