NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe what is a topographical map.
-Describe human activities on topographical maps.
- Create a poster on human activities on topographical maps
- Appreciate human activities on topographical maps

-The learner is guided to describe topographical map and describe human activities on topographical maps
- learners in groups are guided to create a poster on human activities on topographical maps.

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Identify on topographical maps how human activities like agriculture and mining affect roads.
- Create a chart showing how human activities like agriculture and mining affect roads.
- Desire to learn more on how human activities like agriculture and mining affect roads.

-The learner is gated to identify on topographical maps how human activities like agriculture and mining affect roads
-. Learners in groups are guided to create a chart showing how human activities like agriculture and mining affect roads.

How does human activities like agriculture and mining affect roads?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe what are creative thinking skills
- Use creative thinking skills to enlarge parts of Topographical map
-Appreciate creative thinking skills to enlarge parts of topographical maps

-The learner is guided to describe creative thinking skills I
-in groups learners are guided to use creative thinking skills to enlarge parts of topographical maps.

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps
Internal land forming processes

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

-Describe cross section from topographical maps.
-Illustrate cross sections from topographical maps
- Appreciate cross sections from topographical maps

-learner is guided to describe cross sections from topographical maps
- Individually, the learner is guided to draw cross sections from topographical map showing human activities.

What is a topographical map?

- 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 continental drift.
- Explain theories of continental drift in the formation of Continent.
-Appreciate the theories of continental drift in formation of continent.

-The learner is guided to describe the term continental drift.
- Learners in groups are guided to use print resources to research theories of continental drift in earth movement and make short notes.

What is continental drift?

- 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
Internal land forming processes faults

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

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
Multi purpose river projects in Africa -river Tana projects in Kenya

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

By the end of the lesson, the learner should be able to:
-Identify multipurpose river projects along Aswan high dam in Egypt on a map of Africa .
-Draw multipurpose river projects along Aswan High dam in Egypt on a map of Africa.
--Appreciate multipurpose river projects along Aswan high dam in Egypt.

-Learner is guided to use the Internet and print media to identify selected multipurpose river projects.
-In groups, learners are guided to draw multipurpose river projects along Aswan high dam in Egypt on a map of Africa.

What is a multipurpose river project?

- 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
Multi purpose river projects in Africa

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 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 creative thinking skills in managing and conserving the immediate environment.
-Apply creative thinking skills in managing and conserving the environment.
-Desire to apply creative thinking skills in managing and conserving the environment.

-The learner is guided to describe creative thinking skills in managing and conserving the immediate environment.
- In pairs, learners are guided to apply creative thinking skills in managing and conserving the environment.

What are creative thinking skills?

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

Management and conservation of the environment
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:
-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
-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
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
POLITICAL DEVELOPMENT AND GOVERNANCE

World heritage sites in africa
The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe critical thinking skills applied in conserving heritage sites within the locality.
-Apply critical thinking skills in conserving heritage sites within the locality.
-Value heritage sites in the community.

-Learner is guided to describe the critical thinking skills applied in conserving heritage sites within locality
- learners in pairs are guided to formulate measures to conserve heritage sites.

What are the critical thinking skills applied in conserving heritage sites within the locality?

- 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

Civic engagement in governance -Social justice -Integrity -peace
Civic engagement In governance

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 democracy
-Illustrates The role of political parties in democratic governance.
-Appreciate The role of political parties in democratic governance

-learner is guided to define The term political democracy
-in groups, learners are guided to Illustrate The role of political parties in democratic governance.

What is democracy?

- 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
Kenya

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:
-Identify special groups in the society.
- examine human rights for special groups for promotion of social justice and inclusivity.
- Create a poster on human rights for special groups for promotion of socio- justice and inclusivity.

-The learner is guided to identify special groups in the society.
- The learner is guided to debate on human rights of special groups(elderly refugees, migrants)
- In groups, learners are guided to design posters on human rights laws about special groups

How can we protect the special groups in the community?

- 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:

-Define the terms Empathy and solidarity
- Cultivate empathy and solidarity within special groups in society for mutual social responsibility.
- Appreciate ways of cultivating empathy and solidarity with special groups in society for mutual social responsibility.

-Learner is guided to define the terms empathy and solidarity.
- In pairs learners are guided to discuss ways in which empathy and solidarity is cultivated for special groups in society for mutual social responsibility.

What is empathy?

- 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