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?

-Our Lives Today Social Studies Learners Book pg. 2
- Charts showing compass points

- 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?

- Our Lives Today Social Studies Learners Book pg. 2
-Pictures
- 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?

-Our Lives Today Social Studies Learners Book pg. 3

- Oral questions - Observation

Natural and Built Environments

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

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?

- Our Lives Today Social Studies Leaners Book pg. 5
- 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?

- Our Lives Today Social Studies Learners Book pg. 7
- Sketch  maps

- Written assignments - Oral questions

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?

-Our Lives Today  Social Studies Learners Book pg. 8
- 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?

- Our Lives Today Social Studies Learners Bookpg. 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?

-Our Lives Today Social Studies Learners Book pg. 10
-Our Lives Today Social Studies pg. 12
- County maps

- 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?

 Our Lives TodaySocial 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?

-Our Lives Social Studies Learners Book 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?

- Our Lives Today Social Studies Learners Book 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

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?

- Our LivesToday Social Studies Learners Book pg. 17
- Approved textbooks
- Tracing paper, markers

- Oral questions - Observation

Natural and Built Environments

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:

- Answer questions on location and size of the county correctly
- Demonstrate understanding of sub-counties and neighbouring counties
- Show confidence in applying knowledge of the county's location

In groups, learners are guided to:
- Complete the Assessment Exercise on location and size of the county
- Correct and review answers in class
- Present maps of the county showing neighbours and sub-counties for peer assessment

How well do we understand the location and size of our county?

- Our Lives Today  Social Studies Learners Book pg. 20
- Assessment worksheets
- County maps

- Written assignments - Oral questions

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?

-Our Lives Today Social Studies Learners Book grade 4 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?

-Our Lives Today Social Studiesl Leaners Book grade 4 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?

-Our Lives Today Learners Book Social Studies grade 4 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?

-Our Lives Today Social Studies Learners book grade 4 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?

Our Lives Today  Social Studies Learners book grade 4 pg. 25
- Pictures of physical features

- 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?

- Our Lives Today Social Studies  Book grade 4 pg. 26

- Written assignments - Oral questions

Natural and Built Environments

Physical Features in the County – Modelling main 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?

Our Lives Today Social Studies grade 4 pg. 25
- Locally available materials (soil, clay)

- Observation - Oral questions

Natural and Built Environments

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:

- 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?

Our Lives Today Social Studies Learners book pg 29

- 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:

- 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?

Our Lives Today  Social Studies pg. 30
- Pictures of seasons

- 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?

Our Lives Today  Social Studies Learners Book pg 31

- 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?

-Our Lives Today Social Studies Learners Book pg. 32
- Pictures of seasonal activities

- Oral questions - Observation

Natural and Built Environments

Seasons in the County – How rainy weather affects road safety in the county
Seasons in the County – Modelling weather charts of seasons 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?

- Our Lives Today Social Studies pg. 33
- Pictures of rain-affected roads
- Approved textbooks
-Our Lives Today Social Studies pg. 34
- Locally available materials
- Digital devices

- Oral questions - Written assignments

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?

- Our Lives Today Social Studies Learners book pg. 36

- 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?

- Our Lives Today Social Studies Leaners Book pg. 38
- Pictures of historic built environments

- Oral questions - Observation

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:

- 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?

-Our Lives Today Social Studies Learners book 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?

- Our Lives Today Social Studies Learners Book pg. 41
- Pictures of historic sites

- Oral questions - Written assignments

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?

Our Lives Today Social Studies Learners book pg. 43
- Digital devices/internet

- 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?

Our Lives Today Social Studies Learners Book pg. 45
- Camera/smart phone
- Notebook, pen

- Observation 

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?

Our Lives Today Social Studies Learners Book grade 4 pg. 44
- Pictures/photographs
- Scrapbook/portfolio

- Observation 

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?

Our Lives Today Social Studies pg. 46

- Written assignments - Oral questions