Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Define the term emotion
-Manage emotions in day-to-day life
-Desire to manage emotions in day-t0-day life

Thea learner is guided to use digital resource to each for how to manage emotions such happiness, love, fear and anger in day-to-day life
-The learner is guided to share previous experiences in groups how he or she dealt with emotions

How do we mange emotions in day-to-day life?

-Course book
-Charts
-Computing devices
-Curse book

-Oral questions -Oral report -Observation

Personal Development

Self-exploration
Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

How can personal abilities and interests influence career choices?

How can personal abilities and interests influence career choices?
-Course book
-Charts
-Computing devices

-Course book Charts -Computing devices

Personal Development

-Entrepreneurial Opportunities in Social Studies
Entrepreneurial opportunities in social studies

By the end of the lesson, the learner should be able to:
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work
-Appreciate social entrepreneurial opportunities in the world of work

The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work

What are the requirements for social entrepreneurial opportunities in the world of work?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the great Zimbabwe
-Make a chart showing factors that led to the growth of the great Zimbabwe
-Appreciate factors that led to the growth of the great Zimbabwe

The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe

What factors led to the growth of the great Zimbabwe?

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early –Describe Civilization
Early Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya

What factors led to the growth of the Kingdome of Congo?

-Course book
-Charts
-Computing devices
-Course book

-Observation -Oral questions -Written questions

People and relationships

Early Civilization
Slavery and servitude

By the end of the lesson, the learner should be able to:
-Describe the term civilization
-Assess the contribution of ancient kingdoms to the modern world civilization
-Relate the contribution of ancient kingdoms to eh modern world civilization
-Appreciate the contribution of ancient kingdoms to the modern world civilization

The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization

What is civilization?

-Course book
-
Charts
-Computing devices
What is slavery and servitude?

-Observation -Oral questions -Written questions

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Explain factors which led to development of Indian ocean slave trade
-Make a poster showing factors which led to development of Indian ocean slave trade
-Have a desire to learn move on factors which led o development of Indian ocean slave trade

-The learner is guided to use print resource to find out the factors which led to development of Indian ocean slave trade
-In groups learners are guided to make a poster showing factors which lead to development of Indian ocean slave trade

What are the factors that led to the development of Indian ocean slave trade?

-Course book
-charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Personal Development
People and Relationships

Entrepreneurial Opportunities in social studies
Human origin

By the end of the lesson, the learner should be able to:
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality

-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality

What is entrepreneurship?

-Course book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Observation

People and Relationships

Human origin

By the end of the lesson, the learner should be able to:
-Explain religious stories about the origin of human kind
-Dramatize religious stories about the origin of human kind
-Acknowledge religious stories of human origin

-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin

By the end of the lesson, the learner should be able to:
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to outline aspects found in traditional and religious stories of human kind?

What aspects are found in the traditional and religious stories of human kind?

-Course book
-Charts
-Computing devices
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships
People and Relationships.

Human origin
Early Civilization.

By the end of the lesson, the learner should be able to:
-Discuss the implications of the traditional and religious stories on human origin.
-Relate the implication of traditional and religious stories on human origin.
-Acknowledge the implication of the traditional and religious stories on human origin.

-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin.

-What are implication of traditional and religious stories on human origins.

-Course
Book
-charts
-computing
Devices.
-Course book
-Charts
-Computing devices

Oral Questions -oral Reports -observation.

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Courses book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Explain interpersonal skills that enhance healthy interactions in a multicultural society
-use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society
-Appreciate interpersonal skills that enhance healthy interactions in a multicultural society

-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society

What interpersonal skills enhance healthy interactions in a multi-cultural society?

-Course book
-Charts
-Computing devices
-Chars

-Oral questions -Oral report -Observation

People and Relationships

Slavery and Servitude

By the end of the lesson, the learner should be able to:
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What injustices were committed on the Africans during the Indian ocean slave trade?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Slavery and servitude
Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade
-Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa
-Desire to learn more on geographical regions covered by the Indian Ocean slave trade

-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa

Which geographical regions were covered by the Indian Ocean slave trade

-Course book
-charts
-Computing devices
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Trade the factors that led to introduction of money in Africa
-Make a poster showing factors that led to introduction of money in Africa

-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa

What factors led to introduction of money in African?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Define the term peace
-Outline qualities of a peaceful person in the community
Role play on personal characteristics that show a state of peace
-Value the qualities of a peaceful person in the community

-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace

What is peace?

-Course book
-charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Assess peaceful conflict resolution process in day-to-day life
-Illustrate peaceful conflict resolution process in day-to-day life
-Value the importance of peaceful conflict resolution process in day-to-day life

-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life

How can we promote peace for mutual social well-being?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-State the importance of making adequate preparation before starting a project
-Create a poster showing he importance of making adequate preparation before starting a project
-Appreciate the importance of making adequate preparation before starting a project

-Learner is guided to state the importance of making adequate preparation before starting a project?

-Charts
-Course boo
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Designing solutions to the identified problem
-Debate on the methods to be used to solve the problems
-Appreciate the solutions to the identified problem

-Thea learner is guided to design solutions to the identified problem
-In pairs learners are guided to debate on the methods to be used to solve the problem identified

What are the solutions to the identified problem?

-Charts
-course book
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Prepare a work plan that is required to follow when implementing solution to the identified problem
-Create a chart showing resources required to implement the solution to the identified problem
-Desire to follow the implementation plan

-The learner is guided to prepare a work plan that is required to follow the implementing solution to the identified problem solution to the identified problem
-In groups learners are guided to create a chart showing resources required to implement the solution to the identified problem

What is a work plan?

-Course cook
-Books
-Computing devices
-Course book
-Charts

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project or activity
-Write down the procedure of implementing the community service learning project or activity
-Desire to carry out the community service project

-In groups learners are guided to outline steps of a community service learning project or activity
-Individually, learners is guided to write down the procedure of implementing the community service learning service project or activity

What are the steps of a community service learning project or activity?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Create a poster showing the effects of the project to the community
-Acknowledge the effects of the project to the community

-learners are guided to identify the effects of the project to the community
-Learners to create a poster showing the effects of the project to the community

What is the effect of the project to the community?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Search for information on how to report on a community service learning project
-Prepare a report on the concluded community service learning project
-Desire to prepare a report on the conclude community service learning project

-Learners are guided to search for information on how to report on a community service learning project
-Learners are guided in groups to prepare a report on the concluded community service learning project

What is a community service learning project?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

Natural and historic build environments
Natural and historic built environments

Historical information sources of historical information in the society
Primary and secondary sources of Historical information

By the end of the lesson, the learner should be able to:
-Define historical information
-Identify the sources of historical information in the society
-Draw some of the written and electronic source

-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society

What is historical information

-Course book
-Charts
-Computing devices

-Oral questions--Oral report -Written questions

Natural and historic built environments

How various sources of historical information have been preserved over the years
Sources of historical information in understanding past human accounts

By the end of the lesson, the learner should be able to:
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

What are the ways of preserving sources of historical information

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa
Natural and historic built environments in Africa

Locating areas where early agriculture was practiced in selected geographical reigns in Africa
Historical development of Agricultures -Crops grown animals kept during early Agriculture

By the end of the lesson, the learner should be able to:
-Identify the term Agriculture
-Locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

What is Agriculture

-Course book
-Chart
-Computing devices
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt

By the end of the lesson, the learner should be able to:
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt

-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt

Which methods of irrigating do you think were used in Ancient Egypt

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization
Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define term civilization
-Assess the contribution of the Nile valley Agriculture to world civilization
-Value the contribution of the Nile Valley Agriculture to world civilization

-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization

What is the importance of domesticating of plants and animals in Africa?

-Course book
-Charts
-Computing devices

-Oral questions -Oral Work -Assessment

Natural and historic built environments in Africa

Maps and map work
Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-Define the term map
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa

Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map
Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map

-What is latitude? -What is longitude?

-Course book
-Chart
-Computing devices
-Chart computing devices

-Oral questions -Oral report -Written questions

Natural and historic built environments I Africa
Natural and historical built environments in Africa

Importance of latitudes and longitudes in day to day life
Pictures and maps used in social studies

By the end of the lesson, the learner should be able to:
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif

Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life

What is the importance of latitudes and longitudes in day-to-day life?

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Types of maps used in social studies

By the end of the lesson, the learner should be able to:
-Identify the types of maps used in social studies
-Match the types of maps with the description given in the table in learner’s book
-Appreciate the different types of maps

-Individually, the learner is guided to identify the types of maps used in social studies
-In group learners are guided to match the types of maps with the description given in the table learners book

How important are maps in our daily lives?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Earth and eh solar system
The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
-Describe the origin of the earth
-Create a chart showing the passing star theory and the Nebula cloud
-Enjoy sharing stories on origin of earth from different communities

-The learner is guided to share stories on the origin of the earth from their communities
-In groups, learners are guided to create a chart showing the passing star theory and the Nebula cloud

Where do you think the earth came from?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of rotation and revolution of the earth on human activities
-Create a chart showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation of the earth on human activities

-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the center

What is the shape of the earth?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system
Modelling the internal structure of the earth

By the end of the lesson, the learner should be able to:
-Describe the internet structure of the earth in the solar system
-Appreciate internet structure of the earth in the solar system
-Illustrate the internal structure of the earth in the solar system
-Value the internal structure of the earth in the solar system

-The learner is guided to describe the internal structure of the earth in the solar system
-In groups learners are guided to illustrate the internal structure of the earth in the solar system

Why is it important to understand the solar system

-Course book
-Charts
-Computing devices
-Charts

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa
Natural and historical build environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities
Weather Elements of weather in the environment

By the end of the lesson, the learner should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life
-Create posters showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation and revolution of the earth on human activities

The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?

How does the rotation and revolution of the earth influence day-t0-day life?

-Course book
-
Charts
-Computing devices
-Charts

-Oral questions -Oral report -Assessment

Natural and historical built environments in Africa

Analyzing and interpreting data on weather condition in the environment

By the end of the lesson, the learner should be able to:
–Define to the term data
-Analyse and interpret data on weather conditions in the environment
-Desire to analyse and interpret data on weather conditions in the environment

-Individually, the learner is guided to define the term data
Learners are guided to analyse and interpret data on weather conditions in the environment

How can we use data on weather to make informed decisions?

-Course book
-Charts
-Computing devices

-Oral questions -Reporting -Observanttion

Natural and historical built environment in Africa
Natural and historical built environments in Africa

Siting a weather station
Constructing a rain gauge

By the end of the lesson, the learner should be able to:
-Describe what is a weather station
-Debate on factors considered when siting a weather station
-Appreciate the factors considered when siting a weather station

-The learner is guided to describe what is a weather station
-In groups , learners are guided to debate on factors considered when siting a weather station

What is a weather station?

-Course book
-Charts
-computing devices
-Chart

-Oral questions -Oral report -Observation

National and historical built environments in Africa
Natural and historical built environments in Africa

Constructing a wind vane
Constructing a wind sock

By the end of the lesson, the learner should be able to:
-Outline the procedure of constructing a wind vane
-Construct a wind vane
-Appreciate the importance of a wind vane

-Individually, the learner is guided to outline the procedure of constructing a wind vane
-In groups, learners are guided to construct a wind vane

What is the procedure of constructing a wind vane?

-Course book
-Charts
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Significance of weather to human environment
Responding appropriately to different weather conditions in the environment

By the end of the lesson, the learner should be able to:
-Examine the significance of weather to human environments
-Create a chart showing significance of weather to human environment
-Appreciate significance of weather to human environment

-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment

What is the significance of weather to human environment?

-Course book
-Chart
-Computing devices
--Charts

-Oral questions -Observations

National and Historic built Environments in Africa
Natural and historic built environments in Africa

Field work Types of fieldwork in social studies
Field work methods of Data collection

By the end of the lesson, the learner should be able to:
-Define the term field work
-Identify types of field work on social studies
-Conduct a field study around the school
-Appreciate and enjoy conducting a field work

-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school

What is fieldwork?

-Course book
-Chart
-Computing devices
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data recording

By the end of the lesson, the learner should be able to:
-Define data recording
-Examine methods of recording data
-Recommend methods of recording data during different types of field work
-Appreciate methods of data recording data

-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data

What is data recording?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation