Governance in Kenya

Democracy in school - Democratic processes in the school
Democracy in school - Benefits of democracy in 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
- Mentor Social Studies Learner's Book pg. 130
- Story texts

- 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
Community leadership - Duties of 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
- Mentor Social Studies Learner's Book pg. 145
- Story texts

- 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:

- Research duties of community leaders
- Create charts showing leaders' duties
- Show interest in community leadership

- Using digital devices, learners find out duties of different community leaders
- Learners write down their points on a manila paper
- Learners present their work in class

How do different community leaders serve our community?

- Mentor Social Studies Learner's Book pg. 146
- Digital devices
- Manila paper
- Reference materials

- Observation - Project work - Oral presentations

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

- 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:

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

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
- Mentor Social Studies Learner's Book pg. 156
- Speech texts

- 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:

- Find out about local MCAs
- Plan a classroom County Assembly
- Value the role of MCAs

- Learners find out from parents or guardians the name of their area MCA
- Learners identify the Ward they represent
- Learners organize a classroom meeting as a County Assembly

How does the County Assembly function?

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

- Observation - Role-play assessment - Oral presentations

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
People and Population

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

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

- Observation - Project assessment - Oral presentations

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

- Observation - Oral questions - Written assignments

Culture and Social Organizations

The school - History of our 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

- Observation - Oral presentations - Written reports

Culture and Social Organizations
Natural and Built Environments

The school - The values of the school
Compass direction - Four cardinal points of a compass

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

- Identify the values of the school
- Create a poster of the school motto
- Show commitment to school values

- Learners discuss the values of their school
- Learners create posters of the school motto
- Learners display the posters at the Social Studies corner

What values does our school uphold?

- Mentor Social Studies Learner's Book pg. 72
- Materials for making posters
- School documents
- Digital resources
- Mentor Social Studies Learner's Book pg. 11
- Pictures showing cardinal points
- Digital resources
- Charts showing cardinal points

- Observation - Project work - Oral presentations

Natural and Built Environments

Compass direction - Using the four cardinal points to give directions on a map
Physical features in the county - Main physical features in the county

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
- Mentor Social Studies Learner's Book pg. 19
- Pictures of physical features
- Digital resources
- Field observation

- 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:

- Illustrate main physical features in the county
- Take a nature walk to observe physical features
- Show interest in preserving physical features

- With the guidance of the teacher, learners take a walk around the school
- Learners identify the main physical features in their environment
- Learners draw the main physical features in their scrapbooks

How can we illustrate the main physical features in our county?

- Mentor Social Studies Learner's Book pg. 21
- School environment
- Digital devices (for taking photographs)
- Drawing materials

- Observation - Project work - Oral presentations

Natural and Built Environments

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

- 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
- Mentor Social Studies Learner's Book pg. 39
- 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:

- 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
Trade and Industries in the county - Industries 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
- Mentor Social Studies Learner's Book pg. 90
- Pictures of industries
- Charts

- Observation - Oral questions - Written reports

Resources and Economic Activities

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

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

- 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:

- Identify enterprise projects for school
- Explain benefits of enterprise projects
- Show interest in enterprise projects

- Learners look at pictures of different enterprise projects
- Learners discuss what the learners in the pictures are doing
- Learners suggest other projects that can be done at school

How can we start an enterprise project at school?

- Mentor Social Studies Learner's Book pg. 95
- Pictures of enterprise projects
- Digital resources
- Charts

- Observation - Oral questions - Group discussions

Resources and Economic Activities

Enterprise project at school - Identifying an enterprise project that can be initiated at school
Enterprise project at school - Participating in starting an enterprise project 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
- Mentor Social Studies Learner's Book pg. 98

- 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:

- 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
Enterprise project at school - Upholding ethics in managing the enterprise project money at school

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
- Mentor Social Studies Learner's Book pg. 100
- Record-keeping materials
- Charts

- Observation - Project implementation - Individual participation

Resources and Economic Activities

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:

- Evaluate the success of the project
- Identify lessons learned from the project
- Appreciate teamwork in the project

- Learners look at pictures of learners evaluating their project
- Learners discuss ways to evaluate project success
- Learners assess whether their project was successful

How can we know that our project was successful?

- Mentor Social Studies Learner's Book pg. 101
- Evaluation forms
- Digital resources
- Project records

- Observation - Project evaluation - Oral presentations