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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 7 | 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
|
|
| 7 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Natural
Environment
Elements of
a map
Location, position and size of Kenya |
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 Approved textbooks and other printed resources Resource person Our lives today social studies page 9 9-10 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 7 | 3 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Location,
position and
size of Kenya
Main physical features in Kenya-Relief and drainage features |
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 Vetted digital resources, educational computer games Approved textbooks and other printed resources Resource person Our lives today social studies page 12-13 14-17 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 7 | 4 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Main physical
features in
Kenya
Weather and Climate in Kenya Weather and Climate 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 19-20 21-22 Flash cards and posters 22-23 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 8 | 1 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
|
Weather and
Climate in
Kenya
The Built Environments The Built Environments |
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 Local and extended environment Maps Flash cards and posters TV/video/films/slides/ Internet sources Monuments, Cultural and historical sites Display boards Our lives today social studies page 32-35 TV/video/films/slides Museum, Monuments, Cultural and historical Newspaper cuttings Libraries Display boards 35-38 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 8 | 2 |
NATURAL AND HISTORIC
BUILT
ENVIRONMENTS
PEOPLE, POPULATION AND SOCIAL ORGANISATION PEOPLE, POPULATION AND SOCIAL ORGANISATION |
The
Built
Environments
Culture and Social Organizations Culture Culture and Social Organizations Culture |
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 39-40 Flash cards and posters live Radio Broadcasts textbooks and other printed resources 41-47 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 8 | 3 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Culture and
Social Organizations
Culture
Culture 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 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 55-56 Resource persons Our lives today social studies page 57-59 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist Portfolio
|
|
| 8 | 4 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
|
Importance of African traditional education in promoting values
School administration The administrative structure in school |
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 Resource persons Our lives today social studies page 63-64 65 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
checklist
Portfolio
|
|
| 9 | 1 |
PEOPLE, POPULATION AND SOCIAL ORGANISATION
RESOURCES AND ECONOMIC ACTIVITIES RESOURCES AND ECONOMIC ACTIVITIES RESOURCES AND ECONOMIC ACTIVITIES |
Duties of administrative leaders in school
Economic activities in Kenya Economic activities in Kenya -Agriculture Economic activities in Kenya -Agriculture- Subsistence farming |
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 Our Lives Today Social Studies Grade 5 Grade 5 page 74 Real objects pictures and paintings Internet sources Resource person Our Lives Today Social Studies Grade 5 page 75 Map posters Our Lives Today Social Studies Grade 5 page 76-77 Internet sources |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist Portfolio
|
|
| 9 | 2 |
RESOURCES AND ECONOMIC ACTIVITIES
POLITICAL SYSTEMS AND GOVERNANCE POLITICAL SYSTEMS AND GOVERNANCE |
Economic activities in Kenya -Agriculture- Subsistence farming
Leadership and Political change Leadership and Political change |
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 Our lives today social studies page 137-138 Photographs, pictures and paintings Flash cards and posters Internet sources nternet sources |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 9 | 3 |
POLITICAL SYSTEMS AND GOVERNANCE
|
Leadership and Political change
Leadership and Political change |
By the end of the
lesson, the learner
should be able to:
Use digital devices to find out the contributions of Kivoi wa mwendwa and Mekatilili wa Menza as leaders. Write a short report on each leader, emphasizing their contributions Appreciate the contributions of Kivoi wa mwendwa and Mekatilili wa Menza. |
Learners are guided to use digital devices to find out the contributions of Kivoi wa mwendwa and Mekatilili wa Menza as leaders.
Learner to write a short report on each leader, emphasizing their contributions |
Who is a traditional leader?
|
Our lives today social studies page
139-140 Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Display boards Our lives today social studies page 141 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 9 | 4 |
POLITICAL SYSTEMS AND GOVERNANCE
POLITICAL SYSTEMS AND GOVERNANCE POLITICAL SYSTEMS AND GOVERNANCE |
Leadership and Political change
|
By the end of the
lesson, the learner
should be able to:
Discuss the contributions of traditional leaders in the society. Draw and colour the pictures of Kivoi wa Mwendwa and Mekatilili wa menza Appreciate the contributions of traditional leaders in the society |
In groups, Discuss the contributions of traditional leaders in the society.
Learner to draw and colour the pictures of Kivoi wa Mwendwa and Mekatilili wa menza |
What have you learnt from traditional leaders?
|
Our lives today social studies page 141
Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Display boards Our lives today social studies page 143-145 146-148 |
Oral Questions
Teacher made tests
Observation
Project Work
|
|
| 10 | 1 |
POLITICAL SYSTEMS AND GOVERNANCE
|
Leadership and Political change
Citizenship- Good citizenship in Kenya |
By the end of the
lesson, the learner
should be able to:
Discuss the differences in the early forms of government between the Ameru and the Maasai. Prepare two charts on the differences in the early forms of government between the Ameru and the Maasai. Appreciate the differences between the government for the Ameru and the Maasai. |
Learners are guided to discuss the differences in the early forms of government between the Ameru and the Maasai.
Learner to prepare two charts on the differences in the early forms of government between the Ameru and the Maasai |
What are the differences between the Ameru and the Maasai governments?
|
Our lives today social studies page
146-148 Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources 149-151 Flash cards and posters |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
Portfolio
|
|
| 10 | 2 |
POLITICAL SYSTEMS AND GOVERNANCE
|
Citizenship- Good citizenship in Kenya
Citizenship- national unity in Kenya Citizenship- national unity in Kenya |
By the end of the
lesson, the learner
should be able to:
Discuss what dual citizenship is and how it is acquired. Write down the conditions and documents needed when a person is applying for dual citizenship Appreciate dual citizenship. |
Learner is guided to discuss what dual citizenship is and how it is acquired.
Learner to write down the conditions and documents needed when a person is applying for dual citizenship |
What is dual citizenship?
|
Our lives today social studies page 151-153
Local and extended environment Flash cards and posters TV/video/films/slides/ Internet sources Our lives today social studies page 153-156 Maps Photographs, pictures and paintings 156-160 Our lives today social studies page 160-162 |
Oral Questions
Teacher made tests
Observation
Checklist
|
|
| 10 | 3 |
POLITICAL SYSTEMS AND GOVERNANCE
|
Human rights
Governance in Kenya-Democracy in society |
By the end of the
lesson, the learner
should be able to:
Identify and discuss basic human rights. Write down basic human rights Appreciate the importance of human rights. |
Learners are guided to identify and discuss basic human rights.
Learner to find out the importance of human rights and write the points down. |
What are human rights?
|
Our lives today social studies page 163-167
Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Our lives today social studies page 168-171 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
|
|
| 10 | 4 |
POLITICAL SYSTEMS AND GOVERNANCE
|
Governance in Kenya- Electoral process in Kenya
Governance in Kenya- Composition of the three arms of government Governance in Kenya- Composition of the three arms of government Governance in Kenya- Composition of the three arms of government |
By the end of the
lesson, the learner
should be able to:
Discuss reasons why voting is important in Kenya. Search the internet for the elective political positions in Kenya and write them down. Appreciate the importance of voting. |
Learners are guided to discuss reasons why voting is important in Kenya.
Learners to search the internet for the elective political positions in Kenya. |
What is voting?
|
Our lives today social studies page 172-174
Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Our lives today social studies page 175-177 Our lives today social studies page 180-183 Our lives today social studies page 183-188 |
Oral Questions
Teacher made tests
Observation
Project Work
Anecdotal Records
Checklist
Portfolio
|
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