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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Natural and the Built Environments
|
Position and Size of Countries in Eastern Africa - The countries of Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the countries of Eastern Africa on a map -Draw a map of Eastern Africa -Show interest in learning about countries in Eastern Africa |
-Brainstorm in groups the countries in Eastern Africa -Draw, color and display the map of Eastern Africa in class -Identify the countries of Eastern Africa on the map |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 1 -Wall map of Eastern Africa -Digital devices -Atlas |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 2 |
Natural and the Built Environments
|
Position and Size of Countries in Eastern Africa - Position of the countries in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Describe the position of countries in Eastern Africa -Use latitudes and longitudes to locate places on a map -Appreciate the unity of Eastern African countries |
-Use an atlas to identify the countries and water bodies that border each country in Eastern Africa -Identify countries that border seas and oceans -Practice locating places on a map using latitudes and longitudes |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 3 -Atlas -Wall map -Digital map |
-Observation
-Oral questions
-Written tests
|
|
| 2 | 3 |
Natural and the Built Environments
|
Position and Size of Countries in Eastern Africa - Position of the countries in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Describe the position of countries in Eastern Africa -Use latitudes and longitudes to locate places on a map -Appreciate the unity of Eastern African countries |
-Use an atlas to identify the countries and water bodies that border each country in Eastern Africa -Identify countries that border seas and oceans -Practice locating places on a map using latitudes and longitudes |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 3 -Atlas -Wall map -Digital map |
-Observation
-Oral questions
-Written tests
|
|
| 2 | 4 |
Natural and the Built Environments
|
Position and Size of Countries in Eastern Africa - Size of the countries in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Describe the size of countries in Eastern Africa -Locate places using latitudes and longitudes -Value unity of Eastern African countries |
-Find out the sizes of the countries in Eastern Africa in square kilometres -Draw a map of Eastern Africa indicating the size of the countries -Make a paper wheel with countries of Eastern Africa and play a game on sizes of countries |
How would we determine the position of countries in Eastern Africa?
|
-MENTOR Social Studies Learner's Book pg. 4 -Atlas -Internet -Digital devices |
-Observation
-Oral questions
-Project work
|
|
| 3 | 1 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Mountains and Block Mountains
|
By the end of the
lesson, the learner
should be able to:
-Identify the main mountains in Eastern Africa -Describe the formation of block mountains -Value the physical features within the locality |
-Discuss in groups and identify the main mountains in Eastern Africa -Use digital devices to research on the formation of block mountains -Model a block mountain using locally available materials |
How can we conserve physical features that are found in our locality?
|
-MENTOR Social Studies Learner's Book pg. 15 -Digital devices -Clay or plasticine -Atlas |
-Observation
-Oral questions
-Project work
|
|
| 3 | 2 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Rift Valley and Volcanic Mountains
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of the Rift Valley -Explain the formation of volcanic mountains -Appreciate the importance of physical features |
-Use digital devices to research on the formation of the Rift Valley -Draw diagrams showing the formation of volcanic mountains -Discuss the importance of physical features |
Why are physical features important?
|
-MENTOR Social Studies Learner's Book pg. 17 -Digital devices -Atlas -Pictures of physical features |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 3 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Lakes
|
By the end of the
lesson, the learner
should be able to:
-Identify the main lakes in Eastern Africa -Describe the formation of different types of lakes -Value the physical features within the locality |
-Locate the main lakes in Eastern Africa on a map -Research on the formation of different types of lakes (crater lakes, rift valley lakes) -Discuss ways of conserving lakes within the locality |
How can we conserve physical features that are found in our locality?
|
-MENTOR Social Studies Learner's Book pg. 19 -Digital devices -Atlas -Pictures of lakes |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 4 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Lakes
|
By the end of the
lesson, the learner
should be able to:
-Identify the main lakes in Eastern Africa -Describe the formation of different types of lakes -Value the physical features within the locality |
-Locate the main lakes in Eastern Africa on a map -Research on the formation of different types of lakes (crater lakes, rift valley lakes) -Discuss ways of conserving lakes within the locality |
How can we conserve physical features that are found in our locality?
|
-MENTOR Social Studies Learner's Book pg. 19 -Digital devices -Atlas -Pictures of lakes |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 1 |
Natural and the Built Environments
|
Main physical features in Eastern Africa - Plains
|
By the end of the
lesson, the learner
should be able to:
-Identify the main plains in Eastern Africa -Describe the formation of plains -Value the physical features within the locality |
-Locate the main plains in Eastern Africa on a map -Research on the formation of plains -Recite poems on plains in Eastern Africa -Discuss ways of conserving plains |
Why are physical features important?
|
-MENTOR Social Studies Learner's Book pg. 20 -Digital devices -Atlas -Pictures of plains |
-Observation
-Oral questions
-Written tests
|
|
| 4 | 2 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - The main climatic regions in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the main climatic regions in Eastern Africa on a map -Draw a map showing the climatic regions in Eastern Africa -Acknowledge the main climatic regions in Eastern Africa |
-Brainstorm the climatic regions in Eastern Africa -Use digital devices to draw the main climatic regions of Eastern Africa -Draw, color and display the map of Eastern Africa showing climatic regions |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 30 -Atlas -Digital devices -Wall map |
-Observation
-Oral questions
-Project work
|
|
| 4 | 3 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Characteristics of the climatic regions in Eastern Africa (Part 1)
|
By the end of the
lesson, the learner
should be able to:
-Describe characteristics of mountain, desert and semi-desert climatic regions -Explain ways in which climate influences human activities -Value the climatic diversity in Eastern Africa |
-Discuss the characteristics of mountain, desert and semi-desert climatic regions -Research on how these climates influence human activities -Present findings to the class |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 32 -Digital devices -Atlas -Pictures illustrating climatic conditions |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 4 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Characteristics of the climatic regions in Eastern Africa (Part 2)
|
By the end of the
lesson, the learner
should be able to:
-Describe characteristics of tropical, sub-tropical, modified equatorial and equatorial climatic regions -Explain how climate influences human activities -Acknowledge the main climatic regions in Eastern Africa |
-Discuss the characteristics of tropical, sub-tropical, modified equatorial and equatorial climatic regions -Research on how these climates influence human activities -Present findings to the class |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 34 -Digital devices -Atlas -Pictures illustrating climatic conditions |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 1 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Influence of climate on human activities
|
By the end of the
lesson, the learner
should be able to:
-Explain ways in which climate influences human activities in Eastern Africa -Compose poems that address effects of climatic change -Value the importance of climate in daily activities |
-Discuss how climate influences agriculture, housing, dressing and population distribution -Compose poems that address effects of climatic change on human activities -Share with parents how climate influences human activities |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 36 -Digital devices -Atlas -Pictures showing human activities in different climatic regions |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 2 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Influence of climate on human activities
|
By the end of the
lesson, the learner
should be able to:
-Explain ways in which climate influences human activities in Eastern Africa -Compose poems that address effects of climatic change -Value the importance of climate in daily activities |
-Discuss how climate influences agriculture, housing, dressing and population distribution -Compose poems that address effects of climatic change on human activities -Share with parents how climate influences human activities |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 36 -Digital devices -Atlas -Pictures showing human activities in different climatic regions |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 3 |
Natural and the Built Environments
|
Climatic regions in Eastern Africa - Effects of climate on economic activities
|
By the end of the
lesson, the learner
should be able to:
-Explain how climate influences economic activities -Describe the relationship between climate and vegetation -Appreciate the role of climate in economic development |
-Discuss how climate influences sports, transport and communication -Explain the relationship between climate and vegetation types -Recite poems on climatic regions in Eastern Africa |
How can climate influence our day-to-day activities?
|
-MENTOR Social Studies Learner's Book pg. 37 -Digital devices -Atlas -Pictures showing economic activities in different climatic regions |
-Observation
-Oral questions
-Written tests
|
|
| 5 | 4 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - The main types of vegetation in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the main types of vegetation in Eastern Africa -Draw a map of Eastern Africa and label the main types of vegetation -Value vegetation found at home and school |
-Take a nature walk to observe vegetation within the school compound -Discuss the meaning of vegetation -Identify the main types of vegetation in Eastern Africa from pictures |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 39 -School compound -Pictures of vegetation types -Atlas |
-Observation
-Oral questions
-Project work
|
|
| 6 | 1 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Characteristics of the main types of vegetation
|
By the end of the
lesson, the learner
should be able to:
-Describe the characteristics of the main types of vegetation in Eastern Africa -Draw diagrams showing vegetation zones -Value vegetation found at home and school |
-Research on characteristics of mangrove forests, swamp, tropical rainforest and savannah woodland vegetation -Draw diagrams showing mountain vegetation zones -Present findings to the class |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 41 -Digital devices -Pictures of vegetation types -Atlas |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 2 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Characteristics of the main types of vegetation
|
By the end of the
lesson, the learner
should be able to:
-Describe the characteristics of the main types of vegetation in Eastern Africa -Draw diagrams showing vegetation zones -Value vegetation found at home and school |
-Research on characteristics of mangrove forests, swamp, tropical rainforest and savannah woodland vegetation -Draw diagrams showing mountain vegetation zones -Present findings to the class |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 41 -Digital devices -Pictures of vegetation types -Atlas |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 3 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Mountain and desert vegetation
|
By the end of the
lesson, the learner
should be able to:
-Describe the characteristics of desert, semi-desert and mountain vegetation -Explain how climate influences vegetation -Value vegetation found at home and school |
-Research on characteristics of desert, semi-desert and mountain vegetation -Draw diagrams showing mountain vegetation zones -Discuss how climate influences vegetation types |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 43 -Digital devices -Pictures of vegetation types -Atlas |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 4 |
Natural and the Built Environments
|
Vegetation in Eastern Africa - Conserving vegetation in the environment
|
By the end of the
lesson, the learner
should be able to:
-Explain ways of conserving vegetation in the environment -Plan activities for conserving vegetation in school -Value vegetation found at home and school |
-Discuss how to conserve vegetation found within the school -Plan how to take care of vegetation in school -Fill in a table on ways of conserving vegetation in the community |
How can we conserve vegetation in our environment?
|
-MENTOR Social Studies Learner's Book pg. 45 -School compound -Digital devices -Pictures showing vegetation conservation activities |
-Observation
-Oral questions
-Project work
|
|
| 7 | 1 |
Natural and the Built Environments
|
Historic Built Environments in Eastern Africa - The main historic built environments in Eastern Africa
|
By the end of the
lesson, the learner
should be able to:
-Identify the main historic built environments in Eastern Africa -Describe what historic built environments are -Value historic built environments in Eastern Africa |
-Discuss what historic built environments are -Identify examples of historic built environments in Eastern Africa -Study pictures of historic built environments and discuss their purpose |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 48 -Digital devices -Pictures of historic built environments -Print media |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 2 |
Natural and the Built Environments
|
Historic Built Environments in Eastern Africa - Examples of historic built environments
|
By the end of the
lesson, the learner
should be able to:
-Identify examples of museums, monuments and historical buildings in Eastern Africa -Locate historic built environments on a map -Value historic built environments in Eastern Africa |
-Research on examples of museums, monuments and historical buildings in Eastern Africa -Create a table showing examples of historic built environments in different countries -Present findings to the class |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 49 -Digital devices -Pictures of historic built environments -Internet |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 3 |
Natural and the Built Environments
|
Historic Built Environments in Eastern Africa - Examples of historic built environments
|
By the end of the
lesson, the learner
should be able to:
-Identify examples of museums, monuments and historical buildings in Eastern Africa -Locate historic built environments on a map -Value historic built environments in Eastern Africa |
-Research on examples of museums, monuments and historical buildings in Eastern Africa -Create a table showing examples of historic built environments in different countries -Present findings to the class |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 49 -Digital devices -Pictures of historic built environments -Internet |
-Observation
-Oral questions
-Written assignments
|
|
| 7 | 4 |
Natural and the Built Environments
|
Historic Built Environments in Eastern Africa - Importance of historic built environments
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of historic built environments in Eastern Africa -Write a poem on the importance of historic built environments -Value historic built environments in Eastern Africa |
-Engage with a resource person on the importance of historic built environments -Research on the importance of historic built environments -Write and recite poems on the importance of historic built environments |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 51 -Resource person -Digital devices -Pictures of historic built environments |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 1 |
Natural and the Built Environments
|
Historic Built Environments in Eastern Africa - Conservation of historic built environments
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate ways of conserving historic built environments -Create a cultural corner in school -Value historic built environments in Eastern Africa |
-Discuss ways of conserving historic built environments -Create a cultural corner in school for preservation of culture -Make posters encouraging conservation of historic built environments |
Why should we conserve the historic built environments?
|
-MENTOR Social Studies Learner's Book pg. 53 -School compound -Artefacts -Manila papers -Crayons |
-Observation
-Oral questions
-Project work
|
|
| 8 | 2 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Classification of communities
|
By the end of the
lesson, the learner
should be able to:
-Describe the classification of communities in Eastern Africa according to language groups -Identify different language groups in Eastern Africa -Appreciate the unity of language groups in Eastern Africa |
-Brainstorm the classification of communities in Eastern Africa according to language groups -Use digital devices or textbooks to find out the communities in Eastern Africa according to language groups -Match language groups with their communities |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 57 -Digital devices -Atlas -Pictures illustrating different communities |
-Observation
-Oral questions
-Written assignments
|
|
| 8 | 3 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Reasons for migration
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of selected language groups into Eastern Africa -Discuss reasons for human migration -Value the diversity of language groups in Eastern Africa |
-Discuss in groups why people migrate from one place to another -Research on reasons for migration of different language groups (Bantu, Cushites, Nilotes, Semites) -Write down key points about migration reasons and present in class |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 59 -Digital devices -Resource person -Charts |
-Observation
-Oral questions
-Written tests
|
|
| 8 | 3-4 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Reasons for migration
|
By the end of the
lesson, the learner
should be able to:
-Explain the reasons for migration of selected language groups into Eastern Africa -Discuss reasons for human migration -Value the diversity of language groups in Eastern Africa |
-Discuss in groups why people migrate from one place to another -Research on reasons for migration of different language groups (Bantu, Cushites, Nilotes, Semites) -Write down key points about migration reasons and present in class |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 59 -Digital devices -Resource person -Charts |
-Observation
-Oral questions
-Written tests
|
|
| 9 |
MID-TERM |
||||||||
| 10 | 1 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Movement and settlement
|
By the end of the
lesson, the learner
should be able to:
-Illustrate the movement and settlement of selected language groups in Eastern Africa on a map -Draw the movement routes of language groups -Appreciate the unity of language groups in Eastern Africa |
-Study a map showing movement and settlement of language groups -Draw the map of Eastern Africa showing movement routes of language groups -Group research on movement and settlement of specific language groups |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 61 -Maps -Atlas -Digital devices |
-Observation
-Oral questions
-Project work
|
|
| 10 | 2 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Original homelands
|
By the end of the
lesson, the learner
should be able to:
-Identify the original homelands of the language groups -Match language groups with their descriptions -Value the diversity of language groups in Eastern Africa |
-Use digital devices or atlas to locate original homelands of language groups -Match language groups with their correct descriptions -Answer questions about language groups' origins |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 63 -Maps -Atlas -Digital devices |
-Observation
-Oral questions
-Written assignments
|
|
| 10 | 3 |
People, Population and Social Organisations
|
Language groups in Eastern Africa - Effects of migration
|
By the end of the
lesson, the learner
should be able to:
-Describe the effects of the migration and settlement of selected language groups in Eastern Africa -Explain cultural exchanges resulting from migration -Appreciate unity of language groups in Eastern Africa |
-Discuss the effects of migration and settlement of selected language groups -Ask parents/guardians to tell myths explaining origins of language groups -Retell these myths to classmates |
Why do people migrate?
|
-MENTOR Social Studies Learner's Book pg. 66 -Resource persons -Digital devices -Pictures |
-Observation
-Oral questions
-Written tests
|
|
| 10 | 4 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Meaning of population
|
By the end of the
lesson, the learner
should be able to:
-Define the terms population and population distribution -Explain factors influencing population distribution in Eastern Africa -Acknowledge population distribution in Eastern Africa |
-Brainstorm the meaning of population and population distribution -Look at a population distribution map of Eastern Africa -Identify areas of high and low population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 67 -Maps -Atlas -Digital devices |
-Observation
-Oral questions
-Written assignments
|
|
| 11 | 1 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Factors influencing population distribution
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Locate areas of high and low population density on a map -Acknowledge population distribution in Eastern Africa |
-Discuss factors influencing population distribution in Eastern Africa -Draw a map of Eastern Africa showing areas of high and low population density -Create a poem on population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 69 -Maps -Atlas -Digital devices |
-Observation
-Oral questions
-Project work
|
|
| 11 | 2 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Factors influencing population distribution
|
By the end of the
lesson, the learner
should be able to:
-Explain factors influencing population distribution in Eastern Africa -Locate areas of high and low population density on a map -Acknowledge population distribution in Eastern Africa |
-Discuss factors influencing population distribution in Eastern Africa -Draw a map of Eastern Africa showing areas of high and low population density -Create a poem on population distribution |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 69 -Maps -Atlas -Digital devices |
-Observation
-Oral questions
-Project work
|
|
| 11 | 3 |
People, Population and Social Organisations
|
Population distribution in Eastern Africa - Effects of high population density
|
By the end of the
lesson, the learner
should be able to:
-Explain effects of high population density in Eastern Africa -Discuss advantages and disadvantages of high population density -Value the importance of population management |
-Discuss the effects of high population density in Eastern Africa -Hold a debate on advantages and disadvantages of high population density -Write a report on effects of high population density -Create a poster on effects of high population density |
Why are some parts of Eastern Africa more populated than others?
|
-MENTOR Social Studies Learner's Book pg. 71 -Digital devices -Charts -Pictures |
-Observation
-Oral questions
-Written reports
|
|
| 11 | 4 |
People, Population and Social Organisations
|
Culture and social organisations - Age-groups and age-sets
|
By the end of the
lesson, the learner
should be able to:
-Describe age-groups and age-sets in African traditional society -Identify key features of age-groups and age-sets -Value positive aspects of traditional culture |
-Brainstorm features of age-groups and age-sets -Use digital devices to find out the meaning of age-groups and age-sets -Engage with a resource person to learn about age-groups and age-sets |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 74 -Resource person -Digital devices -Pictures |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 1 |
People, Population and Social Organisations
|
Culture and social organisations - Functions of a clan
|
By the end of the
lesson, the learner
should be able to:
-Explain the functions of a clan in traditional African society -Identify the functions of a clan from pictures -Value the role of clans in preserving culture |
-Discuss what is happening in pictures showing clan functions -Identify functions of a clan from the pictures -Research other functions of a clan in society -Complete a table on functions of a clan |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 76 -Digital devices -Pictures -Resource person |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 2 |
People, Population and Social Organisations
|
Culture and social organisations - Functions of a clan
|
By the end of the
lesson, the learner
should be able to:
-Explain the functions of a clan in traditional African society -Identify the functions of a clan from pictures -Value the role of clans in preserving culture |
-Discuss what is happening in pictures showing clan functions -Identify functions of a clan from the pictures -Research other functions of a clan in society -Complete a table on functions of a clan |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 76 -Digital devices -Pictures -Resource person |
-Observation
-Oral questions
-Written assignments
|
|
| 12 | 3 |
People, Population and Social Organisations
|
Culture and social organisations - Aspects of African traditional culture
|
By the end of the
lesson, the learner
should be able to:
-Identify aspects of African traditional culture that ought to be preserved -Explain the importance of preserving traditional culture -Value positive aspects of African traditional culture |
-Discuss aspects of traditional culture shown in pictures -Identify which aspects should be preserved -Develop a poster on aspects of traditional culture that should be preserved |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 78 -Pictures -Digital devices -Charts |
-Observation
-Oral questions
-Project work
|
|
| 12 | 4 |
People, Population and Social Organisations
|
Culture and social organisations - Preserving positive aspects of culture
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways of preserving positive aspects of African traditional culture -Create awareness on importance of preserving culture -Value positive aspects of African traditional culture |
-Sing songs on aspects of traditional culture that should be preserved -Make posters encouraging people to maintain good aspects of culture -Take part in an activity that maintains good aspects of culture |
How would we preserve positive aspects of African traditional culture?
|
-MENTOR Social Studies Learner's Book pg. 80 -Musical instruments -Manila papers -Charts -Crayons |
-Observation
-Oral questions
-Project work
|
|
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