Social Studies schemes of work
Standard Eight term I
| 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
| 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
| 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
| |||||||||
Get the latest Mwalimu National Sacco BOSA Loans Application Form {Free Download}, here. PDF Latest…
Here is the revised and latest Mwalimu National Sacco FOSA Salary Advance Application Form {Free…
Here is the latest Mwalimu National Sacco FOSA Instant Loan Application Form {Free Download}. Download…
The landscape of digital gambling has shifted toward high-octane mechanics that prioritize volatility and massive…
The Teachers Service Commission (TSC) has advertised 170 job vacancies across, covering senior, mid‑level, and…
Health Cabinet Secretary Aden Duale has ordered immediate changes to the Social Health Authority (SHA)…
