NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe what is earth movement
-Explore the types and causes of earth movements in the environment.
-Create a poster on types and courses of earth movements in the environment.
-Appreciate types and causes of earth movements in the environment.

-learner is guided to brainstorm the types and causes of earth movements and present them in class.
-In groups, learners are guided to create a poster on types and causes of earth movements in the environment.

What is earth movements?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe the term plate tectonics
- Analyse the effects of plate tectonic in the formation of continent
-Appreciate the effect of plate tectonic in the formation of continent.

-The learner is guided to describe The term plate tectonic
- in groups learners are guided to analyse The effects of plate tectonic in The formation of continent.

What is plate tectonic?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -rift valley
Internal land forming processes faults -block mountains

By the end of the lesson, the learner should be able to:
-Describe the formation of the rift valley due to faulting in the environment.
- Illustrates formation of the rift Valley due to faulting in environment.
-Appreciate the formation of the rift vary due to faulting in the environment.

-learner is guided to describe The formation of The rift valley due to faulting in environment.
- learners in groups are guided to draw a sketch illustrating The formation of The rift valley in environment and display for peer assessment.

How is the rift vary formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults

By the end of the lesson, the learner should be able to:
-Describe the formation of faults due to faulting in environment
-Illustrate the formation of the fault due to faulting in the environment.
-Appreciate the formation of the faults due to faulting in the environment.

-learner is guided to describe The formation of The faults due to faulting in The environment.
-in groups learners are guided to draw a sketch illustrating The formation of faults due to faulting in The environment and display for peer assessment.

How is a fault formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-explain The effects of faulting on human activities.
- create a poster showing effects of faulting on human activities.
- Desire to learn more on effects of faulting on human activities.

-learner is guided to explain The effects of faulting on human activities.
- in groups, learners are guided to create a poster showing effects of faulting on human activities.

-what are The effects of faulting on human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe features formed as a result of faulting process
- locate features formed as a result of faulting process
-Recognize features formed as a result of faulting process.

-learner is guided to describe features formed as a result of faulting process.
-Learner is guided to use an atlas to locate features from as a result of faulting process. .

How does land-forms influence human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -river Tana projects in Kenya
Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-identify multipurpose river projects along Tana river on Kenya on map of Africa.
- draw multipurpose river projects along Tana river in Kenya.
- Appreciate multipurpose river along Tana river in Kenya.

-Learner is guided to use the Internet and print media to identify selected multipurpose river project.
-In groups learners are guided to draw multipurpose river projects along Tana river in Kenya.

What is multipurpose river project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -River Tana projects in Kenya

By the end of the lesson, the learner should be able to:
-Outline The conditions that led to The establishment of multipurpose river projects at Long river Tana
-create a poster showing The conditions that led to The establishment of multipurpose river projects along river Tana
-Appreciate The conditions that led to The establishment of multipurpose river projects along river Tana.

-learner guided to Outline The conditions that led to The establishment of multipurpose river projects along river Tana.
-in groups, learners are guided to create a poster showing their conditions that led to The establishment of multipurpose river projects along river Tana.

What conditions led to establishment of multipurpose river projects?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -Aswan high dam in Egypt
Multipurpose river projects in Africa -river Tana projects in Kenya -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Outline the conditions that led to establishment of multipurpose river projects along Aswan high dam in Egypt.
-Create a poster showing conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt
-Appreciate mu

-learner is guided to discuss the conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt.
- In groups, learners are guided to create a poster showing conditions that led to the establishment of multipurpose r

What conditions led to establishment of multipurpose river projects?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa

By the end of the lesson, the learner should be able to:
-Assess challenges facing multipurpose river projects in Africa.
- Create a poster showing challenges facing multipurpose river projects in Africa.
- Desire to learn more on challenges facing multipurpose river projects in Africa..

-The learner is guided to brainstorm on challenges facing multipurpose river projects in Africa
-in groups, learners are guided to create a poster showing challenges facing multipurpose river projects in Africa.

What are the challenges facing multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC ENVIRONMENTS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa
Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe solution to challenges facing multipurpose river projects in Africa.
-Design solutions to challenges facing multipurpose river projects in Africa.
-Desire to learn more on solutions to challenges facing multipurpose river projects in Africa.

-The learner is guided to brain storm on challenges facing multipurpose river projects in Africa.
-in pairs learners are guided to design solution to challenges facing multipurpose river projects in Africa.

What are the solution to challenges facing multipurpose river projects in Africa?

- course book
-Computing devices
-Chart
-Computin devices

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe effects of environmental degradation in society.
-create a poster showing effects of environmental degradation in society.
- Desire to learn more on effects of environmental degradation in The society.

-The learners are guided to describe The effects of environmental degradation in society.
-in groups, learners are guided to create a poster showing effects of environmental degradation in The society.

-What are the effects of invader venture degradation in the society?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-describe measures to manage and conserve the environment for sustainability.
- Design measures to manage and conserve the environment for sustainability.
-Appreciate measures to manage and conserve the environment for sustainability.

-The learner is guided to brainstorm on the measures to manage and conserve the environment for sustainability.
-In groups, learners are guided to design measures to manage and conserve the environment for sustainability.

How do we manage and conserve the environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe plan on participating in environmental conservation activities.
- Plan on participating in environmental conservation activities.
-Appreciate plan on participating in environmental conservation activities.

-The learner is guided to describe plan on participating in environmental conservation activities.
- In pairs, learners are guided to plan on participation in environmental conservation activities.

How do we plan on participating in environmental conservation activities?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe how to participate in environmental conservation activities in the community.
-participate in environmental conservation activities in the community
-Desire to participate in environmental conservation activities.
Community.

-The learner is guided to describe how to participate in environmental conservation activities in the community.
-Learner is guided to demonstrate tolerance, express and understand different view points as they participate in environmental conservation in

Why is it important to conserve the degraded environment?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and conservation of the environment

By the end of the lesson, the learner should be able to:
-Describe the importance of managing and conserving the environment.
-Create a chart showing the importance of managing and conserving the environment .
-Appreciate the importance of managing the environment.

-leaner is guided to describe the importance of managing and conserving the environment
-In groups, learners are guided to create a chart showing the importance of managing and conserving the environment.

Why is it important to conserve the degraded environment ?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC NATURAL AND HISTORIC BUILT ENVIRONMENTS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls
Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify The selected world heritage sites in Africa.
- create a poster on The selected world heritages in Africa.
-Appreciate The selected world heritages in Africa

-learner is guided to identify The selected world heritages sites in Africa.
-learners in groups are guided to create a poster on The selected world heritages in Africa.

What are world heritage sites?

- course book
-Computing devices
-Chart
-Computin devices

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify selected world heritage sites
- draw on a map The selected world heritage sites
- Appreciate selected world heritage sites.

-The learner is guided to identify selected world heritage sites
-In pairs Learners are guided to draw on a map the selected World heritage sites.

What are World Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls.
World heritage sites in africa

By the end of the lesson, the learner should be able to:
-Examine importance of the selected world sites in promoting cultural heritage.
- Create a poster showing importance of the selected world sites in promoting cultural heritage.
-Value heritage sites in the community.

-learner is guided to examine The importance of The selected world sites in promoting cultural heritage.
- learners in groups are guided to create a poster showing importance of The selected world sites in promoting cultural heritage.

Why is it important to conserve the world Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-define The term constitution.
- identify The stages in The constitution making process in Kenya.
-create posters on The stages of The constitution making process in Kenya.
-Appreciate The stages of The constitution making process in Kenya.

-Learner is guided to carry out research on the stages in the constitution making process in Kenya.
- learners in groups are guided to create a poster on the stages of constitution making process in Kenya.

What is constitution?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term. Citizenship.
- Explore the role of citizens in constitution making process.
-Appreciate the role of citizens in constitution making process.

-The learner is guided to define the term political citizenship.
-In groups learners are guided to explore the role of citizens in the constitution making process.

What is citizenship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term value
-Explore values exercised during the constitution making process.
- Appreciate the values exercised during the constitution making process.

-The learner is guided to define the term value.
-In pairs learners are guided to explore the values exercised during the constitution making process.

What are values?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe ways of defending and promoting The constitution of Kenya.
-create posters showing ways of defending and promoting The constitution of Kenya.
-Appreciate ways of defending and promoting The constitution of Kenya.

-The learner is guided to describe ways of defending and promoting the
Constitution of Kenya.
-In groups learners are guided to create posters showing ways of defending and promoting the constitution of Kenya.

How can we defend and promote the constitution of Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance -Social justice -Integrity -peace

By the end of the lesson, the learner should be able to:
-Identify individual and collective civic engagement activities in Kenya
- Create a poster showing individual and collective civic engagement activities in Kenya.
-Appreciate individual and collective civic engagement activities in Kenya.

-learner is guided to brain storm on individual and collective civic engagement activities in Kenya.
- in groups, learners are guided to create a poster showing individual and collective civic engagement activities in Kenya.

What is individual and collective civic engagement activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement In governance
Civic engagement in governance

By the end of the lesson, the learner should be able to:
-Define the term Political parties.
-Explore basic constitution requirements for political parties as stipulated in article 91 of the Constitution of Kenya
- Appreciate basic constitutional requirements for political parties are stipulated in article 91

-The learner is guided to define the term political parties.
-In Pairs, learners are guided to discuss the basic constitutional requirements for political parties as stipulated in the Article 91 of the Constitution of Kenya.

What is the political party?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Outline positions vied for In a general election in Kenya.
-Create a chat on positions vied for in general elections in Kenya.
-Appreciate positions vied for in general elections in Kenya.

-The learner is guided to Outline positions vied for in general elections in Kenya.
- in groups, learners are guided to create a Chart on various elective positions in Kenya,display take gallery walks and peer assessments.

How can we participate in democratic processes in the society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe ethical, civic engagement in the community.
-Explore values that promote ethical civic engagement in the community
-Appreciate values that promote ethical civic engagement in the community.

-learner is guided to describe ethical civic engagement in community.
-in pairs learners are guided to discuss values that promote ethical civic engagement in community.

What is ethical civic engagement in the. Community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe how citizens can participate in democratic processes in the country.
-Create a chart on how citizens can participate in democratic processes in the society.
- Appreciate how citizens can participate in democratic processes in the society.

-learner is guided to describe how citizens can participate in democratic processes in The country.
- in groups, learners are guided to create a chat on how citizens can participate in democratic processes in The society.

How can citizens participate in democratic processes?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Describe the term bill of rights.
-Explore Kenya's bills of rights for mutual social well being.
- Embrace Kenya's bills of rights for mutual social well being.

-The learner is guided to describe the term bill of rights.
- The learner are guided to use digital and print resources to research on Kenya's bills of rights and make notes.

What is the bill of rights in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the bills of rights for harmonious living.
- Apply the bills of rights for harmonious living.
- Embrace the bill of rights for harmonious living.

-The learner is guided to describe The bills of rights for harmonious living.
-learner is guided to apply The bill of rights for harmonious living.

How can we live together harmoniously?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the term assertiveness.
-Develop assertiveness necessary in standing up for human rights.
-Desire to develop assertiveness necessary in studying up for human rights.

-Learner is guided to define the term assertiveness.
-Learner is guided to develop assertiveness necessary in studying up for human rights
-In groups learners are guided to role play scenarios that bring out assertiveness in standing up for individual hum

What is assertiveness?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe strategies for promoting the protection of special groups in the community.
-Develop strategies for promoting the protection of special groups in the community.
-Embrace respect for human rights in society

-learner is guided to describe strategies for promoting The protection of special groups in The community.
- learners are guided to display a sense of responsibility to The nation as they develop strategies for promoting The protection of special groups in The community.

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization
Cultural globalization.

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

-Define the term culture, identify cultural elements and practices that have acquired global recognition and status.
- Create a poster on cultural elements and practices that have acquired global cultural recognition and status.
-Appreciate cultural elements and practices that have acquired global recognition and status.

-Learner is guided to define the term culture.
- In groups learners are guided to use digital and print media resources to research on cultural elements in Kenya that have acquired a global status: the kiondo, the maasai kikoi the sufuria and write on a

What is culture?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-describe ways of preserving cultural elements that promote global citizenship
-Explore ways of preserving cultural elements that promote global citizenship.
-Appreciate cultural elements that promote responsible global citizenship.

-learner is guided to describe ways of preserving cultural elements.
-learner is guided to carry out research on ways of preserving cultural elements that promote global Citizenship.

How can. We preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Identify factors that promote healthy cultural relationships in global.
- Enumerate factors that promote healthy cultural relationships in global
- Appreciate factors that promote healthy cultural relationships in global.

-learner is guided to identify factors that promote healthy cultural relationships in global.
-in groups, learners are guided to design charts depicting factors that promote healthy cultural relationships and global interconnectedness.

What are the factors that promote healthy cultural practices?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Describe the role of international cultural exchange in promoting global citizenship.
- Create a poster showing the role of international cultural exchange in promoting global citizenship.
-Appreciate the role of interaction. Cultural exchange in promoting global citizenship.

-Learner is guided to plan to involve others as they debate on the role of international cultural exchange promoting global citizenship.
-In groups, learners are guided to create posters showing the role of international
cultural exchange in promoting

What are the merits of cultural globalization?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation