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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
|
Pathway Choices - Meaning and Factors
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of a Career Pathway -Identify factors to consider in the selection of a pathway -Draw a poster showing factors to consider in the selection of a pathway -Acknowledge the factors to consider in the selection of a pathway |
- The learner is guided to brainstorm the meaning of a career path
-The learner is guided to discuss factors to consider in the selection of a pathway -Learners are guided in groups to draw a poster showing factors to consider in the selection of a pathway |
Why is it important to learn about career paths?
|
- MENTOR Social Studies Learner's Book pg 1
-Chart -Digital devices |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 2 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
|
Pathway Choices - Pathways and Requirements
Pathway Choices - Social Sciences Requirements Pathway Choices - Possible Tracks |
By the end of the
lesson, the learner
should be able to:
-Examine various pathways and their respective requirements -Draw a chart showing various pathways and their respective requirements -Appreciate various pathways and their respective requirements |
- The learner is guided to identify various pathways and their respective requirements
-Learners are guided in groups to create a chart showing various pathways and their respective requirements |
Why is it important to learn about career paths?
|
- MENTOR Social Studies Learner's Book pg 2
-Chart -Computing devices - MENTOR Social Studies Learner's Book pg 3 - MENTOR Social Studies Learner's Book pg 4 |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 3 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
|
Pre-career Support Systems - Meaning and Use
Pre-career Support Systems - Challenges |
By the end of the
lesson, the learner
should be able to:
-Define the meaning of support systems -Explore and use support systems for pre-career and other needs -Describe the effective use of different support systems for pre-career and other needs -Appreciate the value of support systems for pre-career and other needs |
- The learner is guided to define support systems and also use support systems for pre-career and other needs
-Learners in groups are guided to describe effective use of different support systems for pre-career and other needs |
What is a support system?
|
- MENTOR Social Studies Learner's Book pg 8
-Computing devices -Chart - MENTOR Social Studies Learner's Book pg 9 |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 4 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
COMMUNITY SERVICE-LEARNING |
Pre-career Support Systems - Solutions
Pre-career Support Systems - Career Mapping Community Service-Learning Project - Problem Identification |
By the end of the
lesson, the learner
should be able to:
-Design solutions to challenges arising from support systems -Define solutions to challenges arising from support systems -Appreciate solutions to challenges arising from support systems |
- The learner is guided to design solutions to challenges arising from support systems
-In groups, learners are guided to search for solutions to challenges arising from pre-existing career support systems |
What is the solution to challenges arising from support systems?
|
- MENTOR Social Studies Learner's Book pg 11
-Computing devices -Chart - MENTOR Social Studies Learner's Book pg 12 |
- Oral questions
-Oral report
-Observation
|
|
| 3 | 1 |
COMMUNITY SERVICE-LEARNING
|
Community Service-Learning Project - Problem Statement
Community Service-Learning Project - Solution Design Community Service-Learning Project - Planning |
By the end of the
lesson, the learner
should be able to:
-Identify a problem in the community -Write a statement of the problem -Demonstrate interest in addressing community problems -Appreciate the need to analyze problems in the community |
- Learner is guided to authenticate the problem/gap and write down the statement of the problem
-Learners in groups discuss the problem and validate its existence in the community |
Why does one need a well thought out solution to a community problem?
|
- MENTOR Social Studies Learner's Book pg 13
-Computing devices -Chart - MENTOR Social Studies Learner's Book pg 14 - MENTOR Social Studies Learner's Book pg 15 |
- Oral questions
-Oral report
-Observation
|
|
| 3 | 2 |
COMMUNITY SERVICE-LEARNING
|
Community Service-Learning Project - Implementation I
Community Service-Learning Project - Implementation II Community Service-Learning Project - Report Writing |
By the end of the
lesson, the learner
should be able to:
-Implement the plan to solve the problem -Execute specific tasks in the implementation plan -Value the importance of implementation in addressing community problems |
- Learner is guided to implement the plan prudently to address the identified problem
-Learners execute the project activities according to the plan and keep evidence of work done |
Why is reflection important in a project execution process?
|
- MENTOR Social Studies Learner's Book pg 16
-Computing devices -Chart - MENTOR Social Studies Learner's Book pg 17 |
- Oral questions
-Oral report
-Observation
|
|
| 3 | 3 |
COMMUNITY SERVICE-LEARNING
PEOPLE AND RELATIONSHIPS PEOPLE AND RELATIONSHIPS |
Community Service-Learning Project - Reflection
Socio-Economic Practices of Early Humans - Early Stone Age Period Socio-Economic Practices of Early Humans - Middle Stone Age Period |
By the end of the
lesson, the learner
should be able to:
-Appreciate teamwork in addressing community problems -Evaluate the impact of the project on the community -Value the importance of community service |
- Learner is guided to organize sharing of project outcomes for impacting others
-Learners reflect on the value of teamwork in addressing community problems |
Why is reflection important in a project execution process?
|
- MENTOR Social Studies Learner's Book pg 18
-Computing devices -Chart - MENTOR Social Studies Learner's Book pg. 19 -Digital devices -Pictures of early human tools -Charts - MENTOR Social Studies Learner's Book pg. 20 -Pictures of Middle Stone Age tools |
- Oral questions
-Oral report
-Observation
|
|
| 3 | 4 |
PEOPLE AND RELATIONSHIPS
|
Socio-Economic Practices of Early Humans - Late Stone Age Period
Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods |
By the end of the
lesson, the learner
should be able to:
-Describe the socio-economic practices of early humans in Africa during the Late Stone Age period -Identify the tools used by early humans during the Late Stone Age period -Appreciate the advancements made during the Late Stone Age period |
- Learners are guided to research on socio-economic practices of early humans during the Late Stone Age period
-Learners are guided to identify the microliths tools used during the Late Stone Age period -Learners discuss the improvement in shelter, agriculture and social organization during the Late Stone Age period |
How did the Late Stone Age period contribute to human civilization?
|
- MENTOR Social Studies Learner's Book pg. 22
-Digital devices -Pictures of Late Stone Age tools and settlements -Charts - MENTOR Social Studies Learner's Book pg. 23 -Resource person |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 1 |
PEOPLE AND RELATIONSHIPS
|
Socio-Economic Practices of Early Humans - Tools Illustration
Socio-Economic Practices of Early Humans - Relevance to Modern Society Indigenous Knowledge Systems in African Societies - Types and Agriculture |
By the end of the
lesson, the learner
should be able to:
-Illustrate the tools used by early humans during the Stone Age period -Explain the uses of different tools during the Stone Age period -Appreciate the technological advancement shown through the development of tools |
- Learners are guided to draw various types of tools used by early humans during the Stone Age period
-In groups, learners discuss the uses of different tools during the Stone Age period -Learners compose and sing songs recognizing the socio-economic practices of early humans |
What were the uses of tools during the Stone Age period?
|
- MENTOR Social Studies Learner's Book pg. 25
-Drawing materials -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 27 -Resource person -Debate materials - MENTOR Social Studies Learner's Book pg. 28 -Digital resources -Charts |
- Illustrations
-Oral presentations
-Observation
|
|
| 4 | 2 |
PEOPLE AND RELATIONSHIPS
|
Indigenous Knowledge Systems in African Societies - Medicine
Indigenous Knowledge Systems in African Societies - Climate Indigenous Knowledge Systems in African Societies - Environmental Conservation |
By the end of the
lesson, the learner
should be able to:
-Identify indigenous knowledge systems in medicine in African societies -Explain how indigenous medical knowledge was used for sustainability of life -Appreciate the contribution of indigenous medical knowledge to modern medicine |
- Learners are guided to research on indigenous medical knowledge in traditional African societies
-In groups, learners discuss how traditional medical knowledge was used for treating various ailments -Learners discuss the relevance of indigenous medical knowledge in modern society |
How has indigenous medical knowledge contributed to modern medicine?
|
- MENTOR Social Studies Learner's Book pg. 29
-Digital resources -Charts -Resource materials - MENTOR Social Studies Learner's Book pg. 30 - MENTOR Social Studies Learner's Book pg. 31 -Resource person |
- Oral questions
-Group presentations
-Written assignments
|
|
| 4 | 3 |
PEOPLE AND RELATIONSHIPS
|
Indigenous Knowledge Systems in African Societies - Technology
Indigenous Knowledge Systems in African Societies - Arts and Religion Indigenous Knowledge Systems in African Societies - Education |
By the end of the
lesson, the learner
should be able to:
-Identify indigenous knowledge systems in technology in African societies -Explain how indigenous technological knowledge was used for sustainability of life -Appreciate traditional technological innovations |
- Learners research on indigenous technological innovations like iron smelting, pottery, and tool making
-Learners discuss how traditional technology was used in daily life -Learners debate on the influence of indigenous technology on modern innovations |
How has indigenous technology influenced modern innovations?
|
- MENTOR Social Studies Learner's Book pg. 32
-Digital resources -Pictures of indigenous tools and technology -Charts - MENTOR Social Studies Learner's Book pg. 33 -Pictures of indigenous art -Resource person |
- Oral questions
-Group presentations
-Written tests
|
|
| 4 | 4 |
PEOPLE AND RELATIONSHIPS
|
Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge
Indigenous Knowledge Systems in African Societies - Preservation Poverty Reduction - Causes of Poverty |
By the end of the
lesson, the learner
should be able to:
-Use indigenous and modern knowledge systems for effective decision making in life -Explain how indigenous knowledge can be integrated with modern knowledge systems -Appreciate the complementary nature of indigenous and modern knowledge systems |
- Learners in pairs devise ways of using indigenous and modern knowledge systems for effective decision making
-Learners discuss areas where indigenous knowledge complements modern knowledge -Learners create posters showing the integration of indigenous and modern knowledge systems |
How can we integrate indigenous and modern knowledge systems?
|
- MENTOR Social Studies Learner's Book pg. 34
-Digital resources -Charts -Poster materials -Debate materials - MENTOR Social Studies Learner's Book pg. 35 -Pictures showing poverty |
- Oral questions
-Group presentations
-Posters evaluation
|
|
| 5 | 1 |
PEOPLE AND RELATIONSHIPS
|
Poverty Reduction - Resource Exploitation
Poverty Reduction - Economic Challenges |
By the end of the
lesson, the learner
should be able to:
-Examine the effects of overexploitation of natural resources on poverty in Africa -Identify how resource depletion contributes to poverty -Appreciate the need for sustainable resource use |
- Learners discuss the effects of overexploitation of natural resources on poverty in Africa
-Learners identify examples of resource depletion in their communities -Learners create awareness posters on the effects of overexploitation of resources |
How does overexploitation of resources contribute to poverty?
|
- MENTOR Social Studies Learner's Book pg. 37
-Digital resources -Pictures showing environmental degradation -Charts - MENTOR Social Studies Learner's Book pg. 38 -Newspapers with economic data |
- Oral questions
-Group presentations
-Written assignments
|
|
| 5 | 2 |
PEOPLE AND RELATIONSHIPS
|
Poverty Reduction - Creative Solutions
Poverty Reduction - Home-Grown Solutions Poverty Reduction - Impact of Strategies |
By the end of the
lesson, the learner
should be able to:
-Apply creative thinking skills to reduce poverty in the society -Develop ideas for poverty reduction -Appreciate the role of innovation in poverty reduction |
- Learners illustrate in pairs problem-solving skills to reduce poverty in the community
-Learners discuss smart agricultural practices for poverty reduction -Learners design projects that could help reduce poverty in their community |
How can we creatively address poverty in our communities?
|
- MENTOR Social Studies Learner's Book pg. 39
-Digital resources -Charts -Project materials - MENTOR Social Studies Learner's Book pg. 40 -Resource person - MENTOR Social Studies Learner's Book pg. 41 -Poster materials |
- Oral questions
-Project evaluation
-Written assignments
|
|
| 5 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Human Activities
Topographical Maps - Human Activities on Maps Topographical Maps - Enlarging Maps |
By the end of the
lesson, the learner
should be able to:
-Identify human activities on topographical maps -Describe how human activities are represented on topographical maps -Appreciate the representation of human activities on topographical maps |
- Learners study various map symbols and identify the human activities they represent
-Learners examine topographical map extracts to identify human activities -In groups, learners discuss how human activities are represented on topographical maps |
Why are topographical maps important?
|
- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts -Topographical map symbols -Digital devices - MENTOR Social Studies Learner's Book pg. 69 -Chart paper -Drawing materials - MENTOR Social Studies Learner's Book pg. 70 -Rulers -Graph paper |
- Oral questions
-Written assignments
-Observation
|
|
| 5 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Reducing Maps
Topographical Maps - Cross-sections Topographical Maps - Cross-sections with Human Activities |
By the end of the
lesson, the learner
should be able to:
-Explain the process of reducing parts of a topographical map -Use creative thinking skills to reduce parts of topographical maps -Value the importance of map reduction |
- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced -Learners practice reducing sections of topographical maps using a scale factor |
How do we reduce sections of topographical maps?
|
- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts -Rulers -Graph paper -Drawing materials - MENTOR Social Studies Learner's Book pg. 72 -Straight edge papers - MENTOR Social Studies Learner's Book pg. 73 -Digital devices |
- Practical assessment
-Observation
-Written assignments
|
|
| 6 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Practical Applications
Topographical Maps - Representation of Activities Internal Land Forming Processes - Earth Movements |
By the end of the
lesson, the learner
should be able to:
-Draw sketch maps of local areas showing human activities -Enlarge and reduce sections of sketch maps -Apply mapping skills in real-life situations |
- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce -Learners practice enlarging and reducing selected parts of their sketch maps |
How can we apply topographical map skills in real life?
|
- MENTOR Social Studies Learner's Book pg. 74
-Local area map -Drawing materials -Graph paper -Rulers - MENTOR Social Studies Learner's Book pg. 75 -Topographical maps -Library resources -Survey office resources - MENTOR Social Studies Learner's Book pg. 79 -Blocks of wood -Pictures of landforms -Marker pens -Digital resources |
- Sketch map evaluation
-Practical assessment
-Observation
|
|
| 6 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical Earth Movements |
By the end of the
lesson, the learner
should be able to:
-Describe horizontal earth movements -Explain how tensional, compressional, and shear forces affect crustal rocks -Appreciate how horizontal movements shape the landscape |
- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces -Learners identify natural environments formed as a result of horizontal earth movements |
What causes horizontal earth movements?
|
- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements -Clay or plasticine -Digital resources - MENTOR Social Studies Learner's Book pg. 81 |
- Oral questions
-Demonstrations
-Written assignments
|
|
| 6 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Causes of Earth Movements
Internal Land Forming Processes - Continental Drift Theory Internal Land Forming Processes - Plate Tectonics Theory |
By the end of the
lesson, the learner
should be able to:
-Identify causes of earth movements -Explain how different factors lead to earth movements -Appreciate the role of earth movements in landscape formation |
- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements -Learners match causes of earth movements with their explanations |
What factors lead to earth movements?
|
- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements -Drawing materials -Digital resources - MENTOR Social Studies Learner's Book pg. 85 -Flow charts -World maps - MENTOR Social Studies Learner's Book pg. 86 -World map showing major plates -Cardboard or manila paper |
- Oral questions
-Diagram evaluation
-Matching exercise
|
|
| 6 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains Internal Land Forming Processes - Formation of Tilt Blocks |
By the end of the
lesson, the learner
should be able to:
-Describe the formation of Rift Valley by tensional forces -Illustrate the formation of Rift Valley -Appreciate the role of faulting in the formation of Rift Valley |
- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley -Learners discuss how Rift Valley is formed by tensional forces |
How is the Rift Valley formed by tensional forces?
|
- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley -Drawing materials -Clay or plasticine -Digital resources - MENTOR Social Studies Learner's Book pg. 89 -Old carton boxes -Manila papers - MENTOR Social Studies Learner's Book pg. 90 -Diagrams showing formation of tilt blocks |
- Oral questions
-Diagram evaluation
-Written tests
|
|
| 7 |
Midterm break |
||||||||
| 8 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Formation of Escarpments
Internal Land Forming Processes - Types of Faults Internal Land Forming Processes - Effects of Faulting |
By the end of the
lesson, the learner
should be able to:
-Describe the formation of escarpments -Illustrate the formation of escarpments -Appreciate the role of faulting in the formation of escarpments |
- Learners study diagrams showing the formation of escarpments
-Learners discuss how tensional forces create parallel faults leading to escarpment formation -Learners illustrate the formation of escarpments in their notebooks |
How are escarpments formed?
|
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of escarpments -Drawing materials -Clay or plasticine - MENTOR Social Studies Learner's Book pg. 91 -Wooden blocks -Digital devices -Video clips - MENTOR Social Studies Learner's Book pg. 92 -Digital resources -Research materials -Role play materials |
- Oral questions
-Illustration assessment
-Written tests
|
|
| 8 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Landscape and Human Activities
Multi-purpose River Projects in Africa - Identification Multi-purpose River Projects in Africa - River Tana Projects |
By the end of the
lesson, the learner
should be able to:
-Describe the landscape in their locality -Explain how the landscape affects human activities -Create awareness on conservation of features formed by faulting |
- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting -Learners take walks in their locality to identify the shape of the landscape |
How does the landscape influence human activities in our locality?
|
- MENTOR Social Studies Learner's Book pg. 93
-Local environment -Poster materials -Chart paper -Drawing materials - MENTOR Social Studies Learner's Book pg. 97 -Map of Africa -Digital devices -Pictures of dams - MENTOR Social Studies Learner's Book pg. 98 -Digital resources -Pictures of River Tana |
- Oral questions
-Poster evaluation
-Observation
|
|
| 8 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Aswan High Dam
Multi-purpose River Projects in Africa - Economic Importance |
By the end of the
lesson, the learner
should be able to:
-Outline the conditions that led to the establishment of Aswan High Dam -Compare the establishment conditions of River Tana Projects and Aswan High Dam -Appreciate the importance of considering various factors before establishing river projects |
- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam -In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects |
What conditions led to the establishment of Aswan High Dam?
|
- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa -Drawing materials -Digital resources -Pictures of Aswan High Dam - MENTOR Social Studies Learner's Book pg. 99 -Pictures of river projects -Chart paper |
- Oral questions
-Comparison charts
-Written assignments
|
|
| 8 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Challenges
Multi-purpose River Projects in Africa - Solutions to Challenges Multi-purpose River Projects in Africa - Importance to Society |
By the end of the
lesson, the learner
should be able to:
-Assess challenges facing multi-purpose river projects in Africa -Explain how factors like flooding, siltation, drought affect river projects -Recognize the need to address challenges facing river projects |
- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams -In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam |
What challenges face multi-purpose river projects in Africa?
|
- MENTOR Social Studies Learner's Book pg. 100
-Digital resources -Chart paper -Pictures showing challenges - MENTOR Social Studies Learner's Book pg. 101 -Pictures of dredgers - MENTOR Social Studies Learner's Book pg. 102 -Speech writing materials |
- Oral questions
-Written assignments
-Group presentations
|
|
| 9 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Distinction
Management and Conservation of the Environment - Degradation Factors Management and Conservation of the Environment - Effects of Degradation |
By the end of the
lesson, the learner
should be able to:
-Distinguish between management of the environment and conservation of the environment -Explain the key differences between management and conservation -Appreciate the importance of both management and conservation |
- Learners study pictures showing management and conservation of the environment
-In groups, learners distinguish between management of the environment and conservation of the environment -Learners discuss key differences and write them in their notebooks |
Why is it important to conserve degraded environment?
|
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 106 -Pictures showing environmental degradation - MENTOR Social Studies Learner's Book pg. 108 -Pictures showing effects of degradation |
- Oral questions
-Written assignments
-Group presentations
|
|
| 9 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Conservation Measures
Management and Conservation of the Environment - Practical Applications Management and Conservation of the Environment - Project Planning |
By the end of the
lesson, the learner
should be able to:
-Design measures to manage and conserve the environment in the community -Explain different conservation approaches -Appreciate the importance of conservation efforts |
- Learners study pictures showing measures taken to manage and conserve the environment
-Learners design measures they would propose to community members on managing and conserving the environment -Learners organize themselves in groups and choose activities to conserve the environment |
What measures can we take to conserve our environment?
|
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 110 -Local materials for dustbins -Tree seedlings -Gardening tools - MENTOR Social Studies Learner's Book pg. 111 -Project planning materials -Poster materials |
- Oral questions
-Design evaluation
-Group presentations
|
|
| 9 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage World Heritage Sites in Africa - Conservation Measures |
By the end of the
lesson, the learner
should be able to:
-Identify the selected world heritage sites in Africa -Locate world heritage sites on a map of Africa -Appreciate the existence of world heritage sites in Africa |
- Learners read a story about various world heritage sites in Africa
-Learners identify five world heritage sites from the passage and name their locations -Learners discuss the features of different world heritage sites |
Why is it important to conserve the world heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa -Digital resources -Pictures of heritage sites - MENTOR Social Studies Learner's Book pg. 113 -Song composition materials - MENTOR Social Studies Learner's Book pg. 114 -Field visit materials -Clean-up materials |
- Oral questions
-Identification assessment
-Written assignments
|
|
| 9 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Strategies
World Heritage Sites in Africa - Global Significance |
By the end of the
lesson, the learner
should be able to:
-Apply critical thinking skills in conserving heritage sites within the locality -Create posters with information on heritage site conservation -Value the need to preserve heritage sites for future generations |
- Learners study the measures designed by Grade 9 learners to conserve heritage sites in their locality
-Learners create posters with the information showing measures to conserve world heritage sites -Learners compose poems on the importance of world heritage sites |
How can communities participate in heritage site conservation?
|
- MENTOR Social Studies Learner's Book pg. 115
-Poster materials -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 116 -Card making materials -Pictures of heritage sites |
- Poster evaluation
-Poem assessment
-Observation
|
|
| 10 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement The Constitution of Kenya - Importance of Understanding |
By the end of the
lesson, the learner
should be able to:
-Identify the stages in the constitution-making process in Kenya -Explain what happens in each stage of the constitution-making process -Appreciate the need for following a process in constitution-making |
- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation -Learners use digital devices or textbooks to research on the stages in the constitution-making process |
Why is constitution-making process in Kenya important?
|
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices -Pictures of constitution-making process -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 119 -Poster materials - MENTOR Social Studies Learner's Book pg. 120 -Resource person |
- Oral questions
-Written tests
-Observation
|
|
| 10 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Role of Parliament
The Constitution of Kenya - Role of Citizens The Constitution of Kenya - Citizen Participation |
By the end of the
lesson, the learner
should be able to:
-Examine the role of parliament in constitution-making process -Explain how parliamentary debates contribute to constitution-making -Value the importance of parliament in democratic governance |
- Learners study pictures showing parliamentary sessions
-Learners watch video clips on parliamentary debates about constitution-making process -Learners discuss the role of parliament in constitution-making |
How does the parliament contribute to constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 121
-Digital devices -Video clips -Pictures of parliamentary sessions - MENTOR Social Studies Learner's Book pg. 122 -Pictures of citizens' participation - MENTOR Social Studies Learner's Book pg. 123 -Chart materials -Debate materials |
- Oral questions
-Written assignments
-Video analysis
|
|
| 10 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Participating in Process
The Constitution of Kenya - Class Constitution The Constitution of Kenya - Defending the Constitution |
By the end of the
lesson, the learner
should be able to:
-Participate in the constitution-making process in community -Role-play constitution-making process -Appreciate the importance of active participation in civic processes |
- Learners study pictures showing citizens participating in constitution-making
-Learners role-play a constitution-making process with some playing citizens and others playing commissioners -Learners give views on issues they need addressed in the constitution |
How can we actively participate in constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 123
-Role-play materials -Digital devices -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 124 -Writing materials -Chart paper -Display board |
- Role-play evaluation
-Oral questions
-Observation
|
|
| 10 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Individual Activities
Civic Engagement - Collective Activities Civic Engagement - Creating Awareness |
By the end of the
lesson, the learner
should be able to:
-Identify individual civic engagement activities in Kenya -Explain how individual activities promote democracy -Appreciate the importance of individual civic participation |
- Learners read slogans about individual civic engagement activities
-Learners explain individual civic engagement activities from the slogans -Learners write essays on individual civic engagement activities in their community |
How does civic engagement promote good governance in the country?
|
- MENTOR Social Studies Learner's Book pg. 125
-Slogans on civic engagement -Digital devices -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 126 -Pictures of civic activities -Chart paper - MENTOR Social Studies Learner's Book pg. 127 -Poster materials -Internet resources -Civic journals |
- Oral questions
-Essay evaluation
-Written tests
|
|
| 11 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance |
By the end of the
lesson, the learner
should be able to:
-Illustrate the role of political parties in democratic governance -Explain how political parties promote democratic values -Appreciate the contribution of political parties to governance |
- Learners read a conversation about the role of political parties in democratic governance
-Learners identify how political parties promote national unity and democracy -In groups, learners name political parties in Kenya and discuss how they promote democratic governance |
How do political parties contribute to democratic governance?
|
- MENTOR Social Studies Learner's Book pg. 128
-Digital devices -Newspapers -Political party manifestos - MENTOR Social Studies Learner's Book pg. 129 -Debate materials -Political party information |
- Oral questions
-Group presentations
-Written assignments
|
|
| 11 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions Civic Engagement - School Elections |
By the end of the
lesson, the learner
should be able to:
-Outline positions vied for in a general election in Kenya -Identify leaders holding different elective positions -Appreciate the electoral system in Kenya |
- Learners study pictures showing voting activities
-Learners identify positions being vied for as shown in ballot boxes -Learners read articles about elective positions in Kenya -Learners name leaders holding different elective positions |
What are the elective positions in Kenya's governance system?
|
- MENTOR Social Studies Learner's Book pg. 130
-Pictures of ballot boxes -Digital devices -Newspaper articles - MENTOR Social Studies Learner's Book pg. 131 -Diagram templates -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 132 -Election materials -Ballot boxes -Campaign materials |
- Oral questions
-Written tests
-Observation
|
|
| 11 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding Kenya's Bill of Rights - Research |
By the end of the
lesson, the learner
should be able to:
-Compose poems on promoting values in school -Recite poems during school events -Value integrity, peace, and social justice |
- Learners compose poems on promoting values like integrity, peace, and social justice
-Learners recite poems during school events -Learners take part in local civic engagement activities |
How can we promote civic values in our community?
|
- MENTOR Social Studies Learner's Book pg. 132
-Poem composition materials -Digital devices -Community resources - MENTOR Social Studies Learner's Book pg. 133 -The Constitution of Kenya -Pictures showing human rights - MENTOR Social Studies Learner's Book pg. 134 -Chart paper |
- Poem evaluation
-Recitation assessment
-Participation observation
|
|
| 11 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Special Groups
Kenya's Bill of Rights - Protection of Special Groups Kenya's Bill of Rights - Application |
By the end of the
lesson, the learner
should be able to:
-Examine human rights of special groups for promotion of social justice and inclusivity -Identify rights of elderly, refugees, and migrants -Appreciate the importance of protecting special groups |
- Learners study pictures showing special groups like elderly, refugees, and migrants
-Learners discuss what makes these people special -Learners identify the human rights of special groups promoted in the pictures |
What special protections do vulnerable groups need?
|
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups -The Constitution of Kenya -Digital devices - MENTOR Social Studies Learner's Book pg. 136 -Chart paper - MENTOR Social Studies Learner's Book pg. 137 -Case studies |
- Oral questions
-Written assignments
-Group presentations
|
|
| 12 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Assertiveness
Kenya's Bill of Rights - Empathy for Special Groups Kenya's Bill of Rights - Strategies for Protection |
By the end of the
lesson, the learner
should be able to:
-Develop assertiveness necessary in standing up for human rights -Role play situations demonstrating assertiveness -Value the importance of standing up for rights |
- Learners role play situations that bring out assertiveness in standing up for human rights
-Learners compose poems or songs that bring out assertiveness in standing up for human rights -Learners create declarations to stand up for human rights |
How can we develop assertiveness in defending human rights?
|
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials -Digital devices -Song/poem composition materials - MENTOR Social Studies Learner's Book pg. 139 -Pictures showing empathy -Chart paper - MENTOR Social Studies Learner's Book pg. 140 -Table templates -The Constitution of Kenya |
- Role play assessment
-Song/poem evaluation
-Declaration quality
|
|
| 12 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Practical Application
Cultural Globalisation - Global Recognition Cultural Globalisation - Kenyan Cultural Items |
By the end of the
lesson, the learner
should be able to:
-Identify values that promote human rights -Explain how these values promote respect for human rights -Embrace respect for human rights in society |
- Learners identify values from a "fruit tree" that promote human rights
-Learners explain how the values picked promote respect for human rights in society -Learners visit nearby homes for the elderly to learn about human rights promotion |
How do values translate into human rights protection?
|
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram -Digital devices -Nearby homes for elderly - MENTOR Social Studies Learner's Book pg. 142 -Pictures of Kenyan cultural items -Chart paper - MENTOR Social Studies Learner's Book pg. 143 -Pictures of cultural items -Cultural artifacts |
- Oral questions
-Value explanation assessment
-Visit reports
|
|
| 12 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - African Cultural Practices
Cultural Globalisation - African Philosophies |
By the end of the
lesson, the learner
should be able to:
-Examine African cultural practices in promoting a common humanity -Identify practices that enhance cultural globalisation -Appreciate how cultural practices promote common humanity |
- Learners study pictures showing African cultural practices
-Learners examine how the practices enhance cultural globalisation and common humanity -Learners discuss how they promote humanity in school, home, and community |
How do African cultural practices promote common humanity?
|
- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices -Digital devices -Cultural artifacts - MENTOR Social Studies Learner's Book pg. 145 -Research materials -Cultural information |
- Oral questions
-Written assignments
-Group discussions
|
|
| 12 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Cultural Preservation
Cultural Globalisation - Healthy Relationships Cultural Globalisation - Speeches on Cultural Relationships Cultural Globalisation - Global Citizenship Cultural Globalisation - International Cultural Exchange |
By the end of the
lesson, the learner
should be able to:
-Explore ways of preserving cultural elements that promotes global citizenship -Plan for preservation of cultural elements -Value the importance of cultural preservation |
- Learners visit local cultural centers with teacher guidance
-Learners prepare materials to preserve cultural elements that promote global citizenship -Learners establish cultural museum centers in class |
How can we preserve cultural elements that promote global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials -Digital devices -Local cultural centers - MENTOR Social Studies Learner's Book pg. 147 -Pictures of cultural activities -Chart paper - MENTOR Social Studies Learner's Book pg. 148 -Speech texts -Chart materials -Research materials - MENTOR Social Studies Learner's Book pg. 149 -Road map diagrams -Poster materials - MENTOR Social Studies Learner's Book pg. 150 -Debate materials -Documentation materials |
- Oral questions
-Museum quality assessment
-Participation observation
|
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