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

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

-Describe how parts of a topographical maps are reduced.
- Use creative thinking skills to reduce parts of topographical maps.
-Appreciate creative thinking skills to reduce parts of topographical maps.

-The learner is guided to describe how parts of a topographical map are reduced.
-learners in groups are guided to draw a sketch map to reduce part of topographical maps and present it to peers.

-how can parts of topographical maps be reduced?

- 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 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

Topographical maps

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

-Explain the importance of topographical maps.
-Create a poster on importance of topographical maps.
- Appreciate the importance of topographical maps.

-learner is guided to explain The importance of topographical maps -in groups learners are guided to create a post on importance of topographical maps.

Why are topographical maps important?

- 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 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 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
Internal land forming processes faults -rift valley

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 -block mountains

By the end of the lesson, the learner should be able to:
-Describe the formation of block mountain due to faulting in the environment
-Illustrates the formation of block
mountain due to faulting in environment.
- Appreciate the formation of the Block Mountain due to faulting in the environment.

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

How is block mountain 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

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

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 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

Multipurpose 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:
-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
-Computing devices

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

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:
-Examine economic importance of multipurpose river projects in Africa.
- Create a poster showing economic importance of multipurpose river projects in Africa
-Recognize the importance of multipurpose river projects in society.

-The learner is guided to research the economic importance of multipurpose river projects in Africa, Write short notes and share in groups
-. Learners are guided to create a poster showing economic importance of multipurpose river projects in Africa.

What is the economic importance of multipurpose river projects in Africa?

- 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

Multipurpose river projects in Africa

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

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS
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:
-Describe location of the selected World Heritage sites on a map.
- Locate on a map the selected world heritage sites
- appreciate the selected World Heritage sites.

-Learners are guided to describe the location of the selected World heritage sites on a map.
-In group learners are guided to locate 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.

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

NATURAL AND HISTORIC BUILT ENVIRONMENT

World heritage sites in africa

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 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:
-describe The constitution making process in The community.
- participate in The constitution making process in The community.
-Appreciate The constitution making process.

-The learner is guided to describe the constitution making process in the community.
- Learner is guided to participate in the constitution making process.

-What is constitution making process?

- 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

The constitution of Kenya
Civic engagement in governance -Social justice -Integrity -peace

By the end of the lesson, the learner should be able to:
-describe The importance of constitution making process in Kenya.
- create posters showing importance of constitution making process in Kenya.
- Appreciate importance of constitution making process in Kenya

-learner is guided to describe The importance of constitution making process in Kenya.
-in pairs, learners are guided to create posters showing importance of making process in Kenya.
-learner is guided to sing patriotic songs on defending and promoting The constitution of Kenya.

What is constitution making process in Kenya?

- 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:
-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:
-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:
-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 how civic engagement promote good governance in the country.
-Explore how civic engagement promote good governance in the country.
-Appreciate how civic engagement promote good governance in the country.

-learner is guided to describe how civic engagement promote good governance in The country.
-in pairs learners are guided to explore how civic engagement promote good governance in The country.

How can civic engagement Promote good governance in the country?

- 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