Natural and the Built Environments

1.1 Position and Size of Countries in Eastern Africa - 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
-Describe the position of countries in Eastern Africa
-Show interest in learning about Eastern Africa

In groups, learners are guided to:

-Brainstorm countries in Eastern Africa on a map, and share in class
-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

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

-KLB Social Studies pg. 2-4
-Maps of Eastern Africa
-Digital resources
-Internet access
-Atlases

-Observation -Oral questions -Written assignments

Natural and the Built Environments

1.1 Position and Size of Countries in Eastern Africa - Latitudes and Longitudes
1.2 Main Physical Features in Eastern Africa - Mountains (Volcanic mountains)

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

-Draw, color and display the map of Eastern Africa in class
-Use latitudes and longitudes to locate places on a map
-Value the Eastern African countries

In groups, learners are guided to:

-Draw, color and display the map of Eastern Africa in class
-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?

-KLB Social Studies pg. 5-8
-Maps with latitudes and longitudes
-Digital resources
-Internet access
-Atlases
-KLB Social Studies pg. 14-20
-Maps of Eastern Africa
-Pictures of physical features

-Observation -Oral questions -Written tests

Natural and the Built Environments

1.2 Main Physical Features in Eastern Africa - Mountains (Block mountains) and Rift Valley
1.2 Main Physical Features in Eastern Africa - Lakes (Rift Valley, Crater, Downwarping)
1.2 Main Physical Features in Eastern Africa - Plains (Formation and conservation)

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

-Describe the formation of block mountains in Eastern Africa
-Describe the formation of the Rift Valley in Eastern Africa
-Value the physical features in Eastern Africa

In groups, learners are guided to:

-Use digital devices to describe the formation of block mountains and the Rift Valley in Eastern Africa
-Draw diagrams showing the formation of block mountains and the Rift Valley
-Discuss ways of conserving the physical features within the locality

1. How can we conserve physical features that are found in our locality? -2. Why are physical features important?

-KLB Social Studies pg. 21-24
-Maps of Eastern Africa
-Digital resources
-Internet access
-Pictures of physical features
-KLB Social Studies pg. 25-30
-Pictures of lakes
-Pictures of plains

-Observation -Oral questions -Written assignments

Natural and the Built Environments

1.3 Climatic Regions in Eastern Africa - Equatorial Climate
1.3 Climatic Regions in Eastern Africa - Tropical and Sub-tropical Climate
1.3 Climatic Regions in Eastern Africa - Mountain and Desert Climate

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

-Identify the main climatic regions in Eastern Africa on a map
-Describe characteristics of the equatorial climatic region in Eastern Africa
-Acknowledge the main climatic regions in Eastern Africa

In groups, learners are guided to:

-Brainstorm the climatic regions in Eastern Africa and present to the rest of the class
-Discuss the characteristics of equatorial climate in Eastern Africa, and do class presentations
-Observe safety precautions and practices as they use digital devices/print resources to draw the main equatorial climatic region of Eastern Africa

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

-KLB Social Studies pg. 31-34,Distinction
-Maps of climatic regions
-Digital resources
-Photographs of different climatic regions
-KLB Social Studies pg. 35-37
-KLB Social Studies pg. 38-40
-Photographs of mountain and desert climates

-Observation -Oral questions -Project work

Natural and the Built Environments

1.3 Climatic Regions in Eastern Africa - Climate and Human Activities
1.4 Vegetation in Eastern Africa - Tropical Rainforest and Savanna Grassland

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

-Explain ways in which climate influences human activities in Eastern Africa
-Appreciate the role of climate in human activities
-Acknowledge the main climatic regions in Eastern Africa

In groups, learners are guided to:

-Use digital devices/print media to find out how climate influences human activities
-Discuss how climate influences various human activities in Eastern Africa
-Compose poems that address effects of climatic change on human activities

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

-KLB Social Studies pg. 38-40,Distinction
-Digital resources
-Internet access
-Reference books
-KLB Social Studies pg. 41-45
-Maps of vegetation
-Pictures of vegetation

-Observation -Oral questions -Written assignments

Natural and the Built Environments

1.4 Vegetation in Eastern Africa - Desert and Mountain Vegetation
1.4 Vegetation in Eastern Africa - Conservation of Vegetation
1.5 Historic Built Environments - Museums

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

-Describe the characteristics of desert and mountain vegetation in Eastern Africa
-Draw a map of Eastern Africa and label the main types of vegetation
-Value vegetation found at home and school

In groups, learners are guided to:

-Discuss the characteristics of desert and mountain vegetation in Eastern Africa
-Draw a map of Eastern Africa indicating desert and mountain vegetation types
-Plan and carry out activities on conservation of vegetation within the locality

How can we conserve vegetation in our environment?

-KLB Social Studies pg. 46-50,Distinction
-Maps of vegetation
-Digital resources
-Internet access
-Pictures of vegetation
-Reference books
-Local vegetation
-KLB Social Studies pg. 52-55
-Pictures of historic built environments
-Resource person

-Observation -Project work -Written tests

Natural and the Built Environments

1.5 Historic Built Environments - Monuments
1.5 Historic Built Environments - Historic Buildings
1.5 Historic Built Environments - Conservation of Historic Built Environments

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

-Identify monuments as historic built environments in Eastern Africa
-Describe the importance of monuments in Eastern Africa
-Value historic built environments in Eastern Africa

In groups, learners are guided to:

-Use digital/print resources to identify monuments in Eastern Africa
-Discuss the importance of monuments in Eastern Africa
-Practice self-drive as they compose and recite poems on the importance of monuments in Eastern Africa

Why should we conserve the historic built environments?

-KLB Social Studies pg. 56-58,Distinction
-Digital resources
-Internet access
-Pictures of monuments
-KLB Social Studies pg. 59-61
-Pictures of historic buildings
-Pictures of historic built environments
-Local artefacts

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

2.1 Language Groups in Eastern Africa - Classification of Communities
2.1 Language Groups in Eastern Africa - Reasons for Migration (Bantu and Nilotes)

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 communities belonging to different language groups in Eastern Africa
-Appreciate the language groups in Eastern Africa

In groups, learners are guided to:

-Brainstorm the classification of communities in Eastern Africa according to language groups
-Use digital/print resources to identify communities belonging to different language groups
-Sort communities according to their language groups through class activities
-Know their language groups

Why do people migrate?

-KLB Social Studies pg. 64-67,Distinction
-Pictures of people from different language groups
-Digital resources
-Internet access
-Charts
-KLB Social Studies pg. 68-70
-Reference books

-Observation -Oral Questions -Teacher-made tests

People, Population and Social Organisations

2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
2.1 Language Groups in Eastern Africa - Movement and Settlement
2.1 Language Groups in Eastern Africa - Effects of Migration and Settlement

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

-Explain the reasons for migration of Cushites into Eastern Africa
-Explain the reasons for migration of Semites into Eastern Africa
-Appreciate unity of language groups in Eastern Africa

In groups, learners are guided to:

-Discuss the reasons for migration of Cushites into Eastern Africa
-Role-play scenarios depicting reasons for migration of Semites into Eastern Africa
-Use digital/print resources to research reasons for migration

Why do people migrate?

-KLB Social Studies pg. 71-73,Distinction
-Digital resources
-Internet access
-Reference books
-Maps
-KLB Social Studies pg. 74-76
-Maps showing migration routes
-KLB Social Studies pg. 76-78
-Resource persons

-Observation -Oral Questions -Written assignments

People, Population and Social Organisations

2.2 Population Distribution in Eastern Africa - Factors Influencing Population
2.2 Population Distribution in Eastern Africa - Areas of High and Low Population
2.2 Population Distribution in Eastern Africa - Effects of High Population

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

-Explain factors influencing population distribution in Eastern Africa
-Identify physical factors affecting population distribution
-Acknowledge population distribution in Eastern Africa

In groups, learners are guided to:

-Brainstorm factors influencing population distribution in Eastern Africa and share in class
-Use digital resources to research factors affecting population distribution
-Discuss how climate, soil fertility, and natural resources affect population distribution

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

-KLB Social Studies pg. 80-83,Distinction
-Maps showing population distribution
-Digital resources
-Internet access
-Photographs and pictures
-KLB Social Studies pg. 83-85
-Atlas
-KLB Social Studies pg. 85-87
-Photographs of areas with high population density

-Observation -Oral Questions -Teacher-made tests

People, Population and Social Organisations

2.3 Culture and Social Organisation - Age-groups and Age-sets
2.3 Culture and Social Organisation - Functions of a Clan

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

-Describe age-groups and age-sets in African traditional society
-Identify the features of age-groups and age-sets
-Desire to uphold aspects of African traditional culture that ought to be preserved

In groups, learners are guided to:

-Brainstorm features of age-groups and age-sets and share in class
-Use digital/print resources to identify features of age-groups and age-sets
-Discuss the roles of age-groups and age-sets in traditional African society

How would we preserve positive aspects of African traditional culture?

-KLB Social Studies pg. 88-90,Distinction
-Digital resources
-Internet access
-Resource persons
-Reference books
-KLB Social Studies pg. 90-92

-Observation -Oral Questions -Written assignments

People, Population and Social Organisations

2.3 Culture and Social Organisation - Traditional Culture to Preserve
2.4 School and Community - Ways of Collaboration
2.4 School and Community - Benefits of Collaboration

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

-Identify aspects of African traditional culture that ought to be preserved
-Value the positive aspects of African traditional culture
-Desire to uphold aspects of African traditional culture that ought to be preserved

In groups, learners are guided to:

-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
-Display and discuss cultural artifacts

How would we preserve positive aspects of African traditional culture?

-KLB Social Studies pg. 92-94
-Pictures of cultural items
-Digital resources
-Internet access
-Cultural artifacts
-KLB Social Studies pg. 95-97
-Photographs and pictures
-Resource persons
-KLB Social Studies pg. 98-99
-Newspaper cuttings

-Observation -Project Work -Written assignments

People, Population and Social Organisations
Resources and Economic Activities in Eastern Africa
Resources and Economic Activities in Eastern Africa

2.4 School and Community - Demonstrating Collaboration
3.1 Beef Farming - Meaning and Factors Influencing
3.1 Beef Farming - Areas Where Practiced

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

-Demonstrate ways in which the school collaborates with the community
-Participate in collaborative activities
-Appreciate the collaboration between the school and community

In groups, learners are guided to:

-Role-play ways in which the school collaborates with the community
-Participate in community service activities
-Accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community

How can the school collaborate with the community?

-KLB Social Studies pg. 100-101,Distinction
-Digital resources
-Internet access
-Resource persons
-Local environment
-KLB Social Studies pg. 103-105
-Pictures of beef farming
-KLB Social Studies pg. 106-107
-Maps of Eastern Africa

-Observation -Project Work -Written assignments

Resources and Economic Activities in Eastern Africa

3.1 Beef Farming - Contribution to Economy
3.1 Beef Farming - Challenges

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

-Identify the contribution of beef farming to the economy of Eastern Africa
-Explain the benefits of beef farming
-Acknowledge beef farming as an economic activity in Eastern Africa

In groups, learners are guided to:

-Engage with an Agricultural extension officer to find out the contributions of beef farming to the economy of Eastern Africa
-Discuss contributions of beef farming to the economy of Eastern Africa
-Match contributions of beef farming to the economy with correct descriptions

How could we benefit from large-scale farming?

-KLB Social Studies pg. 108-109,Distinction
-Digital resources
-Internet access
-Resource person
-KLB Social Studies pg. 110-111
-Pictures showing challenges

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Marine and Inland Fishing Grounds
3.2 Fishing in Eastern Africa - Methods of Marine Fishing
3.2 Fishing in Eastern Africa - Challenges

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

-Locate marine and inland fishing grounds on a map
-Identify different fishing grounds in Eastern Africa
-Value fishing as an economic activity

In groups, learners are guided to:

-Locate on a map the marine and inland fishing grounds in Eastern Africa
-Draw a map showing fishing grounds in Eastern Africa
-Identify areas of inland or marine fishing in local environment

Why is fishing important to us?

-KLB Social Studies pg. 112-114,Distinction
-Maps of Eastern Africa
-Digital resources
-Internet access
-Pictures of fishing grounds
-KLB Social Studies pg. 115-116
-Pictures of fishing methods
-KLB Social Studies pg. 117-118
-Resource person

-Observation -Project work -Written assignments

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Solutions to Challenges
3.3 Wildlife and Tourism in Eastern Africa - Factors Promoting Tourism
3.3 Wildlife and Tourism in Eastern Africa - Game Reserves and National Parks

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

-Design possible solutions to challenges facing fishing in Eastern Africa
-Propose sustainable fishing practices
-Value fishing as an economic activity

In groups, learners are guided to:

-Engage a Fisheries officer to identify possible solutions to challenges facing marine fishing in Eastern Africa
-Discuss solutions to challenges facing fishing
-Create posters on solutions to challenges facing fishing

Why is fishing important to us?

-KLB Social Studies pg. 119-120,Distinction
-Digital resources
-Internet access
-Resource person
-KLB Social Studies pg. 138-139
-Pictures of tourist attractions
-KLB Social Studies pg. 140-145
-Maps of Eastern Africa
-Atlas

-Observation -Project work -Written assignments

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Challenges
3.3 Wildlife and Tourism in Eastern Africa - Solutions to Challenges

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

-Explain challenges facing tourism in Eastern Africa
-Identify problems affecting tourism
-Value tourism as an economic activity

In groups, learners are guided to:

-Use digital devices/print resources to research challenges facing tourism
-Give a talk on challenges facing tourism in Eastern Africa
-Create charts on challenges facing tourism

How can we promote tourism in our country?

-KLB Social Studies pg. 146-147,Distinction
-Digital resources
-Internet access
-Pictures showing tourism challenges
-KLB Social Studies pg. 148-150
-Resource person

-Observation -Oral questions -Project work

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Economic Importance
3.4 Transport in Eastern Africa - Road Network
3.4 Transport in Eastern Africa - Railway and Air Transport

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

-Explain the importance of tourism as an economic activity
-Identify economic benefits of tourism
-Value tourism as an economic activity

In groups, learners are guided to:

-Discuss the importance of tourism to the economy
-Write an essay on ways of promoting tourism in Eastern Africa
-Participate in conservation of wildlife walk/run activities within the locality

How can we promote tourism in our country?

-KLB Social Studies pg. 151-153,Distinction
-Digital resources
-Internet access
-Charts and posters
-KLB Social Studies pg. 195-202
-Maps of Eastern Africa
-Pictures of roads
-KLB Social Studies pg. 203-209
-Pictures of railways and airports

-Observation -Project work -Written assignments

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Water Transport
3.4 Transport in Eastern Africa - Challenges
3.4 Transport in Eastern Africa - Solutions and Economic Importance

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

-Identify the main water transport networks in Eastern Africa
-Match countries with their ports
-Appreciate the transport network in economic development

In groups, learners are guided to:

-Identify forms of water transport used in Eastern Africa
-Name towns, cities and countries interconnected by water transport
-Match countries with their ports

Why do we need transport networks in our country?

-KLB Social Studies pg. 210-215Distinction
-Maps of Eastern Africa
-Digital resources
-Internet access
-Pictures of ports
-KLB Social Studies pg. 216-220
-Pictures showing transport challenges
-KLB Social Studies pg. 221-228
-Charts and posters

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Modes of Communication
3.5 Communication in Eastern Africa - Challenges

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

-Identify modes of communication in Eastern Africa
-Recognize different communication means
-Appreciate the role of communication networks in Eastern Africa

In groups, learners are guided to:

-Brainstorm the various modes of communication used in Eastern Africa
-Use digital/print resources to research on modes of communication
-Identify modes of communication from pictures

How could communication networks influence the development of a country?

-KLB Social Studies pg. 290-295,Distinction
-Digital resources
-Internet access
-Pictures of communication devices
-KLB Social Studies pg. 296-300
-Local communication center

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Solutions to Challenges
3.5 Communication in Eastern Africa - Demonstration and Economic Importance
3.6 Mining in Eastern Africa - Minerals and Locations

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

-State possible solutions to challenges facing communication networks in Eastern Africa
-Propose ways to improve communication
-Appreciate the role of communication networks in Eastern Africa

In groups, learners are guided to:

-Discuss solutions to challenges facing communication networks in Eastern Africa, and share in class
-Create posters on solutions to communication challenges
-Use digital/print resources to research solutions

How could communication networks influence the development of a country?

-KLB Social Studies pg. 301-304,Distinction
-Digital resources
-Internet access
-Posters
-KLB Social Studies pg. 305-310
-Communication devices
-KLB Social Studies pg. 348-355
-Maps of Eastern Africa
-Pictures of minerals

-Observation -Project work -Written assignments