Natural and Built Environments

Compass direction - Four cardinal points of a compass

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

- Define the term cardinal points
- Identify the four cardinal points of a compass
- Show interest in learning the four cardinal points

- Learners discuss the meaning of cardinal points of a compass
- In pairs, learners look at pictures on compass direction and discuss how to show direction of places
- Learners practice using four cardinal points to locate places in their environment

How do we show the direction of places?

- Mentor Social Studies Learner's Book pg. 11
- Pictures showing cardinal points
- Digital resources
- Charts showing cardinal points

- Observation - Oral questions - Written assignments

Natural and Built Environments

Compass direction - Using the four cardinal points to give directions on a map

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

- Read a simple map with cardinal points
- Use cardinal points to give directions on a map
- Show interest in using cardinal points on maps

- In groups, learners study a map with cardinal points
- Learners answer questions on direction of various features on the map
- Learners practice giving directions using cardinal points on a map

How can we give directions of places using a compass?

- Mentor Social Studies Learner's Book pg. 6
- Maps showing cardinal points
- Digital maps
- Compass

- Observation - Oral questions - Written assignments

Natural and Built Environments

Physical features in the county - Main physical features in the county

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

- Identify the main physical features in the county
- Classify different types of physical features
- Appreciate the diversity of physical features in the county

- Learners observe pictures of different physical features
- Learners identify and name physical features shown in the pictures
- Learners discuss which of these physical features are found in their county

What are the main physical features found in our county?

- Mentor Social Studies Learner's Book pg. 19
- Pictures of physical features
- Digital resources
- Field observation
- Mentor Social Studies Learner's Book pg. 21
- School environment
- Digital devices (for taking photographs)
- Drawing materials

- Observation - Oral questions - Written assignments

Natural and Built Environments

Historic built environments in the county - Main historic built environments in the county

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

- Identify historic built environments in the county
- Explain the purpose of historic built environments
- Show interest in learning about historic built environments

- Learners look at pictures of different historic built environments
- Learners discuss what they can see in the pictures
- With the guidance of a teacher, learners invite an elder to talk about historic built environments

Why is culture important in your county?

- Mentor Social Studies Learner's Book pg. 36
- Pictures of historic built environments
- Digital resources
- Resource person

- Observation - Oral questions - Written assignments

Natural and Built Environments

Historic built environments in the county - Importance of the historic built environments in the county

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

- Explain the importance of historic built environments
- Match historic built environments to their importance
- Appreciate the value of preserving historic built environments

- Learners discuss the importance of different historic built environments
- Learners match historic built environments to their importance
- Learners create posters showing the importance of historic built environments

What is the importance of historic built environments in our county?

- Mentor Social Studies Learner's Book pg. 39
- Pictures of historic built environments
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

People and Population

Interdependence of people - Ways in which people depend on each other in the county

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

- Define the term interdependence
- Identify ways in which people depend on each other
- Appreciate the value of interdependence

- In groups, learners look at pictures showing people working together
- Learners discuss how people in the pictures depend on each other
- Learners identify various ways people depend on each other in their county

How do people in your county depend on each other?

- Mentor Social Studies Learner's Book pg. 46
- Pictures showing interdependence
- Digital resources

- Observation - Oral questions - Written assignments

People and Population

Interdependence of people - Ways in which people depend on each other in the county

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

- Explain the meaning of key terms in interdependence
- Identify various examples of interdependence
- Show interest in how people depend on each other

- Learners use a dictionary or internet to find the meaning of terms related to interdependence
- Learners look at pictures showing different forms of interdependence
- Learners discuss how the people in the pictures depend on each other

What are the different ways people can depend on each other?

- Mentor Social Studies Learner's Book pg. 47
- Dictionary
- Digital resources
- Pictures showing interdependence

- Observation - Oral questions - Written assignments

People and Population

Population distribution in the county - How is the population spread out in our county

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

- Define the terms "densely populated" and "sparsely populated"
- Identify densely and sparsely populated areas
- Show interest in population distribution

- Learners read stories about two different areas: densely populated and sparsely populated
- Learners discuss the population distribution in the two areas
- Learners define the meaning of "densely populated" and "sparsely populated"

How is the population spread out in our county?

- Mentor Social Studies Learner's Book pg. 54
- Pictures showing population distribution
- Digital resources
- Maps
- Mentor Social Studies Learner's Book pg. 55
- Maps showing population distribution
- Charts

- Observation - Oral questions - Written assignments

People and Population

Population distribution in the county - Designing patterns of population distribution in our county

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

- Design patterns of population distribution
- Use symbols to represent settlement patterns
- Show creativity in representing population distribution

- In groups, learners draw the map of their county on manila paper
- Learners design and represent different settlement patterns on the map
- Learners use different materials to show settlement patterns

How can we represent population patterns on a map?

- Mentor Social Studies Learner's Book pg. 59
- Manila paper
- Bean seeds, maize seeds
- Coloring materials
- Digital resources

- Observation - Project work - Oral presentations

Culture and Social Organizations

Aspects of traditional culture in the county - Identifying aspects of traditional culture in the county

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

- Identify aspects of traditional culture
- Classify different aspects of traditional culture
- Show interest in learning about traditional culture

- In pairs, learners look at pictures showing different aspects of traditional culture
- Learners discuss the activities people are doing in the pictures
- Learners identify traditional items shown in the pictures

Why is culture important in your county?

- Mentor Social Studies Learner's Book pg. 63
- Pictures showing traditional culture
- Digital resources
- Cultural artifacts

- Observation - Oral questions - Written assignments

Culture and Social Organizations

Aspects of traditional culture in the county - Identifying aspects of traditional culture in the county

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

- List aspects of traditional culture in the county
- Explain the importance of traditional culture
- Appreciate traditional culture in the county

- With guidance from the teacher, learners invite an elder to talk about traditional culture
- Learners listen to information about ceremonies, foods, houses, tools, games, and sports
- Learners write a short report and present it in class

What aspects of traditional culture are practiced in your county?

- Mentor Social Studies Learner's Book pg. 64
- Resource person (elder)
- Digital resources
- Cultural artifacts

- Observation - Oral presentations - Written reports

Culture and Social Organizations

The school - History of our school
The school - The values of the school

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

- Narrate the history of the school
- Identify key milestones in the school's history
- Appreciate the importance of the school's history

- Learners read a conversation between Moraa and her father about their school's history
- In groups, learners find out the history of their school from teachers, parents, or guardians
- Learners write a report on the school's history

How was our school started?

- Mentor Social Studies Learner's Book pg. 71
- School records
- Resource persons (teachers, parents)
- Digital resources
- Mentor Social Studies Learner's Book pg. 72
- Materials for making posters
- School documents

- Observation - Oral presentations - Written reports

Resources and Economic Activities

Resources in the county - Main resources found in the county

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

- Identify main resources in the county
- Classify different types of resources
- Show interest in resources found in the county

- Learners look at pictures showing different resources
- Learners name the resources shown in the pictures
- In groups, learners talk about main resources in their county

What are the main resources found in your county?

- Mentor Social Studies Learner's Book pg. 77
- Pictures of resources
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Resources and Economic Activities

Resources in the county - Main resources found in the county

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

- List resources found in the county
- Explain the importance of resources
- Appreciate the value of county resources

- Learners read a sample report about resources in Jared Otieno's county
- Learners identify the main resources mentioned in the report
- With teacher guidance, learners organize a visit to a nearby resource

What resources are most important in our county?

- Mentor Social Studies Learner's Book pg. 79
- Field observation
- Digital resources
- Pictures

- Observation - Oral questions - Written reports

Resources and Economic Activities

Trade and Industries in the county - Industries in the county

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

- Identify industries found in the county
- Explain what these industries produce
- Show interest in industries in the county

- In groups, learners look at pictures showing different industries
- Learners discuss products we can get from the industries
- Learners identify materials used in each industry

Which industries are found in your county?

- Mentor Social Studies Learner's Book pg. 90
- Pictures of industries
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Resources and Economic Activities

Trade and Industries in the county - Locating industries in the county
Enterprise project at school - Identifying an enterprise project that can be initiated at school

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

- Locate industries on a county map
- Draw maps showing locations of industries
- Appreciate the importance of industries

- Learners study a map showing Mwaniki's county
- Learners locate main industries on the map
- Learners draw or trace maps in their notebooks and locate industries

Where are the main industries in our county located?

- Mentor Social Studies Learner's Book pg. 91
- Maps showing industries
- Digital resources
- Manila paper
- Mentor Social Studies Learner's Book pg. 95
- Pictures of enterprise projects
- Charts

- Observation - Project work - Oral presentations

Resources and Economic Activities

Enterprise project at school - Identifying an enterprise project that can be initiated at school

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

- Select appropriate enterprise projects
- Plan for an enterprise project
- Show enthusiasm for enterprise projects

- In groups, learners think about a project they can do at school
- Learners discuss factors to consider when selecting a project
- Learners choose one project they will do as a group

What factors should we consider when selecting an enterprise project?

- Mentor Social Studies Learner's Book pg. 96
- Planning materials
- Digital resources
- Charts

- Observation - Group discussions - Project selection

Resources and Economic Activities

Enterprise project at school - Participating in starting an enterprise project at school

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

- Explain the process of starting an enterprise project
- Develop a plan for a project
- Value teamwork in enterprise projects

- Learners read about how Grade Four learners at Juhudi Primary School started their project
- Learners discuss how the project was planned
- Learners prepare a plan for their own enterprise project

How can an enterprise project be started and managed at school?

- Mentor Social Studies Learner's Book pg. 98
- Planning materials
- Digital resources
- Charts

- Observation - Project plans - Oral presentations

Resources and Economic Activities

Enterprise project at school - Participating in starting an enterprise project at school

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

- Create a project plan
- Assign responsibilities in the project
- Show commitment to the project

- Learners prepare a detailed plan for their project
- Learners list things needed for the project
- Learners share responsibilities among group members

How do we plan and organize resources for our project?

- Mentor Social Studies Learner's Book pg. 99
- Planning materials
- Digital resources
- Materials for the project

- Observation - Project plans - Oral presentations

Resources and Economic Activities

Enterprise project at school - Undertaking the project

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

- Implement the project plan
- Work collaboratively on the project
- Show responsibility in project activities

- With teacher guidance, learners start the project they have chosen
- Learners carry out activities according to their plan
- Learners ensure each member is involved

How do we implement our enterprise project plan?

- Mentor Social Studies Learner's Book pg. 99
- Project materials
- Digital resources
- Tools for the project

- Observation - Project implementation - Individual participation

Resources and Economic Activities

Enterprise project at school - Upholding ethics in managing the enterprise project money at school
Enterprise project at school - Appreciating collective efforts in the success of enterprise projects at school

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

- Identify ethical practices in managing money
- Practice honesty in financial management
- Value integrity in handling funds

- Learners read about managing project money
- Learners identify ethical practices in managing money
- Learners practice record-keeping for their project

How do we manage the enterprise project money?

- Mentor Social Studies Learner's Book pg. 100
- Record-keeping materials
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 101
- Evaluation forms
- Project records

- Observation - Record-keeping assessment - Oral questions

Governance in Kenya

Democracy in school - Democratic processes in the school

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

- Identify democratic processes in school
- Explain the importance of voting
- Value democratic processes

- Learners observe pictures of learners voting
- Learners discuss why the learners are voting
- Learners explain why each learner is voting on their own

How can we practice democracy in our school?

- Mentor Social Studies Learner's Book pg. 128
- Pictures showing democratic processes
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Democracy in school - Benefits of democracy in school

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

- Identify benefits of democracy in school
- Explain how democracy promotes values
- Appreciate democratic practices

- Learners read a story about elections at Juhudi Primary School
- Learners identify benefits of democracy mentioned in the story
- Learners discuss other benefits of democracy in their school

Why is democracy important in school?

- Mentor Social Studies Learner's Book pg. 130
- Story texts
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Democracy in school - Appreciating democracy practices in school

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

- Participate in democratic practices
- Evaluate democratic exercises
- Show commitment to democratic values

- With teacher guidance, learners carry out a mock election of leaders in class
- Learners prepare posters and speeches
- Learners participate in voting and counting of votes

How can we apply democracy in our school activities?

- Mentor Social Studies Learner's Book pg. 132
- Voting materials
- Digital resources
- Charts

- Observation - Practical assessment - Written journals

Governance in Kenya

Children's Government in school - Composition of Children's Government in school

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

- Identify positions in the Children's Government
- Explain the importance of Children's Government
- Show interest in Children's Government

- Learners look at pictures of learners holding different positions in Children's Government
- Learners name the positions shown in the posters
- Learners read about Molo Primary School Children's Government

Why is it important to have Children's Government in school?

- Mentor Social Studies Learner's Book pg. 135
- Charts showing Children's Government positions
- Digital resources
- Pictures
- Mentor Social Studies Learner's Book pg. 136
- Charts
- School Children's Government

- Observation - Oral questions - Written assignments

Governance in Kenya

Children's Government in school - Functions of the Children's Government in school

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

- Identify functions of the Children's Government
- Explain the importance of Children's Government
- Value the role of Children's Government

- Learners look at a picture of members of Children's Government
- Learners discuss what is happening in the picture
- Learners identify functions of the Children's Government

What are the functions of the Children's Government in school?

- Mentor Social Studies Learner's Book pg. 137
- Pictures of Children's Government
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Children's Government in school - Participating in Children's Government in school

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

- Identify ways to support Children's Government
- Participate in Children's Government activities
- Value the importance of Children's Government

- Learners look at a picture of a head teacher talking to the Children's Government
- Learners discuss what the head teacher might be saying
- Learners identify ways to participate in Children's Government

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

- Mentor Social Studies Learner's Book pg. 139
- Pictures showing Children's Government
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Community leadership - Community leaders in the county

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

- Identify community leaders in the county
- Explain the role of different leaders
- Appreciate the importance of leadership

- Learners look at pictures showing different community leaders
- Learners talk about the leaders shown
- Learners identify which groups in the community they represent

Who is a community leader?

- Mentor Social Studies Learner's Book pg. 144
- Pictures of community leaders
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Community leadership - Duties of community leaders in the county

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

- Identify duties of community leaders
- Match leaders to their duties
- Value the role of community leaders

- Learners read a story about community leaders
- Learners identify duties of community leaders from the story
- Learners match community leaders to their duties

What are the duties of community leaders in our county?

- Mentor Social Studies Learner's Book pg. 145
- Story texts
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 146
- Digital devices
- Manila paper
- Reference materials

- Observation - Oral questions - Written assignments

Governance in Kenya

Community leadership - Qualities of a good leader in the community

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

- Identify qualities of a good leader
- Explain the importance of leadership qualities
- Value good leadership

- Learners read a story about Chief Nemayian
- Learners identify qualities of a good leader from the story
- Learners discuss other qualities of good leaders

Why is it important for leaders to have good qualities?

- Mentor Social Studies Learner's Book pg. 147
- Story texts
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

Community leadership - Qualities of a good leader in the community

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

- Demonstrate leadership qualities
- Role-play leadership scenarios
- Show interest in developing leadership qualities

- Learners complete a chart on qualities of a good leader
- Learners solve a puzzle on leadership qualities
- Learners role-play how to deal with different situations

How can we develop good leadership qualities?

- Mentor Social Studies Learner's Book pg. 148
- Charts
- Digital resources
- Puzzles

- Observation - Role-play assessment - Written assignments

Governance in Kenya

The County Governments in Kenya - Duties of County Governor in Kenya

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

- Identify the County Governor
- Explain duties of the County Governor
- Appreciate the role of County Governors

- Learners discuss who their County Governor is
- Learners identify duties of the County Governor
- Learners share their findings with classmates

Why is the County Government important in Kenya?

- Mentor Social Studies Learner's Book pg. 153
- Pictures of County Governors
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Governance in Kenya

The County Governments in Kenya - Duties of County Governor in Kenya

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

- Research duties of the County Governor
- Write about the County Governor
- Value the role of the County Governor

- With guidance from the teacher, learners visit County Government offices
- Learners find out the name and duties of their County Governor
- Learners write a letter to a friend about duties of the Governor

What are the main duties of your County Governor?

- Mentor Social Studies Learner's Book pg. 154
- County Government offices
- Digital resources
- Charts

- Observation - Written assignments - Oral presentations

Governance in Kenya

The County Governments in Kenya - Roles of Member of County Assembly

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

- Identify Members of County Assembly
- Explain roles of MCAs
- Show interest in County Assembly

- Learners ask classmates the names of their MCAs
- Learners read a speech by Mr. Kaunda Bongo, an MCA
- Learners discuss the roles of MCAs mentioned in the speech

What are the key responsibilities of Members of County Assembly?

- Mentor Social Studies Learner's Book pg. 156
- Speech texts
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 157
- Resource persons
- Videos

- Observation - Oral questions - Written assignments

Governance in Kenya

The County Governments in Kenya - Appreciating the role played by the County Government in Kenya

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

- Identify roles of County Government
- Recite poems about County Governments
- Appreciate the importance of County Governments

- Learners recite a poem about County Governments
- Learners identify roles of County Governments from the poem
- Learners discuss if their County Government has played an important role

How has the County Government improved life in our area?

- Mentor Social Studies Learner's Book pg. 159
- Poem texts
- Digital resources
- Charts

- Observation - Recitation - Oral questions

Governance in Kenya

The County Governments in Kenya - Appreciating the role played by the County Government in Kenya

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

- Document County Government projects
- Create scrapbooks of projects
- Value the importance of County Governments

- Learners take photographs of various projects undertaken by the County Government
- Learners paste photographs in their scrapbooks
- Learners present their scrapbooks in class

What projects has our County Government implemented in our area?

- Mentor Social Studies Learner's Book pg. 160
- Cameras/digital devices
- Materials for scrapbooks
- Local projects

- Observation - Project assessment - Oral presentations