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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Social Studies and Career Development
|
Pathway Choices - Understanding career pathways
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of a career path - Identify different pathways available at senior school - Appreciate the importance of early career planning |
- Brainstorm the meaning of career path
- Write answers and share with peers - Discuss factors to consider in the selection of a pathway |
What do you understand by the term career path?
|
- KLB Social Studies Grade 9 (pg. 1)
- Digital resources - Charts showing career pathways |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Social Studies and Career Development
|
Pathway Choices - Factors for selection
Pathway Choices - Social Sciences pathway requirements |
By the end of the
lesson, the learner
should be able to:
- Identify factors to consider when selecting a pathway - Evaluate the importance of interests and skills in career selection - Show commitment to personal values in pathway selection |
- Engage with a resource person discussing factors to consider when selecting a pathway
- Use digital or print resources to research on factors - Discuss findings in groups |
Why is it important to consider various factors when selecting a career pathway?
|
- KLB Social Studies Grade 9 (pg. 3)
- Digital resources - Resource person - KLB Social Studies Grade 9 (pg. 4) - Charts on pathway requirements |
- Observation
- Group discussions
- Written exercises
|
|
| 2 | 3 |
Social Studies and Career Development
|
Pathway Choices - Choosing tracks within pathways
Pre-career Support Systems - Understanding support systems |
By the end of the
lesson, the learner
should be able to:
- Choose a possible track within a pathway at senior school - Analyze how tracks align with personal interests and strengths - Demonstrate willingness to explore different tracks |
- Role-play conversations about choosing tracks
- Journal possible tracks for academic growth - Engage in discussions with parents/guardians about pathway tracks |
How can we choose the right track within our preferred pathway?
|
- KLB Social Studies Grade 9 (pg. 6)
- Learning journals - Digital resources - KLB Social Studies Grade 9 (pg. 9) - Digital resources - Print resources |
- Observation
- Role-play assessment
- Journals
|
|
| 2 | 4 |
Social Studies and Career Development
|
Pre-career Support Systems - Pre-career mapping
Pre-career Support Systems - Using support systems |
By the end of the
lesson, the learner
should be able to:
- Explain the significance of pre-career mapping for individual growth - Identify steps in pre-career mapping - Value planning in career development |
- Use digital or print resources to research on pre-career mapping
- Discuss the significance of pre-career mapping - Create personal pre-career maps |
How can pre-career mapping contribute to individual growth?
|
- KLB Social Studies Grade 9 (pg. 11)
- Digital resources - Career mapping templates - KLB Social Studies Grade 9 (pg. 13) - School clubs and societies - Resource persons |
- Observation
- Project work
- Personal maps assessment
|
|
| 3 | 1 |
Social Studies and Career Development
Community Service-Learning Community Service-Learning |
Pre-career Support Systems - Challenges and solutions
Community Service-Learning Project - Problem identification Community Service-Learning Project - Problem statement |
By the end of the
lesson, the learner
should be able to:
- Design solutions to challenges arising from use of support systems - Identify common challenges in using support systems - Show resilience when facing challenges in career development |
- Brainstorm on challenges arising from use of support systems
- Research on solutions to identified challenges - Complete a table on challenges and their solutions |
How can we overcome challenges in using support systems?
|
- KLB Social Studies Grade 9 (pg. 17)
- Digital resources - Case studies - KLB Social Studies Grade 9 (pg. 20) - Community resources - KLB Social Studies Grade 9 (pg. 22) - Problem statement templates |
- Observation
- Written exercises
- Problem-solving tasks
|
|
| 3 | 2 |
Community Service-Learning
|
Community Service-Learning Project - Designing solutions
Community Service-Learning Project - Implementation planning |
By the end of the
lesson, the learner
should be able to:
- Design a solution to the identified problem - Analyze different possible solutions to the problem - Show creativity in designing solutions |
- Search, discuss and agree on an appropriate solution/way forward to address the identified problem
- Note down the recommended/proposed solution - Research on possible solutions to the problem |
What makes an effective solution to a community problem?
|
- KLB Social Studies Grade 9 (pg. 23)
- Digital resources - Case studies - KLB Social Studies Grade 9 (pg. 24) - Planning templates - Digital resources |
- Observation
- Project proposals
- Oral presentations
|
|
| 3 | 3 |
Community Service-Learning
|
Community Service-Learning Project - Resource mobilization
Community Service-Learning Project - Implementation |
By the end of the
lesson, the learner
should be able to:
- Mobilize resources needed for project implementation - Identify potential sources of project resources - Value effective resource management |
- Identify resources needed for the project
- Mobilize resources needed to create their intervention - Develop a resource mobilization strategy |
How can we effectively mobilize resources for our project?
|
- KLB Social Studies Grade 9 (pg. 26)
- Digital resources - Resource planning templates - KLB Social Studies Grade 9 (pg. 28) - Project materials |
- Observation
- Resource plans
- Oral presentations
|
|
| 3 | 4 |
Community Service-Learning
People and Relationships |
Community Service-Learning Project - Showcasing/Exhibition
Community Service-Learning Project - Reflection and reporting Socio-Economic Practices of Early Humans - Introduction |
By the end of the
lesson, the learner
should be able to:
- Showcase project outcomes to the community - Present project achievements effectively - Demonstrate pride in project accomplishments |
- Organize exhibition or sharing of project outcomes
- Showcase learners' project items to the community - Gather feedback from community members |
How can we effectively share our project outcomes with the community?
|
- KLB Social Studies Grade 9 (pg. 30)
- Project artifacts - Presentation materials - KLB Social Studies Grade 9 (pg. 33) - Digital resources - Report templates - KLB Social Studies Grade 9 (pg. 35) - Print materials |
- Observation
- Exhibition assessment
- Feedback analysis
|
|
| 4 | 1 |
People and Relationships
|
Socio-Economic Practices of Early Humans - Early Stone Age
Socio-Economic Practices of Early Humans - Middle Stone Age |
By the end of the
lesson, the learner
should be able to:
- Describe socio-economic practices during Early Stone Age - Identify food acquisition methods of early humans - Appreciate early human adaptations for survival |
- Research on socio-economic practices during Early Stone Age
- Match items with explanations on socio-economic activities - Discuss findings in groups |
What were the survival strategies of early humans during the Early Stone Age?
|
- KLB Social Studies Grade 9 (pg. 37)
- Digital resources - Matching activity materials - KLB Social Studies Grade 9 (pg. 38) - Reading materials |
- Observation
- Matching exercises
- Group discussions
|
|
| 4 | 2 |
People and Relationships
|
Socio-Economic Practices of Early Humans - Late Stone Age
Socio-Economic Practices of Early Humans - Stone Age tools |
By the end of the
lesson, the learner
should be able to:
- Describe socio-economic practices during Late Stone Age - Analyze the development of agriculture and domestication - Appreciate the beginnings of structured society |
- Read passages on socio-economic practices of Late Stone Age
- Identify key developments during this period - Discuss the transition to agriculture and settled life |
How did the transition to agriculture change human society?
|
- KLB Social Studies Grade 9 (pg. 39)
- Digital resources - Reading materials - KLB Social Studies Grade 9 (pg. 40) - Images of Stone Age tools |
- Observation
- Reading comprehension
- Written assignments
|
|
| 4 | 3 |
People and Relationships
|
Socio-Economic Practices of Early Humans - Relevance to modern society
Indigenous Knowledge Systems in African Societies - Introduction |
By the end of the
lesson, the learner
should be able to:
- Debate on the relevance of socio-economic practices to modern society - Analyze the impact of Stone Age innovations on present day technology - Recognize socio-economic practices of early humans |
- Organize debate on relevance of socio-economic practices
- Research on Africa as birthplace of human technology - Watch documentaries on human technology development |
What technological innovations from the Stone Age are still relevant today?
|
- KLB Social Studies Grade 9 (pg. 42)
- Digital resources - Documentary videos - KLB Social Studies Grade 9 (pg. 43) - Print materials |
- Observation
- Debate assessment
- Oral presentations
|
|
| 4 | 4 |
People and Relationships
|
Indigenous Knowledge Systems in African Societies - Types of knowledge systems
Indigenous Knowledge Systems in African Societies - Agriculture and medicine Indigenous Knowledge Systems in African Societies - Sustainability of life |
By the end of the
lesson, the learner
should be able to:
- Identify types of indigenous knowledge systems in African societies - Categorize different indigenous knowledge systems - Appreciate diversity in indigenous knowledge |
- Study pictures showing indigenous knowledge systems
- Identify indigenous knowledge systems in the community - Complete exercises on types of indigenous knowledge systems |
What types of indigenous knowledge systems exist in your community?
|
- KLB Social Studies Grade 9 (pg. 44)
- Digital resources - Pictures of indigenous practices - KLB Social Studies Grade 9 (pg. 45) - Reading materials - KLB Social Studies Grade 9 (pg. 46) - Story materials |
- Observation
- Picture analysis
- Written exercises
|
|
| 5 | 1 |
People and Relationships
|
Indigenous Knowledge Systems in African Societies - Modern applications
Indigenous Knowledge Systems in African Societies - Project work |
By the end of the
lesson, the learner
should be able to:
- Use indigenous and modern knowledge systems for decision making - Apply relevant traditional knowledge in modern contexts - Appreciate integration of traditional and modern knowledge |
- Research on combining indigenous and modern knowledge
- Role-play scenarios showing application of knowledge systems - Discuss findings in groups |
How can indigenous knowledge be integrated with modern systems?
|
- KLB Social Studies Grade 9 (pg. 47)
- Digital resources - Role-play scenarios - KLB Social Studies Grade 9 (pg. 48) - Project materials |
- Observation
- Role-play assessment
- Group discussion
|
|
| 5 | 2 |
People and Relationships
|
Indigenous Knowledge Systems in African Societies - Debate
Indigenous Knowledge Systems in African Societies - Appreciation |
By the end of the
lesson, the learner
should be able to:
- Debate on the use of indigenous knowledge systems - Present arguments clearly and logically - Respect diverse viewpoints on indigenous knowledge |
- Organize a debate on indigenous knowledge systems
- Prepare points for proposing or opposing sides - Present arguments during the debate |
What is the relevance of indigenous knowledge systems in modern society?
|
- KLB Social Studies Grade 9 (pg. 49)
- Debate materials - Research materials - KLB Social Studies Grade 9 (pg. 50) - Display materials - Pictures of indigenous practices |
- Observation
- Debate assessment
- Peer evaluation
|
|
| 5 | 3 |
People and Relationships
|
Poverty Reduction - Understanding poverty
Poverty Reduction - Causes of poverty |
By the end of the
lesson, the learner
should be able to:
- Explain causes of poverty in Africa - Identify evidence of poverty in communities - Show concern for poverty reduction in society |
- Study pictures showing evidence of poverty
- Identify causes of poverty in Africa - Discuss factors contributing to poverty |
What are the measures taken by African governments to reduce poverty?
|
- KLB Social Studies Grade 9 (pg. 51)
- Digital resources - Pictures showing poverty - KLB Social Studies Grade 9 (pg. 52) - Charts on poverty causes |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
People and Relationships
|
Poverty Reduction - Effects of overexploitation
Poverty Reduction - Creative solutions Poverty Reduction - Resource person |
By the end of the
lesson, the learner
should be able to:
- Examine effects of overexploitation of natural resources - Analyze how resource exploitation contributes to poverty - Show concern for sustainable resource use |
- Study pictures showing effects of overexploitation
- Read passages on effects of overexploitation - Complete tables on resources and poverty effects |
How does prudent utilization of resources help to reduce poverty in the society?
|
- KLB Social Studies Grade 9 (pg. 54)
- Digital resources - Reading materials - KLB Social Studies Grade 9 (pg. 56) - Case studies of successful initiatives - KLB Social Studies Grade 9 (pg. 58) - Resource person - Note-taking materials |
- Observation
- Table completion
- Written exercises
|
|
| 6 | 1 |
People and Relationships
Natural and Historic Built Environments |
Poverty Reduction - Sustainable resource use
Topographical Maps - Human activities on topographical maps |
By the end of the
lesson, the learner
should be able to:
- Recognize contribution of poverty reduction strategies - Compose poems on sustainable use of resources - Value sustainable use of resources |
- Recite poems on sustainable use of resources
- Create posters on sustainable resource use - Display posters on resource sustainability |
How can sustainable resource use contribute to poverty reduction?
|
- KLB Social Studies Grade 9 (pg. 59)
- Art materials - Digital resources - KLB Top Scholar Social Studies (pg. 96) - Print resources - Topographical maps - Charts |
- Observation
- Poem assessment
- Poster evaluation
|
|
| 6 | 2 |
Natural and Historic Built Environments
|
Topographical Maps - Mining and transportation representation
Topographical Maps - Agricultural and tourism activities |
By the end of the
lesson, the learner
should be able to:
- Identify the symbols used to represent mining and transportation on topographical maps - Interpret mining and transportation activities from topographical maps - Value the economic importance of these activities shown on maps |
- Study various topographical maps showing mining sites and transport networks
- Identify symbols used to represent mining and transportation on maps - Match human activities with their evidence as portrayed on topographical maps - Discuss the economic importance of these activities |
How are mining and transportation activities represented on topographical maps?
|
- KLB Top Scholar Social Studies (pg. 98)
- Topographical maps - Digital resources - Charts showing map symbols - KLB Top Scholar Social Studies (pg. 100) - Charts showing agricultural and tourism symbols |
- Observation
- Oral questions
- Matching exercises
- Written assignments
|
|
| 6 | 3 |
Natural and Historic Built Environments
|
Topographical Maps - Processing and trade
Topographical Maps - Enlarging parts of maps Topographical Maps - Reducing parts of maps |
By the end of the
lesson, the learner
should be able to:
- Identify symbols used to represent processing industries and trade on topographical maps - Interpret processing and trade features from topographical maps - Value the economic importance of processing industries and trade shown on maps |
- Study topographical maps showing processing and trade features
- Identify symbols used to represent factories, markets and shops - Draw and label symbols for processing industries and trade centers - Discuss economic importance of these features shown on maps |
How are processing industries and trade centers represented on topographical maps?
|
- KLB Top Scholar Social Studies (pg. 102)
- Topographical maps - Digital resources - Chart showing industrial symbols - KLB Top Scholar Social Studies (pg. 104) - Drawing materials - Graph papers - Rulers - KLB Top Scholar Social Studies (pg. 106) |
- Observation
- Oral questions
- Drawing and labeling exercises
- Written assignments
|
|
| 6 | 4 |
Natural and Historic Built Environments
|
Topographical Maps - Drawing cross-sections
Topographical Maps - Human activities in cross-sections |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of cross-sections from topographical maps - Illustrate cross-sections from topographical maps - Show interest in drawing cross-sections from topographical maps |
- Demonstrate the process of drawing cross-sections from topographical maps
- Identify contour lines and understand their significance for cross-sections - Practice drawing cross-sections from topographical maps - Present their cross-sections for peer assessment |
Why is it important to draw cross-sections from topographical maps?
|
- KLB Top Scholar Social Studies (pg. 110)
- Topographical maps - Drawing materials - Graph papers - Rulers - KLB Top Scholar Social Studies (pg. 112) - Sample cross-sections |
- Observation
- Practical assessment
- Peer assessment
- Portfolio assessment
|
|
| 7 | 1 |
Natural and Historic Built Environments
|
Internal Land Forming Processes - Types and causes of earth movements
Internal Land Forming Processes - Types of faults |
By the end of the
lesson, the learner
should be able to:
- Explore the types of earth movements in the environment - Identify causes of earth movements in the environment - Appreciate the dynamic nature of the earth's crust |
- Brainstorm on the types and causes of earth movements
- Use digital or print resources to research on types of earth movements in the environment - Discuss findings on types and causes of earth movements and present in class |
How do landforms influence human activities?
|
- KLB Top Scholar Social Studies (pg. 114)
- Digital resources - Print resources - Charts - Pictures on earth movements - KLB Top Scholar Social Studies (pg. 118) - Library resources - Charts showing different types of faults - Diagrams |
- Observation
- Oral questions
- Written assignments
- Presentations
|
|
| 7 | 2 |
Natural and Historic Built Environments
|
Internal Land Forming Processes - Continental drift theory
Internal Land Forming Processes - Plate tectonics theory |
By the end of the
lesson, the learner
should be able to:
- Explain the theory of continental drift - Describe the evidence supporting continental drift theory - Develop interest in theories explaining earth's formation |
- Use digital or print resources to research on the theory of continental drift
- Make short notes on continental drift theory - Discuss evidence supporting the continental drift theory - Use diagrams to illustrate continental drift theory |
How does the theory of continental drift explain the formation of continents?
|
- KLB Top Scholar Social Studies (pg. 122)
- Digital resources - Print resources - World maps - Charts showing continental drift - KLB Top Scholar Social Studies (pg. 126) - Charts showing plate tectonics |
- Observation
- Oral questions
- Written assignments
- Diagram interpretation
|
|
| 7 | 3 |
Natural and Historic Built Environments
|
Internal Land Forming Processes - Features formed by faulting
Internal Land Forming Processes - Block mountains formation Internal Land Forming Processes - Effects of faulting on human activities |
By the end of the
lesson, the learner
should be able to:
- Identify features formed due to faulting - Illustrate the formation of rift valleys due to faulting - Value the beauty of landforms created by faulting |
- View video clips/documentaries on the processes of faulting
- Draw sketches illustrating the formation of rift valleys - Use an atlas to locate features formed as a result of faulting processes - Display the sketches for peer assessment |
How are rift valleys formed through the process of faulting?
|
- KLB Top Scholar Social Studies (pg. 130)
- Video clips/documentaries - Atlas - Drawing materials - Charts showing rift valley formation - KLB Top Scholar Social Studies (pg. 134) - Charts showing block mountain formation - KLB Top Scholar Social Studies (pg. 136) - Pictures showing effects of faulting - Digital resources - Print resources - Maps |
- Observation
- Drawing assessment
- Peer assessment
- Written assignments
|
|
| 7 | 4 |
Natural and Historic Built Environments
|
Internal Land Forming Processes - Hazards associated with faulting
Multipurpose River Projects in Africa - Introduction and location |
By the end of the
lesson, the learner
should be able to:
- Identify hazards associated with faulting - Develop posters to create awareness on disasters relating to faulting - Show concern for disaster risks associated with faulting |
- Discuss hazards associated with faulting such as earthquakes and volcanic eruptions
- Develop posters to create awareness on disasters relating to faulting - Display posters at strategic locations within the school - Discuss disaster risk reduction measures related to faulting |
What are the hazards associated with faulting and how can they be mitigated?
|
- KLB Top Scholar Social Studies (pg. 138)
- Digital resources - Print resources - Materials for poster creation - Pictures showing faulting disasters - KLB Top Scholar Social Studies (pg. 140) - Atlas - Internet resources - Map of Africa |
- Observation
- Poster assessment
- Oral presentations
- Written assignments
|
|
| 8 | 1 |
Natural and Historic Built Environments
|
Multipurpose River Projects in Africa - Conditions for River Tana projects
Multipurpose River Projects in Africa - Conditions for Aswan High Dam |
By the end of the
lesson, the learner
should be able to:
- Outline physical conditions that led to establishment of River Tana projects - Explain socio-economic conditions for River Tana projects - Show interest in the development of River Tana projects |
- Discuss the physical conditions that led to the establishment of multipurpose river projects along River Tana
- Research on the socio-economic conditions that favored the development of River Tana projects - Create a chart showing conditions favorable for River Tana projects - Present findings to the class |
What conditions led to the establishment of multipurpose river projects along River Tana?
|
- KLB Top Scholar Social Studies (pg. 142)
- Digital resources - Print resources - Pictures of River Tana projects - Charts - KLB Top Scholar Social Studies (pg. 144) - Pictures of Aswan High Dam |
- Observation
- Oral presentations
- Written assignments
- Chart assessment
|
|
| 8 | 2 |
Natural and Historic Built Environments
|
Multipurpose River Projects in Africa - Economic importance
Multipurpose River Projects in Africa - Social and political importance |
By the end of the
lesson, the learner
should be able to:
- Examine the economic importance of multipurpose river projects in Africa - Explain the benefits of multipurpose river projects to local communities - Appreciate the role of multipurpose river projects in economic development |
- Carry out research on the economic importance of multipurpose river projects in Africa
- Write short notes and share with peers - Discuss how multipurpose river projects benefit local communities - Create a chart showing economic benefits of multipurpose river projects |
What are the economic benefits of multipurpose river projects in Africa?
|
- KLB Top Scholar Social Studies (pg. 146)
- Digital resources - Print resources - Pictures showing economic activities around river projects - Charts - KLB Top Scholar Social Studies (pg. 148) - Pictures showing social benefits - Materials for poster creation |
- Observation
- Oral presentations
- Written assignments
- Chart assessment
|
|
| 8 | 3 |
Natural and Historic Built Environments
|
Multipurpose River Projects in Africa - Challenges
Multipurpose River Projects in Africa - Solutions to challenges Multipurpose River Projects in Africa - Future prospects |
By the end of the
lesson, the learner
should be able to:
- Assess challenges facing multipurpose river projects in Africa - Categorize challenges as environmental, social, economic and political - Show concern for challenges facing multipurpose river projects |
- Brainstorm on challenges facing multipurpose river projects in Africa
- Categorize challenges as environmental, social, economic and political - Discuss how these challenges affect the effectiveness of multipurpose river projects - Create a mind map of challenges and their interconnections |
What challenges face multipurpose river projects in Africa?
|
- KLB Top Scholar Social Studies (pg. 149)
- Digital resources - Print resources - Pictures showing challenges - Charts - KLB Top Scholar Social Studies (pg. 150) - Resource person - KLB Top Scholar Social Studies (pg. 151) - Materials for vision board creation |
- Observation
- Oral questions
- Written assignments
- Mind map assessment
|
|
| 8 | 4 |
Natural and Historic Built Environments
|
Management and Conservation of the Environment - Factors leading to degradation
Management and Conservation of the Environment - Effects of degradation |
By the end of the
lesson, the learner
should be able to:
- Explore factors that lead to degradation of the environment - Categorize factors leading to environmental degradation - Show concern for degradation of the environment |
- Research on factors that lead to degradation of the environment in the community
- View video clips or documentaries on environmental degradation - Write an essay on factors that lead to degradation of the environment - Discuss and categorize factors as natural and human-induced |
Why is it important to conserve degraded environment?
|
- KLB Top Scholar Social Studies (pg. 152)
- Digital resources - Print resources - Video clips/documentaries - Pictures showing environmental degradation - KLB Top Scholar Social Studies (pg. 154) - Pictures showing effects of environmental degradation - Charts |
- Observation
- Essay assessment
- Oral questions
- Written assignments
|
|
| 9 | 1 |
Natural and Historic Built Environments
|
Management and Conservation of the Environment - Difference between management and conservation
Management and Conservation of the Environment - Measures for management |
By the end of the
lesson, the learner
should be able to:
- Distinguish between management and conservation of the environment - Explain principles of environmental management and conservation - Value sustainable approaches to environmental management |
- Brainstorm on the difference between management and conservation of the environment
- Research on principles of environmental management and conservation - Create a Venn diagram showing similarities and differences between management and conservation - Share findings with peers |
What is the difference between management and conservation of the environment?
|
- KLB Top Scholar Social Studies (pg. 156)
- Digital resources - Print resources - Charts - Pictures showing management and conservation activities - KLB Top Scholar Social Studies (pg. 158) - Materials for poster creation - Pictures showing environmental management |
- Observation
- Venn diagram assessment
- Oral questions
- Written assignments
|
|
| 9 | 2 |
Natural and Historic Built Environments
|
Management and Conservation of the Environment - Measures for conservation
Management and Conservation of the Environment - Practical conservation activities World Heritage Sites in Africa - Introduction and identification |
By the end of the
lesson, the learner
should be able to:
- Design measures to conserve the environment for sustainability - Explain strategies for environmental conservation - Show commitment to environmental conservation |
- Discuss measures for conserving the environment
- Research on successful conservation strategies - Design a poster with messages on how to creatively conserve the environment - Present and display the posters in class |
What measures can be taken to conserve the environment?
|
- KLB Top Scholar Social Studies (pg. 159)
- Digital resources - Print resources - Materials for poster creation - Pictures showing conservation activities - KLB Top Scholar Social Studies (pg. 160) - Tree seedlings - Gardening tools - Clean-up equipment - Digital cameras for documentation - KLB Top Scholar Social Studies (pg. 162) - Map of Africa - Pictures of world heritage sites |
- Observation
- Poster assessment
- Oral presentations
- Written assignments
|
|
| 9 | 3 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Rock-Hewn Churches and Vallée de Mai
World Heritage Sites in Africa - Serengeti and Robben Island |
By the end of the
lesson, the learner
should be able to:
- Describe the Rock-Hewn Churches of Lalibela in Ethiopia - Explain the distinctive features of Vallée de Mai Nature Reserve in Seychelles - Appreciate the cultural and natural significance of these heritage sites |
- Research on the Rock-Hewn Churches of Lalibela and Vallée de Mai Nature Reserve
- Create visual presentations on these world heritage sites - Discuss the cultural and natural significance of these sites - Present findings to the class |
What makes Rock-Hewn Churches and Vallée de Mai unique world heritage sites?
|
- KLB Top Scholar Social Studies (pg. 164)
- Digital resources - Print resources - Pictures of Rock-Hewn Churches and Vallée de Mai - Video clips - KLB Top Scholar Social Studies (pg. 166) - Pictures of Serengeti and Robben Island |
- Observation
- Visual presentation assessment
- Oral presentations
- Written assignments
|
|
| 9 | 4 |
Natural and Historic Built Environments
|
World Heritage Sites in Africa - Victoria Falls
World Heritage Sites in Africa - Cultural heritage promotion |
By the end of the
lesson, the learner
should be able to:
- Describe Victoria Falls as a world heritage site - Explain the natural and cultural significance of Victoria Falls - Appreciate the beauty and importance of Victoria Falls |
- Research on Victoria Falls world heritage site
- Create visual presentations on Victoria Falls - Discuss the natural and cultural significance of Victoria Falls - Present findings to the class |
What is the significance of Victoria Falls as a world heritage site?
|
- KLB Top Scholar Social Studies (pg. 168)
- Digital resources - Print resources - Pictures of Victoria Falls - Video clips - KLB Top Scholar Social Studies (pg. 169) - Musical instruments - Writing materials |
- Observation
- Visual presentation assessment
- Oral presentations
- Written assignments
|
|
| 10 | 1 |
Natural and Historic Built Environments
Political Developments and Governance |
World Heritage Sites in Africa - Conservation measures
The Constitution of Kenya - Stages in constitution-making process |
By the end of the
lesson, the learner
should be able to:
- Design measures to conserve world heritage sites - Explain the role of different stakeholders in conserving heritage sites - Show commitment to heritage site conservation |
- Formulate in pairs measures to conserve heritage sites
- Research on the role of different stakeholders in conserving heritage sites - Create a poster on conservation measures for world heritage sites - Present and display posters in class |
How can world heritage sites be conserved for future generations?
|
- KLB Top Scholar Social Studies (pg. 170)
- Digital resources - Print resources - Materials for poster creation - Pictures showing conservation activities - KLB Top Scholar Social Studies (pg. 172) - Charts on constitution-making process - Manilla papers |
- Observation
- Poster assessment
- Oral presentations
- Written assignments
|
|
| 10 | 2 |
Political Developments and Governance
|
The Constitution of Kenya - Role of parliament
The Constitution of Kenya - Role of citizens in constitution-making The Constitution of Kenya - Citizens' participation |
By the end of the
lesson, the learner
should be able to:
- Examine the role of parliament in constitution-making process - Describe how parliament enacts constitutional laws - Value the role of parliament in constitution-making |
- Research on the role of parliament in constitution-making process in Kenya
- Discuss findings on parliament's role - Watch a video on parliamentary debate on the constitution-making process - Make notes on the role of parliament in constitution-making process |
What is the role of parliament in the constitution-making process?
|
- KLB Top Scholar Social Studies (pg. 174)
- Digital resources - Video clips of parliamentary debates - Print resources - Charts - KLB Top Scholar Social Studies (pg. 176) - Pictures showing citizen participation - Video clips - KLB Top Scholar Social Studies (pg. 178) - Role-play materials |
- Observation
- Oral questions
- Written assignments
- Note-making assessment
|
|
| 10 | 3 |
Political Developments and Governance
|
The Constitution of Kenya - Participating in constitution-making
The Constitution of Kenya - Defending the constitution |
By the end of the
lesson, the learner
should be able to:
- Participate in the constitution-making process in community - Apply constitutional principles in group decision-making - Value democratic processes in constitution-making |
- Role-play the constitution-making process in the community
- Research on the values that should be exercised during constitution-making process - Participate in the constitution-making process of the learners' council or club in school - Write an account of participation in constitution-making process |
How can you participate in the constitution-making process in your community?
|
- KLB Top Scholar Social Studies (pg. 180)
- Digital resources - Print resources - Role-play materials - Writing materials - Pictures showing constitution defense - The Constitution of Kenya |
- Observation
- Role-play assessment
- Written assignments
- Project assessment
|
|
| 10 | 4 |
Political Developments and Governance
|
The Constitution of Kenya - Promoting the constitution
The Constitution of Kenya - Implementing the constitution |
By the end of the
lesson, the learner
should be able to:
- Explain ways of promoting the Constitution of Kenya - Identify strategies for constitutional awareness - Desire to promote the Constitution of Kenya |
- Brainstorm on meaning of "promote" the Constitution of Kenya
- Discuss ways of promoting the Constitution of Kenya - Compose songs on defending and promoting the Constitution of Kenya - Sing songs to group members |
What strategies can be used to promote the Constitution of Kenya?
|
- KLB Top Scholar Social Studies (pg. 181)
- Digital resources - Print resources - Musical instruments - The Constitution of Kenya - KLB Top Scholar Social Studies (pg. 182) - Charts |
- Observation
- Song assessment
- Oral questions
- Written assignments
|
|
| 11 | 1 |
Political Developments and Governance
|
Civic Engagement in Governance - Individual civic activities
Civic Engagement in Governance - Collective civic activities |
By the end of the
lesson, the learner
should be able to:
- Identify individual civic engagement activities in Kenya - Explain the importance of individual civic actions - Show interest in individual civic engagement |
- Research using digital devices or print materials to identify individual civic engagement activities in Kenya
- Discuss in groups different individual civic activities - Study pictures showing individual civic engagement activities - Develop slogans on individual civic engagement in Kenya |
How does civic engagement promote good governance in the country?
|
- KLB Top Scholar Social Studies (pg. 182)
- Digital resources - Print resources - Pictures showing civic engagement activities - Charts - KLB Top Scholar Social Studies (pg. 184) - Pictures showing collective civic activities - Materials for poster creation |
- Observation
- Oral questions
- Written assignments
- Slogan assessment
|
|
| 11 | 2 |
Political Developments and Governance
|
Civic Engagement in Governance - Political parties requirements
Civic Engagement in Governance - Role of political parties Civic Engagement in Governance - Elective positions |
By the end of the
lesson, the learner
should be able to:
- Identify constitutional requirements for political parties - Explain legal frameworks governing political parties - Value the importance of regulating political parties |
- Discuss the meaning of constitutional requirements and political parties
- Read Article 91 of the Constitution of Kenya on constitutional requirements for political parties - Discuss the constitutional requirements for political parties - Create a chart on what political parties should and should not do |
How can we participate in democratic processes in the society?
|
- KLB Top Scholar Social Studies (pg. 186)
- Digital resources - Print resources - The Constitution of Kenya - Charts - KLB Top Scholar Social Studies (pg. 188) - Poems - KLB Top Scholar Social Studies (pg. 190) - Charts showing elective positions - Drawing materials |
- Observation
- Oral questions
- Written assignments
- Chart assessment
|
|
| 11 | 3 |
Political Developments and Governance
|
Civic Engagement in Governance - Values for ethical civic engagement
Kenya's Bill of Rights - Introduction and structure |
By the end of the
lesson, the learner
should be able to:
- Identify values that promote ethical civic engagement - Exhibit values that promote ethical civic engagement - Appreciate the importance of values in civic engagement |
- Brainstorm on values needed during civic engagements
- Role-play scenarios demonstrating values that promote ethical civic engagement - Discuss how values have helped promote ethical civic engagements - Create a chart on values that promote ethical civic engagement |
What values promote ethical civic engagement in the community?
|
- KLB Top Scholar Social Studies (pg. 192)
- Digital resources - Print resources - Role-play materials - Charts - KLB Top Scholar Social Studies (pg. 195) - The Constitution of Kenya |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
| 11 | 4 |
Political Developments and Governance
|
Kenya's Bill of Rights - Importance and application
Kenya's Bill of Rights - Rights of the elderly |
By the end of the
lesson, the learner
should be able to:
- Explore Kenya's Bill of Rights for mutual social well-being - Explain the importance of the Bill of Rights - Show appreciation for the Bill of Rights in protecting individuals |
- Read an article on the purpose of Kenya's Bill of Rights
- Discuss the importance of the Bill of Rights for mutual social wellbeing - Study an excerpt of the Constitution of Kenya on application of the Bill of Rights - Create a chart showing the importance of Kenya's Bill of Rights |
What is the importance of Kenya's Bill of Rights for mutual social wellbeing?
|
- KLB Top Scholar Social Studies (pg. 198)
- Digital resources - Print resources - The Constitution of Kenya - Charts - KLB Top Scholar Social Studies (pg. 200) - Pictures of elderly persons |
- Observation
- Oral presentations
- Written assignments
- Chart assessment
|
|
| 12 | 1 |
Political Developments and Governance
|
Kenya's Bill of Rights - Rights of refugees
Kenya's Bill of Rights - Rights of migrants Kenya's Bill of Rights - Application for harmonious living |
By the end of the
lesson, the learner
should be able to:
- Examine human rights of refugees - Explain special provisions for refugees in the Bill of Rights - Show empathy towards refugees in society |
- Study pictures of refugees
- Research on the human rights of refugees - Study a chart on the rights of refugees under the United Nation's Convention of 1951 - Discuss how to respect and protect the rights of refugees |
What are the human rights of refugees as a special group?
|
- KLB Top Scholar Social Studies (pg. 202)
- Digital resources - Print resources - Pictures of refugees - Charts - KLB Top Scholar Social Studies (pg. 204) - Pictures of migrants - Materials for poster creation - KLB Top Scholar Social Studies (pg. 206) - The Constitution of Kenya |
- Observation
- Oral questions
- Written assignments
- Discussion assessment
|
|
| 12 | 2 |
Political Developments and Governance
|
Kenya's Bill of Rights - Assertiveness in standing up for rights
Kenya's Bill of Rights - Empathy and solidarity |
By the end of the
lesson, the learner
should be able to:
- Develop assertiveness necessary in standing up for human rights - Demonstrate techniques for assertively defending rights - Show confidence in standing up for human rights |
- Research on the meaning of assertiveness and individual rights
- Role-play scenarios that demonstrate assertiveness in standing up for individual rights - Discuss how assertiveness has been developed in standing up for individual rights - Complete a table on applying assertiveness in standing up for individual rights |
How can assertiveness help in standing up for individual rights?
|
- KLB Top Scholar Social Studies (pg. 208)
- Digital resources - Print resources - Role-play materials - Charts - KLB Top Scholar Social Studies (pg. 210) - Materials for card making - Pictures showing empathy and solidarity |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
|
| 12 | 3 |
Political Developments and Governance
|
Cultural Globalisation - Introduction and meaning
Cultural Globalisation - The Kiondo |
By the end of the
lesson, the learner
should be able to:
- Define the concept of cultural globalisation - Identify factors that have accelerated cultural globalisation - Show interest in understanding cultural globalisation |
- Research on the meaning of cultural globalisation
- Discuss factors that have accelerated cultural globalisation - Use digital or print resources to research on cultural elements - Brainstorm on examples of cultural globalisation |
How can we preserve aspects of cultural globalization in the community?
|
- KLB Top Scholar Social Studies (pg. 209)
- Digital resources - Print resources - Pictures showing cultural globalisation - Charts - KLB Top Scholar Social Studies (pg. 211) - Pictures of Kiondo - Sample Kiondo (if available) |
- Observation
- Oral questions
- Written assignments
- Discussion assessment
|
|
| 12 | 4 |
Political Developments and Governance
|
Cultural Globalisation - The Maasai Kikoi
Cultural Globalisation - Safari Cultural Globalisation - African cultural practices Cultural Globalisation - Preservation of cultural elements |
By the end of the
lesson, the learner
should be able to:
- Identify the Maasai Kikoi as a cultural element with global status - Explain how the Maasai Kikoi gained global recognition - Value the cultural significance of the Maasai Kikoi |
- Study pictures of the Maasai Kikoi
- Discuss the uses of the Maasai Kikoi - Role-play a conversation about how the Maasai Kikoi gained global status - Write notes on the global status of the Maasai Kikoi |
What makes the Maasai Kikoi a globally recognized cultural element?
|
- KLB Top Scholar Social Studies (pg. 213)
- Digital resources - Print resources - Pictures of Maasai Kikoi - Sample Maasai Kikoi (if available) - KLB Top Scholar Social Studies (pg. 215) - Pictures related to safari - Travel brochures - KLB Top Scholar Social Studies (pg. 217) - Stories about African cultural practices - Video clips - KLB Top Scholar Social Studies (pg. 219) - Pictures of cultural elements - Case studies |
- Observation
- Role-play assessment
- Oral questions
- Written assignments
|
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