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 - 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

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

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

- Slogans - Role-play assessment - Project work

People and Relationships

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 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

- Slogans - Role-play assessment - Project work

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

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 - 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

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

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

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

- Role-play assessment - Debate participation - Written tests

People and Relationships

Diversity and Interpersonal Relationships - Desirable and undesirable personality attributes

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

- Role-play assessment - Debate participation - Written tests

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 - 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 - 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

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

Peaceful Coexistence - Importance of peaceful coexistence in the community

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

- Poems - Written tests - Oral presentations

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 - 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

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 - Nile Valley contributions to world civilisation
Historical Development of Agriculture - Importance of domestication of plants and animals

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
- Moran Social Studies Grade 7 pg. 89

- Written assignments - Oral questions

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

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

- 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 - 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:

- 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: 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 - 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

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