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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Introduction and identification
|
By the end of the
lesson, the learner
should be able to:
- Identify selected world heritage sites in Africa - Locate selected world heritage sites on a map of Africa - Show interest in world heritage sites in Africa |
- Use digital/print resources to locate the selected world heritage sites
- Draw a map of Africa showing the location of selected world heritage sites - Discuss what makes a site qualify as a world heritage site - Create a class display of selected world heritage sites |
Why is it important to conserve world heritage sites?
|
- KLB Top Scholar Social Studies (pg. 162)
- Digital resources - Print resources - Map of Africa - Pictures of world heritage sites |
- Observation
- Map work assessment
- Oral questions
- Written assignments
|
|
1 | 2 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Rock-Hewn Churches and Vallée de Mai
World Heritage Sites in Africa - Serengeti and Robben Island |
By the end of the
lesson, the learner
should be able to:
- Describe the Rock-Hewn Churches of Lalibela in Ethiopia - Explain the distinctive features of Vallée de Mai Nature Reserve in Seychelles - Appreciate the cultural and natural significance of these heritage sites |
- Research on the Rock-Hewn Churches of Lalibela and Vallée de Mai Nature Reserve
- Create visual presentations on these world heritage sites - Discuss the cultural and natural significance of these sites - Present findings to the class |
What makes Rock-Hewn Churches and Vallée de Mai unique world heritage sites?
|
- KLB Top Scholar Social Studies (pg. 164)
- Digital resources - Print resources - Pictures of Rock-Hewn Churches and Vallée de Mai - Video clips - KLB Top Scholar Social Studies (pg. 166) - Pictures of Serengeti and Robben Island |
- Observation
- Visual presentation assessment
- Oral presentations
- Written assignments
|
|
1 | 3 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Victoria Falls
|
By the end of the
lesson, the learner
should be able to:
- Describe Victoria Falls as a world heritage site - Explain the natural and cultural significance of Victoria Falls - Appreciate the beauty and importance of Victoria Falls |
- Research on Victoria Falls world heritage site
- Create visual presentations on Victoria Falls - Discuss the natural and cultural significance of Victoria Falls - Present findings to the class |
What is the significance of Victoria Falls as a world heritage site?
|
- KLB Top Scholar Social Studies (pg. 168)
- Digital resources - Print resources - Pictures of Victoria Falls - Video clips |
- Observation
- Visual presentation assessment
- Oral presentations
- Written assignments
|
|
1 | 4 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Cultural heritage promotion
|
By the end of the
lesson, the learner
should be able to:
- Examine importance of world heritage sites in promoting cultural heritage - Explain how heritage sites contribute to cultural identity and pride - Value the role of heritage sites in cultural preservation |
- Brainstorm on the importance of world heritage sites in promoting cultural heritage
- Discuss how heritage sites contribute to cultural identity and pride - Compose and sing songs or recite poems on the importance of world heritage sites in Africa - Present songs or poems to the class |
How do world heritage sites promote cultural heritage?
|
- KLB Top Scholar Social Studies (pg. 169)
- Digital resources - Print resources - Musical instruments - Writing materials |
- Observation
- Song/poem assessment
- Oral presentations
- Written assignments
|
|
2 | 1 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Conservation measures
|
By the end of the
lesson, the learner
should be able to:
- Design measures to conserve world heritage sites - Explain the role of different stakeholders in conserving heritage sites - Show commitment to heritage site conservation |
- Formulate in pairs measures to conserve heritage sites
- Research on the role of different stakeholders in conserving heritage sites - Create a poster on conservation measures for world heritage sites - Present and display posters in class |
How can world heritage sites be conserved for future generations?
|
- KLB Top Scholar Social Studies (pg. 170)
- Digital resources - Print resources - Materials for poster creation - Pictures showing conservation activities |
- Observation
- Poster assessment
- Oral presentations
- Written assignments
|
|
2 | 2 |
Political Developments and Governance
|
The Constitution of Kenya - Stages in constitution-making process
|
By the end of the
lesson, the learner
should be able to:
- Identify the stages in the constitution-making process in Kenya - Explain the sequence of events in constitution-making - Appreciate the structured approach to constitution-making |
- Carry out research on the stages in constitution-making process in Kenya
- Discuss steps involved in constitution-making - Create posters on the stages of the constitution-making process - Study the chart showing processes involved in constitution-making process in Kenya |
Why is constitution-making process in Kenya important?
|
- KLB Top Scholar Social Studies (pg. 172)
- Digital resources - Print resources - Charts on constitution-making process - Manilla papers |
- Observation
- Oral questions
- Written assignments
- Poster assessment
|
|
2 | 3 |
Political Developments and Governance
|
The Constitution of Kenya - Role of parliament
The Constitution of Kenya - Role of citizens in constitution-making |
By the end of the
lesson, the learner
should be able to:
- Examine the role of parliament in constitution-making process - Describe how parliament enacts constitutional laws - Value the role of parliament in constitution-making |
- Research on the role of parliament in constitution-making process in Kenya
- Discuss findings on parliament's role - Watch a video on parliamentary debate on the constitution-making process - Make notes on the role of parliament in constitution-making process |
What is the role of parliament in the constitution-making process?
|
- KLB Top Scholar Social Studies (pg. 174)
- Digital resources - Video clips of parliamentary debates - Print resources - Charts - KLB Top Scholar Social Studies (pg. 176) - Pictures showing citizen participation - Video clips |
- Observation
- Oral questions
- Written assignments
- Note-making assessment
|
|
2 | 4 |
Political Developments and Governance
|
The Constitution of Kenya - Citizens' participation
|
By the end of the
lesson, the learner
should be able to:
- Identify ways citizens can participate in constitution-making - Explain the importance of citizen participation in governance - Show interest in active citizenship |
- Discuss how a responsible citizen participates in constitution-making process
- Study pictures showing citizen participation in constitution-making - Brainstorm on the characteristics of a responsible citizen - Role-play citizens participating in constitution-making process |
What makes citizens' participation important in constitution-making?
|
- KLB Top Scholar Social Studies (pg. 178)
- Digital resources - Print resources - Pictures showing citizen participation - Role-play materials |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
3 | 1 |
Political Developments and Governance
|
The Constitution of Kenya - Participating in constitution-making
|
By the end of the
lesson, the learner
should be able to:
- Participate in the constitution-making process in community - Apply constitutional principles in group decision-making - Value democratic processes in constitution-making |
- Role-play the constitution-making process in the community
- Research on the values that should be exercised during constitution-making process - Participate in the constitution-making process of the learners' council or club in school - Write an account of participation in constitution-making process |
How can you participate in the constitution-making process in your community?
|
- KLB Top Scholar Social Studies (pg. 180)
- Digital resources - Print resources - Role-play materials - Writing materials |
- Observation
- Role-play assessment
- Written assignments
- Project assessment
|
|
3 | 2 |
Political Developments and Governance
|
The Constitution of Kenya - Defending the constitution
|
By the end of the
lesson, the learner
should be able to:
- Explain ways of defending the Constitution of Kenya - Identify roles of citizens in defending the constitution - Show commitment to defending the Constitution of Kenya |
- Brainstorm on meaning of "defend" the Constitution of Kenya
- Discuss ways of defending the Constitution of Kenya - Study pictures showing people defending the Constitution of Kenya - Share stories on how they have defended the Constitution of Kenya |
How can citizens defend the Constitution of Kenya?
|
- KLB Top Scholar Social Studies (pg. 180)
- Digital resources - Print resources - Pictures showing constitution defense - The Constitution of Kenya |
- Observation
- Oral questions
- Written assignments
- Story assessment
|
|
3 | 3 |
Political Developments and Governance
|
The Constitution of Kenya - Promoting the constitution
|
By the end of the
lesson, the learner
should be able to:
- Explain ways of promoting the Constitution of Kenya - Identify strategies for constitutional awareness - Desire to promote the Constitution of Kenya |
- Brainstorm on meaning of "promote" the Constitution of Kenya
- Discuss ways of promoting the Constitution of Kenya - Compose songs on defending and promoting the Constitution of Kenya - Sing songs to group members |
What strategies can be used to promote the Constitution of Kenya?
|
- KLB Top Scholar Social Studies (pg. 181)
- Digital resources - Print resources - Musical instruments - The Constitution of Kenya |
- Observation
- Song assessment
- Oral questions
- Written assignments
|
|
3 | 4 |
Political Developments and Governance
|
The Constitution of Kenya - Implementing the constitution
Civic Engagement in Governance - Individual civic activities |
By the end of the
lesson, the learner
should be able to:
- Describe how the constitution is implemented - Explain the role of different institutions in implementing the constitution - Appreciate the importance of constitutional implementation |
- Research on how the constitution is implemented in Kenya
- Discuss the role of different institutions in implementing the constitution - Create a chart showing institutions responsible for implementing the constitution - Present findings to the class |
How is the Constitution of Kenya implemented?
|
- KLB Top Scholar Social Studies (pg. 182)
- Digital resources - Print resources - The Constitution of Kenya - Charts - Pictures showing civic engagement activities |
- Observation
- Oral presentations
- Written assignments
- Chart assessment
|
|
4 |
MIDTERM ASSESSMENT |
||||||||
5 | 1 |
Political Developments and Governance
|
Civic Engagement in Governance - Collective civic activities
|
By the end of the
lesson, the learner
should be able to:
- Identify collective civic engagement activities in Kenya - Explain the importance of collective civic actions - Appreciate the value of collective civic engagement |
- Research using digital devices or print materials to identify collective civic engagement activities in Kenya
- Discuss in groups different collective civic activities - Create posters on collective civic engagement activities - Display posters in class and school notice boards |
What collective civic engagement activities exist in Kenya?
|
- KLB Top Scholar Social Studies (pg. 184)
- Digital resources - Print resources - Pictures showing collective civic activities - Materials for poster creation |
- Observation
- Poster assessment
- Oral questions
- Written assignments
|
|
5 | 2 |
Political Developments and Governance
|
Civic Engagement in Governance - Political parties requirements
|
By the end of the
lesson, the learner
should be able to:
- Identify constitutional requirements for political parties - Explain legal frameworks governing political parties - Value the importance of regulating political parties |
- Discuss the meaning of constitutional requirements and political parties
- Read Article 91 of the Constitution of Kenya on constitutional requirements for political parties - Discuss the constitutional requirements for political parties - Create a chart on what political parties should and should not do |
How can we participate in democratic processes in the society?
|
- KLB Top Scholar Social Studies (pg. 186)
- Digital resources - Print resources - The Constitution of Kenya - Charts |
- Observation
- Oral questions
- Written assignments
- Chart assessment
|
|
5 | 3 |
Political Developments and Governance
|
Civic Engagement in Governance - Role of political parties
|
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 enhance democracy - Recognize the importance of political parties in governance |
- Discuss the meaning of democracy and democratic governance
- Research on the role of political parties in democratic governance - Create a chart on the role of political parties in democratic governance - Recite a poem on the role of political parties in democratic governance |
What is the role of political parties in democratic governance?
|
- KLB Top Scholar Social Studies (pg. 188)
- Digital resources - Print resources - Charts - Poems |
- Observation
- Oral presentations
- Written assignments
- Poem assessment
|
|
5 | 4 |
Political Developments and Governance
|
Civic Engagement in Governance - Elective positions
Civic Engagement in Governance - Values for ethical civic engagement |
By the end of the
lesson, the learner
should be able to:
- Outline positions vied for in a general election in Kenya - Describe the responsibilities of elected officials - Show interest in electoral processes |
- Research on positions vied for in a general election in Kenya
- Study a chart showing elective positions in Kenya - Discuss the responsibilities of different elected officials - Design and draw charts on positions vied for in general elections |
What positions are vied for in a general election in Kenya?
|
- KLB Top Scholar Social Studies (pg. 190)
- Digital resources - Print resources - Charts showing elective positions - Drawing materials - KLB Top Scholar Social Studies (pg. 192) - Role-play materials - Charts |
- Observation
- Chart assessment
- Oral questions
- Written assignments
|
|
6 | 1 |
Political Developments and Governance
|
Kenya's Bill of Rights - Introduction and structure
|
By the end of the
lesson, the learner
should be able to:
- Identify the components of Kenya's Bill of Rights - Explain the structure of Kenya's Bill of Rights - Value the importance of the Bill of Rights |
- Define the term 'Bill of Rights'
- Use digital or print resources to research on Kenya's Bill of Rights - Study a chart showing parts of the Bill of Rights - Discuss the components of the Bill of Rights for mutual social wellbeing |
How can we protect the special groups in the community?
|
- KLB Top Scholar Social Studies (pg. 195)
- Digital resources - Print resources - The Constitution of Kenya - Charts |
- Observation
- Oral questions
- Written assignments
- Chart completion
|
|
6 | 2 |
Political Developments and Governance
|
Kenya's Bill of Rights - Importance and application
|
By the end of the
lesson, the learner
should be able to:
- Explore Kenya's Bill of Rights for mutual social well-being - Explain the importance of the Bill of Rights - Show appreciation for the Bill of Rights in protecting individuals |
- Read an article on the purpose of Kenya's Bill of Rights
- Discuss the importance of the Bill of Rights for mutual social wellbeing - Study an excerpt of the Constitution of Kenya on application of the Bill of Rights - Create a chart showing the importance of Kenya's Bill of Rights |
What is the importance of Kenya's Bill of Rights for mutual social wellbeing?
|
- KLB Top Scholar Social Studies (pg. 198)
- Digital resources - Print resources - The Constitution of Kenya - Charts |
- Observation
- Oral presentations
- Written assignments
- Chart assessment
|
|
6 | 3 |
Political Developments and Governance
|
Kenya's Bill of Rights - Rights of the elderly
|
By the end of the
lesson, the learner
should be able to:
- Examine human rights of the elderly - Explain special provisions for the elderly in the Bill of Rights - Show empathy towards the elderly in society |
- Study pictures of elderly persons
- Use digital or print resources to investigate the human rights of the elderly - Discuss why we should respect and promote the human rights of the elderly - Study a chart on rights of the elderly |
What are the human rights of the elderly as a special group?
|
- KLB Top Scholar Social Studies (pg. 200)
- Digital resources - Print resources - Pictures of elderly persons - Charts |
- Observation
- Oral questions
- Written assignments
- Discussion assessment
|
|
6 | 4 |
Political Developments and Governance
|
Kenya's Bill of Rights - Rights of refugees
|
By the end of the
lesson, the learner
should be able to:
- Examine human rights of refugees - Explain special provisions for refugees in the Bill of Rights - Show empathy towards refugees in society |
- Study pictures of refugees
- Research on the human rights of refugees - Study a chart on the rights of refugees under the United Nation's Convention of 1951 - Discuss how to respect and protect the rights of refugees |
What are the human rights of refugees as a special group?
|
- KLB Top Scholar Social Studies (pg. 202)
- Digital resources - Print resources - Pictures of refugees - Charts |
- Observation
- Oral questions
- Written assignments
- Discussion assessment
|
|
7 | 1 |
Political Developments and Governance
|
Kenya's Bill of Rights - Rights of migrants
Kenya's Bill of Rights - Application for harmonious living |
By the end of the
lesson, the learner
should be able to:
- Examine human rights of migrants - Explain special provisions for migrants in the Bill of Rights - Show empathy towards migrants in society |
- Study pictures of migrants
- Research on the human rights of migrants - Role-play a scenario highlighting the rights of migrants - Develop posters on the rights of migrants |
What are the human rights of migrants as a special group?
|
- KLB Top Scholar Social Studies (pg. 204)
- Digital resources - Print resources - Pictures of migrants - Materials for poster creation - KLB Top Scholar Social Studies (pg. 206) - The Constitution of Kenya - Charts |
- Observation
- Role-play assessment
- Oral questions
- Poster assessment
|
|
7 | 2 |
Political Developments and Governance
|
Kenya's Bill of Rights - Assertiveness in standing up for rights
|
By the end of the
lesson, the learner
should be able to:
- Develop assertiveness necessary in standing up for human rights - Demonstrate techniques for assertively defending rights - Show confidence in standing up for human rights |
- Research on the meaning of assertiveness and individual rights
- Role-play scenarios that demonstrate assertiveness in standing up for individual rights - Discuss how assertiveness has been developed in standing up for individual rights - Complete a table on applying assertiveness in standing up for individual rights |
How can assertiveness help in standing up for individual rights?
|
- KLB Top Scholar Social Studies (pg. 208)
- Digital resources - Print resources - Role-play materials - Charts |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
7 | 3 |
Political Developments and Governance
|
Kenya's Bill of Rights - Empathy and solidarity
|
By the end of the
lesson, the learner
should be able to:
- Cultivate empathy and solidarity with special groups in society - Develop strategies for supporting special groups - Show mutual social responsibility towards special groups |
- Design a card with a goodwill message to an elderly person
- Study pictures showing empathy and solidarity with special groups - Discuss how empathy and solidarity are demonstrated - Organize a visit to elderly members of the community |
How can we cultivate empathy and solidarity with special groups in society?
|
- KLB Top Scholar Social Studies (pg. 210)
- Digital resources - Print resources - Materials for card making - Pictures showing empathy and solidarity |
- Observation
- Card assessment
- Oral presentations
- Project assessment
|
|
7 | 4 |
Political Developments and Governance
|
Cultural Globalisation - Introduction and meaning
|
By the end of the
lesson, the learner
should be able to:
- Define the concept of cultural globalisation - Identify factors that have accelerated cultural globalisation - Show interest in understanding cultural globalisation |
- Research on the meaning of cultural globalisation
- Discuss factors that have accelerated cultural globalisation - Use digital or print resources to research on cultural elements - Brainstorm on examples of cultural globalisation |
How can we preserve aspects of cultural globalization in the community?
|
- KLB Top Scholar Social Studies (pg. 209)
- Digital resources - Print resources - Pictures showing cultural globalisation - Charts |
- Observation
- Oral questions
- Written assignments
- Discussion assessment
|
|
8 | 1 |
Political Developments and Governance
|
Cultural Globalisation - The Kiondo
|
By the end of the
lesson, the learner
should be able to:
- Identify the Kiondo as a cultural element with global status - Describe how the Kiondo gained global recognition - Appreciate local cultural elements with global appeal |
- Study pictures of the Kiondo
- Discuss the uses of the Kiondo and communities associated with it - Research on how the Kiondo has acquired international recognition - Write notes on the global status of the Kiondo |
What makes the Kiondo a globally recognized cultural element?
|
- KLB Top Scholar Social Studies (pg. 211)
- Digital resources - Print resources - Pictures of Kiondo - Sample Kiondo (if available) |
- Observation
- Oral questions
- Written assignments
- Note-making assessment
|
|
8 | 2 |
Political Developments and Governance
|
Cultural Globalisation - The Maasai Kikoi
Cultural Globalisation - Safari |
By the end of the
lesson, the learner
should be able to:
- Identify the Maasai Kikoi as a cultural element with global status - Explain how the Maasai Kikoi gained global recognition - Value the cultural significance of the Maasai Kikoi |
- Study pictures of the Maasai Kikoi
- Discuss the uses of the Maasai Kikoi - Role-play a conversation about how the Maasai Kikoi gained global status - Write notes on the global status of the Maasai Kikoi |
What makes the Maasai Kikoi a globally recognized cultural element?
|
- KLB Top Scholar Social Studies (pg. 213)
- Digital resources - Print resources - Pictures of Maasai Kikoi - Sample Maasai Kikoi (if available) - KLB Top Scholar Social Studies (pg. 215) - Pictures related to safari - Travel brochures |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
8 | 3 |
Political Developments and Governance
|
Cultural Globalisation - African cultural practices
|
By the end of the
lesson, the learner
should be able to:
- Examine African cultural practices in promoting a common humanity - Explain the concept of Ubuntu and its global significance - Appreciate African cultural values in global context |
- Read a story about Ubuntu
- Discuss lessons learned from the story - Explain how Ubuntu promotes a common humanity - Role-play a conversation about African Socialism |
How do African cultural practices promote a common humanity?
|
- KLB Top Scholar Social Studies (pg. 217)
- Digital resources - Print resources - Stories about African cultural practices - Video clips |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
8 | 4 |
Political Developments and Governance
|
Cultural Globalisation - Preservation of cultural elements
|
By the end of the
lesson, the learner
should be able to:
- Explore ways of preserving cultural elements that promote global citizenship - Design strategies for cultural preservation - Show commitment to preserving cultural heritage |
- Read a case study on preserving cultural elements
- Discuss appropriate actions to preserve cultural elements - Identify cultural elements in communities that need to be preserved - Study pictures of cultural elements and discuss preservation strategies |
What are effective ways to preserve cultural elements that promote global citizenship?
|
- KLB Top Scholar Social Studies (pg. 219)
- Digital resources - Print resources - Pictures of cultural elements - Case studies |
- Observation
- Oral presentations
- Written assignments
- Discussion assessment
|
|
9 |
END TERM 3 ASSESSMENT TEST AND CLOSING OF SCHOOL |
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