PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Define the term Emotion.
-Explore ways of managing emotions in the promotion of peace in the community
-Appreciate ways of managing emotions in promotion of peace in the community

-The learner is guides to define the term Emotion
- in groups learners.
are guided to explore ways of managing emotions

What are emotions?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Describe emotional intelligence for peaceful conflict resolution in the community.
-Apply emotional intelligence for peaceful conflict resolution in the community
-Appreciate emotional intelligence for peaceful conflict resolution in the community.

-The learner is guided to define what is emotional intelligence and describe emotional intelligence for peaceful conflicts resolution in The community.
- in groups, learners are guided to apply emotional intelligence.

What is emotional intelligence?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:
-Describe initiatives and agreements at community level for harmonious living.
-Create a poster showing peace initiatives and agreements at community level for harmonious living.
- Appreciate these initiatives and agreements at community level for harmonious living .

-The learner is guided to describe peace initiatives and agreements at community level for harmonious living
-learners in groups are guided to create a poster showing peace initiatives and agreements at community level for harmonious living.

What is peace initiative and agreement?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

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

-Describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- Design scenarios for emotional intelligence for peaceful conflict resolution in society.
-Appreciate scenarios on emotional intelligence for peaceful conflict resolution in society

-The learner is guided to describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- in groups, learners are guided to design scenarios on emotional intelligence for peaceful conflict resolution in society.

What is emotional intelligence?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships -effective communication -Negotiation skills -Empathy -Assertiveness

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

-Describe what is healthy relationships in the community.
- Explain ways of sustaining healthy relationships in the community.
- Create a poster on ways of sustaining healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-The learner is guided to brainstorm in pairs ways of sustaining healthy relationships in the community.
- In groups, learners are guided to create a poster on ways of sustaining healthy relationships in the community.

What is a healthy relationship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Explore barriers to harmonious relationships
- Create a post on barriers to harmonious relationships.
- Desire to learn more on barriers to harmonious relationships.

-learner I guided to speak clearly and effectively as they discuss barriers to harmonious relationships in groups.
- learners are guided to create a poster on barriers to harmonious relationships.

-What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Research barriers to harmonious relationship.
- Write a report on barriers to harmonious relationship.
-Desire to learn more on barriers to harmonious relationships

-learner is guided to research on barriers to harmonious relationships in groups.
- learners are guided to write a report on barriers to harmonious relationships.

What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Describe strategies to overcome barriers to healthy relationships
- Design strategies to overcome barriers to healthy relationships
- Appreciate strategies to overcome barriers to healthy relationships.

-Learner is guided to use print resources to research strategies to overcome barriers to healthy relationships.
-In groups, learners are guided to design strategies to overcome battles to healthy relationships.

How can we promote healthy relationships in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

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

-Describe the need for healthy relationships in the society.
-Design scenarios that depict the need for healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-Learner is guided to describe the need for healthy relationships in the society,
-In groups, earners are guided to undertake tasks as they role play scenarios that depict the need for healthy relationships in the community.

How can we promote healthy relationships in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe what is a topographical map.
-Describe human activities on topographical maps.
- Create a poster on human activities on topographical maps
- Appreciate human activities on topographical maps

-The learner is guided to describe topographical map and describe human activities on topographical maps
- learners in groups are guided to create a poster on human activities on topographical maps.

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Identify on topographical maps how human activities like agriculture and mining affect roads.
- Create a chart showing how human activities like agriculture and mining affect roads.
- Desire to learn more on how human activities like agriculture and mining affect roads.

-The learner is gated to identify on topographical maps how human activities like agriculture and mining affect roads
-. Learners in groups are guided to create a chart showing how human activities like agriculture and mining affect roads.

How does human activities like agriculture and mining affect roads?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe what are creative thinking skills
- Use creative thinking skills to enlarge parts of Topographical map
-Appreciate creative thinking skills to enlarge parts of topographical maps

-The learner is guided to describe creative thinking skills I
-in groups learners are guided to use creative thinking skills to enlarge parts of topographical maps.

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe how parts of a topographical maps are reduced.
- Use creative thinking skills to reduce parts of topographical maps.
-Appreciate creative thinking skills to reduce parts of topographical maps.

-The learner is guided to describe how parts of a topographical map are reduced.
-learners in groups are guided to draw a sketch map to reduce part of topographical maps and present it to peers.

-how can parts of topographical maps be reduced?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe cross section from topographical maps.
-Illustrate cross sections from topographical maps
- Appreciate cross sections from topographical maps

-learner is guided to describe cross sections from topographical maps
- Individually, the learner is guided to draw cross sections from topographical map showing human activities.

What is a topographical map?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Describe human activities on topographical maps.
-Draw cross sections from topographical maps showing human activities appreciate human activities on topographical maps.

-The learner is guided to describe human activities on topographical maps.
-The learner is guided to draw closed sections from topographical maps showing human activities.

Why are tographical maps important?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical maps

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

-Explain the importance of topographical maps.
-Create a poster on importance of topographical maps.
- Appreciate the importance of topographical maps.

-learner is guided to explain The importance of topographical maps -in groups learners are guided to create a post on importance of topographical maps.

Why are topographical maps important?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe what is earth movement
-Explore the types and causes of earth movements in the environment.
-Create a poster on types and courses of earth movements in the environment.
-Appreciate types and causes of earth movements in the environment.

-learner is guided to brainstorm the types and causes of earth movements and present them in class.
-In groups, learners are guided to create a poster on types and causes of earth movements in the environment.

What is earth movements?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

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

-Describe the term continental drift.
- Explain theories of continental drift in the formation of Continent.
-Appreciate the theories of continental drift in formation of continent.

-The learner is guided to describe the term continental drift.
- Learners in groups are guided to use print resources to research theories of continental drift in earth movement and make short notes.

What is continental drift?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -rift valley

By the end of the lesson, the learner should be able to:
-Describe the formation of the rift valley due to faulting in the environment.
- Illustrates formation of the rift Valley due to faulting in environment.
-Appreciate the formation of the rift vary due to faulting in the environment.

-learner is guided to describe The formation of The rift valley due to faulting in environment.
- learners in groups are guided to draw a sketch illustrating The formation of The rift valley in environment and display for peer assessment.

How is the rift vary formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults -block mountains

By the end of the lesson, the learner should be able to:
-Describe the formation of block mountain due to faulting in the environment
-Illustrates the formation of block
mountain due to faulting in environment.
- Appreciate the formation of the Block Mountain due to faulting in the environment.

-learner is guided to describe The formation of The block mountain due to faulting in The environment.
-in groups, learners are guided to draw a sketch illustrating The formation of The block mountain due to faulting in The environment and display for peer
assessment.

How is block mountain formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes faults

By the end of the lesson, the learner should be able to:
-Describe the formation of faults due to faulting in environment
-Illustrate the formation of the fault due to faulting in the environment.
-Appreciate the formation of the faults due to faulting in the environment.

-learner is guided to describe The formation of The faults due to faulting in The environment.
-in groups learners are guided to draw a sketch illustrating The formation of faults due to faulting in The environment and display for peer assessment.

How is a fault formed?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-explain The effects of faulting on human activities.
- create a poster showing effects of faulting on human activities.
- Desire to learn more on effects of faulting on human activities.

-learner is guided to explain The effects of faulting on human activities.
- in groups, learners are guided to create a poster showing effects of faulting on human activities.

-what are The effects of faulting on human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe disasters related to faulting.
-create a poster showing disasters related to faulting
-Desire to learn more on disasters related to faulting.

-learner is guided to o describe disasters related to faulting.
-in groups, learners are guided to create posters showing disasters related to faulting.

What are the disasters related to faulting?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal land forming processes

By the end of the lesson, the learner should be able to:
-describe features formed as a result of faulting process
- locate features formed as a result of faulting process
-Recognize features formed as a result of faulting process.

-learner is guided to describe features formed as a result of faulting process.
-Learner is guided to use an atlas to locate features from as a result of faulting process. .

How does land-forms influence human activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -river Tana projects in Kenya
Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-identify multipurpose river projects along Tana river on Kenya on map of Africa.
- draw multipurpose river projects along Tana river in Kenya.
- Appreciate multipurpose river along Tana river in Kenya.

-Learner is guided to use the Internet and print media to identify selected multipurpose river project.
-In groups learners are guided to draw multipurpose river projects along Tana river in Kenya.

What is multipurpose river project?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -River Tana projects in Kenya

By the end of the lesson, the learner should be able to:
-Outline The conditions that led to The establishment of multipurpose river projects at Long river Tana
-create a poster showing The conditions that led to The establishment of multipurpose river projects along river Tana
-Appreciate The conditions that led to The establishment of multipurpose river projects along river Tana.

-learner guided to Outline The conditions that led to The establishment of multipurpose river projects along river Tana.
-in groups, learners are guided to create a poster showing their conditions that led to The establishment of multipurpose river projects along river Tana.

What conditions led to establishment of multipurpose river projects?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi purpose river projects in Africa -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Outline the conditions that led to establishment of multipurpose river projects along Aswan high dam in Egypt.
-Create a poster showing conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt
-Appreciate mu

-learner is guided to discuss the conditions that led to the establishment of multipurpose river projects along Aswan high dam in Egypt.
- In groups, learners are guided to create a poster showing conditions that led to the establishment of multipurpose r

What conditions led to establishment of multipurpose river projects?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multipurpose river projects in Africa -river Tana projects in Kenya -Aswan high dam in Egypt

By the end of the lesson, the learner should be able to:
-Examine economic importance of multipurpose river projects in Africa.
- Create a poster showing economic importance of multipurpose river projects in Africa
-Recognize the importance of multipurpose river projects in society.

-The learner is guided to research the economic importance of multipurpose river projects in Africa, Write short notes and share in groups
-. Learners are guided to create a poster showing economic importance of multipurpose river projects in Africa.

What is the economic importance of multipurpose river projects in Africa?

- course book
-Computing devices
-Chart

- oral question -Oral report -Observation