Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify ways to determine the needs, gaps or needs in the community.
-Identify one problem they intend to solve for the group project
-Develop a title for the project
-Desire to learn more about community service learning project

-In groups or in pairs, learners are guided to identify ways to determine the gaps or need in the community
-In groups or in pairs, learners are guided to identify one problem they intend to solve for the group project.
-In groups or in pairs learners are guided to develop a title for the project

How does one determine some gaps land needs in their community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Observation -Oral report

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify solutions to the identified problems
-Design solution to the identified problem
-Appreciate the need to offer solutions to the gaps or challenges in the community

-The learner is guided to search, discuss and agree on an appropriate solution or way and skills of addressing the identified problem and note down the recommended or proposed solution solution

How can we solve a problem in the community

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-State the importance of making adequate preparations before starting a project
-Write down the plan required to implement a solution
-Create a check list on the plan they have developed
-Appreciate the importance of making adequate preparations before starting a project

In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed
-In groups or in pairs they write down the plan required to implement a solution

Why is it necessary to make adequate preparations before starting a project

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Discuss a plan for implementing the proposed solution
-Draw a plan for implementing the proposed solution
-Appreciate ways of solving an identified problem

In groups or in pairs, learners are guided to discuss a plan for implementing the proposed solution
-In groups or in pairs learners are guided to discuss and draw a plan for implementing the proposed solution

What should we do to complete a project successfully?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Draw a poster that contain guidelines on how to implement plan for solving the identified problem
-Suggest ways they can engage the community in the project
-Appreciate ways of solving an identified problem

In groups or in pairs, learners are guided to discuss how to implement plan for solving the identified problem in groups or in pairs,
-Learners are guided to draw a poster that contain gude lines on how to implement an action plan
-Learners are guided to suggest ways of engaging the community in the project

What should we do to complete a project successfully?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Discuss challenges on can face during the project
-Examine ways one can deal with the challenges
-Desire to participate in the given project

-In groups or in pairs, learners are guided to identify the effects of the project to the
Community
-In groups or in pairs learners are guided to discuss challenges one can face during the project
-In groups or in pairs, learners are guided to examine ways can deal with the challenge

What are effects of the project to the community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Discuss the importance of reporting or accounting on the concluded project
-Report or account on the concluded project
-Appreciate the need to offer solutions to the gaps in the community

-Learners are guided to discuss the importance of reporting or accounting on the concluded project
-Learner is guided to report on the concluded project and submit a summary account or report to the CSL teacher

What are the effects of the project to the community

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Describe what is effective communication
-Design strategies for effective communication in resolving conflicts
-Appreciate strategies for effective communication in resolving conflicts

Thea learners is guided to describe what is effective communication
-In groups learner to design strategies for effective communicating in resolving conflicts

How can resolving conflicts help us live peacefully in the community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions -Observation

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
Describe healthy relationship that promote peace in the family
-Build healthy relationships to promote peace in the family

-The learner is guided to describe healthy relationships that promote peace in the family.
-The learner is guided to identify ways of building

How can one build healthy relationships to promote peace in the family?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written question -Observation

People and Relationships

Peaceful Conflict Resolution -Negotiation -Mediation -Arbitration

By the end of the lesson, the learner should be able to:
-Identify ways of resolving conflicts in the family
-Apply peaceful ways of resolving conflict in the family
-Appreciate ways of resolving conflicts in the family
-Appreciate the culture of peace in a society

-The learner is guided to identify ways of resolving conflicts in the family
-In groups learners apply peaceful ways of resolving conflicts in the family while role playing healthy relationships to promote peace in the family

How can we resolve conflicts in the family?

-Course book
-Pictures
-Charts
-Realia

-Oral questions -written questions

People and Relationships

Peaceful Conflict Resolution -Negotiation -Mediation -Arbitration

By the end of the lesson, the learner should be able to:
-Identify ways of resolving conflicts in the family
-Apply peaceful ways of resolving conflict in the family
-Appreciate ways of resolving conflicts in the family
-Appreciate the culture of peace in a society

-The learner is guided to identify ways of resolving conflicts in the family
-In groups learners apply peaceful ways of resolving conflicts in the family while role playing healthy relationships to promote peace in the family

How can we resolve conflicts in the family?

-Course book
-Pictures
-Charts
-Realia

-Oral questions -written questions

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Describe empathy
-Show empathy with survivors of conflict in the family
-Appreciate the culture of peace in a society

What is empathy?

-Course
-Pictures
-Realia
-Charts
-Computing devices

-Oral questions -Written questions -Observations

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Describe importance of peace
-Compose poems on the importance of peace in the
family
-Appreciate the culture of peace in a society

-The learner is guided to describe importance of peace
-Learner is guided to display team spirit as they work in groups to compose poems on the importance of peace in the family and present in class

What is the importance of peace in the family?

-Course
-Pictures
-Realia
-Charts
-Computing devices

-Oral questions -Written questions -Observations

Natural and Historic Built Environment

Map reading and interpretation.

By the end of the lesson, the learner should be able to:

Identify the elements of marginal information.
Study the interlocking cards and match them.
Draw the map on learner's book 8 page 92
Appreciate the elements of marginal information.

Individually, learners are guided to identify the elements of marginal information.
Individually, learners are guided to study the interlocking cards and match them.
Individually, learners are guided to draw the map on learner's book 8 page 92

What are the elements of marginal information?

MTP; Social Studies Learner's Book Grade 8 pg. 90-93
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Types and uses of scales on maps

By the end of the lesson, the learner should be able to:

Explain the meaning of scale in maps.
State the types of scales used on maps.
Study the scales on page 94 and match each scale to its name.
Appreciate the types of scales on maps.

Individually, learners are guided to explain the meaning of scale in maps.
Individually, learners are guided to state the types of scales used on maps.
Individually, learners are guided to study the scales on page 94 and match each scale to its name.

What is a scale?

MTP; Social Studies Learner's Book Grade 8 pg. 93-95
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Converting a statement scale to a representative fraction scale.

By the end of the lesson, the learner should be able to:

Outline the procedure of converting statement scale to a representative fraction scale.
Convert a statement scale to a representative fraction scale.
Appreciate the importance of direct statement scales.
Have fun and enjoy the calculations.

In pairs or individually, learners are guided to outline the procedure of converting statement scale to a representative fraction scale.
In pairs or individually, learners are guided to convert a statement scale to a representative fraction scale.

How do you statement scale to a representative fraction scale?

MTP; Social Studies Learner's Book Grade 8 pg. 95-96
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Converting linear scale into representative fraction

By the end of the lesson, the learner should be able to:

Outline the procedure of converting linear scale into representative fraction.
Convert linear scale into representative fraction.
Enjoy the calculations.

In pairs or individually, learners are guided to outline the procedure of converting linear scale into representative fraction.
In pairs or individually, learners are guided to convert linear scale into representative fraction.

How many centimeters equals one kilometer?

MTP; Social Studies Learner's Book Grade 8 pg. 96
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Convert representative fraction scale (RF) into linear scale.

By the end of the lesson, the learner should be able to:

Outline the procedure of converting representative fraction scale into linear scale
Convert representative fraction scale into linear scale.
Enjoy the calculations.

In pairs or individually, learners are guided to outline the procedure of converting representative fraction scale into linear scale
In pairs or individually, learners are guided to convert representative fraction scale into linear scale.

How do you convert linear scale into representative fraction scale?

MTP; Social Studies Learner's Book Grade 8 pg. 98-99
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Determining distances and areas of places on a map using scales; Measuring distances on a topographical map

By the end of the lesson, the learner should be able to:

Outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
Measure the distance along a straight line on a topographical map using a sheet of paper.
Have fun and enjoy measuring distances.

In pairs or individually, learners are guided to outline the procedure of measuring distance along a straight line on a topographical map using a sheet of paper.
In pairs or individually, learners are guided to measure the distance along a straight line on a topographical map using a sheet of paper.

What is a topographical map?

MTP; Social Studies Learner's Book Grade 8 pg. 99-100
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Determining distances and areas of places on a map using scales

By the end of the lesson, the learner should be able to:

Outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
Measure the distance a long a straight line on a map using a pair of dividers.
Have fun and enjoy using a pair of dividers.

In pairs or individually, learners are guided to outline the procedure to measure distances a long a straight line on a map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance a long a straight line on a map using a pair of dividers.

How do you use a pair of dividers?

MTP; Social Studies Learner's Book Grade 8 pg. 101-102
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

By the end of the lesson, the learner should be able to:

Outline the procedure of measuring distances between different places on the map using a string on a topographical map.
Measure the distance between different places on the map using a string on a topographical map.
Appreciate the importance of topographical map.

In pairs or individually, learners are guided to outline the procedure of measuring distances between different places on the map using a string on a topographical map.
In pairs or individually, learners are guided to measure the distance between different places on the map using a string on a topographical map.

Why do we use a string to measure a curved line?

MTP; Social Studies Learner's Book Grade 8 pg. 102-103
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

By the end of the lesson, the learner should be able to:

Outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers.
Measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers.
Appreciate the use of a pair of dividers.

In pairs or individually, learners are guided to outline the procedure to measure distances between different places on a map along curved line on a topographical map using a pair of dividers.
In pairs or individually, learners are guided to measure the distance between different places on a map along a curved line on a topographical map using a pair of dividers.

What is a curved line?

MTP; Social Studies Learner's Book Grade 8 pg. 104-105
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Measuring along a curved line.

By the end of the lesson, the learner should be able to:

Outline the procedure to measure distances along a curved line using a paper edge.
Measure the distance along a curved line using a paper edge.
Appreciate the use of a paper edge.

In pairs or individually, learners are guided to outline the procedure to measure distances along a curved line using a paper edge.
In pairs or individually, learners are guided to measure the distance along a curved line using a paper edge

How do you measure a curved line using a paper edge?

MTP; Social Studies Learner's Book Grade 8 pg. 105-106
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Calculating areas on a map using scales.

By the end of the lesson, the learner should be able to:

Identify the formulae used to calculate the areas of rectangles, squares, triangle and circle.
Draw features with regular shapes.
Calculate the areas of rectangles, squares, triangles and circles.
Have fun and enjoy the work out.

In groups, in pairs or individually, learners are guided to identify the formulae used to calculate the areas of rectangles, squares, triangle and circle.
In groups, in pairs or individually, learners are guided to draw features with regular shapes.
In groups, in pairs or individually, learners are guided to calculate the areas of rectangles, squares, triangles and circles.

Which formulae can you use to calculate the areas of rectangles, squares, triangles and circle?

MTP; Social Studies Learner's Book Grade 8 pg. 106-107
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Calculating areas of irregular shapes.

By the end of the lesson, the learner should be able to:

Identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
Calculate the area of irregular shapes by use of rectangles and triangles method.
Have fun and enjoy working out.

In groups, in pairs or individually, learners are guided to identify the formula of calculating the area of irregular shaped by use of rectangles and triangles method.
In groups, in pairs or individually, learners are guided to calculate the area of irregular shapes by use of rectangles and triangles method.

Which features on maps have irregular shapes?

MTP; Social Studies Learner's Book Grade 8 pg. 108-109
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Use of strips.

By the end of the lesson, the learner should be able to:

Explain the method use of strips.
Outline the procedure of calculating an area using the method of strips.
Calculate the area of each rectangular strip.
Appreciate the use of strip method.

In groups, in pairs or individually, learners are guided to explain the method use of strips
In groups, in pairs or individually, learners are guided to outline the procedure of calculating an area using the method of strips.
In groups, in pairs or individually, learners are guided to calculate the area of each rectangular strip

How do you calculate an area of a rectangular strip?

MTP; Social Studies Learner's Book Grade 8 pg. 109-110
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Use of grid squares.

By the end of the lesson, the learner should be able to:

Draw a grid square.
Outline the procedure of calculating space using the grid square method.
Calculate the area of an irregular shape using the grid square method.
Have fun and enjoy the grid square method.

In groups, in pairs or individually, learners are guided to draw a grid square
In groups, in pairs or individually, learners are guided to outline the procedure of calculating space using the grid square method
In groups, in pairs or individually, learners are guided to calculate the area of an irregular shape using the grid square method.

What is a grid square?

MTP; Social Studies Learner's Book Grade 8 pg. 110-112
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Methods of representing relief on topographical maps.

By the end of the lesson, the learner should be able to:

Explain the meaning of "Relief" on maps.
Identify some relief features represented using different methods.
Draw some relief features found on maps.
Appreciate the use of relief features.

In groups, in pairs or individually, learners are guided to explain the meaning of "Relief" on maps.
In groups, in pairs or individually, learners are guided to identify some relief features represented using different methods.
In groups, in pairs or individually, learners are guided to draw some relief features found on maps.

What are relief features?

MTP; Social Studies Learner's Book Grade 8 pg. 112-114
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Drainage features.

By the end of the lesson, the learner should be able to:

Identify how vegetation is represented on a topographical map.
Draw some of the drainage features.
Examine how drainage features are represented on a topographical map.
Appreciate the use of drainage features.

In groups, in pairs or individually, learners are guided to identify how vegetation is represented on a topographical map.
In groups, in pairs or individually, learners are guided to draw some of the drainage features.
In groups, in pairs or individually, learners are guided to examine how drainage features are represented on a topographical map.

What are some of the drainage features?

MTP; Social Studies Learner's Book Grade 8 pg. 114-116
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Interpreting physical features on a map.

By the end of the lesson, the learner should be able to:

Explain the meaning of contours.
Fill in the blank spaces with the correct words.
Interpret physical features on a map.
Appreciate the use of physical features on a map.

In groups, in pairs or individually, learners are guided to explain the meaning of contours.
In groups, in pairs or individually, learners are guided to fill in the blank spaces with the correct words.
In groups, in pairs or individually, learners are guided to interpret physical features on a map.

What are contours?

MTP; Social Studies Learner's Book Grade 8 pg. 116-118
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Interpreting physical features on a map.

By the end of the lesson, the learner should be able to:

Explain the meaning of contours.
Fill in the blank spaces with the correct words.
Interpret physical features on a map.
Appreciate the use of physical features on a map.

In groups, in pairs or individually, learners are guided to explain the meaning of contours.
In groups, in pairs or individually, learners are guided to fill in the blank spaces with the correct words.
In groups, in pairs or individually, learners are guided to interpret physical features on a map.

What are contours?

MTP; Social Studies Learner's Book Grade 8 pg. 116-118
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Natural and Historic Built Environment

Interpreting physical features on a map.

By the end of the lesson, the learner should be able to:

Identify forms of lines use on relief on topographical maps.
Examine the economic activities carried out in an area on a map.
Appreciate the importance of economic activities.

In groups, in pairs or individually, learners are guided to identify forms of lines use on relief on topographical maps.
In groups, in pairs or individually, learners are guided to examine the economic activities carried out in an area on a map.

What are economic activities?

MTP; Social Studies Learner's Book Grade 8 pg. 119-120
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development

How do we use personal abilities for holistic development?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Define the term emotion
-Manage emotions in day-to-day life
-Desire to manage emotions in day-t0-day life

Thea learner is guided to use digital resource to each for how to manage emotions such happiness, love, fear and anger in day-to-day life
-The learner is guided to share previous experiences in groups how he or she dealt with emotions

How do we mange emotions in day-to-day life?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Describe the term personal Awareness-Describe personal awareness in day-to-day life
-Appreciate personal awareness in day-t0-fay life
-

The learner is guided to
-Describe personal awareness I day-to day life
-Learners are guided in groups to
- to crate chart showing description of personal awareness in day to—day life

What is personal awareness?

-Curse book
-Charts
-Computing devices

-Oral report observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

How can personal abilities and interests influence career choices?

How can personal abilities and interests influence career choices?

-Course book Charts -Computing devices

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies
-Appreciate entrepreneurial
opportunities in social studies

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies
-In groups, learners are guided to create a poster showing entrepreneurial opportunities in social studies

What is entrepreneurship

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

-Entrepreneurial Opportunities in Social Studies

By the end of the lesson, the learner should be able to:
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work
-Appreciate social entrepreneurial opportunities in the world of work

The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work

What are the requirements for social entrepreneurial opportunities in the world of work?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Entrepreneurial opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term personality
-Find out the personality requirements for any social studies entrepreneurial opportunities in day-to-day life
-Appreciate entrepreneurial opportunities in social studies

The learner is guided to define the term personality
-In groups learners are guided to find out the personality requirements for any social studies entrepreneurial opportunities

What is personality?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation