Natural and the Built Environments

1.1 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
-Locate different countries of Eastern Africa on a map
-Value the unity of Eastern Africa countries

-Brainstorm countries in Eastern Africa on a map, and share in class
-Locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media
-Draw, color and display the map of Eastern Africa in class

How would we determine the position of countries in Eastern Africa?

-Oxford Social Studies Grade 6 pg. 1
-Maps
-Atlases
-Digital resources/appropriate media
-Charts
-Flash cards and posters

-Observation -Written assignments -Oral questions

Natural and the Built Environments

1.1 Position and Size of Countries in Eastern Africa - Describing the position and size of countries in Eastern Africa

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

-Describe the position of countries in Eastern Africa
-Determine the size of countries in Eastern Africa
-Appreciate the diversity of Eastern Africa

-Contribute to group decision making as they locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media
-Use digital devices to establish the sizes in square kilometres of countries in Eastern Africa
-Play games in groups on position and sizes of countries in Eastern Africa

How would we determine the position of countries in Eastern Africa?

-Oxford Social Studies Grade 6 pg. 3
-Maps
-Atlases
-Digital resources
-Charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.1 Position and Size of Countries in Eastern Africa - Locating Eastern African countries using latitudes and longitudes

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

-Use latitudes and longitudes to locate places on a map
-Draw a sketch map of Eastern Africa showing latitudes and longitudes
-Appreciate the unity of Eastern Africa countries

-In pairs, identify latitudes and longitudes of Eastern Africa using appropriate media
-Practice locating places on a map using latitudes and longitudes using appropriate media
-Sing the East African Community Anthem

How would we determine the position of countries in Eastern Africa?

-Oxford Social Studies Grade 6 pg. 6
-Maps
-Atlases
-Digital resources
-Globe
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.2 Main physical features in Eastern Africa - Identifying the main physical features in Eastern Africa

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

-Identify the main physical features in Eastern Africa on a map
-Classify physical features into relief and drainage features
-Value the physical features within the locality

-Discuss, in groups, and identify the main physical features in Eastern Africa (Mountains, Rift Valleys, Lakes, Plains)
-Use digital devices to identify the main physical features in Eastern Africa
-Explore and identify the physical features within the locality

Why are physical features important?

-Oxford Social Studies Grade 6 pg. 13
-Maps
-Photographs, pictures and paintings
-Digital resources
-Approved textbooks

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.2 Main physical features in Eastern Africa - Identifying the main physical features in Eastern Africa

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

-Identify the main physical features in Eastern Africa on a map
-Classify physical features into relief and drainage features
-Value the physical features within the locality

-Discuss, in groups, and identify the main physical features in Eastern Africa (Mountains, Rift Valleys, Lakes, Plains)
-Use digital devices to identify the main physical features in Eastern Africa
-Explore and identify the physical features within the locality

Why are physical features important?

-Oxford Social Studies Grade 6 pg. 13
-Maps
-Photographs, pictures and paintings
-Digital resources
-Approved textbooks

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.2 Main physical features in Eastern Africa - Formation of the main physical features of Eastern Africa

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

-Describe the formation of volcanic mountains in Eastern Africa
-Describe the formation of block mountains in Eastern Africa
-Appreciate physical features within locality

-Use digital devices to describe the formation of volcanic mountains in Eastern Africa
-Use digital devices to describe the formation of block mountains in Eastern Africa
-Draw diagrams to illustrate the formation of mountains

How can we conserve physical features that are found in our locality?

-Oxford Social Studies Grade 6 pg. 16
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.2 Main physical features in Eastern Africa - Formation of rift valleys and lakes

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

-Describe the formation of rift valleys in Eastern Africa
-Describe the formation of various types of lakes in Eastern Africa
-Value physical features within locality

-Use digital devices to describe the formation of rift valleys in Eastern Africa
-Discuss in groups the formation of different types of lakes in Eastern Africa
-Draw diagrams to illustrate the formation of rift valleys and lakes

How can we conserve physical features that are found in our locality?

-Oxford Social Studies Grade 6 pg. 16
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.2 Main physical features in Eastern Africa - Labelling the main physical features on a map of Eastern Africa

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

-Draw a map of Eastern Africa and label the main physical features
-Identify the main physical features in Eastern Africa
-Value physical features within locality

-Draw a map of Eastern Africa, locate the main physical features, and display in class
-Discuss ways of conserving the physical features within the locality to promote environmental education
-Model the main physical features of Eastern Africa

Why are physical features important?

-Oxford Social Studies Grade 6 pg. 25
-Maps
-Digital resources
-Manila papers
-Clay for modeling

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.3 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
-Locate the main climatic regions of Eastern Africa on a map
-Value the climatic diversity of Eastern Africa

-Brainstorm the climatic regions in Eastern Africa and present to the rest of the class
-Use digital devices/print resources to identify the main climatic regions of Eastern Africa
-Draw a map of Eastern Africa showing the main climatic regions

How can climate influence our day-to-day activities?

-Oxford Social Studies Grade 6 pg. 30
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.3 Climatic regions in Eastern Africa - Characteristics of the main climatic regions in Eastern Africa

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

-Describe characteristics of the main climatic regions in Eastern Africa
-Compare the different climatic regions in Eastern Africa
-Value the climatic diversity of Eastern Africa

-Discuss the characteristics of climatic regions in Eastern Africa, and do class presentations
-Model the main climatic regions of Eastern Africa using different materials
-Use digital devices to research on characteristics of climatic regions

How can climate influence our day-to-day activities?

-Oxford Social Studies Grade 6 pg. 34
-Maps
-Digital resources
-Pictures and charts
-Clay and other modeling materials

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.3 Climatic regions in Eastern Africa - Characteristics of the main climatic regions in Eastern Africa

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

-Describe characteristics of the main climatic regions in Eastern Africa
-Compare the different climatic regions in Eastern Africa
-Value the climatic diversity of Eastern Africa

-Discuss the characteristics of climatic regions in Eastern Africa, and do class presentations
-Model the main climatic regions of Eastern Africa using different materials
-Use digital devices to research on characteristics of climatic regions

How can climate influence our day-to-day activities?

-Oxford Social Studies Grade 6 pg. 34
-Maps
-Digital resources
-Pictures and charts
-Clay and other modeling materials

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.3 Climatic regions in Eastern Africa - Ways in which climate influences 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
-Identify human activities influenced by climate in Eastern Africa
-Value the climatic diversity of Eastern Africa

-Discuss ways in which climate influences human activities in Eastern Africa
-Compose poems that address effects of climatic change on human activities
-Observe safety precautions as they use digital devices to find out how climate influences human activities

How can climate influence our day-to-day activities?

-Oxford Social Studies Grade 6 pg. 36
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - 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 on a map
-Describe the distribution of vegetation in Eastern Africa
-Value vegetation found at home and school

-Brainstorm, in pairs, the main types of vegetation in Eastern Africa, and share in class
-Draw a map of Eastern Africa indicating the main types of vegetation in Eastern Africa and display in class
-Create a model showing different vegetation zones in Eastern Africa

How can we conserve vegetation in our environment?

-Oxford Social Studies Grade 6 pg. 40
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - Characteristics of the main types of vegetation in Eastern Africa

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

-Describe the characteristics of the main types of vegetation in Eastern Africa
-Compare the different types of vegetation in Eastern Africa
-Value vegetation found at home and school

-Discuss the characteristics of the main types of vegetation in Eastern Africa
-Use digital devices to research on the characteristics of different vegetation types
-Draw and label diagrams showing different vegetation types

How can we conserve vegetation in our environment?

-Oxford Social Studies Grade 6 pg. 44
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - Ways of conserving vegetation

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

-Explain ways of conserving vegetation in the environment
-Demonstrate ways of conserving vegetation in the locality
-Value vegetation found at home and school

-Plan and carry out activities on conservation of vegetation within the locality
-Discuss ways of conserving vegetation in the environment
-Plant and care for vegetation at school

How can we conserve vegetation in our environment?

-Oxford Social Studies Grade 6 pg. 48
-Seedlings
-Gardening tools
-Digital resources
-Pictures and charts

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - Conservation project

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

-Plan a vegetation conservation project
-Implement a vegetation conservation project
-Value the importance of vegetation conservation

-Identify a vegetation conservation project in the school
-Plan for the implementation of the project
-Implement the vegetation conservation project
-Evaluate the success of the project

How can we conserve vegetation in our environment?

-Oxford Social Studies Grade 6 pg. 48
-Seedlings
-Gardening tools
-Digital resources
-Pictures and charts

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - Conservation project

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

-Plan a vegetation conservation project
-Implement a vegetation conservation project
-Value the importance of vegetation conservation

-Identify a vegetation conservation project in the school
-Plan for the implementation of the project
-Implement the vegetation conservation project
-Evaluate the success of the project

How can we conserve vegetation in our environment?

-Oxford Social Studies Grade 6 pg. 48
-Seedlings
-Gardening tools
-Digital resources
-Pictures and charts

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.5 Historic Built Environments - 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 on a map
-Locate the main historic built environments on a map of Eastern Africa
-Value historic built environments in Eastern Africa

-Use digital/print resources to identify the historic built environments in Eastern Africa (Museums, Monuments and historical buildings)
-Draw a map of Eastern Africa showing the main historic built environments
-Visit a nearby historic built environment if possible

Why should we conserve the historic built environments?

-Oxford Social Studies Grade 6 pg. 52
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.5 Historic Built Environments - Importance of the main historic built environments in Eastern Africa

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

-Describe the importance of the main historic built environments in Eastern Africa
-Explain the cultural significance of historic built environments
-Value historic built environments in Eastern Africa

-Discuss the importance of the main historic built environments in Eastern Africa
-Engage with a resource person to learn about the importance of historic built environments in Eastern Africa
-Write an essay on the importance of historic built environments

Why should we conserve the historic built environments?

-Oxford Social Studies Grade 6 pgs. 54
-Resource person
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.5 Historic Built Environments - Ways of conserving historic built environments in Eastern Africa

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

-Demonstrate ways of conserving historic built environments in Eastern Africa
-Explain methods of preserving historic built environments
-Value historic built environments in Eastern Africa

-Practice self-drive as they compose and recite poems on the ways of conserving historic built environments in Eastern Africa
-Discuss ways of conserving historic built environments
-Create a cultural corner in school for preservation of culture

Why should we conserve the historic built environments?

-Oxford Social Studies Grade 6 pg. 55
-Digital resources
-Artifacts
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

Natural and the Built Environments

1.5 Historic Built Environments - Cultural corner project

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

-Plan for the creation of a cultural corner in school
-Create a cultural corner in school
-Value the importance of preserving cultural artifacts

-Collect artifacts and pictures for the cultural corner
-Organize and arrange the artifacts in the cultural corner
-Invite school community to view the cultural corner
-Evaluate the success of the cultural corner project

Why should we conserve the historic built environments?

-Oxford Social Studies Grade 6 pg. 56
-Artifacts
-Manila papers
-Display materials
-Pictures and charts

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Classification of Eastern Africa communities according to language groups

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 the language groups in Eastern Africa
-Appreciate the diversity of language groups in Eastern Africa

-Brainstorm the classification of communities in Eastern Africa according to language groups
-Know their language groups
-Discuss in groups the classification of language groups in Eastern Africa

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 59
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Reasons for the migration of language groups in Eastern Africa

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

-Explain the reasons for migration of selected language groups into Eastern Africa
-Compare the reasons for migration of different language groups
-Appreciate the diversity of language groups in Eastern Africa

-Discuss the reasons for migration of selected language groups into Eastern Africa
-Use digital/print resources to establish the reasons for migration of selected language groups into Eastern Africa
-Group discussion on factors that led to migration of language groups

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 62
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Reasons for the migration of language groups in Eastern Africa

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

-Explain the reasons for migration of selected language groups into Eastern Africa
-Compare the reasons for migration of different language groups
-Appreciate the diversity of language groups in Eastern Africa

-Discuss the reasons for migration of selected language groups into Eastern Africa
-Use digital/print resources to establish the reasons for migration of selected language groups into Eastern Africa
-Group discussion on factors that led to migration of language groups

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 62
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Movement and settlement of language groups in Eastern Africa

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

-Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map
-Trace the migration routes of different language groups
-Appreciate unity of language groups in Eastern Africa

-Draw the movement routes followed by the selected language groups on a map of Eastern Africa
-Use digital/print resources to establish the movement and settlement of selected language groups into Eastern Africa
-Identify the migration routes of different language groups

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 65
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Origin, migration and settlement of the Bantu

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

-Describe the origin of the Bantu language group
-Trace the migration routes of the Bantu
-Value the contributions of the Bantu to Eastern Africa

-Use digital/print resources to establish the origin of the Bantu
-Draw the movement routes followed by the Bantu on a map of Eastern Africa
-Group discussion on the settlement patterns of the Bantu

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 67
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Origin, migration and settlement of the Nilotes

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

-Describe the origin of the Nilotic language group
-Trace the migration routes of the Nilotes
-Value the contributions of the Nilotes to Eastern Africa

-Use digital/print resources to establish the origin of the Nilotes
-Draw the movement routes followed by the Nilotes on a map of Eastern Africa
-Group discussion on the settlement patterns of the Nilotes

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 72
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.1 Language groups in Eastern Africa - Effects of the migration and settlement of the language groups in Eastern Africa

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
-Identify positive and negative effects of migration
-Appreciate unity of language groups in Eastern Africa

-Use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern Africa
-Discuss in groups the effects of movement and settlement of selected language groups in Eastern Africa
-Create posters promoting unity among language groups

Why do people migrate?

-Oxford Social Studies Grade 6 pg. 74
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.2 Population distribution in Eastern Africa - Factors influencing population distribution in Eastern Africa

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

-Explain factors influencing population distribution in Eastern Africa
-Identify factors leading to high and low population density
-Acknowledge population distribution in Eastern Africa

-Brainstorm factors influencing population distribution in Eastern Africa and share in class
-Use digital resources to identify factors influencing population distribution
-Group discussion on the impact of various factors on population distribution

Why are some parts of Eastern Africa more populated than others?

-Oxford Social Studies Grade 6 pg. 77
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.2 Population distribution in Eastern Africa - Factors influencing population distribution in Eastern Africa

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

-Explain factors influencing population distribution in Eastern Africa
-Identify factors leading to high and low population density
-Acknowledge population distribution in Eastern Africa

-Brainstorm factors influencing population distribution in Eastern Africa and share in class
-Use digital resources to identify factors influencing population distribution
-Group discussion on the impact of various factors on population distribution

Why are some parts of Eastern Africa more populated than others?

-Oxford Social Studies Grade 6 pg. 77
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.2 Population distribution in Eastern Africa - Population distribution in Eastern Africa

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

-Locate areas of high and low population density in Eastern Africa on a map
-Draw a map showing population distribution in Eastern Africa
-Acknowledge population distribution in Eastern Africa

-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources
-Create a model showing population distribution in Eastern Africa
-Identify areas of high and low population density in different countries

Why are some parts of Eastern Africa more populated than others?

-Oxford Social Studies Grade 6 pg. 78
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.2 Population distribution in Eastern Africa - Effects of high population density in Eastern Africa

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

-Explain effects of high population density in Eastern Africa
-Identify positive and negative effects of high population density
-Acknowledge population distribution in Eastern Africa

-Discuss the effects of high population density in Eastern Africa and write a report
-Use digital resources to research effects of high population density
-Share with parents/guardians the effects of high population density in Eastern Africa

Why are some parts of Eastern Africa more populated than others?

-Oxford Social Studies Grade 6 pg. 80
-Maps
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.3 Culture and Social organisation - Age groups and age sets in African traditional society

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

-Describe age-groups and age-sets in African traditional society
-Differentiate between age groups and age sets
-Value aspects of African traditional culture

-Brainstorm features of age groups and age-sets and share in class
-Use digital/print resources to find out more about age groups and age sets
-Invite a resource person to talk about age groups and age sets

How would we preserve positive aspects of African traditional culture?

-Oxford Social Studies Grade 6 pg. 83
-Digital resources
-Resource person
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.3 Culture and Social organisation - Functions of a clan in traditional African society

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

-Explain the functions of a clan in traditional African society
-Identify the importance of the clan system
-Value the role of clans in promoting social cohesion

-Discuss the functions of a clan in traditional African society
-Find out from parents/guardians about clan systems
-Create a family tree showing clan lineage

How would we preserve positive aspects of African traditional culture?

-Oxford Social Studies Grade 6 pg. 87
-Digital resources
-Resource person
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.3 Culture and Social organisation - Aspects of African traditional culture that should be preserved

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

-Identify aspects of African traditional culture that ought to be preserved
-Differentiate between positive and negative cultural practices
-Desire to uphold aspects of African traditional culture that ought to be preserved

-Create posters on aspects of African traditional culture that ought to be preserved
-Sing songs on aspects of African traditional culture that ought to be preserved
-Group discussion on cultural aspects that should be preserved

How would we preserve positive aspects of African traditional culture?

-Oxford Social Studies Grade 6 pg. 88
-Digital resources
-Resource person
-Pictures and charts
-Musical instruments

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.4 School and Community - Ways in which the school collaborates with the community

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

-Identify ways in which the school collaborates with the community
-Describe forms of school-community collaboration
-Appreciate the collaboration between the school and community

-Brainstorm ways in which the school collaborates with the community
-Identify examples of school-community collaboration in their school
-Role-play ways in which the school collaborates with the community

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 92
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.4 School and Community - Benefits of collaboration between the school and the community

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

-Explain the benefits of collaboration between school and the community
-Identify how both school and community benefit from collaboration
-Appreciate the collaboration between the school and community

-Discuss benefits of collaboration between the school and the community and present in class
-Role-play scenarios that depict collaboration between the school and the community
-Write an essay on the benefits of collaboration between the school and the community

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 93
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.4 School and Community - Benefits of collaboration between the school and the community

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

-Explain the benefits of collaboration between school and the community
-Identify how both school and community benefit from collaboration
-Appreciate the collaboration between the school and community

-Discuss benefits of collaboration between the school and the community and present in class
-Role-play scenarios that depict collaboration between the school and the community
-Write an essay on the benefits of collaboration between the school and the community

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 93
-Digital resources
-Pictures and charts
-Flash cards

-Observation -Written assignments -Oral questions -Project work

People, Population and Social Organisations

2.4 School and Community - School-community collaboration project

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

-Demonstrate ways in which the school collaborates with the community
-Plan and implement a school-community collaboration project
-Appreciate the collaboration between the school and community

-Plan a school-community collaboration project
-Implement the project with community participation
-Evaluate the success of the project
-Create posters or cards inviting community members to participate

How can the school collaborate with the community?

-Oxford Social Studies Grade 6 pg. 95
-Digital resources
-Project materials
-Manila papers
-Gardening tools

-Observation -Written assignments -Oral questions -Project work