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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
People and Population
|
Early civilasiton; Kingdom, State and Empire in Early Civilization in Relation to Great Zimbabwe, Ancient Egypt and Kingdom of Kongo
|
By the end of the
lesson, the learner
should be able to:
Define kingdom, state and Empire. Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom Appreciate the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. |
Individually, in groups or in pairs, learners are guided to:
- Define kingdom, state and Empire. -Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. - Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom |
What are the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 73-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
People and Population
|
Early civilasiton; Kingdom, State and Empire in Early Civilization in Relation to Great Zimbabwe, Ancient Egypt and Kingdom of Kongo
|
By the end of the
lesson, the learner
should be able to:
Define kingdom, state and Empire. Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom Appreciate the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. |
Individually, in groups or in pairs, learners are guided to:
- Define kingdom, state and Empire. -Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom. - Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom |
What are the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 73-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
People and Population
|
Location of Selected Ancient Kingdoms on a Map of Africa
|
By the end of the
lesson, the learner
should be able to:
Locate the Ancient Egypt, the Great Zimbabwe and the Kingdom of Kongo from a map. Discuss how Africa contributed to the modern world civilization. Draw the map of Africa and locate the Ancient Kingdom of Egypt, the Great Zimbabwe and the Kingdom of Kongo. Appreciate the contribution of Early Civilization to the Development of Modern World. |
Individually, in groups or in pairs, learners are guided to:
- Locate the Ancient Egypt, the Great Zimbabwe and the Kingdom of Kongo from a map. - Discuss how Africa contributed to the modern world civilization. - Draw the map of Africa and locate the Ancient Kingdom of Egypt, the Great Zimbabwe and the Kingdom of Kongo. |
What are the contribution of Early African Civilization to the Development of Modern World?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 75-79
Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
People and Population
|
Social Organization of Selected African Communities up to 1900
|
By the end of the
lesson, the learner
should be able to:
Explain the Ogiek and the Zulu people. Discuss the Ogiek and the Zulu social organization up to 1990 Draw the map of Africa and indicate areas settled by the Ogiek and the Zulu. Appreciate the importance of social organization. |
Individually, in groups or in pairs, learners are guided to:
- Explain the Ogiek and the Zulu people. - Discuss the Ogiek and the Zulu social organization up to 1990 - Draw the map of Africa and indicate areas settled by the Ogiek and the Zulu. |
Who are the Ogiek people?
Who are the Zulu people?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 80-83
Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
People and Population
|
Comparison of the Social Organization of the Selected African Communities up to 1900
|
By the end of the
lesson, the learner
should be able to:
Discuss the Asante social organization up to 1900 Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900 Have fun and enjoy class discussion. |
Individually, in groups or in pairs, learners are guided to:
- Discuss the Asante social organization up to 1900 - Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900 |
What are th similarities in social organization among the Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 84-86
Atlas Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
People and Population
|
Comparison of the Social Organization of the Selected African Communities up to 1900
|
By the end of the
lesson, the learner
should be able to:
Discuss the Asante social organization up to 1900 Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900 Have fun and enjoy class discussion. |
Individually, in groups or in pairs, learners are guided to:
- Discuss the Asante social organization up to 1900 - Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900 |
What are th similarities in social organization among the Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 84-86
Atlas Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
People and Population
|
Kenyan And African Rich Cultural Diversity Among Communities
|
By the end of the
lesson, the learner
should be able to:
Identify activities that promote positive interactions among various communities in Africa. State the importance of cultural diversities in our society. Draw pictures that show rich cultural Diversity Among African Communities. Appreciate and promote positive interactions among various communities. |
Individually, in groups or in pairs, learners are guided to:
- Identify activities that promote positive interactions among various communities in Africa. - State the importance of cultural diversities in our society. - Draw pictures that show rich cultural Diversity Among African Communities. |
Why do you think the cultural diversities are important in our society?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 86-89
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
People and Population
|
Kenyan And African Rich Cultural Diversity Among Communities
|
By the end of the
lesson, the learner
should be able to:
Identify activities that promote positive interactions among various communities in Africa. State the importance of cultural diversities in our society. Draw pictures that show rich cultural Diversity Among African Communities. Appreciate and promote positive interactions among various communities. |
Individually, in groups or in pairs, learners are guided to:
- Identify activities that promote positive interactions among various communities in Africa. - State the importance of cultural diversities in our society. - Draw pictures that show rich cultural Diversity Among African Communities. |
Why do you think the cultural diversities are important in our society?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 86-89
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
People and Population
|
Human Diversity and Inclusion
|
By the end of the
lesson, the learner
should be able to:
Identify personality attributes which make individuals different from others. List different components of Human Identify in a Multicultural Society. Design a table to categorise the desirable and undesirable personality attributes. Appreciate different personality attributes which make individuals different from others. |
Individually, in groups or in pairs, learners are guided to:
- Identify personality attributes which make individuals different from others. - List different components of Human Identify in a Multicultural Society. - Design a table to categorise the desirable and undesirable personality attributes. |
What are personality attributes?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 90-93
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
People and Population
|
Ways of applying Inclusion in Day
|
By the end of the
lesson, the learner
should be able to:
Identify ways in which we can apply inclusion in day to day interaction. Discuss ways through which we can show respect to others so that we can promote social cohesion in our society. Appreciate individual differences for social cohesion in the society. |
Individually, in groups or in pairs, learners are guided to:
- Identify ways in which we can apply inclusion in day to day interaction. - Discuss ways through which we can show respect to others so that we can promote social cohesion in our society. |
What can we do to empower the marginalized communities in society?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 94-98
Atlas Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
People and Population
|
Ways of applying Inclusion in Day
|
By the end of the
lesson, the learner
should be able to:
Identify ways in which we can apply inclusion in day to day interaction. Discuss ways through which we can show respect to others so that we can promote social cohesion in our society. Appreciate individual differences for social cohesion in the society. |
Individually, in groups or in pairs, learners are guided to:
- Identify ways in which we can apply inclusion in day to day interaction. - Discuss ways through which we can show respect to others so that we can promote social cohesion in our society. |
What can we do to empower the marginalized communities in society?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 94-98
Atlas Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
People and Population
|
Peace and conflict and resolution
|
By the end of the
lesson, the learner
should be able to:
Define conflict. Identify contribution of peace to personal development. Recite the in learner's book about personal peace. Appreciate the importance of peace and conflict resolution. |
Individually, in groups or in pairs, learners are guided to:
- Define conflict. - Identify contribution of peace to personal development. - Recite the in learner's book about personal peace. |
What is conflict?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 99-101
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
People and Population
|
Personal characteristic that express a state of peace for mutual wellbeing
|
By the end of the
lesson, the learner
should be able to:
Identify personal characteristic that express a state of peace for mutual wellbeing. Discuss the approaches that can promote an individual's inner peace for harmonious living. Appreciate different approaches that can promote One's Inner peace for harmonious living. |
Individually, in groups or in pairs, learners are guided to:
- Identify personal characteristic that express a state of peace for mutual wellbeing. - Discuss the approaches that can promote an individual's inner peace for harmonious living. |
Which approaches can help to promote one's inner peace for harmonious living?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 101-103
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
People and Population
|
Personal characteristic that express a state of peace for mutual wellbeing
|
By the end of the
lesson, the learner
should be able to:
Identify personal characteristic that express a state of peace for mutual wellbeing. Discuss the approaches that can promote an individual's inner peace for harmonious living. Appreciate different approaches that can promote One's Inner peace for harmonious living. |
Individually, in groups or in pairs, learners are guided to:
- Identify personal characteristic that express a state of peace for mutual wellbeing. - Discuss the approaches that can promote an individual's inner peace for harmonious living. |
Which approaches can help to promote one's inner peace for harmonious living?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 101-103
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
People and Population
|
Promoting peace at personal level for harmonious living
|
By the end of the
lesson, the learner
should be able to:
State the importance of enhancing peace at the individual level. Discuss how individuals can promote peace at personal level for harmonious living. Appreciate the importance of enhancing peace at the individual level. |
Individually, in groups or in pairs, learners are guided to:
- State the importance of enhancing peace at the individual level. - Discuss how individuals can promote peace at personal level for harmonious living. |
What is the importance of having peace at the individual level?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 103-105
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
People and Population
|
Slavery and Servitude
|
By the end of the
lesson, the learner
should be able to:
Define slavery and servitude. Identify the different types of slavery and servitude. Discuss the factors that led to the development of the Indian Ocean Slave Trade. Have a desire to learn more about slavery and servitude. |
Individually, in groups or in pairs, learners are guided to:
- Define slavery and servitude. - Identify the different types of slavery and servitude. - Discuss the factors that led to the development of the Indian Ocean Slave Trade. . |
What is slavery?
What are the forms of slavery and servitude in Traditional African society?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 106-109
Atlas Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
People and Population
|
The Organization of the India Ocean slave trade in the 15th Century
|
By the end of the
lesson, the learner
should be able to:
Explain how the Indian Ocean slave trade was organized from the slavers to collaborators. Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century. Have a desire to learn more about slavery and servitude. |
Individually, in groups or in pairs, learners are guided to:
- Explain how the Indian Ocean slave trade was organized from the slavers to collaborators. - Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century. |
Why has slavery and servitude been existing for thousands of years?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 109-111
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
People and Population
|
The Organization of the India Ocean slave trade in the 15th Century
|
By the end of the
lesson, the learner
should be able to:
Explain how the Indian Ocean slave trade was organized from the slavers to collaborators. Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century. Have a desire to learn more about slavery and servitude. |
Individually, in groups or in pairs, learners are guided to:
- Explain how the Indian Ocean slave trade was organized from the slavers to collaborators. - Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century. |
Why has slavery and servitude been existing for thousands of years?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 109-111
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
People and Population
|
Geographical extent of regions covered by the Indian Ocean Slave trade in the 15th Century
|
By the end of the
lesson, the learner
should be able to:
Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century. Write an essay on how they can promote human dignity for a just and peaceful world. Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade. Have a desire to learn more about slavery and servitude. |
Individually, in groups or in pairs, learners are guided to:
- Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century. - Write an essay on how they can promote human dignity for a just and peaceful world. - Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade. |
How does slave trade and servitude undermine human rights?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 111-113
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
People and Population
|
Geographical extent of regions covered by the Indian Ocean Slave trade in the 15th Century
|
By the end of the
lesson, the learner
should be able to:
Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century. Write an essay on how they can promote human dignity for a just and peaceful world. Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade. Have a desire to learn more about slavery and servitude. |
Individually, in groups or in pairs, learners are guided to:
- Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century. - Write an essay on how they can promote human dignity for a just and peaceful world. - Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade. |
How does slave trade and servitude undermine human rights?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 111-113
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
People and Population
|
Population distribution in Africa; Factors influencing population distribution in Africa
|
By the end of the
lesson, the learner
should be able to:
Define population distribution. Explain the meaning of relief, climate and soil. Discuss how relief, climate and soil influence population distribution in Africa. Appreciate the factors that influence population distribution in Africa |
Individually, in groups or in pairs, learners are guided to:
- Define population distribution. - Explain the meaning of relief, climate and soil. - Discuss how relief, climate and soil influence population distribution in Africa. |
What is population distribution?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 114-115
Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
People and Population
|
Population distribution in Africa; Factors influencing population distribution in Africa
|
By the end of the
lesson, the learner
should be able to:
Define population distribution. Explain the meaning of relief, climate and soil. Discuss how relief, climate and soil influence population distribution in Africa. Appreciate the factors that influence population distribution in Africa |
Individually, in groups or in pairs, learners are guided to:
- Define population distribution. - Explain the meaning of relief, climate and soil. - Discuss how relief, climate and soil influence population distribution in Africa. |
What is population distribution?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 114-115
Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
People and Population
|
Factors influencing population distribution in Africa
|
By the end of the
lesson, the learner
should be able to:
Discuss how vegetation, drainage and urbanization influence population distribution in Africa. Make posters about the factors influencing population distribution in Africa Appreciate the factors that influence population distribution in Africa |
Individually, in groups or in pairs, learners are guided to:
- Discuss how vegetation, drainage and urbanization influence population distribution in Africa. - Make posters about the factors influencing population distribution in Africa |
What are the factors that influence population distribution in Africa?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 116-117
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
People and Population
|
Settlement patterns in Africa
|
By the end of the
lesson, the learner
should be able to:
Use a map and locate densely and sparsely populated areas on a map of Africa. Explain linear, nucleated and dispersed settlements. Draw the different types of settlements patterns. Appreciate patterns of population settlement in Africa. |
Individually, in groups or in pairs, learners are guided to:
- Use a map and locate densely and sparsely populated areas on a map of Africa. - Explain linear, nucleated and dispersed settlements. - Draw the different types of settlements patterns. |
Why do people settle in certain places and not others?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 117-121
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 |
MID TERM BREAK |
||||||||
| 8 | 1 |
People and Population
|
Field work; Types of Fieldwork in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Identify types of fieldwork. Conduct a field study around their school. Enjoy conducting a field work. |
Individually, in groups or in pairs, learners are guided to:
- Identify types of fieldwork. - Conduct a field study around their school. |
What is fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 122-124
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
People and Population
|
Field work; Types of Fieldwork in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Identify types of fieldwork. Conduct a field study around their school. Enjoy conducting a field work. |
Individually, in groups or in pairs, learners are guided to:
- Identify types of fieldwork. - Conduct a field study around their school. |
What is fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 122-124
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
People and Population
|
Methods of Data collection and recording in Fieldwork
|
By the end of the
lesson, the learner
should be able to:
Define data collection and data recording. Analyse various methods of data collection and data recording. Recommend methods of recording data during different types of fieldworks. Appreciate the methods of Data collection and recording in Fieldwork |
Individually, in groups or in pairs, learners are guided to:
- Define data collection and data recording. - Analyse various methods of data collection and data recording. - Recommend methods of recording data during different types of fieldworks. |
What is data collection?
What is data recording?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 124-126
Video clips Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
People and Population
|
Methods of Data collection and recording in Fieldwork
|
By the end of the
lesson, the learner
should be able to:
Define data collection and data recording. Analyse various methods of data collection and data recording. Recommend methods of recording data during different types of fieldworks. Appreciate the methods of Data collection and recording in Fieldwork |
Individually, in groups or in pairs, learners are guided to:
- Define data collection and data recording. - Analyse various methods of data collection and data recording. - Recommend methods of recording data during different types of fieldworks. |
What is data collection?
What is data recording?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 124-126
Video clips Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
People and Population
|
Methods of data analysis and presentation in fieldwork
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of data analysis and data presentation. Examine the different methods of data analysis and data presentation in fieldwork. Appreciate the methods of data analysis and presentation in fieldwork |
Individually, in groups or in pairs, learners are guided to:
- Explain the meaning of data analysis and data presentation. - Examine the different methods of data analysis and data presentation in fieldwork. |
What is data analysis?
What is data presentation?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 126-129
Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
People and Population
|
Challenges and solutions in carrying out fieldwork
|
By the end of the
lesson, the learner
should be able to:
Explore possible challenges that they are likely to encounter during fieldwork. Suggest possible solutions to the challenges they have identified. Have a desire to carry out field work. |
Individually, in groups or in pairs, learners are guided to:
- Explore possible challenges that they are likely to encounter during fieldwork. - Suggest possible solutions to the challenges they have identified. |
What challenges do you face during fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 129-130
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
People and Population
|
Challenges and solutions in carrying out fieldwork
|
By the end of the
lesson, the learner
should be able to:
Explore possible challenges that they are likely to encounter during fieldwork. Suggest possible solutions to the challenges they have identified. Have a desire to carry out field work. |
Individually, in groups or in pairs, learners are guided to:
- Explore possible challenges that they are likely to encounter during fieldwork. - Suggest possible solutions to the challenges they have identified. |
What challenges do you face during fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 129-130
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
People and Population
|
Procedures of carrying out fieldwork in Research
|
By the end of the
lesson, the learner
should be able to:
Define procedure. Identify the procedure of carrying out fieldwork in research. Prepare a chart to illustrate the steps to be followed when planning for field work and undertaking the actual field work. Have a desire to carrying out fieldwork. |
Individually, in groups or in pairs, learners are guided to:
- Define procedure. - Identify the procedure of carrying out fieldwork in research. - Prepare a chart to illustrate the steps to be followed when planning for field work and undertaking the actual field work. |
Which procedure o you use to carrying out fieldwork in Research?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 130-131
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
People and Population
|
Significance of Fieldwork in investigating phenomena
|
By the end of the
lesson, the learner
should be able to:
State the importance of fieldwork in Investigating phenomena. Prepare a chart on the importance of fieldwork. Appreciate the importance of fieldwork in Investigating phenomena |
Individually, in groups or in pairs, learners are guided to:
- State the importance of fieldwork in Investigating phenomena. - Prepare a chart on the importance of fieldwork. |
Why is it important to study fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 131-133
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
People and Population
|
Significance of Fieldwork in investigating phenomena
|
By the end of the
lesson, the learner
should be able to:
State the importance of fieldwork in Investigating phenomena. Prepare a chart on the importance of fieldwork. Appreciate the importance of fieldwork in Investigating phenomena |
Individually, in groups or in pairs, learners are guided to:
- State the importance of fieldwork in Investigating phenomena. - Prepare a chart on the importance of fieldwork. |
Why is it important to study fieldwork?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 131-133
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Natural and Historical Built Environments in Africa
|
Maps and Map Work
|
By the end of the
lesson, the learner
should be able to:
Define the term map. Identify on the position of Africa in relation to other continents in the world. Brainstorm on the shape and size of Africa. Draw or trace the map of Africa. Appreciate the position, shape and size of Africa. |
Individually, in groups or in pairs, learners are guided to:
-Define the term map. -Identify on the position of Africa in relation to other continents in the world. -Brainstorm on the shape and size of Africa. -Draw or trace the map of Africa. |
How would you describe the shape of Africa?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Natural and Historical Built Environments in Africa
|
Countries that Make Up the African Continent
|
By the end of the
lesson, the learner
should be able to:
List down all the countries of Africa. Identify the Island countries that make up Africa. Draw a map showing all the countries that make up the African continent. Appreciate the countries that make up the African continent. |
Individually, in groups or in pairs, learners are guided to:
- List down all the countries of Africa. -Identify the Island countries that make up Africa. -Draw a map showing all the countries that make up the African continent. |
Which countries make up the African continent?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Natural and Historical Built Environments in Africa
|
Pictures, Plans and Maps as used in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Define the term picture, plans and a map. Draw and colour a picture of their classroom. Draw a plan or a map of their classroom. Appreciate the uses of maps. |
Individually, in groups or in pairs, learners are guided to:
-Define the term picture, plans and a map. -Draw and colour a picture of their classroom. -Draw a plan or a map of their classroom. |
What is a plan?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Natural and Historical Built Environments in Africa
|
Pictures, Plans and Maps as used in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Define the term picture, plans and a map. Draw and colour a picture of their classroom. Draw a plan or a map of their classroom. Appreciate the uses of maps. |
Individually, in groups or in pairs, learners are guided to:
-Define the term picture, plans and a map. -Draw and colour a picture of their classroom. -Draw a plan or a map of their classroom. |
What is a plan?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Natural and Historical Built Environments in Africa
|
Types of Maps Used in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Identify the types of maps used in Social Studies. State the importance of maps in day-to-day lives. Match the types of map with the description given in the table in learner |
Individually, in groups or in pairs, learners are guided to:
-Identify the types of maps used in Social Studies. -State the importance of maps in day-to-day lives. -Match the types of map with the description given in the table in learner |
How important are maps in our daily lives?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Natural and Historical Built Environments in Africa
|
Types of Maps Used in Social Studies
|
By the end of the
lesson, the learner
should be able to:
Identify the types of maps used in Social Studies. State the importance of maps in day-to-day lives. Match the types of map with the description given in the table in learner |
Individually, in groups or in pairs, learners are guided to:
-Identify the types of maps used in Social Studies. -State the importance of maps in day-to-day lives. -Match the types of map with the description given in the table in learner |
How important are maps in our daily lives?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
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