GRADE 6 RATIONALIZED SOCIAL STUDIES SCHEME OF WORK TERM 1
| WK | LSN | STRAND | SUB-STRAND | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTION | LEARNING EXPERIENCES | LEARNING RESOURCES | ASSESSMENT METHODS | REF |
| 1 | 1 | Natural
And the Built Environments | Position and Size of Countries in Eastern Africa
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By the end of the lesson , the learner should be able to:-
a) Name the countries of Eastern Africa. b) Draw map showing countries of Eastern Africa. c) Support the unity of Eastern African countries. |
-How would we describe the position of countries in Eastern Africa?
| Learners are guided to: -Brainstorm in pairs, identify countries in Eastern Africa, and share in class.
-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. |
KLB Visionary social studies Grade 6 Learner’s Book Page 1-2
Trs Guide Page 1 -wall map |
Oral questions
-written tests
|
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| 2 | Natural
And the Built Environments |
Position and Size of Countries in Eastern Africa
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By the end of the lesson , the learner should be able to:-
a) Describe the position and size of countries in Eastern Africa b) Identify the position of Eastern Africa Countries c) Support the unity of Eastern African countries. |
How do we enhance unity of Eastern African countries?
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Learners are guided to: – Draw, colour and display the map of Eastern Africa in class.
-Play games in groups on position and sizes of countries in Eastern Africa |
KLB Visionary social studies Grade 6 Learner’s Book Page 3
Trs Guide Page 3 -maps, pictures, digital devices |
Oral questions
-written tests
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| 3 | Natural
And the Built Environments |
Position and Size of Countries in Eastern Africa
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By the end of the lesson , the learner should be able to:-
a) Describe latitude and longitude b) Use latitudes and longitudes to locate places on a map. c) Support the unity of Eastern African countries.
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How do we locate places on a map?
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Learners are guided to: –Brainstorm in groups on the difference between latitudes and longitudes.
-In pairs, identify latitudes and longitudes of Eastern Africa using appropriate media. -Draw latitudes and longitudes on a sketch map of Eastern Africa. -Practice locating places on a map using latitudes and longitudes using appropriate media. -Sing the East African Community Anthem. |
KLB Visionary social studies Grade 6 Learner’s Book Page 5-8
Trs Guide Page 4 -maps, pictures, digital devices |
Oral questions
-written tests
|
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| 2 | 1 | Natural
And the Built Environments |
Main
physical features in Eastern Africa
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By the end of the lesson, the learner should be able to:
a) List the main physical features in Eastern Africa b) Identify the main physical features in Eastern Africa. and collaboration competency. c) Value the physical features within the locality. |
What physical features are found in our locality? | Learners are guided to: -Explore and identify the physical features within the locality.
-Brainstorm, in pairs, on the meaning of a physical feature. -Discuss, in groups, and identify the main physical features in Eastern Africa |
KLB Visionary social studies Grade 6 Learner’s Book Page 12-16
Trs Guide Page 8 -maps -diagrams -internet sources |
Oral questions
-written tests
|
|
| 2 | Natural
And the Built Environments |
Main
physical features in Eastern Africa |
By the end of the lesson , the learner should be able to:-
a) Describe the formation of the main physical features of Eastern Africa to promote communication b) Draw a diagram on formation of various physical features. (Volcanic and block Mountains) c) Value the physical features within the locality. |
How are volcanic mountains formed? | Learners are guided to: – Use digital devices to describe the formation of the main physical features in Eastern Africa.
-draw diagrams on formation of various physical features |
KLB Visionary social studies Grade 6 Learner’s Book Page 16
Trs Guide Page 8 -maps -diagrams -internet sources |
Oral questions
-written tests
|
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| 3 | Natural
And the Built Environments |
Main
physical features in Eastern Africa
|
By the end of the lesson , the learner should be able to:-
a) State main physical in Eastern Africa b) Draw a map of Eastern Africa and locate the main physical features.(Formation of Rift Valley and plains) c) Value the physical features within the locality. |
What is the importance of physical features? | Learners are guided to: –
-Use an atlas to locate the main physical features in Eastern Africa. -Draw a map of Eastern Africa, locate the main physical features, and display in class.
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KLB Visionary social studies Grade 6 Learner’s Book Page 18 -23
Trs Guide Page 8 -maps -diagrams -internet sources |
Oral questions
-written tests
|
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| 3 | 1 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
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By the end of the lesson, the learner should be able to:
a) Identify the main climatic regions in Eastern Africa. b) Draw a map of Eastern Africa and locate the main climatic regions. c) Appreciate the main climatic regions in Eastern Africa
|
What are the main climatic regions in Eastern Africa? | Learners are guided to:
-Brainstorm, in pairs, the climatic regions in Eastern Africa and list them down. -Locate the main climatic regions in Eastern Africa on a map. |
KLB Visionary social studies Grade 6 Learner’s Book Page 27
Trs Guide Page 8 -maps -diagrams -internet sources |
Oral questions
-written tests
|
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| 2 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
Equatorial and modified equatorial regions
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By the end of the lesson , the learner should be able to:-
a) Describe characteristics of-the main climatic regions in Eastern Africa. b) Model a map of Eastern Africa showing the main climatic regions. c) Appreciate the characteristics of the main climatic regions in Eastern Africa |
What are the characteristics of climatic conditions in our area? | Learners are guided to:
–Discuss, in groups, the characteristics of climatic regions in Eastern Africa, and do class presentations.
|
KLB Visionary social studies Grade 6 Learner’s Book Page 27-33
Trs Guide Page 12 -maps -diagrams -internet sources |
Oral questions
-written tests
|
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| 3 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
Tropical and subtropical region |
By the end of the lesson , the learner should be able to:-
–Describe characteristics of-the main climatic regions in Eastern Africa. – Model a map of Eastern Africa showing the main climatic regions. -Appreciate the characteristics of the main climatic regions in Eastern Africa |
What are the characteristics of climatic conditions in our area? | Learners are guided to: –
-Find out the characteristics of climatic regions in Eastern Africa using digital devices |
KLB Visionary social studies Grade 6 Learner’s Book Page 28-29
Trs Guide Page Maps, pictures |
Oral questions
-written tests
|
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| 4 | 1 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
Mountain region |
By the end of the lesson , the learner should be able to:-
-Describe mountain climate – Model a mountain showing different type of vegetation to promote creativity and imagination. -Appreciate the climatic regions in Eastern Africa |
How do we model various climatic regions on a map? | Learners are guided to:
– Model a mountain showing different type of vegetation -observe and compare mountain model with peers
|
KLB Visionary social studies Grade 6 Learner’s Book Page 28-29
Trs Guide Page 14 -plasticine -clay soil -water |
Oral questions
-written tests -peer assessment
|
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| 2 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
Semi-arid and Desert region |
By the end of the lesson , the learner should be able to:-
– Describe characteristics of Semi-arid and Desert climatic region – Model a map of Eastern Africa showing the main climatic regions to promote creativity and imagination -Appreciate the climatic regions in Eastern Africa |
-how do we model various climatic regions on a map? | Learners are guided to: –Model a map of Eastern Africa showing the main climatic regions.
-observe and compare model maps with peers
|
KLB Visionary social studies Grade 6 Learner’s Book Page 28-29
Trs Guide Page 14 -plasticine -clay soil -water |
Oral questions
-written tests -peer assessment |
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| 3 | Natural
And the Built Environments |
Climatic regions in Eastern Africa
|
By the end of the lesson , the learner should be able to:-
a) Describe how different climate influences human activities. b) Explain how the climate around the school influences human activities. c) Appreciate how different climates |
How does climate influence human activities? | Learners are guided to
– Use appropriate media to find out how climate influence human activities and share in class.
|
KLB Visionary social studies Grade 6 Learner’s Book Page 31-32
Trs Guide Page 16 -Diagrams, -maps, -pictures |
Oral questions
-written tests
|
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| 5 | 1 | Natural
And the Built Environments |
Vegetation in Eastern
Africa
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By the end of the lesson, the learner should be able to:
-Identify the main types of vegetation in Eastern Africa. -Locate the main vegetation types in Eastern Africa –Value vegetation found at home and school. |
How do we locate the main types of vegetation in Eastern Africa
?
|
Learners are guided to: -Think pair and share on the meaning of vegetation.
-Brainstorm, in pairs, name the main types of vegetation in Eastern Africa, and share in class -Identify different types of vegetation in Eastern Africa using pictures/ photos/ print media. -Locate the main vegetation types in Eastern Africa using digital devices. |
KLB Visionary social studies Grade 6 Learner’s Book Page 34-41
Trs Guide Page18 -Diagrams, -maps, -pictures |
Oral questions
-written tests
|
|
| 2 | Natural
And the Built Environments |
Vegetation in Eastern
Africa
|
By the end of the lesson , the learner should be able to:-
-Draw a map of Eastern Africa and locate the main types of vegetation. -Value vegetation found at home and school. |
What is the importance of vegetation? | Learners are guided to: –
-Draw and display in class a map indicating the main types of vegetation in Eastern Africa. Illustrate mountain vegetation using a diagram.
|
KLB Visionary social studies Grade 6 Learner’s Book Page
Trs Guide Page -Diagrams, -maps, – pictures |
Oral questions
-written tests
|
||
| 3 | Natural
And the Built Environments |
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. -Plant and later care for vegetation at school to promote environmental education. -Value vegetation found at home and school. |
How can we conserve vegetation in our environment | Learners are guided to: –
-Discuss, in groups, and describe the characteristics of the main types of vegetation in Eastern Africa. -Plan and write down, in groups, how they will conserve vegetation within the school compound |
KLB Visionary social studies Grade 6 Learner’s Book Page 34-39
Trs Guide Page 20 -Diagrams, -maps, -pictures |
Oral questions
-written tests
|
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| 6 | MID TERM BREAK | ||||||||
| 7 | 1 | Natural
And the Built Environments |
Historic
Built Environments in Eastern Africa
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By the end of the lesson, the learner should be able to:
a)Identify the main historic built environments in Eastern Africa. b) Search the internet or atlas for the location of different museums in Eastern Africa. c) Appreciate the use of museums in Eastern Africa. |
Which are the main historic built Environments in Eastern Africa?
What are the uses of museums? |
-Learners are guided to
identify the main historic built environments in Eastern Africa. -Learners are guided to search the internet or atlas for the location of different museums in Eastern Africa. -Learners are guided to state the uses of museums. |
KLB Visionary social studies Grade 6 Learner’s Book Page 42-44
Trs Guide Page -Video clips -maps -posters |
Oral questions
-written tests
|
|
| 2 | Natural
And the Built Environments |
Historic
Built Environments in Eastern Africa |
By the end of the lesson , the learner should be able to:-
a) Discuss the importance of main historic built environments. b) Compose a poem he/she will recite during the opening of the cultural corner. c) Appreciate the importance of historic built environments. |
What is the importance of historic built environments? | -In groups, learners are guided to discuss the importance of main historic built environments.
-In groups, learners are guided to Create a poem that they will recite during the opening of the cultural corner |
KLB Visionary social studies Grade 6 Learner’s Book Page 45-47
Trs Guide Page 26 -Video clips -maps -posters |
Oral questions
-written tests
|
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| 3 | Natural
And the Built Environments |
Historic
Built Environments in Eastern Africa
|
By the end of the lesson , the learner should be able to:
-Create a cultural corner in school for preservation of culture to promote citizenship competency. -Conserve historical buildings within the locality to promote patriotism. -Appreciate the importance of historic built environments |
How can we identify learn about the past? | Learners are guided to: –Visit a nearby historic built environment to learn about the past and write a report.
-Create and recite poems on the importance of historic built environments in Eastern Africa. |
KLB Visionary social studies Grade 6 Learner’s Book Page 46
Trs Guide Page 26 -Video clips -maps -posters |
Oral questions
-written tests
|
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| 8 | 1 | People, Population and Social Organizations | Language groups in Eastern
Africa
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By the end of the lesson, the learner should be able to:
a) Identify major language groups in Eastern Africa. b) Classify communities according to their language group in Eastern Africa. c) Appreciate the importance of language groups. |
What happens when people move and settle in a new place?
|
Learners are guided to: Find out from parents/guardians and elders about the myths and stories of their origin and share in class.
-Identify selected language groups in Eastern Africa using appropriate media and present in class |
KLB Visionary social studies Grade 6 Learner’s Book Page 50-52
Trs Guide Page 32 Local and extended environment -maps -pictures -digital devices |
Oral questions
-written tests
|
|
| 2 | People, Population and Social Organizations | Language groups in Eastern
Africa
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By the end of the lesson , the learner should be able to:-
a) Give reasons for migration and settlement of language groups. b) Design posters on reasons why language groups migrated and settled in their present land. c) Appreciate the reasons for migration and settlement of language groups.
|
Why do we classify communities according to language groups? | Learners are guided to: –Brainstorm, in groups, on the origins of the selected language groups in Eastern Africa and share in class.
-Do library research and write down the communities in Eastern Africa according to selected language groups. |
KLB Visionary social studies Grade 6 Learner’s Book Page 52
Trs Guide Page 32 -maps -pictures -digital devices |
Oral questions
-written tests
|
||
| 3 | People, Population and Social Organizations | Language groups in Eastern
Africa
|
By the end of the lesson , the learner should be able to:-
a) Give reasons for migration and settlement of language groups. b) Design posters on reasons why language groups migrated and settled in their present land. c) Appreciate the reasons for migration and settlement of language groups. |
Why did communities migrate?
What are the reasons for migration and settlement of language groups? |
Learners are guided to: –In pairs Use digital devices to establish reasons for migration of Bantu ,Nilotes , and Semites into Eastern Africa.
-Discuss in groups reasons for immigration of Bantus and Nilotes
|
KLB Visionary social studies Grade 6 Learner’s Book Page
Trs Guide 53-54Page 33 -maps -pictures -digital devices |
Oral questions
-written tests
|
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| 9 | 1 | People, Population and Social Organizations | Language groups in Eastern
Africa
|
By the end of the lesson the learner should be able to:-
Give reasons for migration and settlement Cushites and Semites. -Examine reasons for migration of Cushites,Semites) -Support unity of language groups E. Eastern Africa |
Why did communities migrate? | Learners are guided to: — Use digital devices to establish reasons for migration of selected language groups into Eastern Africa.
-Discuss in groups reasons for migration of Cushites and Semites
|
KLB Visionary social studies Grade 6 Learner’s Book Page 54-55
Trs Guide Page 33 -maps -pictures -digital devices |
Oral questions
-written tests
|
|
| 2 | People, Population and Social Organizations | Language groups in Eastern
Africa
|
By the end of the lesson , the learner should be able to:
Describe the movement and settlement of the language groups in Eastern Africa -Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map to promote creativity and imagination. -Support unity of language groups of Eastern Africa |
Why did communities migrate? | Learners are guided to: Trace the movement and settlement of selected language groups in Eastern Africa using appropriate media and do class presentations.
–Draw the movement routes followed by the selected language groups on a map of Eastern Africa. |
KLB Visionary social studies Grade 6 Learner’s Book Page 56
Trs Guide Page 33 -maps -pictures -digital devices |
Oral questions
-written tests
|
||
| 3 | People, Population and Social Organizations | Language groups in Eastern
Africa
|
By the end of the lesson , the learner should be able to:-
-State the effects of migration and settlement of selected language groups. -Make a poster using declaration messages of unity. -Support unity of language groups E. Eastern Africa |
What are the effects of migration of the language groups? | Learners are guided to: –Discuss, in groups, the effects of movement and settlement of selected language groups in Eastern Africa and do presentations in class.
-Develop communication messages on importance of unity among language groups in Eastern Africa. |
KLB Visionary social studies Grade 6 Learner’s Book Page 59
Trs Guide Page 34 -maps -pictures -digital devices |
Oral questions
-written tests
|
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| 10 | 1 | People, Population and Social Organizations | Population distribution in Eastern Africa
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By the end of the lesson, the learner should be able to:
-Explain factors influencing population distribution in Eastern Africa. -Draw the map of Eastern Africa. Use different colours to show areas of high, medium and low population density in Eastern Africa -Appreciate population distribution in Eastern Africa. |
Why are some parts of Eastern Africa more populated than others?
Why do we have some areas with high population density and others with low population density? |
Learners are guided to:
-Find out the meaning of population distribution and share in class. -Brainstorm, in pairs, on factors influencing population distribution in Eastern Africa and share in class. -Identify areas of high and low population density in Eastern Africa using appropriate media. |
KLB Visionary social studies Grade 6 Learner’s Book Page 66
Trs Guide Page 36 -maps -pictures -digital devices |
Oral questions
-written tests
|
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| 2 | People, Population and Social Organizations | Population distribution in Eastern Africa
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By the end of the lesson the learner should be able to:
a) Outline the effects of High Population Density in Eastern Africa. b) Recite a poem on the effects of high population density in Eastern Africa. c) Have fun reciting a poem on the effects of high population in Eastern Africa |
What are the effects of high population density? | Learners are guided to: Discuss, in groups, the effects of high population density in Eastern Africa and write a report.
-Create a poem on population distribution in Eastern Africa. -later Share with parents /guardians the effects of high population density in Eastern Africa. |
KLB Visionary social studies Grade 6 Learner’s Book Page 66-67
Trs Guide Page 34 -maps -pictures -digital devices |
Oral questions
-written tests
|
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| 3 | People, Population and Social Organizations | Culture and
Social Organization; Age groups and age sets in African Traditional Society |
By the end of the lesson the learner should be able to:
a) Define the meaning of age group and age sets. b) Role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. c) Appreciate the importance of age sets in the community. |
What is age group?
What is age set? What are the roles and responsibilitie of age sets? |
Learners are guided to define the meaning of age group and age sets.
In pairs, learners are guided to role play the traditional dances or festivals that takes place in his/her community when celebrating age sets. -In pairs, learners are guided to outline the steps to be followed to be a member of a given age sets -Learners are guided to mention the roles and responsibilities of age sets. |
KLB Visionary social studies Grade 6 Learner’s Book Page 69
Trs Guide Page 41 -pictures -digital devices |
Oral questions
-written tests
|
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| 11 | 1 | People, Population and Social Organizations | Culture and
Social Organization Functions of clans |
By the end of the lesson the learner should be able to:
a) Outline the functions of clans. b) Read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. c) Appreciate the functions of a clan in the community. |
What is a clan?
What are the functions of clans? |
-Learners are guided to outline the functions of clans.
-In pairs, learners are guided to read the conversation between Anita and Zari and discuss the functions of a clan in a community from the conversation. |
KLB Visionary social studies Grade 6 Learner’s Book Page 70
Trs Guide Page -pictures 43 -digital devices |
Oral questions
-written tests
|
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| 2 | People, Population and Social Organizations | Culture and
Social Organization Aspects of Traditional Culture that need to be preserved
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By the end of the lesson the learner should be able to:
a) Identify aspects of Africa Traditional Culture that need to be preserved. b) Sing a song on different aspects of Africa traditional culture in his/her community. c) Appreciate the aspects of Africa Traditional Culture that need to be preserved. |
What are the
aspects of African Traditional culture that need to be preserved? |
-Learners are guided to
identify aspects of Africa Traditional Culture that need to be preserved. -Learners are guided to sing a song on different aspects of Africa traditional culture in his/her community |
KLB Visionary social studies Grade 6 Learner’s Book Page 71
Trs Guide Page -pictures 44 -digital devices |
Oral questions
-written tests
|
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| 3 | People, Population and Social Organizations | Culture and
Social Organization. School and Community |
By the end of the lesson the learner should be able to:
a) Mention ways in which the school collaborates with the community. b) Compose a song on benefits of collaboration between his/her school and the community. c) Appreciate the benefits of collaboration between the school and the community. |
What are the ways in which the school collaborates with the community?
What are the benefits of collaboration between the school and the community? |
-Learners are guided to mention ways in which the school collaborates with the community.
-Learners are guided to identify the benefits of collaboration between the school and the community. –In groups, learners are guided to compose a song on benefits of collaboration between his/her school and the community |
KLB Visionary social studies Grade 6 Learner’s Book Page
Trs Guide Page -pictures -digital devices |
-Oral questions
-written tests -Observation |
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| 12-13 |
REVISION AND END TERM ASSESSMENT
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