Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration
Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development
-Define the term emotion
-Manage emotions in day-to-day life
-Desire to manage emotions in day-t0-day life

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development
Thea learner is guided to use digital resource to each for how to manage emotions such happiness, love, fear and anger in day-to-day life
-The learner is guided to share previous experiences in groups how he or she dealt with emotions

How do we use personal abilities for holistic development?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration
Self-exploration

By the end of the lesson, the learner should be able to:
-Describe the term personal Awareness-Describe personal awareness in day-to-day life
-Appreciate personal awareness in day-t0-fay life
-
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to
-Describe personal awareness I day-to day life
-Learners are guided in groups to
- to crate chart showing description of personal awareness in day to—day life
The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

What is personal awareness?

-Curse book
-Charts
-Computing devices
How can personal abilities and interests influence career choices?

-Oral report observation

Personal Development

Entrepreneurial Opportunities in social studies
-Entrepreneurial Opportunities in Social Studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work
-Appreciate social entrepreneurial opportunities in the world of work

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies
The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work

What is entrepreneurship

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development
People and relationships

Entrepreneurial opportunities in social studies
Early Civilization

By the end of the lesson, the learner should be able to:
-Define the term personality
-Find out the personality requirements for any social studies entrepreneurial opportunities in day-to-day life
-Appreciate entrepreneurial opportunities in social studies
-Explore factors that led to the growth of the great Zimbabwe
-Make a chart showing factors that led to the growth of the great Zimbabwe
-Appreciate factors that led to the growth of the great Zimbabwe

The learner is guided to define the term personality
-In groups learners are guided to find out the personality requirements for any social studies entrepreneurial opportunities
The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe

What is personality?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and relationships

Early –Describe Civilization
Early Civilization

By the end of the lesson, the learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa
-Identify ancient kingdoms in Africa
-Locate the selected ancient kingdoms on a map of Africa
-Draw a map showing the selected ancient kingdoms in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya
The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa
-Learner is guided to draw a map showing the selected ancient kingdoms in Africa

What factors led to the growth of the Kingdome of Congo?

-Course book
-Charts
-Computing devices
-Course book

-Observation -Oral questions -Written questions

People and relationships

Early Civilization
Slavery and servitude

By the end of the lesson, the learner should be able to:
-Describe the term civilization
-Assess the contribution of ancient kingdoms to the modern world civilization
-Relate the contribution of ancient kingdoms to eh modern world civilization
-Appreciate the contribution of ancient kingdoms to the modern world civilization
-Define slavery and servitude
-Define slavery and servitude
-Identify the various forms of slavery and servitude in traditional African society
-use a chart to show the various forms of slavery and servitude in traditional African society
-Desire to learn more about slavery and servitude

The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization
-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

What is civilization?

-Course book
-
Charts
-Computing devices
What is slavery and servitude?

-Observation -Oral questions -Written questions

People and relationships

Slavery and servitude
Slavery and servitude

By the end of the lesson, the learner should be able to:
-Explain factors which led to development of Indian ocean slave trade
-Make a poster showing factors which led to development of Indian ocean slave trade
-Have a desire to learn move on factors which led o development of Indian ocean slave trade
-Explain the organization of the Indian ocean slave trade in the 15th century
-Dramatize the organization of Indian ocean slave trade in the 15th century

-The learner is guided to use print resource to find out the factors which led to development of Indian ocean slave trade
-In groups learners are guided to make a poster showing factors which lead to development of Indian ocean slave trade
The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century

What are the factors that led to the development of Indian ocean slave trade?

-Course book
-charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Personal Development
People and Relationships

Entrepreneurial Opportunities in social studies
Human origin

By the end of the lesson, the learner should be able to:
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities

-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality
-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities

What is entrepreneurship?

-Course book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Observation

People and Relationships

Human origin
Human Origin

By the end of the lesson, the learner should be able to:
-Explain religious stories about the origin of human kind
-Dramatize religious stories about the origin of human kind
-Acknowledge religious stories of human origin
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind
-The learner is guided to outline aspects found in traditional and religious stories of human kind?

How did human beings came to be?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Human Origin
Human origin

By the end of the lesson, the learner should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society
-Create a poster show showing ways of recording traditional stories about the origin of human kind in society
-Make a poster showing of rewarding traditional stories about the origin of human kind in society
-Discuss the implications of the traditional and religious stories on human origin.
-Relate the implication of traditional and religious stories on human origin.
-Acknowledge the implication of the traditional and religious stories on human origin.

The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society
-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin.

How did human beings came to be?

-Course book
-Charts
-Computing devices
-Course
Book
-computing
Devices.

-Oral questions -Oral report -Observation

People and Relationships.
People and Relationships

Early Civilization.
Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt
-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

-What is a kingdom? -what is an empire?

-Course book
-Charts
-Computing devices
-Courses book

-Oral questions -Oral report -Observation

People and Relationships

Diversity and interpersonal relationships
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Identify the term human diversity
-Create a poster on human diversities among African community
-Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity
-Explain interpersonal skills that enhance healthy interactions in a multicultural society
-use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society
-Appreciate interpersonal skills that enhance healthy interactions in a multicultural society

-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community
-Individually, learner is guided to identify factors that determine human diversity in the society
-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society

How do varied personality shape society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions -Observation

People and Relationships

Diversity and interpersonal relationships
Slavery and Servitude

By the end of the lesson, the learner should be able to:
-Identify personal attributes which make individuals different from others
-Classify the desirable and undesirable personality attributes
-Appreciate different personality attribute which make individual different from others
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

-The learner is guided to identify personality attributes which make individual different from others
The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What personality attributes makes an individual

-Course book
-Chars
-Computing devices
-Charts

-Oral questions -Oral report Observation

People and Relationships

Slavery and servitude
Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade
-Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa
-Desire to learn more on geographical regions covered by the Indian Ocean slave trade
-Define the term batter trade and currency trade in Africa
-Appreciate the use of currency trade in Africa

-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa
-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa

Which geographical regions were covered by the Indian Ocean slave trade

-Course book
-charts
-Computing devices
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Trade the factors that led to introduction of money in Africa
-Make a poster showing factors that led to introduction of money in Africa
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa
Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

What factors led to introduction of money in African?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Define the term peace
-Outline qualities of a peaceful person in the community
Role play on personal characteristics that show a state of peace
-Value the qualities of a peaceful person in the community
-Explore factors that promote peaceful co-existence
-Create a chart showing factors that promote peaceful co-existence
-Value the factors that promote peaceful co-existence

-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace
-The learner is guided to explore factors that promote peaceful co-existence
- In groups, learners are guided to create a chat showing factors that promote peaceful co-existence

What is peace?

-Course book
-charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Assess peaceful conflict resolution process in day-to-day life
-Illustrate peaceful conflict resolution process in day-to-day life
-Value the importance of peaceful conflict resolution process in day-to-day life
-Identify importance of peaceful co-existence in day-to-day life
-Create a poster with messages that encourage peaceful co-existence
-Value the importance of peaceful coexistence in day-to-day life

-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life
-The learner is guided to identify importance of peaceful co-existence in day-to-day life
-In groups, learners are guided to create a poster with messages that encourage peaceful co-existence

How can we promote peace for mutual social well-being?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Explain the meaning of key terms used in community service (CSL) and community service learning projects
-Create a chart showing the meaning of key terms used in community service and community service learning projects
-Desire to learn more on the key terms used in community service learning and community service learning projects
-Identify the activities in their community which people engage in
-Create a chart on various activities carried out in their community
-Appreciate the activities people engage in their community

-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project
-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community

What is a community? What is community service learning?

-Course book
-Charts
-Computing devices
-Charts

-Oral report -Written questions

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Desire what is a case study
-Read the case study in learner’s book
-
-Describe the importance of community service learning
-Create a poster on importance of community services learning
-Acknowledge the importance of community service learning

-The learner is guided to describe what is a case study
-The learner is guided to read the case study in learner’s book and relate the case study and the community problem
-The learner is guided to describe the importance of community service learning

What is a case study?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project
-Prepare a chart showing the steps of a community service learning project
-Identify ways to determine the gaps or needs in the community
-Create a poster on ways to determine the gaps or needs in the community
-Acknowledge the gaps or needs in the community

The learner is guided to outline steps of a community service learning project
-Learner is guided to identify ways to determine the gaps or need in the community
-In groups learners are guided to create a poster on ways to determine the gaps or needs in the community

What steps are followed in community service learning project?

-Course book
-Computing devices
-Written questions
-Chars
-Computing devices

-Oral questions -Written questions -Oral report

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Verify and adopt one problem they intend to solve for the group project
-Create a poster on the procedure to choose one problem to solve through community service learning project
-Desire to adopt one problem to solve for the group project
-Outline benefits and consequences of solving the identified problem or gap
-Debate on the benefits and consequences of solving the identified problem
-Acknowledge on the benefits and consequence of solving the identified problem

-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project
-Learner is guided to outline benefits and consequences of solving the identified problem or gap

What problem do they intend to solve for the groups project?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

Community service learning
Natural and historic build environments

Community service learning
Historical information sources of historical information in the society

By the end of the lesson, the learner should be able to:
-Propose titles for the project
-Compose proposed title for the project
-Develop a title for the project
-Appreciate the developed title for the project
-Define historical information
-Identify the sources of historical information in the society
-Draw some of the written and electronic source

-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project
-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society

What is a project title?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Written questions -Oral questions

Natural and historic built environments

Primary and secondary sources of Historical information
How various sources of historical information have been preserved over the years

By the end of the lesson, the learner should be able to:
-Distinguish between primary and secondary sources of historical information
-Design a poster on primary and secondary sources of historical information
-appreciate the importance of primary and secondary sources of historical information
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information
-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

How are primary and secondary sources of historical information acquired?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments
Natural and historical built environments in Africa

Sources of historical information in understanding past human accounts
Locating areas where early agriculture was practiced in selected geographical reigns in Africa

By the end of the lesson, the learner should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts
-Identify the term Agriculture
-Locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information
-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

How significant are sources of historical information in understanding past human accounts?

-Course book
-Charts
-Computing devices
-Chart

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture
Methods of irrigation used in Ancient Egypt

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class
-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt

Which crops were grown in the selected regions during early Agriculture?

-Course book
-Chart
-Computing devices
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization
Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define term civilization
-Assess the contribution of the Nile valley Agriculture to world civilization
-Value the contribution of the Nile Valley Agriculture to world civilization
-Define the term career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization
-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is the importance of domesticating of plants and animals in Africa?

-Course book
-Charts
-Computing devices

-Oral questions -Oral Work -Assessment

Natural and historic built environments in Africa

Maps and map work
Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-Define the term map
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa
-List the countries that make up the African continent
-Draw a map showing all the countries that make up African continent
-Appreciate the countries that make up the African continent

Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa
-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map
Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map
-Identify the formula of calculating time of different places in the world
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map
-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world

-What is latitude? -What is longitude?

-Course book
-Chart
-Computing devices
-Chart computing devices

-Oral questions -Oral report -Written questions

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

Importance of latitudes and longitudes in day to day life
Weather Elements of weather in the environment

By the end of the lesson, the learner should be able to:
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif
-Define the term weather
-Describe the elements of weather in the environment
-Appreciate the elements of weather in the environment
-Draw and colour a rain gauge
-Desire to describe the elements of weather in the environment

Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life
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

What is the importance of latitudes and longitudes in day-to-day life?

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Oral report -Observation

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

Analyzing and interpreting data on weather condition in the environment
Siting a weather station

By the end of the lesson, the learner should be able to:
–Define to the term data
-Analyse and interpret data on weather conditions in the environment
-Desire to analyse and interpret data on weather conditions in the environment
-Describe what is a weather station
-Debate on factors considered when siting a weather station
-Appreciate the factors considered when siting a weather station

-Individually, the learner is guided to define the term data
Learners are guided to analyse and interpret data on weather conditions in the environment
-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

How can we use data on weather to make informed decisions?

-Course book
-Charts
-Computing devices
-computing devices

-Oral questions -Reporting -Observanttion

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

Constructing a rain gauge
Constructing a wind vane

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

Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge
-Individually, the learner is guided to outline the procedure of constructing a wind vane
-In groups, learners are guided to construct a wind vane

What is the procedure of constructing a rain gauge?

-Course book
-Chart
-computing devices
-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
-Examine the significance of weather to human environments
-Create a chart showing significance of weather to human environment
-Appreciate significance of weather to human environment

-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment

What is the procedure of constructing a wind sock?

-Course book
-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
-Define the term field work
-Identify types of field work on social studies
-Conduct a field study around the school
-Appreciate and enjoy conducting a field work

-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
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school

How do we respond appropriately to different weather conditions?

-Course book
--Charts
-Computing devices
-Chart

-Oral questions -Observation -Written questions

Natural and historic built environments in Africa

Field work methods of Data collection
Methods of data recording

By the end of the lesson, the learner should be able to:
-Define data collection and data
-Examine various methods of data collection during different types of field work
-Recommend methods of collecting data during different types of fieldwork
-Recommend methods of collecting data during different types of fieldwork
-Appreciate methods of data collection
-Define data recording
-Examine 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 collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work
-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Methods of data analysis
Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Explain the meaning of data analysis
-Use mean, Median and more to analyse road safety data from the locality
-Appreciate the methods of data analysis
-Define data presentation
-Identify methods of data presentation in field work
-Appreciate the methods of data presentation

-Individually, Learner is guided to explain the meaning of data analysis
-In groups, learners are guided to use mean, median and more to analyse road safety data from the locality
-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work

What is data analysis?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work
Possible solutions to challenges experienced during field work

By the end of the lesson, the learner should be able to:
-Explore possible challenges in carrying out field work
-Create a chart showing possible challenges in carrying out field work
-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 is guided to explore possible challenges in carrying out field work
-In groups, learners are guided to create a chart showing possible challenges in carrying out field work
-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work

What challenges do you face during field work?

-Course book
-Charts

-Course book -Charts

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
-Define procedures
-Identify procedures of carrying out field work in research
-Prepare a chart to illustrate the steps to be followed when planning for field work
-Appreciate procedures of carrying out field work in research

-The learner is guided to state the significance of field work on investigating phenomena
-In groups, learners are guided to prepare a chart on importance of field work
-The learner is guided to define the procedures and to identify procedures of carrying out field work in research
-In groups learners are guided to prepare a chart to illustrate the steps to be followed when planning for field work

What is the importance of field work?

-Course book
-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
-Describe the political setups of Ogiek Community up to 1900
-Discuss the role of Ogiek community

- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek

Why is it important to study field work?

-Course book
-Charts
-Computing devices
-Chart

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

Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup.
Learners are guided to draw the governance structure of the Zulu
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup.
Learners are guided to draw the governance structure of the Asante

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
Video clips

Oral questions Oral Report Observation

Political Development and governance

The concepts “Scramble for and Partition” of Africa
European Traders

By the end of the lesson, the learner should be able to:
Define the concept of scramble and partition of Africa.
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.
Name various traders that came to Africa up to 1900.
Identify the factors that led to the presence of Europeans in Africa.
Discuss the role of various traders that came to Africa.
Have a desire to learn more about European Traders.

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
Learners are guided 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 are guided to discuss the role of various traders that came to Africa

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

Oral questions Oral Report Observation

Political Development and governance

Matching the Countries in Africa with their Colonial Masters
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa

By the end of the lesson, the learner should be able to:
Identify the countries of Africa and their colonial masters from the map.
Match the colonial masters with the countries they colonized in Africa.
Enjoy using the map of Africa.
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
Discuss the terms of the Berlin Conference.
Create posters on the terms of the Berlin Conference of 1884-1885
Acknowledged the Political Organisation of Selected Communities in Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized 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 discuss the terms of the Berlin Conference.
In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

Who were colonial masters of Kenya?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175

Oral questions Oral Report Observation

The Constitution of Kenya

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:
Define the term constitution.
Identify the importance of the constitution of Kenya.
Compose a song on any eight national values enshrined in the Constitution of Kenya.
Appreciate the importance of the constitution of Kenya.
Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya.
In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution.

What is a constitution? What is the importance of Constitution of Kenya?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas
Photographs
Pictures
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Video clips
Realia

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.
State the importance of democracy in society.
Discuss the role of citizens in democratic representation.
Draw the picture in learner’s book 7
Appreciate the importance of democracy in society.

Learners to define democracy.
Learners are guided to identify types of democracy.
In groups, learners are guided to role play different types of democracy.
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation.
Learners to draw the picture in learner’s book 7 pg. 186

What is democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs
Pictures
Video clips
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.
Promote democratic values in the community.
Define Human rights.
Identify the characteristics of Human Rights in society.
Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.
Appreciate the evolution of human rights.

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189
Learners to define human rights.
Learners to identify the characteristics of Human Rights in society.
Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments

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.
Explain how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.
Define diaspora.
Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Examine the role of diasporas in the political development in Africa.
Acknowledged African diasporas for promotion of African Unity in society today.

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.
Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Learners are guided to examine the role of diasporas in the political development in Africa.

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
Video clips
Charts

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship
Contribution to the Wellbeing of the international community

By the end of the lesson, the learner should be able to:
Define global interconnectedness and interdependence.
Identify positive and negative effects of globalization at local and national levels.
Discuss the qualities of a global citizen.
Appreciate the qualities of a global citizen.
Explain what they understand by the term ‘common humanity’
Identify how they can develop a sense of belonging to a common humanity for harmonious living.
Develop a sense of belonging to a common humanity for harmonious living.

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 discuss the qualities of a global citizen.
Learners to explain what they understand by the term ‘common humanity’
Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

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
Video clips
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Maps

Oral questions Oral Report Observation

Global Governance

Organisation of African Unity (OAU)
African Union (AU)
Member countries of the African Union
Organizational structures of the African Union

By the end of the lesson, the learner should be able to:
Identify the founding member countries of OAU.
Discuss the achievements of OAU.
State the challenges affected by OAU
Draw the organizational structure of the OAU.
Appreciate the importance of OAU.
Describe the formation of African Union (AU)
Discuss the achievements of AU.
State the challenges affected by AU
Sing the African Union Anthem.
Appreciate the importance of AU
Identify the AU member states from an atlas.
Draw a map of Africa showing member countries of African Union (AU)
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)

Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU.
Learners to state the challenges affected by OAU
Learners are guided to draw the organizational structure of the OAU
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 guided to sing the African Union Anthem.
Learners are guided to identify the AU member states from an atlas.
Learners are guided to draw a map of Africa showing member countries of African Union (AU)
Learners to identify various organs that run the AU.
Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.
Learners are guided to draw the organizational structure of African Union (AU)

Why was the OAU formed?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
Atlas
Maps
Charts

Oral questions Oral Report Observation