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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Natural and Built Environments
|
Compass Direction - The four cardinal points of a compass
|
By the end of the
lesson, the learner
should be able to:
- Identify the four cardinal points of a compass - Draw and label the four cardinal points - Appreciate the use of the four cardinal points in everyday life |
- Brainstorm on the four cardinal points of a compass
- Practice giving directions to places using the four cardinal points - Draw and label the four cardinal points - Play computer games on compass direction for enjoyment |
How can we show direction of places?
|
- Our World Social Studies Grade 4 pg. 2
- Digital resources - Maps - Carton box - Nails |
- Oral questions
- Written tests
- Observation
|
|
| 1 | 2 |
Natural and Built Environments
|
Compass Direction - Use of the four cardinal points in giving direction
|
By the end of the
lesson, the learner
should be able to:
- Use the four cardinal points to give direction of places - Read and interpret maps using cardinal points - Value the use of the four cardinal points in everyday life |
- Practice giving directions to places using the four cardinal points
- Draw a sketch map and use the four cardinal points to show direction - Use the four compass points to show direction on a map |
How can we use the four cardinal points in giving direction?
|
- Our World Social Studies Grade 4 pg. 4
- Maps - Compass - Digital resources |
- Oral questions
- Written tests
- Observation
|
|
| 1 | 3 |
Natural and Built Environments
|
Compass Direction - Use of the four cardinal points in giving direction
|
By the end of the
lesson, the learner
should be able to:
- Use the four cardinal points to give direction on a map - Apply cardinal points in real-life situations - Show interest in using cardinal points in direction-giving |
- Practice using the four cardinal points to show direction on a map
- Draw a sketch map of the school showing directions using cardinal points - Practice giving directions of places using the four cardinal points |
Why is it important to use the four cardinal points?
|
- Our World Social Studies Grade 4 pg. 6
- Maps - Digital resources - Compass |
- Oral questions
- Written tests
- Observation
|
|
| 2 | 1 |
Natural and Built Environments
|
Compass Direction - Uses of the four cardinal points in everyday life
|
By the end of the
lesson, the learner
should be able to:
- Identify the uses of the four cardinal points in everyday life - Apply cardinal points in real-life situations - Show interest in using the four cardinal points |
- Discuss uses of the four cardinal points in everyday life
- Play games that involve use of the four cardinal points - Use cardinal points to give directions to different places in the school |
How are the four cardinal points useful in our daily life?
|
- Our World Social Studies Grade 4 pg. 7
- Maps - Digital resources - Compass - Our World Social Studies Grade 4 pg. 8 |
- Oral questions
- Written tests
- Observation
|
|
| 2 | 2 |
Natural and Built Environments
|
Compass Direction - Uses of the four cardinal points in everyday life
|
By the end of the
lesson, the learner
should be able to:
- Identify various professions that use the four cardinal points - Apply the knowledge of the four cardinal points in daily activities - Value the importance of the four cardinal points |
- Discuss various professions that use the four cardinal points
- Role play how different professionals use the four cardinal points - Create posters showing the use of the four cardinal points |
How do different professionals use the four cardinal points?
|
- Our World Social Studies Grade 4 pg. 8
- Resource persons - Digital resources - Compass |
- Oral questions
- Written tests
- Observation
|
|
| 2 | 3 |
Natural and Built Environments
|
Location and Size of the County - Sub-counties in the county
|
By the end of the
lesson, the learner
should be able to:
- Identify sub-counties in the county - Draw and label the sub-counties in the county - Appreciate the administrative divisions in the county |
- Brainstorm and identify sub-counties in their county
- Use digital resources to identify sub-counties in the county - Draw a map showing sub-counties in the county |
Why do we have sub-counties in the county?
|
- Our World Social Studies Grade 4 pg. 9
- Maps - Digital resources - Atlas |
- Oral questions
- Written tests
- Observation
|
|
| 3 | 1 |
Natural and Built Environments
|
Location and Size of the County - Sub-counties in the county
|
By the end of the
lesson, the learner
should be able to:
- Locate sub-counties on a county map - Create a map showing sub-counties - Show interest in learning about sub-counties |
- Use an atlas to identify sub-counties in their county
- Make flashcards with names of sub-counties - Create a map showing sub-counties in the county |
How are sub-counties important to a county?
|
- Our World Social Studies Grade 4 pg. 11
- Maps - Atlas - Digital resources |
- Oral questions
- Observation
- Written tests
|
|
| 3 | 2 |
Natural and Built Environments
|
Location and Size of the County - Location of the county in relation to neighboring counties
|
By the end of the
lesson, the learner
should be able to:
- Locate the county in relation to neighboring counties - Identify counties bordering their county - Appreciate the location of their county |
- Use maps to identify counties neighboring their county
- Draw a map showing their county and neighboring counties - Use digital resources to locate their county in relation to neighboring counties |
Why is it important to know counties neighboring your county?
|
- Our World Social Studies Grade 4 pg. 12
- Maps - Atlas - Digital resources |
- Oral questions
- Observation
- Written tests
|
|
| 3 | 3 |
Natural and Built Environments
|
Location and Size of the County - Location of the county in relation to neighboring counties
|
By the end of the
lesson, the learner
should be able to:
- Use cardinal points to describe the location of neighboring counties - Draw a map showing location of the county - Value the importance of knowing neighboring counties |
- Use the four cardinal points to describe the location of neighboring counties
- Play games on the location of the county - Create a map showing the location of their county in relation to neighboring counties |
How can cardinal points help in describing the location of counties?
|
- Our World Social Studies Grade 4 pg. 14
- Maps - Atlas - Digital resources |
- Oral questions
- Observation
- Written tests
|
|
| 4 | 1 |
Natural and Built Environments
|
Location and Size of the County - Size of the county in relation to neighboring counties
|
By the end of the
lesson, the learner
should be able to:
- Estimate the size of the county in relation to neighboring counties - Compare the size of their county with neighboring counties - Show interest in learning about county sizes |
- Discuss the size of the county in relation to neighboring counties
- Use maps to compare sizes of different counties - Model their county and neighboring counties to show relative sizes |
Why is it important to know the size of your county?
|
- Our World Social Studies Grade 4 pg. 16
- Maps - Atlas - Digital resources - Clay/papier-mâché |
- Oral questions
- Observation
- Written tests
|
|
| 4 | 2 |
Natural and Built Environments
|
Location and Size of the County - Size of the county in relation to neighboring counties
|
By the end of the
lesson, the learner
should be able to:
- Estimate the size of the county in relation to neighboring counties - Compare the size of their county with neighboring counties - Show interest in learning about county sizes |
- Discuss the size of the county in relation to neighboring counties
- Use maps to compare sizes of different counties - Model their county and neighboring counties to show relative sizes |
Why is it important to know the size of your county?
|
- Our World Social Studies Grade 4 pg. 16
- Maps - Atlas - Digital resources - Clay/papier-mâché |
- Oral questions
- Observation
- Written tests
|
|
| 4 | 3 |
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 physical features as natural or man-made - Appreciate the physical features in the county |
- Brainstorm the main physical features in the county
- Use digital resources to identify physical features in the county - Discuss and classify physical features as natural or man-made |
What physical features can you see in your county?
|
- Our World Social Studies Grade 4 pg. 18
- Pictures - Digital resources - Maps |
- Oral questions
- Observation
- Written tests
|
|
| 5 | 1 |
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:
- Explain the characteristics of physical features in the county - Draw different physical features found in the county - Value the physical features in the county |
- Discuss the characteristics of different physical features
- Draw and label physical features found in the county - Use digital resources to view different physical features |
How do physical features differ from each other?
|
- Our World Social Studies Grade 4 pg. 19
- Pictures - Digital resources - Maps |
- Oral questions
- Observation
- Written tests
|
|
| 5 | 2 |
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:
- Explain the characteristics of physical features in the county - Draw different physical features found in the county - Value the physical features in the county |
- Discuss the characteristics of different physical features
- Draw and label physical features found in the county - Use digital resources to view different physical features |
How do physical features differ from each other?
|
- Our World Social Studies Grade 4 pg. 19
- Pictures - Digital resources - Maps |
- Oral questions
- Observation
- Written tests
|
|
| 5 | 3 |
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:
- Explain the characteristics of physical features in the county - Draw different physical features found in the county - Value the physical features in the county |
- Discuss the characteristics of different physical features
- Draw and label physical features found in the county - Use digital resources to view different physical features |
How do physical features differ from each other?
|
- Our World Social Studies Grade 4 pg. 19
- Pictures - Digital resources - Maps |
- Oral questions
- Observation
- Written tests
|
|
| 6 | 1 |
Natural and Built Environments
|
Physical Features in the County - Importance of 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 - Discuss how physical features benefit people - Show interest in conserving physical features |
- Discuss the importance of physical features in the county
- Share importance of physical features in groups - Create a chart showing importance of physical features |
Why are physical features important to people?
|
- Our World Social Studies Grade 4 pg. 21
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 6 | 2 |
Natural and Built Environments
|
Physical Features in the County - Importance of 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 - Discuss how physical features benefit people - Show interest in conserving physical features |
- Discuss the importance of physical features in the county
- Share importance of physical features in groups - Create a chart showing importance of physical features |
Why are physical features important to people?
|
- Our World Social Studies Grade 4 pg. 21
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 6 | 3 |
Natural and Built Environments
|
Physical Features in the County - Illustrating physical features in the county
|
By the end of the
lesson, the learner
should be able to:
- Illustrate the main physical features in the county - Create models of physical features - Appreciate the diversity of physical features |
- Sketch different physical features in the county
- Use digital resources to draw physical features - Create models of physical features using locally available materials |
How can we illustrate physical features?
|
- Our World Social Studies Grade 4 pg. 24
- Clay - Digital resources - Pictures - Carton boxes |
- Oral questions
- Observation
- Written tests
|
|
| 7 | 1 |
Natural and Built Environments
|
Physical Features in the County - Conservation of physical features
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of conserving physical features - Participate in conservation activities - Value the importance of conserving physical features |
- Discuss ways of conserving physical features
- Create posters on conservation of physical features - Participate in conservation activities |
How can we conserve physical features in our county?
|
- Our World Social Studies Grade 4 pg. 26
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 7 | 2 |
Natural and Built Environments
|
Physical Features in the County - Conservation of physical features
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of conserving physical features - Participate in conservation activities - Value the importance of conserving physical features |
- Discuss ways of conserving physical features
- Create posters on conservation of physical features - Participate in conservation activities |
How can we conserve physical features in our county?
|
- Our World Social Studies Grade 4 pg. 26
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 7 | 3 |
Natural and Built Environments
|
Seasons in the County - Seasons experienced in the county
|
By the end of the
lesson, the learner
should be able to:
- Identify seasons experienced in the county - Describe characteristics of different seasons - Show interest in learning about seasons |
- Use digital resources to identify seasons experienced in the county
- Brainstorm about seasons experienced in the county - Sing songs about different seasons |
What seasons are experienced in your county?
|
- Our World Social Studies Grade 4 pg. 27
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 8 | 1 |
Natural and Built Environments
|
Seasons in the County - Effects of seasons on human activities
|
By the end of the
lesson, the learner
should be able to:
- Explain how seasons influence human activities in the county - Identify human activities associated with different seasons - Appreciate the influence of seasons on human activities |
- Discuss how seasons influence human activities
- Observe and record human activities associated with different seasons - Role play human activities associated with different seasons |
How do seasons affect human activities?
|
- Our World Social Studies Grade 4 pg. 30
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 8 | 2 |
Natural and Built Environments
|
Seasons in the County - Effects of seasons on human activities
|
By the end of the
lesson, the learner
should be able to:
- Explain how seasons influence human activities in the county - Identify human activities associated with different seasons - Appreciate the influence of seasons on human activities |
- Discuss how seasons influence human activities
- Observe and record human activities associated with different seasons - Role play human activities associated with different seasons |
How do seasons affect human activities?
|
- Our World Social Studies Grade 4 pg. 30
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 8 | 3 |
Natural and Built Environments
|
Seasons in the County - Effects of seasons on human activities
|
By the end of the
lesson, the learner
should be able to:
- Explain how seasons influence human activities in the county - Identify human activities associated with different seasons - Appreciate the influence of seasons on human activities |
- Discuss how seasons influence human activities
- Observe and record human activities associated with different seasons - Role play human activities associated with different seasons |
How do seasons affect human activities?
|
- Our World Social Studies Grade 4 pg. 30
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 9 | 1 |
Natural and Built Environments
|
Seasons in the County - Effects of rainy weather on roads
|
By the end of the
lesson, the learner
should be able to:
- Identify effects of rainy weather on roads - Explain how rainy weather affects road users - Value safety measures during rainy seasons |
- Discuss effects of rainy weather on roads
- Share experiences of using roads during rainy seasons - Create posters on road safety during rainy seasons |
How does rainy weather affect road users?
|
- Our World Social Studies Grade 4 pg. 32
- Pictures - Digital resources - Charts |
- Oral questions
- Observation
- Written tests
|
|
| 9 | 2 |
Natural and Built Environments
|
Seasons in the County - Weather charts of seasons in the county
|
By the end of the
lesson, the learner
should be able to:
- Model weather charts of seasons in the county - Interpret weather charts - Appreciate different seasons experienced in the county |
- Create weather charts showing seasons in the county
- Interpret weather charts - Use digital resources to view weather charts |
How can weather charts help us understand seasons?
|
- Our World Social Studies Grade 4 pg. 34
- Weather charts - Digital resources - Manila papers |
- Oral questions
- Observation
- Written tests
|
|
| 9 | 3 |
Natural and Built Environments
|
Seasons in the County - Weather charts of seasons in the county
|
By the end of the
lesson, the learner
should be able to:
- Model weather charts of seasons in the county - Interpret weather charts - Appreciate different seasons experienced in the county |
- Create weather charts showing seasons in the county
- Interpret weather charts - Use digital resources to view weather charts |
How can weather charts help us understand seasons?
|
- Our World Social Studies Grade 4 pg. 34
- Weather charts - Digital resources - Manila papers |
- Oral questions
- Observation
- Written tests
|
|
| 10 | 1 |
Natural and Built Environments
|
Historic Built Environments in the County - Main historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Identify the main historic built environments in the county - Describe characteristics of historic built environments - Show interest in historic built environments |
- Brainstorm and share the main historic built environments in the county
- Use print or digital resources to identify historic built environments - Discuss characteristics of different historic built environments |
What historic built environments can you identify in your county?
|
- Our World Social Studies Grade 4 pg. 39
- Pictures - Digital resources - Resource person |
- Oral questions
- Observation
- Written tests
|
|
| 10 | 2 |
Natural and Built Environments
|
Historic Built Environments in the County - Main historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Identify the main historic built environments in the county - Describe characteristics of historic built environments - Show interest in historic built environments |
- Brainstorm and share the main historic built environments in the county
- Use print or digital resources to identify historic built environments - Discuss characteristics of different historic built environments |
What historic built environments can you identify in your county?
|
- Our World Social Studies Grade 4 pg. 39
- Pictures - Digital resources - Resource person |
- Oral questions
- Observation
- Written tests
|
|
| 10 | 3 |
Natural and Built Environments
|
Historic Built Environments in the County - Main historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Explain different types of historic built environments - Create a picture booklet on historic built environments - Appreciate historic built environments in the county |
- Visit some historic built environments within the locality
- Take photographs of historic built environments - Create a picture booklet on historic built environments |
How are historic built environments different from each other?
|
- Our World Social Studies Grade 4 pg. 41
- Pictures - Digital resources - Digital camera |
- Oral questions
- Observation
- Written tests
|
|
| 11 | 1 |
Natural and Built Environments
|
Historic Built Environments in the County - Importance of historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of historic built environments in the county - Discuss benefits of historic built environments - Value the importance of historic built environments |
- Engage a resource person to discuss the importance of historic built environments
- Discuss the importance of historic built environments - Create a chart on the importance of historic built environments |
Why are historic built environments important?
|
- Our World Social Studies Grade 4 pg. 43
- Resource person - Digital resources - Pictures |
- Oral questions
- Observation
- Written tests
|
|
| 11 | 2 |
Natural and Built Environments
|
Historic Built Environments in the County - Importance of historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of historic built environments in the county - Discuss benefits of historic built environments - Value the importance of historic built environments |
- Engage a resource person to discuss the importance of historic built environments
- Discuss the importance of historic built environments - Create a chart on the importance of historic built environments |
Why are historic built environments important?
|
- Our World Social Studies Grade 4 pg. 43
- Resource person - Digital resources - Pictures |
- Oral questions
- Observation
- Written tests
|
|
| 11 | 3 |
Natural and Built Environments
|
Historic Built Environments in the County - Ways of caring for historic built environments
|
By the end of the
lesson, the learner
should be able to:
- State ways of caring for historic built environments in the county - Create messages on caring for historic built environments - Show responsibility in caring for historic built environments |
- Discuss ways of caring for historic built environments
- Create messages on caring for historic built environments - Role play ways of caring for historic built environments |
How can we care for historic built environments?
|
- Our World Social Studies Grade 4 pg. 45
- Pictures - Digital resources - Manila papers |
- Oral questions
- Observation
- Written tests
|
|
| 12 | 1 |
Natural and Built Environments
|
Historic Built Environments in the County - Conservation of historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Participate in conservation activities of historic built environments - Share experiences of conservation activities - Value the importance of conserving historic built environments |
- Participate in caring for historic built environments within the locality
- Share experiences of conservation activities - Create posters on conservation of historic built environments |
Why should we conserve historic built environments?
|
- Our World Social Studies Grade 4 pg. 47
- Pictures - Digital resources - Cleaning materials |
- Oral questions
- Observation
- Written tests
|
|
| 12 | 2 |
Natural and Built Environments
|
Historic Built Environments in the County - Conservation of historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Participate in conservation activities of historic built environments - Share experiences of conservation activities - Value the importance of conserving historic built environments |
- Participate in caring for historic built environments within the locality
- Share experiences of conservation activities - Create posters on conservation of historic built environments |
Why should we conserve historic built environments?
|
- Our World Social Studies Grade 4 pg. 47
- Pictures - Digital resources - Cleaning materials |
- Oral questions
- Observation
- Written tests
|
|
| 12 | 3 |
Natural and Built Environments
|
Historic Built Environments in the County - Conservation of historic built environments
|
By the end of the
lesson, the learner
should be able to:
- Participate in conservation activities of historic built environments - Share experiences of conservation activities - Value the importance of conserving historic built environments |
- Participate in caring for historic built environments within the locality
- Share experiences of conservation activities - Create posters on conservation of historic built environments |
Why should we conserve historic built environments?
|
- Our World Social Studies Grade 4 pg. 47
- Pictures - Digital resources - Cleaning materials |
- Oral questions
- Observation
- Written tests
|
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