People and Relationships

Human Origin - Traditional stories of human origin from African communities
Human Origin - Religious stories about the origin of humankind

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

- Identify traditional stories of human origin from different African communities
- Retell traditional stories of human origin
- Appreciate the diversity of traditional creation stories

In groups, learners are guided to:

- Engage a resource person to discuss the traditional stories on human origin from different communities
- Share stories from their communities about the origin of human beings
- Retell the story of creation according to the Zulu, Asante and Ogiek

How did human beings come to be according to traditional stories?

- Moran Social Studies Learner's Book pg. 16
- Resource persons
- Approved textbooks
- Digital resources
- Moran Social Studies Learner's Book pg. 18
- Holy books (Bible, Quran)
- Digital resources
- Religious songs

- Oral questions - Observation - Story retelling

People and Relationships

Human Origin - Common aspects found in traditional and religious stories of human origin

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

- Identify common aspects in traditional and religious creation stories
- Compare and contrast different creation narratives
- Value the similarities in human origin stories

In groups, learners are guided to:

- Compare the different stories on human origin from their communities and share in class
- Study the Maasai traditional story and Christian story to identify similarities
- Create charts showing common aspects between traditional and religious stories

What are the similarities between traditional and religious creation stories?

- Moran Social Studies Learner's Book pg. 20
- Charts and markers
- Digital resources
- Comparison diagrams

- Charts - Written essays - Oral presentations

People and Relationships

Human Origin - Acknowledging religious and traditional stories of human origin
Early Civilisation - Factors that led to the growth of Ancient Egypt

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

- Describe ways of preserving traditional and religious stories
- Explain the importance of human origin stories
- Demonstrate appreciation for cultural and religious heritage

In groups, learners are guided to:

- Discuss ways of recording traditional stories about the origin of humankind in society
- Write a collaborative essay on traditional and religious stories of human origin
- Compose and recite poems on traditional and religious stories about human origin

How have stories of human origin been preserved over time?

- Moran Social Studies Learner's Book pg. 21
- Digital recording devices
- Print media
- Poem writing materials
- Moran Social Studies Learner's Book pg. 23
- Maps of Ancient Egypt
- Digital resources
- Charts and diagrams

- Portfolio - Poems - Observation

People and Relationships

Early Civilisation - Factors that led to the growth of Great Zimbabwe
Early Civilisation - Kingdom of Kongo and location of ancient kingdoms on map of Africa

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

- Describe the location of Great Zimbabwe
- Explain factors that led to the growth of Great Zimbabwe
- Value the historical significance of African kingdoms

In groups, learners are guided to:

- Use print or digital resources to find out factors that led to the growth of Great Zimbabwe
- Read articles about Great Zimbabwe and identify contributing factors
- Write an essay on the factors that led to the growth of Great Zimbabwe

What factors contributed to the rise of Great Zimbabwe?

- Moran Social Studies Learner's Book pg. 25
- Maps showing location of Great Zimbabwe
- Digital resources
- Essay writing materials
- Moran Social Studies Learner's Book pg. 27
- Atlas and wall maps
- Map of Africa
- Drawing materials

- Written essays - Oral presentations - Observation

People and Relationships

Early Civilisation - Contributions of ancient kingdoms to modern world civilisation

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

- Assess the contributions of ancient kingdoms to modern civilization
- Explain how ancient African civilizations influenced the modern world
- Appreciate Africa's role in world civilization

In groups, learners are guided to:

- Brainstorm how Ancient Egypt, Great Zimbabwe and Kingdom of Kongo contributed to modern world civilization
- Watch a video on contributions of ancient kingdoms to modern world
- Write an essay on contributions of ancient kingdoms to modern civilization

How has early African civilisation influenced the world today?

- Moran Social Studies Learner's Book pg. 29
- Digital resources
- Video clips
- Pictures of pyramids, ruins, artifacts

- Written essays - Debate participation - Observation

People and Relationships

Slavery and Servitude - Various forms of slavery and servitude in traditional African society
Slavery and Servitude - Factors that led to the development of the Indian Ocean slave trade

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

- Define slavery and servitude
- Identify various forms of slavery in traditional African and contemporary society
- Show concern for human dignity

In groups, learners are guided to:

- Brainstorm on the meaning of slavery and servitude
- Discuss various forms of slavery and servitude in traditional African and contemporary society
- Study charts showing traditional forms of slavery and servitude

Why has slavery and servitude existed for thousands of years?

- Moran Social Studies Learner's Book pg. 32
- Charts showing forms of slavery
- Digital resources
- Flip charts/manila papers
- Moran Social Studies Learner's Book pg. 34
- Maps showing slave trade routes
- Approved textbooks

- Oral questions - Observation - Written tests

People and Relationships

Slavery and Servitude - Geographical extent of regions covered by Indian Ocean slave trade

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

- Identify regions covered by Indian Ocean slave trade in Africa
- Sketch the geographical extent of Indian Ocean slave trade on a map
- Apply map skills to show historical events

In groups, learners are guided to:

- Use textbooks or digital media to find out areas covered by Indian Ocean slave trade
- Study maps and identify areas covered by Indian Ocean slave trade
- Draw a sketch map of Africa showing slave trade routes and centers

Which regions in Africa were affected by the Indian Ocean slave trade?

- Moran Social Studies Learner's Book pg. 36
- Maps of Africa
- Atlas
- Drawing materials
- Digital resources

- Map work - Sketches - Observation

People and Relationships

Slavery and Servitude - Promoting human dignity for a just and peaceful world
Slavery and Servitude - Forms of slavery and servitude in contemporary society

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

- Identify social injustices committed during slave trade
- Explain ways of promoting human dignity
- Demonstrate commitment to promoting human rights

In groups, learners are guided to:

- Find out from textbooks or digital media social injustices committed during Indian Ocean slave trade
- Develop slogans on ways of promoting human dignity
- Role-play promotion of human dignity for a just and peaceful world

How can we promote human dignity in society today?

- Moran Social Studies Learner's Book pg. 37
- Digital resources
- Slogan materials
- Role-play props
- Moran Social Studies Learner's Book pg. 38
- Charts and posters
- Community awareness materials

- Slogans - Role-play assessment - Project work

People and Relationships

Developments in Medium of Trade - Comparison between barter trade and currency trade

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

- Define barter trade and currency trade
- Compare barter trade and currency trade in Africa
- Appreciate the evolution of trade systems

In groups, learners are guided to:

- Brainstorm the meanings of barter and currency trade
- Study pictures showing barter trade and currency trade
- Discuss similarities and differences between barter trade and use of currency

How has money transformed trade in Africa?

- Moran Social Studies Learner's Book pg. 40
- Pictures of trade activities
- Charts and diagrams
- Digital resources

- Oral questions - Written tests - Diagrams

People and Relationships

Developments in Medium of Trade - Factors that led to the introduction of money in Africa
Developments in Medium of Trade - Impact of the introduction of money in Africa

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

- Identify factors that led to introduction of money in Africa
- Explain limitations of barter trade
- Demonstrate understanding of economic evolution

In groups, learners are guided to:

- Use textbooks or digital devices to find information on factors that led to introduction of money
- Read charts and identify factors that led to introduction of money
- Match factors with how they led to introduction of money in Africa

Why was money introduced in Africa?

- Moran Social Studies Learner's Book pg. 42
- Digital resources
- Charts showing factors
- Approved textbooks
- Moran Social Studies Learner's Book pg. 44
- Pictures of cowrie shells, beads, gold bars
- Modern currency samples
- Digital resources

- Written assignments - Observation - Oral questions

People and Relationships

Developments in Medium of Trade - Medium of trade for sustainability
Diversity and Interpersonal Relationships - Factors that determine human diversity in society

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

- Differentiate between barter and currency trade
- Apply money management skills
- Demonstrate responsible use of money

In groups, learners are guided to:

- Role-play the two mediums of trade
- Develop a monthly household budget
- Participate in shopping for the family and write in journal about using money wisely

How can we use money wisely for sustainable living?

- Moran Social Studies Learner's Book pg. 47
- Budget templates
- Role-play materials
- Journals
- Moran Social Studies Learner's Book pg. 50
- Pictures showing diversity
- Digital resources
- Charts and markers

- Role-play assessment - Budget analysis - Journal entries

People and Relationships

Diversity and Interpersonal Relationships - Interpersonal skills that enhance healthy interactions

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

- Identify components of human identity in multicultural society
- Explain interpersonal skills that enhance healthy interactions
- Demonstrate effective communication skills

In groups, learners are guided to:

- Use textbooks or digital devices to search for components of human identity
- Engage a resource person to discuss interpersonal skills
- Study scenarios and identify interpersonal skills being used

Why is respect and appreciation of diversity crucial for social cohesion?

- Moran Social Studies Learner's Book pg. 52
- Flashcards
- Resource person
- Digital resources

- Written tests - Charts - Oral presentations

People and Relationships

Diversity and Interpersonal Relationships - Desirable and undesirable personality attributes
Diversity and Interpersonal Relationships - Importance of building healthy relationships in multicultural society

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

- Define personality attributes
- Classify desirable and undesirable personality attributes
- Value positive personality traits

In groups, learners are guided to:

- Discuss the meaning of personality attributes
- Read scenarios and identify personality attributes
- Role play personality attributes that enhance self-awareness

What personality attributes make us better people?

- Moran Social Studies Learner's Book pg. 54
- Posters showing attributes
- Role-play materials
- Digital resources
- Moran Social Studies Learner's Book pg. 56
- Digital resources
- Song composition materials
- Recording devices

- Role-play assessment - Debate participation - Written tests

People and Relationships

Diversity and Interpersonal Relationships - Promoting healthy interactions in the community

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

- Identify human diversities in the locality
- Apply interpersonal skills to enhance community relationships
- Value diversity in building community cohesion

In groups, learners are guided to:

- Identify human diversities found in the locality
- Discuss interpersonal skills used to enhance healthy relationships in community
- Compose songs about interpersonal skills and sing during School's Annual General Meeting

How can we promote unity in diversity in our community?

- Moran Social Studies Learner's Book pg. 53
- Community survey materials
- Song composition materials
- Charts and posters

- Songs - Community project - Oral presentations

People and Relationships

Peaceful Coexistence - Qualities of a peaceful person in the community
Peaceful Coexistence - Factors that promote peaceful coexistence

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

- Identify peaceful members of the community
- Explain qualities of a peaceful person
- Appreciate the value of peaceful behavior

In groups, learners are guided to:

- Brainstorm the qualities of peaceful members of community
- Solve crossword puzzle using clues about qualities of peaceful person
- Design flashcards showing qualities of a peaceful person
- Write an essay on qualities of a peaceful person

How can we promote peace for mutual social well-being?

- Moran Social Studies Learner's Book pg. 58
- Crossword puzzles
- Flashcards and strings
- Essay writing materials
- Moran Social Studies Learner's Book pg. 60
- Charts showing factors
- Resource person
- Poster materials

- Crossword assessment - Flashcards - Essays

People and Relationships

Peaceful Coexistence - Peaceful conflict resolution process in day-to-day life
Peaceful Coexistence - Importance of peaceful coexistence in the community

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

- Describe the steps of peaceful conflict resolution
- Apply conflict resolution skills in different situations
- Value peaceful methods of solving conflicts

In groups, learners are guided to:

- Use textbooks or digital devices to search for information on peaceful conflict resolution process
- Study diagrams showing steps of conflict resolution
- Role-play how to follow the process of conflict resolution in day-to-day life

How can I manage stress and emotion to promote inner peace?

- Moran Social Studies Learner's Book pg. 62
- Digital resources
- Conflict resolution diagrams
- Role-play props
- Moran Social Studies Learner's Book pg. 64
- Poems on peace
- Poetry materials

- Role-play assessment - Practical activities - Observation

Community Service-Learning

Community Service Learning - Meaning of key terms used in CSL
Community Service Learning - Importance of CSL in the community
Community Service Learning - Steps of a CSL project

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

- Define key terms used in CSL and CSL projects
- Use key CSL terms correctly in sentences
- Show interest in learning about CSL

In groups, learners are guided to:

- Use a dictionary to find meanings: community, problem, solution, project, implementation, plan of activity, written report
- Match CSL terms with their correct meanings
- Write terms on flashcards and present to classmates

What is Community Service Learning and why does it matter?

- Moran Social Studies Grade 7 pg. 66
- Dictionary
- Flashcards
- Digital resources
- Internet access
- Moran Social Studies Grade 7 pg. 67
- Flashcards
- Chart paper

- Oral questions - Observation

Community Service-Learning

Community Service Learning - Identifying a community problem
Community Service Learning - Designing solutions to a problem
Community Service Learning - Planning to implement the solution

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

- Identify a problem or gap in the community
- Describe the identified problem clearly
- Show concern for addressing problems in the community

In groups, learners are guided to:

- Identify a problem in the school or community environment
- Discuss appropriate ways of collecting information about the identified problem
- Present a description of the problem to the class

What problems exist in our community that we could help to solve?

- Moran Social Studies Grade 7 pg. 68
- Notebooks
- Digital devices
- Chart paper
- Markers
- Notebooks

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Begin implementation of the agreed plan
- Demonstrate teamwork during implementation
- Show responsibility in executing assigned roles

In groups, learners are guided to:

- Carry out the first phase of CSL project implementation based on the plan
- Monitor progress and discuss challenges faced
- Record observations and actions taken during implementation

Are we following our plan effectively to solve the community problem?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Complete the implementation of the CSL project
- Evaluate the effectiveness of the plan during implementation
- Appreciate the collective effort in executing a CSL project

In groups, learners are guided to:

- Finalise the implementation activities of the CSL project
- Evaluate how well the plan was executed
- Celebrate achievements and note areas for improvement

How successfully have we implemented our CSL project?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Community engagement in CSL
Community Service Learning - Reviewing and adjusting the CSL plan

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

- Engage community members in the CSL project
- Communicate effectively with community members about the project
- Value the role of community participation in CSL

In groups, learners are guided to:

- Interact with relevant community members during implementation
- Explain the objectives and importance of the project to community stakeholders
- Record feedback from community members

How does engaging the community improve the impact of a CSL project?

- Moran Social Studies Grade 7 pg. 66–68
- Community resource persons
- Notebooks
- Moran Social Studies Grade 7 pg. 68
- Project records

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Completing the CSL project
Community Service Learning - Reporting on the CSL project

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

- Finalise all CSL project activities as per the plan
- Ensure all project goals have been addressed
- Show pride in completing a community project

In groups, learners are guided to:

- Complete all remaining project activities
- Verify that all project objectives have been met
- Prepare for project reporting and reflection

Have we achieved all the goals we set for our CSL project?

- Moran Social Studies Grade 7 pg. 68
- Project records
- Notebooks
- Moran Social Studies Grade 7 pg. 71
- Notebooks
- Manila paper

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Reflecting on the CSL project

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

- Reflect on experiences and lessons learnt from the CSL project
- Assess the impact of the project on the community
- Desire to conduct more CSL projects in the community

In groups, learners are guided to:

- Discuss experiences encountered during the CSL project
- Evaluate the impact of the project on the community
- Identify lessons learnt and areas of improvement for future projects

What did we learn from our CSL project and how did it help our community?

- Moran Social Studies Grade 7 pg. 71
- Project reports
- Notebooks

- Oral questions - Observation

Community Service-Learning

Community Service Learning - Assessment: CSL project presentation
Community Service Learning - Executing a CSL project at home

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

- Present the completed CSL project to an audience
- Explain each step followed during the CSL project
- Appreciate the importance of sharing CSL project findings

In groups, learners are guided to:

- Present the CSL project report to the class
- Explain the activities shown in assessment task pictures in relation to CSL project steps
- Receive and respond to feedback from classmates and teacher

How effectively did our CSL project address the identified community problem?

- Moran Social Studies Grade 7 pg. 71–72
- Project reports
- Charts
- Moran Social Studies Grade 7 pg. 71
- Parent/guardian guidance
- Notebooks

- Oral questions - Written assignments - Observation

Community Service-Learning
Natural and Historic Built Environments

Community Service Learning - Sharing the home CSL project
Historical Information - Sources of historical information

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

- Present the home CSL project report in class
- Compare the home project experience with the class project
- Value the transferability of CSL skills to different settings

In groups, learners are guided to:

- Share the home CSL project report in class
- Discuss similarities and differences between the home project and class project
- Discuss how to replicate CSL projects in various community settings

How can CSL skills learned in school be applied in different community settings?

- Moran Social Studies Grade 7 pg. 71
- Home CSL reports
- Notebooks
- Moran Social Studies Grade 7 pg. 73
- Digital devices
- Reference books

- Oral questions - Observation

Natural and Historic Built Environments

Historical Information - Primary and secondary sources
Historical Information - Preservation of historical information
Historical Information - Significance of sources of historical information

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

- Distinguish between primary and secondary sources of historical information
- Classify given sources as primary or secondary
- Appreciate the difference between primary and secondary sources

In groups, learners are guided to:

- Find the meanings of primary and secondary sources using textbooks or online resources
- Classify a list of sources (letters, folktales, artefacts, biographies, interviews) as primary or secondary
- Create a poster showing classified sources and present in class

What is the difference between primary and secondary sources of historical information?

- Moran Social Studies Grade 7 pg. 75
- Textbooks
- Chart paper
- Moran Social Studies Grade 7 pg. 77
- Digital devices
- Reference books
- Moran Social Studies Grade 7 pg. 80

- Written assignments - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Areas of early agriculture in Africa
Historical Development of Agriculture - Factors favouring early agriculture
Historical Development of Agriculture - Nile Valley contributions to world civilisation

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

- Locate areas where early agriculture was practised in Africa
- Draw a sketch map showing areas of early agriculture in Africa
- Show interest in the history of agriculture in Africa

In groups, learners are guided to:

- Use digital devices or textbooks to find areas where early agriculture was practised (Ancient Egypt, Nubia, Rift Valley of Eastern Africa)
- Identify places on a map of Africa where early agriculture was practised
- Draw and display a sketch map showing areas of early agriculture

Why did people start practising agriculture in Africa?

- Moran Social Studies Grade 7 pg. 82
- Atlas
- Wall maps
- Digital devices
- Moran Social Studies Grade 7 pg. 84
- Reference books
- Digital devices
- Flashcards
- Moran Social Studies Grade 7 pg. 86
- Chart paper

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Importance of domestication of plants and animals

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

- Value the importance of domestication of plants and animals in Africa
- Identify earliest plants and animals domesticated in Africa
- Create and display a poster on the importance of domestication

In groups, learners are guided to:

- Brainstorm the importance of growing crops and keeping animals in the locality
- Find out the earliest domesticated animals and plants in Africa and how they were important
- Design a poster with messages on the importance of domestication and use it to sensitise classmates

Why was domestication of plants and animals important in Africa?

- Moran Social Studies Grade 7 pg. 89
- Reference books
- Digital devices
- Chart paper

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Maps and Map Work - Types of maps and position of Africa

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

- Identify the three types of maps (sketch map, topographical map, atlas map)
- Describe the position of Africa in relation to other continents
- Appreciate the location of Africa on the world map

In groups, learners are guided to:

- Brainstorm the types of maps and share findings in class
- Use an atlas to find the position of Africa in relation to other continents
- Identify water bodies bordering Africa (Atlantic Ocean, Mediterranean Sea, Indian Ocean, Red Sea) and describe Africa's position using compass directions

How are maps used?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Digital devices
- Wall maps

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Types of maps and position of Africa

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

- Identify the three types of maps (sketch map, topographical map, atlas map)
- Describe the position of Africa in relation to other continents
- Appreciate the location of Africa on the world map

In groups, learners are guided to:

- Brainstorm the types of maps and share findings in class
- Use an atlas to find the position of Africa in relation to other continents
- Identify water bodies bordering Africa (Atlantic Ocean, Mediterranean Sea, Indian Ocean, Red Sea) and describe Africa's position using compass directions

How are maps used?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Digital devices
- Wall maps

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Types of maps and position of Africa

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

- Identify the three types of maps (sketch map, topographical map, atlas map)
- Describe the position of Africa in relation to other continents
- Appreciate the location of Africa on the world map

In groups, learners are guided to:

- Brainstorm the types of maps and share findings in class
- Use an atlas to find the position of Africa in relation to other continents
- Identify water bodies bordering Africa (Atlantic Ocean, Mediterranean Sea, Indian Ocean, Red Sea) and describe Africa's position using compass directions

How are maps used?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Digital devices
- Wall maps

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Types of maps and position of Africa

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

- Identify the three types of maps (sketch map, topographical map, atlas map)
- Describe the position of Africa in relation to other continents
- Appreciate the location of Africa on the world map

In groups, learners are guided to:

- Brainstorm the types of maps and share findings in class
- Use an atlas to find the position of Africa in relation to other continents
- Identify water bodies bordering Africa (Atlantic Ocean, Mediterranean Sea, Indian Ocean, Red Sea) and describe Africa's position using compass directions

How are maps used?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Digital devices
- Wall maps

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Shape and size of Africa

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

- Describe the shape and size of Africa
- Draw an outline map of Africa and indicate its countries
- Appreciate the diversity of countries that make up Africa

In groups, learners are guided to:

- Study a sketch map of Africa and identify its shape
- Use an atlas to find out the size of Africa
- Draw an outline map of Africa, indicate countries, and display in class

How large is Africa compared to other continents?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Blank paper
- Pencils

- Observation - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Using latitudes and longitudes to locate places
Maps and Map Work - Practice using latitudes and longitudes
Maps and Map Work - Calculating time using longitudes
Maps and Map Work - Practice calculating time differences

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

- Locate places and features using latitudes and longitudes on a map
- Follow steps to locate a place using its coordinates
- Show interest in using latitude and longitude for navigation

In groups, learners are guided to:

- Identify latitudes and longitudes on the map of Africa
- Use the four-step method to locate places on a map using coordinates
- Locate Kenya, Angola, Nairobi, and Cairo on the map of Africa using latitudes and longitudes

How do we use latitudes and longitudes to find a place on a map?

- Moran Social Studies Grade 7 pg. 94
- Atlas
- Map of Africa
- Digital devices
- Moran Social Studies Grade 7 pg. 95
- Map of Africa
- Moran Social Studies Grade 7 pg. 97
- Calculators
- Reference books
- Moran Social Studies Grade 7 pg. 98
- Calculators

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: mountains and rivers
Maps and Map Work - Key features in Africa: lakes, islands and waterfalls
Maps and Map Work - Key features: Great Rift Valley and Congo Basin

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

- Locate key mountain and river features in Africa using latitudes and longitudes
- Explain the importance of key mountain and river features in Africa
- Appreciate the significance of key physical features in Africa

In groups, learners are guided to:

- Brainstorm key features in Africa in terms of mountains and rivers
- Use latitudes and longitudes to locate River Nile and Sahara Desert on the map of Africa
- Use textbooks or digital devices to find the importance of these key features

What are the key physical features in Africa and why are they important?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Wall maps
- Digital devices
- Reference books

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Origin of the earth
Earth and the Solar System - Size, shape and position of the earth
Earth and the Solar System - Effects of rotation on human activities

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

- Describe the origin of the earth according to the Passing Star theory and the Nebula Cloud theory
- Draw and explain diagrams of the stages of each theory
- Show interest in theories explaining the origin of the earth

In groups, learners are guided to:

- Use reference books and online resources to find information about the Passing Star theory and Nebula Cloud theory
- Study and draw the diagrams showing stages of the Passing Star theory
- Rearrange pictures showing stages of the Nebula Cloud theory and dramatise it

How was the earth formed?

- Moran Social Studies Grade 7 pg. 105
- Reference books
- Digital devices
- Drawing paper
- Moran Social Studies Grade 7 pg. 107
- Atlas
- Clay/plasticine
- Moran Social Studies Grade 7 pg. 109
- Digital devices

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Effects of revolution on human activities
Earth and the Solar System - Internal structure of the earth

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

- Explain the meaning of revolution of the earth
- Examine the effects of revolution of the earth on human activities
- Appreciate the influence of the earth's revolution on agriculture and climate

In groups, learners are guided to:

- Discuss what happens when the earth revolves around the sun
- Create a chart showing effects of revolution of the earth on human activities (agriculture, climate, seasons)
- Display the chart and present findings in class

How does the revolution of the earth around the sun affect human activities?

- Moran Social Studies Grade 7 pg. 110
- Reference books
- Chart paper
- Moran Social Studies Grade 7 pg. 113
- Drawing paper
- Clay

- Written assignments - Oral questions