Resources and Economic Activities

Trade and Industries - Industries in the county

By the end of the lesson, the learner should be able to:
- Identify the industries found in the county and distinguish between traditional and modern industries.
- Classify industries into traditional and modern with relevant examples from the county.
- Show interest in learning about the role of industries in the economic development of the county.

In groups, learners are guided to:
- Read Laban's letter and identify the industries he and his family visited during the holiday.
- Study pictures showing raw materials being processed into finished products and name each.
- Find out from parents or guardians examples of industries in the county and share in class.

What industries are found in our county?

- Super Minds Social Studies pg. 140
- Approved textbooks
- Digital resources
- Photographs

- Oral questions - Observation

Resources and Economic Activities

Trade and Industries - Locating industries in the county

By the end of the lesson, the learner should be able to:
- Identify where industries are located in the county.
- Use a map to locate industries in relation to farms, roads and other landmarks.
- Appreciate that the location of industries is determined by the availability of raw materials and infrastructure.

In groups, learners are guided to:
- Study a map showing the location of industries and identify where each industry is placed.
- Read the story of Natalia from Kericho County and explain why the tea factory is located where it is.
- Research the location of industries in the county using approved textbooks or digital devices.

Why are industries located where they are in the county?

- Super Minds Social Studies pg. 144
- Maps of the county
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 145

- Oral questions - Observation

Resources and Economic Activities

Trade and Industries - Benefits of industries in the county

By the end of the lesson, the learner should be able to:
- Explain the benefits of industries in the county including employment, goods, tax revenue and food production.
- Compare the benefits of industries to people, businesses and the county government using examples from the Judy-Mambo conversation.
- Appreciate the contribution of industries to economic development in the county.

In groups, learners are guided to:
- Discuss pictures showing benefits of industries such as job creation and availability of goods.
- Read the Judy-Mambo conversation and identify the benefits of industries mentioned.
- Find out other benefits of industries using approved textbooks or digital devices.

How do industries benefit the people of the county?

- Super Minds Social Studies pg. 147
- Approved textbooks
- Digital resources
- Photographs
- Super Minds Social Studies pg. 149

- Oral questions - 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

- Oral questions - Observation

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:
- Outline the criteria for selecting a viable enterprise project at school.
- Select an enterprise project through a class voting process.
- Value the importance of democratic participation in choosing a school enterprise project.

In groups, learners are guided to:
- Listen to class presentations of enterprise project ideas from different groups.
- Discuss the pros and cons of each project idea presented.
- Vote on the most suitable enterprise project idea and name the project.

How do we choose the best enterprise project for our school?

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

- Observation - Oral questions

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

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

- Observation - Oral questions

Resources and Economic Activities

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

By the end of the lesson, the learner should be able to:
- Explain the importance of ethical record keeping and responsible management of money from the enterprise project.
- Record sales accurately using a records sheet created by the project treasurer.
- Develop accountability and honesty in handling money earned from the enterprise project.

In groups, learners are guided to:
- Discuss how to price products and keep records of sales using a records sheet.
- Fill in a sales records table showing dates, customers, quantities and totals.
- Discuss how the money earned will be used and agree on a responsible way to spend it.

How should we manage the money earned from our enterprise project?

- Super Minds Social Studies pg. 157
- Sales records sheet
- Approved textbooks

- Observation - Written tests

Resources and Economic Activities
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

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

- Observation - Oral questions

Citizenship and Governance in Kenya

Good Citizenship in School - Ways of showing qualities of good citizenship

By the end of the lesson, the learner should be able to:
- Explain how qualities of good citizenship are shown in school through caring, obeying rules and taking responsibility.
- Role-play situations that demonstrate good citizenship qualities in school.
- Develop a personal commitment to showing qualities of good citizenship daily.

In groups, learners are guided to:
- Read and respond to the four school situations that require good citizenship and identify the quality shown in each.
- Role-play good citizenship in scenarios such as class trips, water conservation and care for school property.
- Write a personal promise on how to show good citizenship qualities in school.

How do we show good citizenship qualities in our school?

- Super Minds Social Studies pg. 169
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 172
- Digital devices

- Observation - Oral questions

Citizenship and Governance in Kenya

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:
- Identify the factors that promote peace in school such as respect, friendship, obeying rules and democracy.
- Distinguish between situations that promote peace and those that cause conflict using given statements.
- Appreciate that peace in school creates a positive and safe learning environment.

- Brainstorm the meaning of peace and discuss pictures showing peaceful activities.
- Read the three statements about James and Paul, Grade 4 learners and Ziwani Primary School and identify peace-promoting factors.
- Discuss factors that promote peace and share findings in class.

What makes our school a peaceful place?

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

- Oral questions - Observation

Citizenship and Governance in Kenya

Peace - Living in peace and upholding peace in school
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

- Observation - Oral questions

Citizenship and Governance in Kenya

Human Rights - Forms of child abuse in the community

By the end of the lesson, the learner should be able to:
- Describe cultural practices in the community that violate child rights such as FGM, early marriages and physical punishment.
- Investigate cultural practices that violate child rights using approved textbooks and a resource person.
- Acknowledge that harmful cultural practices must be challenged to protect the rights of children.

In groups, learners are guided to:
- Search for cultural practices that violate child rights using approved textbooks or digital devices.
- Listen to a resource person talk on cultural practices that violate child rights and ask questions.
- Make a chart on the cultural practices that violate child rights and display it in class.

How do harmful cultural practices violate child rights in our community?

- Super Minds Social Studies pg. 189
- Resource person
- Approved textbooks
- Digital resources

- 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

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

- Oral questions - Observation

Citizenship and Governance in Kenya

Democracy in School - Benefits of democracy in school

By the end of the lesson, the learner should be able to:
- Explain the benefits of democracy in school including participation, equality, respect and preparation for citizenship.
- Create a poster showing the benefits of democracy in school.
- Value democracy as a practice that promotes fairness and equal opportunity for all learners.

- Read and discuss the classroom conversation between Mr Smith and Grade 4 learners on the benefits of democracy.
- List the benefits of democracy in school from the discussion.
- Create and display a poster on the benefits of democracy in school using a plain carton box or manila paper.

How does democracy benefit learners in school?

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

- Observation - Oral questions

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

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

- Observation - Oral questions

Citizenship and Governance in Kenya

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

By the end of the lesson, the learner should be able to:
- Explain the functions of the Children's Government such as decision making, assisting teachers and representing learners.
- Distinguish between true and false statements about the functions of the Children's Government.
- Value the role of the Children's Government in making school a fair and organised place for all learners.

- Read and act out the discussion between Mr Kanyondu and Grade 4 learners on the functions of the Children's Government.
- Tick true and false statements about the functions of the Children's Government in the table.
- Role-play the function of the Children's Government assisting a teacher to collect assignments.

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

- Super Minds Social Studies pg. 208
- Approved textbooks

- Oral questions - Observation

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

- 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:
- Describe the specific duties carried out by different community leaders in the county.
- Record and present key duties of community leaders gathered from a resource person's talk.
- Value the service of community leaders and encourage others to respect and support them.

In groups, learners are guided to:
- Engage a resource person to discuss the duties of community leaders and ask questions.
- Write down notes from the resource person's talk and share findings with classmates.
- Make a class presentation matching each community leader type to their key duties.

Why is it important for community leaders to carry out their duties?

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

- Observation - Oral questions

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

- 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:
- Describe the specific duties of the County Governor using examples from the county.
- Draw the structure of the county government and label its key positions.
- Value the County Governor's role in ensuring service delivery and development in the county.

In groups, learners are guided to:
- Watch a video clip or visit county government offices to learn about the County Governor's duties.
- Draw and label the structure of the county government in the exercise book.
- Discuss how the County Governor coordinates development and service delivery in the county.

How does the County Governor serve the people of the county?

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

- Observation - Written tests

Citizenship and Governance in Kenya

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

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

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya - Appreciating the County Government in Kenya

By the end of the lesson, the learner should be able to:
- Explain how the county government serves the people through its various departments and leaders.
- Compare the functions of the County Governor and the MCA in running the county government.
- Appreciate that the county government plays a key role in improving the lives of people in the county.

In groups, learners are guided to:
- Discuss how the county government uses revenue to provide services such as health, roads and education.
- Compare the roles of the County Governor and MCAs using a table.
- Find out from parents or guardians examples of development projects funded by the county government.

How does the county government improve the lives of people in the county?

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

- Oral questions - Written tests