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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Resources And Economic Activities
|
Resources in the County
|
By the end of the
lesson, the learner
should be able to:
identify the main resources found in the county |
Use appropriate media to identify the main resources found in the county
Write a report on the identified main resources found in the county |
How could we conserve the resources found in the county?
|
Longhorn social studies grade 4 page 69-70
|
Asking and answering question
|
|
| 1 | 2 |
Resources And Economic Activities
|
Resources in the County
Economic activities in the County |
By the end of the
lesson, the learner
should be able to:
develop desire to conserve resources in the county |
Collect and display samples of resources in learning corners. (observe safety)
Brainstorm in groups on how to conserve the resources found in the county |
How could we conserve the resources found in the county?
|
Longhorn social studies grade 4 page 69-70
|
Asking and answering question
|
|
| 1 | 3 |
Resources And Economic Activities
|
Economic activities in the County
|
By the end of the
lesson, the learner
should be able to:
explain the importance of main economic activities carried out in the county |
Explore the local environment and use other sources to identify the main economic activities carried out
Write a report on the identified main economic activities |
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 75-77
|
Asking and answering question
|
|
| 2 | 1 |
Resources And Economic Activities
|
Trade in the County
|
By the end of the
lesson, the learner
should be able to:
able to; identify methods of trade in the county |
Brainstorm in groups on methods of trade in the County (Barter & Currency)
|
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 75-77
Longhorn social studies grade 4 page 81-82 |
Asking and answering question
|
|
| 2 | 2 |
Resources And Economic Activities
|
Trade in the County
Industries in the County |
By the end of the
lesson, the learner
should be able to:
appreciate lawful trading activities in the County |
Visit a trading centre to learn more about trading activities and report back
Role-play trading activities |
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 82-87
Longhorn social studies grade 4 page 88-91 |
Asking and answering question
|
|
| 2 | 3 |
Resources And Economic Activities
|
Industries in the County
|
By the end of the
lesson, the learner
should be able to:
explain the benefits of industries in the County |
Discuss in groups the benefits of industries in the County.
Visit and take photos or video clips of industries found in the County |
How could we benefit from industries in the County?
|
Longhorn social studies grade 4 page 88-91
Longhorn social studies grade 4 page 92-93 |
Asking and answering question
|
|
| 3 | 1 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in initiating an enterprise project at school |
Brainstorm in groups and identify enterprise project that can be undertaken at school
|
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 95-96
Longhorn social studies grade 4 page 96-99 |
Asking and answering question
|
|
| 3 | 2 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in an enterprise project at the school |
Search in the Internet and other sources to find out examples of enterprise projects undertaken in schools.
Plan for a viable enterprise project at school |
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 96-99
|
Asking and answering question
|
|
| 3 | 3 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
uphold ethics in managing the enterprise project money at the school |
Share responsibilities on the planned enterprise project.
Discuss in groups ethical practices to be observed in managing the enterprise project money |
How could we manage the enterprise project i an honest way?
|
Longhorn social studies grade 4 page 101-102
Longhorn social studies grade 4 page 103-104 |
Asking and answering question
|
|
| 4 | 1 |
Political Systems And Change
|
Community leaders
Community leaders |
By the end of the
lesson, the learner
should be able to:
identify community leaders in the County |
Brainstorm in groups and identify leaders in the community (Council of Elders, Religious and Cultural Leaders)
|
Who is a community leader?
|
Longhorn social studies grade 4 page 107-112
Longhorn social studies grade 4 page 113-118 |
Asking and answering question
|
|
| 4 | 2 |
Political Systems And Change
CITIZENSHIP |
Community leaders
Good citizenship in school |
By the end of the
lesson, the learner
should be able to:
state qualities of a good leader in the community desire to support good community leadership in the County. |
Discuss in groups and identify qualities of a good leader in the community
Role - play good leadership in the community |
What are the qualities of a good leader in the community
|
Longhorn social studies grade 4 page 113-118
Longhorn social studies grade 4 page 121-122 |
Asking and answering question
|
|
| 4 | 3 |
CITIZENSHIP
|
Good citizenship in school
|
By the end of the
lesson, the learner
should be able to:
demonstrate qualities of good citizenship in school |
Discuss in groups how to become a good citizen in school
|
How could you demonstrate good citizenship in school?
|
Longhorn social studies grade 4 page 123-125
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
identify cultural practices that are harmful to children |
Use appropriate statements to identify cultural practices that violate child rights in the community
|
Which cultural practice are harmful to children?
|
Longhorn Social Studies Book Grade 4 pg. 125-127
Longhorn Social Studies Book Grade 4 pg. 128-129 Longhorn Social Studies Book Grade 4 pg. 130-131 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
CITIZENSHIP
|
Forms of Child abuse
Living in Peace with others in school |
By the end of the
lesson, the learner
should be able to:
demonstrate knowledge of Child Rights and responsibilities in the community. |
Interact with a resource person and discuss forms of child abuse and protection in the community.
Recite poems on child protection |
How could we protect ourselves from child abuse?
|
Longhorn Social Studies Book Grade 4 pg. 133-136
Longhorn Social Studies Book Grade 4 pg. 137-138 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
CITIZENSHIP
|
Living in Peace with others in school
|
By the end of the
lesson, the learner
should be able to:
identify factors that promote peace in school |
Discuss in groups ways of promoting peace in school
Role play a peaceful situation |
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 137-138
Longhorn Social Studies Book Grade 4 pg. 139-140 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
CITIZENSHIP
|
Living in Peace with others in school
Peace Education Project |
By the end of the
lesson, the learner
should be able to:
appreciate living together in peace in the society |
Participate in national and international events on Peace.
Find out from parents and guardians the importance of upholding peace |
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 139-143
Longhorn Social Studies Book Grade 4 pg. 145-147 |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
CITIZENSHIP
|
Peace Education Project
|
By the end of the
lesson, the learner
should be able to:
plan for a viable peace education project at school |
Brainstorm in groups and identify peace education project that can be undertaken at school.
|
How could we plan for a peace education project in school?
|
Longhorn Social Studies Book Grade 4 pg. 148-149
Longhorn Social Studies Book Grade 4 pg. 150-153 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
CITIZENSHIP
|
Peace Education Project
|
By the end of the
lesson, the learner
should be able to:
actively participate in a peace education project in school |
Search the in Internet to find out examples of peace education projects undertaken in schools (Peace gardens/nature trails, Peace corners, Peace competition essays).
Plan for a viable peace education project at school |
How could we plan for a peace education project in school?
|
Longhorn Social Studies Book Grade 4 pg. 150-153
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
CITIZENSHIP
|
Peace Education Project
Peace Education Project |
By the end of the
lesson, the learner
should be able to:
appreciate collective efforts in the success of peace education project at school. |
Share responsibilities on the planned peace education project.
Undertake the peace education project at school and evaluate its success |
How can we ensure the peace education project in school succeeds?
|
Longhorn Social Studies Book Grade 4 pg. 150-153
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
GOVERNANCE IN KENYA
|
Democracy in school
|
By the end of the
lesson, the learner
should be able to:
: identify democratic processes in school |
Discuss in groups ways of practicing democracy in school.
Use appropriate media to identify ways of practicing democracy in school. |
How could we practice democracy in school?
|
Longhorn Social Studies Book Grade 4 pg. 154-156
Longhorn Social Studies Book Grade 4 pg. 157-158 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
GOVERNANCE IN KENYA
|
Democracy in school
Children |
By the end of the
lesson, the learner
should be able to:
practice democracy in school |
Simulate a real life situation that depicts democracy in school.
Document democratic processes in school and community in a journal. |
What are the benefits of democracy in school?
|
Longhorn Social Studies Book Grade 4 pg. 157-158
Longhorn Social Studies Book Grade 4 pg. 159-161 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
GOVERNANCE IN KENYA
|
Children
|
By the end of the
lesson, the learner
should be able to:
describe the functions of the Children |
Share experiences in groups on functions of Children
|
What is the composition of Children
|
Longhorn Social Studies Book Grade 4 pg. 159-161
Longhorn Social Studies Book Grade 4 pg. 159-162 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
GOVERNANCE IN KENYA
|
The County Government in Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the composition of a County Government in Kenya |
Brainstorm in pairs to understand the meaning of a County Government in Kenya
In pairs, identify sources of money for County Government (fines , Business permits, licenses, parking fees, Cess, land rates, market fee, allocation from national government |
What is the composition of the County Government in Kenya?
|
Longhorn Social Studies Book Grade 4 pg. 163-164
Longhorn Social Studies Book Grade 4 pg. 165-166 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
GOVERNANCE IN KENYA
|
The County Government in Kenya
|
By the end of the
lesson, the learner
should be able to:
identify sources of money for the County Government |
Find out from parents or guardians or teachers how the County Government uses its money and write a report.
Share the report in class |
Where does the County Government get money to do its work?
|
Longhorn Social Studies Book Grade 4 pg. 165-166
Longhorn Social Studies Book Grade 4 pg. 167-168 |
Oral questions Oral Report Observation
|
|
| 9 |
End term assessment |
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