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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1-14 |
Likizo fupi |
||||||||
| 2 | 1 |
Natural and Historic Built Environment
|
Weather and Climate: Factors influencing weather and climate in Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of weather. Identify the factors that influence weather and Climate. Demonstrate how the factors influence weather and climate. Have a desire to learn more about weather and climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of weather.
In groups, in pairs or individually, learners are guided to Identify the factors that influence weather and Climate In groups, in pairs or individually, learners are guided to demonstrate how the factors influence weather and climate. |
What is weather?
|
MTP; Social Studies Learner's Book Grade 8 pg. 121-122
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Natural and Historic Built Environment
|
Distribution and characteristics of climatic regions in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify the main climatic regions in Africa. Draw the map of Africa. Identify the countries where each climatic region covers. Appreciate the importance of climatic regions. |
In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa. In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers. |
What is climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 123-124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Natural and Historic Built Environment
|
Distribution and characteristics of climatic regions in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify the main climatic regions in Africa. Draw the map of Africa. Identify the countries where each climatic region covers. Appreciate the importance of climatic regions. |
In groups, in pairs or individually, learners are guided to identify the main climatic regions in Africa.
In groups, in pairs or individually, learners are guided to draw the map of Africa. In groups, in pairs or individually, learners are guided to identify the countries where each climatic region covers. |
What is climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 123-124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Natural and Historic Built Environment
|
Equatorial Climate
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of equatorial. Identify characteristics of equatorial climate. Search in atlases for information about where equatorial climate is experienced in Africa. Appreciate the importance of equatorial climate. |
In groups, in pairs or individually, learners are guided to explain the meaning of equatorial.
In groups, in pairs or individually, learners are guided to identify characteristics of equatorial climate In groups, in pairs or individually, learners are guided to search in atlases for information about where equatorial climate is experienced in Africa. |
What is equatorial climate?
What are the characteristics of equatorial climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 124
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Natural and Historic Built Environment
|
Tropical climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical climate. List the countries whose coastal areas experienced the described climate. Search in atlases for information about where tropical climate is experienced in Africa. Appreciate the importance of tropical climate. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa. |
What are the characteristics of modified tropical climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 125-126
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Natural and Historic Built Environment
|
Tropical climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical climate. List the countries whose coastal areas experienced the described climate. Search in atlases for information about where tropical climate is experienced in Africa. Appreciate the importance of tropical climate. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical climate.
In groups, in pairs or individually, learners are guided to list the countries whose coastal areas experienced the described climate. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical climate is experienced in Africa. |
What are the characteristics of modified tropical climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 125-126
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Natural and Historic Built Environment
|
Desert climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of desert climate. List down the areas where climate region is experienced. Search in atlases for information about where desert climate is experienced in Africa. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of desert climate.
In groups, in pairs or individually, learners are guided to list down the areas where climate region is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where desert climate is experienced in Africa. |
What are the characteristics of semi-arid climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 126-129
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Natural and Historic Built Environment
|
Mediterranean climate.
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Mediterranean climate. Search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. Appreciate the use of maps. |
In groups, in pairs or individually, learners are guided to identify the characteristics of Mediterranean climate.
In groups, in pairs or individually, learners are guided to search for pictures of Mediterranean climate on the Internet, atlases and relevant textbooks and articles. |
What are the characteristics of Mediterranean climate?
|
MTP; Social Studies Learner's Book Grade 8 pg. 129-131
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Natural and Historic Built Environment
|
Causes and effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
State the effects of climate change in the environment. Identify the causes of climate change in the environment. Categorise the factors as human factors or natural factors. Have a desire to learn more about climate change. |
In groups, in pairs or individually, learners are guided to state the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to identify the causes of climate change in the environment. In groups, in pairs or individually, learners are guided to categorise the factors as human factors or natural factors. |
What are the effects of climate change in the environment?
What are the causes of climate change in the environment?
|
MTP; Social Studies Learner's Book Grade 8 pg. 131-136
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Natural and Historic Built Environment
|
Causes and effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
State the effects of climate change in the environment. Identify the causes of climate change in the environment. Categorise the factors as human factors or natural factors. Have a desire to learn more about climate change. |
In groups, in pairs or individually, learners are guided to state the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to identify the causes of climate change in the environment. In groups, in pairs or individually, learners are guided to categorise the factors as human factors or natural factors. |
What are the effects of climate change in the environment?
What are the causes of climate change in the environment?
|
MTP; Social Studies Learner's Book Grade 8 pg. 131-136
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Natural and Historic Built Environment
|
Possible solutions to the effects of climate change in the environment.
|
By the end of the
lesson, the learner
should be able to:
Identify possible solutions to the effects of climate change in the environment. State the importance of taking care of the environment. Demonstrate how technology can be used to save the world from climate change. Appreciate the importance of the environment. |
In groups, in pairs or individually, learners are guided to identify possible solutions to the effects of climate change in the environment.
In groups, in pairs or individually, learners are guided to state the importance of taking care of the environment. In groups, in pairs or individually, learners are guided to demonstrate how technology can be used to save the world from climate change. |
What are possible solutions to the effects of climate change in the environment?
What care should you give to trees and natural vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 136-139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Natural and Historic Built Environment
|
Vegetation in Africa: Factors influencing vegetation distribution in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify factors influencing vegetation distribution in Africa. Name activities that oriole engage in that influence vegetation. Classify vegetation as either shrub, tree, herb or vine. Appreciate the importance of vegetation. |
In groups, in pairs or individually, learners are guided to identify factors influencing vegetation distribution in Africa.
In groups, in pairs or individually, learners are guided to name activities that oriole engage in that influence vegetation. In groups, in pairs or individually, learners are guided to classify vegetation as either shrub, tree, herb or vine. |
What activities do people engage in that influence vegetation?
Which natural factors influence vegetation?
|
MTP; Social Studies Learner's Book Grade 8 pg. 141-144
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Natural and Historic Built Environment
|
Characteristics of major vegetation regions in Africa: Tropical rainforest
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical rainforest. List the countries where tropical rainforest is experienced. Search in atlases for information about where tropical rainforest is experienced in Africa. Appreciate the importance of tropical rainforest. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa. |
What are the characteristics of tropical rainforest?
Why is the floor of the tropical rainforest so dark and only few plants grow there?
|
MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Natural and Historic Built Environment
|
Characteristics of major vegetation regions in Africa: Tropical rainforest
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of modified tropical rainforest. List the countries where tropical rainforest is experienced. Search in atlases for information about where tropical rainforest is experienced in Africa. Appreciate the importance of tropical rainforest. |
In groups, in pairs or individually, learners are guided to identify the characteristics of modified tropical rainforest.
In groups, in pairs or individually, learners are guided to list the countries where tropical rainforest is experienced. In groups, in pairs or individually, learners are guided to search in atlases for information about where tropical rainforest is experienced in Africa. |
What are the characteristics of tropical rainforest?
Why is the floor of the tropical rainforest so dark and only few plants grow there?
|
MTP; Social Studies Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What is a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page167 168 |
oral questions
written questions
|
|
| 5 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What is a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page167 168 |
oral questions
written questions
|
|
| 6 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What are the roles of the three arms of government?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 Print out of the constitution of Kenya |
oral questions
written questions
|
|
| 6 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
Why do we need a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 chart |
oral questions
written questions
|
|
| 6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
What are guiding principles?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 6 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
What are guiding principles?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 7 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 7 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 7 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 7 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page 174 175 |
Oral questions
Written questions
|
|
| 8 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page174 175 |
Oral questions
Written questions
|
|
| 8 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page174 175 |
Oral questions
Written questions
|
|
| 8 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How do we respect human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 8 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 9 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 180 |
oral questions
|
|
| 9 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 180 |
oral questions
|
|
| 9 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
Which are the rights of children?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 9 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How do we protect child rights against violation?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 10 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How can the society overcome violation of child rights?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 10 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How can the society overcome violation of child rights?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 10 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 10 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 11 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Name Nobel prize nominees?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 11 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Name Nobel prize nominees?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 11 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 11 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 12 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 12 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Which roles do the Nobel prize nominees winners play?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
| 12 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Which roles do the Nobel prize nominees winners play?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
| 12 | 4 |
POLITICAL DEVELOPMENT AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Mention the Nobel prize nominees ?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
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