P. M Ntamane
ST Andrews J. S. S
SUBJECT:
EDUCATOR:
DURATION:
THEME:
TOPIC/SKILL:
CONTENT FOCUS:
AIMS AND OBJECTIVES:
16/05/2023 12:25:56
TERM: 2
WEEK: Week 1
LESSON PLAN 1
Social Science
GRADE:
7
P. M Ntamane
DATE:
60 Minutes
Plate tectonics.
Plate tectonics.
Earth's Layers and Plate Tectonics.
Lesson 1 Objectives:
- Identify the layers of the Earth and their characteristics
- Explain how volcanoes and earthquakes occur in relation to plate tectonics
- Demonstrate understanding through a class discussion and written reflection
Lesson 1 Overview:
This lesson focuses on the layers of the Earth and how they relate to the occurrence of volcanoes
and earthquakes. Scholars will work in groups to discuss and share their understanding of the
layers and their characteristics. The teacher will introduce plate tectonics and scholars will reflect in
writing about what they have learned. The class will end with a group discussion to share and
clarify understanding.
ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR
Teacher's Activities:
- Introduce the topic of the lesson and explain the objectives
- Facilitate group discussions and encourage participation
- Provide examples and explanations of plate tectonics
- Monitor and assist scholars during the writing reflection
- Lead a group discussion to share and clarify understanding
Examples and Exercises:
- Draw and label the layers of the Earth on the board
- Provide visual aids such as diagrams and videos to explain plate
tectonics
- Ask scholars to share their understanding of the layers and their
characteristics in groups
- Provide writing prompts for the reflection such as "Explain how
the layers of the Earth contribute to the occurrence of
earthquakes and volcanoes"
- Ask scholars to share their reflections in the group discussion
and provide feedback to each other.
RESOURCES
LEARNERS
- Group discussion on the layers of the Earth and their
characteristics
- Introduction to plate tectonics
- Individual written reflection on what they have learned
- Group discussion to share and clarify understanding
Examples of questions/activities:
- Draw and label the layers of the Earth
- Discuss with your group the characteristics of each layer and
share with the class
- Explain how plate tectonics relate to the occurrence of
volcanoes and earthquakes
- Write a reflection on what you have learned about the layers of
the Earth and plate tectonics.
Resources needed for this lesson include: whiteboard and
markers, printed handouts of diagrams of the Earth's layers,
access to online resources for research, and writing materials for
student reflection.
DIFFERENTIATION
The teacher should differentiate instruction by providing various resources and activities to cater for learners with different learning
styles and abilities. Slow learners can be supported through simplified explanations, visual aids, and extra practice activities. Slower
learners can be supported through one-on-one or small group instruction, and by providing additional resources such as videos or
articles for further understanding. The teacher should also encourage peer-to-peer support and provide opportunities for learners to
ask questions and clarify understanding.
REMARKS/REFLECTION
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
ASSESSMENT
FORMS OF ASSESSMENT:
ACTIVITY
Literal
(Level 1)
1. Remembering: Activities at
this level should focus on
recalling, recognizing, or
memorizing information.
Teachers can use flashcards,
quizzes, or memory games to
help learners remember
information. This can include
multiple chice questions,
match the column,and
quiz-type questions.
1. Which layer of the Earth is the thinnest?
Answer: The crust is the thinnest layer of the Earth.
Reorganisation
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Activity:
Create a graphic organizer that shows the layers of the Earth and their characteristics. Then,
explain how volcanoes and earthquakes occur in relation to plate tectonics.
Inference
(Level 3)
Activity:
Imagine you are a scientist studying the layers of the Earth. You have been given a rock sample
that was collected from deep within the Earth. Your task is to identify which layer of the Earth the
rock came from and explain how you know.
2. What is the name of the layer between the crust and the core?
Answer: The layer between the crust and the core is called the mantle.
3. What is the main cause of earthquakes?
Answer: The main cause of earthquakes is the movement of tectonic plates.
4. How do volcanoes form?
Answer: Volcanoes form when magma from the mantle rises to the surface and erupts.
5. What is plate tectonics?
Answer: Plate tectonics is the theory that the Earth's crust is made up of several plates that move
and interact with each other.
Question 1:
Using the graphic organizer you created, name the layers of the Earth and describe their
characteristics.
Question 2:
Explain how plate tectonics relate to the occurrence of volcanoes and earthquakes.
Question 3:
Why do you think it is important to understand the layers of the Earth and how they relate to natural
disasters like volcanoes and earthquakes? Provide at least two reasons.
Question 4:
In your own words, summarize what you have learned about the layers of the Earth and their
relationship to volcanoes and earthquakes.
3. Applying: Activities at this
level should focus on helping
learners apply their
Question:
knowledge to solve problems Based on what you have learned about the layers of the Earth, which layer do you think the rock
or complete tasks. Teachers sample came from? Explain your reasoning.
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
Evaluation
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Activity:
Using the knowledge gained about plate tectonics, learners will analyze the causes and effects of
earthquakes and volcanic eruptions.
Exam-type questions:
1. Compare and contrast the causes and effects of earthquakes and volcanic eruptions.
2. Analyze the relationship between plate tectonics and the occurrence of earthquakes and
volcanic eruptions.
3. Evaluate the impact of earthquakes and volcanic eruptions on human settlements and the
environment.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
Activity: Create a visual representation of the layers of the Earth and their characteristics, as well
(Level 5)
as the relationship between plate tectonics, volcanoes, and earthquakes.
5. Creating: Activities at this
level should focus on helping Question: Using the knowledge you have gained about the layers of the Earth and plate tectonics,
learners use their knowledge create a diagram that shows the different layers and their characteristics, as well as the
and skills to create something relationship between plate tectonics, volcanoes, and earthquakes. Explain how your diagram
new. Teachers can use
demonstrates your understanding of these concepts.
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________ HOD’s signature _____________
Date___________
ST Andrews J. S. S
SUBJECT:
EDUCATOR:
LESSON PLAN 2
Social Science
P. M Ntamane
DURATION:
THEME:
TOPIC/SKILL:
60 Minutes
Floods and their impact.
The topic/skill taught in the lesson is floods and their causes, effects, impact on communities and
the environment. The lesson also focuses on research skills, group work, presentation skills, and
reflection.
CONTENT FOCUS:
"Understanding the impact of floods on communities and the environment."
GRADE:
DATE:
7
AIMS AND OBJECTIVES:
Lesson 2 focuses on floods and aims to help scholars understand their causes and effects, as well
as their impact on communities and the environment. Scholars will work in groups to research and
prepare a presentation on the impact of floods on a specific community or environment. The
teacher will provide guidance and support, and presentations will be shared with the class. The
lesson will end with a reflection on what they have learned and how it relates to the broader
concept of natural disasters.
ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR
Teacher's Activities:
- Introduce the topic of floods and its causes and effects
- Divide the scholars into groups and assign them a specific
community or environment to research on
- Provide guidance and support to the groups while they prepare
their presentation
- Facilitate the sharing of presentations with the class
- Lead a reflection session on what the scholars have learned and
how it relates to natural disasters
LEARNERS
Activities for learners/students:
- Researching floods and their impact on a specific community or
environment
- Preparing a presentation on their research findings
- Sharing their presentation with the class
- Reflecting on what they have learned and how it relates to
natural disasters
Examples of questions/activities for learners:
- Research and compile information on the causes and effects of
Examples and Exercises:
floods
- Write on the board: Causes and Effects of Floods
- Analyze the impact of floods on a specific community or
- Use visual aids such as pictures and videos to explain the topic environment
- Provide resources such as articles and books for the scholars to - Create a visual aid to use during their presentation
use in their research
- Practice presenting their findings to their group members
- Encourage group discussions and brainstorming sessions
- Write a reflection on what they have learned and how it relates
- Ask questions to prompt critical thinking and analysis
to other natural disasters they have studied.
- Have the scholars create a mind map or graphic organizer to
organize their ideas
- Use a rubric to assess the quality of the presentations.
RESOURCES
Spot on grade 7 Social Science book. No additional resources
needed.
DIFFERENTIATION
To ensure that no learner is left behind during the lesson on floods, the teacher should implement a differentiation strategy. This can
be achieved by providing different levels of support and guidance to cater for the needs of all learners. For slower learners, the
teacher can provide extra resources such as simplified reading materials or visual aids to help them understand the topic better.
Additionally, the teacher can assign group members based on their abilities to ensure that slower learners are paired with stronger
students who can assist them. The teacher should also provide one-on-one support during group work and encourage peer-to-peer
learning to ensure that all learners are engaged and actively participating in the lesson.
REMARKS/REFLECTION
ASSESSMENT
FORMS OF ASSESSMENT:
ACTIVITY
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
Literal
(Level 1)
1. Remembering: Ask learners to recall questions, use multiple choice, match the column, "what is ..." questions and simple questions about the lesson topics
Activity:
1. What is a flood?
2. List three causes of floods.
3. What are the effects of floods on communities?
4. Match the column:
A. Flood warning system 1. Helps to prevent floods
B. Sandbags
2. Used to protect homes from floodwater
C. Evacuation plan
3. Provides information about potential floods
Answers:
1. A flood is an overflow of water that submerges land that is usually dry.
2. Three causes of floods are heavy rainfall, melting snow, and dam/levee failure.
3. The effects of floods on communities include loss of property, displacement of people, and
damage to infrastructure.
4. A-3, B-2, C-1.
Reorganisation
(Level 2)
Activity: Create a mind map of the causes and effects of floods.
2. Understanding: Activities at this level should focus on helping learners comprehend the meaning of the information they have learned. Teachers can use
graphic organizers, discussions, or summarizing activities to help learners understand information. For example, a teacher could ask learners to create a mind
map of the different components of a literary genre or to summarize the main ideas of an article they have read.
Question:
1. What are the causes of floods?
2. What are the effects of floods on communities and the environment?
3. How can floods be prevented or mitigated?
4. Explain the relationship between floods and climate change.
5. How do floods impact agricultural production in affected areas?
Inference
(Level 3)
3. Applying: Activities at this level should focus on helping learners apply their knowledge to solve problems or complete tasks. Teachers can use case studies,
simulations, or project-based learning to help learners apply their knowledge. For example, a teacher could ask learners to create a budget for a fictional
household based on their knowledge of financial literacy or to design a bridge that can withstand a certain weight based on their knowledge of physics.
Evaluation
(Level 4)
4.Analyzing: Activities at this level should focus on helping learners break down information into parts and evaluate how they relate to each other. Teachers can
use compare and contrast activities, cause and effect activities, or data analysis activities to help learners analyze information. For example, a teacher could ask
learners to compare and contrast the similarities and differences between two historical events or to analyze the data from an experiment they conducted.
Evaluating: Activities at this level should focus on helping learners make judgments about the information they have learned. Teachers can use debates,
persuasive writing activities, or critical thinking activities to help learners evaluate information. For example, a teacher could ask learners to debate the pros and
cons of a particular social issue based on their knowledge of civics or to write a persuasive essay arguing for or against a particular scientific theory.
Appreciation
(Level 5)
Activity:
Learners will be given a case study of a community that has been affected by a flood. They will be
asked to infer the causes and effects of the flood on the community and environment, and then
come up with a plan to mitigate the impact of future floods.
Example exam-type questions:
1. Based on the case study, what were the primary causes of the flood in the community?
2. What were the immediate effects of the flood on the community and environment?
3. How did the flood impact the community in the long term?
4. What steps could the community take to mitigate the impact of future floods?
5. How could the government and other organizations support the community in preparing for and
responding to future floods?
Activity: Evaluating
Question: Based on your research and presentation, do you think the government is doing enough
to prevent and respond to floods in your community? Explain your answer with evidence from your
research and presentation.
Activity: Create a poster or infographic highlighting the impact of floods on a specific community or
environment.
5. Creating: Activities at this level should focus on helping learners use their knowledge and skills to create something new. Teachers can use project-based
learning, creative writing activities, or artistic activities to help learners create something. For example, a teacher could ask learners to create a website based on
their knowledge of digital literacy or to write a short story based on their knowledge of literary elements.
Question: Using the information you have gathered, create a poster or infographic that highlights
the impact of floods on a specific community or environment. Your poster or infographic should
include at least three key points and use visuals to help convey your message. Be sure to explain
why floods have such a significant impact on the community or environment you have chosen.
Teacher’s signature:___________________
Date:___________
ST Andrews J. S. S
SUBJECT:
LESSON PLAN 3
Social Science
EDUCATOR:
DURATION:
THEME:
TOPIC/SKILL:
CONTENT FOCUS:
P. M Ntamane
60 Minutes
FALSE
FALSE
FALSE
AIMS AND OBJECTIVES:
FALSE
HOD’s signature _____________
GRADE:
7
DATE:
ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
ASSESSMENT
FORMS OF ASSESSMENT:
ACTIVITY
Date___________
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
HOD’s signature _____________
ST Andrews J. S. S
SUBJECT:
LESSON PLAN 4
Social Science
GRADE:
EDUCATOR:
P. M Ntamane
DATE:
DURATION:
THEME:
60 Minutes
FALSE
TOPIC/SKILL:
CONTENT FOCUS:
FALSE
FALSE
AIMS AND OBJECTIVES:
FALSE
ACTIVITIES - BRIEF EXPLANATIONS
7
Date___________
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
FORMS OF ASSESSMENT:
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
ACTIVITY
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
FALSE
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
Evaluation
(Level 4)
4.Analyzing: Activities at this level should focus on helping learners break down information into parts and evaluate how they relate to each other. Teachers can
use compare and contrast activities, cause and effect activities, or data analysis activities to help learners analyze information. For example, a teacher could ask
learners to compare and contrast the similarities and differences between two historical events or to analyze the data from an experiment they conducted.
Evaluating: Activities at this level should focus on helping learners make judgments about the information they have learned. Teachers can use debates,
persuasive writing activities, or critical thinking activities to help learners evaluate information. For example, a teacher could ask learners to debate the pros and
cons of a particular social issue based on their knowledge of civics or to write a persuasive essay arguing for or against a particular scientific theory.
FALSE
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
ST Andrews J. S. S
LESSON PLAN 5
SUBJECT:
EDUCATOR:
Social Science
P. M Ntamane
DURATION:
THEME:
60 Minutes
FALSE
TOPIC/SKILL:
FALSE
CONTENT FOCUS:
AIMS AND OBJECTIVES:
FALSE
FALSE
HOD’s signature _____________
GRADE:
DATE:
7
ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR
LEARNERS
FALSE
FALSE
RESOURCES
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
FORMS OF ASSESSMENT:
ACTIVITY
Date___________
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
ST Andrews J. S. S
SUBJECT:
LESSON PLAN 6
Social Science
EDUCATOR:
DURATION:
P. M Ntamane
60 Minutes
THEME:
FALSE
TOPIC/SKILL:
CONTENT FOCUS:
FALSE
FALSE
AIMS AND OBJECTIVES:
FALSE
HOD’s signature _____________
GRADE:
DATE:
ACTIVITIES - BRIEF EXPLANATIONS
7
Date___________
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
FORMS OF ASSESSMENT:
TYPE OF ASSESSMENT:
COGNITIVE LEVELS
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
ACTIVITY
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
HOD’s signature _____________
ST Andrews J. S. S
LESSON PLAN 7
SUBJECT:
Social Science
GRADE:
EDUCATOR:
DURATION:
P. M Ntamane
60 Minutes
DATE:
THEME:
TOPIC/SKILL:
FALSE
FALSE
CONTENT FOCUS:
AIMS AND OBJECTIVES:
FALSE
FALSE
ACTIVITIES - BRIEF EXPLANATIONS
7
Date___________
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
COGNITIVE LEVELS
ACTIVITY
Literal
FALSE
(Level 1)
1. Remembering: Ask learners to recall
questions, use multiple choice, match
the column, "what is ..." questions and
simple questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
b1
SUBJECT:
LESSON PLAN 8
Social Science
EDUCATOR:
DURATION:
THEME:
P. M Ntamane
60 Minutes
FALSE
TOPIC/SKILL:
CONTENT FOCUS:
AIMS AND OBJECTIVES:
FALSE
FALSE
FALSE
HOD’s signature _____________
GRADE:
DATE:
ACTIVITIES - BRIEF EXPLANATIONS
7
Date___________
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
TYPE OF ASSESSMENT:
Literal
FALSE
(Level 1)
1. Remembering: Ask learners to recall
questions, use multiple choice, match
the column, "what is ..." questions and
simple questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
ASSESSMENT
FORMS OF ASSESSMENT:
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
ST Andrews J. S. S
SUBJECT:
EDUCATOR:
DURATION:
LESSON PLAN 9
Social Science
P. M Ntamane
60 Minutes
THEME:
TOPIC/SKILL:
CONTENT FOCUS:
FALSE
FALSE
FALSE
AIMS AND OBJECTIVES:
FALSE
HOD’s signature _____________
GRADE:
DATE:
7
Date___________
ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
FORMS OF ASSESSMENT:
TYPE OF ASSESSMENT:
ASSESSMENT
COGNITIVE LEVELS
ACTIVITY
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
ST Andrews J. S. S
SUBJECT:
EDUCATOR:
LESSON PLAN 10
Social Science
P. M Ntamane
DURATION:
THEME:
TOPIC/SKILL:
CONTENT FOCUS:
60 Minutes
FALSE
FALSE
FALSE
AIMS AND OBJECTIVES:
FALSE
HOD’s signature _____________
GRADE:
DATE:
ACTIVITIES - BRIEF EXPLANATIONS
7
Date___________
EDUCATOR
FALSE
RESOURCES
LEARNERS
FALSE
FALSE
DIFFERENTIATION
FALSE
REMARKS/REFLECTION
ASSESSMENT
FORMS OF ASSESSMENT:
TYPE OF ASSESSMENT:
ASSESSMENT
COGNITIVE LEVELS
ACTIVITY
Literal
FALSE
(Level 1)
1. Remembering: Ask learners
to recall questions, use
multiple choice, match the
column, "what is ..."
questions and simple
questions about the lesson
topics
Reorganisation
FALSE
(Level 2)
2. Understanding: Activities at
this level should focus on
helping learners comprehend
the meaning of the
information they have
learned. Teachers can use
graphic organizers,
discussions, or summarizing
activities to help learners
understand information. For
example, a teacher could ask
learners to create a mind map
of the different components
of a literary genre or to
summarize the main ideas of
an article they have read.
Inference
(Level 3)
3. Applying: Activities at this
level should focus on helping
learners apply their
knowledge to solve problems
or complete tasks. Teachers
can use case studies,
simulations, or project-based
learning to help learners
apply their knowledge. For
example, a teacher could ask
learners to create a budget for
a fictional household based
on their knowledge of
financial literacy or to design
a bridge that can withstand a
certain weight based on their
knowledge of physics.
FALSE
Evaluation
FALSE
(Level 4)
4.Analyzing: Activities at this
level should focus on helping
learners break down
information into parts and
evaluate how they relate to
each other. Teachers can use
compare and contrast
activities, cause and effect
activities, or data analysis
activities to help learners
analyze information. For
example, a teacher could ask
learners to compare and
contrast the similarities and
differences between two
historical events or to analyze
the data from an experiment
they conducted.
Evaluating: Activities at this
level should focus on helping
learners make judgments
about the information they
have learned. Teachers can
use debates, persuasive
writing activities, or critical
thinking activities to help
learners evaluate information.
For example, a teacher could
ask learners to debate the
pros and cons of a particular
social issue based on their
knowledge of civics or to
write a persuasive essay
arguing for or against a
particular scientific theory.
Appreciation
FALSE
(Level 5)
5. Creating: Activities at this
level should focus on helping
learners use their knowledge
and skills to create something
new. Teachers can use
project-based learning,
creative writing activities, or
artistic activities to help
learners create something.
For example, a teacher could
ask learners to create a
website based on their
knowledge of digital literacy
or to write a short story based
on their knowledge of literary
elements.
Teacher’s signature:___________________
Date:___________
HOD’s signature _____________
Date___________