Natural and Historic Built Environment

Distribution and characteristics of climatic regions in Africa.
Equatorial Climate

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

Identify the main climatic regions in Africa.
Draw the map of Africa.
Identify the countries where each climatic region covers.
Appreciate the importance of climatic regions.

In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa.
In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers.

What is climate?

MTP; Social Studies Learner's Book Grade 8 pg. 123-124
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MTP; Social Studies Learner's Book Grade 8 pg. 124

Oral questions Oral Report Observation

Natural and Historic Built Environment

Tropical climate.

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

Identify the characteristics of modified tropical climate.
List the countries whose coastal areas experienced the described climate.
Search in atlases for information about where tropical climate is experienced in Africa.
Appreciate the importance of tropical climate.

In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate.
In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa.

What are the characteristics of modified tropical climate?

MTP; Social Studies Learner's Book Grade 8 pg. 125-126
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Desert climate.
Mediterranean climate.

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

Identify the characteristics of desert climate.
List down the areas where climate region is experienced.
Search in atlases for information about where desert climate is experienced in Africa.
Appreciate the use of maps.

In groups, in pairs or individually, learners are guided to identify the characteristics of desert climate.
In groups, in pairs or individually, learners are guided to list down the areas where climate region is experienced.
In groups, in pairs or individually, learners are guided to search in atlases for information about where desert climate is experienced in Africa.

What are the characteristics of semi-arid climate?

MTP; Social Studies Learner's Book Grade 8 pg. 126-129
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MTP; Social Studies Learner's Book Grade 8 pg. 129-131

Oral questions Oral Report Observation

Natural and Historic Built Environment

Causes and effects of climate change in the environment.

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

State the effects of climate change in the environment.
Identify the causes of climate change in the environment.
Categorise the factors as human factors or natural factors.
Have a desire to learn more about climate change.

In groups, in pairs or individually, learners are guided to state the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to identify the causes of climate change in the environment.
In groups, in pairs or individually, learners are guided to categorise the factors as human factors or natural factors.

What are the effects of climate change in the environment? What are the causes of climate change in the environment?

MTP; Social Studies Learner's Book Grade 8 pg. 131-136
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Possible solutions to the effects of climate change in the environment.
Vegetation in Africa: Factors influencing vegetation distribution in Africa.

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

Identify possible solutions to the effects of climate change in the environment.
State the importance of taking care of the environment.
Demonstrate how technology can be used to save the world from climate change.
Appreciate the importance of the environment.

In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment.
In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change.

What are possible solutions to the effects of climate change in the environment? What care should you give to trees and natural vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 136-139
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MTP; Social Studies Learner's Book Grade 8 pg. 141-144

Oral questions Oral Report Observation

Natural and Historic Built Environment

Characteristics of major vegetation regions in Africa: Tropical rainforest

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

Identify the characteristics of modified tropical rainforest.
List the countries where tropical rainforest is experienced.
Search in atlases for information about where tropical rainforest is experienced in Africa.
Appreciate the importance of tropical rainforest.

In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced.
In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa.

What are the characteristics of tropical rainforest? Why is the floor of the tropical rainforest so dark and only few plants grow there?

MTP; Social Studies Learner's Book Grade 8 pg. 144-146
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Savanna vegetation (Tropical Grassland)

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

Identify the characteristics of savanna vegetation.
Explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions.
Search in atlases for information about where savanna vegetation is experienced in Africa.
Appreciate the importance of savanna vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of savanna vegetation.
In groups, in pairs or individually, learners are guided to explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions.
In groups, in pairs or individually, learners are guided to search in atlases for information about where savanna vegetation is experienced in Africa.

What are the characteristics of savanna vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 146-147
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Desert vegetation.
Semi desert vegetation.

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

Identify the characteristics of desert vegetation.
Name the animals found in desert vegetation.
Search in atlases for information about where desert vegetation is experienced in Africa.
Appreciate the use of atlases.

In groups, in pairs or individually, learners are guided to identify the characteristics of desert vegetation.
In groups, in pairs or individually, learners are guided to name the animals found in desert vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where desert vegetation is experienced in Africa.

What type of animals are found in desert vegetation? How are the plants adopted to the vegetation zone?

MTP; Social Studies Learner's Book Grade 8 pg. 147-148
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MTP; Social Studies Learner's Book Grade 8 pg. 148-149

Oral questions Oral Report Observation

Natural and Historic Built Environment

Mediterranean vegetation.

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

Identify the characteristics of Mediterranean vegetation.
Highlight different plant species found in Mediterranean vegetation.
Search in atlases for information about where Mediterranean vegetation is experienced in Africa.
Appreciate the importance of Mediterranean vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean vegetation.
In groups, in pairs or individually, learners are guided to highlight different plant species found in Mediterranean vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where Mediterranean vegetation is experienced in Africa.

What are the characteristics of Mediterranean vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 149-150
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Mangrove vegetation.
Mountain vegetation.

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

Identify the characteristics of mangrove vegetation.
Name the main plants in mangrove vegetation.
Search in atlases for information about where mangrove vegetation is experienced in Africa.
Appreciate the importance of mangrove vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of mangrove vegetation
In groups, in pairs or individually, learners are guided to name the main plants in mangrove vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where mangrove vegetation is experienced in Africa.

Which are the main plants in mangrove vegetation? What are the adaptations of mangrove trees to their environment?

MTP; Social Studies Learner's Book Grade 8 pg. 150
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MTP; Social Studies Learner's Book Grade 8 pg. 151-152

Oral questions Oral Report Observation

Natural and Historic Built Environment

Locating major vegetation regions of Africa.

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

Draw an outline of the map of Africa.
Trace the locations occupied by various vegetation.
Indicate the vegetation regions in Africa using different colours.
Appreciate the use of an atlas.

In groups, in pairs or individually, learners are guided to draw an outline of the map of Africa.
In groups, in pairs or individually, learners are guided to trace the locations occupied by various vegetation
In groups, in pairs or individually, learners are guided to indicate the vegetation regions in Africa using different colours

What have you learnt about vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 152-154
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Methods of conserving vegetation in the community.
Historical sites and Monuments in Africa: Locations of historical sites and monuments.

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

Identify methods of conserving vegetation in the community.
Give reasons why people conserve vegetation in the community.
Recite the poem on learner's book 8 page 157
Appreciate the improvements of conserving vegetation.

In groups, in pairs or individually, learners are guided to identify methods of conserving vegetation in the community
In groups, in pairs or individually, learners are guided to give reasons why people conserve vegetation in the community
In groups, in pairs or individually, learners are guided to recite the poem on learner's book 8 page 157

What is the importance of vegetation? Which methods do you use to conserve vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 154-157
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MTP; Social Studies Learner's Book Grade 8 pg. 159-160

Oral questions Oral Report Observation

Natural and Historic Built Environment

Importance of historical sites and monuments for preservation of cultural heritage.

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

State the importance of historical sites and monuments for preservation of cultural heritage.
Create flash cards containing the importance of historical sites and monuments
Draw the diagrams on learner's book 8 page 161
Appreciate the importance of historical sites and monuments for preservation of cultural heritage.

In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites.
In groups, in pairs or individually, learners are guided to create flash cards containing the importance of historical sites and monuments.
In groups, in pairs or individually, learners are guided to draw the diagrams on learner's book 8 page 161

What is the importance of historical sites and monuments for preservation of culture?

MTP; Social Studies Learner's Book Grade 8 pg. 160-163
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Oral questions Oral Report Observation

Natural and Historic Built Environment
POLITICAL DEVELOPMENTS AND GOVERNANCE

Ways of conserving historical sites and monuments in Africa.
The constitution of Kenya

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

Identify ways of conserving historical sites and monuments in Africa.
List activities that can be done to preserve historical sites and monuments.
Create posters on ways of conserving the historical sites.
Appreciate the ways of conserving historical sites and monuments in Africa.

In groups, in pairs or individually, learners are guided to identify ways of conserving historical sites and monuments in Africa
In groups, in pairs or individually, learners are guided to list activities that can be done to preserve historical sites and monuments
In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites

What are the challenges threatening the existence of Fort Jesus? What are some activities that can be done to preserve historical sites and monuments?

MTP; Social Studies Learner's Book Grade 8 pg. 164-165
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Mountain Top Publishers
Grade 8 page167 168

Oral questions Oral Report Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The constitution of Kenya

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

outline the components of the constitution of Kenya
illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution
appreciate the constitution of Kenya

What are the roles of the three arms of government?

The learner is guided to: discuss the components of the constitution of Kenya create charts showing the three arms of government, their roles and interrelationships

Mountain Top Publishers
Grade 8 page 169 170
Print out of the constitution of Kenya

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

The constitution of Kenya

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

outline the components of the constitution of Kenya
illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution
appreciate the constitution of Kenya

Why do we need a constitution?

The learner is guided to: discuss the components of the constitution of Kenya create charts showing the three arms of government, their roles and interrelationships

Mountain Top Publishers
Grade 8 page 169 170
chart


Grade8page 172173

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

The constitution of Kenya

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

outline the guiding principles of leadership and integrity in the constitution of Kenya
apply assertiveness in the principles of leadership and integrity in daily interactions
appreciate the constitution of Kenya

 

Why is assertiveness important in adhering to the constitution of Kenya?

The learner is guided to: discuss the guiding principles of leadership and integrity in the constitution of Kenya reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity

Mountain Top Publishers
Grade 8 page 172 173

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

The constitution of Kenya

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

outline the guiding principles of leadership and integrity in the constitution of Kenya
apply assertiveness in the principles of leadership and integrity in daily interactions
appreciate the constitution of Kenya

 

Why is assertiveness important in adhering to the constitution of Kenya?

The learner is guided to: discuss the guiding principles of leadership and integrity in the constitution of Kenya reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity

Mountain Top Publishers
Grade 8 page 172 173



Grade8page 174175

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

The constitution of Kenya

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

state the guiding principles of leadership and integrity in the constitution of Kenya
exhibit good leadership in chapter six of the constitution of Kenya
appreciate the constitution of Kenya

What is good leadership?

The learner is guided to: discuss the guiding principles of leadership and integrity in the constitution of Kenya discuss whether or not leaders in Kenya adhere to their constitutional responsibilities

Mountain Top Publishers
Grade 8 page174 175

Oral questions Written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Human rights
Human rights

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

outline how human rights can be respected and protected in the community
describe the process of effective communication on human rights issues
desire to protect human rights

How do we respect human rights?

The learner is guided to: discuss how human rights can be respected and protected in the community role play scenarios that depict the process of effective communication on human rights issues

Mountain Top Publishers
Grade 8 page 179

oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Human rights

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

outline how human rights can be respected and protected in the community
describe the process of effective communication on human rights issues
desire to protect human rights

How can effective communication foster respect for human rights?

The learner is guided to: discuss how human rights can be respected and protected in the community role play scenarios that depict the process of effective communication on human rights issues

Mountain Top Publishers
Grade 8 page 180

oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Human rights

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

outline the rights of children in Kenya
demonstrate ways in which children are protected against violation in Kenya
appreciate the responsibility of the society in protecting human rights

Which are the rights of children?

The learner is guided to: discuss the rights of children in Kenya discuss ways in which children are protected against violation in Kenya

Mountain Top Publishers
Grade 8 page 182

oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Human rights

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

outline the rights of children in Kenya
demonstrate ways in which children are protected against violation in Kenya
appreciate the responsibility of the society in protecting human rights

How do we protect child rights against violation?

The learner is guided to: discuss the rights of children in Kenya discuss ways in which children are protected against violation in Kenya

Mountain Top Publishers
Grade 8 page 182
Mountain Top Publishers

oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Citizenship

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

state qualities of a global citizen in the world today
describe ways in which Nobel prize nominees responded to injustice situations in the society
desire to be good citizens

Which are qualities of a global citizen?

The learner is guided to: discuss qualities of a global citizen in the world today discuss ways in which Nobel prize nominees responded to injustice situations in the society

Mountain Top Publishers
Grade 8 page 192 194

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Citizenship

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

state qualities of a global citizen in the world today
describe ways in which Nobel prize nominees responded to injustice situations in the society
desire to be good citizens

Which are qualities of a global citizen?

The learner is guided to: discuss qualities of a global citizen in the world today discuss ways in which Nobel prize nominees responded to injustice situations in the society

Mountain Top Publishers
Grade 8 page 192 194

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Citizenship

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

outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
exhibit social entrepreneurship for personal and social well being
desire to be a good citizen

What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?

The learner is guided to: discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society

Mountain Top Publishers
Grade 8 page 197 198

oral questions written questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Citizenship
citizenship

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

outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
exhibit social entrepreneurship for personal and social well being
desire to be a good citizen

What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?

The learner is guided to: discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society

Mountain Top Publishers
Grade 8 page 197 198
Grade 8 page 201

oral questions written questions

POLITICAL DEVELOPMENT AND GOVERNANCE

citizenship

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

identify the role of the Nobel prize winners
show empathy to personalities who volunteer for addressing injustices in the society
appreciate the achievements of the Nobel prize nominees

Mention the Nobel prize nominees ?

The learner is guided to: discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them discuss on the importance of empathy to personalities who volunteer to address injustices in the society discuss the roles of the Nobel prize winners

Mountain Top Publishers
Grade 8 page 201

oral questions written questions