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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting |
||||||||
| 2 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Distinction
|
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 |
- Oral questions
-Written assignments
-Group presentations
|
|
| 2 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Distinction
|
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 |
- Oral questions
-Written assignments
-Group presentations
|
|
| 2 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Degradation Factors
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that lead to degradation of the environment in the community -Classify factors into human and natural causes -Develop awareness on environmental degradation issues |
- Learners study pictures showing environmental degradation
-Learners research on factors that lead to environmental degradation using digital and print resources -Learners classify factors into human and natural causes |
What factors lead to environmental degradation in our community?
|
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation -Digital resources -Chart paper |
- Oral questions
-Classification assessment
-Written essays
|
|
| 2 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Effects of Degradation
|
By the end of the
lesson, the learner
should be able to:
-Describe the effects of environmental degradation in the community -Explain how degradation affects health, biodiversity, and economy -Recognize the far-reaching consequences of environmental degradation |
- Learners study pictures showing effects of environmental degradation
-Learners discuss how environmental degradation affects health, biodiversity, and economic stability -Learners complete a table showing effects of environmental degradation |
What are the effects of environmental degradation on the community?
|
- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation -Digital resources -Chart paper |
- Oral questions
-Table completion assessment
-Written assignments
|
|
| 3 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Conservation Measures
|
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 |
- Oral questions
-Design evaluation
-Group presentations
|
|
| 3 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Conservation Measures
|
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 |
- Oral questions
-Design evaluation
-Group presentations
|
|
| 3 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Practical Applications
|
By the end of the
lesson, the learner
should be able to:
-Apply creative thinking skills in managing and conserving the immediate environment -Make dustbins and plant trees in the school compound -Take part in environmental conservation activities |
- Learners make simple dustbins using locally available materials
-Learners place dustbins at strategic places around the school -Learners identify a place around the school to plant trees and organize planting activities |
How can we actively participate in environmental conservation?
|
- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins -Tree seedlings -Gardening tools |
- Practical assessment
-Observation
-Project evaluation
|
|
| 3 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Practical Applications
|
By the end of the
lesson, the learner
should be able to:
-Apply creative thinking skills in managing and conserving the immediate environment -Make dustbins and plant trees in the school compound -Take part in environmental conservation activities |
- Learners make simple dustbins using locally available materials
-Learners place dustbins at strategic places around the school -Learners identify a place around the school to plant trees and organize planting activities |
How can we actively participate in environmental conservation?
|
- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins -Tree seedlings -Gardening tools |
- Practical assessment
-Observation
-Project evaluation
|
|
| 4 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Project Planning
|
By the end of the
lesson, the learner
should be able to:
-Plan for environmental conservation projects -Identify environmental issues in the community -Appreciate the importance of managing and conserving the environment |
- Learners plan for projects on environmental issues like waste management, tree planting, pollution control, or soil conservation
-Learners identify specific actions to take in the school neighborhood -Learners create posters to inform community members on proper environmental management |
How can we implement environmental conservation projects?
|
- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials -Poster materials -Digital resources |
- Project plan evaluation
-Poster assessment
-Observation
|
|
| 4 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Identification
|
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 |
- Oral questions
-Identification assessment
-Written assignments
|
|
| 4 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Identification
|
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 |
- Oral questions
-Identification assessment
-Written assignments
|
|
| 4 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Cultural Heritage
|
By the end of the
lesson, the learner
should be able to:
-Examine importance of the selected world sites in promoting cultural heritage -Explain how heritage sites contribute to cultural preservation -Value the role of heritage sites in global cultural understanding |
- Learners discuss the importance of world heritage sites in promoting cultural heritage
-Learners explain why it is important to conserve world heritage sites -Learners compose songs on the importance of world heritage sites in Africa |
How do world heritage sites promote cultural heritage?
|
- MENTOR Social Studies Learner's Book pg. 113
-Digital resources -Pictures of heritage sites -Song composition materials |
- Oral questions
-Song evaluation
-Written assignments
|
|
| 5 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Measures
|
By the end of the
lesson, the learner
should be able to:
-Design measures to conserve the selected world heritage sites -Explain how heritage sites can be preserved -Appreciate efforts to conserve heritage sites |
- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites -Learners conduct clean-up sessions around heritage sites or plant seedlings |
What measures can we take to conserve heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources -Field visit materials -Clean-up materials |
- Oral questions
-Field report evaluation
-Observation
|
|
| 5 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Measures
|
By the end of the
lesson, the learner
should be able to:
-Design measures to conserve the selected world heritage sites -Explain how heritage sites can be preserved -Appreciate efforts to conserve heritage sites |
- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites -Learners conduct clean-up sessions around heritage sites or plant seedlings |
What measures can we take to conserve heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources -Field visit materials -Clean-up materials |
- Oral questions
-Field report evaluation
-Observation
|
|
| 5 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Strategies
|
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 |
- Poster evaluation
-Poem assessment
-Observation
|
|
| 5 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Global Significance
|
By the end of the
lesson, the learner
should be able to:
-Recognize the global significance of Africa's world heritage sites -Explain how heritage sites contribute to global understanding -Appreciate Africa's contribution to world heritage |
- Learners make cards about different world heritage sites in Africa
-Learners display the cards at the Social Studies corner -Learners discuss the global significance of Africa's heritage sites |
What is the global significance of Africa's heritage sites?
|
- MENTOR Social Studies Learner's Book pg. 116
-Card making materials -Digital resources -Pictures of heritage sites |
- Card evaluation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Practical Application
|
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 |
- Oral questions
-Value explanation assessment
-Visit reports
|
|
| 6 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Practical Application
|
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 |
- Oral questions
-Value explanation assessment
-Visit reports
|
|
| 6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Recognition
|
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and practices that have acquired a global recognition and status -Explain how cultural elements make Kenya globally recognized -Appreciate Kenya's cultural contributions globally |
- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status -Learners share their answers in class |
How can we preserve aspects of cultural globalisation in the community?
|
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items -Digital devices -Chart paper |
- Oral questions
-Written assignments
-Group discussions
|
|
| 6 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Recognition
|
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and practices that have acquired a global recognition and status -Explain how cultural elements make Kenya globally recognized -Appreciate Kenya's cultural contributions globally |
- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status -Learners share their answers in class |
How can we preserve aspects of cultural globalisation in the community?
|
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items -Digital devices -Chart paper |
- Oral questions
-Written assignments
-Group discussions
|
|
| 7 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Kenyan Cultural Items
|
By the end of the
lesson, the learner
should be able to:
-Examine Kenyan cultural items that have acquired global status -Explain the significance of these items to communities -Value Kenya's cultural heritage |
- Learners study pictures of cultural items like Kiondo and Maasai Kikoi
-Learners identify the communities associated with these items -Learners discuss the uses and global significance of these cultural items |
What Kenyan cultural elements have global recognition?
|
- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items -Digital devices -Cultural artifacts |
- Oral questions
-Written assignments
-Item identification
|
|
| 7 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - African Cultural Practices
|
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 |
- Oral questions
-Written assignments
-Group discussions
|
|
| 7 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - African Cultural Practices
|
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 |
- Oral questions
-Written assignments
-Group discussions
|
|
| 7 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - African Philosophies
|
By the end of the
lesson, the learner
should be able to:
-Explain African cultural philosophies like African Socialism, Ujamaa, and Ubuntu -Examine how these philosophies promote common humanity -Value African cultural philosophies |
- Learners research on African cultural practices like African Socialism, Ujamaa, and Ubuntu
-Learners discuss how these practices promote common humanity -Learners present their findings in class |
How do African philosophies contribute to global cultural understanding?
|
- MENTOR Social Studies Learner's Book pg. 145
-Research materials -Digital devices -Cultural information |
- Research quality assessment
-Oral questions
-Presentation evaluation
|
|
| 8 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Cultural Preservation
|
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 |
- Oral questions
-Museum quality assessment
-Participation observation
|
|
| 8 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Cultural Preservation
|
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 |
- Oral questions
-Museum quality assessment
-Participation observation
|
|
| 8 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Healthy Relationships
|
By the end of the
lesson, the learner
should be able to:
-Enumerate factors that promote healthy cultural relationships and global interconnectedness -Analyze activities that promote cultural relationships -Appreciate global cultural interconnectedness |
- Learners study pictures showing activities that promote healthy cultural relationships
-Learners analyze how these activities promote cultural relationships and global interconnectedness -Learners identify other factors that promote healthy cultural relationships |
What factors promote healthy cultural relationships globally?
|
- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities -Digital devices -Chart paper |
- Oral questions
-Analysis quality
-Written assignments
|
|
| 8 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Speeches on Cultural Relationships
|
By the end of the
lesson, the learner
should be able to:
-Analyze speeches on factors promoting healthy cultural relationships -Identify factors that promote cultural interconnectedness -Value the importance of positive cultural exchange |
- Learners read speeches by Grade 9 learners on factors promoting healthy cultural relationships
-Learners identify additional factors that promote cultural relationships -Learners research and create charts on these factors |
How can speeches promote cultural understanding?
|
- MENTOR Social Studies Learner's Book pg. 148
-Speech texts -Chart materials -Digital devices -Research materials |
- Speech analysis assessment
-Chart quality
-Research evaluation
|
|
| 9 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Citizenship
|
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and values that promote global citizenship -Explain how these elements promote global citizenship -Appreciate values and cultural elements which promote responsible global citizenship |
- Learners study road maps showing cultural elements and values that promote global citizenship
-Learners discuss how these cultural elements and values promote global citizenship -Learners create posters with cultural elements and values that promote global citizenship |
How do cultural elements promote global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams -Poster materials -Digital devices |
- Oral questions
-Poster evaluation
-Written assignments
|
|
| 9 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Citizenship
|
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and values that promote global citizenship -Explain how these elements promote global citizenship -Appreciate values and cultural elements which promote responsible global citizenship |
- Learners study road maps showing cultural elements and values that promote global citizenship
-Learners discuss how these cultural elements and values promote global citizenship -Learners create posters with cultural elements and values that promote global citizenship |
How do cultural elements promote global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams -Poster materials -Digital devices |
- Oral questions
-Poster evaluation
-Written assignments
|
|
| 9 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - International Cultural Exchange
|
By the end of the
lesson, the learner
should be able to:
-Debate on the role of international cultural exchange in promoting global citizenship -Document key points from the debate -Value international cultural exchange |
- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate -Learners share documented points at the end of the debate |
What is the role of international cultural exchange in promoting global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials -Documentation materials -Digital devices |
- Debate quality assessment
-Documentation evaluation
-Oral questions
|
|
| 9 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - International Cultural Exchange
|
By the end of the
lesson, the learner
should be able to:
-Debate on the role of international cultural exchange in promoting global citizenship -Document key points from the debate -Value international cultural exchange |
- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate -Learners share documented points at the end of the debate |
What is the role of international cultural exchange in promoting global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials -Documentation materials -Digital devices |
- Debate quality assessment
-Documentation evaluation
-Oral questions
|
|
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