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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Culture And Social Organizations
|
The school
|
By the end of the
lesson, the learner
should be able to:
narrate the history of the school |
Carry out a research on
|
How was our school started?
|
Longhorn social studies grade 4 page 57-59
|
Asking and answering question
|
|
| 2 | 1 |
Culture And Social Organizations
|
The school
|
By the end of the
lesson, the learner
should be able to:
interpret the school motto and core values of the school |
Create a journal on the history of the school
Use digital devices to develop a poster on the school motto and core values and display it in class |
In which ways can we exhibit core values of our school?
|
Longhorn social studies grade 4 page 62-64
|
Asking and answering question
|
|
| 2 | 2 |
Culture And Social Organizations
|
The school
|
By the end of the
lesson, the learner
should be able to:
describe the daily routine of the school uphold the core values of the school |
Peer assess the best poster
Create a school daily routine chart Sing songs on the school achievements |
How is our school daily routine?
|
Longhorn social studies grade 4 page 64-68
|
Asking and answering question
|
|
| 2 | 3 |
Resources And Economic Activities
|
Resources in the County
|
By the end of the
lesson, the learner
should be able to:
identify the main resources found in the county |
Use appropriate media to identify the main resources found in the county
Write a report on the identified main resources found in the county |
How could we conserve the resources found in the county?
|
Longhorn social studies grade 4 page 69-70
|
Asking and answering question
|
|
| 3 | 1 |
Resources And Economic Activities
|
Resources in the County
|
By the end of the
lesson, the learner
should be able to:
develop desire to conserve resources in the county |
Collect and display samples of resources in learning corners. (observe safety)
Brainstorm in groups on how to conserve the resources found in the county |
How could we conserve the resources found in the county?
|
Longhorn social studies grade 4 page 69-70
|
Asking and answering question
|
|
| 3 | 2 |
Resources And Economic Activities
|
Economic activities in the County
|
By the end of the
lesson, the learner
should be able to:
identify the main economic activities carried out in the county |
Use appropriate media to identify the main economic activities in the county
|
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 69-70
|
Asking and answering question
|
|
| 3 | 3 |
Resources And Economic Activities
|
Economic activities in the County
|
By the end of the
lesson, the learner
should be able to:
explain the importance of main economic activities carried out in the county |
Explore the local environment and use other sources to identify the main economic activities carried out
Write a report on the identified main economic activities |
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 75-77
|
Asking and answering question
|
|
| 4 | 1 |
Resources And Economic Activities
|
Economic activities in the County
|
By the end of the
lesson, the learner
should be able to:
develop desire to participate in economic activities in the county |
Play relevant educational computer games on economic activities carried out in the county
Discuss in groups the importance of main economic activities in the county. |
How important are the economic activities in the county?
|
Longhorn social studies grade 4 page 75-77
|
Asking and answering question
|
|
| 4 | 2 |
Resources And Economic Activities
|
Trade in the County
|
By the end of the
lesson, the learner
should be able to:
able to; identify methods of trade in the county |
Brainstorm in groups on methods of trade in the County (Barter & Currency)
|
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 75-77
|
Asking and answering question
|
|
| 4 | 3 |
Resources And Economic Activities
|
Trade in the County
|
By the end of the
lesson, the learner
should be able to:
explore the benefits of trade in the County |
Discuss in pairs the benefits of trade in the County
|
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 81-82
|
Asking and answering question
|
|
| 5 | 1 |
Resources And Economic Activities
|
Trade in the County
|
By the end of the
lesson, the learner
should be able to:
appreciate lawful trading activities in the County |
Visit a trading centre to learn more about trading activities and report back
Role-play trading activities |
What are the benefits of trade in the County?
|
Longhorn social studies grade 4 page 82-87
|
Asking and answering question
|
|
| 5 | 2 |
Resources And Economic Activities
|
Industries in the County
|
By the end of the
lesson, the learner
should be able to:
identify industries in the County |
Brainstorm in pairs and identify industries in the County.
|
How could we benefit from industries in the County?
|
Longhorn social studies grade 4 page 88-91
|
Asking and answering question
|
|
| 5 | 3 |
Resources And Economic Activities
|
Industries in the County
|
By the end of the
lesson, the learner
should be able to:
explain the benefits of industries in the County |
Discuss in groups the benefits of industries in the County.
Visit and take photos or video clips of industries found in the County |
How could we benefit from industries in the County?
|
Longhorn social studies grade 4 page 88-91
|
Asking and answering question
|
|
| 6 | 1 |
Resources And Economic Activities
|
Industries in the County
|
By the end of the
lesson, the learner
should be able to:
appreciate products from industries in the county |
Create a journal of industries visited and share with others in class and school.
Collect and display sample products from industries in the classroom |
How could we benefit from industries in the County?
|
Longhorn social studies grade 4 page 92-93
|
Asking and answering question
|
|
| 6 | 2 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in initiating an enterprise project at school |
Brainstorm in groups and identify enterprise project that can be undertaken at school
|
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 95-96
|
Asking and answering question
|
|
| 6 | 3 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in initiating an enterprise project at school |
Search in the Internet and other sources to find out examples of enterprise projects undertaken in schools.
Plan for a viable enterprise project at school |
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 96-99
|
Asking and answering question
|
|
| 7 | 1 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in an enterprise project at the school |
Search in the Internet and other sources to find out examples of enterprise projects undertaken in schools.
Plan for a viable enterprise project at school |
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 96-99
|
Asking and answering question
|
|
| 7 | 2 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
actively participate in an enterprise project at the school |
Share responsibilities on the planned enterprise project.
Discuss in groups ethical practices to be observed in managing the enterprise project money |
How could we start an enterprise project at school?
|
Longhorn social studies grade 4 page 96-99
|
Asking and answering question
|
|
| 7 | 3 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
uphold ethics in managing the enterprise project money at the school |
Share responsibilities on the planned enterprise project.
Discuss in groups ethical practices to be observed in managing the enterprise project money |
How could we manage the enterprise project i an honest way?
|
Longhorn social studies grade 4 page 101-102
|
Asking and answering question
|
|
| 8 | 1 |
Resources And Economic Activities
|
Enterprise Project at school
|
By the end of the
lesson, the learner
should be able to:
appreciate collective efforts in the success of enterprise project at school |
Undertake the enterprise project at school and evaluate its success.
Participate in the school entrepreneurship week |
How could we manage the enterprise project i an honest way?
|
Longhorn social studies grade 4 page 103-104
|
Asking and answering question
|
|
| 8-9 |
Mid-term |
||||||||
| 9 | 2 |
Political Systems And Change
|
Community leaders
|
By the end of the
lesson, the learner
should be able to:
identify community leaders in the County |
Brainstorm in groups and identify leaders in the community (Council of Elders, Religious and Cultural Leaders)
|
Who is a community leader?
|
Longhorn social studies grade 4 page 107-112
|
Asking and answering question
|
|
| 9 | 3 |
Political Systems And Change
|
Community leaders
|
By the end of the
lesson, the learner
should be able to:
state the duties of community leaders in the County |
Discuss in groups duties of community leaders and do class presentation
Find out qualities of a good leader from the community and other sources |
Who is a community leader?
|
Longhorn social studies grade 4 page 113-118
|
Asking and answering question
|
|
| 10 | 1 |
Political Systems And Change
|
Community leaders
|
By the end of the
lesson, the learner
should be able to:
state qualities of a good leader in the community desire to support good community leadership in the County. |
Discuss in groups and identify qualities of a good leader in the community
Role - play good leadership in the community |
What are the qualities of a good leader in the community
|
Longhorn social studies grade 4 page 113-118
|
Asking and answering question
|
|
| 10 | 2 |
CITIZENSHIP
|
Good citizenship in school
|
By the end of the
lesson, the learner
should be able to:
identify qualities of good citizenship in school demonstrate qualities of good citizenship in school |
Discuss in groups how to become a good citizen in school
|
How could you demonstrate good citizenship in school?
|
Longhorn social studies grade 4 page 121-122
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
CITIZENSHIP
|
Good citizenship in school
|
By the end of the
lesson, the learner
should be able to:
demonstrate qualities of good citizenship in school |
Discuss in groups how to become a good citizen in school
|
How could you demonstrate good citizenship in school?
|
Longhorn social studies grade 4 page 123-125
|
Oral questions Oral Report Observation
|
|
| 11 | 1 |
CITIZENSHIP
|
Good citizenship in school
|
By the end of the
lesson, the learner
should be able to:
appreciate qualities of good citizenship in school |
Write an essay on a good digital citizen (using technology in a positive way)
and share the essays in class |
How could you demonstrate good citizenship in school?
|
Longhorn social studies grade 4 page 123-125
|
Oral questions Oral Report Observation
|
|
| 11 | 2 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
identify cultural practices that are harmful to children |
Use appropriate statements to identify cultural practices that violate child rights in the community
|
Which cultural practice are harmful to children?
|
Longhorn Social Studies Book Grade 4 pg. 125-127
|
Oral questions Oral Report Observation
|
|
| 11 | 3 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
state ways in which children are abused in the community |
Discuss in groups ways in which children are abused in the community. (Slavery, Child Trafficking, child labor, Sexual abuse, abuse of children with special needs
|
How could children be abused in the community?
|
Longhorn Social Studies Book Grade 4 pg. 128-129
|
Oral questions Oral Report Observation
|
|
| 12 | 1 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
recognize effects of child abuse in the community protect self and others from child abuse in the community |
Use appropriate case study (real or imaginary) to identify harmful cultural practices in the community. (Early and forced marriages, Female genital mutilation,)
|
What are the effects of child abuse?
|
Longhorn Social Studies Book Grade 4 pg. 130-131
|
Oral questions Oral Report Observation
|
|
| 12 | 2 |
CITIZENSHIP
|
Forms of Child abuse
|
By the end of the
lesson, the learner
should be able to:
demonstrate knowledge of Child Rights and responsibilities in the community. |
Interact with a resource person and discuss forms of child abuse and protection in the community.
Recite poems on child protection |
How could we protect ourselves from child abuse?
|
Longhorn Social Studies Book Grade 4 pg. 133-136
|
Oral questions Oral Report Observation
|
|
| 12 | 3 |
CITIZENSHIP
|
Living in Peace with others in school
|
By the end of the
lesson, the learner
should be able to:
identify factors that promote peace in school |
Discuss in groups ways of promoting peace in school
Role play a peaceful situation |
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 137-138
|
Oral questions Oral Report Observation
|
|
| 13 | 1 |
CITIZENSHIP
|
Living in Peace with others in school
|
By the end of the
lesson, the learner
should be able to:
identify factors that promote peace in school |
Discuss in groups ways of promoting peace in school
Role play a peaceful situation |
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 137-138
|
Oral questions Oral Report Observation
|
|
| 13 | 2 |
CITIZENSHIP
|
Living in Peace with others in school
|
By the end of the
lesson, the learner
should be able to:
uphold peace in school |
Use digital devices to create communication messages on peace and display them at strategic points in the school compound
|
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 139-140
|
Oral questions Oral Report Observation
|
|
| 13 | 3 |
CITIZENSHIP
|
Living in Peace with others in school
|
By the end of the
lesson, the learner
should be able to:
appreciate living together in peace in the society |
Participate in national and international events on Peace.
Find out from parents and guardians the importance of upholding peace |
How can we live in peace with others in school?
|
Longhorn Social Studies Book Grade 4 pg. 139-143
|
Oral questions Oral Report Observation
|
|
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