Social Studies schemes of work
Standard Eight term I
- Our Lives Today pupil’s book 8
- Our Lives Today teacher’s guide book 8
| WEEK
| LESN | TOPIC | SUB-TOPIC | OBJECTIVES | TEACHERS ACTIVITIES | LEARNER,S ACTIVITIES | RESOURCES | REFERENCES | ASSMESSMENT | REMARKS | ||
| 1 | REPORTING AND PREPARATIONS | |||||||||||
| 2
| 1 | Map reading | Symbols | By the end of the lesson the learner should be able to identify the u se of symbols to read and interpret maps | – Observing maps – Identifying symbols – Drawing symbols – Interpreting a map | – Observing maps – Identifying symbols – Drawing symbols – Interpreting a map | – Sketch maps – Charts showing symbols – Wall map | OLT PBK PG 2-4 OLT TGP1 | Drawing maps | |||
| 2 | Map reading | Area | By the end of the lesson the learner should be able to calculate the area of a given region | – Observing map – Drawing regions – Calculating area | – Observing map – Drawing regions – Calculating area | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK PG 4-6 OLT TGP1-2 | Written exercise | ||||
| 3 | Map reading | Area | By the end of the lesson the learner should be able to identify types of scale | – Observing maps – Identifying symbols – Drawing symbols – Interpreting a map | – Observing maps – Identifying symbols – Drawing symbols – Interpreting a map | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK PG 6-9 OLT TGP3 | Filling in blank spaces | ||||
| 4 | Map reading | Distance /scale | By the end of the lesson the learner should be able convert measurements given a scale | – Identifying types of scale – Drawing symbols – Interpreting a map | – Identifying types of scale – Drawing symbols – Interpreting a map | – Sketch maps – Charts showing distance | OLT PBK PG 9-10 OLT TGP1-4 | Written exercise | ||||
| 5 | Map reading | Distance | By the end of the lesson the learner should be able to measure distance represented on a map | – Measuring – Identifying symbols – Drawing symbols – Interpreting a map | – Measuring – Identifying symbols – Drawing symbols – Interpreting a map | – Sketch maps – Charts showing compass point – Wall maps | OLT PBK PG 10-12 OLT TGP1-4 | Oral exercise | ||||
| 3
4 | 1 | Map reading | Direction | By the end of the lesson the learner should be able to describe the direction of places using compass point | – Observing maps – Identifying symbols – Drawing symbols – Interpreting a map | – Observing maps – Identifying symbols – Drawing symbols – Interpreting bhjkjkjh | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK PG 12-14 OLT TGP1-4 | Drawing maps | |||
| 2 | Map reading | Colours | By the end of the lesson the learner should be able to identify various conventional colours used on the map | – Explaining the meaning of colours – Observing maps – Identifying colours | – Explaining the meaning of colours – Observing maps – Identifying colours | – Maps – Charts showing symbols – Wall maps | OLT PBK PG 13-16 OLT TGP4-5 | Written exercise | ||||
| 3 | Map reading | Scales | By the end of the lesson the learner should be able to identify types of scale | – Explanation – Observing maps – Identifying colours – Drawing symbols – Interpreting a map | – Explanation – Observing maps – Identifying colours – Drawing symbols – Interpreting a map | – Maps – Charts showing symbols – Wall maps
| OLT PBK PG 17-18 OLT TGP6-7 | Filling in blank spaces | ||||
| 4 | Physical environment | Effects of physical features | By the end of the lesson the learner should be able to explain the effects of the physical features | – Explanation – Interpreting a map features – Questioning | – Explanation – Interpreting a map features – Questioning | – Maps – Charts showing symbols – Wall maps
| OLT PBK PG18-23 OLT TGP8 | Written exercise | ||||
| 5 | Physical environment | Effect on human activity | By the end of the lesson the learner should be able to explain how these features affect human activities | – Explanation – Identifying ways physical feature affect human activities | – Explanation – Identifying ways physical feature affect human activities | – Maps – Charts showing symbols – Wall maps | OLT PBK PG 23-24 OLT TGP9 | Oral exercise | ||||
| 1 | Climate | Traditional weather observation | By the end of the lesson the learner should be able to identify traditional methods of weather observation | – Identifying traditional methods of weather observation – Questioning | – Identifying traditional methods of weather observation – Questioning | – Maps – Wall maps Diagrams from pupils book | OLT PBK PG 25-26 OLT TGP10 | Drawing maps | ||||
| 2 | Climate | Modern weather observation | By the end of the lesson the learner should be able to observe and measure weather using Modern methods | – Discussion – Identifying modern methods of weather observation | – Discussion – Identifying modern methods of weather observation | – Maps – Wall maps – Diagrams from pupils book | OLT PBK PG 25-4 OLT TGP10 | Written exercise | ||||
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5
| 3 | Climate | Observing and measuring weather | By the end of the lesson the learner should be able to record weather elements using modern methods | – Explanation – Identifying modern methods of weather recording | – Explanation – Identifying modern methods of weather recording | – Weather instruments – Diagrams from pupils book | OLT PBK PG 26 OLT TGP11 | Filling in blank spaces | |||
| 4 | Climate | Factor influencing climate | By the end of the lesson the learner should be able to identify and describe factors influencing climate change | – Explanation – Identifying factor influencing weather – Discussion | – Explanation – Identifying factor influencing weather – Discussion | – Weather instruments – Weather chats – Wall maps | OLT PBK PG 27 OLT TGP11 | Written exercise | ||||
| 5 | Climate | Impact of climate change | By the end of the lesson the learner should be able to describe the impact of climate change | – Explanation – Identifying factor influencing weather – Discussion | – Explanation – Identifying factor influencing weather – Discussion | – Weather instruments – Weather chats – Wall maps | OLT PBK PG 28 OLT TGP11 | Oral exercise | ||||
| 1 | People and population
| The stone age | By the end of the lesson the learner should be able to trace the evolution and development o the early man | – Explanation – Identifying development of the early man – Discussion | – Explanation – Identifying development of the early man – Discussion | – Pictures of 5the early man – Diagrams from pupils book | OLT PBK PG 28-29 OLT TGP12 | Drawing maps | ||||
| 2 | Evolution of early man | The stone age | By the end of the lesson the learner should be able to trace the evolution and development o the early man | – Explanation – Identifying development of the early man | – Explanation – Identifying development of the early man | – Pictures of early man – Map of prehistoric sites | OLT PBK PG 29-30 OLT TGP12 | Written exercise | ||||
| 3 | Evolution of early man | Pre-historic sites | By the end of the lesson the learner should be able to name and identify the prehistoric sites in Eastern Africa | – Explanation – Identifying prehistoric sites – Discussion | – Explanation – Identifying prehistoric sites – Discussion | – Pictures of 5the early man – Diagrams from pupils book | OLT PBK PG -30 OLT TGP12 | Filling in blank spaces | ||||
| 4 | Evolution of early man | Prehistoric sites in eastern Africa | By the end of the lesson the learner should be able to locate prehistoric sites in east Africa | – Explanation – Identifying prehistoric sites – | – Explanation – Identifying prehistoric sites – | – Pictures of 5the early man – Map of prehistoric sites | OLT PBK PG -31 OLT TGP12 | |||||
| 5 | Types of migration | Rural- urban migration | By the end of the lesson the learner should be able to state the reason for migration from rural to urban centres | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Diagrams from pupils book – Map of town and villages | OLT PBK PG 32 OLT TGP13 | |||||
| 6 | 1 | Types of migration | Rural-rural | By the end of the lesson the learner should be able to state reasons for rural to rural migration | – Observing maps – Identifying reasons – Discussion | – Observing maps – Identifying reasons – Discussion | – PAPER CUTTING – | OLT PBK8 PG32-33 | ||||
| 2 | Types of migration | Urban-urban | By the end of the lesson the learner should be able to state reasons for urban to urban migration | – Observing maps – Identifying reasons – Discussion – | – Observing maps – Identifying reasons – Discussion – | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK8 PG34 | |||||
| 3 | Types of migration | Urban – rural | By the end of the lesson the learner should be able to state reasons for urban to rural migration | – Observing maps – Identifying reasons – Discussion – Explanation | – Observing maps – Identifying reasons – Discussion – Explanation | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK8 PG35-36 | |||||
| 4 | Types of migration | Migration into and from Kenya | By the end of the lesson the learner should be able to state reason for migration into and from Kenya | – Observing maps – Identifying reasons – Discussion – Explanation | – Observing maps – Identifying reasons – Discussion – Explanation | – Diagrams from pupils book – Population pyramids | OLT PBK8 PG37-38 | Drawing maps | ||||
| 5 | Types of migration | Effects of migration | By the end of the lesson the learner should be able to state the effects of migration | – Observing maps – Identifying reasons – Discussion – Explanation | – Observing maps – Identifying reasons – Discussion – Explanation | – Diagrams from pupils book – Population pyramids | OLT PBK8 PG38-40 | Written exercise | ||||
| 6 | 1 | Factors influencing population growth | Factors leading to slow population growth | By the end of the lesson the learner should be able to identify the factors that lead to slow population growth | – Observing maps – Identifying reasons – Discussion – Explanation | – Observing maps – Identifying reasons – Discussion – Explanation | – Sketch maps – Charts showing symbols – Wall map | OLT PBK8 PG41-42 | Filling in blank spaces | |||
| 2 | Factors influencing population growth | Factors leading to rapid population growth | By the end of the lesson the learner should be able to identify factors that lead to rapid population growth | – Observing maps – Identifying reasons – Discussion – Explanation – Questioning | – Observing maps – Identifying reasons – Discussion – Explanation – Questioning | – Diagrams from pupils book – Population pyramids | OLT PBK PG 43 OLT SSTG PG 19 | Written exercise | ||||
| 3 | Factors influencing population growth | Problems of population growth | By the end of the lesson the learner should be able to identify and explain problems of slow population growth and problems of rapid population growth | – Observing maps – Identifying reasons – Discussion | – Observing maps – Identifying reasons – Discussion | – Maps – Charts showing symbols – Wall maps | OLT PBK PG 44 OLT SSTG PG 19 | Oral exercise | ||||
| 4 | Population growth | Managing slow population growth | By the end of the lesson the learner should be able to explain ways of managing slow population growth | – Observing maps – Identifying reasons – Discussion | – Observing maps – Identifying reasons – Discussion | – Diagrams from pupils book Local environment | OLT PBK PG 45 OLT SSTG PG 17 | Drawing maps | ||||
| 5
| Population growth | Managing rapid population growth | By the end of the lesson the learner should be able to explain way of managing rapid population growth | – Explanation – Identifying ways – Discussion | – Explanation – Identifying ways – Discussion | – Diagrams from pupils book – Local environment | OLT PBK PG 46 OLT SSTG PG 17 | Written exercise | ||||
| 1 | The population of Kenya | The population of Kenya | By the end of the lesson the learner should be able to identify and describe the structure | – Observing maps – Discussion – Explanation – Questioning | – Observing maps – Discussion – Explanation – Questioning | – Diagrams from pupils book – Local environment | OLT PBK PG 46 OLT SSTG PG 18 | Filling in blank spaces | ||||
| 7 | MID TERM EXAMINATIONS | |||||||||||
| 8 | 2 | The population of Kenya | Population of Kenya | By the end of the lesson the learner should be able to observe and measure weather using Modern methods | – Identifying modern methods of weather observation | – Identifying modern methods of weather observation | – Diagrams from pupils book – Local environment | OLT PBK PG 47 OLT SSTG PG 18 | Written exercise | |||
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9
| 3 | Population of Kenya , Germany and India | Comparison of population of Kenya, Germany and India | By the end of the lesson the learner should be able to compare population of Kenya, German and India | – Explanation – Comparing – Observing – Questioning | – Explanation – Comparing – Observing – Questioning | – Diagrams from pupils book – Population pyramids | OLT PBK PG 48-50 OLT SSTG PG 20 | Oral exercise | |||
| 4 | The school | How the school is managed | By the end of the lesson the learner should be able to identify and describe how the schools are managed | – Explanation – Identifying factor – Discussion – Observation | – Explanation – Identifying factor – Discussion – Observation | – Pictures from the book – Resource person | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||||
| 5 | The school | Role of the pupils in the school management | By the end of the lesson the learner should be able to describe the role of the pupil in the school management | – Explanation – Identifying factor influencing weather | – Explanation – Identifying factor influencing weather | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 1 | The school
| The role of the school in the society | By the end of the lesson the learner should be able to trace the evolution and development o the early man | – Explanation – Identifying – Discussion | – Explanation – Identifying – Discussion | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Filling in blank spaces | ||||
| 2 | The school | Role of the school in he society | By the end of the lesson the learner should be able to explain the role of the school in the society | – Observing maps – Discussion – Explanation – Questioning | – Observing maps – Discussion – Explanation – Questioning | – Pictures of school | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 3 | The family | Different marriage systems | By the end of the lesson the learner should be able to name and appreciate different marriage systems | – Explanation – Discussion – Observation | – Explanation – Discussion – Observation | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Oral exercise | ||||
| 4 | The family | Right and responsibilities in marriages | By the end of the lesson the learner should be able to appreciate and respect the rights of individual within the family and society | – Explanation – Right and responsibility in marriage – Discussion – Observation | – Explanation – Identifying prehistoric sites – Discussion – Observation | – Pictures of 5the family | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||||
| 5 | The family | Succession and inheritance | By the end of the lesson the learner should be able to explain and appreciate the inheritance and succession of family wealth and property | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Pictures of 5the family | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 10 | 1 | Agriculture | Traditional forms of agriculture | By the end of the lesson the learner should be able to identify and describe the tradition forms of agriculture | – Observing maps – Identifying symbols – Drawing | – Observing maps – Identifying symbols – Drawing | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK PG 52 OLT SSTG PG 22 | Filling in blank spaces | |||
| 2 | Agriculture | Traditional agriculture Crops grown | By the end of the lesson the learner should be able to name the subsistence crops grown in tradition agriculture | – Observing map – Drawing regions – Calculating area | – Observing map – Drawing regions – Calculating area | – Sketch maps – Charts showing agriculture | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 3 | Agriculture | Tradition ways of storing food | By the end of the lesson the learner should be able to identify ways of storing food traditionally and state methods used in farming | – Observing maps – Identifying symbols – Drawing symbol | – Observing maps – Identifying symbols – Drawing symbol | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK PG 52 OLT SSTG PG 22 | Oral exercise | ||||
| 4 | Agriculture | Settler farming in Kenya | By the end of the lesson the learner should be able identify areas where settler farming was practised and describe the methods of farming they used | – Conversion – Observing maps – Identifying Drawing | – Conversion – Observing maps – Identifying Drawing | – Local environment – Charts showing agriculture | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||||
| 5 | Agriculture | Settlement schemes | By the end of the lesson the learner should be able to identify settlement schemes and state reasons for establishment of settlement schemes in Kenya | – Observing maps – Identifying symbols – Drawing | – Observing maps – Identifying symbols – Drawing | – Sketch maps – Charts showing compass point – Wall maps | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 11 | 1 | Agriculture | Benefits and problems of settlement schemes | By the end of the lesson the learner should be able to state the benefits and problems of settlement schemes | – Observing maps – Identifying – Drawing | – Observing maps – Identifying – Drawing | – Sketch maps – Charts showing – Wall map | OLT PBK PG 52 OLT SSTG PG 22 | Filling in blank spaces | |||
| 2 | agriculture | Irrigation schemes, Ahero, Mwea and Pekerra | By the end of the lesson the learner should be able to identify crop grown and irrigation method used in different irrigation schemes | – Explaining – Observing – Identifying – Drawing | – Explaining – Observing – Identifying – Drawing | – Pictures – Maps – | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 3 | Agriculture | Irrigation schemes, Ahero, Mwea and Pekerra | By the end of the lesson the learner should be able to state the contribution of irrigation scheme to Kenyan economy | – Explanation – Observing – Drawing s – Questioning | – Explanation – Observing – Drawing s – Questioning | – Maps – Charts showing symbols – Wall maps | OLT PBK PG 52 OLT SSTG PG 22 | Oral exercise | ||||
| 4 | Agriculture | Irrigation schemes, Ahero, Mwea and Pekerra | By the end of the lesson the learner should be able to explain problems facing irrigation schemes n Kenya | – Explanation – Interpreting a map features – Questioning | – Explanation – Interpreting a map features – Questioning | – Maps – Charts showing symbols – Wall maps | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||||
| 5 | Agriculture | Horticulture farming | By the end of the lesson the learner should be able to explain the meaning of horticulture and crop grown | – Explanation – Identifying – Discussion | – Explanation – Identifying – Discussion | – Maps – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 1 | Agriculture | Horticulture farming | By the end of the lesson the learner should be able to state the contribution of horticulture to the economy | – Explanation – Identifying t observation – Questioning | – Explanation – Identifying t observation – Questioning | – Maps – Wall maps Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Filling in blank spaces | ||||
| 1 | Agriculture | By the end of the lesson the learner should be able to state the problems facing agriculture | – Discussion – Identifying – Questioning | – Discussion – Identifying – Questioning | – Maps – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | |||||
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| 3 | Agriculture | Horticulture farming in Kenya and Netherlands | By the end of the lesson the learner should be able to compare horticulture farming in Kenya and in Netherlands | – Explanation – Identifying – Questioning | – Explanation – Identifying – Questioning | – Wall maps – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Oral exercise | |||
| 4 | Agriculture | Fish farming | By the end of the lesson the learner should be able to identify fish farming areas in Kenya and types of fish kept | – Explanation – Identifying f – Discussion | – Explanation – Identifying f – Discussion | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||||
| 5 | Agriculture | Fish farming in Kenya and Japan | By the end of the lesson the learner should be able to compare fish farming in Kenya and Japan | – Explanation – Identifying – Discussion | – Explanation – Identifying – Discussion | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | ||||
| 2 | Revision | Revision | By the end of the lesson the learner should be able to answer questions based on the work covered | – Revision – Asking and answering question | – Revision – Asking and answering question | – Revision paper – Book exercises | Filling in blank spaces | |||||
| EXAMINATIONS | ||||||||||||
| 14 | ||||||||||||
Social Studies schemes of work
Standard Eight term II
Year 2014
- Our Lives Today pupil’s book 8
- Our Lives Today teacher’s guide book 8
| WEEK | LSN | TOPIC | SUBTOPIC | OBJECTIVES | TEACHER’S ACTIVITIES | LEARNER’S ATIVITIES | RESOURCES | REFERENCES | ASSESSMENT | REMARKS |
| 1
2
| 1 | Mining | Distribution of minerals in Kenya | By the end of the lesson the learner should be able to identify and locate the distribution of minerals in Kenya | – Identifying method of extraction – Discussion | – Identifying method of extraction – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG85 OLT TG PG
| Drawing maps | |
| 2 | Mining | Extraction of minerals | By the end of the lesson the learner should be able to identify methods used to extract minerals | – Explanation – Identifying method of extraction | – Explanation – Identifying method of extraction | – Wall maps – Diagrams from pupils book | OLT PBK7 PG85 OLT TG PG
| Written exercise | ||
| 3 | Mining | By the end of the lesson the learner should be able to identify methods used to extract soda ash and fluorspar | – Explanation – Identifying method of extraction | – Explanation – Identifying method of extraction | – Wall maps – Diagrams from pupils book | OLT PBK7 PG86 OLT TG PG
| Filling in blank spaces | |||
| 4-5 | Mining
| By the end of the lesson the learner should be able to identify methods used to extract limestone and ,diatomite and gemstone | – Identifying method of extraction – Discussion | – Identifying method of extraction – Discussion | – Pictures of the early man – Diagrams from pupils book | OLT PBK7 PG87 OLT TG PG
| Written exercise | |||
| 1 | Mining | By the end of the lesson the learner should be able to identify use of limestone diatomite and gemstone | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Picture cutting – | OLT PBK7 PG88 OLT TG PG
| Oral exercise | |||
| 3 | Mining | By the end of the lesson the learner should be able to identify ways of extracting sand, marble and sand and state their uses | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Pictures of 5the early man – Diagrams from pupils book | OLT PBK7 PG89 OLT TG PG
| Drawing maps | |||
| 4 | Mining | Problems of mining | By the end of the lesson the learner should be able to state problems associated with mining and effect of mining to the environment | – Observing chart – Identifying – Drawing – | – Observing chart – Identifying – Drawing – | – Pictures of 5the early man – Diagrams from pupils book | OLT PBK7 PG90 OLT TG PG
| Written exercise | ||
| 5 | Mining | Contribution to the economy | By the end of the lesson the learner should be able to state the contribution of minerals to the economy | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Pictures of 5the early man – Diagrams | OLT PBK7 PG91 OLT TG PG
| Filling in blank spaces | ||
| 3 | 1 | Forestry | Distribution of forest in Kenya | By the end of the lesson the learner should be able to identify and locate forests in Kenya | – Identifying method of extraction – Discussion | – Observing maps – Drawing symbols – Interpreting a map | – Sketch maps – Charts showing symbols – Wall map | OLT PBK7 PG 91 OLT TG PG
| Drawing maps | |
| 2 | Forestry | Problem facing forestry | By the end of the lesson the learner should be able to describe problems facing forestry | – Explanation – Identifying method of extraction | – Observing chart – Identifying – Drawing – | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK7 PG92 OLT TG PG
| Written exercise | ||
| 3 | Forestry | Deforestation | By the end of the lesson the learner should be able to identify the effect of deforestation in Kenya | – Explanation – Identifying method of extraction | – Observing chart – Identifying – Drawing – Discussion | – Sketch maps – Charts showing symbols – Wall maps | OLT PBK7 PG92 OLT TG PG
| Filling in blank spaces | ||
| 4 | Forestry | Conservation | By the end of the lesson the learner should be able list the ways of conserving forests | – Identifying method of extraction – Discussion | – Observing chart – Identifying – Drawing
| – Local environment – Sketch maps – | OLT PBK7 PG92-92 OLT TG PG
| Written exercise | ||
| 5 | Forestry | appreciating | By the end of the lesson the learner should be able to appreciate the need to conserve forests | – Explanation – Identifying – Discussion – Observation | – Observing chart – Identifying – Drawing – Discussion | – Sketch maps – Charts – Wall maps
| OLT PBK7 PG93 OLT TG PG
| Oral exercise | ||
| 4 | 1 | Soil | Distribution of soils in Kenya | By the end of the lesson the learner should be able to identify and locate major soil types in Kenya | – Explanation – Identifying – Discussion – Observation | – Observing chart – Identifying – Drawing – Discussion | – Sketch maps – Charts – Wall maps
| OLT PBK7 PG94 OLT TG PG
| Drawing maps | |
| 2 | Soil | Uses of soil | By the end of the lesson the learner should be able to identify uses of soil | – Observing chart – Identifying – Drawing – | – Observing chart – Discussion – explanation
| – Pictures – Maps – Charts – Wall maps | OLT PBK7 PG95 OLT TG PG
| Written exercise | ||
| 3 | Soil | Soil erosion | By the end of the lesson the learner should be able to identify types of soil erosion | – Explanation – Identifying – Discussion – Observation | – Observing chart – Identifying – Drawing – Questioning | – Maps – Charts – Wall maps
| OLT PBK7 PG96 OLT TG PG
| Filling in blank spaces | ||
| 4 | Soil | Causes and effect of soil erosion | By the end of the lesson the learner should be able to state causes and effects of soil erosion | – Explanation | – Explanation – Interpreting a map features – Questioning | – Maps – Charts showing symbols – Wall maps | OLT PBK7 PG 97 OLT TG PG
| Written exercise | ||
| 5 | Soil | Soil conservation | By the end of the lesson the learner should be able to identify and describe soil conservation measures | – Interpreting a map features | – Explanation – Identifying ways – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG 98 OLT TG PG
| Oral exercise | ||
| 5 | 1 | Wildlife and tourism | Major game parks | By the end of the lesson the learner should be able to identify and locate major game park | Questioning | – Drawing – Discussion – explanation | – Maps – Diagrams from pupils book | OLT PBK7 PG98 OLT TG PG
| Drawing maps | |
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6
| 3 | Wildlife and tourism | Importance of wildlife | By the end of the lesson the learner should be able to explain importance of wildlife | – Explanation | – Observing chart – Discussion – explanation | – Wall maps – Diagrams from pupils book | OLT PBK7 PG100 OLT TG PG | Written exercise | |
| 4 | Wildlife and tourism | Problem facing wildlife | By the end of the lesson the learner should be able to identify and describe problems facing wildlife | – Interpreting a map features | – Observing chart – Identifying – Drawing | – Diagrams from pupils book | OLT PBK7 PG103 OLT TG PG | Filling in blank spaces | ||
| 5 | Wildlife and tourism | Conserving wildlife | By the end of the lesson the learner should be able to describe ways of conserving wildlife | Questioning | – Drawing – Discussion – explanation | – Wall maps – Diagrams from pupils book | OLT PBK7 PG105-117 OLT TG PG | Written exercise | ||
| 1 | Wildlife and tourism | Major tourist attraction | By the end of the lesson the learner should be able to identify major tourist attraction | – Explanation | – Explanation – Identifying – Discussion | – Provisional paper – Diagrams from pupils book | OLT PBK7 PG156-117 OLT TG PG | Oral exercise | ||
| 2 | Wildlife and tourism | Importance of tourism | By the end of the lesson the learner should be able to state the importance of tourism | – Interpreting a map features | – Explanation – Identifying Discussion | – Wall maps Diagrams from pupils book | OLT PBK7 PG156-117 OLT TG PG | Drawing maps | ||
| 3 | Wildlife and tourism | Problem facing tourism | By the end of the lesson the learner should be able to identify and describe problems facing tourism | Questioning | – Explanation – Identifying – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG156-117 OLT TG PG | Written exercise | ||
| 4 | Industries | Location of industries | By the end of the lesson the learner should be able to explain factors influencing location of industries | – Explanation | – Explanation – Identifying – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG156-117 OLT TG PG | Filling in blank spaces | ||
| 5 | Industries | Types of industries | By the end of the lesson the learner should be able to name types of industries | – Interpreting a map features | – Explanation – Identifying – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG156-117 OLT TG PG | Written exercise | ||
| 7 | MID TERM EXAMINATIONS | |||||||||
| 8
| 1 | Industries | Types of industries | By the end of the lesson the learner should be able to identify and name types of industries giving examples | Questioning | – Discussion – observation – Questioning | – Diagrams from pupils book – Local environment | OLT PBK PG 57 OLT SSTG PG 18 | Oral exercise | |
| 2-3 | Industries | Jua-kali industries | By the end of the lesson the learner should be able to indentify the reason for establishment of juakali industries | – Explanation | – Explanation – Comparing – Discussion – Observing | – Diagrams from pupils book – Local environment | OLT PBK PG 58- OLT SSTG PG 20 | Drawing maps | ||
| 4 | Industries | Benefit s | By the end of the lesson the learner should be able to state benefits of juakali industries | – Interpreting a map features | – Explanation – Describing – Discussion | – Pictures from the book – Resource person | OLT PBK PG 56 OLT SSTG PG 22 | Written exercise | ||
| 5 | Industries | Problems of Jua kali | By the end of the lesson the learner should be able to highlight problems experienced by Jua kali industries | Questioning | – Explanation – Identifying problems – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Drawing maps | ||
| 9
| 1 | Industries | Importance of industries and contribution to economy | By the end of the lesson the learner should be able to state the importance of industries and contribution to the economy | – Explanation | – Observing chart – Identifying – Drawing – Discussion | – Diagrams from pupils book | OLT PBK PG 52 OLT SSTG PG 22 | Written exercise | |
| 2 | Industries | Problems facing industries | By the end of the lesson the learner should be able explain problems facing industries | – Interpreting a map features | – Observing chart – Identifying – Discussion | – Pictures of | OLT PBK7 PG56 OLT TG PG
| Filling in blank spaces | ||
| 3 | Industries | Effects to the environment | By the end of the lesson the learner should be able to explain impact of industries to the environment | Questioning | – Explanation – Observing chart – Discussion – explanation | – Diagrams from pupils book | OLT PBK7 PG57 OLT TG PG
| Written exercise | ||
| 4 | Urbanization | Factors influencing growth of town | By the end of the lesson the learner should be able to explain factors influencing growth of town | – Explanation | – Explanation – Identifying prehistoric sites – Discussion – Observation | – Diagrams from pupils book – Map of prehistoric sites | OLT PBK7 PG58 OLT TG PG
| Oral exercise | ||
| 5 | Urbanization | Function of major town in Kenya | By the end of the lesson the learner should be able to state the function of major town in Kenya | Questioning | – Explanation – Identifying – Discussion – Observation | – Picture – Diagrams from pupils book – Charts | OLT PBK7 PG60 OLT TG PG
| Drawing maps | ||
| 10 | 1 | Urbanization | Major towns | By the end of the lesson the learner should be able to locate major town in Kenya | – Observing chart – Identifying – Drawing – | – Observing chart – Discussion – explanation
| – Sketch maps – Charts showing symbols – Wall maps – | OLT PBK7 PG61 OLT TG PG
| Drawing maps | |
| 2 | Urbanization | Problem facing urban centres | By the end of the lesson the learner should be able to identify problems facing urbanization | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – explanation – | – Sketch maps – Charts showing urban centre – Wall map | OLT PBK7 PG62 OLT TG PG
| Written exercise | ||
| 3 | Urbanization | Attempt to solve these problems | By the end of the lesson the learner should be able to explain attempt being made to solve problems facing urban centres | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – explanation
| – Sketch maps – Charts showing urban centres | OLT PBK7 PG63 OLT TG PG
| Filling in blank spaces | ||
| 4 | Urbanization | By the end of the lesson the learner should be able listing ways to solve problems facing urban centres | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Discussion – explanation
| – Local environment – Sketch maps – Charts | OLT PBK7 PG64 OLT TG PG
| Written exercise | |||
| 5 | Urbanization | By the end of the lesson the learner should be able to locate where pyrethrum is grown and identify its uses | – Explanation – Identifying development of the early man – Discussion | – Observing chart – Identifying – explanation
| – Sketch maps – Charts showing compass point – Wall maps | OLT PBK7 PG65 OLT TG PG
| Oral exercise | |||
| 11
| 1 | Co-operative society | Types of agriculture co-operative | By the end of the lesson the learner should be able to name and identify types of co-operative | – Describing the partition – Explanation | – Observing chart – Identifying – Drawing | – Charts showing cooperatives societies | OLT PBK7 PG66 OLT TG PG
| Drawing maps | |
| 2 | Co-operative | Functions of co-operative | By the end of the lesson the learner should be able to state the function of agriculture cooperatives | – Explanation – Describing – Discussion – Observation | – Observing chart – Identifying – Drawing – Discussion | – – Charts showing cooperatives societies | OLT PBK7 PG67 OLT TG PG
| Written exercise | ||
| 3 | Co-operative | Benefits of agriculture cooperatives | By the end of the lesson the learner should be able to identify benefit of agriculture co-operatives | – Explanation – Identifying prehistoric sites – Discussion | – Observing chart – Identifying – Drawing | – Charts showing cooperatives societies | OLT PBK7 PG68 OLT TG PG
| Filling in blank spaces | ||
| 4 | Co-operatives | Challenges | By the end of the lesson the learner should be able to identify challenges facing agriculture co-operatives | – Explanation – Identifying – Discussion – Observation | – Explanation – Interpreting a map features – Questioning | – Charts showing cooperatives societies | OLT PBK7 PG70 OLT TG PG
| Written exercise | ||
| 5 | Co-operatives | By the end of the lesson the learner should be able to appreciate benefit s of agriculture cooperatives | – Explain the benefits of cooperatives – Discuss | – Identifying – Drawing – Discussion – explanation | – Charts – showing cooperatives societies | OLT PBK7 PG70 OLT TG PG
| Oral exercise | |||
| 1 | Transport and communication | Forms and function | By the end of the lesson the learner should be able to identify forms and function of communication | – identify forms of communication – explain the functions | – Explanation – Identifying observation – Questioning | – Maps – Wall maps Diagrams from pupils book | OLT PBK7 PG71 OLT TG PG
| Drawing maps | ||
| 12 | 2 | Transport and communication | Problem | By the end of the lesson the learner should be able to explain problems facing different form of transport | – identify problems of communication | – Discussion – observation – Questioning | – Wall maps – Diagrams from pupils book | OLT PBK7 PG72 OLT TG PG
| Written exercise | |
|
| 3 | Transport and communication | Road safety | By the end of the lesson the learner should be able to identify major road sign and explain causes of accidents | -explain the causes of accident -identifying road sign | – Explanation – Questioning | – Wall maps – Diagrams from pupils book | OLT PBK7 PG73 OLT TG PG
| Filling in blank spaces | |
| 4 | Transport and communication | By the end of the lesson the learner should be able to state suggest ways of preventing accidents and demonstrate first aid skills | – identify forms of communication – discussion | – Observing chart – Identifying – Drawing – | – Diagrams from pupils book | OLT PBK7 PG74 OLT TG PG
| Written exercise | |||
| 5 | Transport and communication | Forms and function of communication | By the end of the lesson the learner should be able to state identify forms and state the function of communication | explain the functions | – Observing chart – Identifying – Drawing | – Wall maps – Diagrams from pupils book | OLT PBK7 PG75 OLT TG PG
| Oral exercise | ||
| 13 | 1 | Transport and communication | Problem facing communication system | By the end of the lesson the learner should be able to explain problems facing communication systems | – identify forms of communication | – Identifying – Drawing – Discussion – explanation | Drawing maps | |||
| 2 | Trade | Role of government in trade | By the end of the lesson the learner should be able to identify and appreciate the role of government in trade | explain the role of government in trade | – Observing chart – Discussion – explanation – | – Maps – Charts showing symbols – Wall map | OLT PBK7 PG76 OLT TG PG
| Written exercise | ||
| 3 | Trade | Export and import | By the end of the lesson the learner should be able to identify export from Kenya and import to Kenya | – identify forms of export and import to Kenya | – Observing chart – Discussion – explanation – | – Wall maps – Diagrams from pupils book | OLT PBK7 PG77 OLT TG PG
| Filling in blank spaces | ||
| 4 | Trade | Importance of trade | By the end of the lesson the learner should be able to explain the importance of trade | explain the importance of trade | – Explanation – observation – Questioning | – Wall maps Diagrams from pupils book | OLT PBK7 PG78 OLT TG PG
| Written exercise | ||
| 14 | 5 | Revision | examination | By the end of the lesson the learner should be able to answer revision questions correctly | – identify forms of communication | – Discussion – observation – Questioning | – Examination papers | OLT PBK7 PG80-84 OLT TG PG
| Oral exercise |
Social Studies schemes of work
Standard Eight term III
Year 2014
- Our Lives Today pupil’s book 8
- Our Lives Today teacher’s guide book 8
| WEEK | LSN | TOPIC | SUBTOPIC | OBJECTIVES | TEACHER’S ACTIVITIES | LEARNER’S ACTIVITIES | RESOURCES | REFERECES | ASSESSMENT | REMARKS |
| 1 | REPORTING AND PREPARATIONS | |||||||||
| 2
3
| 1 | Political development and systems | Early political associations in Kenya | By the end of the lesson the learner should be able to identify early political association in Kenya up to 1939 | – Observing chart – Identifying – Early political association – | – Observing chart – Identifying – Drawing – | – Maps – Diagrams from pupils book | OLT PBK7 PG130 OLT TG PG
| ||
| 2 | Political development and systems | Early political associations in Kenya (EAA) | By the end of the lesson the learner should be able to describe the role played by East Africa association in the struggle for independence | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – Drawing – Discussion – explanation | – Wall maps – Diagrams from pupils book | OLT PBK7 PG131 OLT TG PG
| Drawing maps | ||
| 3 | Political development and systems | Early political associations in Kenya (YKA) | By the end of the lesson the learner should be able to describe the role played by Young Kikuyu Association in the struggle for independence | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – Drawing – Discussion – explanation | – – Wall maps – Diagrams from pupils book | OLT PBK7 PG133-134 OLT TG PG
| Written exercise | ||
| 5 | Political development and systems | Early political associations in Kenya (KCA) | By the end of the lesson the learner should be able to describe the role played by Kikuyu Central Association the struggle for independence | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – Drawing – Discussion – explanation | – Wall maps – Diagrams from pupils book | OLT PBK7 PG135 OLT TG PG
| Filling in blank spaces | ||
| 1 | (KTWA) | By the end of the lesson the learner should be able to describe the role played by Kavirondo Tax Payer Welfare association the struggle for independence | – Explanation – Identifying development of the early man – Discussion | – Explanation – Identifying development of the early man – Discussion | – Diagrams from pupils book | OLT PBK7 PG139 OLT TG PG
| Written exercise | |||
| 2 | The legislative Council (LegCo) | Nomination to LegCo | By the end of the lesson the learner should be able to identify African member to the Leg CO | – Describing the partition – Explanation | – Describing the partition – Explanation | – Picture cuttings – Diagrams from books | OLT PBK7 PG140 OLT TG PG
| Oral exercise | ||
| 3 | The role of Leg Co | By the end of the lesson the learner should be able to describe the role played by Leg Co in struggle for independence | – Explanation – Describing – Discussion – Observation | – Explanation – Describing – Discussion – Observation | – Diagrams from pupils book | OLT PBK7 PG143-45 OLT TG PG
| Drawing maps | |||
| 4 | The Second world war (1939-1945) | By the end of the lesson the learner should be able to identify the effect of world War 2 on struggle for impendence | – Explanation – Identifying prehistoric sites – Discussion | – Explanation – Identifying prehistoric sites – Discussion | – Pictures of – – Diagrams from pupils book – | OLT PBK7 PG146-149 OLT TG PG
| Written exercise | |||
| 5 | Kenya Africa study Union, Kenya African union | By the end of the lesson the learner should be able to name founder member of political association | – Explanation – Identifying – Discussion – Observation | – Explanation – Identifying – Discussion – Observation | – Pictures Diagrams from pupils book
| OLT PBK7 PG150 OLT TG PG
| Filling in blank spaces | |||
| 4 | 1 | By the end of the lesson the learner should be able to explain the role of political movement in the struggle for independence | – Observing chart – Identifying – Drawing – | – Observing maps – Identifying political role
| – Charts showing scramble of Africa – Wall maps – | OLT PBK7 PG152 OLT TG PG
| Written exercise | |||
| 2 | The MAUMAU, KANU, KADU,APP | By the end of the lesson the learner should be able to identify founder and explain role of political association and movements in struggle for independence | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing map – Observing chart – explanation – | – Charts showing scramble of Africa – Wall maps | OLT PBK7 PG152 OLT TG PG
| Oral exercise | |||
| 3 | Attainment of independence | Events leading to attainment of independence | By the end of the lesson the learner should be able to describe the events that took place in the attainment of independence | – Observing chart – Identifying – Drawing – Discussion – explanation | – Observing chart – Identifying – Drawing – Discussion – explanation
| – Charts showing scramble of Africa – Wall maps
| OLT PBK7 PG153 OLT TG PG
| Drawing maps | ||
| 4 | Kenya become republic | By the end of the lesson the learner should be able describe how Kenya got Mandaraka and become a Republic | – Observing chart – Identifying – Drawing – Discussion – explanation | – Conversion – Observing chart – Identifying | – Local environment – Wall map | OLT PBK7 PG154 OLT TG PG | Written exercise | |||
| 5 | Political development | major political event | By the end of the lesson the learner should be able to identify major political development and events since 1963 | – Explanation – Identifying development of the early man – Discussion | – Observing chart – Identifying – Drawing | – Sketch maps – Charts – Wall maps | OLT PBK7 PG154 OLT TG PG | Filling in blank spaces | ||
| 5
| 1 | Major political development | By the end of the lesson the learner should be able to describe the and appreciate the political changes taking place in Kenya | – Describing the partition – Explanation | – Demonstration – Drawing – Discussion – explanation | – Pictures of prominent leaders | OLT PBK7 PG154 OLT TG PG
| Written exercise | ||
| 2 | Prominent Kenyans | Mzee Jomo Kenyatta | By the end of the lesson the learner should be able to describe life and appreciate contribution of Mzee Jomo Kenyatta to the independence of his country | – Explanation – Describing – Discussion – Observation | – Demonstration – Drawing – Discussion – explanation | – Pictures of prominent leaders | OLT PBK7 PG154 OLT TG PG
| Oral exercise | ||
| 3 | Prominent Kenyans | Daniel Arap Moi | By the end of the lesson the learner should be able to describe life and appreciate contribution of Daniel Arap Moi in struggle for independence of his country | – Explanation – Identifying prehistoric sites – Discussion | – Demonstration – Drawing – Discussion – explanation | M Pictures of prominent leaders | OLT PBK7 PG155 OLT TG PG
| Drawing maps | ||
| 4 | Prominent Kenyans | Oginga Odinga | By the end of the lesson the learner should be able to describe life and appreciate contribution of Oginga Odinga to the nation | – Explanation – Identifying – Discussion – Observation | – Demonstration – Drawing – Discussion | Pictures of prominent leaders | OLT PBK7 PG155 OLT TG PG | Written exercise | ||
| 5 | International co-operation | The united nation (UN) | By the end of the lesson the learner should be able to describe the formation of united nation | – | – Explanation – Identifying – Discussion | – Maps showing international co-operations | OLT PBK7 PG156 OLT TG PG | Filling in blank spaces | ||
| International co | The united nation (UN) | By the end of the lesson the learner should be able describe and identify the agencies of and functions of (UN) | – | – Demonstration – Drawing – Discussion | – Maps showing international co-operations | OLT PBK7 PG156 OLT TG PG | Written exercise | |||
| 6 | MID TERM EXAMINATIONS | |||||||||
| 1 | International co | The united nation (UN) | By the end of the lesson the learner should be able to highlight the achievement of the (UN) | – | – Observation – Demonstration – Drawing | – Maps showing – international co-operations | OLT PBK7 PG157 OLT TG PG | Oral exercise | ||
|
7
| 3 | International co | The united nation (UN) | By the end of the lesson the learner should be able to state the failure and problems facing the (UN) | – | – Explanation – Observation – Discussion | – Wall maps – Diagrams from pupils book | OLT PBK7 PG158 OLT TG PG | Drawing maps | |
| 4 | Common wealth | Common wealth | By the end of the lesson the learner should be able to describe the formation of the common wealth | – | – Explanation – Identifying factor – Discussion | – Maps showing – international co-operations | OLT PBK7 PG159 OLT TG PG
| Written exercise | ||
| 5 | Common wealth | By the end of the lesson the learner should be able to the functions of the common wealth | – identify forms of communication | – Discussion – explanation – Questioning | – Wall maps – Diagrams from pupils book | OLT PBK7 PG160 OLT TG PG | Filling in blank spaces | |||
| 1 | Achievement of common wealth | By the end of the lesson the learner should be able state functions of common wealth | explain the functions of common wealth | – Explanation – Discussion | – Maps showing – international co-operations | OLT PBK7 PG160 OLT TG PG | Written exercise | |||
| 2 | Failure of commonwealth | By the end of the lesson the learner should be able to outline the failure of the commonwealth | – identify failure of the common wealth | – Discussion – explanation Questioning | – Maps showing international co-operations | OLT PBK7 PG161 OLT TG PG
| Oral exercise | |||
| 3 | Problems of the common wealth | By the end of the lesson the learner should be able to state the problems faced by the common wealth | explain the common wealth problems | – Discussion – explanation – Questioning | – Maps showing – international co-operations | OLT PBK7 PG161 OLT TG PG
| Drawing maps | |||
| 4 | Citizenship | Importance | By the end of the lesson the learner should be able to explain the impotance of good citizenship | – identify forms of communication | – Explanation – Discussion – Observation | – Diagrams from the books | OLT PBK7 PG162 OLT TG PG
| Written exercise | ||
| 5 | Loss of Kenya citizenship | By the end of the lesson the learner should be able to outline the condition under which one can lose/his or her citizenship | – | – Explanation – Identifying – Discussion – Observation | – Diagrams from pupils book – | OLT PBK7 PG162 OLT TG PG
| Filling in blank spaces | |||
| 8 | 1 | Democracy and human right | Types of democracy | By the end of the lesson the learner should be able to state types of democracy | – identify forms of communication | – Observing maps – Identifying s | – Charts showing human rights | OLT PBK7 PG152 OLT TG PG | Written exercise | |
| 2 | Political parties in Kenya | By the end of the lesson the learner should be able to describe some political parties in Kenya and their policies | explain the functions | – Drawing – Discussion – explanation | – Charts showing political parties
| OLT PBK7 PG152 OLT TG P | Oral exercise | |||
| 3 | Role of political parties | By the end of the lesson the learner should be able to describe the role of political parties in a democracy | – identify role of political party | – Observing chart – Discussion – explanation | – Charts showing political parties
| OLT PBK7 PG153 OLT TG PG | Drawing maps | |||
| 4 | Benefits | By the end of the lesson the learner should be able state the benefits of a democracy | explain the benefits of democracy | – Conversion – Observing chart – explanation | – Charts showing political parties
| OLT PBK7 PG154 OLT TG PG | Written exercise | |||
| 5 | The bill of right | By the end of the lesson the learner should be able to state human right and appreciate the bill of right | – identify human rights – discuss bill of right | – Observing chart – Identifying – Drawing | – Charts showing bill of right – | OLT PBK7 PG154 OLT TG PG | Filling in blank spaces | |||
| 9
10 | 1 | Law, peace and reconciliation | Symbols of national unity | By the end of the lesson the learner should be able to identify the symbols of national unity | identify the symbols of national unity | – Demonstration – Drawing – Discussion – explanation | – a flag – Charts showing symbol of national unity | OLT PBK7 PG154 OLT TG PG
| Written exercise | |
| 2 | Factors promoting national unity | By the end of the lesson the learner should be able to state factors that promote national unity | identify factors that promote national unity – explain the factor | – Demonstration – Drawing – Discussion – explanation | – a flag Charts showing symbol of national unity | OLT PBK7 PG154 OLT TG PG
| Oral exercise | |||
| 3 | Importance of national unity | By the end of the lesson the learner should be able explain the importance of national unity | – identify forms of communication | – Demonstration – Drawing – Discussion – explanation | – a flag Charts showing symbol of national unity | OLT PBK7 PG155 OLT TG PG
| Drawing maps | |||
| 4 | Factors undermining national unity | By the end of the lesson the learner should be able to identify factor undermining national unity | explain the functions | – Demonstration – Drawing – Discussion
| – a flag Charts showing symbol of national unity | OLT PBK7 PG155 OLT TG PG
| Written exercise | |||
| 5 | The government of Kenya | The Kenyan constitution | By the end of the lesson the learner should be able state the process of making, amending and reviewing the Kenya’s constitution | – describing the process of making constitution | – Explanation – Note taking – Discussion – Questioning | – Maps – Charts showing symbols – Wall maps | OLT PBK7 PG173 OLT TG PG
| Filling in blank spaces | ||
| 1 | The government of Kenya | Formation of the government | By the end of the lesson the learner should be able to explain the process of making the government | explain the process of making the government | – Explanation – Questioning – Drawing | – Maps – Charts – Wall maps | OLT PBK7 PG1 OLT TG PG
| Drawing maps | ||
| 2 | The government of Kenya | Loss of parliamentary seat | By the end of the lesson the learner should be able to explain how one may lose parliament seat | – identify way one may lose seat in parliament | – Note taking – Discussion – Explanation | – Diagrams from pupils book | OLT PBK7 PG174 OLT TG PG | Written exercise | ||
| 3 | The government of Kenya | Conducting national election | By the end of the lesson the learner should be able to describe the process of national election | explain the functions | – Explanation – observation – Questioning | – Diagrams from pupils book | OLT PBK7 PG175 OLT TG PG | Filling in blank spaces | ||
| 4 | Participating in government and civic life | By the end of the lesson the learner should be able to describe state ways of participating in government and civic life | Describe Explain the functions | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing symbols | OLT PBK7 PG175 OLT TG PG
| Written exercise | |||
| 5 | By the end of the lesson the learner should be able to describe the process of national election | – Describe the process of election – explain the functions | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing symbols | OLT PBK7 PG175 OLT TG PG
| Oral exercise | ||||
| 11 | 1 | The arms of the government | The arms of the government Executive | By the end of the lesson the learner should be able to describe the composition and functions of cabinet and civil servant | – identify forms of communication | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing arms of government | OLT PBK7 PG175 OLT TG PG
| Drawing maps | |
| 2 | Legislature | By the end of the lesson the learner should be able to describe the composition of legislature, describe the process of legislation and state function of parliament | explain the functions | – Discussion – Identifying observation – Questioning | – Draft constitution – Wall maps – Diagrams from pupils book | OLT PBK7 PG170-180 OLT TG PG
| Written exercise | |||
| 3 | Judiciary | By the end of the lesson the learner should be able to describe the composition judiciary | – identify forms of communication | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing judiciary | OLT PBK7 PG175 OLT TG PG
| Drawing maps | |||
| 4 | Sources of government revenue and forms of government expenditure | By the end of the lesson the learner should be able to describe the sources of government revenue and how it spend its money | explain the functions | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing symbols – Wall maps | OLT PBK7 PG175 OLT TG PG
| Written exercise | |||
| 5 | Local authority | By the end of the lesson the learner should be able to name types of local authority ,describe process of electing officers, their functions and relationship with the government | – identify forms of communication | – Discussion – Identifying observation – Questioning – explanation | – Pictures – Maps – Charts showing symbols – Wall maps | OLT PBK7 PG175 OLT TG PG
| Filling in blank spaces | |||
| 12 | 1-2 | National defence | By the end of the lesson the learner should be able to –identify organs of national defence -appreciate the need of national defence and explaining their role in maintaining law and order | Identify organs of the national defence Discussing | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing symbols – Wall maps | OLT PBK7 PG118-180 OLT TG PG
| Written exercise | ||
| 3-5 | By the end of the lesson the learner should be able to describe the sources of government revenue | identify sources of government revenue | – Discussion – Identifying observation – Questioning | – Pictures – Maps – Charts showing symbols | OLT PBK7 PG118-180 OLT TG PG
| Oral exercise | ||||
| 13 | REVISION AND EXAMINATIONS
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