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

- Oral questions - Observation

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:

- Draw and label the four cardinal points of a compass
- Use the sun to identify East and West in the environment
- Appreciate the role of the sun in determining direction

In groups, learners are guided to:
- Go outside and use the rising/setting sun to identify East and West
- Draw a compass rose and label all four cardinal points
- Practise forming the four compass points by pointing in each direction

How can the sun help us find direction?

- KLB Visionary Social Studies pg. 2
- Manila paper and markers
- Digital resources

- Observation - Written assignments

Natural and Built Environments

Compass Direction – Forming and practising 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

- Oral questions - Observation

Natural and Built Environments

Compass Direction – Giving directions of places using the four cardinal points
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 give direction of places around the school
- Describe the position of school features using compass points
- Show interest in giving directions accurately

In groups, learners are guided to:
- Look at a picture/map of a school layout and identify directions of features
- Practise giving directions: "The head teacher's office is to the North of the flag pole"
- Work in pairs to describe school features using cardinal points

What is the direction of the different places in our school?

- KLB Visionary Social Studies pg. 5
- School map/sketch
- Approved textbooks
- KLB Visionary Social Studies pg. 7
- Printed local maps

- 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 compass points to locate places on the map of 's county
- Give direction of main features in the county using the four cardinal points
- Show pride in knowing about their county

In groups, learners are guided to:
- Use digital devices to find the map of the county and identify compass directions of features
- Give direction of main features: mountains, rivers, towns
- Display drawn maps showing compass directions of county features

How do we use compass points to locate features in our county?

- KLB Visionary Social Studies pg. 8
- Digital devices/internet
- County maps

- Oral questions - Observation

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

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

- Written assignments - Oral questions

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 and name the sub-counties in 's county
- Draw a map of the county showing sub-counties
- Show pride in knowing the sub-counties of their county

In groups, learners are guided to:
- Brainstorm and list sub-counties found in the county
- Read what Halima says about her county and identify sub-counties
- Draw and colour a map of the county showing sub-counties and display in class

What sub-counties make up our county?

- KLB Visionary Social Studies pg. 12
- County maps
- Approved textbooks

- Oral questions - Observation

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

- Oral questions - Observation

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:

- Use digital or print resources to identify the location of the county
- Draw and colour a map of the county and its neighbours
- Appreciate the importance of knowing the location of the county

In groups, learners are guided to:
- Use digital devices/internet to find the location of the county in relation to neighbouring counties
- Draw and colour map of county and neighbours
- Trace the map of the county and neighbouring counties using tracing paper

How do we use maps and digital resources to locate our county?

- KLB Visionary Social Studies pg. 16
- Digital devices/internet
- Tracing paper

- Observation - Written assignments

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

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

- Observation - Oral questions

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:

- Define the term physical features
- Identify the main physical features found in the county
- Show curiosity about the physical environment around them

In groups, learners are guided to:
- Brainstorm the main physical features found in the county
- Look at pictures of physical features (mountains, rivers, lakes, plains, valleys, forests) and identify them
- Name physical features found in the county and those seen on the way to school

What are the main physical features found in our county?

- KLB Visionary Social Studies pg. 21
- Pictures/photographs of physical features
- Approved textbooks

- Oral questions - Observation

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 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

- Observation - Written assignments

Natural and Built Environments

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:

- Draw and display physical features of the county in class
- Use digital resources to draw or download photographs of physical features
- Show creativity in illustrating physical features

In groups, learners are guided to:
- Draw the physical features shown on the county map
- Use digital devices to draw or download photographs of physical features
- Display drawings and photographs of physical features in class as a gallery

How can we illustrate the main physical features in our county?

- KLB Visionary Social Studies pg. 24
- Digital devices
- Drawing materials

- Observation - Portfolio

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

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

- Written assignments - Oral questions

Natural and Built Environments

Physical Features in the County – Modelling main physical features in the county
Physical Features in the County – Assessment and review of physical features in the county

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

- Make models of physical features using locally available materials
- Display models of physical features in class
- Show creativity and teamwork in modelling physical features

In groups, learners are guided to:
- Use soil or locally available materials to make models of physical features
- Display models in class and explain what each feature represents
- Carry out fieldwork around the school to observe and photograph physical features

How can we model the physical features found in our county?

- KLB Visionary Social Studies pg. 25
- Locally available materials (soil, clay)
- Digital devices
- KLB Visionary Social Studies pg. 29
- Assessment worksheets
- Approved textbooks

- Observation - 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:

- Identify the four seasons experienced in the county (hot, cold, dry, rainy)
- Describe characteristics of each season
- Show curiosity about the seasons experienced in the county

In groups, learners are guided to:
- Brainstorm about seasons experienced in the county
- Look at pictures of the four seasons (rainy, dry, cold, hot) and discuss
- Study a weather chart showing seasons experienced in Gad's county and identify the seasons

What are the seasons experienced in our county?

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

- Oral questions - Observation

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

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

- Oral questions - Observation

Natural and Built Environments

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 rainy weather affects roads in the county
- Discuss the effects of rainy weather on the safety of road users
- Show concern for safety during the rainy season

In groups, learners are guided to:
- Look at pictures of roads affected by rain and discuss
- Discuss how rainy weather affects roads: flooding, potholes, mudslides
- Discuss precautions to keep road users safe during rainy weather

How does rainy weather affect road safety in our county?

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

- Oral questions - Written assignments

Natural and Built Environments

Seasons in the County – Modelling weather charts of seasons 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

- Observation - Portfolio

Natural and Built Environments

Seasons in the County – Appreciating different seasons experienced in the county

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

- Carry out a debate on the motion "The rainy season is better than the dry season"
- Present reasoned arguments for and against a position on seasons
- Show respect for different opinions about seasons

In groups, learners are guided to:
- Organise a debate: "The rainy season is better than the dry season"
- Assign proposing and opposing sides; select motion mover, speaker and secretaries
- Secretaries read out points at the end; class discusses which season benefits the county most

Why do people have different opinions about the seasons in our county?

- KLB Visionary Social Studies pg. 36
- Approved textbooks
- Reference books

- Observation - Oral questions

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

- Oral questions - Observation

Natural and Built Environments

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

- Classify historic built environments into museums, monuments and cultural centres
- Identify the historic built environments found in 's county
- Appreciate the diversity of historic built environments in Kenya

In groups, learners are guided to:
- Study pictures of Nabongo Cultural Centre and Vasco Da Gama Pillar and identify them
- Classify historic built environments identified into museums, monuments and cultural centres
- Use digital resources to research historic built environments in the county

What types of historic built environments are found in our county?

- KLB Visionary Social Studies pg. 39
- Digital devices/internet
- Approved textbooks
- KLB Visionary Social Studies pg. 41
- Pictures of historic sites
- Resource person

- Oral questions - Observation

Natural and Built Environments

Historic Built Environments in the County – Participating in conservation of historic built environments

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

- Observation - Oral questions

Natural and 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:

- Visit a nearby historic built environment and gather information
- Take photographs and record observations during the field visit
- Show interest and respect for historic built environments visited

In groups, learners are guided to:
- Visit a nearby historic built environment
- Ask questions: when was it built, why, who built it, how is it important to people?
- Record conversations, take photographs and write short notes

What can we learn from visiting a historic built environment near our school?

- KLB Visionary Social Studies pg. 45
- Camera/smart phone
- Notebook, pen

- Observation - Portfolio

Natural and Built Environments

Historic Built Environments in the County – Appreciating 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

- Observation - Portfolio

Natural and Built Environments

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:

- Answer questions on historic built environments in the county correctly
- Demonstrate understanding of the importance and conservation of historic built environments
- Show confidence in discussing historic built environments in the county

In groups, learners are guided to:
- Complete the Assessment Exercise on historic built environments
- Correct and review answers in class
- Present field visit reports and picture booklets as part of the review

How well do we understand the historic built environments in our county and how to care for them?

- KLB Visionary Social Studies pg. 46
- Assessment worksheets
- Portfolio

- Written assignments - Oral questions