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 | ||||
|
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 | |||
|
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 | |||||
| 12
13
|
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 | |
|
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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