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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Natural and built environment
|
Natural Environment; Compass direction
|
By the end of the
lesson, the learner
should be able to:
Define natural environment and identify the four cardinal points of a compass. Draw and label the four cardinal points. Appreciate the use of a compass to show directions. |
Learners are guided to define natural environment and identify the four cardinal points of a compass.
Learners are guided to draw and label the four cardinal points. |
How could we tell directions of places?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Natural and built environment
|
Natural Environment; Using cardinal points to give direction
Natural Environment; Eight compass points |
By the end of the
lesson, the learner
should be able to:
Name the features found to the East, West, North and South of his/her school. Practice giving directions of places using the four cardinal points. Appreciate the use of four cardinal points to give directions of places. |
Learners are guided to name the features found to the East, West, North and South of his/her school.
In pairs, learners are guided to practice giving directions of places using the four cardinal points. |
How could we give directions of places using a compass?
What features are located to the East, West, North and South of the school?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Natural and built environment
|
Natural Environment; Location and size of the county
Natural Environment; Location and size of the county in relation to the neighbouring counties |
By the end of the
lesson, the learner
should be able to:
Identify the largest and the smallest sub-counties in his/her county. Draw a map of his/her county showing its sub-counties and colour his/her county. Appreciate the location and size of his/her county. |
In groups, learners are guided to brainstorm and identify the largest and the smallest sub-counties in his/her county.
Learners are guided to trace out, colour and display the map of the county in class. Learners are guided to draw a map of his/her county showing its sub-counties and colour his/her county. |
What is the name of your county?
How many sub-counties are found in his/her county?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Natural and built environment
|
Natural Environment; Physical features in the county
Natural Environment; Importance of physical features Natural Environment; Conserving physical features |
By the end of the
lesson, the learner
should be able to:
Identify the main physical features in the county. Draw or model physical features found around the school compound and his/her county. Appreciate the physical features found around the school and in his/her county. |
Learners are guided to explore the school and neighborhood to identify and record (drawing, taking photographs) the main physical features in the county. (Vegetation, mountains, hills, rivers, lakes, oceans, valleys, and plains)
Learners are guided to draw or model physical features found around the school compound and his/her county. |
What are the main physical features found in your county?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Natural and built environment
|
Natural Environment; Seasons in the county
Natural Environment; Activities in different seasons |
By the end of the
lesson, the learner
should be able to:
Brainstorm and mention the seasons experienced in the county. Compose and recite a poem about seasons in the county. Have fun and enjoy reciting a poem. |
In groups, learners are guided to brainstorm and mention the seasons experienced in the county.
In groups, learners are guided to compose and recite a poem about seasons in the county. |
Which seasons are experienced in your county?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Natural and built environment
|
Built Environment; Historic built environments in the county
Built Environment; Importance of historic built environments |
By the end of the
lesson, the learner
should be able to:
Identify historic built environments in the county. Draw any historic built environments in the county. Appreciate historic built environments in the county. |
Learners are guided to identify historic built environments in the county (museums, monuments, cultural centres)
Learners are guided to draw any historic built environments in the county. |
Which are the main historic built environments in your county?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Natural and built environment
Culture and Social Organisations |
Built Environment; Ways of caring for historic built environments
Built Environment; Participating in caring for historic environments Culture; Aspects of traditional culture in the county |
By the end of the
lesson, the learner
should be able to:
Read the comprehension about historic built environments then answer the questions. Discuss ways of caring for historic built environments in the county. Appreciate the ways of caring for historic environments. |
In groups, learners are guided to read the comprehension about historic built environments then answer the questions.
In groups, learners are guided to discuss ways of caring for historic built environments in the county. |
How could we care for historic built environments?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Culture and Social Organisations
|
Culture; Aspects of traditional culture in the county
Culture; Importance of aspects of traditional culture |
By the end of the
lesson, the learner
should be able to:
Identify aspects of traditional culture in the county. Perform a traditional ceremony in class while wearing traditional clothes. Have fun and enjoy performing a traditional ceremony. |
Learners are guided to identify aspects of traditional culture in the county (dressing, foods, housing, artefacts, sports and games, festivals and ceremonies)
In groups, learners are guided to perform a traditional ceremony in class while wearing traditional clothes. |
What are the aspects of traditional culture?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Culture and Social Organisations
|
The School; History of the school
The School; School motto and core values |
By the end of the
lesson, the learner
should be able to:
Discuss the history of his/her school. Draw and colour his/her school. Appreciate the history of his/her school. |
In groups, learners are guided to discuss the history of his/her school.
Learners are guided to draw and colour his/her school |
How was your school started?
|
Longhorn; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Culture and Social Organisations
Culture And Social Organizations Culture And Social Organizations |
The School; School routine
Culture Aspects of Traditional Culture in the County Culture Aspects of Traditional Culture in the County |
By the end of the
lesson, the learner
should be able to:
Describe the daily routine of the school. Create a school daily routine chart. Appreciate the importance of school routine. |
Learners are guided to describe the daily routine of the school.
In groups, learners are guided to create a school daily routine chart. In groups, learners are guided to sing songs on the school achievements. |
How is your school daily routine?
|
Longhorn; Social Studies Learner
Longhorn social studies grade 4 page 52-56 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Culture And Social Organizations
|
Culture
Aspects of Traditional Culture in the County
|
By the end of the
lesson, the learner
should be able to:
examine the importance of aspects of traditional culture in the County |
Discuss in groups the importance of aspects of traditional culture in the County.
|
Why is culture important to us?
|
Longhorn social studies grade 4 page 57-59
|
Asking and answering question
|
|
| 5 | 3 |
Culture And Social Organizations
|
The school
|
By the end of the
lesson, the learner
should be able to:
narrate the history of the school |
Carry out a research on
|
How was our school started?
|
Longhorn social studies grade 4 page 57-59
Longhorn social studies grade 4 page 62-64 |
Asking and answering question
|
|
| 6 | 1 |
Culture And Social Organizations
Resources And Economic Activities Resources And Economic Activities |
The school
Resources in the County Resources in the County |
By the end of the
lesson, the learner
should be able to:
describe the daily routine of the school uphold the core values of the school |
Peer assess the best poster
Create a school daily routine chart Sing songs on the school achievements |
How is our school daily routine?
|
Longhorn social studies grade 4 page 64-68
Longhorn social studies grade 4 page 69-70 |
Asking and answering question
|
|
| 6 | 2 |
Resources And Economic Activities
|
Economic activities in the County
|
By the end of the
lesson, the learner
should be able to:
identify the main economic activities carried out in the county |
Use appropriate media to identify the main economic activities in the county
|
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 69-70
Longhorn social studies grade 4 page 75-77 |
Asking and answering question
|
|
| 6 | 3 |
Resources And Economic Activities
|
Economic activities in the County
Trade in the County |
By the end of the
lesson, the learner
should be able to:
develop desire to participate in economic activities in the county |
Play relevant educational computer games on economic activities carried out in the county
Discuss in groups the importance of main economic activities in the county. |
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 75-77
|
Asking and answering question
|
|
| 7 | 1 |
Resources And Economic Activities
|
Trade in the County
Industries in the County |
By the end of the
lesson, the learner
should be able to:
explore the benefits of trade in the County |
Discuss in pairs the benefits of trade in the County
|
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 81-82
Longhorn social studies grade 4 page 82-87 Longhorn social studies grade 4 page 88-91 |
Asking and answering question
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 8 | 1 |
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
Longhorn social studies grade 4 page 101-102 |
Asking and answering question
|
|
| 8 | 2 |
Resources And Economic Activities
Political Systems And Change |
Enterprise Project at school
Community leaders |
By the end of the
lesson, the learner
should be able to:
appreciate collective efforts in the success of enterprise project at school |
Undertake the enterprise project at school and evaluate its success.
Participate in the school entrepreneurship week |
How could we manage the enterprise project i an honest way?
|
Longhorn social studies grade 4 page 103-104
Longhorn social studies grade 4 page 107-112 |
Asking and answering question
|
|
| 8 | 3 |
Political Systems And Change
|
Community leaders
|
By the end of the
lesson, the learner
should be able to:
state the duties of community leaders in the County |
Discuss in groups duties of community leaders and do class presentation
Find out qualities of a good leader from the community and other sources |
Who is a community leader?
|
Longhorn social studies grade 4 page 113-118
|
Asking and answering question
|
|
| 9 | 1 |
CITIZENSHIP
|
Good citizenship in school
|
By the end of the
lesson, the learner
should be able to:
identify qualities of good citizenship in school 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 121-122
Longhorn social studies grade 4 page 123-125 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
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 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
recognize effects of child abuse in the community protect self and others from child abuse in the community |
Use appropriate case study (real or imaginary) to identify harmful cultural practices in the community. (Early and forced marriages, Female genital mutilation,)
|
What are the effects of child abuse?
|
Longhorn Social Studies Book Grade 4 pg. 130-131
Longhorn Social Studies Book Grade 4 pg. 133-136 |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
CITIZENSHIP
GOVERNANCE IN KENYA |
Peace Education Project
Democracy in school |
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
Longhorn Social Studies Book Grade 4 pg. 154-156 |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
GOVERNANCE IN KENYA
|
Democracy in school
|
By the end of the
lesson, the learner
should be able to:
examine the benefits of democracy in school |
Discuss in groups benefits of democracy in school.
Find out more about benefits of democracy in school and share with others |
What are the benefits of democracy in school?
|
Longhorn Social Studies Book Grade 4 pg. 157-158
|
Oral questions Oral Report Observation
|
|
| 12 | 1 |
GOVERNANCE IN KENYA
|
Children
|
By the end of the
lesson, the learner
should be able to:
outline the composition of Children |
Discuss in groups the composition 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
|
|
| 12 | 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
|
|
| 12 | 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
|
Your Name Comes Here