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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-4 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Evolution theory
|
By the end of the
lesson, the learner
should be able to:
-Explore the scientific theory about human origin -Describe how scientific theory is used to explain human origin -Develop a sense of humanity based on common origin |
- Learners discuss in groups how scientific theory is used to explain human origin and present -Learners use digital technology to find out the places where early human remains were discovered in Africa |
Why is Africa considered as the cradle of humanity?
|
- MENTOR Social Studies Learner's Book pg. 20 -Digital resources -Maps |
- Oral questions
-Observation
-Written tests
|
|
| 2 |
Opening assessment |
||||||||
| 3 | 1 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Human remains
|
By the end of the
lesson, the learner
should be able to:
-Draw a map of Africa and locate where prehistoric human remains were discovered -Identify the places where early human remains were discovered -Develop a sense of humanity based on common origin |
- Learners draw a map of Africa and locate where prehistoric human remains were discovered -Learners use digital technology to find out the places where early human remains were discovered in Africa |
Why is Africa considered as the cradle of humanity?
|
- MENTOR Social Studies Learner's Book pg. 20 -Maps -Digital resources |
- Oral questions
-Project work
-Observation
|
|
| 3 | 2 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Different species
Scientific Theory about Human Origin - Changes in humans Scientific Theory about Human Origin - Africa as cradle of humanity |
By the end of the
lesson, the learner
should be able to:
-Identify the differences between various species of early humans -Describe when various human species existed -Appreciate the common origin of humans |
- Learners brainstorm in groups on the differences between various species of early humans and when they existed -Learners share their findings in class |
Why is Africa considered as the cradle of humanity?
|
- MENTOR Social Studies Learner's Book pg. 21
-Charts, marker pens -Digital resources - MENTOR Social Studies Learner's Book pg. 22 -Charts -Approved textbooks |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 3 |
People, Population and Relationships
|
Scientific Theory about Human Origin - Preservation of remains
Early Civilisation - Origin of early visitors Early Civilisation - Early visitors Early Civilisation - Swahili civilisation |
By the end of the
lesson, the learner
should be able to:
-Discuss the preservation of remains of early humans -Draw conclusions on common understanding of origin of humanity -Develop a sense of humanity based on common origin |
- Learners engage with a resource person to discuss the preservation of remains of early humans -Learners debate on the scientific theory of human origin and Africa as the cradle of humanity |
Why is Africa considered as the cradle of humanity?
|
- MENTOR Social Studies Learner's Book pg. 23
-Resource persons -Digital resources - MENTOR Social Studies Learner's Book pg. 32 -Map of Africa - MENTOR Social Studies Learner's Book pg. 33 - MENTOR Social Studies Learner's Book pg. 34 -Marker pens |
- Oral questions
-Observation
-Written tests
|
|
| 3 | 4 |
People, Population and Relationships
|
Early Civilisation - East African city states
Early Civilisation - Architectural designs Early Civilisation - Social organization Early Civilisation - Impact of Swahili civilization |
By the end of the
lesson, the learner
should be able to:
-Identify the major East African city states -Locate the East African city states on a map -Value cultural heritage |
- Learners draw a map showing the location of major East African city states -Learners discuss characteristics of the major East African city states |
Why is cultural heritage important to society?
|
- MENTOR Social Studies Learner's Book pg. 35
-Map of Africa -Digital resources - MENTOR Social Studies Learner's Book pg. 36 -Pictures - MENTOR Social Studies Learner's Book pg. 37 -Marker pens - MENTOR Social Studies Learner's Book pg. 38 |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 1 |
People, Population and Relationships
|
Early Civilisation - Best practices
Trans-Saharan Slave Trade - Development factors Trans-Saharan Slave Trade - Organization |
By the end of the
lesson, the learner
should be able to:
-Show how the best practices from early civilisations have contributed to the modern world -Role play the best practices from early civilisations -Appreciate the best practices of early civilization |
- Learners role play the best practices from early civilisations to the development of the modern world -Learners reflect on their own during role-play |
Why is cultural heritage important to society?
|
- MENTOR Social Studies Learner's Book pg. 38
-Digital resources -Manilla papers - MENTOR Social Studies Learner's Book pg. 39 -Internet - MENTOR Social Studies Learner's Book pg. 40 |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 2 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Source regions
|
By the end of the
lesson, the learner
should be able to:
-Draw a map of Africa and locate regions where slaves were sourced -Identify major slave trade routes -Desire to promote social justice in a society |
- Learners draw a map of Africa and locate regions where slaves were sourced during the Trans-Saharan slave trade -Learners trace the major slave trade routes on a map |
Why do people subject others to slave trade?
|
- MENTOR Social Studies Learner's Book pg. 41 -Maps -Digital resources |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 3 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - Effects
Trans-Saharan Slave Trade - Resistance |
By the end of the
lesson, the learner
should be able to:
-Outline the effects of Trans-Saharan slave trade in Africa -Discuss how slave trade affected African communities -Participate in promotion of social justice in the society |
- Learners work together and discuss the effects of Trans-Saharan slave trade in Africa -Learners appreciate diverse opinions as they work together |
Why do people subject others to slave trade?
|
- MENTOR Social Studies Learner's Book pg. 42
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 43 |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 4 |
People, Population and Relationships
|
Trans-Saharan Slave Trade - End of slave trade
Population Growth in Africa - Causes |
By the end of the
lesson, the learner
should be able to:
-Discuss factors that led to the end of Trans-Saharan slave trade -Explain the role of different groups in ending slave trade -Participate in promotion of social justice in the society |
- Learners research on factors that led to the end of Trans-Saharan slave trade -Learners discuss the role of different groups in ending slave trade |
Why do people subject others to slave trade?
|
- MENTOR Social Studies Learner's Book pg. 44
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 46 |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 1 |
People, Population and Relationships
|
Population Growth in Africa - Effects
Population Growth in Africa - Demographic trends |
By the end of the
lesson, the learner
should be able to:
-Explore effects of population growth in Africa -Research on the effects of population growth -Create awareness on the effects of population growth |
- Learners use digital and print resources to research on the effects of population growth in Africa -Learners discuss how population growth affects communities |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 47
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 48 -Recent census data |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 2 |
People, Population and Relationships
|
Population Growth in Africa - Types of migration
Population Growth in Africa - Factors of migration |
By the end of the
lesson, the learner
should be able to:
-Examine types of migration in Africa -Identify different types of migration -Appreciate the impact of migration on population growth in Africa |
- Learners brainstorm in groups on types of migration -Learners identify different types of migration in Africa |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 49
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 50 |
- Oral questions
-Observation
-Written tests
|
|
| 5 | 3 |
People, Population and Relationships
|
Population Growth in Africa - Awareness
Diversity, Inclusion and Interpersonal Skills - Social-cultural diversities |
By the end of the
lesson, the learner
should be able to:
-Develop posters to create awareness of the effect of population growth -Create awareness on the effects of population growth in the community -Appreciate the impact of migration on population growth in Africa |
- Learners exhibit team spirit as they develop posters to create awareness of the effect of population growth in the community -Learners discuss the effects of rapid population growth |
Why is it important to study demographic changes?
|
- MENTOR Social Studies Learner's Book pg. 51
-Manila papers -Marker pens - MENTOR Social Studies Learner's Book pg. 55 -Digital resources -Internet |
- Oral questions
-Observation
-Project work
|
|
| 5 | 4 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Social cohesion
Diversity, Inclusion and Interpersonal Skills - Self-esteem |
By the end of the
lesson, the learner
should be able to:
-Discuss personal and social cultural factors that influence social cohesion -Explore their own beliefs and those of others -Appreciate social cultural diversities in Kenya |
- Learners explore their own beliefs and those of others as they discuss personal and social cultural factors that influence social cohesion -Learners identify factors that influence social cohesion |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 56
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 5 |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 1 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Emotions
Diversity, Inclusion and Interpersonal Skills - Managing emotions |
By the end of the
lesson, the learner
should be able to:
-Describe the impact of emotions on self and others -Watch video clips on ways of handling different emotional states -Appreciate social cultural diversities in Kenya |
- Learners watch video clips on ways of handling different emotional states -Learners share experiences on handling different emotional states |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 7
-Digital resources -Video clips - MENTOR Social Studies Learner's Book pg. 8 -Resource person |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 2 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Peer pressure
Diversity, Inclusion and Interpersonal Skills - Positive peer pressure |
By the end of the
lesson, the learner
should be able to:
-Managing peer pressure in a culturally diverse environment -Role play ways of managing peer pressure -Appreciate social cultural diversities in Kenya |
- Learners practice inclusivity as they role play ways of managing peer pressure -Learners discuss ways of managing peer pressure |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 9
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 10 |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 3 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Cultural diversities
Diversity, Inclusion and Interpersonal Skills - Cultural appreciation |
By the end of the
lesson, the learner
should be able to:
-Compose communication messages on social cultural diversities in Kenya -Share the communication messages in class -Appreciate social cultural diversities in Kenya |
- Learners in groups, compose communication messages on social cultural diversities in Kenya -Learners share the communication messages in class |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 11
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 12 |
- Oral questions
-Observation
-Written tests
|
|
| 6 | 4 |
People, Population and Relationships
|
Diversity, Inclusion and Interpersonal Skills - Inclusivity
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of inclusivity in a diverse environment -Discuss ways of promoting inclusivity -Appreciate social cultural diversities in Kenya |
- Learners explain the importance of inclusivity in a diverse environment -Learners discuss ways of promoting inclusivity |
How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?
|
- MENTOR Social Studies Learner's Book pg. 13 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 1 |
People, Population and Relationships
|
Peace and Non-violent Conflict Resolution - Family conflicts
Peace and Non-violent Conflict Resolution - Peaceful resolution |
By the end of the
lesson, the learner
should be able to:
-Identify situations that lead to conflicts in the family -Discuss and present situations that may lead to conflicts in a family -Appreciate the culture of peace in a society |
- Learners speak clearly as they discuss and present situations that may lead to conflicts in a family -Learners identify situations that lead to conflicts in the family |
How can resolving conflicts help us live peacefully in the community?
|
- MENTOR Social Studies Learner's Book pg. 63
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 64 |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 2 |
People, Population and Relationships
|
Peace and Non-violent Conflict Resolution - Experiences
Peace and Non-violent Conflict Resolution - Communication |
By the end of the
lesson, the learner
should be able to:
-Resolve differences amicably as they discuss experiences from role play scenarios -Discuss the experiences from the role play scenarios -Show empathy with survivors of conflicts in the family |
- Learners resolve differences amicably as they discuss the experiences from the role play scenarios -Learners discuss experiences from the role play scenarios |
How can resolving conflicts help us live peacefully in the community?
|
- MENTOR Social Studies Learner's Book pg. 65
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 66 -Manila papers -Marker pens |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 3 |
People, Population and Relationships
|
Peace and Non-violent Conflict Resolution - Empathy
Peace and Non-violent Conflict Resolution - Healthy relationships |
By the end of the
lesson, the learner
should be able to:
-Show empathy with survivors of conflicts in the family -Role play a scenario in the family where empathy is shown -Appreciate the culture of peace in a society |
- Learners exchange new ideas as they role play a scenario in the family where empathy is shown -Learners undertake group activities |
How can resolving conflicts help us live peacefully in the community?
|
- MENTOR Social Studies Learner's Book pg. 67
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 68 |
- Oral questions
-Observation
-Written tests
|
|
| 7 | 4 |
People, Population and Relationships
|
Peace and Non-violent Conflict Resolution - Empathetic moments
Peace and Non-violent Conflict Resolution - Peace in the family |
By the end of the
lesson, the learner
should be able to:
-Reflect on past empathetic moments -Journal in their books and share -Show empathy with survivors of conflicts in the family |
- Learners reflect on past empathetic moments, journal in their books and share -Learners discuss past empathetic moments |
How can resolving conflicts help us live peacefully in the community?
|
- MENTOR Social Studies Learner's Book pg. 69
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 70 |
- Oral questions
-Observation
-Written tests
|
|
| 8 | 1 |
People, Population and Relationships
|
Peace and Non-violent Conflict Resolution - Conflict triggers
Peace and Non-violent Conflict Resolution - Peace culture |
By the end of the
lesson, the learner
should be able to:
-Identify triggers of conflict in the family -Discuss how to avoid conflict triggers -Appreciate the culture of peace in a society |
- Learners identify triggers of conflict in the family -Learners discuss how to avoid conflict triggers |
How can resolving conflicts help us live peacefully in the community?
|
- MENTOR Social Studies Learner's Book pg. 71
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 72 |
- Oral questions
-Observation
-Written tests
|
|
| 8 | 2 |
Natural and Historic Built Environments
|
Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales Map Reading and Interpretation - Scale conversions Map Reading and Interpretation - Measuring distances |
By the end of the
lesson, the learner
should be able to:
-Interpret maps using marginal information -Identify the different types of marginal information on a map -Appreciate the use of marginal information to interpret maps |
- Learners exchange new ideas when discussing in groups the marginal information on a map -Learners present their findings in class |
How can critical thinking be used in map interpretation?
|
- MENTOR Social Studies Learner's Book pg. 75
-Maps -Digital resources - MENTOR Social Studies Learner's Book pg. 76 - MENTOR Social Studies Learner's Book pg. 77 - MENTOR Social Studies Learner's Book pg. 78 |
- Oral questions
-Observation
-Written tests
|
|
| 8 | 3 |
Natural and Historic Built Environments
|
Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features Map Reading and Interpretation - Relief features Map Reading and Interpretation - Vegetation |
By the end of the
lesson, the learner
should be able to:
-Calculate the area of different places on a topographical map -Use scales to determine areas -Apply critical thinking skills in map reading and interpretation |
- Learners calculate the area of different places on a topographical map -Learners share their findings in class |
How can critical thinking be used in map interpretation?
|
- MENTOR Social Studies Learner's Book pg. 79
-Maps -Digital resources - MENTOR Social Studies Learner's Book pg. 80 - MENTOR Social Studies Learner's Book pg. 81 - MENTOR Social Studies Learner's Book pg. 82 |
- Oral questions
-Observation
-Written tests
|
|
| 8 | 4 |
Natural and Historic Built Environments
|
Map Reading and Interpretation - Drawing diagrams
Map Reading and Interpretation - Critical thinking |
By the end of the
lesson, the learner
should be able to:
-Draw diagrams of the relief and drainage features on a topographical map -Interpret physical features using diagrams -Apply critical thinking skills in map reading and interpretation |
- Learners draw diagrams of the relief and drainage features on a topographical map -Learners share their work in class |
How can critical thinking be used in map interpretation?
|
- MENTOR Social Studies Learner's Book pg. 83
-Maps -Digital resources - MENTOR Social Studies Learner's Book pg. 84 |
- Oral questions
-Observation
-Written tests
|
|
| 9 | 1 |
Natural and Historic Built Environments
|
Map Reading and Interpretation - Application
Map Reading and Interpretation - Practical application |
By the end of the
lesson, the learner
should be able to:
-Apply knowledge of map reading in practical situations -Interpret maps with different scales -Apply critical thinking skills in map reading and interpretation |
- Learners interpret different types of maps -Learners apply their knowledge in practical map reading exercises |
How can critical thinking be used in map interpretation?
|
- MENTOR Social Studies Learner's Book pg. 85
-Maps -Digital resources - MENTOR Social Studies Learner's Book pg. 86 |
- Oral questions
-Observation
-Written tests
|
|
| 9 | 2 |
Natural and Historic Built Environments
|
Weather and Climate - Factors influencing weather
Weather and Climate - Factors influencing climate |
By the end of the
lesson, the learner
should be able to:
-Examine the factors influencing weather in Africa -Identify factors that affect day-to-day weather conditions -Recognise the effects of weather and climate on human activities |
- Learners use print or digital resources to research on the factors influencing weather in Africa -Learners share their findings in class |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 94
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 95 |
- Oral questions
-Observation
-Written tests
|
|
| 9 | 3 |
Natural and Historic Built Environments
|
Weather and Climate - Climatic regions
Weather and Climate - Desert regions |
By the end of the
lesson, the learner
should be able to:
-Illustrate the distribution of major climatic regions of Africa -Draw a map showing climatic regions -Recognise the effects of weather and climate on human activities |
- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain) -Learners display their maps in class |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 96
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 97 -Video clips |
- Oral questions
-Observation
-Project work
|
|
| 9 | 4 |
Natural and Historic Built Environments
|
Weather and Climate - Semi-desert regions
Weather and Climate - Tropical regions |
By the end of the
lesson, the learner
should be able to:
-Illustrate the characteristics of semi-desert regions in Africa -Identify semi-desert regions on a map -Recognise the effects of weather and climate on human activities |
- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions -Learners make short notes on the semi-desert regions |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources -Video clips - MENTOR Social Studies Learner's Book pg. 99 |
- Oral questions
-Observation
-Written tests
|
|
| 10 | 1 |
Natural and Historic Built Environments
|
Weather and Climate - Mediterranean regions
Weather and Climate - Mountain regions |
By the end of the
lesson, the learner
should be able to:
-Illustrate the characteristics of mediterranean regions in Africa -Identify mediterranean regions on a map -Recognise the effects of weather and climate on human activities |
- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions -Learners make short notes on the mediterranean regions |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 100
-Digital resources -Video clips - MENTOR Social Studies Learner's Book pg. 101 |
- Oral questions
-Observation
-Written tests
|
|
| 10 | 2 |
Natural and Historic Built Environments
|
Weather and Climate - Stress management
Weather and Climate - Causes of climate change |
By the end of the
lesson, the learner
should be able to:
-Explore positive ways of managing stress during disasters caused by climate change -Discuss ways of managing stress during disasters -Recognise the effects of weather and climate on human activities |
- Learners discuss ways of managing stress caused during disasters caused by climate change -Learners share their experiences on managing stress |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 102
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 103 |
- Oral questions
-Observation
-Written tests
|
|
| 10 | 3 |
Natural and Historic Built Environments
|
Weather and Climate - Effects of climate change
|
By the end of the
lesson, the learner
should be able to:
-Identify effects of climate change -Brainstorm on the effects of climate change -Apply problem solving skills in addressing effects of climate change on the environment |
- Learners brainstorm on the effects of climate change -Learners share their findings in class |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 104 -Digital resources -Internet |
- Oral questions
-Observation
-Written tests
|
|
| 10 | 4 |
Natural and Historic Built Environments
|
Weather and Climate - Problem solving
Weather and Climate - Human activities |
By the end of the
lesson, the learner
should be able to:
-Apply problem solving skills to address effects of climate change -Perform a skit on problem solving skills to address effects of climate change -Apply problem solving skills in addressing effects of climate change on the environment |
- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change -Learners discuss problem solving approaches |
-How does climate change affect human activities
-How can one manage stress during disasters?
|
- MENTOR Social Studies Learner's Book pg. 105
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 106 -Resource person |
- Oral questions
-Observation
-Written tests
|
|
| 11 | 1 |
Natural and Historic Built Environments
|
Vegetation in Africa - Factors influencing vegetation
Vegetation in Africa - Field excursion |
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing vegetation distribution in Africa -Brainstorm on factors influencing vegetation in Africa -Appreciate vegetation conservation within the environment |
- Learners brainstorm in groups on factors influencing vegetation in Africa -Learners do a presentation in class |
Why should we care for vegetation in our environment?
|
- MENTOR Social Studies Learner's Book pg. 108
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 109 -Immediate environment |
- Oral questions
-Observation
-Written tests
|
|
| 11 | 2 |
Natural and Historic Built Environments
|
Vegetation in Africa - Vegetation regions
Vegetation in Africa - Characteristics |
By the end of the
lesson, the learner
should be able to:
-Identify the vegetation regions in Africa -Use digital or print resources to research on vegetation regions -Appreciate vegetation conservation within the environment |
- Learners use digital or print resources to find out the vegetation regions in Africa -Learners share their findings in class |
Why should we care for vegetation in our environment?
|
- MENTOR Social Studies Learner's Book pg. 110
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 111 |
- Oral questions
-Observation
-Written tests
|
|
| 11 | 3 |
Natural and Historic Built Environments
|
Vegetation in Africa - Map drawing
Vegetation in Africa - Conservation methods |
By the end of the
lesson, the learner
should be able to:
-Locate the major vegetation regions of Africa -Draw a map of Africa showing vegetation regions -Appreciate vegetation conservation within the environment |
- Learners draw the map of Africa and indicate the vegetation regions -Learners display their maps in class |
Why should we care for vegetation in our environment?
|
- MENTOR Social Studies Learner's Book pg. 112
-Digital resources -Maps - MENTOR Social Studies Learner's Book pg. 113 -Manila papers |
- Oral questions
-Observation
-Project work
|
|
| 11 | 4 |
Natural and Historic Built Environments
|
Vegetation in Africa - Caring for vegetation
Vegetation in Africa - Importance |
By the end of the
lesson, the learner
should be able to:
-Write essays on ways of caring for vegetation -Discuss ways of caring for vegetation -Appreciate vegetation conservation within the environment |
- Learners write essays on ways of caring for vegetation in the school community -Learners share their essays |
Why should we care for vegetation in our environment?
|
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 115 |
- Oral questions
-Observation
-Written tests
|
|
| 12 | 1 |
Natural and Historic Built Environments
|
Historical Sites and Monuments in Africa - Selected sites
Historical Sites and Monuments in Africa - Map drawing |
By the end of the
lesson, the learner
should be able to:
-Locate selected historical sites and monuments in Africa -Trace selected historical sites and monuments in Africa -Value conservation of historical sites and monuments in the locality |
- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island) -Learners present their findings in class |
Why should we conserve historical sites and monuments?
|
- MENTOR Social Studies Learner's Book pg. 120
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 121 |
- Oral questions
-Observation
-Written tests
|
|
| 12 | 2 |
Natural and Historic Built Environments
|
Historical Sites and Monuments in Africa - Importance
Historical Sites and Monuments in Africa - Conservation ways |
By the end of the
lesson, the learner
should be able to:
-Examine the importance of historical sites and monuments for the preservation of cultural heritage -Brainstorm on the importance of historical sites and monuments -Value conservation of historical sites and monuments in the locality |
- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa -Learners share their findings in class |
Why should we conserve historical sites and monuments?
|
- MENTOR Social Studies Learner's Book pg. 122
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 123 |
- Oral questions
-Observation
-Written tests
|
|
| 12 | 3 |
Natural and Historic Built Environments
|
Historical Sites and Monuments in Africa - Creative thinking
Historical Sites and Monuments in Africa - Overcoming challenges |
By the end of the
lesson, the learner
should be able to:
-Apply creative thinking in preserving cultural heritage -Discuss ways of applying creative thinking in preserving cultural heritage -Value conservation of historical sites and monuments in the locality |
- Learners discuss ways of applying creative thinking in preserving cultural heritage -Learners share their ideas on creative approaches |
Why should we conserve historical sites and monuments?
|
- MENTOR Social Studies Learner's Book pg. 124
-Digital resources -Internet - MENTOR Social Studies Learner's Book pg. 125 |
- Oral questions
-Observation
-Written tests
|
|
| 12 | 4 |
Natural and Historic Built Environments
|
Historical Sites and Monuments in Africa - Photo album
Historical Sites and Monuments in Africa - Field visit Historical Sites and Monuments in Africa - Awareness creation |
By the end of the
lesson, the learner
should be able to:
-Create an album of historical sites and monuments -Collect pictures and photographs of historical sites and monuments -Value conservation of historical sites and monuments in the locality |
- Learners display national pride as they collect pictures and photographs and create an album of historical sites and monuments -Learners display their albums in class |
Why should we conserve historical sites and monuments?
|
- MENTOR Social Studies Learner's Book pg. 126
-Digital resources -Pictures and photographs - MENTOR Social Studies Learner's Book pg. 127 -Historical site or monument -Manila papers |
- Oral questions
-Observation
-Project work
|
|
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