Natural and the Built Environments

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
-Show interest in learning about Eastern African countries

-Brainstorm countries in Eastern Africa on a map, and share in class
-Draw, color and display the map of Eastern Africa in class
-Contribute to group decision making as they locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media

How would we determine the position of countries in Eastern Africa?

-Moran
Social Studies Grade 6 pg. 1
-Atlas
-Maps of Eastern Africa
-Digital devices
-Internet access

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Position and Size of Countries in Eastern Africa - Position and size of countries

By the end of the lesson, the learner should be able to:

-Describe the position and size of countries in Eastern Africa
-Value the diversity of Eastern African countries

-Use digital devices to establish the sizes in square kilometres of countries in Eastern Africa
-In pairs, identify the position of countries in Eastern Africa relative to each other
-Discuss the different sizes of Eastern African countries

How would we determine the position of countries in Eastern Africa?

-Moran
Social Studies Grade 6 pg. 2
-Atlas
-Maps of Eastern Africa
-Digital devices
-Internet access

-Observation -Oral questions -Written tests

Natural and the Built Environments

Position and Size of Countries in Eastern Africa - Latitudes and longitudes

By the end of the lesson, the learner should be able to:

-Use latitudes and longitudes to locate places on a map
-Appreciate the unity of Eastern African countries

-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?

-Moran
Social Studies Grade 6 pg. 3
-Atlas
-Maps of Eastern Africa
-Digital devices
-Internet access

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Main physical features in Eastern Africa - Types of physical features

By the end of the lesson, the learner should be able to:

-Identify the main physical features in Eastern Africa on a map
-Show curiosity in learning about physical features

-Discuss, in groups, and identify the main physical features in Eastern Africa: Mountains (Volcanic and block), Rift Valleys, Lakes, Plains
-Use digital devices to view images of main physical features in Eastern Africa

Why are physical features important?

-Moran
Social Studies Grade 6 pg. 5
-Maps of Eastern Africa
-Digital devices
-Internet access
-Pictures of physical features

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Main physical features in Eastern Africa - Formation of physical features

By the end of the lesson, the learner should be able to:

-Describe the formation of the main physical features of Eastern Africa
-Value the physical features within the locality

-Use digital devices to describe the formation of the main physical features in Eastern Africa
-Discuss the formation of mountains, rift valleys, lakes and plains

How can we conserve physical features that are found in our locality?

-Moran
Social Studies Grade 6 pg. 6
-Maps of Eastern Africa
-Digital devices
-Internet access
-Pictures/videos showing formation of physical features

-Observation -Oral questions -Written tests

Natural and the Built Environments

Main physical features in Eastern Africa - Mapping physical features

By the end of the lesson, the learner should be able to:

-Draw a map of Eastern Africa and label the main physical features
-Display creativity in mapping physical features

-Draw a map of Eastern Africa, locate the main physical features, and display in class
-Label the main physical features on the map of Eastern Africa

Why are physical features important?

-Moran
Social Studies Grade 6 pg. 8
-Maps of Eastern Africa
-Drawing materials
-Digital devices

-Observation -Project work -Written assignments

Natural and the Built Environments

Main physical features in Eastern Africa - Conservation of physical features

By the end of the lesson, the learner should be able to:

-Explore physical features within the locality
-Value conservation of physical features

-Discuss ways of conserving the physical features within the locality to promote environmental education
-Explore and identify the physical features within the locality

How can we conserve physical features that are found in our locality?

-Moran
Social Studies Grade 6 pg. 9
-Local environment
-Digital devices
-Internet access
-Resource person

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Climatic regions in Eastern Africa - Identification of climatic regions

By the end of the lesson, the learner should be able to:

-Identify the main climatic regions in Eastern Africa on a map
-Appreciate the diversity of climatic regions

-Brainstorm the climatic regions in Eastern Africa and present to the rest of the class
-Locate the main climatic regions of Eastern Africa on a map

How can climate influence our day-to-day activities?

-Moran
Social Studies Grade 6 pg. 11
-Maps of Eastern Africa showing climatic regions
-Digital devices
-Internet access

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Climatic regions in Eastern Africa - Characteristics of climatic regions

By the end of the lesson, the learner should be able to:

-Describe characteristics of the main climatic regions in Eastern Africa
-Show interest in understanding climate

-Discuss the characteristics of climatic regions in Eastern Africa, and do class presentations
-Use digital devices to find information about climatic regions in Eastern Africa

How can climate influence our day-to-day activities?

-Moran
Social Studies Grade 6 pg. 12
-Maps of Eastern Africa showing climatic regions
-Digital devices
-Internet access
-Weather charts

-Observation -Oral questions -Written tests

Natural and the Built Environments

Climatic regions in Eastern Africa - Climate and human activities (1)

By the end of the lesson, the learner should be able to:

-Explain ways in which climate influences human activities in Eastern Africa
-Show appreciation for climate's role in daily life

-Use digital devices/print resources to find out how climate influences human activities
-Discuss in groups how climate affects farming, tourism, and settlement

How can climate influence our day-to-day activities?

-Moran
Social Studies Grade 6 pg. 14
-Maps of Eastern Africa showing climatic regions
-Digital devices
-Internet access
-Reference books

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Climatic regions in Eastern Africa - Climate and human activities (2)

By the end of the lesson, the learner should be able to:

-Explain ways in which climate influences human activities in Eastern Africa
-Value climate's influence on human activities

-Discuss in groups how climate affects transportation, clothing, and housing
-Share group findings with the class

How can climate influence our day-to-day activities?

-Moran
Social Studies Grade 6 pg. 15
-Maps of Eastern Africa showing climatic regions
-Digital devices
-Internet access
-Reference books

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Climatic regions in Eastern Africa - Effects of climate change

By the end of the lesson, the learner should be able to:

-Describe the effects of climate change on human activities
-Show concern about climate change issues

-Compose poems that address effects of climatic change on human activities
-Observe safety precautions and practices when using digital devices/print resources to draw the main climatic regions of Eastern Africa

How can climate influence our day-to-day activities?

-Moran
Social Studies Grade 6 pg. 16
-Maps of Eastern Africa showing climatic regions
-Digital devices
-Internet access
-Reference books

-Observation -Project work -Written assignments

Natural and the Built Environments

Vegetation in Eastern Africa - Types of vegetation

By the end of the lesson, the learner should be able to:

-Identify the main types of vegetation in Eastern Africa on a map
-Show interest in learning about vegetation

-Brainstorm, in pairs, the main types of vegetation in Eastern Africa, and share in class
-Identify different types of vegetation in Eastern Africa (forests, savanna grasslands, desert vegetation)

How can we conserve vegetation in our environment?

-Moran
Social Studies Grade 6 pg. 18
-Maps of Eastern Africa showing vegetation
-Digital devices
-Internet access
-Pictures of vegetation types

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Vegetation in Eastern Africa - Mapping vegetation

By the end of the lesson, the learner should be able to:

-Draw a map of Eastern Africa and label the main types of vegetation
-Show creativity in mapping vegetation

-Draw a map of Eastern Africa indicating the main types of vegetation in Eastern Africa and display in class
-Color and label the different vegetation zones

How can we conserve vegetation in our environment?

-Moran
Social Studies Grade 6 pg. 19
-Maps of Eastern Africa showing vegetation
-Drawing materials
-Digital devices
-Internet access

-Observation -Project work -Written assignments

Natural and the Built Environments

Vegetation in Eastern Africa - Characteristics of vegetation

By the end of the lesson, the learner should be able to:

-Describe the characteristics of the main types of vegetation in Eastern Africa
-Appreciate the diversity of vegetation

-Discuss the characteristics of the main types of vegetation in Eastern Africa
-Create illustrations of different vegetation types

How can we conserve vegetation in our environment?

-Moran
Social Studies Grade 6 pg. 20
-Maps of Eastern Africa showing vegetation
-Digital devices
-Internet access
-Pictures of vegetation types

-Observation -Oral questions -Written tests

Natural and the Built Environments

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
-Value vegetation found at home and school

-Plan and carry out activities on conservation of vegetation within the locality
-Plant and care for vegetation within the school compound

How can we conserve vegetation in our environment?

-Moran
Social Studies Grade 6 pg. 22
-Local environment
-Planting materials
-Digital devices
-Internet access
-Resource person

-Observation -Project work -Written assignments

Natural and the Built Environments

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
-Value vegetation found at home and school

-Plan and carry out activities on conservation of vegetation within the locality
-Plant and care for vegetation within the school compound

How can we conserve vegetation in our environment?

-Moran
Social Studies Grade 6 pg. 22
-Local environment
-Planting materials
-Digital devices
-Internet access
-Resource person

-Observation -Project work -Written assignments

Natural and the Built Environments

Historic Built Environments - Types of historic built environments

By the end of the lesson, the learner should be able to:

-Identify the main historic built environments in Eastern Africa on a map
-Show curiosity about historic sites

-Use digital/print resources to identify the historic built environments in Eastern Africa (Museums, Monuments and historical buildings)
-Locate historic built environments on a map of Eastern Africa

Why should we conserve the historic built environments?

-Moran
Social Studies Grade 6 pg. 24
-Maps of Eastern Africa
-Digital devices
-Internet access
-Pictures of historic built environments

-Observation -Oral questions -Written assignments

Natural and the Built Environments

Historic Built Environments - Importance of historic built environments

By the end of the lesson, the learner should be able to:

-Describe the importance of the main historic built environments in Eastern Africa
-Appreciate the cultural significance of historic sites

-Discuss the importance of the main historic built environments in Eastern Africa
-Engage with a resource person to learn about the importance of historic built environments in Eastern Africa

Why should we conserve the historic built environments?

-Moran
Social Studies Grade 6 pg. 25
-Digital devices
-Internet access
-Resource person
-Pictures of historic built environments

-Observation -Oral questions -Written tests

Natural and the Built Environments

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
-Show interest in conservation efforts

-Practice self-drive as they compose and recite poems on the ways of conserving historic built environments in Eastern Africa
-Discuss ways of conserving historic built environments

Why should we conserve the historic built environments?

-Moran
Social Studies Grade 6 pg. 26
-Digital devices
-Internet access
-Resource materials
-Pictures of historic built environments

-Observation -Oral questions -Project work

Natural and the Built Environments

Historic Built Environments - Preservation of cultural heritage

By the end of the lesson, the learner should be able to:

-Value historic built environments in Eastern Africa within the locality
-Demonstrate commitment to cultural preservation

-Create a cultural corner in school for preservation of culture
-Collect and display artifacts representing cultural heritage

Why should we conserve the historic built environments?

-Moran
Social Studies Grade 6 pg. 27
-Cultural artifacts
-Digital devices
-Internet access
-Display materials

-Observation -Project work -Written assignments

People, Population and Social Organizations

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
-Show interest in learning about communities in Eastern Africa

-Brainstorm the classification of communities in Eastern Africa according to language groups
-Discuss the major language groups (Bantus, Nilotes, Cushites, Semites)
-Identify communities belonging to each language group

How are communities in Eastern Africa classified according to language groups?

-Moran Social Studies Grade 6 pg. 81
-Maps of Eastern Africa
-Digital devices
-Internet access
-Pictures

-Observation -Oral questions -Written assignments

People, Population and Social Organizations

Language groups in Eastern Africa - Reasons for migration

By the end of the lesson, the learner should be able to:

-Explain the reasons for migration of selected language groups into Eastern Africa
-Appreciate the historical movement of communities

-Discuss the reasons for migration of selected language groups into Eastern Africa
-Use digital/print resources to find information on migration factors
-Know their language groups

What factors caused language groups to migrate into Eastern Africa?

-Moran Social Studies Grade 6 pg. 83
-Maps of Eastern Africa
-Digital devices
-Internet access
-Resource person

-Observation -Oral questions -Written tests

People, Population and Social Organizations

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
-Value the significance of historical migrations

-Draw the movement routes followed by the selected language groups on a map of Eastern Africa
-Trace migration paths of Bantus, Nilotes, Cushites and Semites

What routes did different language groups follow during their migration into Eastern Africa?

-Moran Social Studies Grade 6 pg. 85
-Maps of Eastern Africa
-Digital devices
-Internet access
-Drawing materials

-Observation -Project work -Written assignments

People, Population and Social Organizations

Language groups in Eastern Africa - Effects of migration (1)

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
-Show curiosity about cultural interactions

-Use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern Africa
-Discuss social and cultural effects of migration and settlement

How did migration influence cultural development in Eastern Africa?

-Moran Social Studies Grade 6 pg. 87
-Maps of Eastern Africa
-Digital devices
-Internet access
-Resource person

-Observation -Oral questions -Written assignments

People, Population and Social Organizations

Language groups in Eastern Africa - Effects of migration (2)

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
-Appreciate unity of language groups in Eastern Africa

-Discuss economic and political effects of migration and settlement
-Develop communication messages on importance of unity among language groups in Eastern Africa

How did migration and settlement shape economic and political systems in Eastern Africa?

-Moran Social Studies Grade 6 pg. 88
-Maps of Eastern Africa
-Digital devices
-Internet access
-Charts and posters

-Observation -Project work -Written assignments

People, Population and Social Organizations

Population distribution in Eastern Africa - Factors influencing population distribution

By the end of the lesson, the learner should be able to:

-Explain factors influencing population distribution in Eastern Africa
-Show interest in understanding population patterns

-Brainstorm factors influencing population distribution in Eastern Africa and share in class
-Discuss how climate, physical features, soil fertility, economic activities influence population distribution

What factors determine where people settle in Eastern Africa?

-Moran Social Studies Grade 6 pg. 94
-Maps of Eastern Africa showing population distribution
-Digital devices
-Internet access
-Population charts

-Observation -Oral questions -Written assignments

People, Population and Social Organizations

Population distribution in Eastern Africa - Areas of high and low population density

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
-Appreciate varied population patterns

-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources
-Identify highly populated and sparsely populated regions

Which regions in Eastern Africa have high population density and which have low?

-Moran Social Studies Grade 6 pg. 96
-Maps of Eastern Africa showing population distribution
-Digital devices
-Internet access
-Drawing materials

-Observation -Project work -Written assignments

People, Population and Social Organizations

Population distribution in Eastern Africa - Effects of high population density

By the end of the lesson, the learner should be able to:

-Explain effects of high population density in Eastern Africa
-Acknowledge population distribution in Eastern Africa

-Discuss the effects of high population density in Eastern Africa and write a report
-Share with parents/guardians the effects of high population density in Eastern Africa

What challenges and opportunities arise from high population density?

-Moran Social Studies Grade 6 pg. 98
-Maps of Eastern Africa showing population distribution
-Digital devices
-Internet access
-Resource person

-Observation -Oral questions -Written tests

People, Population and Social Organizations

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
-Show interest in understanding social structures

-Brainstorm features of age groups and age-sets and share in class
-Discuss the significance of age groups and age-sets in traditional African society

What role did age-groups and age-sets play in African traditional society?

-Moran Social Studies Grade 6 pg. 105
-Digital devices
-Internet access
-Resource person
-Pictures

-Observation -Oral questions -Written assignments

People, Population and Social Organizations

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
-Value the role of clan in societal organization

-Discuss the functions of a clan in traditional African society
-Role-play clan functions such as dispute resolution, land allocation, and moral guidance

How did clans contribute to governance and social order in traditional society?

-Moran Social Studies Grade 6 pg. 107
-Digital devices
-Internet access
-Resource person
-Pictures

-Observation -Oral questions -Written tests

People, Population and Social Organizations

Culture and Social organisation - Traditional culture aspects

By the end of the lesson, the learner should be able to:

-Identify aspects of African traditional culture that ought to be preserved
-Show appreciation for positive cultural practices

-Create posters on aspects of African traditional culture that ought to be preserved
-Discuss traditional practices like food, music, dress, ceremonies, and crafts that should be preserved

Which aspects of African traditional culture are valuable for modern society?

-Moran Social Studies Grade 6 pg. 109
-Digital devices
-Internet access
-Resource person
-Cultural artifacts
-Pictures

-Observation -Project work -Written assignments

People, Population and Social Organizations

Culture and Social organisation - Preservation of traditional culture

By the end of the lesson, the learner should be able to:

-Desire to uphold aspects of African traditional culture that ought to be preserved
-Demonstrate respect for cultural heritage

-Sing songs on aspects of African traditional culture that ought to be preserved
-Create and perform cultural expressions that promote positive traditional values

How can we integrate positive traditional practices into contemporary life?

-Moran Social Studies Grade 6 pg. 111
-Digital devices
-Internet access
-Resource person
-Cultural artifacts
-Musical instruments

-Observation -Project work -Oral presentations