WEEKS SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING, LEARNING

AND AND ASSESSMENT

DATES METHODOLOGIES

1
The learners must be able to: CORE ELEMENT Group work
 Describe weather INTERDEPENDENCE BETWEEN Pair work
MALAWI AND THE WORLD Peer assessment
6th Jan, 2020 UNIT 10: THE WEATHER OF Demonstration
MALAWI Illustrations
 Observing the days weather
 Defining the meaning of the
term ‘weather’
 Identifying the elements of
weather
 Discussing how each of the
elements of weather affects
To daily life
 Brainstorming local ways of
predicting weather conditions
 Discussing local ways of
predicting weather conditions

10th Jan, 2020

2
The learners must be able to: CORE ELEMENT Explanation
 Describe instruments that are INTERDEPENDENCE BETWEEN Discussion
used to measure elements of MALAWI AND THE WORLD Group work
13th Jan, 2020 weather UNIT 10: THE WEATHER OF Brainstorming
MALAWI Pair work
 Identifying instruments that
are used to measure elements
of weather
 Discussing instruments that are
used to measure elements of
weather
 Modelling instruments that are
used to measure elements of
To weather
 Drawing instruments that are
used to measure elements of
weather
 Observing the environment for
seasonal change
 Recording elements of weather
observed over a specific period
of time
 Analysing the elements of
weather observed over a
17th Jan, 2020 specific period of time

3
The learners must be able to: CORE ELEMENT Discussion
 Describe climate of Malawi INTERDEPENDENCE BETWEEN Explanation
MALAWI AND THE WORLD Question and
20 Jan, 2020 UNIT 11: CLIMATE OF MALAWI answer
 Discussing changes that occur Group work
at long intervals to deduce the Demonstration
meaning of climate
To  Identify climate of Malawi
  Observing the vegetation in the
environment
 Discussing characteristics of
the climate of Malawi

24th Jan, 2020

4
The learners must be able to: CORE ELEMENT Brainstorming
 Describe major factors that INTERDEPENDENCE BETWEEN Discussion
influence climate MALAWI AND THE WORLD Pair work
27th Jan, 2020 UNIT 11: CLIMATE OF MALAWI Group work
 Identifying major factors that Individual work
influence climate Question and
 Discussing factors that answer
influence climate
 Showing the distribution of
temperature and rainfall on a
map of Malawi
To

31st Jan, 2020

5
The learners must be able to: CORE ELEMENT Discussion
 Describe the characteristics of INTERDEPENDENCE BETWEEN Q and A
seasons MALAWI AND THE WORLD Demonstration
3rd Feb, 2020  Identify seasons of Malawi UNIT 12: THE SEASONS OF MALAWI Group work
 Observing the environment Individual work
 Discussing the characteristics Pair work
of season observed
 Brainstorming the
characteristics of other seasons
not observed
 Discussing the characteristics
To of other seasons not observed
 Discussing seasons of Malawi
 Matching seasons of Malawi
with months of the year
 Using the calendar to shade
different seasons of Malawi
 Drawing pie graph showing
7th Feb, 2020 different seasons

6
The learners must be able to: CORE ELEMENT Q and A
 Describe the components of the ENVIRONMENTAL PROTECTION Discussion
environment UNIT 13: ENVIRONMENT Group work
10th Feb, 2020  Explain the important of the  Identifying things in the Individual work
environment environment Pair work
 Describe the destructive agents  Matching the things with the
of the environment components
  Explain the rights and  Discussing the components of
responsibilities of people to the the environment
environment  Discussing the uses of the
resources in the environment
To  Discussing importance of the
environment
 Brainstorming the destructive
agents
 Discussing rights and
responsibilities of the
environment
 Developing an advocacy
campaign on the care of the
14th Feb, 2020 environment

7
The learners must be able to: CORE ELEMENT Discussion
 Explain the meanings of forest, ENVIRONMENTAL PROTECTION Brainstorming
forestry and forest reserve UNIT 14: FORESTRY Explanation
17th Feb, 2020  State the importance of forest  Discussing the meaning of Q and A
reserves forest, forestry and forest Pair work
 Explain how forests are reserves Individual work
destroyed  Drawing map of Malawi Group work
 Describe ways of conserving showing forest reserves
forests  Brainstorming the importance
of forests
 Discussing the importance of
forests
 Brainstorming ways how
forests are destroyed
To  Discussing ways how forests
are destroyed
 Developing a future’s wheels
on the causes and effects on
the destruction of forests
 Brainstorming ways of
conserving the forests
 Discussing ways of conserving
21st Feb, 2020 the forests

8
The learners must be able to:
 Explain farming in Malawi
 Describe problems associated
24th Feb, 2020 with farming in Malawi
To
CORE ELEMENT Brainstorming
PEOPLE AND THE ENVIRONMENT Discussion
UNIT 15: FARMING AND FISHING IN Q and A
MALAWI
 Discussing types of farming in
Malawi
 Brainstorming factors which
influence farming in Malawi
 Discussing factors which
influence farming in Malawi
 Brainstorming problems
associated with farming
 Discussing problems associated
with farming
28 Feb, 2020

9
The learners must be able to: CORE ELEMENT Discussion
 Locate the main fishing areas on PEOPLE AND THE ENVIRONMENT Explanation
a map of Malawi UNIT 15: FARMING AND FISHING IN Brainstorming
2nd Mar, 2020  Describe the various fishing MALAWI Pair work
methods used  Identifying main fishing areas Individual work
 Explain problems affecting in Malawi Group work
fishing in Malawi  Locating main fishing areas in Q and A
 Describe ways of conserving fish Malawi
resources  Discussing methods of fishing
 Finding out from the
community problems affects
To fishing
 Discussing problems associated
with fishing

6th Mar, 2020

10
The learners must be able to: CORE ELEMENT Discussion
 Describe types of soil erosion PEOPLE AND THE ENVIRONMENT Explanation
UNIT 16: SOIL EROSION Brainstorming
9th Mar, 2020  Visiting some eroded areas Pair work
around the school Individual work
 Discussing causes of soil Group work
erosion Q and A
 Discussing types of soil erosion
 Discussing effects of soil
erosion
 Assessment
To

13th Mar, 2020

11
The learners must be able to:
 Describe practices which
encourage soil erosion
16th Mar, 2020  Describe ways of controlling soil
erosion
To
CORE ELEMENT Discussion
PEOPLE AND THE ENVIRONMENT Explanation
UNIT 16: SOIL EROSION Brainstorming
 Identifying practices which Pair work
encourage soil erosion Individual work
 Discussing practices which Group work
encourage soil erosion Q and A
 Discussing ways of controlling
soil erosion
 Researching on projects on
controlling soil erosion
available around the school
 Discussing research findings
 Filling the eroded areas around
the school
20th Mar, 2020

12
The learners must be able to: Sitting for terminal
 Sit for terminal examinations examinations
 Receive past papers  Receiving past papers
23rd Mar, 2020

To

27th Mar, 2020

13
The learners must be able to:
 Sit for terminal examinations
 Receive past papers
30th Mar, 2020  Close the second term

Sitting for terminal
examinations
 Receiving past papers
 Closing the second term

To

3rd Apr, 2020