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:

- Define the term compass and state its purpose
- Identify and name the four cardinal points (North, South, East, West)
- Show interest in learning about direction

- Brainstorm what learners know about direction and finding their way
- Display and discuss a compass diagram showing the four cardinal points
- Label the four cardinal points on a drawn circle in exercise books

What is a compass and what are its four cardinal points?

- KLB Visionary Social Studies pg. 2
- Charts showing compass points
- Approved textbooks
- Manila paper and markers
- Digital resources

- Oral questions - Observation

Natural and Built Environments

Compass Direction – Forming and practising the four cardinal points
Compass Direction – Giving directions of places using the four cardinal points

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

- Demonstrate the four cardinal points by facing each direction
- Distinguish left, right, front and back in relation to compass direction
- Show confidence when using the four cardinal points

In groups, learners are guided to:
- Stand outside and physically face North, South, East and West
- Work in pairs to quiz each other on direction using left/right/front/back
- Recite the compass points poem as a class

How do we show direction of places using the four cardinal points?

- KLB Visionary Social Studies pg. 3
- Open ground/field
- Approved textbooks
- KLB Visionary Social Studies pg. 5
- School map/sketch

- Oral questions - Observation

Natural and Built Environments

Compass Direction – Using the four cardinal points to give direction on a map

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

- Use the four cardinal points to locate places on a local area map
- Fill in directions on a map accurately
- Show patience and accuracy when reading maps

In groups, learners are guided to:
- Study the map of Mwira Area and fill in directions using compass points
- Answer questions: "The school is to the __ of the shop"
- Draw own map and locate places using the four cardinal points

How do we use the four cardinal points to locate places on a map?

- KLB Visionary Social Studies pg. 7
- Printed local maps
- Approved textbooks
- KLB Visionary Social Studies pg. 8
- Digital devices/internet
- County maps

- Written assignments - Oral questions

Natural and Built Environments

Compass Direction – Appreciating the use of the four cardinal points in everyday life

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

- Explain the importance of the four cardinal points in everyday life
- Give examples of how people use compass direction daily
- Appreciate the use of compass direction in everyday life

In groups, learners are guided to:
- Read the story of Miriam who used compass points to find her way out of a forest
- Discuss other everyday uses of the four cardinal points
- Compose and recite poems on the use of the four cardinal points in everyday life

How are the four cardinal points important in our everyday lives?

- KLB Visionary Social Studies pg. 8
- Approved textbooks
- Reference books

- Oral questions - Observation

Natural and Built Environments

Compass Direction – Assessment and review of compass direction
Location and Size of the County – Sub-counties in the county

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

- Answer questions on compass direction accurately
- Demonstrate mastery of the four cardinal points on a map
- Show confidence in applying knowledge of compass direction

In groups, learners are guided to:
- Complete the Assessment Exercise on compass direction
- Correct and review answers in class
- Use maps to peer-test knowledge of compass direction

How well do we understand and apply the four cardinal points?

- KLB Visionary Social Studies pg. 10
- Assessment exercise worksheets
- Printed maps
- KLB Visionary Social Studies pg. 12
- County maps
- Approved textbooks

- Written assignments - Oral questions

Natural and Built Environments

Location and Size of the County – Locating the county in relation to neighbouring counties

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

- Locate the county in relation to its neighbouring counties
- Use compass points to describe the position of neighbouring counties
- Show interest in knowing the county's neighbours

In groups, learners are guided to:
- Study the map of Marsabit County and identify neighbouring counties using compass directions
- Locate own county in relation to neighbouring counties using an atlas
- Play the fun game: write names of neighbouring counties on pieces of paper and randomly pick

Where is our county located in relation to its neighbours?

- KLB Visionary Social Studies pg. 14
- Atlas/county maps
- Digital devices
- KLB Visionary Social Studies pg. 16
- Digital devices/internet
- Tracing paper

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Estimating the size of the county in relation to neighbouring counties

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

- Compare the size of the county with its neighbouring counties
- Identify the largest and smallest neighbouring counties
- Show objectivity when comparing county sizes

In groups, learners are guided to:
- Study a map showing Marsabit County and neighbours and compare sizes
- Identify the largest and smallest neighbouring county
- Use atlas map or internet to find the actual size of the county

How does our county's size compare to its neighbours?

- KLB Visionary Social Studies pg. 17
- Atlas/wall maps
- Approved textbooks

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Acknowledging the location and size of the county
Location and Size of the County – Assessment and review of location and size of the county

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

- Recite and compose a poem about the location and size of the county
- Sketch and colour a map of the county showing neighbours
- Show pride and patriotism about their county

In groups, learners are guided to:
- Recite the poem "Our county our neighbours, East, West, North and South"
- Compose original poems about the location and size of their county and recite during assembly
- Sketch and colour map of county and display in Social Studies corner

How can we express pride in our county's location and size?

- KLB Visionary Social Studies pg. 17
- Approved textbooks
- Tracing paper, markers
- KLB Visionary Social Studies pg. 20
- Assessment worksheets
- County maps

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Acknowledging the location and size of the county
Physical Features in the County – Main physical features in the county

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

- Present a poster on the location and size of the county to the class
- Peer-assess maps and posters of the county
- Show responsibility in sharing knowledge about the county

In groups, learners are guided to:
- Display and present posters on the location and size of the county
- Conduct peer assessment of maps and posters using a checklist
- Find out more from parents or guardians about the county's location and size and report back

Why is it important to know and share information about our county?

- KLB Visionary Social Studies pg. 20
- Manila paper, markers
- Peer assessment checklists
- KLB Visionary Social Studies pg. 21
- Pictures/photographs of physical features
- Approved textbooks

- Observation - Oral questions

Natural and Built Environments

Physical Features in the County – Main physical features in the county
Physical Features in the County – Illustrating the main physical features in the county

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

- Identify physical features shown on a map of the county
- Sketch the main physical features in the county
- Appreciate the variety of physical features in the county

In groups, learners are guided to:
- Study the map of Nakuru County showing physical features and name them
- Sketch the main physical features in the county and place in portfolio
- Walk around school and identify physical features nearby

Which physical features are found in our county?

- KLB Visionary Social Studies pg. 23
- County maps
- Digital resources
- KLB Visionary Social Studies pg. 24
- Digital devices
- Drawing materials

- Observation - Written assignments

Natural and Built Environments

Physical Features in the County – Importance of the main 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
- Explain how physical features benefit people in the county
- Appreciate the significance of physical features in daily life

In groups, learners are guided to:
- Study pictures showing fishing at Lake Victoria, hiking on Mount Kenya, boat riding in River Sagana
- Discuss the importance of each physical feature to the people
- Read Galgalo's points on the importance of physical features in his county

Why are physical features important to the people in the county?

- KLB Visionary Social Studies pg. 25
- Pictures of physical features
- Approved textbooks

- Oral questions - Observation

Natural and Built Environments

Physical Features in the County – Importance of the main physical features in the county
Physical Features in the County – Modelling main physical features in the county

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

- Complete a table showing physical features and their importance
- Discuss how to protect and conserve physical features
- Show responsibility in caring for physical features

In groups, learners are guided to:
- Complete the table listing mountains, lakes, rivers, valleys, plains and vegetation and their importance
- Talk with parent or guardian about importance of physical features around home and report
- Discuss ways to protect physical features in the county

How can we protect the physical features in our county?

- KLB Visionary Social Studies pg. 26
- Approved textbooks
- Reference books
- KLB Visionary Social Studies pg. 25
- Locally available materials (soil, clay)
- Digital devices

- Written assignments - Oral questions

Natural and Built Environments

Physical Features in the County – Assessment and review of physical features in the county
Seasons in the County – Seasons experienced in the county

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

- Answer questions on physical features in the county correctly
- Demonstrate understanding of the importance of physical features
- Show confidence in discussing physical features in the county

In groups, learners are guided to:
- Complete the Assessment Exercise on physical features in the county
- Correct and review answers in class
- Share reports from community visits to nearby physical features

How well do we understand the physical features in our county and their importance?

- KLB Visionary Social Studies pg. 29
- Assessment worksheets
- Approved textbooks
- KLB Visionary Social Studies pg. 30
- Pictures of seasons

- Written assignments - Oral questions

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:

- Use digital or print resources to identify seasons in the county
- Sing a song about the seasons experienced in the county
- Appreciate the different seasons experienced in the county

In groups, learners are guided to:
- Use digital devices to watch a video of seasons experienced in the county
- Sing the song "Rain rain, rain today…" and identify seasons in the song
- Compose a song about the seasons in the county and perform as a group

How do songs help us appreciate the seasons in our county?

- KLB Visionary Social Studies pg. 31
- Digital devices/internet
- Approved textbooks

- Observation - Oral questions

Natural and Built Environments

Seasons in the County – How seasons influence human activities in the county
Seasons in the County – How rainy weather affects road safety in the county

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

- Explain how the four seasons influence human activities in the county
- Identify activities associated with each season
- Show awareness of how seasons shape daily life

In groups, learners are guided to:
- Look at pictures showing activities in different seasons and identify the season in each
- Discuss activities people do in each season: planting, harvesting, ploughing, weeding
- Study Jane's chart of human activities associated with different seasons

How do the seasons influence what people do in the county?

- KLB Visionary Social Studies pg. 32
- Pictures of seasonal activities
- Approved textbooks
- KLB Visionary Social Studies pg. 33
- Pictures of rain-affected roads

- Oral questions - Observation

Natural and Built Environments

Seasons in the County – Modelling weather charts of seasons in the county
Seasons in the County – Appreciating different seasons experienced in the county

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

- Draw weather charts of seasons in the county
- Model a weather chart using locally available materials
- Show creativity in making and displaying weather chart models

In groups, learners are guided to:
- Look at a weather chart model and identify the seasons shown
- Use locally available materials to make a model showing seasons in the county
- Use digital resources to search for videos of weather chart models and discuss

How can we model and display the seasons experienced in our county?

- KLB Visionary Social Studies pg. 34
- Locally available materials
- Digital devices
- KLB Visionary Social Studies pg. 36
- Approved textbooks
- Reference books

- Observation - Portfolio

Natural and Built Environments

Historic Built Environments in the County – Main historic built environments in the county

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

- Define the term historic built environment
- Identify the main historic built environments in the county (museums, monuments, cultural centres)
- Show curiosity about historic built environments in the county

In groups, learners are guided to:
- Brainstorm and share the main historic built environments in the county
- Read the extract defining historic built environments, monuments, museums and cultural centres
- Study pictures of Nyayo Monument, Karen Blixen Museum, Bomas of Kenya and Ronald Ngala Monument

What are the main historic built environments in our county?

- KLB Visionary Social Studies pg. 38
- Pictures of historic built environments
- Approved textbooks
- KLB Visionary Social Studies pg. 39
- Digital devices/internet

- Oral questions - Observation

Natural and Built Environments

Historic Built Environments in the County – Importance of the main historic built environments in the county

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

- Explain the importance of the main historic built environments in the county
- Engage a resource person to discuss the importance of historic built environments
- Show appreciation for the role of historic built environments in the county

- Study pictures of tourists at Fort Jesus and learners visiting Nairobi National Museum
- Read the conversation between Linet and Mr Hussein and identify the importance of museums
- Invite a resource person to discuss the importance of historic built environments

Why are historic built environments important to our county?

- KLB Visionary Social Studies pg. 41
- Pictures of historic sites
- Resource person

- Oral questions - Written assignments

Natural and Built Environments

Historic Built Environments in the County – Participating in conservation of historic built environments
Historic Built Environments in the County – Field visit to a nearby historic built environment

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

- Identify ways of caring for historic built environments
- Participate in conservation activities for historic built environments
- Show responsibility in conserving historic built environments in the county

In groups, learners are guided to:
- Read Juma's findings on ways of caring for historic built environments (cleaning, planting trees, fencing, painting, trimming hedges)
- Watch a video clip on ways of caring for historic built environments
- Read the story of Mike, Vicky and Beth who cleaned a museum and discuss

What can we do to care for and conserve historic built environments in our county?

- KLB Visionary Social Studies pg. 43
- Digital devices/internet
- Approved textbooks
- KLB Visionary Social Studies pg. 45
- Camera/smart phone
- Notebook, pen

- Observation - Oral questions

Natural and Built Environments

Historic Built Environments in the County – Appreciating historic built environments in the county
Historic Built Environments in the County – Assessment and review of historic built environments in the county

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

- Collect and paste pictures of historic built environments in a picture booklet
- Organise and participate in a debate on the importance of historic built environments
- Show appreciation for the historic built environments in the county

In groups, learners are guided to:
- Collect pictures of historic built environments in the county and paste in a picture booklet
- Display picture booklets in class for peer assessment
- Organise a debate: "The importance of historic built environments in our county"; record and discuss points

How can we creatively express our appreciation for historic built environments in our county?

- KLB Visionary Social Studies pg. 44
- Pictures/photographs
- Scrapbook/portfolio
- KLB Visionary Social Studies pg. 46
- Assessment worksheets
- Portfolio

- Observation - Portfolio

People and Population

Interdependence of People - Meaning of interdependence
Interdependence of People - Ways people depend on each other (trade and farming)

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

- Define the term interdependence
- Identify at least three ways people depend on each other in the county
- Appreciate the importance of relying on others in daily life

In groups, learners are guided to:
- Brainstorm in class what it means to depend on others
- Use approved textbooks or digital resources to find the meaning of interdependence
- Discuss examples of interdependence in the local community

What does it mean to depend on one another?

- KLB Visionary Social Studies Grade 4 pg. 47
- Approved textbooks
- Digital resources
- KLB Visionary Social Studies Grade 4 pg. 48
- Pictures/photographs

- Oral questions - Observation

People and Population

Interdependence of People - Ways people depend on each other (hospitals and worship places)

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

- Explain how community members depend on hospitals and worship places
- Illustrate the relationship between different community groups
- Value the role of service institutions in the community

In groups, learners are guided to:
- Discuss how doctors, patients, and farmers depend on each other
- Role-play interdependence of people in a hospital and community settings
- Write notes on how people depend on hospitals and worship places and share in class

How do people in the county depend on hospitals and places of worship?

- KLB Visionary Social Studies Grade 4 pg. 48
- Approved textbooks
- Digital resources

- Observation - Oral questions - Written tests

People and Population

Interdependence of People - Benefits of interdependence
Interdependence of People - Illustrating benefits of interdependence

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

- State at least four benefits of interdependence of people in the county
- Draw a chart showing benefits of interdependence
- Appreciate how interdependence promotes peace and harmony

In groups, learners are guided to:
- Read and discuss Martha's speech bubble on benefits of interdependence
- Brainstorm additional benefits of interdependence in the county
- Create a chart on manila paper listing the benefits of interdependence

Why is it important to support each other in the county?

- KLB Visionary Social Studies Grade 4 pg. 48
- Manila paper
- Felt pens
- Approved textbooks
- Pencil, ruler, pair of scissors
- Felt pens or crayons

- Oral questions - Observation - Checklists

People and Population

Interdependence of People - Appreciating interdependence of people
Interdependence of People - Community perspectives on interdependence

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

- Recite a poem about interdependence of people
- Explain the benefits of interdependence as drawn from the poem
- Compose and recite an original poem on interdependence in the county

In groups, learners are guided to:
- Recite the poem "I do not have everything" as a group
- Discuss the benefits of interdependence presented in the poem
- Compose and recite original poems on benefits of interdependence of people in the county

How do poems help us appreciate interdependence among people?

- KLB Visionary Social Studies Grade 4 pg. 48
- Approved textbooks
- Digital resources
- Notebooks
- Approved textbooks

- Oral questions - Observation

People and Population

Interdependence of People - Review and assessment

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

- Define the term interdependence
- Identify ways different groups of people depend on one another
- Demonstrate understanding of the benefits of interdependence through written responses

In groups, learners are guided to:
- Answer assessment exercise questions on interdependence
- Identify ways in which a farmer and trader, doctor and farmer, teacher and parent, and transporter and farmer depend on each other
- Discuss: what happens when people do not work together?

How do people in different occupations depend on each other in the county?

- KLB Visionary Social Studies Grade 4 pg. 53
- Approved textbooks
- Exercise books

- Written tests - Oral questions - Observation

People and Population

Population Distribution - Meaning of population and population distribution

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

- Define population and population distribution
- Distinguish between dense and sparse population areas
- Show curiosity in understanding how people are spread in the county

In groups, learners are guided to:
- Use a digital device, library, or approved textbooks to find the meaning of population and population distribution
- Study pictures showing areas with many and few people
- Discuss and brainstorm what population distribution means

What is population distribution?

- KLB Visionary Social Studies Grade 4 pg. 54
- Digital resources
- Approved textbooks

- Oral questions - Observation

People and Population

Population Distribution - Patterns of population distribution

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

- Identify the three main patterns of population distribution (linear, clustered, scattered)
- Explain where each pattern is commonly found in the county
- Show interest in studying how people settle in different areas

In groups, learners are guided to:
- Study a map of the county showing population distribution (e.g. Nakuru County)
- Copy and complete sentences describing population patterns
- Name and talk about patterns of population distribution from the map
- Identify patterns from pictures of different settlement areas

What are the common patterns of population distribution in the county?

- KLB Visionary Social Studies Grade 4 pg. 54
- Maps of the county
- Digital resources
- Approved textbooks

- Oral questions - Observation - Written tests

People and Population

Population Distribution - Factors influencing population distribution

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

- Explain factors that influence population distribution in the county
- Relate rainfall, physical features and roads to population patterns
- Appreciate the relationship between environment and human settlement

In groups, learners are guided to:
- Discuss why many people live near roads, urban centres and areas with high rainfall
- Identify areas with dense and sparse populations and their characteristics
- Search the internet or use reference books to find out about factors affecting population distribution

Why do many people live in urban centres and near roads?

- KLB Visionary Social Studies Grade 4 pg. 54
- Digital resources
- Wall maps/atlas
- Approved textbooks

- Oral questions - Written tests - Observation

People and Population

Population Distribution - Illustrating patterns of population distribution

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

- Draw a sketch map of the county showing population distribution
- Plot patterns of population distribution on a county map
- Show accuracy and creativity in designing maps

In groups, learners are guided to:
- Use digital or print resources to research how patterns of population distribution are designed
- Draw a sketch map of the county and plot patterns of population distribution
- Display the map in the Social Studies learning corner

How can we show patterns of population distribution on a map?

- KLB Visionary Social Studies Grade 4 pg. 58
- Digital resources
- Manila paper/flip charts
- Marker pens
- Tracing paper

- Oral questions - Observation - Written tests

People and Population

Population Distribution - Field visit on population distribution

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

- Conduct a field visit to observe patterns of population distribution in the local area
- Record observations on population distribution along roads, around markets and physical features
- Appreciate the importance of fieldwork in learning

In groups, learners are guided to:
- Conduct a field visit around the school to observe patterns of population distribution
- Observe patterns along roads, around markets, and on physical features
- Take photographs (if digital device is available), take notes, and write a report upon return

How is population spread in the area around our school?

- KLB Visionary Social Studies Grade 4 pg. 58
- Notebook and pen
- Tablet or smartphone (digital device)
- Approved textbooks

- Observation - Oral questions - Checklists

People and Population

Population Distribution - Appreciating population distribution in the county

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

- Use a digital or print map to draw and display county population distribution
- Appreciate how population is spread across different parts of the county
- Show responsibility in displaying and sharing learning materials

- Search the internet for a digital map of the county showing patterns of population distribution
- Draw a map of the county showing population distribution using a wall map or atlas
- Display the map in the Social Studies corner for other learners to see

Why is it important to learn how population is distributed in our county?

- KLB Visionary Social Studies Grade 4 pg. 59
- Internet/digital resources
- Wall map/atlas
- Drawing materials

- Oral questions - Observation - Written tests

People and Population

Population Distribution - Review and assessment

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

- Define population distribution
- Identify areas in the county with dense and sparse populations
- Describe the three patterns of population distribution with examples

In groups, learners are guided to:
- Answer assessment exercise questions on population distribution
- Complete the word-search grid on population distribution keywords
- Write sentences describing patterns of population distribution in the county

What are the patterns of population distribution in our county and what causes them?

- KLB Visionary Social Studies Grade 4 pg. 60
- Exercise books
- Approved textbooks

- Written tests - Oral questions - Observation

Social Organisations

Aspects of Traditional Culture in the County - Meaning of culture and social organisations

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

- Define the terms culture and social organisations
- Distinguish between culture and social organisations
- Show interest in learning about traditional culture in the county

In groups, learners are guided to:
- Brainstorm the meaning of culture and social organisations
- Use approved textbooks or digital devices to find the meaning of culture and social organisations
- Discuss the difference between culture and social organisations and share with peers

What does culture mean to you and your community?

- KLB Visionary Social Studies Grade 4 pg. 62
- Digital resources
- Approved textbooks

- Oral questions - Observation

Social Organisations

Aspects of Traditional Culture in the County - Traditional dressing and food in the county
Aspects of Traditional Culture in the County - Traditional housing, games, sports and artefacts

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

- Identify traditional dressing and food of people in the county
- Collect and display pictures showing traditional dressing and foods of people in the county
- Appreciate the traditional dressing and food of people in the county

In groups, learners are guided to:
- Observe pictures of traditional dressing and identify what is shown
- Identify traditional foods in the community and discuss why they are not common today
- Collect pictures of traditional dressing and foods, draw and colour them and display in class

How do traditional dressing and food reflect the identity of people in your county?

- KLB Visionary Social Studies Grade 4 pg. 62
- Pictures and photographs
- Digital resources
- Approved textbooks
- KLB Visionary Social Studies Grade 4 pg. 63
- Pictures and photographs of artefacts

- Observation - Oral questions

Social Organisations

Aspects of Traditional Culture in the County - Traditional festivals and ceremonies
Aspects of Traditional Culture in the County - Describing aspects of traditional culture

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

- Distinguish between festivals and ceremonies practised in the county
- Identify festivals and ceremonies performed by people in the county
- Show respect for the festivals and ceremonies of different communities

In groups, learners are guided to:
- Complete a table distinguishing festivals from ceremonies
- Find out which festivals and ceremonies are performed by people in the county
- Discuss other festivals and ceremonies practised in the county and share with peers

How do festivals and ceremonies help preserve the culture of your community?

- KLB Visionary Social Studies Grade 4 pg. 66
- Pictures of festivals and ceremonies
- Digital resources
- Approved textbooks
- KLB Visionary Social Studies Grade 4 pg. 67
- Approved textbooks
- Resource persons

- Observation - Written tests - Oral questions

Social Organisations

Aspects of Traditional Culture in the County - Importance of traditional culture in the county

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

- Explain the importance of traditional culture in the county
- Compose and sing a song on the importance of traditional culture
- Appreciate the role of traditional culture in maintaining community identity and health

In groups, learners are guided to:
- Listen to/read the radio presenter's speech on importance of traditional culture
- Discuss ways in which different aspects of traditional culture are important to the county
- Compose a song on the importance of traditional culture and teach peers

Why is it important to preserve traditional culture in your county?

- KLB Visionary Social Studies Grade 4 pg. 70
- Digital resources
- Approved textbooks
- Resource persons

- Oral questions - Observation - Written tests