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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 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
|
|
| 1 | 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
|
|
| 1 | 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
|
|
| 1 | 4 |
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 | 1 |
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
|
|
| 2 | 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
|
|
| 2 | 3 |
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
|
|
| 2 | 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
|
|
| 3 | 1 |
Natural and Historic Built Environment
|
Map reading and interpretation.
|
By the end of the lesson, the learner should be able to:
Identify the elements of marginal information. Study the interlocking cards and match them. Draw the map on learner's book 8 page 92 Appreciate the elements of marginal information. |
Individually, learners are guided to identify the elements of marginal information.
Individually, learners are guided to study the interlocking cards and match them. Individually, learners are guided to draw the map on learner's book 8 page 92 |
What are the elements of marginal information?
|
MTP; Social Studies Learner's Book Grade 8 pg. 90-93
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Natural and Historic Built Environment
|
Map reading and interpretation.
|
By the end of the lesson, the learner should be able to:
Identify the elements of marginal information. Study the interlocking cards and match them. Draw the map on learner's book 8 page 92 Appreciate the elements of marginal information. |
Individually, learners are guided to identify the elements of marginal information.
Individually, learners are guided to study the interlocking cards and match them. Individually, learners are guided to draw the map on learner's book 8 page 92 |
What are the elements of marginal information?
|
MTP; Social Studies Learner's Book Grade 8 pg. 90-93
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:
Identify the elements of marginal information. Study the interlocking cards and match them. Draw the map on learner's book 8 page 92 Appreciate the elements of marginal information. |
Individually, learners are guided to identify the elements of marginal information.
Individually, learners are guided to study the interlocking cards and match them. Individually, learners are guided to draw the map on learner's book 8 page 92 |
What are the elements of marginal information?
|
MTP; Social Studies Learner's Book Grade 8 pg. 90-93
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Natural and Historic Built Environment
|
Types and uses of scales on maps
|
By the end of the lesson, the learner should be able to:
Explain the meaning of scale in maps. State the types of scales used on maps. Study the scales on page 94 and match each scale to its name. Appreciate the types of scales on maps. |
Individually, learners are guided to explain the meaning of scale in maps.
Individually, learners are guided to state the types of scales used on maps. Individually, learners are guided to study the scales on page 94 and match each scale to its name. |
What is a scale?
|
MTP; Social Studies Learner's Book Grade 8 pg. 93-95
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 |
CONTINOUS ASSESSMENT TEST |
||||||||
| 4 | 3 |
Natural and Historic Built Environment
|
Converting a statement scale to a representative fraction scale.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting statement scale to a representative fraction scale. Convert a statement scale to a representative fraction scale. Appreciate the importance of direct statement scales. Have fun and enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting statement scale to a representative fraction scale.
In pairs or individually, learners are guided to convert a statement scale to a representative fraction scale. |
How do you statement scale to a representative fraction scale?
|
MTP; Social Studies Learner's Book Grade 8 pg. 95-96
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Natural and Historic Built Environment
|
Converting a statement scale to a representative fraction scale.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting statement scale to a representative fraction scale. Convert a statement scale to a representative fraction scale. Appreciate the importance of direct statement scales. Have fun and enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting statement scale to a representative fraction scale.
In pairs or individually, learners are guided to convert a statement scale to a representative fraction scale. |
How do you statement scale to a representative fraction scale?
|
MTP; Social Studies Learner's Book Grade 8 pg. 95-96
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Natural and Historic Built Environment
|
Converting linear scale into representative fraction
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting linear scale into representative fraction. Convert linear scale into representative fraction. Enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting linear scale into representative fraction.
In pairs or individually, learners are guided to convert linear scale into representative fraction. |
How many centimeters equals one kilometer?
|
MTP; Social Studies Learner's Book Grade 8 pg. 96
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Natural and Historic Built Environment
|
Converting linear scale into representative fraction
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting linear scale into representative fraction. Convert linear scale into representative fraction. Enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting linear scale into representative fraction.
In pairs or individually, learners are guided to convert linear scale into representative fraction. |
How many centimeters equals one kilometer?
|
MTP; Social Studies Learner's Book Grade 8 pg. 96
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Natural and Historic Built Environment
|
Convert representative fraction scale (RF) into linear scale.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting representative fraction scale into linear scale Convert representative fraction scale into linear scale. Enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting representative fraction scale into linear scale
In pairs or individually, learners are guided to convert representative fraction scale into linear scale. |
How do you convert linear scale into representative fraction scale?
|
MTP; Social Studies Learner's Book Grade 8 pg. 98-99
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Natural and Historic Built Environment
|
Convert representative fraction scale (RF) into linear scale.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of converting representative fraction scale into linear scale Convert representative fraction scale into linear scale. Enjoy the calculations. |
In pairs or individually, learners are guided to outline the procedure of converting representative fraction scale into linear scale
In pairs or individually, learners are guided to convert representative fraction scale into linear scale. |
How do you convert linear scale into representative fraction scale?
|
MTP; Social Studies Learner's Book Grade 8 pg. 98-99
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Natural and Historic Built Environment
|
Determining distances and areas of places on a map using scales; Measuring distances on a topographical map
|
By the end of the lesson, the learner should be able to:
Outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper. Measure the distance along a straight line on a topographical map using a sheet of paper. Have fun and enjoy measuring distances. |
In pairs or individually, learners are guided to outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
In pairs or individually, learners are guided to measure the distance along a straight line on a topographical map using a sheet of paper. |
What is a topographical map?
|
MTP; Social Studies Learner's Book Grade 8 pg. 99-100
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Natural and Historic Built Environment
|
Determining distances and areas of places on a map using scales; Measuring distances on a topographical map
|
By the end of the lesson, the learner should be able to:
Outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper. Measure the distance along a straight line on a topographical map using a sheet of paper. Have fun and enjoy measuring distances. |
In pairs or individually, learners are guided to outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
In pairs or individually, learners are guided to measure the distance along a straight line on a topographical map using a sheet of paper. |
What is a topographical map?
|
MTP; Social Studies Learner's Book Grade 8 pg. 99-100
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Natural and Historic Built Environment
|
Determining distances and areas of places on a map using scales
|
By the end of the lesson, the learner should be able to:
Outline the procedure to measure distances a long a straight line on a map using a pair of dividers. Measure the distance a long a straight line on a map using a pair of dividers. Have fun and enjoy using a pair of dividers. |
In pairs or individually, learners are guided to outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance a long a straight line on a map using a pair of dividers. |
How do you use a pair of dividers?
|
MTP; Social Studies Learner's Book Grade 8 pg. 101-102
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Natural and Historic Built Environment
|
Determining distances and areas of places on a map using scales
|
By the end of the lesson, the learner should be able to:
Outline the procedure to measure distances a long a straight line on a map using a pair of dividers. Measure the distance a long a straight line on a map using a pair of dividers. Have fun and enjoy using a pair of dividers. |
In pairs or individually, learners are guided to outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance a long a straight line on a map using a pair of dividers. |
How do you use a pair of dividers?
|
MTP; Social Studies Learner's Book Grade 8 pg. 101-102
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Natural and Historic Built Environment
|
Measuring along a curved line.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of measuring distances between different places on the map using a string on a topographical map. Measure the distance between different places on the map using a string on a topographical map. Appreciate the importance of topographical map. |
In pairs or individually, learners are guided to outline the procedure of measuring distances between different places on the map using a string on a topographical map.
In pairs or individually, learners are guided to measure the distance between different places on the map using a string on a topographical map. |
Why do we use a string to measure a curved line?
|
MTP; Social Studies Learner's Book Grade 8 pg. 102-103
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Natural and Historic Built Environment
|
Measuring along a curved line.
|
By the end of the lesson, the learner should be able to:
Outline the procedure of measuring distances between different places on the map using a string on a topographical map. Measure the distance between different places on the map using a string on a topographical map. Appreciate the importance of topographical map. |
In pairs or individually, learners are guided to outline the procedure of measuring distances between different places on the map using a string on a topographical map.
In pairs or individually, learners are guided to measure the distance between different places on the map using a string on a topographical map. |
Why do we use a string to measure a curved line?
|
MTP; Social Studies Learner's Book Grade 8 pg. 102-103
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Natural and Historic Built Environment
|
Measuring along a curved line.
|
By the end of the lesson, the learner should be able to:
Outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers. Measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers. Appreciate the use of a pair of dividers. |
In pairs or individually, learners are guided to outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers. |
What is a curved line?
|
MTP; Social Studies Learner's Book Grade 8 pg. 104-105
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7-8 |
MID-TERM |
||||||||
| 8 | 2 |
Natural and Historic Built Environment
|
Measuring along a curved line.
|
By the end of the lesson, the learner should be able to:
Outline the procedure to measure distances along a curved line using a paper edge. Measure the distance along a curved line using a paper edge. Appreciate the use of a paper edge. |
In pairs or individually, learners are guided to outline the procedure to measure distances along a curved line using a paper edge.
In pairs or individually, learners are guided to measure the distance along a curved line using a paper edge |
How do you measure a curved line using a paper edge?
|
MTP; Social Studies Learner's Book Grade 8 pg. 105-106
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Natural and Historic Built Environment
|
Measuring along a curved line.
|
By the end of the lesson, the learner should be able to:
Outline the procedure to measure distances along a curved line using a paper edge. Measure the distance along a curved line using a paper edge. Appreciate the use of a paper edge. |
In pairs or individually, learners are guided to outline the procedure to measure distances along a curved line using a paper edge.
In pairs or individually, learners are guided to measure the distance along a curved line using a paper edge |
How do you measure a curved line using a paper edge?
|
MTP; Social Studies Learner's Book Grade 8 pg. 105-106
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 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
|
|
| 9 | 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
|
|
| 9 | 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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 3-4 |
Natural and Historic Built Environment
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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
|
|
| 12 |
END TERM 1 ASSESSMENT |
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