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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Natural
Environment
Elements of
a map
|
By the end of the
lesson, the learner
should be able to:
Explain what a map is Identify elements of a map Have fun studying given maps |
Learners are guided to:
Identify elements of a map in groups, using a sketch map/wall map/atlas/age-appropriate map. (Title, frame, key/legend, scale, compass) Identify elements of a map using digital resources Draw a sketch map and indicate the elements Practice reading and interpreting a map using the elements |
What is a map?
|
Local and extended environment
Approved textbooks and other printed resources Resource person Our lives today social studies page 1-5 |
OralQuestions
Teacher made tests
Observation
Project Work
|
|
| 1 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Natural
Environment
Elements of
a map
|
By the end of the
lesson, the learner
should be able to:
Identify the key elements of a map Read and interpret maps using the key elements Appreciate use of maps in daily life |
Learners are guided to:
Identify elements of a map in groups, using a sketch map/wall map/atlas/age-appropriate map. (Title, frame, key/legend, scale, compass) Identify elements of a map using digital resources Draw a sketch map and indicate the elements Practice reading and interpreting a map using the elements Practice, in groups, using different types of maps to identify the elements |
How do we use maps
in our daily lives?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 6-9 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 1 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Natural
Environment
Elements of
a map
|
By the end of the
lesson, the learner
should be able to:
Discuss importance of tittle in a map Draw the symbols that could be used to show a river, forest or house Have fun using maps in our daily lives |
Learners are guided to:
Identify elements of a map in groups, using a sketch map/wall map/atlas/age-appropriate map. (Title, frame, key/legend, scale, compass) Identify elements of a map using digital resources Draw a sketch map and indicate the elements Practice reading and interpreting a map using the elements Play computer games in groups, on the elements of a map (digital maps/atlas/wall maps) |
What are elements do maps have?
|
Photographs, pictures and paintings
Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 9 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 2 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Location,
position and
size of Kenya
|
By the end of the
lesson, the learner
should be able to:
identify the location of Kenya in Africa's map Name 5 countries bordering Kenya Draw a map of Kenya |
Learners are guided to:
Use an atlas/appropriate media in groups, to identify the position of Kenya in relation to her neighbours Draw a map of Kenya and indicate her neighbours Use appropriate media in pairs, to play games on locating places on a map Find out the size of Kenya using digital resources and share in class Draw a map of Kenya and indicate the size in square Kilometres. Write an essay on Kenya and her neighbours |
How would you give
the location and
position of Kenya?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 9-10 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 2 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Location,
position and
size of Kenya
|
By the end of the
lesson, the learner
should be able to:
-locate the position of Kenya in relation to her neighbours - describe the position of Kenya in relation to her neighbours -state the size of Kenya in square kilometres |
Learners are guided to:
Use an atlas/appropriate media in groups, to identify the position of Kenya in relation to her neighbours Draw a map of Kenya and indicate her neighbours Use appropriate media in pairs, to play games on locating places on a map Find out the size of Kenya using digital resources and share in class Draw a map of Kenya and indicate the size in square Kilometres. Write an essay on Kenya and her neighbours |
How do you locate a given place?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 10-11 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 2 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Location,
position and
size of Kenya
|
By the end of the
lesson, the learner
should be able to:
Write an essay about Kenya and her neighbours Discuss importance of neighbouring countries having good relations Describe the direction of Sudan in Kenya Appreciate the use of maps in daily life |
Learners are guided to:
Use an atlas/appropriate media in groups, to identify the position of Kenya in relation to her neighbours Draw a map of Kenya and indicate her neighbours Use appropriate media in pairs, to play games on locating places on a map Find out the size of Kenya using digital resources and share in class Draw a map of Kenya and indicate the size in square Kilometres. |
What is the importance of having good relations?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 12-13 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 3 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Main physical
features in
Kenya-Relief and drainage features
|
By the end of the
lesson, the learner
should be able to:
Give examples of relief and drainage features in Kenya Study given maps and identify relief and drainage features Appreciate relief features in Kenya |
Learners are guided to:
Explore the immediate environment to identify the physical features Brainstorm in groups, and identify physical features found in Kenya (Relief and drainage) Locate the main physical features in Kenya using a sketch map/ atlas Draw a map of Kenya and locate the main physical features Collect and display maps/pictures showing the main physical features in Kenya |
What are examples of relief features in Kenya?
|
Photographs, pictures and paintings Flash cards and posters internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 14-17 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 3 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Main physical
features in
Kenya
|
By the end of the
lesson, the learner
should be able to:
identify the main physical features in Kenya locate the main physical features in Kenya on a map appreciate the physical features found in Kenya |
Learners are guided to:
Explore the immediate environment to identify the physical features Brainstorm in groups, and identify physical features found in Kenya (Relief and drainage) Locate the main physical features in Kenya using a sketch map/ atlas Draw a map of Kenya and locate the main physical features Collect and display maps/pictures showing the main physical features in Kenya |
Where are the main
physical features
found in
our country?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 17-19 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 3 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Main physical
features in
Kenya
|
By the end of the
lesson, the learner
should be able to:
Draw the map of Kenya and show where the physical features are Explain importance of some of the physical features in Kenya Have fun visiting some of Kenya's features |
Learners are guided to:
Explore the immediate environment to identify the physical features Brainstorm in groups, and identify physical features found in Kenya (Relief and drainage) Locate the main physical features in Kenya using a sketch map/ atlas Draw a map of Kenya and locate the main physical features Collect and display maps/pictures showing the main physical features in Kenya |
What are importance of physical features in kenya?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 19-20 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 4 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Weather and
Climate in
Kenya
|
By the end of the
lesson, the learner
should be able to:
Define weather Identify elements of weather in the environment Describe the weather condition Appreciate the different weather patterns in Kenya |
Learners are guided to:
Make oral phrases that give description of weather Find out the meaning of climate using appropriate media Brainstorm in pairs the difference between weather and climate and share with peers Think, pair and share on elements of weather |
What weather
conditions do we
experience in our
environment?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 21-22 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 4 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Weather and
Climate in
Kenya
|
By the end of the
lesson, the learner
should be able to:
Define climate Describe the climate of the locality Describe the different climatic conditions in different regions in Kenya |
Find out from relevant sources the
elements of weather and write down key points Locate in pairs, the main climatic regions in Kenya using appropriate media/ a map of Kenya |
What is climate?
|
Local and extended environment
Real objects Maps Photographs, pictures and paintings Flash cards and posters Resource person Our lives today social studies page 22-23 |
Oral Questions
Teacher made tests
cObservation
Project Work
|
|
| 4 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Weather and
Climate in
Kenya
|
By the end of the
lesson, the learner
should be able to:
distinguish between weather and climate identify elements of weather in the environment locate the main climatic regions in Kenya appreciate the different climatic regions in Kenya |
Discuss in groups the characteristics
of the main climatic regions in Kenya Play age-appropriate games on the main climatic regions in Kenya using appropriate media Model in groups a map of Kenya showing the main climatic regions and display in class |
What weather
conditions do we experience in our
environment?
|
Photographs, pictures and paintings
Flash cards and posters internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 24-31 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 5 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
The
Built
Environments
|
By the end of the
lesson, the learner
should be able to:
Identify the main historic built environments in Kenya Locate the main historic built environments in Kenya on a map Appreciate importance of museums |
Learners are guided to:
Think individually and share in pairs on the main historic built environments in Kenya (Museums, monuments, Cultural centres and historical buildings) Use a map of Kenya, in groups, to locate some of the historic built environments |
What are importance of historic built environments?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Monuments, Cultural and historical sites Display boards Our lives today social studies page 32-35 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 5 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
The
Built
Environments
|
By the end of the
lesson, the learner
should be able to:
identify the main historic built environments in Kenya explain the importance of caring for historic built environments care for the historic built environments |
Develop communication messages
on the importance of caring for historic built environments in Kenya |
Which historic built environments do you know?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides Museum, Monuments, Cultural and historical sites Newspaper cuttings Libraries Display boards Our lives today social studies page 35-38 |
|
|
| 5 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
The
Built
Environments
|
By the end of the
lesson, the learner
should be able to:
locate the main historic built environments in Kenya on a map historic built environments Appreciate taking care of historic built environments |
Visit a nearby historic built
environment and write a report after he visit/visit a museum to learn about the past and write a report Participate in caring for historic built environments within the locality |
How could we care for
the historic built
environments in our
country?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Vetted digital resources, educational computer games Approved textbooks and other printed resources Worksheets, Activity sheets Resource persons Libraries Display boards Our lives today social studies page 35-38 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 6 | 1 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Culture and
Social Organizations
Culture
|
By the end of the
lesson, the learner
should be able to:
Identify the main language groups in Kenya identify names from different language groups in kenya appreciate the different communities found in Kenya draw a table with the name of a house from different language groups |
Learners are guided to:
Brainstorm in groups, the meaning of African traditional education Discuss in pairs, methods of instruction used in African traditional education such as narratives, stories, songs, riddles and proverbs View video tapes/listen to narratives, stories/observe pictures on aspects of African traditional education |
How many language groups are there in kenya?
|
Local and extended environment
Approved textbooks and other printed resources Resource persons Our lives today social studies page 39-40 |
Oral Questions
Teacher made tests
Observation
Project Work
eAnecdotal Records
Checklist
Portfolio
|
|
| 6 | 2 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Culture and
Social Organizations
Culture
|
By the end of the
lesson, the learner
should be able to:
identify words with the same name but different meaning from different communities explain the importance of African traditional education in promoting values design posters on methods of instruction used in African traditional education appreciate interdependency among communities in Kenya |
Engage with
a resource person on methods of instruction used in African traditional education Discuss, in groups, the importance of African traditional education in promoting values |
How do communities depend on one another?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources live Radio Broadcasts textbooks and other printed resources Resource persons Our lives today social studies page 41-47 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
Portfolio
|
|
| 6 | 3 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Culture and
Social Organizations
Culture
|
By the end of the
lesson, the learner
should be able to:
identify methods of instruction used in African traditional education Draw a table showing population distribution in Kenya apply African traditional education in promoting value identify words used to describe population locate areas with high population and low population in Kenyan map |
Give a summary of an aspect of African
traditional education and share the information in class. Find out from parents/guardians the methods of instruction used in African traditional education and share in class. Design posters in groups, on methods of instruction used in African Traditional |
How is Kenya's population distributed?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 47-54 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist Portfolio
|
|
| 7 | 1 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Culture and social organisation
|
By the end of the
lesson, the learner
should be able to:
Define culture Identify things that boys and girls are taught in their communities Behave according to the African traditional ways of education Identify people who teach young people in the society today Appreciate the African traditional education |
Learners are guided to:
Think, pair and share the administrative leaders in school Discuss in groups the order of administration in school. Draw and display in class the administrative structure of the school |
What is culture?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 55-56 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
|
|
| 7 | 2 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Methods of instruction used in African traditional educational education
|
By the end of the
lesson, the learner
should be able to:
Identify methods of instruction used in African traditional education Dramatize imitating elders Appreciate the different methods of instruction used in African traditional education |
State duties of administrative leaders in
school using digital /print media Role play duties of administrative leaders in school Share with parents or guardians on theduties of school administrators |
What methods of instruction were used in African tradition?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 57-59 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 7 | 3 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Importance of African traditional education in promoting values
|
By the end of the
lesson, the learner
should be able to:
Discuss importance of African traditional education in promoting values. Recite a poem on learners' book Appreciate importance of African traditional education |
Role play duties of administrative leaders in
school Share with parents or guardians on the duties of school administrators. |
What is the importance of African traditional education?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 60-61 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
checklist
Portfolio
|
|
| 8 | 1 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
School administration
|
By the end of the
lesson, the learner
should be able to:
Discuss administrative leaders in the school Write down the titles of administrative leaders. Appreciate administrative leaders in school |
Learners are guided to:
Work in groups to brainstorm on language groups in Kenya Identify the language groups in Kenya using digital resources /Appropriate media (Nilotic, Cushitic, Bantu, Asians and Europeans) and share their findings in class Find out African stories on origin of various language groups in Kenya and report back to the class |
Who is an administrative leader?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 63-64 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
Portfolio
|
|
| 8-9 |
Midterm |
||||||||
| 9 | 2 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
The administrative structure in school
|
By the end of the
lesson, the learner
should be able to:
discuss the order of administrative leaders in school identify administrative leaders in school and their titles draw a representation of school leadership structure |
Share experiences on how people depend on
each other in the community Discuss in groups how language groups in Kenya depend on each other and write down the main points Share experiences in class on the benefits of interdependence of language groups in Kenya. |
What is an administrative structure?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 65 |
Oral Question Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
Portfolio
|
|
| 9 | 3 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Duties of administrative leaders in school
|
By the end of the
lesson, the learner
should be able to:
identify duties of administrative leaders in school role play duties of administrative leaders in school appreciate the role of administrative leaders in school |
Role-play interdependence of language
groups in Kenya. Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school |
What is the duty of administrative leaders in school?
|
Local and extended environment
Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource persons Our lives today social studies page 66-67 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist Portfolio
|
|
| 10 | 1 |
RESOURCES AND ECONOMIC ACTIVITIES
|
Economic activities in Kenya
|
By the end of the
lesson, the learner
should be able to:
Identify what economic activities are. Write down and discuss economic activities in Kenya Appreciate economic activities carried out in Kenya. |
Learners are guided to identify what economic activities are
Learner to write down and discuss economic activities in Kenya such as agriculture, fishing, transport, communication, tourism, forestry etc. |
Which economic activity is carried out in your home area?
|
Our Lives Today Social Studies Grade 5 Grade 5 page 74
Local and extended environment Real objects pictures and paintings flash cards and posters Internet sources Resource person |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 10 | 2 |
RESOURCES AND ECONOMIC ACTIVITIES
|
Economic activities in Kenya -Agriculture
|
By the end of the
lesson, the learner
should be able to:
Name the crops grown in the area you come from. Write down crops grown and animals kept in Kenya Appreciate crops grown and animals kept in Kenya. |
Learners are guided to define what agricultures is
In pairs, Learner to name the crops grown in the area you come from. Learner to write down crops grown and animals kept in Kenya. |
Which crops are grown in Kenya?
|
Our Lives Today Social Studies Grade 5 page 75
Local and extended environment Real objects Map posters Internet sources Resource person |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 10 | 3 |
RESOURCES AND ECONOMIC ACTIVITIES
|
Economic activities in Kenya -Agriculture- Subsistence farming
|
By the end of the
lesson, the learner
should be able to:
Identify what subsistence farming is. Study the pictures and name the crops grown in subsistence farming. Appreciate subsistence farming |
Learners are guided to identify what subsistence farming is.
Learner to study the pictures and name the crops grown in subsistence farming. |
Which crops do you grow in your home?
|
Our Lives Today Social Studies Grade 5 page 76-77
Local and extended environment Real objects Maps Photographs, pictures and paintings Flash cards and posters Internet sources Resource person |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 11 | 1 |
RESOURCES AND ECONOMIC ACTIVITIES
|
Economic activities in Kenya -Agriculture- Subsistence farming
|
By the end of the
lesson, the learner
should be able to:
Study the pictures and name the animals kept in subsistence farming. Write down livestock kept at home and the products they provide. Appreciate animals kept in subsistence farming |
Learners are guided to study the pictures and name the animals kept in subsistence farming
Learner to write down livestock kept at home and the products they provide. |
Which animals are kept in your home?
|
Our Lives Today Social Studies Grade 5 page 76-77
Resource person local and extended environment Real objects Maps |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
Your Name Comes Here