Natural and Built Environments

Compass Direction - The four cardinal points of a compass
Compass Direction - Using cardinal points to give directions on a map

By the end of the lesson, the learner should be able to:
- Identify the four cardinal points of a compass and their symbols.
- Draw and label the four cardinal points on a compass.
- Appreciate the importance of cardinal points in daily navigation.

In groups, learners are guided to:
- Brainstorm cardinal points using the direction of sunrise and sunset.
- Draw and label a compass showing all four cardinal points.
- Use the compass to identify the direction of objects in the classroom.

What are the four cardinal points and what do their symbols stand for?

- Super Minds Social Studies pg. 1
- Maps
- Approved textbooks
- Resource persons
- Super Minds Social Studies pg. 3
- Digital resources

- Observation - Oral questions

Natural and Built Environments

Compass Direction - Using cardinal points to give directions on a map
Compass Direction - Appreciating the use of cardinal points in everyday life
Compass Direction - Appreciating the use of cardinal points in everyday life
Compass Direction - Appreciating the use of cardinal points in everyday life

By the end of the lesson, the learner should be able to:
- Describe the direction of one place from another using all four cardinal points.
- Apply cardinal points to answer map-based directional questions accurately.
- Collaborate respectfully with others when sharing directional answers in class.

In groups, learners are guided to:
- Use a class map to determine and state directions between named places.
- Practise giving directions in pairs using a drawn map.
- Share findings on how cardinal points are used in the school environment.

How can cardinal points help us find our way in the environment?

- Super Minds Social Studies pg. 5
- Maps
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 7
- Internet access
- Super Minds Social Studies pg. 9

- Oral questions - Written tests

Natural and Built Environments

Location and Size of the County - Identifying sub-counties in the county
Location and Size of the County - Locating the county in relation to neighbouring counties
Location and Size of the County - Locating the county in relation to neighbouring counties

By the end of the lesson, the learner should be able to:
- Identify the sub-counties found in their county.
- Sketch and label the sub-counties on a map of the county.
- Appreciate the importance of knowing the administrative divisions of their county.

- Brainstorm and list the sub-counties in the learner's county.
- Use maps, an atlas or digital resources to locate sub-counties.
- Draw and label sub-counties in the county map on a sketch.

Why is it important to know the sub-counties in your county?

- Super Minds Social Studies pg. 11
- Maps of a county
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 15
- Maps of Kenya
- Super Minds Social Studies pg. 17
- Maps
- Tracing paper

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County - Estimating the size of the county in relation to neighbouring counties
Location and Size of the County - Acknowledging the location and size of the county

By the end of the lesson, the learner should be able to:
- Explain how the size of a county is determined in relation to neighbouring counties.
- Compare the size of the county with that of its neighbours using a map.
- Acknowledge that county size determines resources and government allocation.

- Study a map of Kenya and compare the sizes of the county and its neighbours.
- Discuss which counties are larger or smaller than the learner's county.
- Talk about how size of a county relates to resource availability and allocation.

How does the size of our county compare to that of neighbouring counties?

- Super Minds Social Studies pg. 19
- Maps of Kenya
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 21
- Maps

- Oral questions - Written tests - Observation

Natural and Built Environments

Physical Features in the County - Identifying the main physical features in the county

By the end of the lesson, the learner should be able to:
- Identify the main physical features found in the county.
- Classify the physical features identified into types such as rivers, hills, lakes and plains.
- Appreciate that physical features are natural parts of the environment.

In groups, learners are guided to:
- Brainstorm physical features found between home and school.
- Solve riddles to identify the names of physical features.
- Research physical features in the county using approved textbooks or digital devices.

Which physical features are found in your county?

- Super Minds Social Studies pg. 24
- Digital resources
- Approved textbooks
- Maps
- Super Minds Social Studies pg. 26
- Clay/plasticine

- Oral questions - Observation

Natural and Built Environments

Physical Features in the County - Stating the importance of the main physical features in the county
Physical Features in the County - Illustrating the main physical features in the county

By the end of the lesson, the learner should be able to:
- State the importance of the main physical features in the county.
- Match physical features to their specific uses in the county.
- Value physical features as resources that support people and the environment.

In groups, learners are guided to:
- Discuss the importance of each physical feature using pictures.
- Match physical features to their uses such as farming, tourism and water supply.
- Invite or listen to a resource person talk about physical features in the county.

Why are physical features important to the people of the county?

- Super Minds Social Studies pg. 29
- Pictures/photographs
- Digital resources
- Approved textbooks
- Super Minds Social Studies pg. 32
- Drawing materials

- Oral questions - Written tests

Natural and Built Environments

Physical Features in the County - Responsible behaviours to conserve physical features
Seasons in the County - Identifying the seasons experienced in the county

By the end of the lesson, the learner should be able to:
- Describe responsible behaviours that help to conserve physical features in the county.
- Demonstrate conservation practices such as tree planting and keeping rivers clean.
- Commit to conserving physical features as a responsible citizen.

In groups, learners are guided to:
- Discuss responsible behaviours that conserve physical features.
- Make a poster on conservation of physical features and display it at school.
- Write a personal promise to conserve physical features in the county.

What can we do to conserve the physical features in our county?

- Super Minds Social Studies pg. 34
- Manila paper
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 38
- Weather charts

- Observation - Oral questions - Written tests

Natural and Built Environments

Seasons in the County - Explaining how the four seasons influence human activities in the county
Seasons in the County - Exploring how rainy weather affects road safety in the county
Seasons in the County - Modelling weather charts of seasons in the county

By the end of the lesson, the learner should be able to:
- Explain how each of the four seasons influences human activities in the county.
- Analyse activities that people carry out in hot, cold, dry and rainy seasons.
- Appreciate that seasons shape the way people live and work in the county.

In groups, learners are guided to:
- Discuss how each season influences what people wear, eat and do.
- Record human activities associated with different seasons in a chart.
- Share examples from everyday life of how seasons affect activities.

How do seasons influence what people do in the county?

- Super Minds Social Studies pg. 40
- Approved textbooks
- Digital resources
- Resource person
- Super Minds Social Studies pg. 43
- Super Minds Social Studies pg. 46
- Plain carton boxes
- Sawdust or locally available materials

- Oral questions - Observation - Written tests

Natural and Built Environments

Historic Built Environments in the County - Identifying the main historic built environments in the county

By the end of the lesson, the learner should be able to:
- Identify the main historic built environments found in the county.
- Classify historic built environments into museums, monuments and cultural centres with examples.
- Show curiosity about the historic built environments in the county.

In groups, learners are guided to:
- Brainstorm and share the names of historic built environments in the county.
- Use printed materials or digital devices to research historic built environments.
- Match pictures of historic built environments to their names.

What are the main historic built environments found in our county?

- Super Minds Social Studies pg. 51
- Digital resources
- Approved textbooks
- Maps
- Super Minds Social Studies pg. 52

- Oral questions - Observation

Natural and Built Environments

Historic Built Environments in the County - Explaining the importance of the main historic built environments in the county
Historic Built Environments in the County - Participating in conservation activities of historic built environments

By the end of the lesson, the learner should be able to:
- Explain the importance of museums, monuments and cultural centres in the county.
- Discuss and record key points from a resource person's talk on historic built environments.
- Appreciate historic built environments as a source of cultural pride and economic gain.

In groups, learners are guided to:
- Listen to a resource person talk about the importance of historic built environments.
- Discuss how historic built environments generate revenue and preserve heritage.
- Write down key points from the talk and share with classmates.

Why are historic built environments important to the people of the county?

- Super Minds Social Studies pg. 53
- Digital resources
- Approved textbooks
- Resource person
- Super Minds Social Studies pg. 55
- Gloves and masks

- Oral questions - Written tests

Natural and Built Environments
People and Population
People and Population

Historic Built Environments in the County - Participating in conservation activities of historic built environments
Interdependence of People - Ways people depend on each other
Interdependence of People - Ways people depend on each other

By the end of the lesson, the learner should be able to:
- Review the names and importance of the main historic built environments in the county.
- Apply knowledge of conservation to create a picture booklet on historic built environments.
- Value historic built environments as part of the cultural and historical identity of the county.

In groups, learners are guided to:
- Cut out or print photographs of historic built environments and create a picture booklet.
- Display picture booklets in class and walk through each other's work.
- Sing the museums, monuments and cultural centres song as a class.

What can we do to ensure that historic built environments are preserved for future generations?

- Super Minds Social Studies pg. 57
- Photographs/printed pictures
- Glue
- Plain paper
- Approved textbooks
- Super Minds Social Studies pg. 60
- Digital resources
- Super Minds Social Studies pg. 62
- Pictures/photographs

- Observation - Portfolio - Oral questions

People and Population

Interdependence of People - Ways people depend on each other
Interdependence of People - Benefits of inter-dependence
Interdependence of People - Benefits of inter-dependence
Interdependence of People - Appreciation of inter-dependence

By the end of the lesson, the learner should be able to:
- Describe how different community members depend on one another using examples such as farmers and bankers.
- Role-play ways in which people depend on each other in the county.
- Collaborate respectfully during role-play activities to model inter-dependence.

In groups, learners are guided to:
- Role-play inter-dependence scenarios such as a farmer and a banker depending on each other.
- Share experiences from the role-play on how each person depended on another.
- Find out from parents or guardians how people depend on each other in the county.

Why do people in the county need each other?

- Super Minds Social Studies pg. 64
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 68
- Super Minds Social Studies pg. 70
- Carton boxes
- Plain paper
- Marker pens
- Super Minds Social Studies pg. 72

- Observation - Oral questions

People and Population

Population Distribution - How population is spread in the county
Population Distribution - Patterns of population distribution

By the end of the lesson, the learner should be able to:
- Define the terms population and population distribution.
- Compare how population is distributed across a densely populated and a sparsely populated area using pictures.
- Show interest in learning about how people are distributed in the county.

In groups, learners are guided to:
- Compare pictures of Panda area and Njika area to observe differences in population distribution.
- Search for the meaning of population and population distribution using approved textbooks or digital devices.
- Discuss the meaning of population distribution and share findings with classmates.

How is population spread out in the county?

- Super Minds Social Studies pg. 76
- Digital resources
- Maps
- Approved textbooks
- Super Minds Social Studies pg. 78
- Maps of the county
- Resource person
- Super Minds Social Studies pg. 82

- Oral questions - Observation

People and Population
Social Organisations
Social Organisations

Population Distribution - Patterns of population distribution
Population Distribution - Designing patterns of population distribution
Traditional Culture in the County - Identification of aspects of traditional culture
Traditional Culture in the County - Identification of aspects of traditional culture

By the end of the lesson, the learner should be able to:
- Explain how population distribution patterns are shown on a map using colour shading and dots.
- Draw a map of the county showing population distribution patterns.
- Value the use of maps as tools for understanding how people are distributed in the county.

In groups, learners are guided to:
- Use a downloaded or printed map of the county to identify and discuss population distribution patterns.
- Draw a map of the county showing population distribution and label the patterns.
- Display the map in class and comment on each other's work.

How can we show patterns of population distribution on a map?

- Super Minds Social Studies pg. 84
- Maps of the county
- Digital resources
- Approved textbooks
- Super Minds Social Studies pg. 86
- Plain cardboards
- Marker pens
- Printed county maps
- Super Minds Social Studies pg. 91
- Photographs and pictures
- Super Minds Social Studies pg. 98
- Artefacts

- Observation - Written tests - Oral questions

Social Organisations

Traditional Culture in the County - Description of aspects of traditional culture
The School - History of the school
The School - Values of the school

By the end of the lesson, the learner should be able to:
- Describe the aspects of traditional culture practised in the county.
- Record aspects of traditional culture in a table showing what is common in the county.
- Respect and appreciate the traditional culture of one's own and other communities in the county.

- Read the Momanyi-Aoko conversation and name the aspects of traditional culture discussed.
- Complete a table recording aspects of traditional culture common in the learner's county.
- Follow strings activity to match aspects of traditional culture to examples.

How would you describe the aspects of traditional culture in your county?

- Super Minds Social Studies pg. 103
- Approved textbooks
- Digital resources
- Photographs
- Super Minds Social Studies pg. 108
- Plain paper or carton box
- Sticks
- Super Minds Social Studies pg. 112
- School records
- Super Minds Social Studies pg. 121
- Plain carton boxes or paper
- Marker pens

- Oral questions - Written tests

Social Organisations
Resources and Economic Activities
Resources and Economic Activities
Resources and Economic Activities

The School - Rules of the school
Economic Activities in the County - Main resources found in the county
Economic Activities in the County - Main resources found in the county
Economic Activities in the County - Main economic activities in the county

By the end of the lesson, the learner should be able to:
- Outline the school rules and explain why they are important.
- Create a poster displaying school rules using locally available materials.
- Desire to obey school rules to maintain order, discipline and a safe learning environment.

In groups, learners are guided to:
- Read the Eliud-Lucy conversation and identify examples of school rules.
- Discuss why school rules ensure safety, discipline and responsibility.
- Make a school rules poster and display it in class, then recite the school rules poem.

How do school rules help to create a better learning environment?

- Super Minds Social Studies pg. 119
- Plain carton boxes or paper
- Marker pens
- Approved textbooks
- Super Minds Social Studies pg. 126
- Digital resources
- Photographs
- Plain papers or cardboard
- Super Minds Social Studies pg. 129

- Observation - Oral questions - Written tests

Resources and Economic Activities

Economic Activities in the County - Importance of economic activities
Economic Activities in the County - Conserving resources in the county
Trade and Industries - Industries in the county
Trade and Industries - Locating industries in the county

By the end of the lesson, the learner should be able to:
- Explain the importance of economic activities in the county.
- Analyse the importance of economic activities by completing a table showing activities and their benefits.
- Participate in economic activities in the locality and value their role in community development.

In groups, learners are guided to:
- Discuss what different people say about the importance of economic activities.
- Complete a table matching economic activities to their importance in the county.
- Find out from parents or guardians the economic activities they do and their importance, then report in class.

Why are economic activities important to the people of the county?

- Super Minds Social Studies pg. 130
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 132
- Super Minds Social Studies pg. 140
- Photographs
- Super Minds Social Studies pg. 144
- Maps of the county

- Oral questions - Written tests

Resources and Economic Activities

Trade and Industries - Locating industries in the county
Trade and Industries - Benefits of industries in the county
Trade and Industries - Benefits of industries in the county

By the end of the lesson, the learner should be able to:
- Describe the location of specific industries in the county using examples such as pottery near rivers and tea factories near tea farms.
- Record the location of industries in the county in a table.
- Value the relationship between resource availability and industrial location in the county.

In groups, learners are guided to:
- Discuss what Joseph and Juliet say about industries in their counties and where they are located.
- Complete a table recording the names of industries and their locations in the county.
- Visit industries in the county with teacher guidance and write short notes about their location.

How does the location of an industry relate to the resources available in the area?

- Super Minds Social Studies pg. 145
- Maps of the county
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 147
- Photographs
- Super Minds Social Studies pg. 149

- Observation - Written tests

Resources and Economic Activities

Enterprise Project at School - Identifying projects that can be done at school to earn money

By the end of the lesson, the learner should be able to:
- Identify enterprise projects that can be initiated at school to earn money.
- Brainstorm and present project ideas that use available school resources.
- Show enthusiasm and creativity in thinking about viable enterprise projects for the school.

In groups, learners are guided to:
- Read the story of Mrs Mukeka's Grade 4 class and discuss how they identified their enterprise project idea.
- Look around the school environment and identify resources that can be used to start a project.
- Brainstorm and write down different enterprise project ideas from group discussions.

What projects can we start at school to earn money?

- Super Minds Social Studies pg. 152
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 153

- Oral questions - Observation

Resources and Economic Activities

Enterprise Project at School - Starting the enterprise project

By the end of the lesson, the learner should be able to:
- Explain the steps involved in starting an enterprise project at school.
- Participate in initiating the enterprise project by choosing leaders and sharing duties.
- Collaborate responsibly with group members in taking up assigned roles in the project.

In groups, learners are guided to:
- Choose project leaders through a class voting process and assign roles.
- Create a table showing activities, responsible persons and timelines for the project.
- Set rules that will guide the project and record them in a poster.

How do we plan and start an enterprise project at school?

- Super Minds Social Studies pg. 154
- Approved textbooks
- Plain paper or carton boxes
- Super Minds Social Studies pg. 155
- Plain paper

- Observation - Oral questions

Resources and Economic Activities

Enterprise Project at School - Undertaking the enterprise project
Enterprise Project at School - Ethics in managing money from the enterprise project

By the end of the lesson, the learner should be able to:
- Describe the steps involved in carrying out an enterprise project at school.
- Participate actively in making, marketing and selling the enterprise project products.
- Uphold ethics and collective effort throughout the process of undertaking the enterprise project.

In groups, learners are guided to:
- Make the enterprise products in groups, store them and take photographs for advertising.
- Create and post marketing posters in the school neighbourhood.
- Sell the products on an appointed day and hand money to the project treasurer.

How do we carry out our enterprise project successfully?

- Super Minds Social Studies pg. 159
- Project materials
- Plain paper
- Marker pens
- Super Minds Social Studies pg. 157
- Sales records sheet
- Approved textbooks

- Observation - Oral questions

Resources and Economic Activities
Citizenship and Governance in Kenya
Citizenship and Governance in Kenya
Citizenship and Governance in Kenya

Enterprise Project at School - Appreciating collective efforts in the enterprise project
Good Citizenship in School - Qualities of a good citizen in school
Good Citizenship in School - Qualities of a good citizen in school
Good Citizenship in School - Ways of showing qualities of good citizenship

By the end of the lesson, the learner should be able to:
- Evaluate the success of the enterprise project by reviewing what went well and what needs improvement.
- Present findings from the enterprise project to parents, guardians and classmates.
- Acknowledge the value of collective effort, teamwork and responsibility in running a successful school enterprise project.

In groups, learners are guided to:
- Discuss as a class how the project was carried out and whether it followed the original plan.
- Identify what went right, what went wrong and what can be improved next time.
- Share lessons learnt from the enterprise project with parents and guardians.

What did we learn from working together on our enterprise project?

- Super Minds Social Studies pg. 160
- Project records
- Approved textbooks
- Super Minds Social Studies pg. 163
- Digital resources
- Super Minds Social Studies pg. 166
- Plain paper or carton boxes
- Marker pens
- Super Minds Social Studies pg. 169

- Observation - Oral questions

Citizenship and Governance in Kenya

Good Citizenship in School - Ways of showing qualities of good citizenship
Peace - Factors that promote peace in school
Peace - Factors that promote peace in school
Peace - Living in peace and upholding peace in school

By the end of the lesson, the learner should be able to:
- Outline the importance of good citizenship in school and explain how it promotes learning and problem solving.
- Practise positive use of digital devices as part of being a good digital citizen.
- Value good digital citizenship by committing to use digital devices responsibly and positively.

In groups, learners are guided to:
- Listen to Aisha the counselling teacher on the importance of good citizenship in school.
- Read what Shilah, Adrian and Karen say about positive use of digital devices.
- Write a composition on how to use digital devices in a positive way and read it in class.

Why is it important to be a good citizen in our school and online?

- Super Minds Social Studies pg. 172
- Digital devices
- Approved textbooks
- Super Minds Social Studies pg. 177
- Digital resources
- Super Minds Social Studies pg. 178
- Manila paper or carton boxes
- Marker pens
- Super Minds Social Studies pg. 180

- Oral questions - Written tests

Citizenship and Governance in Kenya

Peace - Living in peace and upholding peace in school
Human Rights - Forms of child abuse in the community
Human Rights - Forms of child abuse in the community

By the end of the lesson, the learner should be able to:
- Outline peace activities that can be undertaken in school such as peace gardens, peace corners and peace essay competitions.
- Participate in a peace-building activity such as a peace essay competition.
- Desire to uphold peace in school by actively taking part in peace-building activities.

- Identify and discuss the peace activities shown in pictures such as peace gardens and competitions.
- Organise a peace essay competition in class, assigning roles to groups for seeking permission, inviting learners and judges.
- Recite Miranda's essay on peace and discuss lessons learnt from the competition.

Why is it important to participate in peace-building activities in school?

- Super Minds Social Studies pg. 183
- Manila paper
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 187
- Super Minds Social Studies pg. 189
- Resource person

- Observation - Oral questions

Citizenship and Governance in Kenya

Human Rights - Effects of child abuse in the community
Human Rights - Protecting ourselves and others from child abuse

By the end of the lesson, the learner should be able to:
- Explain the effects of child abuse on the health, education and emotional well-being of children.
- Analyse the effects of child abuse from the story of Alex and create a chart showing these effects.
- Develop a desire to protect children from abuse and promote child rights in the community.

In groups, learners are guided to:
- Read the story of Alex and identify the effects of child abuse he experienced at home and school.
- Discuss the effects of child abuse including poor performance, health problems, injury and death.
- Use plain carton boxes to create a chart on the effects of child abuse and display it in class.

What are the effects of child abuse on children in the community?

- Super Minds Social Studies pg. 191
- Plain carton boxes
- Manila paper
- Approved textbooks
- Super Minds Social Studies pg. 192
- Digital resources
- Resource person

- Observation - Written tests

Citizenship and Governance in Kenya

Democracy in School - Democratic processes in school
Democracy in School - Benefits of democracy in school

By the end of the lesson, the learner should be able to:
- Identify democratic processes practised in school such as voting, making class rules and participating in debates.
- Distinguish between democratic and undemocratic actions using a democracy journal.
- Show interest in participating in democratic processes in school.

In groups, learners are guided to:
- Read the story of Mr Job's class choosing a trip destination through voting and discuss the meaning of democracy.
- Study pictures of democratic processes in school and identify each one.
- Complete a democracy journal by ticking the democratic processes participated in at school.

How do we practise democracy in our school?

- Super Minds Social Studies pg. 195
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 199
- Manila paper or carton boxes
- Marker pens

- Oral questions - Observation

Citizenship and Governance in Kenya

Democracy in School - Appreciating and applying democracy in school
Children's Government in School - Composition of the Children's Government

By the end of the lesson, the learner should be able to:
- Outline the importance of democracy in school as a means of developing future leaders.
- Conduct a mock election in class and apply democratic processes such as campaigning, voting and result announcement.
- Appreciate democratic practices in school as a foundation for responsible citizenship and future leadership.

- Read what learners say about applying democracy through voting and debates.
- Carry out a mock election for class president and deputy, following the steps of registration, campaigning, voting and announcing results.
- Hold a class debate on the statement: "Democracy in school has done much good than worse."

Why is democracy important for learners in school and in the future?

- Super Minds Social Studies pg. 201
- Ballot sheets
- Approved textbooks
- Resource person
- Super Minds Social Studies pg. 205
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

Children's Government in School - Composition of the Children's Government
Children's Government in School - Functions of the Children's Government

By the end of the lesson, the learner should be able to:
- Describe the role of each position in the Children's Government structure.
- Write the structure of the Children's Government in the school and compare it to the example from the course book.
- Appreciate the importance of having a Children's Government that represents all learners in school.

In groups, learners are guided to:
- Discuss the composition of the Children's Government and what each position does.
- Write the structure of the Children's Government in own school and share in class.
- Role-play the positions in the Children's Government and discuss what each member does.

Why is it important for all learners to be represented in the Children's Government?

- Super Minds Social Studies pg. 206
- Approved textbooks
- Super Minds Social Studies pg. 208

- Observation - Oral questions

Citizenship and Governance in Kenya

Children's Government in School - Participating in and supporting the Children's Government
Community Leadership - Leaders in the community

By the end of the lesson, the learner should be able to:
- Outline ways of supporting the Children's Government such as listening, obeying rules and keeping the classroom clean.
- Demonstrate support for the Children's Government by writing a composition on ways learners can support it.
- Commit to being a loyal supporter of the Children's Government by pledging responsible behaviour.

- Read the story of Moto Moto Primary School and identify ways learners support their Children's Government.
- Write a composition on ways of supporting the Children's Government in own school.
- Recite the loyalty pledge and share personal commitments to supporting the Children's Government.

How can we support the Children's Government in our school?

- Super Minds Social Studies pg. 210
- Approved textbooks
- Super Minds Social Studies pg. 212
- Digital resources
- Resource person

- Oral questions - Written tests

Citizenship and Governance in Kenya

Community Leadership - Duties of community leaders

By the end of the lesson, the learner should be able to:
- Identify the duties of community leaders such as maintaining peace, solving disputes and representing the community.
- Classify the duties of leaders according to the type of community leader who carries them out.
- Appreciate that community leaders play a vital role in the development and well-being of the community.

In groups, learners are guided to:
- Discuss the duties of community leaders and make class presentations on each leader's duties.
- Match community leaders to their specific duties using a table.
- Find out from parents or guardians the duties of leaders in their community and report back.

What duties do community leaders perform in our community?

- Super Minds Social Studies pg. 213
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 214
- Resource person

- Oral questions - Written tests

Citizenship and Governance in Kenya

Community Leadership - Qualities of good community leaders

By the end of the lesson, the learner should be able to:
- Identify the qualities of a good community leader such as honesty, fairness and respect.
- Classify leadership qualities into personal and community-serving attributes.
- Show a desire to develop qualities of good leadership in school and community life.

In groups, learners are guided to:
- Engage a resource person to discuss the qualities of a good community leader.
- List and discuss the qualities of a good community leader from the resource person's talk.
- Role-play situations that demonstrate qualities of good leadership in the community.

What qualities make a good community leader?

- Super Minds Social Studies pg. 215
- Resource person
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 216
- Plain paper or carton boxes
- Marker pens

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya - Duties of the County Governor

By the end of the lesson, the learner should be able to:
- Identify the structure of the county government and name the key leaders in it.
- Draw the structure of the county government showing the key positions and their relationship.
- Show respect for county government leaders and appreciate their role in county development.

In groups, learners are guided to:
- Brainstorm the leaders of county government and outline the structure of county government.
- Use approved textbooks or digital devices to research the duties of the County Governor.
- Discuss how the County Governor uses their duties to improve the lives of people in the county.

What are the duties of the County Governor in Kenya?

- Super Minds Social Studies pg. 218
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 219
- Video clips

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya - Roles of a Member of County Assembly
County Governments in Kenya - Appreciating the County Government in Kenya
County Governments in Kenya - Appreciating the County Government in Kenya

By the end of the lesson, the learner should be able to:
- Identify the roles of a Member of County Assembly in Kenya.
- Classify the roles of the MCA into legislative, oversight and representation functions.
- Show interest in understanding the roles of county assembly members in promoting good governance.

In groups, learners are guided to:
- Brainstorm the roles of a Member of County Assembly and share in class.
- Use approved textbooks or digital devices to research the roles of an MCA.
- Discuss how the MCA represents the people of the ward in the county assembly.

What are the roles of a Member of County Assembly in Kenya?

- Super Minds Social Studies pg. 220
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 221
- Super Minds Social Studies pg. 222
- Super Minds Social Studies pg. 223
- Plain paper or carton boxes
- Marker pens

- Oral questions - Observation