Natural and historical built environments in Africa

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

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

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

Where do you think the earth came from?

-Course book(Mentor social studies  page 60
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

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

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

What is the shape of the earth?

-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Internal structure of the earth in the solar system

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

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

Why is it important to understand the solar system

-Charts
-Computing devices

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

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

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

-Learner is guided to identify materials for modelling the internal structure of the earth?-learners to model the i ternal structure of the earth

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

Whiteboard illustrations 
-Charts

-Oral questions -Oral reports -Assessment

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

Weather Elements of weather in the environment
Analyzing and interpreting data on weather condition in the environment

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

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

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

-Charts
-Computing devices

-Oral questions -Oral report -Assessment

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

Siting a weather station
Constructing a rain gauge

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

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

What is a weather station?

-Course book
-Charts
-computing devices

-Oral questions -Oral report -Observation

National and historical built environments in Africa

Constructing a wind vane

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

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

What is the procedure of constructing a wind vane?

Realia(constructed windvane)
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Constructing a wind sock
Significance of weather to human environment

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

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

What is the procedure of constructing a wind sock?

-Chart
-Computing devices

-Oral questions -Written questions -Observation

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

Responding appropriately to different weather conditions in the environment
Field work Types of fieldwork in social studies

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

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

How do we respond appropriately to different weather conditions?

-Atlas
--Charts
-Computing devices

-Oral questions -Observation -Written questions

Natural and historic built environments in Africa

Field work methods of Data collection

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

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

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Methods of data recording
Methods of data analysis

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

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

What is data recording?

-Computing devices
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Define data presentation
-Analyse methods of data presentation in field work
-Appreciate the methods of data presentation

-Individually, learners  to define data presentation
-In groups, learners to examine methods of data presentation in field work

What is data presentation

-Atlas
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Possible solutions to challenges experienced during field work

By the end of the lesson, the learner should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work
-Create a poster showing possible solutions to challenges experienced when carrying out field work
-Desire to carry out field work

-Individually, learner to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners to create a poster showing possible solutions to challenges experienced when carrying out field work

What challenges do you face during fieldwork?

-Whiteboard  llustratiobs
-Charts

-Oral questions -Oral report -Observafion

Natural and historic built environments in Africa

Significance of field work on investigating Phenomena
Procedures of carrying out field work in research

By the end of the lesson, the learner should be able to:
-State the significance of field work on investigating phenomena
-Prepare a chart on importance of field work
-Appreciate the importance of field work

-The learner to state the significance of field work on investigating phenomena
-In groups, learners to prepare a chart on importance of field work

What is the importance of field work?

-Whiteboard illustrations
-Charts

-Oral questions -Oral report -Observations

Natural and historic built environments in Africa
Political Development and governance

Understanding the actual field work
Political development in Africa up to 1900

By the end of the lesson, the learner should be able to:
-Assemble all materials required for the field work
-Carry out field work to investigate phenomena in the immediate environment
-Desire to carry out field work to investigate phenomena in the immediate environment

- The Learner to assemble all materials required for the field work
-In groups learners to carry out field work to investigate phenomena in the immediate environment

Why is it important to study field work?

-Course book
-Charts
-Computing devices

Political Development and governance

Political Organization of the Zulu
Political Organization of the Asante

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

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

Learners are guided to describe the political setup of Zulu community up to 1900
Learners to draw the governance structure of the Zulu

Where did the Zulu community lived?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas
Photographs
Pictures
Maps
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167

Oral Report Observation

Political Development and governance

The concepts “Scramble for and Partition” of Africa

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

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

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

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

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

Oral questions  Observation

Political Development and governance

European Traders
Matching the Countries in Africa with their Colonial Masters

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

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

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

Which factors led to the presence of Europeans in Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs
Pictures
Maps
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas
Charts
Realia

Oral Report Oral Questions and Observation

Political Development and governance
The Constitution of Kenya

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
The Constitution of Kenya

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

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

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

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

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas
Photographs
Pictures
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

Oral questions Oral Report Observation

The Constitution of Kenya

Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion

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

Identify ways of  of upholding and protecting the Constitution of Kenya.
Search on the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to identify ways of upholding and protecting the Constitution of Kenya.
In groups, learners to search on the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution?

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

Oral questions Oral Report Observation

Democracy

Types of Democracy practiced in Africa
Importance of Democracy in Society

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

Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.

Learners to define democracy.
Learners are to identify types of democracy.
In groups, learners to role play different types of democracy.

What is democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs
Pictures
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Maps
Charts

Oral questions Oral Report Observation

Democracy
Human Rights

Characteristics of Various Types of Democracy in Governance
Evolution of Human Rights as practiced in society

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

Identify the characteristics of Various Types of Democracy in Governance.
Recite the poem in learner’s book 7
Apply democratic values in interactions with others in the community.

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189

Why should we Practise democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Maps

Oral questions Oral Report Observation

Human Rights
African Diasporas

The concept of Equity and Non-Discrimination in Fostering Solidarity
African Diasporas

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

Brainstorm on how equity and non-discrimination foster solidarity in the society.
Analyse how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to analyse how to promote equity and non-discrimination in society.

How can we promote equity and non- discrimination in society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship

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

Define global interconnectedness and interdependence and the positive and negative effects of globalization at local and national levels.
Analyze  the qualities of a global citizen.
Appreciate the qualities of a global citizen.

Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels.
In groups, learners to analyse the qualities of a global citizen.

What is global interconnectedness? What is interdependence? What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Global Citizenship
Global Governance

Contribution to the Wellbeing of the international community
Organisation of African Unity (OAU)

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

Explain what they understand by the term ‘common humanity’
Write how they can develop a sense of belonging to a common humanity for harmonious living.
Desire to have a sense of belonging to a common humanity for harmonious living.

Learners to explain what they understand by the term ‘common humanity’
Learners to write how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Pictures
Maps
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs

Oral questions Oral Report Observation

Global Governance

African Union (AU)
Member countries of the African Union

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

Describe the formation of African Union (AU) the achievements of AU.
and the challenges faced by AU
Sing the African Union Anthem.
Appreciate the importance of AU

Learners to describe the formation of African Union (AU)
In groups, learners to discuss the achievements of AU.
Learners to state the challenges affected by AU
the challenges affected by AU
Learners are  to sing the African Union Anthem.

What are the achievements of African Union (AU)?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
Photographs
Pictures
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
Realia

Oral questions Oral Report Observation

Global Governance

Organizational structures of the African Union

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

Identify various organs that run the AU.
Identify the factors which can promote continental interconnectedness and interdependence.
Draw the organizational structure of African Union (AU)
Appreciate the importance of AU

Learners to identify various organs that run the AU.
Learners to identify the factors which can promote continental interconnectedness and interdependence.
Learners are to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation