Natural and Historic Built Environments

Historical Information - Sources of historical information

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

- Oral questions - Observation

Natural and Historic Built Environments

Historical Information - Sources of historical information

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

- Oral questions - Observation

Natural and Historic Built Environments

Historical Information - Primary and secondary sources

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

- Written assignments - Observation

Natural and Historic Built Environments

Historical Information - Primary and secondary sources

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

- Written assignments - Observation

Natural and Historic Built Environments

Historical Information - Preservation 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

- Oral questions - Written assignments

Natural and Historic Built Environments

Historical Information - Preservation 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

- Oral questions - Written assignments

Natural and Historic Built Environments

Historical Information - Significance of sources of historical information

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

- Explain the significance of various sources of historical information
- Debate on the importance of historical information in providing evidence of past human accounts
- Appreciate the significance of historical information in understanding the past

In groups, learners are guided to:

- Use digital devices or textbooks to find the significance of historical information sources
- Recite the poem on the importance of sources of historical information
- Debate the motion: "Is historical information important in providing evidence of past human accounts?"

How significant are sources of historical information in understanding past human accounts?

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

- Oral questions - Observation - Written assignments

Natural and Historic Built Environments

Historical Information - Significance of sources of historical information

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

- Explain the significance of various sources of historical information
- Debate on the importance of historical information in providing evidence of past human accounts
- Appreciate the significance of historical information in understanding the past

In groups, learners are guided to:

- Use digital devices or textbooks to find the significance of historical information sources
- Recite the poem on the importance of sources of historical information
- Debate the motion: "Is historical information important in providing evidence of past human accounts?"

How significant are sources of historical information in understanding past human accounts?

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

- Oral questions - Observation - Written assignments

Natural and Historic Built Environments

Historical Development of Agriculture - Areas of early agriculture in Africa

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

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Areas of early agriculture in Africa

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

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Factors favouring early agriculture

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

- Explore factors that favoured growing of crops and rearing of animals in Ancient Egypt, Nubia and the Rift Valley during early agriculture
- Design flashcards showing these factors
- Value the natural factors that made early agriculture possible

In groups, learners are guided to:

- Use reference books or digital devices to find factors favouring early agriculture in each region
- Study pictures of canal irrigation, River Nile flooding, and domesticated animals and explain how they favoured agriculture
- Design and display flashcards showing factors that favoured early agriculture in each region

How did agriculture begin in Africa?

- Moran Social Studies Grade 7 pg. 84
- Reference books
- Digital devices
- Flashcards

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Factors favouring early agriculture

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

- Explore factors that favoured growing of crops and rearing of animals in Ancient Egypt, Nubia and the Rift Valley during early agriculture
- Design flashcards showing these factors
- Value the natural factors that made early agriculture possible

In groups, learners are guided to:

- Use reference books or digital devices to find factors favouring early agriculture in each region
- Study pictures of canal irrigation, River Nile flooding, and domesticated animals and explain how they favoured agriculture
- Design and display flashcards showing factors that favoured early agriculture in each region

How did agriculture begin in Africa?

- Moran Social Studies Grade 7 pg. 84
- Reference books
- Digital devices
- Flashcards

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Nile Valley contributions to world civilisation

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

- Assess the contributions of the Nile Valley agriculture to world civilisation
- Match agricultural practices in Ancient Egypt with their contributions to world civilisation
- Appreciate the lasting impact of Nile Valley agriculture on the modern world

In groups, learners are guided to:

- Use reference books or digital devices to find contributions of Nile Valley agriculture to world civilisation
- Match practices in Ancient Egypt with contributions (irrigation → irrigation globally; hieroglyphics → record keeping; pyramids → modern architecture)
- Design a chart showing contributions of Nile Valley agriculture and display it

How did Nile Valley agriculture contribute to world civilisation?

- Moran Social Studies Grade 7 pg. 86
- Reference books
- Digital devices
- Chart paper

- Written assignments - Oral questions

Natural and Historic Built Environments

Historical Development of Agriculture - Nile Valley contributions to world civilisation

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

- Assess the contributions of the Nile Valley agriculture to world civilisation
- Match agricultural practices in Ancient Egypt with their contributions to world civilisation
- Appreciate the lasting impact of Nile Valley agriculture on the modern world

In groups, learners are guided to:

- Use reference books or digital devices to find contributions of Nile Valley agriculture to world civilisation
- Match practices in Ancient Egypt with contributions (irrigation → irrigation globally; hieroglyphics → record keeping; pyramids → modern architecture)
- Design a chart showing contributions of Nile Valley agriculture and display it

How did Nile Valley agriculture contribute to world civilisation?

- Moran Social Studies Grade 7 pg. 86
- Reference books
- Digital devices
- Chart paper

- Written assignments - Oral questions

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

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 - 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 - 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

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

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Using latitudes and longitudes to locate places

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

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Practice using latitudes and 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

- Written assignments - Observation

Natural and Historic Built Environments

Maps and Map Work - Practice using latitudes and 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

- Written assignments - Observation

Natural and Historic Built Environments

Maps and Map Work - Calculating time using longitudes

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

- Calculate the time of different places in the world using longitudes
- Explain why time is different in various locations
- Appreciate the relationship between longitude and time

In groups, learners are guided to:

- Research how to calculate time in different places using longitudes
- Study a worked example (Mogadishu vs Accra) and follow the calculation steps
- Calculate time differences for given places (e.g. Nairobi and Accra; Rio de Janeiro and Los Angeles)

Why is time different in various locations?

- Moran Social Studies Grade 7 pg. 97
- Atlas
- Calculators
- Reference books

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Calculating time using longitudes

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

- Calculate the time of different places in the world using longitudes
- Explain why time is different in various locations
- Appreciate the relationship between longitude and time

In groups, learners are guided to:

- Research how to calculate time in different places using longitudes
- Study a worked example (Mogadishu vs Accra) and follow the calculation steps
- Calculate time differences for given places (e.g. Nairobi and Accra; Rio de Janeiro and Los Angeles)

Why is time different in various locations?

- Moran Social Studies Grade 7 pg. 97
- Atlas
- Calculators
- Reference books

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Practice calculating time differences

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

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Practice calculating time differences

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

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: mountains and rivers

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

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: mountains and rivers

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

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: lakes, islands and waterfalls

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

- Locate key lake, island, and waterfall features in Africa on a map
- Describe the significance of Lake Victoria, Lake Malawi, and Victoria Falls
- Appreciate the environmental value of major lakes and waterfalls in Africa

In groups, learners are guided to:

- Locate Lake Malawi, Lake Victoria, and Victoria Falls on the map of Africa using latitudes and longitudes
- Research and discuss the importance of these features
- Compose a poem on the location and importance of key features in Africa

How do key physical features in Africa contribute to the environment and human life?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Digital devices

- Oral questions - Written assignments

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: lakes, islands and waterfalls

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

- Locate key lake, island, and waterfall features in Africa on a map
- Describe the significance of Lake Victoria, Lake Malawi, and Victoria Falls
- Appreciate the environmental value of major lakes and waterfalls in Africa

In groups, learners are guided to:

- Locate Lake Malawi, Lake Victoria, and Victoria Falls on the map of Africa using latitudes and longitudes
- Research and discuss the importance of these features
- Compose a poem on the location and importance of key features in Africa

How do key physical features in Africa contribute to the environment and human life?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Digital devices

- Oral questions - Written assignments

Natural and Historic Built Environments

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 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

- Observation - Written assignments

Natural and Historic Built Environments

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 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

- Observation - Written assignments

Natural and Historic Built Environments

Earth and the Solar System - Origin of the earth

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

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Origin of the earth

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

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Size, shape and position of the earth

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

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Size, shape and position of the earth

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

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Effects of rotation on human activities

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

- Explain the meaning of rotation of the earth
- Examine the effects of the rotation of the earth on human activities
- Appreciate how rotation of the earth influences everyday life

In groups, learners are guided to:

- Discuss the meanings of rotation and revolution of the earth
- Use reference books and online resources to research effects of the earth's rotation on human activities
- Study pictures and identify human activities affected by rotation (fishing, transport, tourism)

How does the rotation of the earth affect human activities?

- Moran Social Studies Grade 7 pg. 109
- Reference books
- Digital devices

- Oral questions - Written assignments

Natural and Historic Built Environments

Earth and the Solar System - Effects of rotation on human activities

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

- Explain the meaning of rotation of the earth
- Examine the effects of the rotation of the earth on human activities
- Appreciate how rotation of the earth influences everyday life

In groups, learners are guided to:

- Discuss the meanings of rotation and revolution of the earth
- Use reference books and online resources to research effects of the earth's rotation on human activities
- Study pictures and identify human activities affected by rotation (fishing, transport, tourism)

How does the rotation of the earth affect human activities?

- Moran Social Studies Grade 7 pg. 109
- Reference books
- Digital devices

- Oral questions - Written assignments

Natural and Historic Built Environments

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

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

- Written assignments - Oral questions

Natural and Historic Built Environments

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

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

- Written assignments - Oral questions

Natural and Historic Built Environments

Earth and the Solar System - Internal structure of the earth

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

- Illustrate the internal structure of the earth
- Describe the layers of the earth (crust, mantle, core)
- Appreciate the effects of rotation and revolution of the earth on human activities

In groups, learners are guided to:

- Study the picture of the internal structure of the earth and describe it
- Complete a table describing the layers of the earth (crust, mantle, core)
- Draw, label, and display a diagram of the internal structure of the earth

What is the earth made of inside?

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

- Observation - Written assignments - Oral questions

Natural and Historic Built Environments

Earth and the Solar System - Internal structure of the earth

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

- Illustrate the internal structure of the earth
- Describe the layers of the earth (crust, mantle, core)
- Appreciate the effects of rotation and revolution of the earth on human activities

In groups, learners are guided to:

- Study the picture of the internal structure of the earth and describe it
- Complete a table describing the layers of the earth (crust, mantle, core)
- Draw, label, and display a diagram of the internal structure of the earth

What is the earth made of inside?

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

- Observation - Written assignments - Oral questions