Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify ways to determine the needs, gaps or needs in the community.
-Identify one problem they intend to solve for the group project
-Develop a title for the project
-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 need 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 land needs in their community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Observation -Oral report

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify solutions to the identified problems
-Design solution to the identified problem
-Appreciate the need to offer solutions to the gaps or challenges in the community

-The learner is guided to search, discuss and agree on an appropriate solution or way and skills of addressing the identified problem and note down the recommended or proposed solution solution

How can we solve a problem in the community

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Discuss a plan for implementing the proposed solution
-Draw a plan for implementing the proposed solution
-Appreciate ways of solving an identified problem

In groups or in pairs, learners are guided to discuss a plan for implementing the proposed solution
-In groups or in pairs learners are guided to discuss and draw a plan for implementing the proposed solution

What should we do to complete a project successfully?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Draw a poster that contain guidelines on how to implement plan for solving the identified problem
-Suggest ways they can engage the community in the project
-Appreciate ways of solving an identified problem

In groups or in pairs, learners are guided to discuss how to implement plan for solving the identified problem in groups or in pairs,
-Learners are guided to draw a poster that contain gude lines on how to implement an action plan
-Learners are guided to suggest ways of engaging the community in the project

What should we do to complete a project successfully?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Discuss challenges on can face during the project
-Examine ways one can deal with the challenges
-Desire to participate in the given 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 can deal with the challenge

What are effects of the project to the community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Discuss the importance of reporting or accounting on the concluded project
-Report or account on the concluded project
-Appreciate the need to offer solutions to the gaps in the community

-Learners are guided to discuss the importance of reporting or accounting on the concluded project
-Learner is guided to report on the concluded project and submit a summary account or report to the CSL teacher

What are the effects of the project to the community

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Scientific Theory about Human origin
Scientific Theory about human origin

By the end of the lesson, the learner should be able to:
-Describe scientific theory about human origin
-Explore scientific theory about human origin
-Develop a sense of humanity based on common origin

The learner is guided to enhance the skill of teamwork as they discuss in groups how scientific theory is used to explain human origin and present

Why is Africa considered as the cradle of humanity?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Scientific Theory about Human origin

By the end of the lesson, the learner should be able to:
-Describe changes that took place in humans as a result of evolution
-Illustrates changes that took place in human as a result of evolution
-Appreciate the sense of humanity based on common origin

The learner is guided to describe changes that took place in human as a result of evolution
-In groups or pairs learner is guided to illustrate changes that took place in humans as a result of evolution

Why is Africa considered as the cradle of humanity?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationship

Early Civilization -Asia -Europe

By the end of the lesson, the learner should be able to:
-Locate on a map of Europe places of origin of early visitors to the East African Coast
-Appreciate early visitors to the East African Coast

-The learner is guided to locate on a map of Europe places of origin of early visitors to the East African Coast
-In groups or pairs learners are guided to draw a map of Europe showing places of origin if early visitors to the east African Coast

Which is the origin of early visitors to the East African Coast?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Written questions -Oral report -Observation

People and Relationships

Trans Sahara slave Trade

By the end of the lesson, the learner should be able to:
-Describe factors that led to development of trans Sahara slave trade in Africa
-Explore factors that lead to development of Trans-Sahara slave trade in Africa
-Desire to promote social justice in a society

-In groups or in pairs, learners are guided to describe factors that led to development of Trans-Saharan slave Trade in Africa

What is Trans-Saharan Slave Trade?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

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

Natural and Historic Built Environment

Map reading and interpretation.
Types and uses of scales on maps

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
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MTP; Social Studies Learner's Book Grade 8 pg. 93-95

Oral questions Oral Report Observation

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

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
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Realia
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Oral questions Oral Report Observation

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

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

Natural and Historic Built Environment

Determining distances and areas of places on a map using scales
Measuring along a curved line.

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
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MTP; Social Studies Learner's Book Grade 8 pg. 102-103

Oral questions Oral Report Observation

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

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

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

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

Natural and Historic Built Environment

Use of strips.
Use of grid squares.

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
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MTP; Social Studies Learner's Book Grade 8 pg. 110-112

Oral questions Oral Report Observation

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

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

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
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Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Interpreting physical features on a map.
Weather and Climate: Factors influencing weather and climate in Africa.

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

Identify forms of lines use on relief on topographical maps.
Examine the economic activities carried out in an area on a map.
Appreciate the importance of economic activities.

In groups, in pairs or individually, learners are guided to identify forms of lines use on relief on topographical maps.
In groups, in pairs or individually, learners are guided to examine the economic activities carried out in an area on a map.

What are economic activities?

MTP; Social Studies Learner's Book Grade 8 pg. 119-120
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MTP; Social Studies Learner's Book Grade 8 pg. 121-122

Oral questions Oral Report Observation

Natural and Historic Built Environment

Distribution and characteristics of climatic regions in Africa.

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

Identify the main climatic regions in Africa.
Draw the map of Africa.
Identify the countries where each climatic region covers.
Appreciate the importance of climatic regions.

In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa.
In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers.

What is climate?

MTP; Social Studies Learner's Book Grade 8 pg. 123-124
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Equatorial Climate

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

Explain the meaning of equatorial.
Identify characteristics of equatorial climate.
Search in atlases for information about where equatorial climate is experienced in Africa.
Appreciate the importance of equatorial climate.

In groups, in pairs or individually, learners are guided to explain the meaning of equatorial.
In groups, in pairs or individually, learners are guided to identify characteristics of equatorial climate
In groups, in pairs or individually, learners are guided to search in atlases for information about where equatorial climate is experienced in Africa.

What is equatorial climate? What are the characteristics of equatorial climate?

MTP; Social Studies Learner's Book Grade 8 pg. 124
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Tropical climate.

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

Identify the characteristics of modified tropical climate.
List the countries whose coastal areas experienced the described climate.
Search in atlases for information about where tropical climate is experienced in Africa.
Appreciate the importance of tropical climate.

In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate.
In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa.

What are the characteristics of modified tropical climate?

MTP; Social Studies Learner's Book Grade 8 pg. 125-126
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Desert climate.

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

Identify the characteristics of desert climate.
List down the areas where climate region is experienced.
Search in atlases for information about where desert climate is experienced in Africa.
Appreciate the use of maps.

In groups, in pairs or individually, learners are guided to identify the characteristics of desert climate.
In groups, in pairs or individually, learners are guided to list down the areas where climate region is experienced.
In groups, in pairs or individually, learners are guided to search in atlases for information about where desert climate is experienced in Africa.

What are the characteristics of semi-arid climate?

MTP; Social Studies Learner's Book Grade 8 pg. 126-129
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Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Mediterranean climate.
Causes and effects of climate change in the environment.

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

Identify the characteristics of Mediterranean climate.
Search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles.
Appreciate the use of maps.

In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean climate.
In groups, in pairs or individually, learners are guided to search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles.

What are the characteristics of Mediterranean climate?

MTP; Social Studies Learner's Book Grade 8 pg. 129-131
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MTP; Social Studies Learner's Book Grade 8 pg. 131-136

Oral questions Oral Report Observation

Natural and Historic Built Environment

Possible solutions to the effects of climate change in the environment.

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

Identify possible solutions to the effects of climate change in the environment.
State the importance of taking care of the environment.
Demonstrate how technology can be used to save the world from climate change.
Appreciate the importance of the environment.

In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment.
In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change.

What are possible solutions to the effects of climate change in the environment? What care should you give to trees and natural vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 136-139
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Vegetation in Africa: Factors influencing vegetation distribution in Africa.

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

Identify factors influencing vegetation distribution in Africa.
Name activities that oriole engage in that influence vegetation.
Classify vegetation as either shrub, tree, herb or vine.
Appreciate the importance of vegetation.

In groups, in pairs or individually, learners are guided to identify factors influencing vegetation distribution in Africa.
In groups, in pairs or individually, learners are guided to name activities that oriole engage in that influence vegetation.
In groups, in pairs or individually, learners are guided to classify vegetation as either shrub, tree, herb or vine.

What activities do people engage in that influence vegetation? Which natural factors influence vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 141-144
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Characteristics of major vegetation regions in Africa: Tropical rainforest

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

Identify the characteristics of modified tropical rainforest.
List the countries where tropical rainforest is experienced.
Search in atlases for information about where tropical rainforest is experienced in Africa.
Appreciate the importance of tropical rainforest.

In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced.
In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa.

What are the characteristics of tropical rainforest? Why is the floor of the tropical rainforest so dark and only few plants grow there?

MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Savanna vegetation (Tropical Grassland)

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

Identify the characteristics of savanna vegetation.
Explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions.
Search in atlases for information about where savanna vegetation is experienced in Africa.
Appreciate the importance of savanna vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of savanna vegetation.
In groups, in pairs or individually, learners are guided to explain the different ways in which plants in the savanna vegetation have adopted to harsh climatic conditions.
In groups, in pairs or individually, learners are guided to search in atlases for information about where savanna vegetation is experienced in Africa.

What are the characteristics of savanna vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 146-147
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Desert vegetation.
Semi desert vegetation.

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

Identify the characteristics of desert vegetation.
Name the animals found in desert vegetation.
Search in atlases for information about where desert vegetation is experienced in Africa.
Appreciate the use of atlases.

In groups, in pairs or individually, learners are guided to identify the characteristics of desert vegetation.
In groups, in pairs or individually, learners are guided to name the animals found in desert vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where desert vegetation is experienced in Africa.

What type of animals are found in desert vegetation? How are the plants adopted to the vegetation zone?

MTP; Social Studies Learner's Book Grade 8 pg. 147-148
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MTP; Social Studies Learner's Book Grade 8 pg. 148-149

Oral questions Oral Report Observation

Natural and Historic Built Environment

Mediterranean vegetation.

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

Identify the characteristics of Mediterranean vegetation.
Highlight different plant species found in Mediterranean vegetation.
Search in atlases for information about where Mediterranean vegetation is experienced in Africa.
Appreciate the importance of Mediterranean vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean vegetation.
In groups, in pairs or individually, learners are guided to highlight different plant species found in Mediterranean vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where Mediterranean vegetation is experienced in Africa.

What are the characteristics of Mediterranean vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 149-150
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Charts
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Mangrove vegetation.

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

Identify the characteristics of mangrove vegetation.
Name the main plants in mangrove vegetation.
Search in atlases for information about where mangrove vegetation is experienced in Africa.
Appreciate the importance of mangrove vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of mangrove vegetation
In groups, in pairs or individually, learners are guided to name the main plants in mangrove vegetation.
In groups, in pairs or individually, learners are guided to search in atlases for information about where mangrove vegetation is experienced in Africa.

Which are the main plants in mangrove vegetation? What are the adaptations of mangrove trees to their environment?

MTP; Social Studies Learner's Book Grade 8 pg. 150
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Mountain vegetation.

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

Identify the characteristics of mountain vegetation.
Explain the changes in vegetation on a mountain.
Draw the diagram on learner's book 8 page 151
Appreciate the importance of vegetation.

In groups, in pairs or individually, learners are guided to identify the characteristics of mountain vegetation
In groups, in pairs or individually, learners are guided to explain the changes in vegetation on a mountain
In groups, in pairs or individually, learners are guided to draw the diagram on learner's book 8 page 151

Why are there changes in vegetation on a mountain? Why do you think there is no vegetation in the mountain zone labelled Bare rocks?

MTP; Social Studies Learner's Book Grade 8 pg. 151-152
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Locating major vegetation regions of Africa.

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

Draw an outline of the map of Africa.
Trace the locations occupied by various vegetation.
Indicate the vegetation regions in Africa using different colours.
Appreciate the use of an atlas.

In groups, in pairs or individually, learners are guided to draw an outline of the map of Africa.
In groups, in pairs or individually, learners are guided to trace the locations occupied by various vegetation
In groups, in pairs or individually, learners are guided to indicate the vegetation regions in Africa using different colours

What have you learnt about vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 152-154
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Methods of conserving vegetation in the community.
Historical sites and Monuments in Africa: Locations of historical sites and monuments.

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

Identify methods of conserving vegetation in the community.
Give reasons why people conserve vegetation in the community.
Recite the poem on learner's book 8 page 157
Appreciate the improvements of conserving vegetation.

In groups, in pairs or individually, learners are guided to identify methods of conserving vegetation in the community
In groups, in pairs or individually, learners are guided to give reasons why people conserve vegetation in the community
In groups, in pairs or individually, learners are guided to recite the poem on learner's book 8 page 157

What is the importance of vegetation? Which methods do you use to conserve vegetation?

MTP; Social Studies Learner's Book Grade 8 pg. 154-157
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MTP; Social Studies Learner's Book Grade 8 pg. 159-160

Oral questions Oral Report Observation

Natural and Historic Built Environment

Importance of historical sites and monuments for preservation of cultural heritage.

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

State the importance of historical sites and monuments for preservation of cultural heritage.
Create flash cards containing the importance of historical sites and monuments
Draw the diagrams on learner's book 8 page 161
Appreciate the importance of historical sites and monuments for preservation of cultural heritage.

In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites.
In groups, in pairs or individually, learners are guided to create flash cards containing the importance of historical sites and monuments.
In groups, in pairs or individually, learners are guided to draw the diagrams on learner's book 8 page 161

What is the importance of historical sites and monuments for preservation of culture?

MTP; Social Studies Learner's Book Grade 8 pg. 160-163
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Oral questions Oral Report Observation

Natural and Historic Built Environment

Ways of conserving historical sites and monuments in Africa.

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

Identify ways of conserving historical sites and monuments in Africa.
List activities that can be done to preserve historical sites and monuments.
Create posters on ways of conserving the historical sites.
Appreciate the ways of conserving historical sites and monuments in Africa.

In groups, in pairs or individually, learners are guided to identify ways of conserving historical sites and monuments in Africa
In groups, in pairs or individually, learners are guided to list activities that can be done to preserve historical sites and monuments
In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites

What are the challenges threatening the existence of Fort Jesus? What are some activities that can be done to preserve historical sites and monuments?

MTP; Social Studies Learner's Book Grade 8 pg. 164-165
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Oral questions Oral Report Observation