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
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:

- 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
- Mentor Social Studies Learner's Book pg. 15
- Charts showing county sizes

- Observation - Written assignments - Project work

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
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:

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

- Observation - Project work - 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
- Mentor Social Studies Learner's Book pg. 27
- 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
- Mentor Social Studies Learner's Book pg. 31
- Materials for making seasonal calendars
- Pictures

- Observation - Oral questions - Written assignments

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
Interdependence of people - Appreciating 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
- Mentor Social Studies Learner's Book pg. 52
- Poem texts
- Digital resources
- Charts

- Observation - Project work - Role-play assessment

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
Population distribution in the county - Patterns of population distribution

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
- Mentor Social Studies Learner's Book pg. 56
- Maps
- Coloring materials
- Digital resources

- Observation - Oral questions - Written assignments

People and Population

Population distribution in the county - Patterns of population distribution
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:

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

- 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:

- 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
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:

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

- 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:

- 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
The school - Obeying the school rules

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

- Observation - Oral presentations - Written reports