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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Community Service Learning Project
|
Identifying a problem or gap in the community
|
By the end of the
lesson, the learner
should be able to:
Identify ways to determine the gaps or needs in the community. Identify one problem they intend to solve for the group Project. Develop a title for the project. Have a desire to learn more about community service learning project. |
In groups or in pairs, learners are guided to identify ways to determine the gaps or needs in the community.
In groups or in pairs, learners are guided to identify one problem they intend to solve for the group Project In groups or in pairs, learners are guided to develop a title for the project |
How does one determine some gaps and needs in their community?
|
MTP; Social Studies Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Community Service Learning Project
|
Identifying a problem or gap in the community
|
By the end of the
lesson, the learner
should be able to:
Identify ways to determine the gaps or needs in the community. Identify one problem they intend to solve for the group Project. Develop a title for the project. Have a desire to learn more about community service learning project. |
In groups or in pairs, learners are guided to identify ways to determine the gaps or needs in the community.
In groups or in pairs, learners are guided to identify one problem they intend to solve for the group Project In groups or in pairs, learners are guided to develop a title for the project |
How does one determine some gaps and needs in their community?
|
MTP; Social Studies Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Community Service Learning Project
|
Planning to implement the solution to the identified problem.
|
By the end of the
lesson, the learner
should be able to:
State the importance of making adequate preparations before starting a project. Write down the plan required to implement a solution. Create a checklist on the plan they have developed. Appreciate the importance of making adequate preparation before starting a project. |
In groups or in pairs, learners are guided to state the importance of making adequate preparations before starting a project
In groups or in pairs, learners are guided to write down the plan required to implement a solution In groups or in pairs, learners are guided to create a checklist on the plan they have developed |
Why is it necessary to make adequate preparations before starting a project?
|
MTP; Social Studies Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Community Service Learning Project
|
Implementing the plan for solving the identified problem.
|
By the end of the
lesson, the learner
should be able to:
Discuss how to implement a plan of action. Draw a poster that contain guidelines on how to implement an action plan. Suggest ways they can engage the community in the project. Appreciate ways of solving an identified project. |
In groups or in pairs, learners are guided to discuss how to implement a plan of action iscuss how to implement a plan of action
In groups or in pairs, learners are guided to draw a poster that contain guidelines on how to implement an action plan In groups or in pairs, learners are guided to suggest ways they can engage the community in the project. |
What should we do to complete a project successfully?
|
MTP; Social Studies Learner's Book Grade 8 pg. 82-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Community Service Learning Project
|
Report of the concluded project.
|
By the end of the
lesson, the learner
should be able to:
Identify the effects of the project to the community. Discuss challenges one can face during the project. Examine ways one can deal with the challenges. Enjoy the project |
In groups or in pairs, learners are guided to identify the effects of the project to the community
In groups or in pairs, learners are guided to discuss challenges one can face during the project In groups or in pairs, learners are guided to examine ways one can deal with the challenges. |
What are the effects of the project to the community?
|
MTP; Social Studies Learner's Book Grade 8 pg. 83-86
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Community Service Learning Project
|
Report of the concluded project.
|
By the end of the
lesson, the learner
should be able to:
Identify the effects of the project to the community. Discuss challenges one can face during the project. Examine ways one can deal with the challenges. Enjoy the project |
In groups or in pairs, learners are guided to identify the effects of the project to the community
In groups or in pairs, learners are guided to discuss challenges one can face during the project In groups or in pairs, learners are guided to examine ways one can deal with the challenges. |
What are the effects of the project to the community?
|
MTP; Social Studies Learner's Book Grade 8 pg. 83-86
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Natural and Historic Built Environment.
|
Map reading and interpretation.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of marginal information. Identify the elements of a map. Draw the map on learner's book 8 page 89 Appreciate the elements of a map. |
Individually, learners are guided to explain the meaning of marginal information.
Individually, learners are guided to identify the elements of a map. Individually, learners are guided to draw the map on learner's book 8 page 89 |
What is a map?
|
MTP; Social Studies Learner's Book Grade 8 pg. 87-89
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Natural and Historic Built Environment.
|
Map reading and interpretation.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of marginal information. Identify the elements of a map. Draw the map on learner's book 8 page 89 Appreciate the elements of a map. |
Individually, learners are guided to explain the meaning of marginal information.
Individually, learners are guided to identify the elements of a map. Individually, learners are guided to draw the map on learner's book 8 page 89 |
What is a map?
|
MTP; Social Studies Learner's Book Grade 8 pg. 87-89
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Natural and Historic Built Environment
|
Calculating areas on a map using scales.
|
By the end of the
lesson, the learner
should be able to:
Identify the formulae used to calculate the areas of rectangles, squares, triangle and circle. Draw features with regular shapes. Calculate the areas of rectangles, squares, triangles and circles. Have fun and enjoy the work out. |
In groups, in pairs or individually, learners are guided to identify the formulae used to calculate the areas of rectangles, squares, triangle and circle.
In groups, in pairs or individually, learners are guided to draw features with regular shapes. In groups, in pairs or individually, learners are guided to calculate the areas of rectangles, squares, triangles and circles. |
Which formulae can you use to calculate the areas of rectangles, squares, triangles and circle?
|
MTP; Social Studies Learner's Book Grade 8 pg. 106-107
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Natural and Historic Built Environment
|
Calculating areas of irregular shapes.
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method. Calculate the area of irregular shapes by use of rectangles and triangles method. Have fun and enjoy working out. |
In groups, in pairs or individually, learners are guided to identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
In groups, in pairs or individually, learners are guided to calculate the area of irregular shapes by use of rectangles and triangles method. |
Which features on maps have irregular shapes?
|
MTP; Social Studies Learner's Book Grade 8 pg. 108-109
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Natural and Historic Built Environment
|
Calculating areas of irregular shapes.
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method. Calculate the area of irregular shapes by use of rectangles and triangles method. Have fun and enjoy working out. |
In groups, in pairs or individually, learners are guided to identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
In groups, in pairs or individually, learners are guided to calculate the area of irregular shapes by use of rectangles and triangles method. |
Which features on maps have irregular shapes?
|
MTP; Social Studies Learner's Book Grade 8 pg. 108-109
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Natural and Historic Built Environment
|
Use of strips.
|
By the end of the
lesson, the learner
should be able to:
Explain the method use of strips. Outline the procedure of calculating an area using the method of strips. Calculate the area of each rectangular strip. Appreciate the use of strip method. |
In groups, in pairs or individually, learners are guided to explain the method use of strips
In groups, in pairs or individually, learners are guided to outline the procedure of calculating an area using the method of strips. In groups, in pairs or individually, learners are guided to calculate the area of each rectangular strip |
How do you calculate an area of a rectangular strip?
|
MTP; Social Studies Learner's Book Grade 8 pg. 109-110
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Natural and Historic Built Environment
|
Use of grid squares.
|
By the end of the
lesson, the learner
should be able to:
Draw a grid square. Outline the procedure of calculating space using the grid square method. Calculate the area of an irregular shape using the grid square method. Have fun and enjoy the grid square method. |
In groups, in pairs or individually, learners are guided to draw a grid square
In groups, in pairs or individually, learners are guided to outline the procedure of calculating space using the grid square method In groups, in pairs or individually, learners are guided to calculate the area of an irregular shape using the grid square method. |
What is a grid square?
|
MTP; Social Studies Learner's Book Grade 8 pg. 110-112
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Natural and Historic Built Environment
|
Use of grid squares.
|
By the end of the
lesson, the learner
should be able to:
Draw a grid square. Outline the procedure of calculating space using the grid square method. Calculate the area of an irregular shape using the grid square method. Have fun and enjoy the grid square method. |
In groups, in pairs or individually, learners are guided to draw a grid square
In groups, in pairs or individually, learners are guided to outline the procedure of calculating space using the grid square method In groups, in pairs or individually, learners are guided to calculate the area of an irregular shape using the grid square method. |
What is a grid square?
|
MTP; Social Studies Learner's Book Grade 8 pg. 110-112
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Natural and Historic Built Environment
|
Methods of representing relief on topographical maps.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of "Relief" on maps. Identify some relief features represented using different methods. Draw some relief features found on maps. Appreciate the use of relief features. |
In groups, in pairs or individually, learners are guided to explain the meaning of "Relief" on maps.
In groups, in pairs or individually, learners are guided to identify some relief features represented using different methods. In groups, in pairs or individually, learners are guided to draw some relief features found on maps. |
What are relief features?
|
MTP; Social Studies Learner's Book Grade 8 pg. 112-114
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Natural and Historic Built Environment
|
Drainage features.
|
By the end of the
lesson, the learner
should be able to:
Identify how vegetation is represented on a topographical map. Draw some of the drainage features. Examine how drainage features are represented on a topographical map. Appreciate the use of drainage features. |
In groups, in pairs or individually, learners are guided to identify how vegetation is represented on a topographical map.
In groups, in pairs or individually, learners are guided to draw some of the drainage features. In groups, in pairs or individually, learners are guided to examine how drainage features are represented on a topographical map. |
What are some of the drainage features?
|
MTP; Social Studies Learner's Book Grade 8 pg. 114-116
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Natural and Historic Built Environment
|
Interpreting physical features on a map.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of contours. Fill in the blank spaces with the correct words. Interpret physical features on a map. Appreciate the use of physical features on a map. |
In groups, in pairs or individually, learners are guided to explain the meaning of contours.
In groups, in pairs or individually, learners are guided to fill in the blank spaces with the correct words. In groups, in pairs or individually, learners are guided to interpret physical features on a map. |
What are contours?
|
MTP; Social Studies Learner's Book Grade 8 pg. 116-118
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Natural and Historic Built Environment
|
Interpreting physical features on a map.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of contours. Fill in the blank spaces with the correct words. Interpret physical features on a map. Appreciate the use of physical features on a map. |
In groups, in pairs or individually, learners are guided to explain the meaning of contours.
In groups, in pairs or individually, learners are guided to fill in the blank spaces with the correct words. In groups, in pairs or individually, learners are guided to interpret physical features on a map. |
What are contours?
|
MTP; Social Studies Learner's Book Grade 8 pg. 116-118
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Natural and Historic Built Environment
|
Interpreting physical features on a map.
|
By the end of the
lesson, the learner
should be able to:
Identify forms of lines use on relief on topographical maps. Examine the economic activities carried out in an area on a map. Appreciate the importance of economic activities. |
In groups, in pairs or individually, learners are guided to identify forms of lines use on relief on topographical maps.
In groups, in pairs or individually, learners are guided to examine the economic activities carried out in an area on a map. |
What are economic activities?
|
MTP; Social Studies Learner's Book Grade 8 pg. 119-120
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Natural and Historic Built Environment
|
Interpreting physical features on a map.
|
By the end of the
lesson, the learner
should be able to:
Identify forms of lines use on relief on topographical maps. Examine the economic activities carried out in an area on a map. Appreciate the importance of economic activities. |
In groups, in pairs or individually, learners are guided to identify forms of lines use on relief on topographical maps.
In groups, in pairs or individually, learners are guided to examine the economic activities carried out in an area on a map. |
What are economic activities?
|
MTP; Social Studies Learner's Book Grade 8 pg. 119-120
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Natural and Historic Built Environment
|
Weather and Climate: Factors influencing weather and climate in Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of weather. Identify the factors that influence weather and Climate. Demonstrate how the factors influence weather and climate. Have a desire to learn more about weather and climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of weather.
In groups, in pairs or individually, learners are guided to Identify the factors that influence weather and Climate In groups, in pairs or individually, learners are guided to demonstrate how the factors influence weather and climate. |
What is weather?
|
MTP; Social Studies Learner's Book Grade 8 pg. 121-122
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Natural and Historic Built Environment
|
Distribution and characteristics of climatic regions in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify the main climatic regions in Africa. Draw the map of Africa. Identify the countries where each climatic region covers. Appreciate the importance of climatic regions. |
In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa. In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers. |
What is climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 123-124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Natural and Historic Built Environment
|
Distribution and characteristics of climatic regions in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify the main climatic regions in Africa. Draw the map of Africa. Identify the countries where each climatic region covers. Appreciate the importance of climatic regions. |
In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa. In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers. |
What is climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 123-124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Natural and Historic Built Environment
|
Equatorial Climate
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of equatorial. Identify characteristics of equatorial climate. Search in atlases for information about where equatorial climate is experienced in Africa. Appreciate the importance of equatorial climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of equatorial.
In groups, in pairs or individually, learners are guided to identify characteristics of equatorial climate In groups, in pairs or individually, learners are guided to search in atlases for information about where equatorial climate is experienced in Africa. |
What is equatorial climate?
What are the characteristics of equatorial climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Natural and Historic Built Environment
|
Tropical climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical climate. List the countries whose coastal areas experienced the described climate. Search in atlases for information about where tropical climate is experienced in Africa. Appreciate the importance of tropical climate. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa. |
What are the characteristics of modified tropical climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 125-126
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1-2 |
Natural and Historic Built Environment
|
Tropical climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical climate. List the countries whose coastal areas experienced the described climate. Search in atlases for information about where tropical climate is experienced in Africa. Appreciate the importance of tropical climate. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa. |
What are the characteristics of modified tropical climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 125-126
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8-9 |
TERM 2 MIDTERM BREAK |
||||||||
| 9 | 2 |
Natural and Historic Built Environment
|
Desert climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of desert climate. List down the areas where climate region is experienced. Search in atlases for information about where desert climate is experienced in Africa. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of desert climate.
In groups, in pairs or individually, learners are guided to list down the areas where climate region is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where desert climate is experienced in Africa. |
What are the characteristics of semi-arid climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 126-129
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Natural and Historic Built Environment
|
Mediterranean climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Mediterranean climate. Search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean climate.
In groups, in pairs or individually, learners are guided to search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. |
What are the characteristics of Mediterranean climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 129-131
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Natural and Historic Built Environment
|
Mediterranean climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Mediterranean climate. Search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean climate.
In groups, in pairs or individually, learners are guided to search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. |
What are the characteristics of Mediterranean climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 129-131
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Natural and Historic Built Environment
|
Causes and effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
State the effects of climate change in the environment. Identify the causes of climate change in the environment. Categorise the factors as human factors or natural factors. Have a desire to learn more about climate change. |
In groups, in pairs or individually, learners are guided to state the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to identify the causes of climate change in the environment. In groups, in pairs or individually, learners are guided to categorise the factors as human factors or natural factors. |
What are the effects of climate change in the environment?
What are the causes of climate change in the environment?
|
MTP; Social Studies Learner's Book Grade 8 pg. 131-136
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Natural and Historic Built Environment
|
Possible solutions to the effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
Identify possible solutions to the effects of climate change in the environment. State the importance of taking care of the environment. Demonstrate how technology can be used to save the world from climate change. Appreciate the importance of the environment. |
In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment. In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change. |
What are possible solutions to the effects of climate change in the environment?
What care should you give to trees and natural vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 136-139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Natural and Historic Built Environment
|
Possible solutions to the effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
Identify possible solutions to the effects of climate change in the environment. State the importance of taking care of the environment. Demonstrate how technology can be used to save the world from climate change. Appreciate the importance of the environment. |
In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment. In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change. |
What are possible solutions to the effects of climate change in the environment?
What care should you give to trees and natural vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 136-139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Natural and Historic Built Environment
|
Vegetation in Africa: Factors influencing vegetation distribution in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify factors influencing vegetation distribution in Africa. Name activities that oriole engage in that influence vegetation. Classify vegetation as either shrub, tree, herb or vine. Appreciate the importance of vegetation. |
In groups, in pairs or individually, learners are guided to identify factors influencing vegetation distribution in Africa.
In groups, in pairs or individually, learners are guided to name activities that oriole engage in that influence vegetation. In groups, in pairs or individually, learners are guided to classify vegetation as either shrub, tree, herb or vine. |
What activities do people engage in that influence vegetation?
Which natural factors influence vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 141-144
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Natural and Historic Built Environment
|
Characteristics of major vegetation regions in Africa: Tropical rainforest
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical rainforest. List the countries where tropical rainforest is experienced. Search in atlases for information about where tropical rainforest is experienced in Africa. Appreciate the importance of tropical rainforest. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa. |
What are the characteristics of tropical rainforest?
Why is the floor of the tropical rainforest so dark and only few plants grow there?
|
MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Natural and Historic Built Environment
|
Characteristics of major vegetation regions in Africa: Tropical rainforest
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical rainforest. List the countries where tropical rainforest is experienced. Search in atlases for information about where tropical rainforest is experienced in Africa. Appreciate the importance of tropical rainforest. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa. |
What are the characteristics of tropical rainforest?
Why is the floor of the tropical rainforest so dark and only few plants grow there?
|
MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Natural and Historic Built Environment
|
Savanna vegetation (Tropical Grassland)
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of savanna vegetation. Explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions. Search in atlases for information about where savanna vegetation is experienced in Africa. Appreciate the importance of savanna vegetation. |
In groups, in pairs or individually, learners are guided to identify the characteristics of savanna vegetation.
In groups, in pairs or individually, learners are guided to explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions. In groups, in pairs or individually, learners are guided to search in atlases for information about where savanna vegetation is experienced in Africa. |
What are the characteristics of savanna vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Natural and Historic Built Environment
|
Desert vegetation.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of desert vegetation. Name the animals found in desert vegetation. Search in atlases for information about where desert vegetation is experienced in Africa. Appreciate the use of atlases. |
In groups, in pairs or individually, learners are guided to identify the characteristics of desert vegetation.
In groups, in pairs or individually, learners are guided to name the animals found in desert vegetation. In groups, in pairs or individually, learners are guided to search in atlases for information about where desert vegetation is experienced in Africa. |
What type of animals are found in desert vegetation?
How are the plants adopted to the vegetation zone?
|
MTP; Social Studies Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the
lesson, the learner
should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the
lesson, the learner
should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Democracy
|
Importance of Democracy in Society
|
By the end of the
lesson, the learner
should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner |
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation. Learners to draw the picture in learner |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Democracy
|
Importance of Democracy in Society
|
By the end of the
lesson, the learner
should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner |
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation. Learners to draw the picture in learner |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Various Types of Democracy in Governance. Recite the poem in learner |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 2 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 3 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 4 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
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