Natural and Historic Built Environments

Weather and Climate - Desert regions

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

-Illustrate the characteristics of desert regions in Africa
-Identify desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of desert regions
-Learners make short notes on the desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 97
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Semi-desert regions

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

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions
Weather and Climate - Mediterranean regions

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

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 100

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mountain regions

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

-Illustrate the characteristics of mountain regions in Africa
-Identify mountain regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mountain regions
-Learners make short notes on the mountain regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 101
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management
Weather and Climate - Causes of climate change

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 103

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Effects of climate change
Weather and Climate - Problem solving

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

-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the effects of climate change
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 105

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Factors influencing vegetation
Vegetation in Africa - Field excursion

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

-Explain factors influencing vegetation distribution in Africa
-Brainstorm on factors influencing vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners brainstorm in groups on factors influencing vegetation in Africa
-Learners do a presentation in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 108
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 109
-Immediate environment

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions

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

-Identify the vegetation regions in Africa
-Use digital or print resources to research on vegetation regions
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to find out the vegetation regions in Africa
-Learners share their findings in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 110
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Characteristics
Vegetation in Africa - Map drawing

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 112
-Maps

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods
Vegetation in Africa - Caring for vegetation

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Manila papers
- MENTOR Social Studies Learner's Book pg. 114
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Importance

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

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites
Historical Sites and Monuments in Africa - Map drawing

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

-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 121

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Importance
Historical Sites and Monuments in Africa - Conservation ways

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

-Examine the importance of historical sites and monuments for the preservation of cultural heritage
-Brainstorm on the importance of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa
-Learners share their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 122
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking

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

-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges
Historical Sites and Monuments in Africa - Photo album

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

-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 126
-Pictures and photographs

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Field visit
Historical Sites and Monuments in Africa - Awareness creation

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

-Visit a historical site or monument in the locality
-Write a report on the visit
-Value conservation of historical sites and monuments in the locality

- Learners visit a historical site or monument in the locality
-Learners write a report on the site visited

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Historical site or monument
-Manila papers

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Components of the Constitution
The Constitution of Kenya - Three arms of government
The Constitution of Kenya - Guiding principles of leadership

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

-Identify the components of the Constitution of Kenya (knowledge)
-Describe the structure of the Constitution of Kenya (skill)
-Show interest in understanding the Constitution of Kenya (attitude)

-Engage in a jigsaw learning activity where learners are assigned different chapters of the Constitution to study and then teach others
-Create a mind map showing the main components of the Constitution
-Conduct a gallery walk where groups display their mind maps and other groups provide feedback using sticky notes

Why do we need a constitution?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 128-130
-Flip charts/manila papers
-Mentor Social Studies Learner's Book pg. 131-132
-The Constitution of Kenya (Chapter 6)
-Mentor Social Studies Learner's Book pg. 133
-Manila papers

-Observation -Oral questions -Written assignments

Political Developments and Governance

The Constitution of Kenya - Assertiveness in leadership
The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities

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

-Define assertiveness in leadership (knowledge)
-Apply assertiveness in upholding principles of leadership (skill)
-Desire to practice assertiveness in daily interactions (attitude)

-Create a "Scenario Challenge Box" where learners write down challenging leadership scenarios, then groups draw scenarios and demonstrate assertive responses
-Develop and perform "Assertiveness Skits" showing the difference between passive, aggressive, and assertive leadership styles
-Design a personal "Assertiveness Journal" where learners record situations requiring assertiveness and reflect on their responses

Why is assertiveness important in adhering to the Constitution of Kenya?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts
-Mentor Social Studies Learner's Book pg. 134-135
-Manila papers

-Observation -Oral questions -Role-play assessment

Political Developments and Governance

Human Rights - Introduction to Human Rights
Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights
Human Rights - Children's Rights

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

-Define human rights (knowledge)
-Explain the importance of human rights (skill)
-Value human dignity (attitude)

-Engage in a "Human Rights Exploration" where learners create artistic representations of different human rights
-Participate in a "Rights in Action" simulation where learners experience scenarios with and without human rights protections
-Create a "Human Rights Tree" mural where the roots represent the foundations of human rights, the trunk represents key principles, and branches represent specific rights

How can we promote respect for human rights in the community?

-Digital resources
-Mentor Social Studies Learner's Book pg. 135-136
-The Constitution of Kenya
-Manila papers
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child

-Observation -Oral questions -Written assignments

Political Developments and Governance

Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility
Human Rights - Human Rights Violations

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

-Identify ways children are protected against rights violations (knowledge)
-Demonstrate ways in which children are protected against violation of their rights (skill)
-Value the protection of children's rights (attitude)

-Create a "Child Protection Map" of the community identifying safe spaces, trusted adults, and resources for children
-Develop and perform interactive "Rights Protection Theater" scenarios showing how to respond to rights violations
-Design a "Child Rights Defenders Badge" program where learners earn recognition for taking specific actions to protect children's rights

How can we promote respect for Children's Rights in the community?

-Digital resources
-Mentor Social Studies Learner's Book pg. 141-142
-Children's Act
-Manila papers
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access

-Observation -Oral questions -Skit assessment

Political Developments and Governance

Human Rights - Human Rights Organizations
Citizenship - Global Citizen
Citizenship - Responsibilities of a Global Citizen

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

-Name human rights organizations in Kenya (knowledge)
-Describe the role of human rights organizations (skill)
-Appreciate the work of human rights organizations (attitude)

-Host a "Human Rights Organizations Fair" where groups research and create booths representing different organizations
-Conduct a "Rights Organization Profile Project" where learners create multimedia presentations about specific organizations
-Design "Thank You Cards" to send to local human rights organizations expressing appreciation for their work

How do human rights organizations help in protecting human rights?

-Digital resources
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers

-Observation -Written tests -Project work

Political Developments and Governance

Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship
Citizenship - Nobel Prize Nominees
Citizenship - Response to Injustice

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

-Identify factors for harmonious coexistence (knowledge)
-Discuss factors for harmonious coexistence among citizens in East Africa and Africa (skill)
-Value harmonious coexistence (attitude)

-Create a "Harmony Garden" where learners plant symbolic "flowers" representing different factors that promote coexistence
-Design a "Coexistence Cookbook" with "recipes" for harmonious living among diverse groups
-Develop a "Peace Bridge" model showing how different factors connect communities across divides

What promotes harmonious coexistence among citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 146-147
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 147-148
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 148-149
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees

-Observation -Oral questions -Group presentation

Political Developments and Governance

Citizenship - Goal Setting
Citizenship - Empathy
Citizenship - Regional Anthems

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

-Define goal setting (knowledge)
-Set goals that go beyond their comfort zone (skill)
-Appreciate the importance of goal setting (attitude)

-Create "Future Self Portraits" where learners artistically represent themselves 15 years in the future
-Participate in a "Goal Ladder" activity where learners break down big goals into manageable steps
-Design "Dream Time Capsules" containing their goals, to be opened at a future date

Why is goal setting important for citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 152-153
-EAC and AU anthems
-Audio equipment

-Observation -Oral questions -Vision board assessment

Political Developments and Governance

Citizenship - East African Community (EAC)

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

-Name the member states of the East African Community (knowledge)
-Explain the benefits of regional integration (skill)
-Value regional cooperation (attitude)

-Create a 3D "EAC Integration Map" showing connections between member states
-Participate in an "EAC Cultural Exchange" where groups research and share aspects of culture from different member states
-Design "Unity in Diversity" collaborative art pieces incorporating elements from all EAC countries

How does regional integration benefit citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa
-Manila papers

-Observation -Written tests -Project work