Natural and historical built environments in Africa

Pictures and maps used in social studies

By the end of the lesson, the learner should be able to:
-Define the terms picture, plan and a map
-Draw and colour a picture of their classroom
-Draw a plan or a map of their classroom
-Appreciate the uses of maps

-Individually, learners are guided to define the term picture, plans and a map
-In groups ,learners are guided to draw and colour a picture of their classroom and also draw a map of their classroom

What is a plan?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observations

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

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

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

The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Describe the shape of the earth at the poles and at the center poles and at the center
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-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 centre

What is the shape of the earth?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Describe the shape of the earth at the poles and at the center poles and at the center
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-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 centre

What is the shape of the earth?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -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

-Oral questions -Oral report -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 identify the effects of rotation of the earth on human activities
-In groups learners are guided to create a chart showing the effects of rotation and revolution of the earth on human activities

What are the effects of rotation of the earth on human activities?

-Course book
-Charts
-Computing devices

-Oral report -Oral questions -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system

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

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

Internet structure of the earth in the solar system

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

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

Modelling the internal structure of the earth

By the end of the lesson, the learner should be able to:
-Identify materials for modelling the internal structure of the earth
-Model the internal structure of the earth
-Desire to model the internal structure of the earth

-Learner is guided to identify materials for modelling the internal structure of the earth?

What can we use to model the internal structure of the earth?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Assessment

Natural and historical built environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities

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

-Oral questions -Oral report -Assessment

Natural and historical build environments in Africa

Weather Elements of weather in the environment

By the end of the lesson, the learner should be able to:
-Define the term weather
-Describe the elements of weather in the environment
-Appreciate the elements of weather in the environment
-Draw and colour a rain gauge
-Desire to describe the elements of weather in the environment

The learner is guided to define the term weather
-In groups the learner is guided to describe the elements of weather in the environment
-In pairs, learners are guided to draw and colour a rain gauge

Why ae elements of weather important? What is a rain gauge

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Assessment

Natural and historical build environments in Africa

Weather Elements of weather in the environment

By the end of the lesson, the learner should be able to:
-Define the term weather
-Describe the elements of weather in the environment
-Appreciate the elements of weather in the environment
-Draw and colour a rain gauge
-Desire to describe the elements of weather in the environment

The learner is guided to define the term weather
-In groups the learner is guided to describe the elements of weather in the environment
-In pairs, learners are guided to draw and colour a rain gauge

Why ae elements of weather important? What is a rain gauge

-Course book
-Charts
-Computing devices

-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

Siting a weather station

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

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a rain gauge

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

Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge

What is the procedure of constructing a rain gauge?

-Course book
-Chart
-computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a rain gauge

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

Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge

What is the procedure of constructing a rain gauge?

-Course book
-Chart
-computing devices

-Oral questions -Oral report -Observation

National and historical built environments in Africa

Constructing a wind vane

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

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a wind sock

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

-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock

What is the procedure of constructing a wind sock?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Observation

Natural and historical built environments in Africa

Significance of weather to human 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

-Oral questions -Observations

Natural and historical built environments in Africa

Significance of weather to human 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

-Oral questions -Observations

Natural and historical built environments in Africa

Responding appropriately to different weather conditions in the environment

By the end of the lesson, the learner should be able to:
-Describe ways of responding to different weather conditions in the environment
-Respond appropriately to different weather conditions in the environment
-Appreciate ways of responding appropriately to different weather conditions

-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment

How do we respond appropriately to different weather conditions?

-Course book
--Charts
-Computing devices

-Oral questions -Observation -Written questions

National and Historic built Environments in Africa

Field work Types of fieldwork in social studies

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

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Field work methods of Data collection

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

-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Field work methods of Data collection

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

-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work

What is data collection

-Course book
-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

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

Political Development and governance

Political development in Africa up to 1900

By the end of the lesson, the learner should be able to:
-Describe the political setups of Ogiek Community up to 1900
-Discuss the role of Ogiek community

-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek

Where did the Ogiek community live?

-Course book
-Chart

-Oral questions -Oral report -Observation

Political Development and governance

Political Organization of the Zulu

By the end of the lesson, the learner should be able to:

Describe the political setup of Zulu community up to 1900
Discuss the role of the Zulu political setup.
Draw the governance structure of the Zulu.
Appreciate the Zulu community.

Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup.
Learners are guided to draw the governance structure of the Zulu

Where did the Zulu community lived?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas
Photographs
Pictures
Maps
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Political Organization of the Asante

By the end of the lesson, the learner should be able to:

Describe the political setup of Asante community up to 1900
Discuss the role of the Asante political setup.
Draw the governance structure of the Asante.
Appreciate the Asante community.

Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup.
Learners are guided to draw the governance structure of the Asante

Where did the Asante community lived?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas
Photographs
Pictures
Video clips
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Political Organization of the Asante

By the end of the lesson, the learner should be able to:

Describe the political setup of Asante community up to 1900
Discuss the role of the Asante political setup.
Draw the governance structure of the Asante.
Appreciate the Asante community.

Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup.
Learners are guided to draw the governance structure of the Asante

Where did the Asante community lived?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas
Photographs
Pictures
Video clips
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

The concepts “Scramble for and Partition” of Africa

By the end of the lesson, the learner should be able to:

Define the concept of scramble and partition of Africa.
Discuss the various European groups that came to Africa.
Name the European explorers who came to Kenya.
Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa.
Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble? What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas
Pictures
Video clips
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

European Traders

By the end of the lesson, the learner should be able to:

Name various traders that came to Africa up to 1900.
Identify the factors that led to the presence of Europeans in Africa.
Discuss the role of various traders that came to Africa.
Have a desire to learn more about European Traders.

Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa.
In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs
Pictures
Video clips
Maps
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Matching the Countries in Africa with their Colonial Masters

By the end of the lesson, the learner should be able to:

Identify the countries of Africa and their colonial masters from the map.
Match the colonial masters with the countries they colonized in Africa.
Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Matching the Countries in Africa with their Colonial Masters

By the end of the lesson, the learner should be able to:

Identify the countries of Africa and their colonial masters from the map.
Match the colonial masters with the countries they colonized in Africa.
Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa

By the end of the lesson, the learner should be able to:

Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
Discuss the terms of the Berlin Conference.
Create posters on the terms of the Berlin Conference of 1884-1885
Acknowledged the Political Organisation of Selected Communities in Africa.

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference.
In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas
Photographs
Pictures
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 176-178
Atlas
Photographs
Pictures
Maps
Charts
Computing devices

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 176-178
Atlas
Photographs
Pictures
Maps
Charts
Computing devices

Oral questions Oral Report Observation

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’s important for Kenyans to uphold and protect the constitution?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation