If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Social Studies and Personal Development
|
Self-Exploration - Personal abilities and interests for holistic development
Self-Exploration - Developing personal values for a steady personality |
By the end of the
lesson, the learner
should be able to:
- Explore personal abilities and interests for self-improvement - Draw and fill personal abilities and interests in a table - Value the importance of identifying personal abilities and interests |
- Learners to think of their personal abilities and interests
- Draw and fill their personal abilities and interests in a table - Write responses on how these personal abilities and interests can be exploited for holistic development - Share findings with classmates - Read dialogue between Grade 7 learners on personal abilities and interests for holistic development |
How can personal abilities and interests influence career choices?
|
Distinction Social Studies Learner's Book Grade 7 pg. 1
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 2 |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Social Studies and Personal Development
|
Self-Exploration - Managing emotions in day-to-day life
Self-Exploration - Personal awareness in day-to-day life Entrepreneurial Opportunities in Social Studies - Entrepreneurial opportunities that match our personality Entrepreneurial Opportunities in Social Studies - Categories of entrepreneurial opportunities Entrepreneurial Opportunities in Social Studies - Requirements for social entrepreneurial opportunities Entrepreneurial Opportunities in Social Studies - Appreciating entrepreneurial opportunities |
By the end of the
lesson, the learner
should be able to:
- Identify various emotions experienced in day-to-day life - Demonstrate ways of managing happiness and love emotions - Appreciate the importance of managing emotions in day-to-day life |
- Learners to brainstorm on various positive emotions experienced in day-to-day life
- Discuss how to manage these emotions - Read a summary on ways to manage happiness and love emotions in day-to-day life - Complete a table on ways to manage happiness and love emotions - Identify other ways to manage happiness and love emotions |
How can emotions be managed effectively in day-to-day life?
|
Distinction Social Studies Learner's Book Grade 7 pg. 3
- Digital resources - Chart papers - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 4 Distinction Social Studies Learner's Book Grade 7 pg. 6 Distinction Social Studies Learner's Book Grade 7 pg. 7 - Locally available materials Distinction Social Studies Learner's Book Grade 7 pg. 8 - Resource person Distinction Social Studies Learner's Book Grade 7 pg. 9 |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 3 |
People, Population and Relationships
|
Human Origin - Traditional stories of human origin from African communities
Human Origin - Religious stories about the origin of humankind Human Origin - Common aspects in traditional and religious stories |
By the end of the
lesson, the learner
should be able to:
- Identify traditional stories of human origin from different African communities - Narrate traditional stories of human origin from different African communities - Appreciate traditional stories of human origin |
- Learners to write down names they know about and the communities where the names belong
- Show deskmates what they have written and read out what their deskmates have written - Share stories on how their communities came into existence - Listen to traditional stories of human origin from different African communities - Discuss the stories heard |
How did human beings come to be?
|
Distinction Social Studies Learner's Book Grade 7 pg. 12
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 13 - Religious texts (Bible, Quran, etc.) Distinction Social Studies Learner's Book Grade 7 pg. 14 - Chart papers |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 4 |
People, Population and Relationships
|
Human Origin - Recording traditional stories of human origin
Human Origin - Effects of traditional and religious stories Early Civilization - Factors that led to the growth of ancient Egypt |
By the end of the
lesson, the learner
should be able to:
- Discuss ways of recording traditional stories about human origin - Compose a song to acknowledge religious and traditional stories of human origin - Value the significance of recording traditional stories about human origin |
- Learners to compose songs to acknowledge religious and traditional stories of human origin
- Rehearse the song in class - Present the song during school events - Read a poem about human origin stories - Identify ways people used to record traditional stories of humankind - Discuss various ways used to record information on human origin |
Why is it important to record traditional stories about human origin?
|
Distinction Social Studies Learner's Book Grade 7 pg. 15
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 16 Distinction Social Studies Learner's Book Grade 7 pg. 18 - Pictures |
- Observation
- Oral questions
- Performance assessment
|
|
| 3 | 1 |
People, Population and Relationships
|
Early Civilization - Factors that led to the growth of Great Zimbabwe
Early Civilization - Factors that led to the growth of the Kingdom of Kongo |
By the end of the
lesson, the learner
should be able to:
- Describe the location of Great Zimbabwe - Examine factors that led to the growth of Great Zimbabwe - Recognize the importance of factors that led to the growth of Great Zimbabwe |
- Learners to use digital or print media to research on factors that led to the growth of Great Zimbabwe
- Match factors with correct explanation in a table - Read statements about factors that led to the growth of Great Zimbabwe - Discuss the factors that led to the growth of Great Zimbabwe - Record the factors on a chart |
What factors contributed to the growth of Great Zimbabwe?
|
Distinction Social Studies Learner's Book Grade 7 pg. 19
- Digital resources - Print materials - Chart papers Distinction Social Studies Learner's Book Grade 7 pg. 20 - Maps |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 2 |
People, Population and Relationships
|
Early Civilization - Locating ancient kingdoms on a map of Africa
Early Civilization - Contribution of ancient kingdoms to modern world Slavery and Servitude - Forms of slavery and servitude in traditional African society |
By the end of the
lesson, the learner
should be able to:
- Locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa - Draw a map showing the location of ancient kingdoms in Africa - Appreciate the geographical distribution of ancient kingdoms in Africa |
- Learners to study a map showing ancient kingdoms in Africa
- Identify the location of ancient Egypt, Great Zimbabwe and the Kingdom of Kongo - Use digital or print media to find out the location of these ancient kingdoms - Draw a map of Africa on Manila paper or other locally available material - Indicate the position of ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on the map - Color the three kingdoms using different colors - Display the maps in the Social Studies corner |
Where were the major ancient African kingdoms located?
|
Distinction Social Studies Learner's Book Grade 7 pg. 21
- Digital resources - Print materials - Manila papers - Map of Africa - Coloring materials Distinction Social Studies Learner's Book Grade 7 pg. 22 - Chart papers Distinction Social Studies Learner's Book Grade 7 pg. 25 |
- Observation
- Project work
- Oral questions
|
|
| 3 | 3 |
People, Population and Relationships
|
Slavery and Servitude - Factors which led to development of Indian Ocean slave trade
Slavery and Servitude - Geographical extent of Indian Ocean slave trade Slavery and Servitude - Promoting human dignity |
By the end of the
lesson, the learner
should be able to:
- Examine factors which led to development of Indian Ocean slave trade - Discuss the organization of the Indian Ocean slave trade - Exhibit empathy for various social injustices committed on Africans during the Indian Ocean slave trade |
- Learners to read a dialogue between Grade 7 learners on factors which led to development of Indian Ocean slave trade
- Identify the factors from the dialogue - Discuss other factors that led to the development of the Indian Ocean slave trade - Watch a video clip on factors which led to development of Indian Ocean slave trade - Research on the organization of the Indian Ocean Slave trade |
What factors led to the development of the Indian Ocean slave trade?
|
Distinction Social Studies Learner's Book Grade 7 pg. 26
- Digital resources - Print materials - Video clips Distinction Social Studies Learner's Book Grade 7 pg. 27 - Manila papers - Coloring materials - Maps Distinction Social Studies Learner's Book Grade 7 pg. 28 - Chart papers |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 4 |
People, Population and Relationships
|
Socio-economic organisation of selected African Communities up to 1900 - Locating selected African communities
Socio-economic organisation of selected African Communities up to 1900 - Social and economic activities Socio-economic organisation of selected African Communities up to 1900 - Comparing socio-economic organisations |
By the end of the
lesson, the learner
should be able to:
- Identify selected African communities (The Ogiek, Zulu, Asante) - Locate on a map of Africa the areas settled by the selected African communities - Appreciate the geographical distribution of the selected African communities |
- Learners to draw a map of Africa and indicate the areas settled by the selected African communities (The Ogiek, Zulu, Asante)
- Use print or digital devices to research on the areas settled by the selected African communities - Locate the selected African communities on a map of Africa - Present their maps to the class |
Where were the Ogiek, Zulu, and Asante communities located in Africa?
|
Distinction Social Studies Learner's Book Grade 7 pg. 29
- Digital resources - Print materials - Maps - Drawing materials Distinction Social Studies Learner's Book Grade 7 pg. 30 - Chart papers |
- Observation
- Project work
- Oral questions
|
|
| 4 | 1 |
People, Population and Relationships
|
Socio-economic organisation of selected African Communities up to 1900 - Cultural practices
Origin of Money - Comparison between barter trade and currency trade Origin of Money - Role-playing barter and currency trade |
By the end of the
lesson, the learner
should be able to:
- Identify cultural practices of the selected African communities - Discuss the cultural practices of the selected African communities - Appreciate the cultural diversity of selected African communities |
- Learners to research on cultural practices of the Ogiek, Zulu and Asante communities
- Create a chart showing the cultural practices of each community - Present their findings to the class - Discuss the importance of preserving cultural practices - Role play some of the cultural practices of the selected communities |
Why is it important to preserve cultural practices of different communities?
|
Distinction Social Studies Learner's Book Grade 7 pg. 31
- Digital resources - Print materials - Chart papers - Currency samples/images Distinction Social Studies Learner's Book Grade 7 pg. 32 - Props for role play |
- Observation
- Oral questions
- Role play assessment
|
|
| 4 | 2 |
People, Population and Relationships
|
Origin of Money - Factors that led to introduction of money in Africa
Origin of Money - Impact of introduction of money in Africa |
By the end of the
lesson, the learner
should be able to:
- Examine the transformation brought by introduction of money in Africa - Explain factors that led to introduction of money in Africa - Recognize the importance of money in trade development |
- Learners to study images showing factors that led to introduction of money in Africa
- Discuss how these factors led to introduction of money - Read a conversation between a resource person and Grade 7 learners on factors that led to introduction of money in Africa - Identify the factors from the conversation - Research on other factors that led to introduction of money in Africa |
What factors necessitated the introduction of money in Africa?
|
Distinction Social Studies Learner's Book Grade 7 pg. 33
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 34 |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 3 |
People, Population and Relationships
|
Human Diversity and interpersonal relationships - Factors determining human diversity
Human Diversity and interpersonal relationships - Interpersonal skills Human Diversity and interpersonal relationships - Desirable and undesirable personality attributes |
By the end of the
lesson, the learner
should be able to:
- Define human diversity - Identify factors that determine human diversity in society - Appreciate human diversity in society |
- Learners to use a dictionary or reference material to find out the meaning of human diversity
- Discuss how human diversity influences relationships among people - Study a picture and identify human diversities shown - Research factors that determine human diversity in society - Complete a personal journal identifying personal characteristics |
How do varied personalities shape society?
|
Distinction Social Studies Learner's Book Grade 7 pg. 40
- Digital resources - Print materials - Dictionary Distinction Social Studies Learner's Book Grade 7 pg. 41 - Resource person - Chart papers Distinction Social Studies Learner's Book Grade 7 pg. 42 |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 4 |
People, Population and Relationships
|
Human Diversity and interpersonal relationships - Benefits of healthy relationships
Human Diversity and interpersonal relationships - Promoting inclusion and diversity Peace and conflict resolution - Qualities of a peaceful person |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of building healthy relationships in a multicultural society - Compose a poem on the importance of healthy relationships - Appreciate the importance of building healthy relationships |
- Learners to research the importance of building healthy relationships in a multicultural society
- Read a placard designed by a Grade 7 learner about healthy relationships - Read a dialogue between students discussing the importance of healthy relationships - Compose a poem on the importance of building healthy relationships - Inquire from parents/guardians on importance of building healthy relationships |
What are the benefits of healthy relationships in a multicultural society?
|
Distinction Social Studies Learner's Book Grade 7 pg. 44
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 45 - Chart papers Distinction Social Studies Learner's Book Grade 7 pg. 53 - Flashcards |
- Observation
- Oral questions
- Creative writing assessment
|
|
| 5 | 1 |
People, Population and Relationships
|
Peace and conflict resolution - Factors promoting peaceful coexistence
Peace and conflict resolution - Peaceful conflict resolution process Peace and conflict resolution - Resolving conflicts in everyday situations |
By the end of the
lesson, the learner
should be able to:
- Identify factors that promote peaceful coexistence - Discuss how these factors promote peaceful coexistence - Show commitment to promoting peaceful coexistence |
- Learners to listen to a resource person talk about factors that promote peaceful coexistence
- Take notes from what the resource person says - Read factors that promote peaceful coexistence written on a chalkboard - Discuss how these factors promote peaceful coexistence - Create a chart showing factors that promote peaceful coexistence |
How can we promote peace for mutual social well-being?
|
Distinction Social Studies Learner's Book Grade 7 pg. 54
- Digital resources - Print materials - Resource person - Chart papers Distinction Social Studies Learner's Book Grade 7 pg. 55 Distinction Social Studies Learner's Book Grade 7 pg. 56 |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 2 |
People, Population and Relationships
Community Service Learning |
Peace and conflict resolution - Importance of peaceful coexistence
Peace and conflict resolution - Managing stress and emotions Community Service Learning Project - Key terms used in community service learning |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of peaceful coexistence - Debate on the importance of peaceful coexistence - Appreciate the value of peaceful coexistence |
- Learners to recite a poem on the importance of peaceful coexistence
- Identify the importance of peaceful coexistence from the poem - Explain other importance of peaceful coexistence in the community - Organize a debate on the importance of peaceful coexistence - Write points and share with classmates |
Why is peaceful coexistence important in our society?
|
Distinction Social Studies Learner's Book Grade 7 pg. 57
- Digital resources - Print materials Distinction Social Studies Learner's Book Grade 7 pg. 58 Distinction Social Studies Learner's Book pg. 59 - Print media |
- Observation
- Debate assessment
- Written assignments
|
|
| 5 | 3 |
Community Service Learning
|
Community Service Learning Project - Community Services
Community Service Learning Project - Case Study of Community Service Learning Community Service Learning Project - Meaning of key terms in CSL Community Service Learning Project - Importance of CSL Community Service Learning Project - Benefits of CSL to self Community Service Learning Project - Benefits of CSL to the community |
By the end of the
lesson, the learner
should be able to:
- Identify various community services - Explain the importance of community services - Appreciate the role of community services in development |
- Look at pictures showing community services
- Discuss what is going on in the pictures - Identify other community services people carry out - Write down findings - Share findings with the rest of the class |
How can community service learning contribute to community development?
|
Distinction Social Studies Learner's Book pg. 60
- Pictures showing community services - Digital resources Distinction Social Studies Learner's Book pg. 61-62 - Case study material Distinction Social Studies Learner's Book pg. 62-63 - Manila papers Distinction Social Studies Learner's Book pg. 64 - Marker pens - Reference materials - Chart papers Distinction Social Studies Learner's Book pg. 65 |
- Observation
- Oral questions
- Written tests
|
|
| 5 | 4 |
Community Service Learning
|
Community Service Learning Project - Steps of a CSL project
Community Service Learning Project - Problem identification Community Service Learning Project - Problem solving through CSL Community Service Learning Project - Steps of CSL |
By the end of the
lesson, the learner
should be able to:
- Identify steps involved in carrying out a CSL project - Explain the significance of each step in the CSL process - Appreciate the importance of following the steps in a CSL project |
- Using digital resources or print media, find out the steps involved in carrying out a CSL project
- Note down findings - Take turns to make presentations to the rest of the class - Create a flowchart showing the CSL project steps |
What steps should be followed when conducting a CSL project?
|
Distinction Social Studies Learner's Book pg. 65
- Reference materials - Digital resources - Manila papers Distinction Social Studies Learner's Book pg. 66 Distinction Social Studies Learner's Book pg. 66-67 Distinction Social Studies Learner's Book pg. 67 |
- Observation
- Oral questions
- Group presentations
- Written assignments
|
|
| 6 | 1 |
Community Service Learning
|
Community Service Learning Project - Identifying problems for CSL
Community Service Learning Project - Planning for a CSL project |
By the end of the
lesson, the learner
should be able to:
- Identify problems in the community that require CSL interventions - Categorize problems based on priority and feasibility - Show interest in addressing community problems |
- With the guidance of the teacher, take a nature walk in the immediate surrounding of the school
- Identify problems that need to be solved within the school community - Categorize the problems based on priority and feasibility - Select one problem for the class CSL project |
How can we identify and prioritize problems for CSL projects?
|
Distinction Social Studies Learner's Book pg. 67
- School environment - Digital resources - Notebooks - Reference materials - Manila papers |
- Observation
- Field notes
- Group discussions
- Written assignments
|
|
| 6 | 2 |
Community Service Learning
|
Community Service Learning Project - Designing solutions
Community Service Learning Project - Implementation planning Community Service Learning Project - Project implementation |
By the end of the
lesson, the learner
should be able to:
- Design creative solutions to the identified problem - Evaluate the feasibility of different solutions - Show creativity in developing solutions |
- In groups, design at least three possible solutions to the identified problem
- Evaluate each solution based on effectiveness, resources required, and sustainability - Select the most appropriate solution - Present the solution to the class for feedback |
How can we design effective solutions for CSL projects?
|
Distinction Social Studies Learner's Book pg. 67
- Reference materials - Digital resources - Manila papers - Materials needed for implementation - Digital cameras/phones - Notebooks |
- Observation
- Solution designs
- Group presentations
- Peer assessment
|
|
| 6 | 3 |
Community Service Learning
|
Community Service Learning Project - Problem analysis
Community Service Learning Project - Outreach planning Community Service Learning Project - Reflection and reporting |
By the end of the
lesson, the learner
should be able to:
- Analyze problems related to the CSL project - Develop strategies to overcome implementation challenges - Show resilience in addressing project difficulties |
- Look at pictures showing different problems in the community
- Discuss the problems shown in the pictures - Using the correct steps, write down how to solve the identified problems - Take turns to make presentations to the rest of the class |
How can we overcome challenges during CSL project implementation?
|
Distinction Social Studies Learner's Book pg. 68
- Pictures showing community problems - Digital resources - Manila papers Distinction Social Studies Learner's Book pg. 69 - Reference materials - Planning templates - Report templates |
- Observation
- Problem analysis
- Group presentations
- Written assignments
|
|
| 6 | 4 |
Community Service Learning
Natural and Historic Built Environments in Africa Natural and Historic Built Environments in Africa |
Community Service Learning Project - Key learning points
Historical Information - Sources of historical information Historical Information - Classification of sources |
By the end of the
lesson, the learner
should be able to:
- Summarize key learning points from the CSL project - Evaluate the effectiveness of the CSL project - Value the importance of CSL in personal and community development |
- Discuss key learning points from the CSL project including:
- Importance of following steps - Being guided by the teacher - Consulting when unsure - Working as a team for better results - Reflecting on the whole exercise - Assessing the effectiveness of the CSL through feedback - Create a poster summarizing the learnings |
How can CSL projects be improved in the future?
|
Distinction Social Studies Learner's Book pg. 69
- Reference materials - Digital resources - Manila papers Distinction Social Studies Learner's Book pg. 65 - Pictures of historical sources Distinction Social Studies Learner's Book pg. 66 - Print media |
- Observation
- Oral discussions
- Summary posters
- Written assignments
|
|
| 7 |
Midterm |
||||||||
| 8 | 1 |
Natural and Historic Built Environments in Africa
|
Historical Information - Primary and secondary sources
Historical Information - Preservation of historical sources |
By the end of the
lesson, the learner
should be able to:
- Distinguish between primary and secondary sources of historical information - Provide examples of primary and secondary sources - Show interest in preserving historical information |
- Research the meaning of primary and secondary sources of historical information
- Discuss the difference between primary and secondary sources - Classify examples as either primary or secondary sources - Create posters showing different types of historical sources |
How can we differentiate between primary and secondary sources of historical information?
|
Distinction Social Studies Learner's Book pg. 66-67
- Digital resources - Print media - Manila papers Distinction Social Studies Learner's Book pg. 68 |
- Observation
- Oral presentations
- Written assignments
|
|
| 8 | 2 |
Natural and Historic Built Environments in Africa
|
Historical Development of Agriculture - Areas of early agriculture
Historical Development of Agriculture - Crops and animals Historical Development of Agriculture - Factors favoring agriculture |
By the end of the
lesson, the learner
should be able to:
- Locate areas where early agriculture was practiced in Africa - Explain the spread of agriculture in Africa - Appreciate the importance of early agriculture |
- Visit a school library or use internet to research on areas where early agriculture was practiced in Africa
- Make a list of areas where early agriculture was practiced in Africa - Study a map showing where early agriculture was practiced in Africa - Draw the map in notebooks and indicate the location of areas where early agriculture was practiced |
Why did people start practicing agriculture in Africa?
|
Distinction Social Studies Learner's Book pg. 70-71
- Map of Africa - Digital resources - Atlas Distinction Social Studies Learner's Book pg. 71-73 - Pictures of crops and animals Distinction Social Studies Learner's Book pg. 73-74 - Print media |
- Observation
- Map work
- Written assignments
|
|
| 8 | 3 |
Natural and Historic Built Environments in Africa
|
Historical Development of Agriculture - Contribution of Nile Valley
Maps and map work - Position of Africa Maps and map work - Latitudes and longitudes |
By the end of the
lesson, the learner
should be able to:
- Assess the contribution of the Nile Valley agriculture to world civilization - Explain the significance of Nile Valley agriculture - Appreciate the importance of agriculture to civilization |
- Study a poster on contributions of Nile Valley agriculture to world civilization
- Identify the contributions of Nile Valley agriculture - Discuss how Nile Valley agriculture contributed to modern-day agriculture - Research other contributions of Nile Valley agriculture to world civilization |
How did Nile Valley agriculture contribute to world civilization?
|
Distinction Social Studies Learner's Book pg. 74-75
- Digital resources - Print media Distinction Social Studies Learner's Book pg. 77-78 - World map - Atlas Distinction Social Studies Learner's Book pg. 78-80 - Maps with grid coordinates |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 4 |
Natural and Historic Built Environments in Africa
|
Maps and map work - Locating places using coordinates
Maps and map work - Calculating time Maps and map work - Time calculations practice |
By the end of the
lesson, the learner
should be able to:
- Locate places and features on a map using latitudes and longitudes - Interpret map coordinates - Show interest in using coordinates for location |
- Study a map showing coordinates
- Practice locating points labeled on the map using latitudes and longitudes - Write down the coordinates for different locations - Use an atlas to locate countries and features using latitudes and longitudes |
How are maps used to locate places accurately?
|
Distinction Social Studies Learner's Book pg. 80-81
- Maps with coordinates - Atlas - Digital resources Distinction Social Studies Learner's Book pg. 81-82 - Maps showing time zones Distinction Social Studies Learner's Book pg. 82-83 - Maps showing longitudes |
- Observation
- Practical exercises
- Written tests
|
|
| 9 | 1 |
Natural and Historic Built Environments in Africa
|
Maps and map work - African features
Maps and map work - Appreciation of African features |
By the end of the
lesson, the learner
should be able to:
- Identify positive features associated with Africa - Explain the benefits of features found in Africa - Appreciate Africa's unique geographic features |
- Research positive features associated with Africa
- Find out the benefits of the features found in Africa - Read articles about features like the Great Rift Valley and Lake Victoria - Discuss and write down findings - Present findings to the class |
What unique geographical features does Africa have?
|
Distinction Social Studies Learner's Book pg. 83-84
- Pictures of African features - Atlas - Digital resources Distinction Social Studies Learner's Book pg. 84 - Creative writing materials |
- Observation
- Oral presentations
- Written assignments
|
|
| 9 | 2 |
Natural and Historic Built Environments in Africa
|
Earth and the Solar System - Origin of Earth
Earth and the Solar System - Earth characteristics Earth and the Solar System - Rotation and revolution |
By the end of the
lesson, the learner
should be able to:
- Describe the origin of the earth - Compare different theories of earth's origin - Show interest in learning about earth's formation |
- Read stories about the origin of earth
- Share stories of the origin of the earth from their communities - Research how the earth was formed according to different theories (Creation theory, Nebula cloud theory, Passing star theory) - Compare different theories of earth's origin |
Why is it important to understand the solar system?
|
Distinction Social Studies Learner's Book pg. 85-86
- Pictures of the solar system - Digital resources Distinction Social Studies Learner's Book pg. 87-88 - Diagrams of the solar system - Pictures of planets Distinction Social Studies Learner's Book pg. 88-89 - Diagrams showing rotation and revolution |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 3 |
Natural and Historic Built Environments in Africa
|
Earth and the Solar System - Internal structure
Weather - Elements of weather Weather - Weather instruments construction |
By the end of the
lesson, the learner
should be able to:
- Illustrate the internal structure of the earth - Identify the layers of earth's structure - Show interest in earth's composition |
- Research how the layers of the internal structure of the earth are arranged
- Study a diagram showing the internal structure of earth - Name the layers of earth's structure (crust, mantle, core) - Draw the internal structure of the earth - Label all the parts - Display diagrams in the class learning corner |
What is inside the Earth?
|
Distinction Social Studies Learner's Book pg. 90
- Diagrams of earth's structure - Digital resources - Art materials Distinction Social Studies Learner's Book pg. 91 - Pictures of weather elements Distinction Social Studies Learner's Book pg. 92-95 - Materials for constructing instruments |
- Observation
- Drawing assessment
- Written tests
|
|
| 9 | 4 |
Natural and Historic Built Environments in Africa
|
Weather - Weather observation
Weather - Weather significance Weather - Weather response |
By the end of the
lesson, the learner
should be able to:
- Record and analyze weather data - Interpret weather patterns - Value the importance of weather recording |
- Observe and identify weather instruments
- Discuss how each instrument works in a weather station - Study a weather chart showing recordings of temperature and rainfall - Create a weather recording sheet - Use instruments to record weather conditions - Share completed recording sheets for peer review |
How can we use weather data?
|
Distinction Social Studies Learner's Book pg. 96-97
- Weather instruments - Recording charts - Digital resources Distinction Social Studies Learner's Book pg. 98-99 - Pictures of weather-related activities Distinction Social Studies Learner's Book pg. 99-100 - Pictures of weather responses - Art materials |
- Observation
- Data collection
- Record keeping assessment
|
|
| 10 | 1 |
Natural and Historic Built Environments in Africa
|
Fieldwork - Data collection methods
Fieldwork - Data collection practice Fieldwork - Importance of fieldwork |
By the end of the
lesson, the learner
should be able to:
- Define fieldwork and its purpose - Identify methods of data collection used in fieldwork - Value the importance of fieldwork in research |
- Research the meaning of fieldwork
- Find out methods of data collection used in fieldwork - Discuss methods of data collection (observation, questionnaires, interviews, group discussions) - Create a chart showing data collection methods and their uses |
Why is fieldwork important in social studies?
|
Distinction Social Studies Learner's Book pg. 101
- Research materials - Digital resources Distinction Social Studies Learner's Book pg. 102-103 - Data collection tools Distinction Social Studies Learner's Book pg. 103-104 |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 2 |
Natural and Historic Built Environments in Africa
|
Fieldwork - Challenges and solutions
Fieldwork - Data analysis methods |
By the end of the
lesson, the learner
should be able to:
- Identify challenges faced during fieldwork - Propose solutions to fieldwork challenges - Show interest in overcoming research difficulties |
- Research challenges that one may face during fieldwork
- Study a chart showing challenges during fieldwork - Discuss the challenges with peers - Read a conversation about fieldwork challenges and solutions - Identify challenges and solutions from the conversation - Create a table of challenges and corresponding solutions |
What challenges might arise during fieldwork?
|
Distinction Social Studies Learner's Book pg. 104-105
- Research materials - Digital resources Distinction Social Studies Learner's Book pg. 105-106 - Sample data sets - Calculators |
- Observation
- Group discussions
- Written assignments
|
|
| 10 | 3 |
Natural and Historic Built Environments in Africa
|
Fieldwork - Valuing fieldwork
Fieldwork - Planning a project Fieldwork - Conducting fieldwork |
By the end of the
lesson, the learner
should be able to:
- Explain how to value fieldwork in investigating phenomena - Identify the contributions of fieldwork to research - Show appreciation for fieldwork as a research method |
- Discuss the benefits of fieldwork to the immediate environment
- Answer "What value does fieldwork have to the immediate environment?" - Research how fieldwork contributes to environmental awareness - Create a summary of how to value fieldwork in investigating the environment - Share work with classmates |
How does fieldwork contribute to environmental awareness?
|
Distinction Social Studies Learner's Book pg. 107
- Research materials - Digital resources - Planning templates Distinction Social Studies Learner's Book pg. 107-108 - Data collection tools - Notebooks |
- Observation
- Oral presentations
- Written assignments
|
|
| 10 | 4 |
Natural and Historic Built Environments in Africa
|
Fieldwork - Data analysis and presentation
Fieldwork - Report writing Fieldwork - Project presentation |
By the end of the
lesson, the learner
should be able to:
- Analyze data collected during fieldwork - Present findings in appropriate formats - Value the importance of accurate analysis |
- Use methods of data analysis to analyze collected data
- Organize data in tables, charts, or graphs - Interpret patterns and trends in the data - Prepare presentations of the findings - Share findings with classmates for peer assessment |
How should we analyze and present fieldwork data?
|
Distinction Social Studies Learner's Book pg. 108
- Collected data - Analysis tools - Presentation materials - Report templates - Writing materials - Digital resources - Visual aids |
- Observation
- Analysis accuracy
- Presentation skills
|
|
| 11 | 1 |
Political Development and Governance
|
Political Development in Africa up to 1900 - Political organization
Political Development in Africa up to 1900 - Scramble for Africa Political Development in Africa up to 1900 - European roles |
By the end of the
lesson, the learner
should be able to:
- Examine the political organization of selected African communities up to 1900 - Compare political systems of different communities - Appreciate diverse political structures |
- Brainstorm the political organization of the Ogiek, the Zulu, and the Asante up to 1900
- Discuss the various European groups that came to Africa - Present findings to the class - Create charts showing political organizations of selected communities |
How were African communities politically organized before the coming of the Europeans?
|
Distinction Social Studies Learner's Book pg. 109
- Reference materials - Digital resources Distinction Social Studies Learner's Book pg. 109-110 Distinction Social Studies Learner's Book pg. 110-112 - Chart materials - Reference books |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 2 |
Political Development and Governance
|
Political Development in Africa up to 1900 - Berlin Conference
Political Development in Africa up to 1900 - Colonial territories |
By the end of the
lesson, the learner
should be able to:
- Examine the terms of the Berlin Conference of 1884-1885 - Explain the significance of the conference - Value the importance of understanding colonial history |
- Research terms of the Berlin Conference of 1884-1885
- Study a poster with information about the Berlin Conference - Discuss questions related to the conference - Create posters on the terms of the Berlin Conference - Display posters in the Social Studies learning corner |
What were the outcomes of the Berlin Conference?
|
Distinction Social Studies Learner's Book pg. 112-113
- Poster materials - Digital resources - Reference books Distinction Social Studies Learner's Book pg. 113-114 - Map of colonial Africa - Atlas |
- Observation
- Poster assessment
- Written assignments
|
|
| 11 | 3 |
Political Development and Governance
|
The Constitution of Kenya - Importance
The Constitution of Kenya - Upholding the constitution The Constitution of Kenya - Promulgation |
By the end of the
lesson, the learner
should be able to:
- Define what a constitution is - Explain the importance of the Constitution of Kenya - Value the role of the constitution in governance |
- Research the meaning of the Constitution of Kenya
- Research the importance of the Constitution of Kenya - Write an essay on the importance of the Constitution - Read dialogues about the importance of the constitution - Identify important points from the dialogue |
Why should a country have a constitution?
|
Distinction Social Studies Learner's Book pg. 118-119
- Constitution of Kenya - Digital resources - Reference materials Distinction Social Studies Learner's Book pg. 119-120 - Poster materials Distinction Social Studies Learner's Book pg. 121 - Video resources |
- Observation
- Essay assessment
- Oral questions
|
|
| 11 | 4 |
Political Development and Governance
|
The Constitution of Kenya - National values
The Constitution of Kenya - Applying national values Human Rights - Classification |
By the end of the
lesson, the learner
should be able to:
- Identify national values in the Constitution of Kenya - Explain the importance of national values - Appreciate the role of values in governance |
- Research national values provided in the Constitution of Kenya
- Complete a crossword puzzle containing Kenyan national values - Complete a table explaining national values - Discuss the importance of national values - Create posters highlighting national values |
How do national values promote good governance?
|
Distinction Social Studies Learner's Book pg. 122-123
- Constitution of Kenya - Digital resources - Poster materials Distinction Social Studies Learner's Book pg. 123-125 - Song materials Distinction Social Studies Learner's Book pg. 126-128 - Human rights documents - Reference materials |
- Observation
- Puzzle completion
- Written assignments
|
|
| 12 | 1 |
Political Development and Governance
|
Human Rights - Characteristics
Human Rights - Equity and non-discrimination Human Rights - Promoting equity |
By the end of the
lesson, the learner
should be able to:
- Explain characteristics of human rights - Identify how human rights are manifested - Show interest in human rights protection |
- Research characteristics of human rights
- Study a summary on characteristics of human rights - Discuss the characteristics identified - Create a tree model showing characteristics of human rights - Display models at the Social Studies learning corner |
What are the key characteristics of human rights?
|
Distinction Social Studies Learner's Book pg. 128-129
- Human rights documents - Digital resources - Art materials Distinction Social Studies Learner's Book pg. 130-132 - Pictures showing equity - Reference materials Distinction Social Studies Learner's Book pg. 132-134 - Poster materials |
- Observation
- Model assessment
- Written assignments
|
|
| 12 | 2 |
Political Development and Governance
|
Human Rights - Valuing human rights
African Diasporas - Concept African Diasporas - Contributing factors |
By the end of the
lesson, the learner
should be able to:
- Explain ways to promote respect for human rights - Identify actions that support human dignity - Value the importance of human rights |
- Research ways to promote respect for human rights
- Study a chart on promoting respect for human rights - Discuss ways of promoting respect for human rights - Organize a debate on "Value human rights for promotion of human dignity" - Note down main points from the debate |
How can we promote respect for human rights in our community?
|
Distinction Social Studies Learner's Book pg. 134-135
- Human rights documents - Digital resources - Reference materials Distinction Social Studies Learner's Book pg. 138-139 Distinction Social Studies Learner's Book pg. 139-140 |
- Observation
- Debate assessment
- Written assignments
|
|
| 12 | 3 |
Political Development and Governance
|
African Diasporas - Geographic locations
African Diasporas - Political development |
By the end of the
lesson, the learner
should be able to:
- Locate countries inhabited by African Diasporas by 1960 - Identify major diaspora settlements - Value the global presence of African descendants |
- Research locations of the United States, Brazil, and France on a world map
- Study a map showing countries inhabited by African Diasporas by 1960 - Name countries that were inhabited by African Diasporas by 1960 - Give the direction of these countries in relation to Africa - Draw a map indicating diaspora locations |
Where are African Diasporas located globally?
|
Distinction Social Studies Learner's Book pg. 140-141
- World maps - Atlas - Digital resources Distinction Social Studies Learner's Book pg. 141-142 - Reference materials - Debate materials |
- Observation
- Map work
- Written assignments
|
|
| 12 | 4 |
Political Development and Governance
|
African Diasporas - Promoting unity
Citizenship - Interconnectedness Citizenship - Globalization effects Citizenship - Global citizen qualities Citizenship - International contribution |
By the end of the
lesson, the learner
should be able to:
- Develop slogans promoting African unity - Explain ways to strengthen diaspora-continent connections - Value African unity and cooperation |
- Study slogans on African Diasporas in promoting African unity
- Discuss the importance of each message to African diasporas - Create slogans on African diasporas and promotion of African unity - Write slogans on manila paper - Display work in the school - Research ways to promote collaboration between continental Africans and diasporas |
How can we promote African unity in society today?
|
Distinction Social Studies Learner's Book pg. 142-143
- Digital resources - Manila papers - Art materials Distinction Social Studies Learner's Book pg. 144-145 - Reference materials Distinction Social Studies Learner's Book pg. 145-147 Distinction Social Studies Learner's Book pg. 147-149 - Poster materials Distinction Social Studies Learner's Book pg. 149-151 - Creative materials |
- Observation
- Slogan assessment
- Research findings
|
|
Your Name Comes Here