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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
Natural and the Built Environments
|
1.1 Position and Size of Countries in Eastern Africa - Countries of Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the countries of Eastern Africa on a map -Describe the position of countries in Eastern Africa -Show interest in learning about Eastern Africa |
-Brainstorm countries in Eastern Africa on a map, and share in class -Contribute to group decision making as they locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media -Use digital devices to establish the sizes in square kilometres of countries in Eastern Africa |
How would we determine the position of countries in Eastern Africa?
|
-KLB Social Studies pg. 2-4 -Maps of Eastern Africa -Digital resources -Internet access -Atlases |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 1 |
Natural and the Built Environments
|
1.1 Position and Size of Countries in Eastern Africa - Latitudes and Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Draw, color and display the map of Eastern Africa in class -Use latitudes and longitudes to locate places on a map -Value the Eastern African countries |
-Draw, color and display the map of Eastern Africa in class -In pairs, identify latitudes and longitudes of Eastern Africa using appropriate media -Practice locating places on a map using latitudes and longitudes using appropriate media -Sing the East African Community Anthem |
How would we determine the position of countries in Eastern Africa?
|
-KLB Social Studies pg. 5-8 -Maps with latitudes and longitudes -Digital resources -Internet access -Atlases |
-Observation
-Oral questions
-Written tests
|
|
| 3 | 2 |
Natural and the Built Environments
|
1.1 Position and Size of Countries in Eastern Africa - Latitudes and Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Draw, color and display the map of Eastern Africa in class -Use latitudes and longitudes to locate places on a map -Value the Eastern African countries |
-Draw, color and display the map of Eastern Africa in class -In pairs, identify latitudes and longitudes of Eastern Africa using appropriate media -Practice locating places on a map using latitudes and longitudes using appropriate media -Sing the East African Community Anthem |
How would we determine the position of countries in Eastern Africa?
|
-KLB Social Studies pg. 5-8 -Maps with latitudes and longitudes -Digital resources -Internet access -Atlases |
-Observation
-Oral questions
-Written tests
|
|
| 3 | 3 |
Natural and the Built Environments
|
1.2 Main Physical Features in Eastern Africa - Mountains (Volcanic mountains)
|
By the end of the
lesson, the learner
should be able to:
-Identify the main physical features in Eastern Africa on a map -Describe the formation of volcanic mountains in Eastern Africa -Value the physical features within the locality |
-Discuss, in groups, and identify the main physical features in Eastern Africa: Mountains (Volcanic and block) -Use digital devices to describe the formation of the main physical features in Eastern Africa -Explore and identify the physical features within the locality |
1. How can we conserve physical features that are found in our locality?
-2. Why are physical features important?
|
-KLB Social Studies pg. 14-20 -Maps of Eastern Africa -Digital resources -Internet access -Pictures of physical features |
-Observation
-Oral questions
-Project work
|
|
| 3 | 4 |
Natural and the Built Environments
|
1.2 Main Physical Features in Eastern Africa - Mountains (Block mountains) and Rift Valley
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of block mountains in Eastern Africa -Describe the formation of the Rift Valley in Eastern Africa -Value the physical features in Eastern Africa |
-Use digital devices to describe the formation of block mountains and the Rift Valley in Eastern Africa -Draw diagrams showing the formation of block mountains and the Rift Valley -Discuss ways of conserving the physical features within the locality |
1. How can we conserve physical features that are found in our locality?
-2. Why are physical features important?
|
-KLB Social Studies pg. 21-24 -Maps of Eastern Africa -Digital resources -Internet access -Pictures of physical features |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 1 |
Natural and the Built Environments
|
1.2 Main Physical Features in Eastern Africa - Lakes (Rift Valley, Crater, Downwarping)
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of lakes in Eastern Africa -Draw a map of Eastern Africa and label the main physical features -Value the physical features within the locality |
-Use digital devices to describe the formation of lakes in Eastern Africa -Draw a map of Eastern Africa, locate the main physical features, and display in class -Discuss ways of conserving the physical features within the locality to promote environmental education |
1. How can we conserve physical features that are found in our locality?
-2. Why are physical features important?
|
-KLB Social Studies pg. 25-30 -Maps of Eastern Africa -Digital resources -Internet access -Pictures of lakes |
-Observation
-Project work
-Written tests
|
|
| 4 | 2 |
Natural and the Built Environments
|
1.2 Main Physical Features in Eastern Africa - Plains (Formation and conservation)
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of plains in Eastern Africa -Demonstrate ways of conserving physical features in Eastern Africa -Value the physical features within the locality |
-Use digital devices to describe the formation of plains in Eastern Africa -Participate in conservation activities for physical features within the locality -Visit local physical features and write a report |
1. How can we conserve physical features that are found in our locality?
-2. Why are physical features important?
|
-KLB Social Studies pg. 25-30 -Maps of Eastern Africa -Digital resources -Internet access -Pictures of plains |
-Observation
-Written assignments
-Project work
|
|
| 4 | 3 |
Natural and the Built Environments
|
1.2 Main Physical Features in Eastern Africa - Plains (Formation and conservation)
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of plains in Eastern Africa -Demonstrate ways of conserving physical features in Eastern Africa -Value the physical features within the locality |
-Use digital devices to describe the formation of plains in Eastern Africa -Participate in conservation activities for physical features within the locality -Visit local physical features and write a report |
1. How can we conserve physical features that are found in our locality?
-2. Why are physical features important?
|
-KLB Social Studies pg. 25-30 -Maps of Eastern Africa -Digital resources -Internet access -Pictures of plains |
-Observation
-Written assignments
-Project work
|
|
| 4 | 4 |
Natural and the Built Environments
|
1.3 Climatic Regions in Eastern Africa - Equatorial Climate
|
By the end of the
lesson, the learner
should be able to:
-Identify the main climatic regions in Eastern Africa on a map -Describe characteristics of the equatorial climatic region in Eastern Africa -Acknowledge the main climatic regions in Eastern Africa |
-Brainstorm the climatic regions in Eastern Africa and present to the rest of the class -Discuss the characteristics of equatorial climate in Eastern Africa, and do class presentations -Observe safety precautions and practices as they use digital devices/print resources to draw the main equatorial climatic region of Eastern Africa |
How can climate influence our day-to-day activities?
|
-KLB Social Studies pg. 31-34 -Maps of climatic regions -Digital resources -Photographs of different climatic regions |
-Observation
-Oral questions
-Project work
|
|
| 5 | 1 |
Natural and the Built Environments
|
1.3 Climatic Regions in Eastern Africa - Tropical and Sub-tropical Climate
|
By the end of the
lesson, the learner
should be able to:
-Describe characteristics of the tropical and sub-tropical climatic regions in Eastern Africa -Draw a map showing tropical and sub-tropical climatic regions -Acknowledge the main climatic regions in Eastern Africa |
-Discuss the characteristics of tropical and sub-tropical climate regions in Eastern Africa, and do class presentations -Draw maps showing tropical and sub-tropical climatic regions -Observe safety precautions and practices as they use digital devices/print resources to learn about climatic regions |
How can climate influence our day-to-day activities?
|
-KLB Social Studies pg. 35-37 -Maps of climatic regions -Digital resources -Photographs of different climatic regions |
-Observation
-Written assignments
-Project work
|
|
| 5 | 2 |
Natural and the Built Environments
|
1.3 Climatic Regions in Eastern Africa - Mountain and Desert Climate
|
By the end of the
lesson, the learner
should be able to:
-Describe characteristics of the mountain and desert climatic regions in Eastern Africa -Draw a map showing mountain and desert climatic regions -Acknowledge the main climatic regions in Eastern Africa |
-Discuss the characteristics of mountain and desert climate regions in Eastern Africa, and do class presentations -Draw maps showing mountain and desert climatic regions -Compose poems that address effects of climatic change on human activities |
How can climate influence our day-to-day activities?
|
-KLB Social Studies pg. 38-40 -Maps of climatic regions -Digital resources -Photographs of mountain and desert climates |
-Observation
-Oral questions
-Written tests
|
|
| 5 | 3 |
Natural and the Built Environments
|
1.3 Climatic Regions in Eastern Africa - Climate and Human Activities
|
By the end of the
lesson, the learner
should be able to:
-Explain ways in which climate influences human activities in Eastern Africa -Appreciate the role of climate in human activities -Acknowledge the main climatic regions in Eastern Africa |
-Use digital devices/print media to find out how climate influences human activities -Discuss how climate influences various human activities in Eastern Africa -Compose poems that address effects of climatic change on human activities |
How can climate influence our day-to-day activities?
|
-KLB Social Studies pg. 38-40 -Digital resources -Internet access -Reference books |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 4 |
Natural and the Built Environments
|
1.3 Climatic Regions in Eastern Africa - Climate and Human Activities
|
By the end of the
lesson, the learner
should be able to:
-Explain ways in which climate influences human activities in Eastern Africa -Appreciate the role of climate in human activities -Acknowledge the main climatic regions in Eastern Africa |
-Use digital devices/print media to find out how climate influences human activities -Discuss how climate influences various human activities in Eastern Africa -Compose poems that address effects of climatic change on human activities |
How can climate influence our day-to-day activities?
|
-KLB Social Studies pg. 38-40 -Digital resources -Internet access -Reference books |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
Natural and the Built Environments
|
1.4 Vegetation in Eastern Africa - Tropical Rainforest and Savanna Grassland
|
By the end of the
lesson, the learner
should be able to:
-Identify the main types of vegetation in Eastern Africa on a map -Describe the characteristics of tropical rainforest and savanna grassland in Eastern Africa -Value vegetation found at home and school |
-Brainstorm, in pairs, the main types of vegetation in Eastern Africa, and share in class -Discuss the characteristics of tropical rainforest and savanna grassland in Eastern Africa -Draw a map of Eastern Africa indicating the main types of vegetation |
How can we conserve vegetation in our environment?
|
-KLB Social Studies pg. 41-45 -Maps of vegetation -Digital resources -Internet access -Pictures of vegetation |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 2 |
Natural and the Built Environments
|
1.4 Vegetation in Eastern Africa - Desert and Mountain Vegetation
|
By the end of the
lesson, the learner
should be able to:
-Describe the characteristics of desert and mountain vegetation in Eastern Africa -Draw a map of Eastern Africa and label the main types of vegetation -Value vegetation found at home and school |
-Discuss the characteristics of desert and mountain vegetation in Eastern Africa -Draw a map of Eastern Africa indicating desert and mountain vegetation types -Plan and carry out activities on conservation of vegetation within the locality |
How can we conserve vegetation in our environment?
|
-KLB Social Studies pg. 46-50 -Maps of vegetation -Digital resources -Internet access -Pictures of vegetation |
-Observation
-Project work
-Written tests
|
|
| 6 | 3 |
Natural and the Built Environments
|
1.4 Vegetation in Eastern Africa - Conservation of Vegetation
|
By the end of the
lesson, the learner
should be able to:
-Explain ways of conserving vegetation in the environment -Demonstrate conservation practices for vegetation -Value vegetation found at home and school |
-Discuss ways of conserving vegetation in the environment -Plan and carry out activities on conservation of vegetation within the locality -Create posters on conservation of vegetation |
How can we conserve vegetation in our environment?
|
-KLB Social Studies pg. 46-50 -Digital resources -Internet access -Reference books -Local vegetation |
-Observation
-Project work
-Oral questions
|
|
| 6 | 4 |
Natural and the Built Environments
|
1.5 Historic Built Environments - Museums
|
By the end of the
lesson, the learner
should be able to:
-Identify the main historic built environments in Eastern Africa on a map -Describe the importance of museums as historic built environments in Eastern Africa -Value historic built environments in Eastern Africa |
-Use digital/print resources to identify museums in Eastern Africa -Discuss the importance of museums in Eastern Africa -Engage with a resource person to learn about the importance of museums in Eastern Africa |
Why should we conserve the historic built environments?
|
-KLB Social Studies pg. 52-55 -Digital resources -Internet access -Pictures of historic built environments -Resource person |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 1 |
Natural and the Built Environments
|
1.5 Historic Built Environments - Monuments
|
By the end of the
lesson, the learner
should be able to:
-Identify monuments as historic built environments in Eastern Africa -Describe the importance of monuments in Eastern Africa -Value historic built environments in Eastern Africa |
-Use digital/print resources to identify monuments in Eastern Africa -Discuss the importance of monuments in Eastern Africa -Practice self-drive as they compose and recite poems on the importance of monuments in Eastern Africa |
Why should we conserve the historic built environments?
|
-KLB Social Studies pg. 56-58 -Digital resources -Internet access -Pictures of monuments |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 2 |
Natural and the Built Environments
|
1.5 Historic Built Environments - Monuments
|
By the end of the
lesson, the learner
should be able to:
-Identify monuments as historic built environments in Eastern Africa -Describe the importance of monuments in Eastern Africa -Value historic built environments in Eastern Africa |
-Use digital/print resources to identify monuments in Eastern Africa -Discuss the importance of monuments in Eastern Africa -Practice self-drive as they compose and recite poems on the importance of monuments in Eastern Africa |
Why should we conserve the historic built environments?
|
-KLB Social Studies pg. 56-58 -Digital resources -Internet access -Pictures of monuments |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 3 |
Natural and the Built Environments
|
1.5 Historic Built Environments - Historic Buildings
|
By the end of the
lesson, the learner
should be able to:
-Identify historic buildings in Eastern Africa -Describe the importance of historic buildings in Eastern Africa -Value historic built environments in Eastern Africa |
-Use digital/print resources to identify historic buildings in Eastern Africa -Discuss the importance of historic buildings in Eastern Africa -Practice self-drive as they compose and recite poems on the importance of historic buildings in Eastern Africa |
Why should we conserve the historic built environments?
|
-KLB Social Studies pg. 59-61 -Digital resources -Internet access -Pictures of historic buildings |
-Observation
-Oral questions
-Written tests
|
|
| 7 | 4 |
Natural and the Built Environments
|
1.5 Historic Built Environments - Conservation of Historic Built Environments
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways of conserving historic built environments in Eastern Africa -Create awareness on conservation of historic built environments -Value historic built environments within the locality |
-Discuss ways of conserving historic built environments in Eastern Africa -Create a cultural corner in school for preservation of culture -Create posters on conservation of historic built environments |
Why should we conserve the historic built environments?
|
-KLB Social Studies pg. 59-61 -Digital resources -Internet access -Pictures of historic built environments -Local artefacts |
-Observation
-Project work
-Written assignments
|
|
| 8 | 1 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Classification of Communities
|
By the end of the
lesson, the learner
should be able to:
-Describe the classification of communities in Eastern Africa according to language groups -Identify communities belonging to different language groups in Eastern Africa -Appreciate the language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups -Use digital/print resources to identify communities belonging to different language groups -Sort communities according to their language groups through class activities -Know their language groups |
Why do people migrate?
|
-KLB Social Studies pg. 64-67 -Pictures of people from different language groups -Digital resources -Internet access -Charts |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 8 | 2 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Classification of Communities
|
By the end of the
lesson, the learner
should be able to:
-Describe the classification of communities in Eastern Africa according to language groups -Identify communities belonging to different language groups in Eastern Africa -Appreciate the language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups -Use digital/print resources to identify communities belonging to different language groups -Sort communities according to their language groups through class activities -Know their language groups |
Why do people migrate?
|
-KLB Social Studies pg. 64-67 -Pictures of people from different language groups -Digital resources -Internet access -Charts |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 8 | 3 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Bantu and Nilotes)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Bantu into Eastern Africa -Explain the reasons for migration of Nilotes into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Bantu into Eastern Africa -Role-play scenarios depicting reasons for migration of selected language groups into Eastern Africa -Use digital/print resources to research reasons for migration of selected language groups |
Why do people migrate?
|
-KLB Social Studies pg. 68-70 -Digital resources -Internet access -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 8 | 4 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of Cushites into Eastern Africa -Explain the reasons for migration of Semites into Eastern Africa -Appreciate unity of language groups in Eastern Africa |
-Discuss the reasons for migration of Cushites into Eastern Africa -Role-play scenarios depicting reasons for migration of Semites into Eastern Africa -Use digital/print resources to research reasons for migration |
Why do people migrate?
|
-KLB Social Studies pg. 71-73 -Digital resources -Internet access -Reference books -Maps |
-Observation
-Oral Questions
-Written assignments
|
|
| 9 | 1 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Movement and Settlement
|
By the end of the
lesson, the learner
should be able to:
-Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map -Trace routes of migration on a map -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the movement and settlement of selected language groups into Eastern Africa -Draw the movement routes followed by the selected language groups on a map of Eastern Africa -Discuss the movement of language groups using maps |
Why do people migrate?
|
-KLB Social Studies pg. 74-76 -Maps showing migration routes -Digital resources -Internet access |
-Observation
-Project Work
-Written assignments
|
|
| 9 | 2 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Effects of Migration and Settlement
|
By the end of the
lesson, the learner
should be able to:
-Describe the effects of the migration and settlement of selected language groups in Eastern Africa -Identify positive and negative effects of migration -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern Africa -Discuss the effects of movement and settlement of selected language groups in Eastern Africa and write a report -Engage in group discussions on effects of migration |
Why do people migrate?
|
-KLB Social Studies pg. 76-78 -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 9 | 3 |
People, Population and Social Organisations
|
2.1 Language Groups in Eastern Africa - Effects of Migration and Settlement
|
By the end of the
lesson, the learner
should be able to:
-Describe the effects of the migration and settlement of selected language groups in Eastern Africa -Identify positive and negative effects of migration -Appreciate unity of language groups in Eastern Africa |
-Use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern Africa -Discuss the effects of movement and settlement of selected language groups in Eastern Africa and write a report -Engage in group discussions on effects of migration |
Why do people migrate?
|
-KLB Social Studies pg. 76-78 -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 9 | 4 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Factors Influencing Population
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Identify physical factors affecting population distribution -Acknowledge population distribution in Eastern Africa |
-Brainstorm factors influencing population distribution in Eastern Africa and share in class -Use digital resources to research factors affecting population distribution -Discuss how climate, soil fertility, and natural resources affect population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 80-83 -Maps showing population distribution -Digital resources -Internet access -Photographs and pictures |
-Observation
-Oral Questions
-Teacher-made tests
|
|
| 10 | 1 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Areas of High and Low Population
|
By the end of the
lesson, the learner
should be able to:
-Locate areas of high and low population density in Eastern Africa on a map -Identify reasons for population distribution patterns -Acknowledge population distribution in Eastern Africa |
-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources -Identify and label areas of high and low population density on a map -Compare population distribution across Eastern African countries |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 83-85 -Maps showing population distribution -Digital resources -Internet access -Atlas |
-Observation
-Project Work
-Written assignments
|
|
| 10 | 2 |
People, Population and Social Organisations
|
2.2 Population Distribution in Eastern Africa - Effects of High Population
|
By the end of the
lesson, the learner
should be able to:
-Explain effects of high population density in Eastern Africa -Identify positive and negative effects of high population density -Acknowledge population distribution in Eastern Africa |
-Discuss the effects of high population density in Eastern Africa and write a report -Use digital/print resources to research the effects of high population -Share with parents/guardians the effects of high population density in Eastern Africa |
Why are some parts of Eastern Africa more populated than others?
|
-KLB Social Studies pg. 85-87 -Photographs of areas with high population density -Digital resources -Internet access |
-Observation
-Written assignments
-Oral Questions
|
|
| 10 | 3 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Age-groups and Age-sets
|
By the end of the
lesson, the learner
should be able to:
-Describe age-groups and age-sets in African traditional society -Identify the features of age-groups and age-sets -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Brainstorm features of age-groups and age-sets and share in class -Use digital/print resources to identify features of age-groups and age-sets -Discuss the roles of age-groups and age-sets in traditional African society |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 88-90 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 10 | 4 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Age-groups and Age-sets
|
By the end of the
lesson, the learner
should be able to:
-Describe age-groups and age-sets in African traditional society -Identify the features of age-groups and age-sets -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Brainstorm features of age-groups and age-sets and share in class -Use digital/print resources to identify features of age-groups and age-sets -Discuss the roles of age-groups and age-sets in traditional African society |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 88-90 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 11 | 1 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Functions of a Clan
|
By the end of the
lesson, the learner
should be able to:
-Explain the functions of a clan in traditional African society -Identify the role of clans in maintaining social order -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Discuss the functions of a clan in traditional African society -Interview resource persons on the functions of clans -Use digital/print resources to research the roles of clans |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 90-92 -Digital resources -Internet access -Resource persons -Reference books |
-Observation
-Oral Questions
-Written assignments
|
|
| 11 | 2 |
People, Population and Social Organisations
|
2.3 Culture and Social Organisation - Traditional Culture to Preserve
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Value the positive aspects of African traditional culture -Desire to uphold aspects of African traditional culture that ought to be preserved |
-Create posters on aspects of African traditional culture that ought to be preserved -Sing songs on aspects of African traditional culture that ought to be preserved -Display and discuss cultural artifacts |
How would we preserve positive aspects of African traditional culture?
|
-KLB Social Studies pg. 92-94 -Pictures of cultural items -Digital resources -Internet access -Cultural artifacts |
-Observation
-Project Work
-Written assignments
|
|
| 11 | 3 |
People, Population and Social Organisations
|
2.4 School and Community - Ways of Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Identify ways in which the school collaborates with the community -Give examples of collaborative activities -Appreciate the collaboration between the school and community |
-Brainstorm ways in which the school collaborates with the community -Visit community institutions that collaborate with the school -Use digital/print resources to research school-community collaborations |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 95-97 -Photographs and pictures -Digital resources -Internet access -Resource persons |
-Observation
-Oral Questions
-Written assignments
|
|
| 11 | 4 |
People, Population and Social Organisations
|
2.4 School and Community - Benefits of Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Explain the benefits of collaboration between school and the community -Identify mutual benefits to both the school and community -Appreciate the collaboration between the school and community |
-Discuss benefits of collaboration between the school and the community and present in class -Interview school and community leaders about collaborative benefits -Use digital/print resources to research successful school-community partnerships |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 98-99 -Digital resources -Internet access -Resource persons -Newspaper cuttings |
-Observation
-Oral Questions
-Written assignments
|
|
| 12 | 1 |
People, Population and Social Organisations
|
2.4 School and Community - Demonstrating Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways in which the school collaborates with the community -Participate in collaborative activities -Appreciate the collaboration between the school and community |
-Role-play ways in which the school collaborates with the community -Participate in community service activities -Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 100-101 -Digital resources -Internet access -Resource persons -Local environment |
-Observation
-Project Work
-Written assignments
|
|
| 12 | 2 |
People, Population and Social Organisations
|
2.4 School and Community - Demonstrating Collaboration
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways in which the school collaborates with the community -Participate in collaborative activities -Appreciate the collaboration between the school and community |
-Role-play ways in which the school collaborates with the community -Participate in community service activities -Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community |
How can the school collaborate with the community?
|
-KLB Social Studies pg. 100-101 -Digital resources -Internet access -Resource persons -Local environment |
-Observation
-Project Work
-Written assignments
|
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