People, Population and Relationships

Peace and Non-violent Conflict Resolution - Family conflicts

By the end of the lesson, the learner should be able to:
-Identify situations that lead to conflicts in the family
-Discuss and present situations that may lead to conflicts in a family
-Appreciate the culture of peace in a society

- Learners speak clearly as they discuss and present situations that may lead to conflicts in a family
-Learners identify situations that lead to conflicts in the family

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 63
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Peaceful resolution

By the end of the lesson, the learner should be able to:
-Apply peaceful ways of resolving conflicts in the family
-Role play peace building scenarios in class
-Appreciate the culture of peace in a society

- Learners work together harmoniously as they role play peace building scenarios in class (negotiation, mediation, arbitration)
-Learners discuss ways of resolving conflicts peacefully

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 64
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Experiences

By the end of the lesson, the learner should be able to:
-Resolve differences amicably as they discuss experiences from role play scenarios
-Discuss the experiences from the role play scenarios
-Show empathy with survivors of conflicts in the family

- Learners resolve differences amicably as they discuss the experiences from the role play scenarios
-Learners discuss experiences from the role play scenarios

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Communication

By the end of the lesson, the learner should be able to:
-Design strategies for effective communication in resolving conflicts
-Create posters with strategies to enhance effective communication
-Appreciate the culture of peace in a society

- Learners create posters with strategies to enhance effective communication in resolving conflicts
-Learners discuss strategies for effective communication

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 66
-Manila papers
-Marker pens

- Oral questions -Observation -Project work

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Empathy

By the end of the lesson, the learner should be able to:
-Show empathy with survivors of conflicts in the family
-Role play a scenario in the family where empathy is shown
-Appreciate the culture of peace in a society

- Learners exchange new ideas as they role play a scenario in the family where empathy is shown
-Learners undertake group activities

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 67
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Healthy relationships

By the end of the lesson, the learner should be able to:
-Build healthy relationships to promote peace in the family
-Research ways of building healthy relationships
-Appreciate the culture of peace in a society

- Learners use digital or print resources to research ways of building healthy relationships
-Learners discuss ways of building healthy relationships

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 68
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Empathetic moments

By the end of the lesson, the learner should be able to:
-Reflect on past empathetic moments
-Journal in their books and share
-Show empathy with survivors of conflicts in the family

- Learners reflect on past empathetic moments, journal in their books and share
-Learners discuss past empathetic moments

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 69
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Peace in the family

By the end of the lesson, the learner should be able to:
-Compose poems on the importance of peace in the family
-Present the poems in class
-Appreciate the culture of peace in a society

- Learners display team spirit as they work in groups to compose poems on the importance of peace in the family
-Learners present the poems in class

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 70
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Conflict triggers

By the end of the lesson, the learner should be able to:
-Identify triggers of conflict in the family
-Discuss how to avoid conflict triggers
-Appreciate the culture of peace in a society

- Learners identify triggers of conflict in the family
-Learners discuss how to avoid conflict triggers

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 71
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Peace culture

By the end of the lesson, the learner should be able to:
-Discuss ways of promoting a culture of peace in the family
-Identify benefits of a peaceful family
-Appreciate the culture of peace in a society

- Learners discuss ways of promoting a culture of peace in the family
-Learners identify benefits of a peaceful family

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 72
-Digital resources
-Internet

- Oral questions -Observation -Written tests

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 - 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

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

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation

By the end of the lesson, the learner should be able to:
-Implement the plan for solving the identified problem
-Implement the plan prudently
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners implement the plan prudently to address the identified problem
-Learners carry out the implementation 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. 18
-Locally available materials
-Digital resources

- Oral questions -Observation -Project work

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
Natural and Historic Built Environments

Community Service Learning Project - Appreciation
Map Reading and Interpretation - Marginal information

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Types of scales
Map Reading and Interpretation - Scale conversions

By the end of the lesson, the learner should be able to:
-Identify types of scales used on maps
-Explain the uses of different scales
-Appreciate the use of marginal information to interpret maps

- Learners brainstorm on types and uses of scales (Statement scale, linear scale, and Representative fraction scale)
-Learners present their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 76
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 77

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

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

By the end of the lesson, the learner should be able to:
-Measure distances on a topographical map
-Calculate distances using scales
-Apply critical thinking skills in map reading and interpretation

- Learners measure distances on a topographical map
-Learners share their findings in class

How can critical thinking be used in map interpretation?

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

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Semi-desert regions

By the end of the lesson, the learner should be able to:
-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-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 semi-desert regions
-Learners make short notes on the semi-desert regions

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

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

- 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