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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Resources and Economic Activities
|
Early Agriculture
|
By the end of the lesson, the learner should be able to:
Define agriculture. Use a map, locate the areas where early agriculture was practiced. Draw and name the crops grown and animals kept in selected regions during early agriculture. Appreciate the areas where agriculture was practiced. |
Individually, in groups or in pairs, learners are guided to:
- Define agriculture. - Use a map, locate the areas where early agriculture was practiced. - Draw and name the crops grown and animals kept in selected regions during early agriculture. . |
What is agriculture?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 134-138
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Resources and Economic Activities
|
Methods of Irrigation used in Ancient Egypt
|
By the end of the lesson, the learner should be able to:
Identify the methods of irrigation used in Ancient Egypt. State the importance of domestication of plants and Animals. Draw diagrams to illustrate the methods of irrigation used in ancient Egypt. Appreciate the methods of irrigation used in Ancient Egypt. |
Individually, in groups or in pairs, learners are guided to:
- Identify the methods of irrigation used in Ancient Egypt. - State the importance of domestication of plants and Animals. - Draw diagrams to illustrate the methods of irrigation used in ancient Egypt. |
Which methods of irrigation is used in ancient Egypt?
Why do people keep animals and grow plants?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 138-141
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Resources and Economic Activities
|
Methods of Irrigation used in Ancient Egypt
|
By the end of the lesson, the learner should be able to:
Identify the methods of irrigation used in Ancient Egypt. State the importance of domestication of plants and Animals. Draw diagrams to illustrate the methods of irrigation used in ancient Egypt. Appreciate the methods of irrigation used in Ancient Egypt. |
Individually, in groups or in pairs, learners are guided to:
- Identify the methods of irrigation used in Ancient Egypt. - State the importance of domestication of plants and Animals. - Draw diagrams to illustrate the methods of irrigation used in ancient Egypt. |
Which methods of irrigation is used in ancient Egypt?
Why do people keep animals and grow plants?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 138-141
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Resources and Economic Activities
|
Agriculture as an economic activity
|
By the end of the lesson, the learner should be able to:
Collect or download pictures and photographs of animals kept and crops grown during early agriculture. Make a journal of the pictures collected. Make a poster on animals kept and crops grown during early agriculture. Appreciate Agriculture as an Economic Activity. |
Individually, in groups or in pairs, learners are guided to:
- Collect or download pictures and photographs of animals kept and crops grown during early agriculture. - Make a journal of the pictures collected. - Make a poster on animals kept and crops grown during early agriculture. |
What was the importance of domestication of plants and animals in Africa?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 141-142
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Resources and Economic Activities
|
Economic organization of selected African Communities up to 1900
|
By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Ogiek Community. Discuss the importance of economic activities carried by the Ogiek community. Draw the map of Africa and indicate areas occupied by the Ogiek community. Appreciate the economic activities carried by the Ogiek community. |
Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Ogiek Community. - Discuss the importance of economic activities carried by the Ogiek community. - Draw the map of Africa and indicate areas occupied by the Ogiek community. |
Which economic activity was carried out by the Ogiek community?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 143-144
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Resources and Economic Activities
|
Economic organization of selected African Communities up to 1900
|
By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Ogiek Community. Discuss the importance of economic activities carried by the Ogiek community. Draw the map of Africa and indicate areas occupied by the Ogiek community. Appreciate the economic activities carried by the Ogiek community. |
Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Ogiek Community. - Discuss the importance of economic activities carried by the Ogiek community. - Draw the map of Africa and indicate areas occupied by the Ogiek community. |
Which economic activity was carried out by the Ogiek community?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 143-144
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Resources and Economic Activities
|
Economic activities practiced by the Zulu community
|
By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Zulu Community. Discuss the importance of economic activities carried by the Zulu community. Draw the map of Africa and indicate areas occupied by the Zulu community. Appreciate the economic activities carried by the Zulu community. |
Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Zulu Community. - Discuss the importance of economic activities carried by the Zulu community. - Draw the map of Africa and indicate areas occupied by the Zulu community. |
Which economic activity did the Zulu practiced?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 145
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Resources and Economic Activities
|
Economic Activities practiced by the Asante Community
|
By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Asante Community. Discuss the importance of economic activities carried by the Asante community. Draw the map of Africa and indicate areas occupied by the Asante community. Appreciate the economic activities carried by the Asante community. |
Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Asante Community. - Discuss the importance of economic activities carried by the Asante community. - Draw the map of Africa and indicate areas occupied by the Asante community. |
Which economic activity did the Asante practiced?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146
Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
Identify the similarities in Economic Activities among Ogiek, Zulu and Asante. Discuss the differences in economic activities practiced by the Ogiek, the Ogiek, Zulu and Asante Zulu and Asante Make posters on the economic activities by Appreciate the Economic Activities of the Selected African Communities |
Individually, in groups or in pairs, learners are guided to:
- Identify the similarities in Economic Activities among Ogiek, Zulu and Asante. - Discuss the differences in economic activities practiced by the Ogiek, Zulu and Asante Zulu and Asante - Make posters on the economic activities by Appreciate the Economic |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
Identify the similarities in Economic Activities among Ogiek, Zulu and Asante. Discuss the differences in economic activities practiced by the Ogiek, the Ogiek, Zulu and Asante Zulu and Asante Make posters on the economic activities by Appreciate the Economic Activities of the Selected African Communities |
Individually, in groups or in pairs, learners are guided to:
- Identify the similarities in Economic Activities among Ogiek, Zulu and Asante. - Discuss the differences in economic activities practiced by the Ogiek, Zulu and Asante Zulu and Asante - Make posters on the economic activities by Appreciate the Economic |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Resources and Economic Activities
|
Internal Dynamics and Transformation in Africa
|
By the end of the lesson, the learner should be able to:
Explain the meaning of internal dynamics. Define money. Discuss transformations brought about by the introduction of money in Africa. Appreciate the uses of money. |
Individually, in groups or in pairs, learners are guided to:
- Explain the meaning of internal dynamics. - Define money. - Discuss transformations brought about by the introduction of money in Africa. |
What would you do if you had money?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 150-151
Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Resources and Economic Activities
|
Uses of money
|
By the end of the lesson, the learner should be able to:
Identify the uses of money. Prepare a chart on the uses of money. Appreciate the uses of money. |
Individually, in groups or in pairs, learners are guided to:
- Identify the uses of money. - Prepare a chart on the uses of money. |
Why do we need money?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 151-152
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Resources and Economic Activities
|
Comparison of use of money in currency trade and Barter Trade in Africa
|
By the end of the lesson, the learner should be able to:
Identify the similarities between currency trade and barter trade. Explain how the introduction of money economy promoted businesses in Africa. Role-play currency trade and barter trade in Africa. Have fun and enjoy role-playing. |
Individually, in groups or in pairs, learners are guided to:
- Identify the similarities between currency trade and barter trade. - Explain how the introduction of money economy promoted businesses in Africa. - Role-play currency trade and barter trade in Africa. |
What are the similarities and differences between currency trade and barter trade?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 152-154
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Resources and Economic Activities
|
Comparison of use of money in currency trade and Barter Trade in Africa
|
By the end of the lesson, the learner should be able to:
Identify the similarities between currency trade and barter trade. Explain how the introduction of money economy promoted businesses in Africa. Role-play currency trade and barter trade in Africa. Have fun and enjoy role-playing. |
Individually, in groups or in pairs, learners are guided to:
- Identify the similarities between currency trade and barter trade. - Explain how the introduction of money economy promoted businesses in Africa. - Role-play currency trade and barter trade in Africa. |
What are the similarities and differences between currency trade and barter trade?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 152-154
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Resources and Economic Activities
|
Uses of Money Wisely for Economic Gain
|
By the end of the lesson, the learner should be able to:
Explain how they can use money wisely in our everyday life for economic gain. Make posters on how to use money wisely for economic gain. Appreciate the uses of money wisely for economic gain. |
Individually, in groups or in pairs, learners are guided to:
- Explain how they can use money wisely in our everyday life for economic gain. - Make posters on how to use money wisely for economic gain. |
What would you do if you had money?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 154-155
Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
The Constitution of Kenya
|
The Constitution of Kenya
|
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. |
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. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
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:
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 search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
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:
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 search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the lesson, the learner should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Democracy
|
Importance of Democracy in Society
|
By the end of the lesson, the learner should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner |
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 |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
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 |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
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 |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Human Rights
|
Evolution of Human Rights as practiced in society
|
By the end of the lesson, the learner should be able to:
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 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 |
What are human rights?
Why is it important to know our rights?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Human Rights
|
Evolution of Human Rights as practiced in society
|
By the end of the lesson, the learner should be able to:
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 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 |
What are human rights?
Why is it important to know our rights?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Human Rights
|
The concept of Equity and Non-Discrimination in Fostering Solidarity
|
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. |
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. |
How can we promote equity and non- discrimination in society?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
African Diasporas
|
African Diasporas
|
By the end of the lesson, the learner should be able to:
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 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. |
What is the role of industrial revolution in Europe in the development of African diasporas?
How can we promote African unity in the society today?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Global Governance
|
Organisation of African Unity (OAU)
|
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. |
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 |
Why was the OAU formed?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Global Governance
|
Organisation of African Unity (OAU)
|
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. |
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 |
Why was the OAU formed?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Global Governance
|
African Union (AU)
|
By the end of the lesson, the learner should be able to:
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 |
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. |
What are the achievements of African Union (AU)?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Global Governance
|
Member countries of the African Union
|
By the end of the lesson, the learner should be able to:
Identify the AU member states from an atlas. Draw a map of Africa showing member countries of African Union (AU) Appreciate the importance of AU |
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) |
How should leadership and integrity be promoted in the society today?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Global Governance
|
Member countries of the African Union
|
By the end of the lesson, the learner should be able to:
Identify the AU member states from an atlas. Draw a map of Africa showing member countries of African Union (AU) Appreciate the importance of AU |
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) |
How should leadership and integrity be promoted in the society today?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Global Governance
|
Organizational structures of the African Union
|
By the end of the lesson, the learner should be able to:
Identify various organs that run the AU. Identify the factors which can promote continental interconnectedness and interdependence. Draw the organizational structure of African Union (AU) Appreciate the importance of AU |
Learners to identify various organs that run the AU.
Learners 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) |
How can we promote continental interconnectedness and interdependence in Africa?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
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