| 1
|
1 |
Social relations and cultural activities |
administration |
By the end of the lesson the learner should be able to identify and describe the school administration |
– Discussion
– observation
– Questioning |
– Diagrams from pupils book
– Local environment |
OLT PBK PG 57
OLT SSTG PG 18 |
|
| 2-3 |
The school |
School administration |
By the end of the lesson the learner should be able to state the role of the school administration |
– Explanation
– Comparing
– Discussion |
– Diagrams from pupils book |
OLT PBK PG 58-
OLT SSTG PG 20 |
|
| 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
– Describing
– Discussion |
– Pictures
– Resource person |
OLT PBK PG 56
OLT SSTG PG 22 |
|
| 5 |
The school |
Role of the administration in the school |
By the end of the lesson the learner should be able to describe the role of the administration in school development |
– Explanation
– Identifying factor influencing weather
– Discussion |
– Wall maps
– Diagrams from pupils book |
OLT PBK PG 52
OLT SSTG PG 22 |
|
|
2
|
1 |
The school
|
The role of the school in the society |
By the end of the lesson the learner should be able to state the contribution of the community in school development |
– Observing chart
– Identifying
– Drawing |
– Diagrams from pupils book |
OLT PBK PG 52
OLT SSTG PG 22 |
|
| 2 |
The school |
Role of the society in he school |
By the end of the lesson the learner should be able to explain and appreciate the contribution of the community |
– Observing chart
– Discussion
– explanation |
– Pictures of |
OLT PBK7 PG56
OLT TG PG
|
|
| 3 |
The family |
Right and responsibility of family members |
By the end of the lesson the learner should be able to state the right and responsibility of family member |
– Explanation
– Discussion
– explanation |
– Diagrams from pupils book |
OLT PBK7 PG57
OLT TG PG
|
|
| 4 |
The family |
Define marriage |
By the end of the lesson the learner should be able to define the marriage institution |
– Explanation
– Discussion
– Observation |
– Diagrams from pupils book |
OLT PBK7 PG58
OLT TG PG
|
|
| 5 |
The family |
Marriage institution |
By the end of the lesson the learner should be able to state the importance of marriage institution and identify their importance |
– Explanation
– Identifying
– Discussion
– Observation |
– Picture
– Diagrams from pupils book |
OLT PBK7 PG60
OLT TG PG
|
|
| 3 |
1 |
Resources and economic activities
Agriculture |
Crop farming |
By the end of the lesson the learner should be able to state the factors influencing growth of some crop |
– Observing chart
– Identifying
– Drawing
– Discussion |
– Sketch maps
– Charts showing symbols |
OLT PBK7 PG61
OLT TG PG
|
|
| 2 |
Agriculture |
|
By the end of the lesson the learner should be able to locate where these crop are grown |
– Observing chart
– Discussion
– explanation |
– Sketch maps
– Charts
– Wall maps |
OLT PBK7 PG62
OLT TG PG
|
|
| 3 |
Agriculture |
Cocoa in Ghana |
By the end of the lesson the learner should be able to locate where cocoa is grown and identify its uses |
– Observing chart
– Identifying
– Discussion
– explanation |
– Charts showing where cocoa are grown |
OLT PBK7 PG63
OLT TG PG
|
|
| 4 |
Agriculture |
Cloves in
Tanzania |
By the end of the lesson the learner should be able locate where cloves is grown and identify its uses |
– Observing chart
– Identifying
– Drawing
|
– Local environment
– Sketch maps
– Charts |
OLT PBK7 PG64
OLT TG PG
|
|
| 5 |
Agriculture |
Pyrethrum in Kenya |
By the end of the lesson the learner should be able to locate where pyrethrum is grown and identify its uses |
– Observing chart
– Identifying
– Drawing
– Discussion
– explanation |
– Sketch maps
– Charts
– Wall maps |
OLT PBK7 PG65
OLT TG PG
|
|
| 4
|
1 |
Agriculture |
Pastoral farming |
By the end of the lesson the learner should be able to state the condition favouring pastoral faming |
– Observing chart
– Identifying
– explanation |
– Charts
|
OLT PBK7 PG66
OLT TG PG
|
|
| 2 |
agriculture |
Pastoral farming |
By the end of the lesson the learner should be able to state benefit of pastoral farming |
– Observing chart
– Identifying
– Discussion |
– Pictures
– Maps
– Wall maps |
OLT PBK7 PG67
OLT TG PG
|
|
| 3 |
Agriculture |
Pastoral farming among Maasai |
By the end of the lesson the learner should be able to identify benefit and problem experiences by Maasai pastoral farming |
– Observing chart
– Identifying
– Drawing |
– Maps
– Charts
– Wall maps |
OLT PBK7 PG68
OLT TG PG
|
|
| 4 |
Agriculture |
Pastoral farming among the Fulani |
By the end of the lesson the learner should be able to identify benefit and problem experiences by Fulani pastoral farming |
– Explanation
– Interpreting a map features
– Questioning |
– Maps
– Charts
– Wall maps
|
OLT PBK7 PG70
OLT TG PG
|
|
| 5 |
Agriculture |
Pastoral farming among the Tswana |
By the end of the lesson the learner should be able to identify benefit and problem experiences by Tswana pastoral farming |
– Explanation
– Observing chart
– Identifying
– Drawing |
– Diagrams from pupils book |
OLT PBK7 PG70
OLT TG PG
|
|
|
1 |
Multi-purpose river project |
|
By the end of the lesson the learner should be able to state reasons for establishment of multipurpose river project |
– Explanation
– Identifying traditional methods of weather observation
– Questioning |
– Wall maps
Diagrams from pupils book |
OLT PBK7 PG71
OLT TG PG
|
|
| 5 |
2 |
Multi-purpose river project |
|
By the end of the lesson the learner should be able to identify the location of the multipurpose project |
– Discussion
– observation
– Questioning |
– Diagrams from pupils book |
OLT PBK7 PG72
OLT TG PG
|
|
| 6
8
|
3 |
Multi-purpose river project |
Aswan High Dam |
By the end of the lesson the learner should be able to state benefits and problems experienced in Aswan High Dam |
– Explanation
– Questioning |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG73
OLT TG PG
|
|
| 4 |
Multi-purpose river project |
Volta River Scheme |
By the end of the lesson the learner should be able to state benefits and problems experienced in Volta River Schemes |
– Observing chart
– Identifying
– Drawing |
– Diagrams from pupils book |
OLT PBK7 PG74
OLT TG PG
|
|
| 5 |
Multi-purpose river project |
River Tana Projects |
By the end of the lesson the learner should be able to state benefits and problems experienced in the River Tana Projects |
– Observing chart
– Identifying
– Drawing |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG75
OLT TG PG
|
|
| 9 |
4 |
Multi-purpose river project |
Kariba Dam |
By the end of the lesson the learner should be able to benefits and problems experienced in Kariba Dam |
– Observing chart
– Discussion
– explanation |
– Maps
– Charts
– Wall maps |
OLT PBK7 PG76
OLT TG PG
|
|
| 5 |
Forestry |
Distribution of forest in Africa |
By the end of the lesson the learner should be able to explain how forest are distributed in Africa |
– Drawing
– Discussion
– explanation
– |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG77
OLT TG PG
|
|
| |
Forestry |
Contribution to the economy |
By the end of the lesson the learner should be able to identify the contribution of forests to the economy |
– Explanation
– observation
– Questioning |
– Wall maps
Diagrams from pupils book |
OLT PBK7 PG78
OLT TG PG
|
|
| |
2 |
Forestry |
Problems facing forestry |
By the end of the lesson the learner should be able to identify problems facing forestry |
– Discussion
– observation
– Questioning |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG80-84
OLT TG PG
|
|
|
10
|
3 |
Mining |
How mineral are extracted |
By the end of the lesson the learner should be able to identify methods used to extract copper in Zambia and state various uses |
– Identifying method of extraction
– Discussion
– Observation |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG85
OLT TG PG
|
|
| 4 |
Mining |
Petroleum in Nigeria |
By the end of the lesson the learner should be able to identify methods used to extract petroleum in Nigeria and state various uses |
– Explanation
– Identifying method of extraction
– Discussion |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG85
OLT TG PG
|
|
| 5 |
Mining |
Gold in south Africa |
By the end of the lesson the learner should be able to identify methods used to extract gold in south Africa and state various uses |
– Explanation
– Identifying method of extraction
– Discussion |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG86
OLT TG PG
|
|
| 1 |
Mining
|
Copper in Zambia |
By the end of the lesson the learner should be able to identify methods used to extract copper in Zambia and state various uses |
– Explanation
– Identifying method of extraction
– Discussion
– Observation |
– Pictures of 5the early man
– Diagrams from pupils book |
OLT PBK7 PG87
OLT TG PG
|
|
| 2 |
Mining |
Soda ash in Kenya |
By the end of the lesson the learner should be able to identify methods used to extract soda ash in Kenya and state various uses |
– Explanation
– Identifying method of extraction
– |
– Picture cutting
– |
OLT PBK7 PG88
OLT TG PG
|
|
| 3 |
Industrial development |
Rapid industrialization |
By the end of the lesson the learner should be able to identify factors of industrial development in Kenya and south Africa |
– Explanation
– Discussion
– Observation |
– Diagrams from pupils book |
OLT PBK7 PG89
OLT TG PG
|
|
| 4 |
Industrial development |
Rapid industrialization |
By the end of the lesson the learner should be able to state contribution of rapid industrialization |
– Drawing
– Discussion
– explanation
– |
– Diagrams from pupils book
– |
OLT PBK7 PG90
OLT TG PG
|
|
| 5 |
Industrial development |
Problems of rapid industrialization |
By the end of the lesson the learner should be able to state problems experienced due to rapid industrialization |
– Explanation
– Identifying
– Discussion
– Observation |
– Diagrams from pupils book
– |
OLT PBK7 PG91
OLT TG PG
|
|
| 11 |
1 |
Fishing |
Fishing ground |
By the end of the lesson the learner should be able to identify major fishing grounds |
– Observing maps
– Identifying symbols
– Drawing symbols
– Interpreting a map |
– Charts showing symbols |
OLT PBK7 PG 91
OLT TG PG
|
|
| 2 |
Fishing |
Methods of fishing |
By the end of the lesson the learner should be able to describe different methods if fishing |
– Observing chart
– Identifying
– Drawing
– Discussion |
– Charts fishing methods |
OLT PBK7 PG92
OLT TG PG
|
|
| 3 |
Fishing |
Importance of fisheries |
By the end of the lesson the learner should be able to identify the importance of fisheries to the economy |
– Observing chart
– Discussion
– explanation |
Charts fishing methods |
OLT PBK7 PG92
OLT TG PG
|
|
| 4 |
Fishing |
Contribution of fisheries |
By the end of the lesson the learner should be able list the contribution of fisheries to the economy |
– Observing chart
– Identifying
– Drawing |
– Local environment
– Sketch maps |
OLT PBK7 PG92-92
OLT TG PG |
|
| 5 |
Fishing |
Problems |
By the end of the lesson the learner should be able to state the problems being experienced by fisheries |
– Observing chart
– Identifying
– Drawing |
– Sketch maps
– Charts
– Wall maps |
OLT PBK7 PG93
OLT TG PG
|
|
| 12 |
1 |
Trade |
Regional trade COMESA,SADC, ECOWAS |
By the end of the lesson the learner should be able to list items of trade in the region |
– Observing chart
– Identifying
– Drawing
– Discussion
– explanation |
– Wall maps of regional trade
|
OLT PBK7 PG94
OLT TG PG
|
|
| 2 |
Trade |
Forms of regional exchange |
By the end of the lesson the learner should be able to identify forms of exchange in the regional trade |
– Observing chart
– Identifying
– Drawing |
– Wall maps of regional trade |
OLT PBK7 PG95
OLT TG PG
|
|
| 3 |
Trade |
Problems |
By the end of the lesson the learner should be able to identify problems experienced in the regional trade |
– Observing chart
– Identifying
– Drawing
– Discussion |
– Wall maps of regional trade
|
OLT PBK7 PG96
OLT TG PG
|
|
| 4 |
Trade |
Benefits of regional trade |
By the end of the lesson the learner should be able to explain the benefits of regional trade |
– Explanation
– Interpreting a map features
– Questioning |
– Wall maps of regional trade
|
OLT PBK7 PG 97
OLT TG PG
|
|
| 5 |
Trade |
Export and import |
By the end of the lesson the learner should be able to list export from the region and the import fro the rest of the word |
– Explanation
– Identifying ways
– Discussion |
– Wall maps of regional trade
– |
OLT PBK7 PG 98
OLT TG PG
|
|
| 13 |
1 |
Transport and communication |
Transport network |
By the end of the lesson the learner should be able to describe transport network in Africa |
– Observing chart
– Identifying
– Drawing |
– Diagrams from pupils book |
OLT PBK7 PG98
OLT TG PG
|
|
|
14
|
3 |
Transport and communication |
Advantage and disadvantages of different transport |
By the end of the lesson the learner should be able to explain advantages and disadvantages of different form of transport |
– Observing chart
– Identifying
– Drawing
– Discussion
– explanation
– |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG100
OLT TG PG
|
|
| 4 |
Transport and communication |
Problem facing transport in Africa |
By the end of the lesson the learner should be able to identify and describe problems facing transport in Africa |
– Observing chart
– Identifying
– Drawing
– Discussion |
– Diagrams from pupils book |
OLT PBK7 PG103
OLT TG PG
|
|
| 5 |
Transport and communication |
Communication system in Africa |
By the end of the lesson the learner should be able to describe the development of communication systems in Africa |
– Observing chart
– Identifying
– Drawing
– Discussion |
– Wall maps
– Diagrams from pupils book |
OLT PBK7 PG105-117
OLT TG PG
|
|
| 1 |
Revision and examination
|
Examination |
By the end of the lesson the learner should be able to revise and answer question from work covered |
– Explanation
– Identifying
– Discussion
– Question and answer |
– Provisional paper
– Diagrams from pupils book |
OLT PBK7 PG156-117
OLT TG PG
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