Community Service Learning Project

Community Service Learning Project - Problem identification

By the end of the lesson, the learner should be able to:
-Identify a problem/gap in the community
-Brainstorm on problems/gaps in their school/community
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners brainstorm and identify problems/gaps/opportunities in their school/community that need attention
-Learners discuss the identified problems

- How does one determine some gaps/needs in the community - Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 13
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Project title

By the end of the lesson, the learner should be able to:
-Discuss and adapt one identified problem for the class/group project
-State the project title
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners speak engagingly when discussing and adapting one identified problem for the class/group project
-Learners state the project title

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 14
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Problem statement

By the end of the lesson, the learner should be able to:
-Authenticate the problem/gap
-Write down the statement of the problem
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners authenticate the problem/gap
-Learners write down the statement of the problem (a small description of the identified problem)

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 15
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Solution design

By the end of the lesson, the learner should be able to:
-Design a solution(s) to the identified problem
-Discuss and agree on an appropriate solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem
-Learners note down the recommended/proposed solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 16
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation plan
Community Service Learning Project - Implementation

By the end of the lesson, the learner should be able to:
-Plan to implement the solution to the identified problem
-Draw a plan for implementing the proposed solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss and draw a plan for implementing the proposed solution
-Learners share their implementation plan

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 17
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 18
-Locally available materials

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Reflection

By the end of the lesson, the learner should be able to:
-Reflect on the concluded project
-Write a summary report on the concluded project
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners reflect on the concluded project
-Learners submit a summary account/report to the CSL teacher

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Appreciation

By the end of the lesson, the learner should be able to:
-Appreciate the need to be part of the solution to the gaps/challenges in the community
-Discuss the importance of being part of the solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss the importance of being part of the solution to the gaps/challenges in the community
-Learners appreciate the need to be part of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 19
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales

By the end of the lesson, the learner should be able to:
-Interpret maps using marginal information
-Identify the different types of marginal information on a map
-Appreciate the use of marginal information to interpret maps

- Learners exchange new ideas when discussing in groups the marginal information on a map
-Learners present their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 75
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 76

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Scale conversions
Map Reading and Interpretation - Measuring distances
Map Reading and Interpretation - Calculating areas

By the end of the lesson, the learner should be able to:
-Practice scale conversions on a topographical map
-Convert scales from one form to another
-Apply critical thinking skills in map reading and interpretation

- Learners collaborate with others to practice scale conversions on a topographical map
-Learners critique each other's work

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 77
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 78
- MENTOR Social Studies Learner's Book pg. 79

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Drainage features
Map Reading and Interpretation - Relief features

By the end of the lesson, the learner should be able to:
-Explain methods of representing drainage features on topographical maps
-Identify drainage features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing drainage features
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 80
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams

By the end of the lesson, the learner should be able to:
-Explain methods of representing vegetation on topographical maps
-Identify vegetation features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing vegetation on maps
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 82
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 83

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Critical thinking

By the end of the lesson, the learner should be able to:
-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application

By the end of the lesson, the learner should be able to:
-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Practical application

By the end of the lesson, the learner should be able to:
-Apply map reading skills in real-life situations
-Identify how maps are used in everyday life
-Appreciate the use of marginal information to interpret maps

- Learners discuss real-life applications of map reading
-Learners identify how maps are used in areas like transportation, emergency services, and urban planning

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 86
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather

By the end of the lesson, the learner should be able to:
-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing climate

By the end of the lesson, the learner should be able to:
-Examine the factors influencing climate in Africa
-Distinguish between weather and climate factors
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing climate in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 95
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Climatic regions

By the end of the lesson, the learner should be able to:
-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Weather and Climate - Desert regions
Weather and Climate - Semi-desert regions

By the end of the lesson, the learner should be able to:
-Illustrate the characteristics of desert regions in Africa
-Identify desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of desert regions
-Learners make short notes on the desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 97
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 98

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions

By the end of the lesson, the learner should be able to:
-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions

By the end of the lesson, the learner should be able to:
-Illustrate the characteristics of mediterranean regions in Africa
-Identify mediterranean regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions
-Learners make short notes on the mediterranean regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mountain regions

By the end of the lesson, the learner should be able to:
-Illustrate the characteristics of mountain regions in Africa
-Identify mountain regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mountain regions
-Learners make short notes on the mountain regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 101
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

By the end of the lesson, the learner should be able to:
-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change

By the end of the lesson, the learner should be able to:
-Identify causes of climate change
-Brainstorm on the causes of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the causes of climate change
-Learners share their findings in class

- How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 103
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Effects of climate change

By the end of the lesson, the learner should be able to:
-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the effects of climate change
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

By the end of the lesson, the learner should be able to:
-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 105
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Factors influencing vegetation
Vegetation in Africa - Field excursion

By the end of the lesson, the learner should be able to:
-Explain factors influencing vegetation distribution in Africa
-Brainstorm on factors influencing vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners brainstorm in groups on factors influencing vegetation in Africa
-Learners do a presentation in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 108
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 109
-Immediate environment

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions

By the end of the lesson, the learner should be able to:
-Identify the vegetation regions in Africa
-Use digital or print resources to research on vegetation regions
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to find out the vegetation regions in Africa
-Learners share their findings in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 110
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Characteristics

By the end of the lesson, the learner should be able to:
-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Map drawing

By the end of the lesson, the learner should be able to:
-Locate the major vegetation regions of Africa
-Draw a map of Africa showing vegetation regions
-Appreciate vegetation conservation within the environment

- Learners draw the map of Africa and indicate the vegetation regions
-Learners display their maps in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 112
-Digital resources
-Maps

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods

By the end of the lesson, the learner should be able to:
-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Manila papers

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Caring for vegetation

By the end of the lesson, the learner should be able to:
-Write essays on ways of caring for vegetation
-Discuss ways of caring for vegetation
-Appreciate vegetation conservation within the environment

- Learners write essays on ways of caring for vegetation in the school community
-Learners share their essays

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Importance

By the end of the lesson, the learner should be able to:
-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites

By the end of the lesson, the learner should be able to:
-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing

By the end of the lesson, the learner should be able to:
-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 121
-Digital resources
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Importance
Historical Sites and Monuments in Africa - Conservation ways

By the end of the lesson, the learner should be able to:
-Examine the importance of historical sites and monuments for the preservation of cultural heritage
-Brainstorm on the importance of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa
-Learners share their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 122
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking

By the end of the lesson, the learner should be able to:
-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges

By the end of the lesson, the learner should be able to:
-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Photo album

By the end of the lesson, the learner should be able to:
-Create an album of historical sites and monuments
-Collect pictures and photographs of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners display national pride as they collect pictures and photographs and create an album of historical sites and monuments
-Learners display their albums in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 126
-Digital resources
-Pictures and photographs

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Field visit

By the end of the lesson, the learner should be able to:
-Visit a historical site or monument in the locality
-Write a report on the visit
-Value conservation of historical sites and monuments in the locality

- Learners visit a historical site or monument in the locality
-Learners write a report on the site visited

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Historical site or monument

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Awareness creation

By the end of the lesson, the learner should be able to:
-Create awareness on conservation of historical sites and monuments
-Design posters for awareness creation
-Value conservation of historical sites and monuments in the locality

- Learners design posters to create awareness on the conservation of historical sites and monuments
-Learners display their posters in the school and community

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Manila papers

- Oral questions -Observation -Project work