SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Meaning and Factors
Pathway Choices - Pathways and Requirements

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

-State the meaning of a Career Pathway
-Identify factors to consider in the selection of a pathway
-Draw a poster showing factors to consider in the selection of a pathway
-Acknowledge the factors to consider in the selection of a pathway

- The learner is guided to brainstorm the meaning of a career path
-The learner is guided to discuss factors to consider in the selection of a pathway
-Learners are guided in groups to draw a poster showing factors to consider in the selection of a pathway

Why is it important to learn about career paths?

- MENTOR Social Studies Learner's Book pg 1
-Chart
-Digital devices
- MENTOR Social Studies Learner's Book pg 2
-Computing devices

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Social Sciences Requirements
Pathway Choices - Possible Tracks

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

-Examine requirements for Social Sciences pathway at senior school
-Create a chart showing Social Sciences pathway and the requirements
-Appreciate requirements for Social Sciences pathway at Senior School

- The learner is guided to examine requirements for Social Sciences pathway at senior school
-In groups, learners are guided to create and display charts showing social sciences pathway and the requirements

What are the requirements for Social Sciences pathway at senior school?

- MENTOR Social Studies Learner's Book pg 3
-Chart
-Computing devices
- MENTOR Social Studies Learner's Book pg 4

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Meaning and Use

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

-Define the meaning of support systems
-Explore and use support systems for pre-career and other needs
-Describe the effective use of different support systems for pre-career and other needs
-Appreciate the value of support systems for pre-career and other needs

- The learner is guided to define support systems and also use support systems for pre-career and other needs
-Learners in groups are guided to describe effective use of different support systems for pre-career and other needs

What is a support system?

- MENTOR Social Studies Learner's Book pg 8
-Computing devices
-Chart

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Challenges
Pre-career Support Systems - Solutions

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

-Identify challenges arising from existing support systems for pre-career and other needs
-Analyze challenges arising from existing support systems for pre-career and other needs
-Create a chart showing challenges arising from existing support systems for pre-career and other needs
-Desire to analyze challenges arising from existing support systems for pre-career and other needs

- The learner is guided to brainstorm on challenges arising from involvement in existing pre-career support system
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre-career support systems

What challenges arise from involvement in existing career support system?

- MENTOR Social Studies Learner's Book pg 9
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 11

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT
COMMUNITY SERVICE-LEARNING

Pre-career Support Systems - Career Mapping
Community Service-Learning Project - Problem Identification

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

-Define the term pre-career mapping
-Explain the significance of pre-career mapping for individual growth
-Demonstrate the significance of pre-career mapping for individual growth
-Appreciate the value of pre-career support systems

- The learner is guided to define pre-career mapping
-In groups, learners are guided to demonstrate the significance of pre-career mapping for individual growth

What is pre-career mapping?

- MENTOR Social Studies Learner's Book pg 11
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 12

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Statement

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

-Identify a problem in the community
-Write a statement of the problem
-Demonstrate interest in addressing community problems
-Appreciate the need to analyze problems in the community

- Learner is guided to authenticate the problem/gap and write down the statement of the problem
-Learners in groups discuss the problem and validate its existence in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 13
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Solution Design
Community Service-Learning Project - Planning

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

-Design a solution to the identified problem
-Discuss the solution to the identified problem
-Appreciate the need for a well thought out solution to community problems

- Learner is guided to search, discuss and agree on an appropriate solution/way forward to address the identified problem
-Learners note down the recommended/proposed solution

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 14
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 15

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation I
Community Service-Learning Project - Implementation II

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

-Implement the plan to solve the problem
-Execute specific tasks in the implementation plan
-Value the importance of implementation in addressing community problems

- Learner is guided to implement the plan prudently to address the identified problem
-Learners execute the project activities according to the plan and keep evidence of work done

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Report Writing

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

-Write a report on the concluded project
-Document the project implementation process
-Appreciate the importance of documentation in project implementation

- Learner is guided to reflect on the concluded project
-Learners submit a summary report/account to the CSL teacher
-Learners organize exhibition of project outcomes

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 17
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING
PEOPLE AND RELATIONSHIPS

Community Service-Learning Project - Reflection
Socio-Economic Practices of Early Humans - Early Stone Age Period

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

-Appreciate teamwork in addressing community problems
-Evaluate the impact of the project on the community
-Value the importance of community service

- Learner is guided to organize sharing of project outcomes for impacting others
-Learners reflect on the value of teamwork in addressing community problems

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 18
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg. 19
-Digital devices
-Pictures of early human tools
-Charts

- Oral questions -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Middle Stone Age Period
Socio-Economic Practices of Early Humans - Late Stone Age Period

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

-Describe the socio-economic practices of early humans in Africa during the Middle Stone Age period
-Identify the tools used by early humans during the Middle Stone Age period
-Appreciate the improvements made on tools during the Middle Stone Age period

- Learners interact with digital technology or print media as they research on socio-economic practices of early humans during the Middle Stone Age period
-Learners are guided to discuss in groups the use of fire during the Middle Stone Age period
-Learners are guided to identify various tools used during the Middle Stone Age period

How did the Middle Stone Age period improve human life?

- MENTOR Social Studies Learner's Book pg. 20
-Charts
-Digital devices
-Pictures of Middle Stone Age tools
- MENTOR Social Studies Learner's Book pg. 22
-Pictures of Late Stone Age tools and settlements

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods

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

-Compare the socio-economic practices of early humans during the three Stone Age periods
-Examine different types of tools used by early humans during the Stone Age periods
-Recognize the significance of the Stone Age periods to human development

- Learners are guided to create a comparative chart showing socio-economic practices during the three Stone Age periods
-Learners discuss the development of tools from simple to more advanced forms across the Stone Age periods
-Learners engage a resource person to discuss the significance of the Stone Age periods to human development

How did tools evolve through the Stone Age periods?

- MENTOR Social Studies Learner's Book pg. 23
-Digital devices
-Charts
-Resource person

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Tools Illustration
Socio-Economic Practices of Early Humans - Relevance to Modern Society

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

-Illustrate the tools used by early humans during the Stone Age period
-Explain the uses of different tools during the Stone Age period
-Appreciate the technological advancement shown through the development of tools

- Learners are guided to draw various types of tools used by early humans during the Stone Age period
-In groups, learners discuss the uses of different tools during the Stone Age period
-Learners compose and sing songs recognizing the socio-economic practices of early humans

What were the uses of tools during the Stone Age period?

- MENTOR Social Studies Learner's Book pg. 25
-Drawing materials
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 27
-Resource person
-Debate materials

- Illustrations -Oral presentations -Observation

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Types and Agriculture
Indigenous Knowledge Systems in African Societies - Medicine

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

-Identify types of indigenous knowledge systems in African societies for self-identity
-Explain how indigenous knowledge systems in agriculture were used in African societies
-Appreciate the role of indigenous agricultural knowledge in African societies

- Learners brainstorm in pairs on various types of indigenous knowledge systems in African societies
-Learners use print or digital resources to research on how indigenous agricultural knowledge was applied in traditional African society
-Learners discuss the importance of indigenous agricultural knowledge in traditional African societies

How does indigenous knowledge influence the modern society?

- MENTOR Social Studies Learner's Book pg. 28
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 29
-Resource materials

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Climate

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

-Identify indigenous knowledge systems in climate prediction in African societies
-Explain how indigenous knowledge on climate prediction was used for sustainability of life
-Appreciate the role of indigenous climate knowledge in traditional societies

- Learners research on how indigenous societies predicted climate changes
-Learners discuss how traditional societies used environmental indicators to predict weather patterns
-Learners debate on the relevance of indigenous climate knowledge in modern society

How accurate was indigenous climate prediction knowledge?

- MENTOR Social Studies Learner's Book pg. 30
-Digital resources
-Charts
-Resource materials

- Oral questions -Group discussions -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Environmental Conservation
Indigenous Knowledge Systems in African Societies - Technology

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

-Identify indigenous knowledge systems in environmental conservation in African societies
-Explain how indigenous knowledge in environmental conservation was used for sustainability of life
-Appreciate traditional environmental conservation practices

- Learners brainstorm on indigenous environmental conservation practices
-In groups, learners discuss sacred places (e.g., Kaya forests) and their role in environmental conservation
-Learners discuss how traditional rules and taboos helped in environmental conservation

How did indigenous societies conserve their environment?

- MENTOR Social Studies Learner's Book pg. 31
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 32
-Pictures of indigenous tools and technology

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Arts and Religion
Indigenous Knowledge Systems in African Societies - Education

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

-Identify indigenous knowledge systems in arts and religion in African societies
-Explain how indigenous knowledge in arts and religion was used for cultural expression
-Appreciate the cultural significance of traditional arts and religion

- Learners research on indigenous arts and religious practices
-Learners discuss the role of arts in cultural expression and identity
-Learners debate on the influence of traditional religion on modern religious practices

How do indigenous arts and religion contribute to cultural identity?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Pictures of indigenous art
-Charts
-Resource person

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge

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

-Use indigenous and modern knowledge systems for effective decision making in life
-Explain how indigenous knowledge can be integrated with modern knowledge systems
-Appreciate the complementary nature of indigenous and modern knowledge systems

- Learners in pairs devise ways of using indigenous and modern knowledge systems for effective decision making
-Learners discuss areas where indigenous knowledge complements modern knowledge
-Learners create posters showing the integration of indigenous and modern knowledge systems

How can we integrate indigenous and modern knowledge systems?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Charts
-Poster materials

- Oral questions -Group presentations -Posters evaluation

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Preservation
Poverty Reduction - Causes of Poverty

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

-Debate on the application of indigenous knowledge systems in various fields in Africa
-Appreciate the value of indigenous knowledge systems in modern society
-Recognize the need to preserve indigenous knowledge systems

- Learners debate on how indigenous knowledge systems are applied in various fields in Africa
-Learners discuss the importance of preserving indigenous knowledge systems
-Learners compose quotes or poems about indigenous knowledge systems

Why should indigenous knowledge systems be preserved?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Debate materials
-Charts
- MENTOR Social Studies Learner's Book pg. 35
-Pictures showing poverty

- Debate evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Resource Exploitation
Poverty Reduction - Economic Challenges

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

-Examine the effects of overexploitation of natural resources on poverty in Africa
-Identify how resource depletion contributes to poverty
-Appreciate the need for sustainable resource use

- Learners discuss the effects of overexploitation of natural resources on poverty in Africa
-Learners identify examples of resource depletion in their communities
-Learners create awareness posters on the effects of overexploitation of resources

How does overexploitation of resources contribute to poverty?

- MENTOR Social Studies Learner's Book pg. 37
-Digital resources
-Pictures showing environmental degradation
-Charts
- MENTOR Social Studies Learner's Book pg. 38
-Newspapers with economic data

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Creative Solutions
Poverty Reduction - Home-Grown Solutions

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

-Apply creative thinking skills to reduce poverty in the society
-Develop ideas for poverty reduction
-Appreciate the role of innovation in poverty reduction

- Learners illustrate in pairs problem-solving skills to reduce poverty in the community
-Learners discuss smart agricultural practices for poverty reduction
-Learners design projects that could help reduce poverty in their community

How can we creatively address poverty in our communities?

- MENTOR Social Studies Learner's Book pg. 39
-Digital resources
-Charts
-Project materials
- MENTOR Social Studies Learner's Book pg. 40
-Resource person

- Oral questions -Project evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Impact of Strategies

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

-Recognize the contribution of poverty reduction strategies in society
-Explain how poverty reduction improves community well-being
-Appreciate the importance of poverty reduction efforts

- Learners write speeches on the importance of reducing poverty in society
-Learners compose and sing songs/recite poems on sustainable use of resources in the community
-Learners create posters on sustainable use of resources in the community

How does poverty reduction improve community well-being?

- MENTOR Social Studies Learner's Book pg. 41
-Digital resources
-Charts
-Poster materials

- Speech evaluation -Poem/song evaluation -Poster evaluation

PEOPLE AND RELATIONSHIPS

Population Structure - Sources of Population Data
Population Structure - Kenya's Population

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

-Identify sources of population data in a country
-Explain the importance of population data collection
-Appreciate the role of census in national planning

- Learners brainstorm on sources of population data
-Learners discuss primary and secondary sources of population data
-Learners engage with resources to understand the importance of census data

Why is population structure of a country important?

- MENTOR Social Studies Learner's Book pg. 43
-Digital resources
-Census reports
-Charts
- MENTOR Social Studies Learner's Book pg. 45
-Population data of Kenya

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Germany's Population
Population Structure - Population Pyramid Construction (Developing Countries)

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

-Explain factors determining population structure in Germany
-Identify the characteristics of Germany's population structure
-Compare population factors between Kenya and Germany

- Learners research on factors determining population structure in Germany
-Learners discuss birth rates, mortality rates, and migration patterns in Germany
-Learners compare population characteristics between Kenya and Germany

How does Germany's population structure differ from Kenya's?

- MENTOR Social Studies Learner's Book pg. 47
-Digital resources
-Population data of Germany
-Charts
- MENTOR Social Studies Learner's Book pg. 49
-Drawing materials
-Population data
-Graph paper

- Oral questions -Comparison charts -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Population Pyramid Construction (Developed Countries)

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

-Construct age-sex population pyramids of developed countries
-Interpret age-sex population pyramids of developed countries
-Compare population pyramids of developed and developing countries

- Learners construct age-sex population pyramids for Germany using provided data
-Learners interpret the features of Germany's population pyramid
-Learners compare the population pyramids of Kenya and Germany

How do population pyramids reflect development status?

- MENTOR Social Studies Learner's Book pg. 51
-Drawing materials
-Population data
-Graph paper

- Population pyramid construction -Comparative analysis -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Resource Distribution
Population Structure - Population Composition

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

-Determine the significance of population structure in distribution of national resources in a society
-Identify how population influences resource allocation
-Appreciate the role of population data in national planning

- Learners brainstorm and enumerate the significance of population structure in distribution of national resources
-Learners discuss how population influences education, healthcare, and infrastructure development
-Learners analyze case studies of resource allocation based on population

How does population structure influence resource allocation?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Case studies
-Charts
- MENTOR Social Studies Learner's Book pg. 52
-Population statistics

- Oral questions -Case study analysis -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Population Dynamics
Population Structure - Comparing Developed and Developing Countries

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

-Explain population dynamics such as fertility, mortality, and migration
-Identify factors affecting population change
-Appreciate how population dynamics influence development

- Learners research on population dynamics in Kenya and Germany
-Learners discuss how fertility, mortality, and migration affect population structure
-Learners create presentations on factors affecting population change

What factors drive population change?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Charts
-Presentation materials
- MENTOR Social Studies Learner's Book pg. 54
-Display materials

- Oral questions -Presentation evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Population Policies

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

-Identify population policies in developing and developed countries
-Explain how population policies address demographic challenges
-Appreciate the role of policy in population management

- Learners research on population policies in Kenya and Germany
-Learners discuss how these policies address different demographic challenges
-Learners debate on the effectiveness of different population policies

How do population policies address demographic challenges?

- MENTOR Social Studies Learner's Book pg. 55
-Digital resources
-Policy documents
-Charts

- Oral questions -Debate evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Forms of Peace
Peaceful Conflict Resolution - Barriers to Resolution

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

-Explain forms of peace in a society
-Identify different levels of peace
-Appreciate the importance of peace in society

- Learners brainstorm forms of peace (inner peace, family peace, friendship peace, and community peace)
-Learners discuss peace quotes and their meanings
-Learners search for peace quotes from various sources

How can we promote peace in the community?

- MENTOR Social Studies Learner's Book pg. 56
-Digital resources
-Peace quotes
-Charts
- MENTOR Social Studies Learner's Book pg. 57
-Case studies

- Oral questions -Quote interpretation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Physical and Cultural Barriers
Peaceful Conflict Resolution - Managing Emotions

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

-Identify physical and cultural barriers to conflict resolution
-Explain the impact of these barriers on peaceful coexistence
-Appreciate the importance of overcoming these barriers

- Learners discuss physical barriers such as distance and infrastructure
-Learners analyze cultural barriers like language differences and customs
-Learners create posters illustrating ways to overcome these barriers

How do physical and cultural barriers affect conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Poster materials
- MENTOR Social Studies Learner's Book pg. 58
-Mood journal templates
-Charts

- Oral questions -Poster evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Emotional Intelligence

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

-Apply emotional intelligence for peaceful conflict resolution in the community
-Identify components of emotional intelligence
-Appreciate the role of emotional intelligence in conflict resolution

- Learners discuss components of emotional intelligence such as self-awareness, self-regulation, empathy, and effective communication
-Learners role play scenarios demonstrating the application of emotional intelligence
-Learners fill in tables showing how they applied emotional intelligence for conflict resolution

How can emotional intelligence resolve conflicts?

- MENTOR Social Studies Learner's Book pg. 59
-Digital resources
-Role play scenarios
-Charts

- Oral questions -Role play evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Peace Initiatives
Peaceful Conflict Resolution - Community Peace Building

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

-Participate in peace initiatives at the community level
-Design peace promotion activities
-Embrace peace initiatives for harmonious living

- Learners organize a peaceful walk with placards containing peace messages
-Learners create posters encouraging community members to embrace peace initiatives
-Learners compose songs or poems on peaceful conflict resolution

How can we actively promote peace in our community?

- MENTOR Social Studies Learner's Book pg. 60
-Digital resources
-Poster materials
-Charts
- MENTOR Social Studies Learner's Book pg. 61
-Role play materials

- Poster evaluation -Poem/song evaluation -Observation

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Conflict Resolution Strategies
Healthy Relationships - Sustaining Relationships

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

-Explain different conflict resolution strategies
-Apply appropriate conflict resolution approaches to different situations
-Value the importance of effective conflict resolution

- Learners discuss conflict resolution strategies such as negotiation, mediation, and arbitration
-Learners role play different conflict resolution approaches
-Learners create flowcharts showing steps in conflict resolution

Which conflict resolution strategies are most effective?

- MENTOR Social Studies Learner's Book pg. 61
-Digital resources
-Role play scenarios
-Chart materials
- MENTOR Social Studies Learner's Book pg. 62
-Scenario cards
-Charts

- Oral questions -Role play evaluation -Flowchart assessment

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Barriers to Relationships

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

-Explore barriers to harmonious relationships in the community
-Identify factors that hinder healthy relationships
-Appreciate the importance of addressing relationship barriers

- Learners speak clearly and effectively as they discuss barriers to harmonious relationships
-Learners analyze stories showing barriers to relationships
-Learners watch video clips on barriers to healthy relationships and write reports

What challenges affect relationships in the community?

- MENTOR Social Studies Learner's Book pg. 64
-Digital resources
-Video clips
-Charts

- Oral questions -Report evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Overcoming Barriers
Healthy Relationships - Communication Skills

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

-Design strategies to overcome barriers to healthy relationships
-Apply relationship improvement strategies
-Appreciate the need for healthy relationships in the community

- Learners use digital or print resources to research on strategies to overcome barriers to healthy relationships
-Learners design cards with strategies to overcome barriers
-Learners write essays on how these strategies help build healthy relationships

How can we overcome barriers to healthy relationships?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Card materials
-Charts
- MENTOR Social Studies Learner's Book pg. 66
-Role play scenarios
-Poster materials

- Oral questions -Card evaluation -Essay evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities
Topographical Maps - Human Activities on Maps

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

-Identify human activities on topographical maps
-Describe how human activities are represented on topographical maps
-Appreciate the representation of human activities on topographical maps

- Learners study various map symbols and identify the human activities they represent
-Learners examine topographical map extracts to identify human activities
-In groups, learners discuss how human activities are represented on topographical maps

Why are topographical maps important?

- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices
- MENTOR Social Studies Learner's Book pg. 69
-Chart paper
-Drawing materials

- Oral questions -Written assignments -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Enlarging Maps

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

-Explain the process of enlarging parts of a topographical map
-Use creative thinking skills to enlarge parts of topographical maps
-Appreciate the importance of map enlargement

- Learners study the steps followed when enlarging a section of a topographical map
-Learners measure the width and length of map areas to be enlarged
-Learners practice enlarging sections of topographical maps using a scale factor

How do we enlarge sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 70
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Reducing Maps
Topographical Maps - Cross-sections

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

-Explain the process of reducing parts of a topographical map
-Use creative thinking skills to reduce parts of topographical maps
-Value the importance of map reduction

- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced
-Learners practice reducing sections of topographical maps using a scale factor

How do we reduce sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 72
-Straight edge papers

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections with Human Activities
Topographical Maps - Practical Applications

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

-Illustrate cross-sections showing human activities from topographical maps
-Indicate human activities along cross-sections
-Value the importance of showing human activities on cross-sections

- Learners study topographical map extracts and identify human activities
-Learners draw cross-sections from topographical maps showing both physical features and human activities
-Learners display their cross-sections for peer assessment

How do we show human activities on cross-sections?

- MENTOR Social Studies Learner's Book pg. 73
-Topographical map extracts
-Graph paper
-Drawing materials
-Digital devices
- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Rulers

- Practical assessment -Cross-section evaluation -Peer assessment

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Representation of Activities

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

-Represent human activities on sketch maps
-Describe the human activities on topographical maps
-Appreciate the importance of mapping human activities

- Learners study how human activities are represented on topographical maps
-Learners visit a library or survey office to examine topographical maps
-Learners describe how human activities are represented on the maps examined

Why is representation of human activities on maps important?

- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources
-Drawing materials

- Oral questions -Written reports -Observation