People and Relationships

Human Origin - Traditional stories of human origin from African communities

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

- Oral questions - Observation - Story retelling

People and Relationships

Human Origin - Religious stories about the origin of humankind

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

- Explain religious stories about the origin of humankind
- Compare creation stories from different religions
- Show respect for different religious beliefs

In groups, learners are guided to:

- Brainstorm the origin of humankind according to different religions
- Read and discuss creation stories from Christianity, Islam and Hinduism
- Find out the beliefs of other religions about the origin of humankind
- Sing a religious song on the origin of humankind

What do different religions believe about human origin?

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

- Oral questions - Written tests - Observation

People and Relationships

Human Origin - Common aspects found in traditional and religious stories of human origin
Human Origin - Acknowledging religious and traditional 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
- Moran Social Studies Learner's Book pg. 21
- Digital recording devices
- Print media
- Poem writing materials

- Charts - Written essays - Oral presentations

People and Relationships

Early Civilisation - Factors that led to the growth of Ancient Egypt

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

- Identify factors that led to the growth of Ancient Egypt
- Explain the role of River Nile in Ancient Egyptian civilization
- Appreciate the contributions of Ancient Egypt to civilization

In groups, learners are guided to:

- Study the map of Ancient Egypt and discuss the importance of River Nile
- Use digital media or textbooks to find out factors that led to the growth of Ancient Egypt
- Explain how the factors contributed to the growth of Ancient Egypt

Why did Ancient Egypt develop along the River Nile?

- Moran Social Studies Learner's Book pg. 23
- Maps of Ancient Egypt
- Digital resources
- Charts and diagrams

- Oral questions - Written tests - Map work

People and Relationships

Early Civilisation - Factors that led to the growth of Great Zimbabwe

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

- Written essays - Oral presentations - Observation

People and Relationships

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:

- Identify factors that led to the growth of Kingdom of Kongo
- Locate Ancient Egypt, Great Zimbabwe and Kingdom of Kongo on map of Africa
- Demonstrate map reading skills

In groups, learners are guided to:

- Use textbooks or digital media to find out factors that led to the growth of Kingdom of Kongo
- Use a wall map or atlas to locate ancient kingdoms
- Draw an outline map of Africa and shade areas where ancient kingdoms were located

Where were the ancient African kingdoms located?

- Moran Social Studies Learner's Book pg. 27
- Atlas and wall maps
- Map of Africa
- Drawing materials

- Map work - Charts - Oral questions

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

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

- Oral questions - Observation - Written tests

People and Relationships

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:

- Identify factors that led to the development of Indian Ocean slave trade
- Explain the role of monsoon winds and natural harbours in slave trade
- Demonstrate understanding of historical injustices

In groups, learners are guided to:

- Use textbooks or digital devices to search for information on factors that led to Indian Ocean slave trade
- Discuss people involved in Indian Ocean slave trade and where slaves were obtained
- Write notes on factors that led to Indian Ocean slave trade

What factors led to the development of the Indian Ocean slave trade?

- Moran Social Studies Learner's Book pg. 34
- Digital resources
- Maps showing slave trade routes
- Approved textbooks

- Written tests - Oral presentations - Note-taking

People and Relationships

Slavery and Servitude - Geographical extent of regions covered by Indian Ocean slave trade
Slavery and Servitude - Promoting human dignity for a just and peaceful world

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
- Moran Social Studies Learner's Book pg. 37
- Digital resources
- Slogan materials
- Role-play props

- Map work - Sketches - Observation

People and Relationships

Slavery and Servitude - Forms of slavery and servitude in contemporary society

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

- Identify modern forms of slavery and servitude
- Explain how to combat contemporary slavery
- Value the promotion of human dignity in the community

In groups, learners are guided to:

- Brainstorm forms of slavery and servitude in the locality today
- Discuss how to promote human dignity for a just and peaceful society
- Create awareness messages on promotion of human dignity in Africa

What forms of slavery exist in our society today?

- Moran Social Studies Learner's Book pg. 38
- Charts and posters
- Digital resources
- Community awareness materials

- Portfolio - Journal entries - Oral questions

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

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

- Written assignments - Observation - Oral questions

People and Relationships

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 early forms of currency used in Africa
- Explain the impact of introduction of money in Africa
- Value the role of money in modern economy

In groups, learners are guided to:

- Study pictures of items used as medium of exchange before money
- Research on various currencies used in modern-day trade in Africa
- Make a chart on the impact of introduction of money in Africa

What were the effects of introducing money in Africa?

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

- Charts - Written tests - Oral presentations

People and Relationships

Developments in Medium of Trade - Medium of trade for sustainability

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

- Role-play assessment - Budget analysis - Journal entries

People and Relationships

Diversity and Interpersonal Relationships - Factors that determine human diversity in society

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

- Define human diversity
- Identify factors that determine human diversity
- Appreciate diversity in society

In groups, learners are guided to:

- Brainstorm on human diversity and things that make people different
- Use textbooks or digital devices to search for factors that determine human diversity
- Study pictures and identify factors that determine human diversity

How do varied personalities shape society?

- Moran Social Studies Learner's Book pg. 50
- Pictures showing diversity
- Digital resources
- Charts and markers

- Observation - Oral questions - Charts

People and Relationships

Diversity and Interpersonal Relationships - Interpersonal skills that enhance healthy interactions
Diversity and Interpersonal Relationships - Desirable and undesirable personality attributes

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
- Moran Social Studies Learner's Book pg. 54
- Posters showing attributes
- Role-play materials

- Written tests - Charts - Oral presentations

People and Relationships

Diversity and Interpersonal Relationships - Importance of building healthy relationships in multicultural society

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

- Explain the importance of healthy relationships
- Distinguish between healthy and unhealthy relationships
- Demonstrate commitment to building positive relationships

In groups, learners are guided to:

- Reflect on relationships and group them as healthy or unhealthy
- Brainstorm importance of healthy relationships in multicultural society
- Compose and sing songs on importance of building healthy relationships

How do healthy relationships benefit us and society?

- Moran Social Studies Learner's Book pg. 56
- Digital resources
- Song composition materials
- Recording devices

- Songs - Role-play - Observation

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

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

- Crossword assessment - Flashcards - Essays

People and Relationships

Peaceful Coexistence - Factors that promote peaceful coexistence

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

- Identify factors that promote peaceful coexistence
- Explain how factors promote peaceful coexistence
- Demonstrate commitment to promoting peace

In groups, learners are guided to:

- Brainstorm reasons for living harmoniously in class
- Engage a resource person to find out factors that promote peaceful coexistence
- Make posters on factors which promote peaceful coexistence

What factors help people live together peacefully?

- Moran Social Studies Learner's Book pg. 60
- Charts showing factors
- Resource person
- Poster materials

- Posters - Oral questions - Observation

People and Relationships

Peaceful Coexistence - Peaceful conflict resolution process in day-to-day life

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

- Role-play assessment - Practical activities - Observation

People and Relationships
Community Service-Learning

Peaceful Coexistence - Importance of peaceful coexistence in the community
Community Service Learning - Meaning of key terms used in CSL

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

- Explain the benefits of peaceful coexistence
- Compare communities with and without peaceful coexistence
- Appreciate the importance of peace in the community

In groups, learners are guided to:

- Imagine a community that lacks peaceful coexistence and brainstorm differences
- Recite poems showing benefits of peaceful coexistence
- Compose and recite poems on importance of peaceful coexistence

Why is peaceful coexistence important for community development?

- Moran Social Studies Learner's Book pg. 64
- Poems on peace
- Digital resources
- Poetry materials
- Moran Social Studies Grade 7 pg. 66
- Dictionary
- Flashcards

- Poems - Written tests - Oral presentations

Community Service-Learning

Community Service Learning - Importance of CSL in the community
Community Service Learning - Steps of a CSL project
Community Service Learning - Identifying a community problem

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

- Describe the importance of CSL in the community
- Discuss how CSL projects benefit learners and community members
- Appreciate the value of CSL in solving community problems

In groups, learners are guided to:

- Read the story of Umoja Village and discuss how CSL helped Sarah and the community
- Discuss other benefits of CSL beyond those in the story
- Compose a poem on the importance of CSL and recite in class

How does Community Service Learning benefit individuals and communities?

- Moran Social Studies Grade 7 pg. 66
- Digital resources
- Internet access
- Moran Social Studies Grade 7 pg. 67
- Flashcards
- Chart paper
- Moran Social Studies Grade 7 pg. 68
- Notebooks
- Digital devices

- Oral questions - Written assignments

Community Service-Learning

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:

- Suggest and analyse solutions to an identified community problem
- Choose the best solution to a problem
- Appreciate the importance of designing practical solutions

In groups, learners are guided to:

- Suggest and analyse possible solutions to the identified problem
- Evaluate each solution and select the most appropriate one
- Present the chosen solution and justification to classmates

How do we decide on the best solution to a community problem?

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

- Observation - Written assignments

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:

- Carry out the core activities of the CSL project
- Collaborate effectively with all team members
- Show dedication to helping the community

In groups, learners are guided to:

- Execute the main activities of the CSL project
- Support each other in completing assigned tasks
- Document progress and achievements

What impact are our CSL project activities having on the community?

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

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Community engagement in CSL

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

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Reviewing and adjusting the CSL plan

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

- Review the progress of the CSL project
- Make appropriate adjustments to the plan based on findings
- Demonstrate flexibility in addressing implementation challenges

In groups, learners are guided to:

- Review the project's progress against the original plan
- Identify areas requiring adjustment and make necessary changes
- Document revisions and reasons for changes

What adjustments do we need to make to improve our project outcomes?

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

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Completing 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

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Reporting on the CSL project

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

- Write a report on the completed CSL project
- Present the project report to classmates
- Appreciate the importance of documenting CSL project outcomes

In groups, learners are guided to:

- Think about the completed project and write a comprehensive report
- Include: problem identified, solution designed, implementation process and outcomes
- Share the report with classmates through a class presentation

How do we document and communicate what we have done in our CSL project?

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

- Written assignments - Oral questions

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

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

- Oral questions - Written assignments - Observation

Community Service-Learning

Community Service Learning - Executing a CSL project at home
Community Service Learning - Sharing the home CSL project

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

- Identify a problem at home with the help of a parent or guardian
- Apply the steps of a CSL project to solve the home problem
- Show initiative in conducting CSL projects beyond school

In groups, learners are guided to:

- With the help of a parent or guardian, identify a problem at home
- Follow the steps of a CSL project to solve the identified problem
- Write a report about how the problem was solved

How can we apply CSL skills to solve problems in our homes?

- Moran Social Studies Grade 7 pg. 71
- Parent/guardian guidance
- Notebooks
- Home CSL reports

- Written assignments - Oral questions

Natural and Historic Built Environments

Historical Information - Sources of historical information
Historical Information - Primary and secondary sources

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

- Identify various sources of historical information in society
- Use reference books and digital resources to find information about historical sources
- Show interest in learning about historical information sources

In groups, learners are guided to:

- Brainstorm where families and government store historical information
- Study pictures of sources of historical information (newspapers, artefacts, music, oral history, photographs, plays, novels, government documents) and identify what they represent
- Use reference books or digital resources to find other sources and share findings

Where can we find historical information about our community?

- Moran Social Studies Grade 7 pg. 73
- Digital devices
- Reference books
- Moran Social Studies Grade 7 pg. 75
- Textbooks
- Chart paper

- Oral questions - Observation

Natural and Historic Built Environments

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:

- Explore how various sources of historical information have been preserved over the years
- Identify places in Kenya and Africa where historical information is preserved
- Appreciate the need to preserve sources of historical information

In groups, learners are guided to:

- Identify places in Kenya where historical information is preserved (Nairobi National Museum, Bomas of Kenya, Uhuru Gardens, August 7th Memorial Park, Kigali Genocide Memorial, Namugongo Shrines)
- Match types of historical information with how they are preserved (fossils in cases, photographs laminated, books on shelves, legends passed orally)
- Watch documentaries or video clips on preservation of historical information

How have sources of historical information been preserved over the years?

- Moran Social Studies Grade 7 pg. 77
- Digital devices
- Reference books
- Moran Social Studies Grade 7 pg. 80

- Oral questions - Written assignments

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

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

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Maps and Map Work - Shape and size of Africa
Maps and Map Work - Using latitudes and longitudes to locate places

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
- Moran Social Studies Grade 7 pg. 94
- Map of Africa
- Digital devices

- Observation - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Practice using latitudes and longitudes
Maps and Map Work - Calculating time using longitudes

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

- Give the location of various places using latitudes and longitudes
- Identify places on a map using given coordinates
- Appreciate the usefulness of latitudes and longitudes in locating places

In groups, learners are guided to:

- Use latitudes and longitudes to locate Tunis, Chad, Johannesburg, Lake Kivu, Mt Kenya, Lake Victoria, and Atlas Mountains on the map of Africa
- Identify places lying on given coordinates (e.g. 10°N 10°W; 3°S 30°E)
- Present findings on a chart and discuss in class

How do we accurately describe the location of places on a map?

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

- Written assignments - Observation

Natural and Historic Built Environments

Maps and Map Work - Practice calculating time differences
Maps and Map Work - Key features in Africa: mountains and rivers
Maps and Map Work - Key features in Africa: lakes, islands and waterfalls

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

- Calculate time differences accurately for various places using longitudes
- Present time calculation steps clearly on a chart
- Show interest in understanding time zones

In groups, learners are guided to:

- Calculate time in Antananarivo when Tunis time is known
- Calculate local time in Wajir given Greenwich Meridian time
- Work out the time in Algiers given the time in Marsabit and present steps on a chart

How does the position of a place on a longitude affect its local time?

- Moran Social Studies Grade 7 pg. 98
- Atlas
- Calculators
- Moran Social Studies Grade 7 pg. 100
- Wall maps
- Digital devices

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Key features: Great Rift Valley and Congo Basin
Earth and the Solar System - Origin of the earth

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

- Locate the Great Rift Valley and Congo Basin on a map of Africa
- Explain the significance of the Great Rift Valley and Congo Basin
- Appreciate the importance of Africa's key geographical features

In groups, learners are guided to:

- Locate the Great Rift Valley and Congo Basin on the map using latitudes and longitudes
- Discuss the importance of these features to Africa and the world
- Draw a map of Africa showing all key features studied

Why are the Great Rift Valley and Congo Basin significant geographical features in Africa?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Wall maps
- Reference books
- Moran Social Studies Grade 7 pg. 105
- Reference books
- Digital devices
- Drawing paper

- Observation - Written assignments

Natural and Historic Built Environments

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:

- Explore the size and shape of the earth in the solar system
- Identify the position of the earth in the solar system
- Appreciate the unique position of the earth in the solar system

In groups, learners are guided to:

- Use an atlas and reference books to find out the size and shape of the earth
- Study a picture of the solar system and identify the earth's position (third planet from the sun, approximately 149 million km away)
- Use locally available materials (clay, plasticine) to model the solar system

Where does the earth sit in the solar system?

- Moran Social Studies Grade 7 pg. 107
- Atlas
- Reference books
- 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