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
- Mentor Social Studies Learner's Book pg. 5
- Cut-outs labeled North, South, East, and West
- School compound

- Observation - Oral questions - Written assignments

Natural and Built Environments

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:

- Read a simple map with cardinal points
- Use cardinal points to give directions on a map
- Show interest in using cardinal points on maps

- In groups, learners study a map with cardinal points
- Learners answer questions on direction of various features on the map
- Learners practice giving directions using cardinal points on a map

How can we give directions of places using a compass?

- Mentor Social Studies Learner's Book pg. 6
- Maps showing cardinal points
- Digital maps
- Compass

- Observation - Oral questions - Written assignments

Natural and Built Environments

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:

- Interpret maps with cardinal points
- Find directions between different locations on a map
- Appreciate the use of cardinal points in finding directions

- Learners study the map of Omo area and identify different locations
- Learners determine directions between different features on the map
- Learners practice giving directions using cardinal points on various maps

How do cardinal points help us find our way on a map?

- Mentor Social Studies Learner's Book pg. 7
- Maps with cardinal points
- Digital resources
- Atlas
- Mentor Social Studies Learner's Book pg. 8
- Atlas
- Digital maps
- Charts with cardinal points

- Observation - Oral questions - Written tests

Natural and Built Environments

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:

- Apply cardinal points in everyday situations
- Create a simple map with cardinal points
- Appreciate the use of cardinal points in everyday life

- Learners engage in a game on locating places using cardinal points
- Learners draw simple maps with cardinal points
- Learners demonstrate how to use cardinal points to locate places in their environment

How can we apply our knowledge of cardinal points in everyday life?

- Mentor Social Studies Learner's Book pg. 9
- Materials for making maps
- Digital resources
- Charts

- Observation - Projects - 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 sub-counties in the county
- Draw a map showing sub-counties in the county
- Appreciate the administrative structure of the county

- Learners look at the map of their county from an atlas or digital device
- Learners identify and name the sub-counties in their county
- In groups, learners study the map of Makao County and identify its sub-counties

Why is it important to learn the size and location of a county?

- Mentor Social Studies Learner's Book pg. 11
- Atlas
- Digital devices
- Map of the county
- Mentor Social Studies Learner's Book pg. 12
- Manila papers
- Coloring materials
- Digital resources

- Observation - Oral questions - Written assignments

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:

- Identify counties neighboring their county
- Locate their county in relation to neighboring counties
- Show interest in learning about neighboring counties

- Using digital maps or atlas, learners identify counties that neighbor their county
- Learners describe the location of their county in relation to neighboring counties
- Learners draw maps showing their county and neighboring counties

Which counties neighbour our county?

- Mentor Social Studies Learner's Book pg. 13
- Atlas
- Digital maps
- County maps

- Observation - Oral questions - Written assignments

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

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

- 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:

- Identify the main physical features in the county
- Classify different types of physical features
- Appreciate the diversity of physical features in the county

- Learners observe pictures of different physical features
- Learners identify and name physical features shown in the pictures
- Learners discuss which of these physical features are found in their county

What are the main physical features found in our county?

- 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:

- Identify the main physical features in the county
- Classify different types of physical features
- Appreciate the diversity of physical features in the county

- Learners observe pictures of different physical features
- Learners identify and name physical features shown in the pictures
- Learners discuss which of these physical features are found in their county

What are the main physical features found in our county?

- 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

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

- 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:

- Identify ways of conserving physical features
- Participate in conservation activities
- Embrace responsible behavior towards physical features

- In groups, learners discuss ways of conserving physical features in their county
- Learners create posters on conservation of physical features
- Learners participate in conservation activities

How can we take care of the main physical features found in our county?

- Mentor Social Studies Learner's Book pg. 26
- Conservation materials
- Digital resources
- Posters

- Observation - Projects - Oral presentations

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:

- Identify ways of conserving physical features
- Participate in conservation activities
- Embrace responsible behavior towards physical features

- In groups, learners discuss ways of conserving physical features in their county
- Learners create posters on conservation of physical features
- Learners participate in conservation activities

How can we take care of the main physical features found in our county?

- Mentor Social Studies Learner's Book pg. 26
- Conservation materials
- Digital resources
- Posters

- Observation - Projects - Oral presentations

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

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

- 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:

- Explain how seasons influence human activities
- Match activities to appropriate seasons
- Show interest in seasonal activities

- Learners read a picture story about farming activities during different seasons
- Learners discuss how different seasons influence human activities
- Using digital devices, learners search for pictures showing activities carried out during different seasons

How do different seasons influence human activities in your county?

- Mentor Social Studies Learner's Book pg. 30
- Pictures showing seasonal activities
- Digital resources
- 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:

- Explain how seasons influence human activities
- Match activities to appropriate seasons
- Show interest in seasonal activities

- Learners read a picture story about farming activities during different seasons
- Learners discuss how different seasons influence human activities
- Using digital devices, learners search for pictures showing activities carried out during different seasons

How do different seasons influence human activities in your county?

- Mentor Social Studies Learner's Book pg. 30
- Pictures showing seasonal activities
- Digital resources
- 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

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

- Observation - Oral questions - Written assignments

Natural and Built Environments

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:

- Explain the importance of historic built environments
- Match historic built environments to their importance
- Appreciate the value of preserving historic built environments

- Learners discuss the importance of different historic built environments
- Learners match historic built environments to their importance
- Learners create posters showing the importance of historic built environments

What is the importance of historic built environments in our county?

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

- Observation - Oral questions - Written assignments

Natural and Built Environments

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:

- Explain the importance of historic built environments
- Match historic built environments to their importance
- Appreciate the value of preserving historic built environments

- Learners discuss the importance of different historic built environments
- Learners match historic built environments to their importance
- Learners create posters showing the importance of historic built environments

What is the importance of historic built environments in our county?

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

- 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:

- Recite poems about conservation of historic sites
- Identify challenges facing historic built environments
- Show commitment to conservation of historic built environments

- Learners recite poems about the importance of conserving historic built environments
- Learners discuss challenges facing historic built environments
- Learners suggest solutions to challenges facing historic built environments

What challenges face our historic built environments and how can we overcome them?

- Mentor Social Studies Learner's Book pg. 43
- Poem texts
- Digital resources
- Pictures of historic sites

- Recitation - Oral questions - Written assignments

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:

- Recite poems about conservation of historic sites
- Identify challenges facing historic built environments
- Show commitment to conservation of historic built environments

- Learners recite poems about the importance of conserving historic built environments
- Learners discuss challenges facing historic built environments
- Learners suggest solutions to challenges facing historic built environments

What challenges face our historic built environments and how can we overcome them?

- Mentor Social Studies Learner's Book pg. 43
- Poem texts
- Digital resources
- Pictures of historic sites

- Recitation - 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:

- 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

- 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:

- Describe how learners in school depend on each other
- Explain how teachers, workers, and learners depend on each other
- Appreciate the importance of collaboration

- In groups, learners discuss how they depend on each other in class
- Learners discuss how teachers, workers, and learners depend on each other
- Learners identify examples of collaboration in their school

How do people living in your county collaborate?

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

- Observation - Oral questions - Group presentations

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:

- 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

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

- 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:

- Define the terms "densely populated" and "sparsely populated"
- Identify densely and sparsely populated areas
- Show interest in population distribution

- Learners read stories about two different areas: densely populated and sparsely populated
- Learners discuss the population distribution in the two areas
- Learners define the meaning of "densely populated" and "sparsely populated"

How is the population spread out in our county?

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

- Observation - 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 - 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

- Observation - Project work - Oral questions

People and Population

Population distribution in the county - Patterns of population distribution

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

- Describe scattered, clustered, and linear settlement patterns
- Identify factors leading to different settlement patterns
- Appreciate the diversity in settlement patterns

- Learners look at diagrams showing different settlement patterns
- Learners discuss how dots are arranged in the pictures
- Learners identify and describe different settlement patterns

How are people settled in different parts of our county?

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

- 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:

- Describe scattered, clustered, and linear settlement patterns
- Identify factors leading to different settlement patterns
- Appreciate the diversity in settlement patterns

- Learners look at diagrams showing different settlement patterns
- Learners discuss how dots are arranged in the pictures
- Learners identify and describe different settlement patterns

How are people settled in different parts of our county?

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

- Observation - Oral questions - Written assignments

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

- Observation - Oral questions - Written assignments

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:

- List aspects of traditional culture in the county
- Explain the importance of traditional culture
- Appreciate traditional culture in the county

- With guidance from the teacher, learners invite an elder to talk about traditional culture
- Learners listen to information about ceremonies, foods, houses, tools, games, and sports
- Learners write a short report and present it in class

What aspects of traditional culture are practiced in your county?

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

- Observation - Oral presentations - Written reports

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:

- List aspects of traditional culture in the county
- Explain the importance of traditional culture
- Appreciate traditional culture in the county

- With guidance from the teacher, learners invite an elder to talk about traditional culture
- Learners listen to information about ceremonies, foods, houses, tools, games, and sports
- Learners write a short report and present it in class

What aspects of traditional culture are practiced in your county?

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

- Observation - Oral presentations - Written reports

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

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

- Observation - Oral presentations - Written reports

Culture and Social Organizations

The school - The values of the school

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

- Identify the values of the school
- Create a poster of the school motto
- Show commitment to school values

- Learners discuss the values of their school
- Learners create posters of the school motto
- Learners display the posters at the Social Studies corner

What values does our school uphold?

- Mentor Social Studies Learner's Book pg. 72
- Materials for making posters
- School documents
- Digital resources

- Observation - Project work - Oral presentations

Culture and Social Organizations

The school - The values of the school

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

- Identify the values of the school
- Create a poster of the school motto
- Show commitment to school values

- Learners discuss the values of their school
- Learners create posters of the school motto
- Learners display the posters at the Social Studies corner

What values does our school uphold?

- Mentor Social Studies Learner's Book pg. 72
- Materials for making posters
- School documents
- Digital resources

- Observation - Project work - Oral presentations

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