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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Social Studies and Personal Management
|
Self-Improvement – Personality traits
|
By the end of the
lesson, the learner
should be able to:
- Describe personality traits for self-understanding - Identify personality traits that define their personal characteristics - Show interest in understanding their personality |
In groups, learners are guided to:
- Choose the animal that best defines their personal characteristics from a list of pre-selected animals, then discuss the outcome with the class - Discuss the meaning of personality traits such as agreeableness, extroversion, neuroticism, openness and conscientiousness - Describe the personality traits of classmates |
Which animal best reflects your personal characteristics?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips on personality traits - Charts on personality traits |
- Observation
- Oral questions
- Peer assessment
|
|
| 1 | 2 |
Social Studies and Personal Management
|
Self-Improvement – Personality traits
|
By the end of the
lesson, the learner
should be able to:
- Describe personality traits for self-understanding - Identify personality traits that define their personal characteristics - Show interest in understanding their personality |
In groups, learners are guided to:
- Choose the animal that best defines their personal characteristics from a list of pre-selected animals, then discuss the outcome with the class - Discuss the meaning of personality traits such as agreeableness, extroversion, neuroticism, openness and conscientiousness - Describe the personality traits of classmates |
Which animal best reflects your personal characteristics?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips on personality traits - Charts on personality traits |
- Observation
- Oral questions
- Peer assessment
|
|
| 1 | 3 |
Social Studies and Personal Management
|
Self-Improvement – Personality traits
|
By the end of the
lesson, the learner
should be able to:
- Describe personality traits for self-understanding - Identify personality traits that define their personal characteristics - Show interest in understanding their personality |
In groups, learners are guided to:
- Choose the animal that best defines their personal characteristics from a list of pre-selected animals, then discuss the outcome with the class - Discuss the meaning of personality traits such as agreeableness, extroversion, neuroticism, openness and conscientiousness - Describe the personality traits of classmates |
Which animal best reflects your personal characteristics?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips on personality traits - Charts on personality traits |
- Observation
- Oral questions
- Peer assessment
|
|
| 1 | 4 |
Social Studies and Personal Management
|
Self-Improvement – Personality traits and video analysis
|
By the end of the
lesson, the learner
should be able to:
- Analyse personality traits from video clips - Relate personality traits to real-life situations - Appreciate different personality traits in people |
In groups, learners are guided to:
- Watch a video clip on personality traits and discuss - Describe the personality traits shown in the video clip - Share personality traits portrayed by animals with other classmates |
How do personality traits influence our behaviour?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Internet access - Video clips |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 1 |
Social Studies and Personal Management
|
Self-Improvement – Goals for self-improvement in social life
|
By the end of the
lesson, the learner
should be able to:
- Share goals for self-improvement in social life - Develop personal life goals in education, careers and talents - Value goal-setting for self-improvement |
In groups, learners are guided to:
- Develop and share personal life goals such as educational, careers - Identify goals for self-improvement in relating with friends, education, careers, sports and talent - Organise forums in clubs or societies in school to share goals for self-improvement |
What career choices in Social Studies relate to you?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips of successful career individuals |
- Observation
- Oral questions
- Written reports
|
|
| 2 | 2 |
Social Studies and Personal Management
|
Self-Improvement – Goals for self-improvement in social life
|
By the end of the
lesson, the learner
should be able to:
- Share goals for self-improvement in social life - Develop personal life goals in education, careers and talents - Value goal-setting for self-improvement |
In groups, learners are guided to:
- Develop and share personal life goals such as educational, careers - Identify goals for self-improvement in relating with friends, education, careers, sports and talent - Organise forums in clubs or societies in school to share goals for self-improvement |
What career choices in Social Studies relate to you?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips of successful career individuals |
- Observation
- Oral questions
- Written reports
|
|
| 2 | 3 |
Social Studies and Personal Management
|
Self-Improvement – Goals for self-improvement in social life
|
By the end of the
lesson, the learner
should be able to:
- Share goals for self-improvement in social life - Develop personal life goals in education, careers and talents - Value goal-setting for self-improvement |
In groups, learners are guided to:
- Develop and share personal life goals such as educational, careers - Identify goals for self-improvement in relating with friends, education, careers, sports and talent - Organise forums in clubs or societies in school to share goals for self-improvement |
What career choices in Social Studies relate to you?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips of successful career individuals |
- Observation
- Oral questions
- Written reports
|
|
| 2 | 4 |
Social Studies and Personal Management
|
Self-Improvement – Goals for self-improvement in social life
|
By the end of the
lesson, the learner
should be able to:
- Share goals for self-improvement in social life - Develop personal life goals in education, careers and talents - Value goal-setting for self-improvement |
In groups, learners are guided to:
- Develop and share personal life goals such as educational, careers - Identify goals for self-improvement in relating with friends, education, careers, sports and talent - Organise forums in clubs or societies in school to share goals for self-improvement |
What career choices in Social Studies relate to you?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Video clips of successful career individuals |
- Observation
- Oral questions
- Written reports
|
|
| 3 | 1 |
Social Studies and Personal Management
|
Self-Improvement – Values in development of personality traits
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of values in the development of personality traits - Apply values in self-improvement - Appreciate the role of values in the development of personality traits |
In groups, learners are guided to:
- Watch a video clip of a successful career individual in social life that reflect on their traits - Role-play a skit depicting values in their dream career choice in Social Studies - Debate on the importance of upholding positive values in development of personality traits |
How do values help in development of personality traits?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Charts on values |
- Observation
- Oral questions
- Role-play assessment
|
|
| 3 | 2 |
Social Studies and Personal Management
|
Self-Improvement – Values in development of personality traits
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of values in the development of personality traits - Apply values in self-improvement - Appreciate the role of values in the development of personality traits |
In groups, learners are guided to:
- Watch a video clip of a successful career individual in social life that reflect on their traits - Role-play a skit depicting values in their dream career choice in Social Studies - Debate on the importance of upholding positive values in development of personality traits |
How do values help in development of personality traits?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Charts on values |
- Observation
- Oral questions
- Role-play assessment
|
|
| 3 | 3 |
Social Studies and Personal Management
|
Self-Improvement – Values in development of personality traits
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of values in the development of personality traits - Apply values in self-improvement - Appreciate the role of values in the development of personality traits |
In groups, learners are guided to:
- Watch a video clip of a successful career individual in social life that reflect on their traits - Role-play a skit depicting values in their dream career choice in Social Studies - Debate on the importance of upholding positive values in development of personality traits |
How do values help in development of personality traits?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Charts on values |
- Observation
- Oral questions
- Role-play assessment
|
|
| 3 | 4 |
Social Studies and Personal Management
|
Self-Esteem Assessment – Contribution of self-esteem on holistic development
|
By the end of the
lesson, the learner
should be able to:
- Explain the contribution of self-esteem on their holistic development - Relate self-esteem to personal productivity - Show interest in the study of self-esteem |
In groups, learners are guided to:
- Use digital or print resources to search for and discuss the relationship between self-esteem and personal productivity - Research using print/digital devices on the contribution of self-esteem on their holistic development - Read and analyse stories of people who had challenging backgrounds but succeeded in life |
How does self-esteem affect my holistic development?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Internet access - Reference books |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 1 |
Social Studies and Personal Management
|
Self-Esteem Assessment – Effects of unhealthy self-esteem
|
By the end of the
lesson, the learner
should be able to:
- Determine effects of unhealthy self-esteem in day-to-day social lives - Identify factors that influence self-esteem - Desire to build healthy self-esteem |
In groups, learners are guided to:
- Act out and discuss skits on examples of difficult life experiences that could severely affect self-esteem in their social lives - Discuss and present effects of unhealthy self-esteem such as relationship difficulties and social isolation - Identify ways of building a healthy self-esteem |
What are the effects of unhealthy self-esteem in our social lives?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Flashcards on effects of unhealthy self-esteem |
- Observation
- Oral questions
- Skit assessment
|
|
| 4 | 2 |
Social Studies and Personal Management
|
Self-Esteem Assessment – Assessing self-esteem in social interactions
|
By the end of the
lesson, the learner
should be able to:
- Assess their self-esteem in social interactions - Differentiate between healthy and unhealthy self-esteem - Value healthy self-esteem in social interactions |
In groups, learners are guided to:
- Discuss and share ways of assessing their self-esteem in social interactions - Use self-assessment cards to assess self-esteem levels - Analyse case studies on healthy and unhealthy self-esteem |
How can we assess our self-esteem in social interactions?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Self-assessment cards - Case studies |
- Observation
- Oral questions
- Self-assessment
|
|
| 4 | 3 |
Social Studies and Personal Management
|
Self-Esteem Assessment – Assessing self-esteem in social interactions
|
By the end of the
lesson, the learner
should be able to:
- Assess their self-esteem in social interactions - Differentiate between healthy and unhealthy self-esteem - Value healthy self-esteem in social interactions |
In groups, learners are guided to:
- Discuss and share ways of assessing their self-esteem in social interactions - Use self-assessment cards to assess self-esteem levels - Analyse case studies on healthy and unhealthy self-esteem |
How can we assess our self-esteem in social interactions?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Self-assessment cards - Case studies |
- Observation
- Oral questions
- Self-assessment
|
|
| 4 | 4 |
Social Studies and Personal Management
|
Self-Esteem Assessment – Improving self-esteem
|
By the end of the
lesson, the learner
should be able to:
- Identify actions to improve self-esteem - Design a self-esteem journal - Desire to improve their self-esteem for personal productivity |
In groups, learners are guided to:
- Journalise actions they will take to improve their self-esteem - Complete a self-esteem journal with things they like about themselves, qualities that make them unique, and things they are grateful for - Share about experiences that could have lowered self-esteem and advise each other |
What actions can we take to improve our self-esteem?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Self-esteem journal templates |
- Observation
- Oral questions
- Journal assessment
|
|
| 5 | 1 |
Community Service Learning
|
Community Service Learning Project – Identifying a problem in the community
|
By the end of the
lesson, the learner
should be able to:
- Identify a problem/gap in the community - Discuss problems that affect the community - Appreciate the need to address community problems |
In groups, learners are guided to:
- Brainstorm and identify problems/gaps/opportunities in their school/community that need attention - Study pictures showing problems faced by communities - List down problems in the community that should be addressed |
How does one determine some gaps/needs in the community?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Pictures of community problems - Manila papers |
- Observation
- Oral questions
- Group presentations
|
|
| 5 | 2 |
Community Service Learning
|
Community Service Learning Project – Adopting a project and writing statement of the problem
|
By the end of the
lesson, the learner
should be able to:
- Adopt one identified problem for the class/group project - Write a statement of the problem - Show interest in solving community problems |
In groups, learners are guided to:
- Speak engagingly when discussing and adapting one identified problem for the class/group project and hence state the project title - Authenticate the problem/gap and hence write down the statement of the problem - Discuss and adopt one problem for the class project |
Why is it necessary to make adequate preparations before embarking on a project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Flip charts - Marker pens |
- Observation
- Oral questions
- Written statements
|
|
| 5 | 3 |
Community Service Learning
|
Community Service Learning Project – Adopting a project and writing statement of the problem
|
By the end of the
lesson, the learner
should be able to:
- Adopt one identified problem for the class/group project - Write a statement of the problem - Show interest in solving community problems |
In groups, learners are guided to:
- Speak engagingly when discussing and adapting one identified problem for the class/group project and hence state the project title - Authenticate the problem/gap and hence write down the statement of the problem - Discuss and adopt one problem for the class project |
Why is it necessary to make adequate preparations before embarking on a project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Flip charts - Marker pens |
- Observation
- Oral questions
- Written statements
|
|
| 5 | 4 |
Community Service Learning
|
Community Service Learning Project – Adopting a project and writing statement of the problem
|
By the end of the
lesson, the learner
should be able to:
- Adopt one identified problem for the class/group project - Write a statement of the problem - Show interest in solving community problems |
In groups, learners are guided to:
- Speak engagingly when discussing and adapting one identified problem for the class/group project and hence state the project title - Authenticate the problem/gap and hence write down the statement of the problem - Discuss and adopt one problem for the class project |
Why is it necessary to make adequate preparations before embarking on a project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Flip charts - Marker pens |
- Observation
- Oral questions
- Written statements
|
|
| 6 | 1 |
Community Service Learning
|
Community Service Learning Project – Designing solutions to the identified problem
|
By the end of the
lesson, the learner
should be able to:
- Design solution(s) to the identified problem - Research on ways of addressing community problems - Value teamwork in problem-solving |
In groups, learners are guided to:
- Search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem and note down the recommended/proposed solution - Use digital devices to obtain information on solutions - Interview members of the community to get more information on how the problem could be addressed |
What solutions can address the identified problem?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Internet access - Resource persons |
- Observation
- Oral questions
- Research findings
|
|
| 6 | 2 |
Community Service Learning
|
Community Service Learning Project – Designing solutions to the identified problem
|
By the end of the
lesson, the learner
should be able to:
- Design solution(s) to the identified problem - Research on ways of addressing community problems - Value teamwork in problem-solving |
In groups, learners are guided to:
- Search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem and note down the recommended/proposed solution - Use digital devices to obtain information on solutions - Interview members of the community to get more information on how the problem could be addressed |
What solutions can address the identified problem?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Internet access - Resource persons |
- Observation
- Oral questions
- Research findings
|
|
| 6 | 3 |
Community Service Learning
|
Community Service Learning Project – Planning to implement the solution
|
By the end of the
lesson, the learner
should be able to:
- Plan to implement the solution to the identified problem - Develop a project implementation plan - Appreciate the importance of planning in project implementation |
In groups, learners are guided to:
- Discuss and draw a plan for implementing the proposed solution - Share roles, create a list of activities to be undertaken, mobilise resources needed and set timelines for execution - Develop a plan showing activities, resources needed and timelines |
What steps are involved in planning a community project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Manila papers - Marker pens |
- Observation
- Oral questions
- Project plans
|
|
| 6 | 3-4 |
Community Service Learning
|
Community Service Learning Project – Planning to implement the solution
|
By the end of the
lesson, the learner
should be able to:
- Plan to implement the solution to the identified problem - Develop a project implementation plan - Appreciate the importance of planning in project implementation |
In groups, learners are guided to:
- Discuss and draw a plan for implementing the proposed solution - Share roles, create a list of activities to be undertaken, mobilise resources needed and set timelines for execution - Develop a plan showing activities, resources needed and timelines |
What steps are involved in planning a community project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Manila papers - Marker pens |
- Observation
- Oral questions
- Project plans
|
|
| 7 |
midterm break |
||||||||
| 8 | 1 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Implement plan for solving the identified problem - Execute project activities as planned - Show commitment in implementing community projects |
In groups, learners are guided to:
- Implement the plan prudently to address the identified problem - Execute the project following the developed plan - Keep evidence of work done during implementation |
How do we execute a community project effectively?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Project resources |
- Observation
- Checklist
- Portfolio
|
|
| 8 | 2 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Implement plan for solving the identified problem - Execute project activities as planned - Show commitment in implementing community projects |
In groups, learners are guided to:
- Implement the plan prudently to address the identified problem - Execute the project following the developed plan - Keep evidence of work done during implementation |
How do we execute a community project effectively?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Project resources |
- Observation
- Checklist
- Portfolio
|
|
| 8 | 3 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Implement plan for solving the identified problem - Execute project activities as planned - Show commitment in implementing community projects |
In groups, learners are guided to:
- Implement the plan prudently to address the identified problem - Execute the project following the developed plan - Keep evidence of work done during implementation |
How do we execute a community project effectively?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Project resources |
- Observation
- Checklist
- Portfolio
|
|
| 8 | 4 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Implement plan for solving the identified problem - Execute project activities as planned - Show commitment in implementing community projects |
In groups, learners are guided to:
- Implement the plan prudently to address the identified problem - Execute the project following the developed plan - Keep evidence of work done during implementation |
How do we execute a community project effectively?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Project resources |
- Observation
- Checklist
- Portfolio
|
|
| 9 | 1 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Continue implementing the plan for solving the identified problem - Work collaboratively in project execution - Value teamwork in community service |
In groups, learners are guided to:
- Continue executing the project and keeping evidence of work done - Collaborate with stakeholders in project implementation - Document lessons learnt during project implementation |
What lessons can we learn from project implementation?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Digital devices |
- Observation
- Checklist
- Portfolio
|
|
| 9 | 2 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Continue implementing the plan for solving the identified problem - Work collaboratively in project execution - Value teamwork in community service |
In groups, learners are guided to:
- Continue executing the project and keeping evidence of work done - Collaborate with stakeholders in project implementation - Document lessons learnt during project implementation |
What lessons can we learn from project implementation?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Digital devices |
- Observation
- Checklist
- Portfolio
|
|
| 9 | 3 |
Community Service Learning
|
Community Service Learning Project – Implementing the plan (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Continue implementing the plan for solving the identified problem - Work collaboratively in project execution - Value teamwork in community service |
In groups, learners are guided to:
- Continue executing the project and keeping evidence of work done - Collaborate with stakeholders in project implementation - Document lessons learnt during project implementation |
What lessons can we learn from project implementation?
|
- Grade 8 Social Studies Learner's Book - Locally available materials - Tools and equipment - Digital devices |
- Observation
- Checklist
- Portfolio
|
|
| 9 | 4 |
Community Service Learning
|
Community Service Learning Project – Reporting on the concluded project
|
By the end of the
lesson, the learner
should be able to:
- Report/account on the concluded project - Write a summary report on project activities - Appreciate the importance of project documentation |
In groups, learners are guided to:
- Reflect on the concluded project and submit a summary account/report to the CSL teacher - Write a report detailing project activities and learnings from feedback - Showcase project items and reflect on feedback |
How do we report on a concluded community project?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Report templates - Project evidence |
- Observation
- Oral questions
- Written reports
|
|
| 10 | 1 |
Community Service Learning
|
Community Service Learning Project – Reflection and appreciation
|
By the end of the
lesson, the learner
should be able to:
- Reflect on project work and learnings - Link project work with academic concepts - Appreciate the need to offer solutions to the gaps/challenges in the community |
In groups, learners are guided to:
- Review all project work to learn from the challenges faced - Link project work with academic concepts noting how the concepts enabled them to do their project - Discuss the importance of being part of the solutions to challenges in the community |
Why is it important to offer solutions to community challenges?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Project reports - Reflection journals |
- Observation
- Oral questions
- Reflection journals
|
|
| 10 | 2 |
Community Service Learning
|
Community Service Learning Project – Reflection and appreciation
|
By the end of the
lesson, the learner
should be able to:
- Reflect on project work and learnings - Link project work with academic concepts - Appreciate the need to offer solutions to the gaps/challenges in the community |
In groups, learners are guided to:
- Review all project work to learn from the challenges faced - Link project work with academic concepts noting how the concepts enabled them to do their project - Discuss the importance of being part of the solutions to challenges in the community |
Why is it important to offer solutions to community challenges?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Project reports - Reflection journals |
- Observation
- Oral questions
- Reflection journals
|
|
| 10 | 3 |
Community Service Learning
|
Community Service Learning Project – Reflection and appreciation
|
By the end of the
lesson, the learner
should be able to:
- Reflect on project work and learnings - Link project work with academic concepts - Appreciate the need to offer solutions to the gaps/challenges in the community |
In groups, learners are guided to:
- Review all project work to learn from the challenges faced - Link project work with academic concepts noting how the concepts enabled them to do their project - Discuss the importance of being part of the solutions to challenges in the community |
Why is it important to offer solutions to community challenges?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Project reports - Reflection journals |
- Observation
- Oral questions
- Reflection journals
|
|
| 10 | 4 |
Community Service Learning
|
Community Service Learning Project – Reflection and appreciation
|
By the end of the
lesson, the learner
should be able to:
- Reflect on project work and learnings - Link project work with academic concepts - Appreciate the need to offer solutions to the gaps/challenges in the community |
In groups, learners are guided to:
- Review all project work to learn from the challenges faced - Link project work with academic concepts noting how the concepts enabled them to do their project - Discuss the importance of being part of the solutions to challenges in the community |
Why is it important to offer solutions to community challenges?
|
- Grade 8 Social Studies Learner's Book - Digital resources - Project reports - Reflection journals |
- Observation
- Oral questions
- Reflection journals
|
|
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