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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Early Man
|
The origin of early man
Mythical theory
Creation theory
Evolution theory
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Why is Africa the cradle of humanity?
|
Photographs Students book Pictures Teachers guide book Charts maps Reference MPT and MoranSocial Studies Learner |
Oral questions Oral, written test Report Observation
|
|
| 2 | 2 |
Early Man
|
The origin of early man
Mythical theory
Creation theory
Evolution theory
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Why is Africa the cradle of humanity?
|
Photographs Students book Pictures Teachers guide book Charts maps Reference MPT and MoranSocial Studies Learner |
Oral questions Oral, written test Report Observation
|
|
| 2 | 3 |
Early Man
|
Evolution of Man
Meaning of evolution
Stages in the evolution of man
Aegyptopitism
Dryopitr
|
By the end of the
lesson, the learner
should be able to:
explain and identify the stages through which a man evolved Aegytopithecus Dryopithecus |
Explaining the stages of evolution Discussing time different features of man at each stage Asking and answering question Note taking |
Why is Africa the cradle of humanity?
|
Maps Students book Teachers guide Hand outs Charts Maps Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral, written test Report Observation
|
|
| 2 | 4 |
Early Man
|
Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)
Australopithecus
|
By the end of the
lesson, the learner
should be able to:
Identify and explain the stages through which man evolved i.e kenyapithecus Ramapithecus Australopithecus |
Explaining the stages of evolution Discussing Describing Answering questions Asking questions |
Why is Africa the cradle of humanity?
|
Charts Students book Photographs Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 3 | 1 |
Early Man
|
Evolution of man
Homohabilis (handy man)
Homo Erectures (upright man)
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved i.e homohabilis and erectus |
Explanation Discussing Describing Questions and answers |
Why is Africa the cradle of humanity?
|
Chart Pictures Students book Teachers book Realia Hand outs ReferencMtp and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 3 | 2 |
Early Man
|
Evolution of man
Homohabilis (handy man)
Homo Erectures (upright man)
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved i.e homohabilis and erectus |
Explanation Discussing Describing Questions and answers |
Why is Africa the cradle of humanity?
|
Chart Pictures Students book Teachers book Realia Hand outs ReferencMtp and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 3 | 3 |
Early Man
|
Homo Sapies( intelligent man
Rhodesium man
Neanderthan man
Cro-magnion
|
By the end of the
lesson, the learner
should be able to:
State characteristics of Homo sapies, Rhodesium, cro-magnon Explain the stages through which man evolved |
Explanations Discussions Questions and answers |
Why is Africa the cradle of humanity?
|
Text book Maps Pictures/photographs Documents Resource person Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 3 | 4 |
Early Man
|
Homo Sapies( intelligent man
Rhodesium man
Neanderthan man
Cro-magnion
|
By the end of the
lesson, the learner
should be able to:
State characteristics of Homo sapies, Rhodesium, cro-magnon Explain the stages through which man evolved |
Explanations Discussions Questions and answers |
Why is Africa the cradle of humanity?
|
Text book Maps Pictures/photographs Documents Resource person Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 4 | 1 |
Early Man
|
Evolution of man
Homo sapiens
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens State the characteristics of Homo Sapiens-Sapiens |
Drawing a picture of Homo sapiens sapiens Note taking Explaining the characteristics of Homo Sapiens Sapiens |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Teachers guide Revision Resource person Documents Realia Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 4 | 2 |
Early Man
|
Cultural and economic practices of early man
Early stone age/ lower paleolithition and 2nd phase
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the milestone age |
Explanations Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Students book Charts Realia Pictures Documentarie Resource person Views pages Cuttings Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 4 | 3 |
Early Man
|
Cultural and economic practices of early man
Early stone age/ lower paleolithition and 2nd phase
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the milestone age |
Explanations Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Students book Charts Realia Pictures Documentarie Resource person Views pages Cuttings Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 4 | 4 |
Early Man
|
Middle stone age/middle Paleolithic use and 2nd phases
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explaining the cultural and economic practices of early man in middle stone age Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cuttings Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 5 | 1 |
Early Man
|
The late stone age/upper Paleolithic 15,000-8,000 years ago
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explanation Discussions Note taking Asking questions and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cutting Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral, written test Report Observation
|
|
| 5 | 2 |
Early Man
|
The late stone age/upper Paleolithic 15,000-8,000 years ago
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explanation Discussions Note taking Asking questions and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cutting Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral, written test Report Observation
|
|
| 5 | 3 |
Early Man
|
The origin of early man
Mythical theory
Creation theory
Evolution theory
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Why is Africa the cradle of humanity?
|
Photographs Students book Pictures Teachers guide book Charts maps Referencemtp and moranSocial Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 5 | 4 |
Early Man
|
Evolution of Man
Meaning of evolution
Stages in the evolution of man
Aegyptopitism
Dryopitr
|
By the end of the
lesson, the learner
should be able to:
explain and identify the stages through which a man evolved Aegytopithecus Dryopithecus |
Explaining the stages of evolution Discussing time different features of man at each stage Asking and answering question Note taking |
Why is Africa the cradle of humanity?
|
Maps Students book Teachers guide Charts Maps Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observationwritten test
|
|
| 6 | 1 |
Early Man
|
Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)
Australopithecus
|
By the end of the
lesson, the learner
should be able to:
Identify and explain the stages through which man evolved i.e kenyapithecus Ramapithecus Australopithecus |
Explaining the stages of evolution Discussing Describing Answering questions Asking questions |
Why is Africa the cradle of humanity?
|
Charts Students book Photographs Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 6 | 2 |
Early Man
|
Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)
Australopithecus
|
By the end of the
lesson, the learner
should be able to:
Identify and explain the stages through which man evolved i.e kenyapithecus Ramapithecus Australopithecus |
Explaining the stages of evolution Discussing Describing Answering questions Asking questions |
Why is Africa the cradle of humanity?
|
Charts Students book Photographs Pictures Reference MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 6 | 3 |
Early Man
|
Evolution of man
Homohabilis (handy man)
Homo Erectures (upright man)
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved i.e homohabilis and erectus |
Explanation Discussing Describing Questions and answers |
Why is Africa the cradle of humanity?
|
Chart Picturesmtp and moran Students book Teachers guide |
Oral questions Oral Report Observationwritten test
|
|
| 6 | 4 |
Early Man
|
Evolution of man
Homohabilis (handy man)
Homo Erectures (upright man)
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved i.e homohabilis and erectus |
Explanation Discussing Describing Questions and answers |
Why is Africa the cradle of humanity?
|
Chart Picturesmtp and moran Students book Teachers guide |
Oral questions Oral Report Observationwritten test
|
|
| 7 | 1 |
Early Man
|
Homo Sapiens (intelligent man
Rhodesium man
Neanderthan man
Cro-magnion
|
By the end of the
lesson, the learner
should be able to:
State characteristics of Homo sapies, Rhodesium, cro-magnon Explain the stages through which man evolved |
Explanations Discussions Questions and answers |
Why is Africa the cradle of humanity?
|
Text book Maps Pictures/photographs Documents Handouts Resource personmtp and Moran Social Studies Learner |
Oral questions Oral Report Observationwritten test
|
|
| 7 | 2 |
Early Man
|
Evolution of man
Homo sapiens
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens State the characteristics of Homo Sapiens-Sapiens |
Drawing a picture of Homo sapiens sapiens Note taking Explaining the characteristics of Homo Sapiens Sapiens |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Teachers guide Revision Resource person Documents Realia MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 7 | 3 |
Early Man
|
Evolution of man
Homo sapiens
|
By the end of the
lesson, the learner
should be able to:
Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens State the characteristics of Homo Sapiens-Sapiens |
Drawing a picture of Homo sapiens sapiens Note taking Explaining the characteristics of Homo Sapiens Sapiens |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Teachers guide Revision Resource person Documents Realia MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 7 | 4 |
Early Man
|
Cultural and economic practices of early man
Early stone age/ lower paleolithition and 2nd phase
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the milestone age |
Explanations Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Students book Charts Realia Pictures Documentaries Gateway revision Resource person Views pages Cuttings MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 8 | 1 |
Early Man
|
Middle stone age/middle Paleolithic use and 2nd phases
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explaining the cultural and economic practices of early man in middle stone age Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cuttings Pictures MTP and Moran Social Studies Learner |
Oral questions Oral Report Observationwritten test
|
|
| 8 | 2 |
Early Man
|
Middle stone age/middle Paleolithic use and 2nd phases
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explaining the cultural and economic practices of early man in middle stone age Discussions Note taking Asking and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cuttings Pictures MTP and Moran Social Studies Learner |
Oral questions Oral Report Observationwritten test
|
|
| 8 | 3 |
Early Man
|
The late stone age/upper Paleolithic 15,000-8,000 years ago
|
By the end of the
lesson, the learner
should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explanation Discussions Note taking Asking questions and answering questions |
Why is Africa the cradle of humanity?
|
Maps Photographs Students book Realie Resource person Documentary Newspaper cuttings Pictures MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 8 | 4 |
Early Man
|
The origin of early man
Mythical theory
Creation theory
Evolution theory
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Why is Africa the cradle of humanity?
|
Photographs Students book Pictures Teachers guide book Charts Maps MTP and Moran Social Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 9 | 1 |
PEOPLE AND RELATIONSHIP
|
PERSONAL GOAL SETTING
|
By the end of the
lesson, the learner
should be able to:
Describe personal life goals in relation to choice of careers in social studies for self-motivation. Apply different ways of self-improvement for the attainment of social studies career life goals. Display values for the achievement of social studies life goals. |
The learner is guided to:
Use digital devices or dictionary to search and discuss the meaning of the term life goals. Visualize and share a depiction of themselves in 15 years |
How can I improve myself to achieve my life goals?
|
Pictures Digital devices Charts Realia Computing devices ReferencMTP and Moran , dictionary |
Oral questions , written test Oral Report
|
|
| 9 | 2 |
PEOPLE AND RELATIONSHIP
|
PERSONAL GOAL SETTING
|
By the end of the
lesson, the learner
should be able to:
Describe personal life goals in relation to choice of careers in social studies for self-motivation. Apply different ways of self-improvement for the attainment of social studies career life goals. Display values for the achievement of social studies life goals. |
The learner is guided to:
Use digital devices or dictionary to search and discuss the meaning of the term life goals. Visualize and share a depiction of themselves in 15 years |
How can I improve myself to achieve my life goals?
|
Pictures Digital devices Charts Realia Computing devices ReferencMTP and Moran , dictionary |
Oral questions , written test Oral Report
|
|
| 9 | 3 |
PEOPLE AND RELATIONSHIP
|
Building self esteem
|
By the end of the
lesson, the learner
should be able to:
Explain factors that influence self-esteem in day-to-day life. Explore ways of building a healthy self-esteem for promotion of social cohesion. Exhibit healthy self-esteem in social interactions. Embrace values that enhance healthy self-esteem in day-to-day life. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices or print sources to search for factors that affect self-esteem and make a presentation. Discuss how to deal with factors that negatively influence self-esteem and present in class Watch relevant video clips on building healthy esteem and share the experiences in class. Reflect and journalize an action plan for improving self-esteem. |
What influences my self-esteem?
|
Photographs Pictures Video clips Maps Charts Realia Computing devices References Mpt and MoranSocial Studies Learner |
Oral questions Oral Report written test
|
|
| 9 | 4 |
PEOPLE AND RELATIONSHIP
|
Building self esteem
|
By the end of the
lesson, the learner
should be able to:
Explain factors that influence self-esteem in day-to-day life. Explore ways of building a healthy self-esteem for promotion of social cohesion. Exhibit healthy self-esteem in social interactions. Embrace values that enhance healthy self-esteem in day-to-day life. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices or print sources to search for factors that affect self-esteem and make a presentation. Discuss how to deal with factors that negatively influence self-esteem and present in class Watch relevant video clips on building healthy esteem and share the experiences in class. Reflect and journalize an action plan for improving self-esteem. |
What influences my self-esteem?
|
Photographs Pictures Video clips Maps Charts Realia Computing devices References Mpt and MoranSocial Studies Learner |
Oral questions Oral Report written test
|
|
| 10 | 1 |
PEOPLE AND RELATIONSHIP
|
Emotional care
|
By the end of the
lesson, the learner
should be able to:
Describe ways of dealing with difficult emotions in daily life. Explore real life situations that require emotional intelligence in day-to-day interactions. Exhibit emotional intelligence in real life scenarios. Appreciate emotional intelligence in real life situations. |
Individually, in groups or in pairs, learners are guided to:
Brainstorm the meaning of emotional intelligence. Discuss and share examples of difficult emotions in life. Think pair share emotional experiences from religious documents. Role-play ways of dealing with difficult emotions. Use digital devices or print sources to search for meaning of emotional intelligence and make a presentation. |
What emotions do we struggle with?
|
Pictures Video clips Realia/KANYAMEDHA guidance and counselling department Computing devices Reference: MTP and MoranSocial Studies Learner |
Oral, written test questions Oral Report Observation
|
|
| 10 | 2 |
PEOPLE AND RELATIONSHIP
|
Healthy coping mechanisms
|
By the end of the
lesson, the learner
should be able to:
Describe social political challenges associated with stress management in life. Explain effects of unmanaged stress in life. Exhibit positive ways of managing stress in different situations. Apply values necessary for managing stress positively in life. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of stress management and related terms. Share social political challenges associated with stress management. Create and act skits on stress arising from purchase process at shops/retail outlets, illustrating some good practices of shopping. Role play the effects of unmanaged stress in their life and discuss the experiences in class. Watch relevant video clips on ways of managing stress and share the experiences in class. Reflect and consider some of the personal issues that cause stress in their day-to-day life ,do a plan on how to manage them and journal in notebooks. |
How can I manage my stress?
|
Photographs
Pictures Video clips Charts,KANYAMEDHA guidance and counselling department Computing devices References MTP and ,; Social Studies Learner |
Oral questions,photfolio Oral Report Observation, written test
|
|
| 10 | 3 |
PEOPLE AND RELATIONSHIP
|
Healthy coping mechanisms
|
By the end of the
lesson, the learner
should be able to:
Describe social political challenges associated with stress management in life. Explain effects of unmanaged stress in life. Exhibit positive ways of managing stress in different situations. Apply values necessary for managing stress positively in life. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of stress management and related terms. Share social political challenges associated with stress management. Create and act skits on stress arising from purchase process at shops/retail outlets, illustrating some good practices of shopping. Role play the effects of unmanaged stress in their life and discuss the experiences in class. Watch relevant video clips on ways of managing stress and share the experiences in class. Reflect and consider some of the personal issues that cause stress in their day-to-day life ,do a plan on how to manage them and journal in notebooks. |
How can I manage my stress?
|
Photographs
Pictures Video clips Charts,KANYAMEDHA guidance and counselling department Computing devices References MTP and ,; Social Studies Learner |
Oral questions,photfolio Oral Report Observation, written test
|
|
| 10 | 4 |
PEOPLE AND RELATIONSHIP
|
Managing stress
|
By the end of the
lesson, the learner
should be able to:
Describe social political challenges associated with stress management in life. Explain effects of unmanaged stress in life. Exhibit positive ways of managing stress in different situations. d. Apply values necessary for managing stress positively in life. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of stress management and related terms. Share social political challenges associated with stress management. Create and act skits on stress arising from purchase process at shops/retail outlets, illustrating some good practices of shopping. Role-play the effects of unmanaged stress in their life and discuss the experiences in class. Watch relevant video clips on ways of managing stress and share the experiences in class. Reflect and consider some of the personal issues that cause stress in their day-to-day life, do a plan on how to manage them and journal in notebooks. Engage in an activity that helps manage stress positively e.g. sport, dance and meditation |
How can I manage my stress?
|
KANYAMEDHA Guidance and counselling,use of games and sports and drama, music
|
Healthy coping mechanisms
|
|
| 11 | 1 |
PEOPLE AND RELATIONSHIP
|
Resilience
|
By the end of the
lesson, the learner
should be able to:
Describe situations the require resilience in day-to-day life. Manifest characteristics of a resilient person in society. Exhibit values that enhance effectiveness in resilience in life. Uphold resilience in daily interactions. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of resilience and brainstorm the circumstances that require resilience in real life situations and share in class. Story-tell how resilience has been employed in their circumstances. Brainstorm the characteristics of a resilient person and make a class presentation. Create and act skits on that brings out values that enhance effectiveness in resiliency and share experience in class. Watch relevant video clips on ways of building resilience in different situations and carry out a peer critique in class. Reflect and take stock of moments in day-to-day life where they can apply resilience and journal in notebooks. |
How can one express emotions positively?
|
Photographs Pictures Video clips Maps Charts Realia Computing devices References Mpt; Social Studies Learner,moran |
Oral questions Oral Report Observation, written test
|
|
| 11 | 2 |
PEOPLE AND RELATIONSHIP
|
Resilience
|
By the end of the
lesson, the learner
should be able to:
Describe situations the require resilience in day-to-day life. Manifest characteristics of a resilient person in society. Exhibit values that enhance effectiveness in resilience in life. Uphold resilience in daily interactions. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of resilience and brainstorm the circumstances that require resilience in real life situations and share in class. Story-tell how resilience has been employed in their circumstances. Brainstorm the characteristics of a resilient person and make a class presentation. Create and act skits on that brings out values that enhance effectiveness in resiliency and share experience in class. Watch relevant video clips on ways of building resilience in different situations and carry out a peer critique in class. Reflect and take stock of moments in day-to-day life where they can apply resilience and journal in notebooks. |
How can one express emotions positively?
|
Photographs Pictures Video clips Maps Charts Realia Computing devices References Mpt; Social Studies Learner,moran |
Oral questions Oral Report Observation, written test
|
|
| 11 | 3 |
PEOPLE AND RELATIONSHIP
|
Resilience
|
By the end of the
lesson, the learner
should be able to:
Describe situations the require resilience in day-to-day life. Manifest characteristics of a resilient person in society. Exhibit values that enhance effectiveness in resilience in life. Uphold resilience in daily interactions. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning of resilience and brainstorm the circumstances that require resilience in real life situations and share in class. Story-tell how resilience has been employed in their circumstances. Brainstorm the characteristics of a resilient person and make a class presentation. Create and act skits on that brings out values that enhance effectiveness in resiliency and share experience in class. Watch relevant video clips on ways of building resilience in different situations and carry out a peer critique in class. Reflect and take stock of moments in day-to-day life where they can apply resilience and journal in notebooks. |
How can one express emotions positively?
|
Pictures Video clips Maps Charts Realia Computing devices Reference Mpt; Social Studies Learner,Moran |
Oral questions Oral Report Observation, written test
|
|
| 11 | 4 |
PEOPLE AND RELATIONSHIP
|
Risky behaviour
|
By the end of the
lesson, the learner
should be able to:
Describe risky behaviour in day-to-day life. Choose good over risky behaviour in society. Portray values associated with avoidance of risky behaviour in social interactions Appreciate avoidance of risky behaviour for personal and social wellbeing. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning and examples of risky behaviour in their day-to-day life and make a presentation in class. Interview an invited resource person to talk about risky behaviour in their day-to-day life. Create and act out skits portraying values that contribute to effective avoidance of risky behaviour in their day-to-day life and share their experiences. Prepare summary points that could be used to facilitate a talk on avoiding risky behaviour as a young person in school. Do an adult of own behaviour classify any risky mannerism make a plan to overcome it, and share with peers in class. |
Why avoidance of risky behaviour beneficial to life?
|
Photographs Pictures Video clips Maps Computing devices Reference MPT Social Studies Learner and Moran |
Oral questions Oral Report Observation, written test
|
|
| 12 | 1 |
PEOPLE AND RELATIONSHIP
|
Risky behaviour
|
By the end of the
lesson, the learner
should be able to:
Describe risky behaviour in day-to-day life. Choose good over risky behaviour in society. Portray values associated with avoidance of risky behaviour in social interactions Appreciate avoidance of risky behaviour for personal and social wellbeing. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning and examples of risky behaviour in their day-to-day life and make a presentation in class. Interview an invited resource person to talk about risky behaviour in their day-to-day life. Create and act out skits portraying values that contribute to effective avoidance of risky behaviour in their day-to-day life and share their experiences. Prepare summary points that could be used to facilitate a talk on avoiding risky behaviour as a young person in school. Do an adult of own behaviour classify any risky mannerism make a plan to overcome it, and share with peers in class. |
How can one avoid risky behaviours in their day-to-day life?
|
Photographs Pictures Video clips Maps Computing devices References MTP AND MORANSocial Studies Learner |
Oral questions Oral Report Observation, written test
|
|
| 12 | 2 |
PEOPLE AND RELATIONSHIP
|
Risky behaviour
|
By the end of the
lesson, the learner
should be able to:
Describe risky behaviour in day-to-day life. Choose good over risky behaviour in society. Portray values associated with avoidance of risky behaviour in social interactions Appreciate avoidance of risky behaviour for personal and social wellbeing. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning and examples of risky behaviour in their day-to-day life and make a presentation in class. Interview an invited resource person to talk about risky behaviour in their day-to-day life. Create and act out skits portraying values that contribute to effective avoidance of risky behaviour in their day-to-day life and share their experiences. Prepare summary points that could be used to facilitate a talk on avoiding risky behaviour as a young person in school. Do an adult of own behaviour classify any risky mannerism make a plan to overcome it, and share with peers in class. |
How can one avoid risky behaviours in their day-to-day life?
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Photographs Pictures Video clips Maps Computing devices References MTP AND MORANSocial Studies Learner |
Oral questions Oral Report Observation, written test
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| 12 | 3 |
PEOPLE AND RELATIONSHIPS
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Psychometric assessments
|
By the end of the
lesson, the learner
should be able to:
Describe psychometric assessments used in day-to-day life Administer own psychometric tests correctly for valid outcomes. Interpret the results of psychometric tests as used in day-to-day life Appreciate psychometric tests in understanding self and others. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning and uses of psychometric tests. (personality tests, aptitude tests, emotional intelligence tests and career tests) Use digital devices to search and analyze different psychometric tests. Research and discuss the procedures of administering personality tests for valid outcomes and make presentations. In pairs apply appropriate psychometric tests for individual understanding make interpretations and share the results. Watch video clips on administering and interpreting psychometric tests. |
How does one benefit from psychometric tests in day-to-day life?
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MTP and Moran Social Studies Learner
|
Oral questions Oral, written test Report Observation
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| 12 | 4 |
PEOPLE AND RELATIONSHIPS
|
Psychometric assessments
|
By the end of the
lesson, the learner
should be able to:
Describe psychometric assessments used in day-to-day life Administer own psychometric tests correctly for valid outcomes. Interpret the results of psychometric tests as used in day-to-day life Appreciate psychometric tests in understanding self and others. |
Individually, in groups or in pairs, learners are guided to:
Use digital devices to search for the meaning and uses of psychometric tests. (personality tests, aptitude tests, emotional intelligence tests and career tests) Use digital devices to search and analyze different psychometric tests. Research and discuss the procedures of administering personality tests for valid outcomes and make presentations. In pairs apply appropriate psychometric tests for individual understanding make interpretations and share the results. Watch video clips on administering and interpreting psychometric tests. |
How does one benefit from psychometric tests in day-to-day life?
|
MTP and Moran Social Studies Learner
|
Oral questions Oral, written test Report Observation
|
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