Natural and Built Environments

Compass direction - Four cardinal points of a compass

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

- Define the term cardinal points
- Identify the four cardinal points of a compass
- Show interest in learning the four cardinal points

- Learners discuss the meaning of cardinal points of a compass
- In pairs, learners look at pictures on compass direction and discuss how to show direction of places
- Learners practice using four cardinal points to locate places in their environment

How do we show the direction of places?

- Mentor Social Studies Learner's Book pg. 11
- Pictures showing cardinal points
- Digital resources
- Charts showing cardinal points

- Observation - Oral questions - Written assignments

Natural and Built Environments

Compass direction - Four cardinal points of a compass
Compass direction - Using the four cardinal points to give directions on a map
Compass direction - Using the four cardinal points to give directions on a map

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

- Locate the four cardinal points of a compass
- Show direction of places using cardinal points
- Appreciate the importance of cardinal points in showing direction

- Learners go outside class and face the direction where the sun rises from
- In groups, learners place cut-outs labeled East, West, North and South in their correct directions
- Learners use the four cardinal points to give directions of various places in the school

Why are cardinal points important in everyday life?

- Mentor Social Studies Learner's Book pg. 5
- Cut-outs labeled North, South, East, and West
- School compound
- Mentor Social Studies Learner's Book pg. 6
- Maps showing cardinal points
- Digital maps
- Compass
- Mentor Social Studies Learner's Book pg. 7
- Maps with cardinal points
- Digital resources
- Atlas

- Observation - Oral questions - Practical assessment

Natural and Built Environments

Compass direction - Using the four cardinal points to give directions on a map
Location and size of the county - Sub-counties in the county

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

- Use cardinal points to find directions on different maps
- Solve direction problems using cardinal points
- Value the importance of cardinal points in navigation

- Learners solve problems involving finding directions between places
- In pairs, learners create simple maps with cardinal points
- Learners practice giving directions between places using cardinal points

How do we use cardinal points to navigate from one place to another?

- Mentor Social Studies Learner's Book pg. 8
- Atlas
- Digital maps
- Charts with cardinal points
- Mentor Social Studies Learner's Book pg. 9
- Materials for making maps
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 11
- Digital devices
- Map of the county

- Oral questions - Written assignments - Project assessment

Natural and Built Environments

Location and size of the county - Sub-counties in the county
Location and size of the county - Locating the county in relation to the neighboring counties

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

- Draw a map of the county showing its sub-counties
- Label the sub-counties on a county map
- Show interest in learning about their county

- In groups, learners draw the map of their county on manila paper
- Learners make a large cut-out of the county from manila paper
- Learners draw, label, and color the sub-counties that make up their county

How many sub-counties are in our county?

- Mentor Social Studies Learner's Book pg. 12
- Manila papers
- Coloring materials
- Digital resources
- Mentor Social Studies Learner's Book pg. 13
- Atlas
- Digital maps
- County maps

- Observation - Project work - Oral questions

Natural and Built Environments

Location and size of the county - Locating the county in relation to the neighboring counties

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

- Use compass points to locate their county in relation to neighboring counties
- Draw maps showing relative positions of counties
- Appreciate the geographical relationship between counties

- Learners use compass points to describe the location of their county in relation to neighboring counties
- In pairs, learners complete a chart showing the relative positions of neighboring counties
- Learners draw and label maps showing their county and neighboring counties

How do we use compass points to locate our county in relation to neighboring counties?

- Mentor Social Studies Learner's Book pg. 14
- Atlas
- Digital maps
- County maps

- Observation - Written assignments - Project work

Natural and Built Environments

Location and size of the county - The size of the county in relation to neighboring counties
Physical features in the county - Main physical features in the county

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

- Compare the size of their county with neighboring counties
- Arrange counties from largest to smallest
- Appreciate the diversity in county sizes

- Learners study maps showing their county and neighboring counties
- Learners identify which counties are larger or smaller than their county
- Learners create a table showing the relative sizes of counties

What is the size of your county in relation to neighboring counties?

- Mentor Social Studies Learner's Book pg. 15
- Atlas
- Digital maps
- Charts showing county sizes
- Mentor Social Studies Learner's Book pg. 19
- Pictures of physical features
- Digital resources
- Field observation

- Observation - Oral questions - Written assignments

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:

- Illustrate main physical features in the county
- Take a nature walk to observe physical features
- Show interest in preserving physical features

- With the guidance of the teacher, learners take a walk around the school
- Learners identify the main physical features in their environment
- Learners draw the main physical features in their scrapbooks

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

- Mentor Social Studies Learner's Book pg. 21
- School environment
- Digital devices (for taking photographs)
- Drawing materials

- Observation - Project work - Oral presentations

Natural and Built Environments

Physical features in the county - Importance of the main physical features in the county
Physical features in the county - Embracing responsible behavior to conserve the main physical features in the county

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

- Explain the importance of physical features in the county
- Relate physical features to human activities
- Appreciate the value of physical features

- Learners look at pictures showing different physical features
- Learners discuss the importance of physical features shown in the pictures
- Learners complete a table showing physical features and their importance

Why are physical features important in your county?

- Mentor Social Studies Learner's Book pg. 24
- Pictures of physical features
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 26
- Conservation materials
- Posters

- Observation - Oral questions - Written assignments

Natural and Built Environments

Physical features in the county - Embracing responsible behavior to conserve the main physical features in the county

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

- Explain the importance of conserving physical features
- Create awareness on conservation
- Demonstrate commitment to conservation of physical features

- Learners discuss the benefits of conserving physical features
- Learners create slogans and messages on conservation
- Learners engage in a conservation activity in the school

Why is it important to conserve physical features in our county?

- Mentor Social Studies Learner's Book pg. 27
- Conservation materials
- Digital resources
- Charts

- Observation - Projects - Oral presentations

Natural and Built Environments

Seasons in the county - Seasons experienced in the county
Seasons in the county - How seasons influence human activities 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
- Appreciate the different seasons in the county

- In pairs, learners look at pictures showing different seasons
- Learners identify and discuss the seasons shown in each picture
- Learners identify seasons commonly experienced in their county

Which seasons are experienced in your county?

- Mentor Social Studies Learner's Book pg. 29
- Pictures showing different seasons
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 30
- Pictures showing seasonal activities
- Textbooks

- Observation - Oral questions - Written assignments

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:

- Relate specific activities to specific seasons
- Create a seasonal calendar
- Value the importance of understanding seasons

- Learners create a seasonal calendar showing activities done during different seasons
- Learners discuss why certain activities are best done during specific seasons
- Learners describe how seasons affect daily life in their county

Why do we perform certain activities during specific seasons?

- Mentor Social Studies Learner's Book pg. 31
- Materials for making seasonal calendars
- Digital resources
- Pictures

- Observation - Project work - Oral presentations

Natural and Built Environments

Seasons in the county - Appreciating the different seasons experienced in the county

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

- Discuss benefits of different seasons
- Create poems or songs about seasons
- Appreciate the importance of different seasons

- Learners compose and recite poems about seasons
- Learners create songs about seasons and what people do during these seasons
- Learners debate on how seasons affect planning for activities

How do the different seasons benefit our county?

- Mentor Social Studies Learner's Book pg. 32
- Musical instruments
- Digital resources
- Charts

- Observation - Creative work - Oral presentations

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 historic built environments in the county

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

- Identify historic built environments in the county
- Explain the purpose of historic built environments
- Show interest in learning about historic built environments

- Learners look at pictures of different historic built environments
- Learners discuss what they can see in the pictures
- With the guidance of a teacher, learners invite an elder to talk about historic built environments

Why is culture important in your county?

- Mentor Social Studies Learner's Book pg. 36
- Pictures of historic built environments
- Digital resources
- Resource person
- Mentor Social Studies Learner's Book pg. 39
- Charts

- Observation - Oral questions - Written assignments

Natural and Built Environments

Historic built environments in the county - Ways of caring for the historic built environments in the county

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

- Identify ways of caring for historic built environments
- Create awareness on conservation of historic sites
- Show commitment to conservation of historic built environments

- Learners look at a picture of a traditional granary and discuss how it has been taken care of
- Learners discuss ways of caring for historic built environments
- Learners create posters on caring for historic built environments

How can we care for the main historic built environments in our county?

- Mentor Social Studies Learner's Book pg. 41
- Pictures of historic built environments
- Digital resources
- Materials for making posters

- Observation - Project work - Oral presentations

Natural and Built Environments

Historic built environments in the county - Participating in conservation activities of the historic built environments within the county

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

- Create a simple museum corner
- Collect and display historic artifacts
- Value the importance of preserving historic artifacts

- Learners collect items such as old pots, beads, cups, and books
- Learners create a museum corner in the classroom
- Learners label items in the museum corner

How can we participate in conserving historic built environments?

- Mentor Social Studies Learner's Book pg. 42
- Old artifacts
- Materials for creating museum corner
- Labels
- Mentor Social Studies Learner's Book pg. 43
- Poem texts
- Digital resources
- Pictures of historic sites

- Observation - Project work - Oral presentations

People and Population

Interdependence of people - Ways in which people depend on each other in the county

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

- Define the term interdependence
- Identify ways in which people depend on each other
- Appreciate the value of interdependence

- In groups, learners look at pictures showing people working together
- Learners discuss how people in the pictures depend on each other
- Learners identify various ways people depend on each other in their county

How do people in your county depend on each other?

- Mentor Social Studies Learner's Book pg. 46
- Pictures showing interdependence
- Digital resources

- Observation - Oral questions - Written assignments

People and Population

Interdependence of people - Ways in which people depend on each other in the county

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

- Explain the meaning of key terms in interdependence
- Identify various examples of interdependence
- Show interest in how people depend on each other

- Learners use a dictionary or internet to find the meaning of terms related to interdependence
- Learners look at pictures showing different forms of interdependence
- Learners discuss how the people in the pictures depend on each other

What are the different ways people can depend on each other?

- Mentor Social Studies Learner's Book pg. 47
- Dictionary
- Digital resources
- Pictures showing interdependence
- Mentor Social Studies Learner's Book pg. 48
- School environment
- Pictures

- Observation - Oral questions - Written assignments

People and Population

Interdependence of people - Benefits of interdependence of people in the county

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

- Identify the benefits of interdependence
- Explain how interdependence helps communities
- Value the importance of working together

- Learners read a conversation between Grade Four learners and Chief Karisa about interdependence
- Learners discuss the benefits of interdependence mentioned in the conversation
- Learners identify other benefits of interdependence in their county

Why should we support each other in the county?

- Mentor Social Studies Learner's Book pg. 50
- Charts
- Digital resources
- Pictures

- Observation - Oral questions - Written assignments

People and Population

Interdependence of people - Benefits of interdependence of people in the county

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

- Draw a chart showing benefits of interdependence
- Explain various benefits of interdependence
- Show appreciation for interdependence

- In groups, learners draw a chart showing benefits of interdependence
- Learners read a story about fishermen and discuss how the people in the story benefit from interdependence
- Learners role-play the conversation

How does interdependence benefit different members of our community?

- Mentor Social Studies Learner's Book pg. 51
- Manila paper
- Coloring materials
- Digital resources

- Observation - Project work - Role-play assessment

People and Population

Interdependence of people - Appreciating interdependence of people in the county
Population distribution in the county - How is the population spread out in our county

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

- Recite poems about interdependence
- Explain the messages in the poems
- Appreciate the importance of interdependence

- Learners recite a poem about interdependence
- Learners identify people mentioned in the poem and the work they do
- Learners discuss how people mentioned in the poem depend on each other

What would happen if people in our county did not depend on each other?

- Mentor Social Studies Learner's Book pg. 52
- Poem texts
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 54
- Pictures showing population distribution
- Maps

- Recitation - Oral questions - Written assignments

People and Population

Population distribution in the county - How is the population spread out in our county

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

- Identify factors affecting population distribution
- Complete sentences on population distribution
- Appreciate factors affecting population distribution

- Learners complete sentences about population distribution
- Learners study a map showing population distribution
- Learners identify densely and sparsely populated areas on the map

What factors affect population distribution in our county?

- Mentor Social Studies Learner's Book pg. 55
- Maps showing population distribution
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

People and Population

Population distribution in the county - Patterns of population distribution

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

- Identify patterns of population distribution
- Draw maps showing population distribution
- Show interest in studying population distribution

- In groups, learners study maps of their county
- Learners draw the map and color densely and sparsely populated areas
- Learners use dots to show population distribution

What are the different patterns of population distribution?

- Mentor Social Studies Learner's Book pg. 56
- Maps
- Coloring materials
- Digital resources
- Mentor Social Studies Learner's Book pg. 57
- Charts showing settlement patterns
- Digital resources
- Maps

- Observation - Project work - Oral questions

People and Population

Population distribution in the county - Designing patterns of population distribution in our county

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

- Design patterns of population distribution
- Use symbols to represent settlement patterns
- Show creativity in representing population distribution

- In groups, learners draw the map of their county on manila paper
- Learners design and represent different settlement patterns on the map
- Learners use different materials to show settlement patterns

How can we represent population patterns on a map?

- Mentor Social Studies Learner's Book pg. 59
- Manila paper
- Bean seeds, maize seeds
- Coloring materials
- Digital resources

- Observation - Project work - Oral presentations

Culture and Social Organizations

Aspects of traditional culture in the county - Identifying aspects of traditional culture in the county

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

- Identify aspects of traditional culture
- Classify different aspects of traditional culture
- Show interest in learning about traditional culture

- In pairs, learners look at pictures showing different aspects of traditional culture
- Learners discuss the activities people are doing in the pictures
- Learners identify traditional items shown in the pictures

Why is culture important in your county?

- Mentor Social Studies Learner's Book pg. 63
- Pictures showing traditional culture
- Digital resources
- Cultural artifacts
- Mentor Social Studies Learner's Book pg. 64
- Resource person (elder)

- Observation - Oral questions - Written assignments

Culture and Social Organizations

Aspects of traditional culture in the county - Describing aspects of traditional culture in the county

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

- Describe aspects of traditional culture
- Explain how traditional activities were carried out
- Value the importance of traditional culture

- Learners read a story about a traditional marriage ceremony
- Learners role-play the traditional ceremony
- Learners identify cultural foods, clothes, and items mentioned in the story

How did people carry out different activities in the past?

- Mentor Social Studies Learner's Book pg. 66
- Story texts
- Digital resources
- Pictures of traditional ceremonies

- Observation - Role-play assessment - Oral questions

Culture and Social Organizations

Aspects of traditional culture in the county - Describing aspects of traditional culture in the county

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

- Create a culture booklet
- Illustrate different aspects of traditional culture
- Show pride in traditional culture

- In groups, learners create a culture booklet
- Learners fill the booklet with pictures or diagrams of different aspects of traditional culture
- Learners write traditional names for each aspect

How can we preserve our traditional culture?

- Mentor Social Studies Learner's Book pg. 67
- Materials for making booklets
- Pictures of traditional culture
- Digital resources

- Observation - Project work - Oral presentations

Culture and Social Organizations

The school - History of our school
The school - The values of the school

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

- Narrate the history of the school
- Identify key milestones in the school's history
- Appreciate the importance of the school's history

- Learners read a conversation between Moraa and her father about their school's history
- In groups, learners find out the history of their school from teachers, parents, or guardians
- Learners write a report on the school's history

How was our school started?

- Mentor Social Studies Learner's Book pg. 71
- School records
- Resource persons (teachers, parents)
- Digital resources
- Mentor Social Studies Learner's Book pg. 72
- Materials for making posters
- School documents

- Observation - Oral presentations - Written reports

Culture and Social Organizations

The school - Obeying the school rules

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

- Identify school rules
- Display school rules on a chart
- Show commitment to obeying school rules

- Learners find out from their class teacher the school rules
- Learners write the rules on a manila paper
- Learners display the rules on the classroom wall
- Learners complete a progress report on obeying school rules

Why is it important to obey school rules?

- Mentor Social Studies Learner's Book pg. 73
- School rules
- Manila paper
- Digital resources

- Observation - Self-assessment - Written assignments