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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
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2 |
Opening exam |
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2 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Distinction
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between management of the environment and conservation of the environment -Explain the key differences between management and conservation -Appreciate the importance of both management and conservation |
- Learners study pictures showing management and conservation of the environment
-In groups, learners distinguish between management of the environment and conservation of the environment -Learners discuss key differences and write them in their notebooks |
Why is it important to conserve degraded environment?
|
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation -Digital resources -Chart paper |
- Oral questions
-Written assignments
-Group presentations
|
|
2 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Degradation Factors
Management and Conservation of the Environment - Effects of Degradation |
By the end of the
lesson, the learner
should be able to:
-Explore factors that lead to degradation of the environment in the community -Classify factors into human and natural causes -Develop awareness on environmental degradation issues |
- Learners study pictures showing environmental degradation
-Learners research on factors that lead to environmental degradation using digital and print resources -Learners classify factors into human and natural causes |
What factors lead to environmental degradation in our community?
|
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 108 -Pictures showing effects of degradation |
- Oral questions
-Classification assessment
-Written essays
|
|
2 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Conservation Measures
Management and Conservation of the Environment - Practical Applications Management and Conservation of the Environment - Project Planning |
By the end of the
lesson, the learner
should be able to:
-Design measures to manage and conserve the environment in the community -Explain different conservation approaches -Appreciate the importance of conservation efforts |
- Learners study pictures showing measures taken to manage and conserve the environment
-Learners design measures they would propose to community members on managing and conserving the environment -Learners organize themselves in groups and choose activities to conserve the environment |
What measures can we take to conserve our environment?
|
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 110 -Local materials for dustbins -Tree seedlings -Gardening tools - MENTOR Social Studies Learner's Book pg. 111 -Project planning materials -Poster materials |
- Oral questions
-Design evaluation
-Group presentations
|
|
3 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage |
By the end of the
lesson, the learner
should be able to:
-Identify the selected world heritage sites in Africa -Locate world heritage sites on a map of Africa -Appreciate the existence of world heritage sites in Africa |
- Learners read a story about various world heritage sites in Africa
-Learners identify five world heritage sites from the passage and name their locations -Learners discuss the features of different world heritage sites |
Why is it important to conserve the world heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa -Digital resources -Pictures of heritage sites - MENTOR Social Studies Learner's Book pg. 113 -Song composition materials |
- Oral questions
-Identification assessment
-Written assignments
|
|
3 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Measures
World Heritage Sites in Africa - Conservation Strategies World Heritage Sites in Africa - Global Significance |
By the end of the
lesson, the learner
should be able to:
-Design measures to conserve the selected world heritage sites -Explain how heritage sites can be preserved -Appreciate efforts to conserve heritage sites |
- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites -Learners conduct clean-up sessions around heritage sites or plant seedlings |
What measures can we take to conserve heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources -Field visit materials -Clean-up materials - MENTOR Social Studies Learner's Book pg. 115 -Poster materials -Chart paper - MENTOR Social Studies Learner's Book pg. 116 -Card making materials -Pictures of heritage sites |
- Oral questions
-Field report evaluation
-Observation
|
|
3 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement |
By the end of the
lesson, the learner
should be able to:
-Identify the stages in the constitution-making process in Kenya -Explain what happens in each stage of the constitution-making process -Appreciate the need for following a process in constitution-making |
- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation -Learners use digital devices or textbooks to research on the stages in the constitution-making process |
Why is constitution-making process in Kenya important?
|
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices -Pictures of constitution-making process -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 119 -Poster materials |
- Oral questions
-Written tests
-Observation
|
|
3 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Importance of Understanding
The Constitution of Kenya - Role of Parliament The Constitution of Kenya - Role of Citizens |
By the end of the
lesson, the learner
should be able to:
-Explain why it is important to understand the constitution-making process -Discuss various stages in the constitution-making process -Appreciate the value of understanding constitutional processes |
- Learners share with classmates reasons why it is important to understand the constitution-making process
-Learners ask each other to name the various stages in the constitution-making process -Learners explain each stage of the constitution-making process |
Why should citizens understand the constitution-making process?
|
- MENTOR Social Studies Learner's Book pg. 120
-Digital devices -The Constitution of Kenya -Resource person - MENTOR Social Studies Learner's Book pg. 121 -Video clips -Pictures of parliamentary sessions - MENTOR Social Studies Learner's Book pg. 122 -Pictures of citizens' participation |
- Oral questions
-Peer assessment
-Written assignments
|
|
4 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Citizen Participation
The Constitution of Kenya - Participating in Process |
By the end of the
lesson, the learner
should be able to:
-Debate on the role of citizens in the constitution-making process -Create charts on the role of citizens in constitution-making -Value active citizenship in democratic processes |
- Learners debate on the role of citizens in the constitution-making process
-Learners create charts on the role of citizens in the constitution-making process -Learners display their charts in the classroom |
What responsibilities do citizens have in constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 123
-Chart materials -Digital devices -Debate materials -Role-play materials -The Constitution of Kenya |
- Debate evaluation
-Chart assessment
-Observation
|
|
4 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Class Constitution
The Constitution of Kenya - Defending the Constitution Civic Engagement - Individual Activities |
By the end of the
lesson, the learner
should be able to:
-Plan for a class constitution-making session -Discuss class rules to be followed by members -Value the importance of consensual rule-making |
- Learners plan for a class constitution-making session
-Learners discuss class rules that will be followed by members of the class -Learners display the new class rules on the school noticeboard |
How can we apply constitution-making principles in our class?
|
- MENTOR Social Studies Learner's Book pg. 124
-Writing materials -Chart paper -Display board -The Constitution of Kenya -Digital devices - MENTOR Social Studies Learner's Book pg. 125 -Slogans on civic engagement |
- Process evaluation
-Rules assessment
-Observation
|
|
4 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Collective Activities
Civic Engagement - Creating Awareness |
By the end of the
lesson, the learner
should be able to:
-Identify collective civic engagement activities in Kenya -Explain how collective activities promote democracy -Value collaborative efforts in civic participation |
- Learners study pictures showing collective civic engagement activities
-Learners discuss how activities like voting, maintaining peace, and seeking justice promote democracy -Learners write points in their notebooks |
How can citizens collectively engage in civic activities?
|
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 127 -Poster materials -Internet resources -Civic journals |
- Oral questions
-Written assignments
-Group discussions
|
|
4 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance |
By the end of the
lesson, the learner
should be able to:
-Illustrate the role of political parties in democratic governance -Explain how political parties promote democratic values -Appreciate the contribution of political parties to governance |
- Learners read a conversation about the role of political parties in democratic governance
-Learners identify how political parties promote national unity and democracy -In groups, learners name political parties in Kenya and discuss how they promote democratic governance |
How do political parties contribute to democratic governance?
|
- MENTOR Social Studies Learner's Book pg. 128
-Digital devices -Newspapers -Political party manifestos - MENTOR Social Studies Learner's Book pg. 129 -Debate materials -Political party information |
- Oral questions
-Group presentations
-Written assignments
|
|
5 |
Midterm assessment |
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6 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions Civic Engagement - School Elections |
By the end of the
lesson, the learner
should be able to:
-Outline positions vied for in a general election in Kenya -Identify leaders holding different elective positions -Appreciate the electoral system in Kenya |
- Learners study pictures showing voting activities
-Learners identify positions being vied for as shown in ballot boxes -Learners read articles about elective positions in Kenya -Learners name leaders holding different elective positions |
What are the elective positions in Kenya's governance system?
|
- MENTOR Social Studies Learner's Book pg. 130
-Pictures of ballot boxes -Digital devices -Newspaper articles - MENTOR Social Studies Learner's Book pg. 131 -Diagram templates -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 132 -Election materials -Ballot boxes -Campaign materials |
- Oral questions
-Written tests
-Observation
|
|
6 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding |
By the end of the
lesson, the learner
should be able to:
-Compose poems on promoting values in school -Recite poems during school events -Value integrity, peace, and social justice |
- Learners compose poems on promoting values like integrity, peace, and social justice
-Learners recite poems during school events -Learners take part in local civic engagement activities |
How can we promote civic values in our community?
|
- MENTOR Social Studies Learner's Book pg. 132
-Poem composition materials -Digital devices -Community resources - MENTOR Social Studies Learner's Book pg. 133 -The Constitution of Kenya -Pictures showing human rights |
- Poem evaluation
-Recitation assessment
-Participation observation
|
|
6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Research
Kenya's Bill of Rights - Special Groups Kenya's Bill of Rights - Protection of Special Groups |
By the end of the
lesson, the learner
should be able to:
-Research on Kenya's Bill of Rights -Classify human rights and freedoms -Value the protection of rights and freedoms |
- Learners use digital devices, textbooks, or Constitution to search for information on Kenya's Bill of Rights
-Learners write notes of their findings -Learners classify human rights and freedoms in a table |
What rights and freedoms are guaranteed in Kenya's Bill of Rights?
|
- MENTOR Social Studies Learner's Book pg. 134
-The Constitution of Kenya -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 135 -Pictures of special groups - MENTOR Social Studies Learner's Book pg. 136 |
- Research quality assessment
-Classification accuracy
-Oral questions
|
|
6 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Application
Kenya's Bill of Rights - Assertiveness |
By the end of the
lesson, the learner
should be able to:
-Apply the bill of rights for harmonious living -Identify ways to promote equality and respect for all -Value the application of the Bill of Rights in daily life |
- Learners read passages about application of the Bill of Rights in school settings
-Learners identify ways in which rights are applied for harmonious living -Learners discuss other ways human rights of special groups are applied in their community |
How can we apply the Bill of Rights in our daily lives?
|
- MENTOR Social Studies Learner's Book pg. 137
-The Constitution of Kenya -Digital devices -Case studies - MENTOR Social Studies Learner's Book pg. 138 -Role play materials -Song/poem composition materials |
- Oral questions
-Case study analysis
-Written assignments
|
|
7 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection Kenya's Bill of Rights - Practical Application |
By the end of the
lesson, the learner
should be able to:
-Cultivate empathy and solidarity with special groups in society -Explain ways to show empathy to special groups -Appreciate the importance of mutual social responsibility |
- Learners study pictures showing people demonstrating empathy to special groups
-Learners discuss how people show empathy to children of refugees -Learners identify other ways of cultivating empathy with special groups |
How can we cultivate empathy for special groups in society?
|
- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 140 -Table templates -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 141 -Human rights "fruit tree" diagram -Nearby homes for elderly |
- Oral questions
-Written assignments
-Group discussions
|
|
7 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Recognition
Cultural Globalisation - Kenyan Cultural Items |
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and practices that have acquired a global recognition and status -Explain how cultural elements make Kenya globally recognized -Appreciate Kenya's cultural contributions globally |
- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status -Learners share their answers in class |
How can we preserve aspects of cultural globalisation in the community?
|
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 143 -Pictures of cultural items -Cultural artifacts |
- Oral questions
-Written assignments
-Group discussions
|
|
7 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - African Cultural Practices
Cultural Globalisation - African Philosophies Cultural Globalisation - Cultural Preservation |
By the end of the
lesson, the learner
should be able to:
-Examine African cultural practices in promoting a common humanity -Identify practices that enhance cultural globalisation -Appreciate how cultural practices promote common humanity |
- Learners study pictures showing African cultural practices
-Learners examine how the practices enhance cultural globalisation and common humanity -Learners discuss how they promote humanity in school, home, and community |
How do African cultural practices promote common humanity?
|
- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices -Digital devices -Cultural artifacts - MENTOR Social Studies Learner's Book pg. 145 -Research materials -Cultural information - MENTOR Social Studies Learner's Book pg. 146 -Cultural preservation materials -Local cultural centers |
- Oral questions
-Written assignments
-Group discussions
|
|
7 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Healthy Relationships
Cultural Globalisation - Speeches on Cultural Relationships |
By the end of the
lesson, the learner
should be able to:
-Enumerate factors that promote healthy cultural relationships and global interconnectedness -Analyze activities that promote cultural relationships -Appreciate global cultural interconnectedness |
- Learners study pictures showing activities that promote healthy cultural relationships
-Learners analyze how these activities promote cultural relationships and global interconnectedness -Learners identify other factors that promote healthy cultural relationships |
What factors promote healthy cultural relationships globally?
|
- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 148 -Speech texts -Chart materials -Research materials |
- Oral questions
-Analysis quality
-Written assignments
|
|
8 |
End of term assessment |
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9 |
Revision and closing of school |
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10 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Citizenship
Cultural Globalisation - International Cultural Exchange |
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and values that promote global citizenship -Explain how these elements promote global citizenship -Appreciate values and cultural elements which promote responsible global citizenship |
- Learners study road maps showing cultural elements and values that promote global citizenship
-Learners discuss how these cultural elements and values promote global citizenship -Learners create posters with cultural elements and values that promote global citizenship |
How do cultural elements promote global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams -Poster materials -Digital devices - MENTOR Social Studies Learner's Book pg. 150 -Debate materials -Documentation materials |
- Oral questions
-Poster evaluation
-Written assignments
|
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