Natural and built environment

Natural Environment; Compass direction

By the end of the lesson, the learner should be able to:

Define natural environment and identify the four cardinal points of a compass.
Draw and label the four cardinal points.
Appreciate the use of a compass to show directions.

Learners are guided to define natural environment and identify the four cardinal points of a compass.

Learners are guided to draw and label the four cardinal points.

How could we tell directions of places?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Using cardinal points to give direction

By the end of the lesson, the learner should be able to:

Name the features found to the East, West, North and South of his/her school.
Practice giving directions of places using the four cardinal points.
Appreciate the use of four cardinal points to give directions of places.

Learners are guided to name the features found to the East, West, North and South of his/her school.

In pairs, learners are guided to practice giving directions of places using the four cardinal points.

How could we give directions of places using a compass? What features are located to the East, West, North and South of the school?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Using cardinal points to give direction

By the end of the lesson, the learner should be able to:

Name the features found to the East, West, North and South of his/her school.
Practice giving directions of places using the four cardinal points.
Appreciate the use of four cardinal points to give directions of places.

Learners are guided to name the features found to the East, West, North and South of his/her school.

In pairs, learners are guided to practice giving directions of places using the four cardinal points.

How could we give directions of places using a compass? What features are located to the East, West, North and South of the school?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Eight compass points

By the end of the lesson, the learner should be able to:

Identify the eight compass points.
Practice giving directions of places, items and features using the eight compass points.
Appreciate the use of eight compass points in everyday life.

Learners are guided to identify the eight compass points.

In groups, learners are guided to practice giving directions of places, items and features using the eight compass points.

Learners are guided to draw and label the eight compass points.

What are the eight compass points?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Location and size of the county

By the end of the lesson, the learner should be able to:

Identify the largest and the smallest sub-counties in his/her county.
Draw a map of his/her county showing its sub-counties and colour his/her county.
Appreciate the location and size of his/her county.

In groups, learners are guided to brainstorm and identify the largest and the smallest sub-counties in his/her county.

Learners are guided to trace out, colour and display the map of the county in class.

Learners are guided to draw a map of his/her county showing its sub-counties and colour his/her county.

What is the name of your county? How many sub-counties are found in his/her county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Location and size of the county

By the end of the lesson, the learner should be able to:

Identify the largest and the smallest sub-counties in his/her county.
Draw a map of his/her county showing its sub-counties and colour his/her county.
Appreciate the location and size of his/her county.

In groups, learners are guided to brainstorm and identify the largest and the smallest sub-counties in his/her county.

Learners are guided to trace out, colour and display the map of the county in class.

Learners are guided to draw a map of his/her county showing its sub-counties and colour his/her county.

What is the name of your county? How many sub-counties are found in his/her county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Location and size of the county in relation to the neighbouring counties

By the end of the lesson, the learner should be able to:

Name his/her neighbouring counties.
Draw a map of Kenya showing all the counties.
Appreciate the location and the size of the county in relation to neighbouring counties.

Learners are guided to name his/her neighbouring counties.

Learners are guided to estimate the size of the county in relation to neighbouring counties.

How many counties are in Kenya? Which counties neighbor your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; 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.
Draw or model physical features found around the school compound and his/her county.
Appreciate the physical features found around the school and in his/her county.

Learners are guided to explore the school and neighborhood to identify and record (drawing, taking photographs) the main physical features in the county. (Vegetation, mountains, hills, rivers, lakes, oceans, valleys, and plains)

Learners are guided to draw or model physical features found around the school compound and his/her county.

What are the main physical features found in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Importance of physical features

By the end of the lesson, the learner should be able to:

Examine the importance of the main physical features in the county.
Discuss the importance of physical features in his/her county.
Appreciate the importance of physical features

In groups, learners are guided to examine the importance of the main physical features in the county.

In groups, learners are guided to discuss the importance of physical features in his/her county.

How important are the physical features in you county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Conserving physical features

By the end of the lesson, the learner should be able to:

Identify ways in which he/she can conserve physical features in his/her county.
Sing a song telling people how to conserve physical features.
Appreciate the importance of conserving the environment.

Learners are guided to identify ways in which he/she can conserve physical features in his/her county.

In groups, learners are guided to sing a song telling people how to conserve physical features.

How can we conserve physical features?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Seasons in the county

By the end of the lesson, the learner should be able to:

Brainstorm and mention the seasons experienced in the county.
Compose and recite a poem about seasons in the county.
Have fun and enjoy reciting a poem.

In groups, learners are guided to brainstorm and mention the seasons experienced in the county.

In groups, learners are guided to compose and recite a poem about seasons in the county.

Which seasons are experienced in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Seasons in the county

By the end of the lesson, the learner should be able to:

Brainstorm and mention the seasons experienced in the county.
Compose and recite a poem about seasons in the county.
Have fun and enjoy reciting a poem.

In groups, learners are guided to brainstorm and mention the seasons experienced in the county.

In groups, learners are guided to compose and recite a poem about seasons in the county.

Which seasons are experienced in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Natural Environment; Activities in different seasons

By the end of the lesson, the learner should be able to:

Name the activities that are carried out during each season.
Sing songs about seasons experienced in the county activities associated with the present seasons.
Appreciate the importance activities done in different seasons.

Learners are guided to name the activities that are carried out during each season.

In groups, learners are guided to sing songs about seasons experienced in the county activities associated with the present seasons.

How do different seasons influence human activities in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; 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.
Draw any historic built environments in the county.
Appreciate historic built environments in the county.

Learners are guided to identify historic built environments in the county (museums, monuments, cultural centres)

Learners are guided to draw any historic built environments in the county.

Which are the main historic built environments in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; 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.
Draw any historic built environments in the county.
Appreciate historic built environments in the county.

Learners are guided to identify historic built environments in the county (museums, monuments, cultural centres)

Learners are guided to draw any historic built environments in the county.

Which are the main historic built environments in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; Importance of historic built environments

By the end of the lesson, the learner should be able to:

State the importance of historic built environments in the County.
Create a picture booklet on the historic built environments
Appreciate the importance of historic built environment.

Learners are guided to state the importance of historic built environments in the County.

Learners are guided to visit some of the historic built environments and record (take photographs, audio tape conversation on the environment or take notes)

Learners are guided to create a picture booklet on the historic built environments

How could we care for historic built environment in our county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; Ways of caring for historic built environments

By the end of the lesson, the learner should be able to:

Read the comprehension about historic built environments then answer the questions.
Discuss ways of caring for historic built environments in the county.
Appreciate the ways of caring for historic environments.

In groups, learners are guided to read the comprehension about historic built environments then answer the questions.

In groups, learners are guided to discuss ways of caring for historic built environments in the county.

How could we care for historic built environments?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; Ways of caring for historic built environments

By the end of the lesson, the learner should be able to:

Read the comprehension about historic built environments then answer the questions.
Discuss ways of caring for historic built environments in the county.
Appreciate the ways of caring for historic environments.

In groups, learners are guided to read the comprehension about historic built environments then answer the questions.

In groups, learners are guided to discuss ways of caring for historic built environments in the county.

How could we care for historic built environments?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

Natural and built environment

Built Environment; Participating in caring for historic environments

By the end of the lesson, the learner should be able to:

Compose messages about conservation of historic built environments.
Participate in caring for historic built environments in the county.
Appreciate the importance of caring for historic built environments.

Learners are guided to compose messages about conservation of historic built environments.

Learners are guided to participate in caring for historic built environments in the county.

How can we participate in ways that shows care for historic built environments?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Interdependence of people

By the end of the lesson, the learner should be able to:

Define the meaning of interdependence.
Share experiences on how he/she depend on each other at school.
Appreciate the meaning of interdependence.

Learners are guided to define the meaning of interdependence.

In pairs, learners are guided to share experiences on how he/she depend on each other at school.

What is interdependence?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Interdependence of people; Ways in which people depend on each other

By the end of the lesson, the learner should be able to:

Identify ways in which people depend on each other.
Role play how people depend on each other in the community.
Appreciate interdependence of people in the county.

Learners are guided to identify ways in which people depend on each other.

In groups, learners are guided to role play how people depend on each other in the community.

How do people in the county depend on each other?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Interdependence of people; Ways in which people depend on each other

By the end of the lesson, the learner should be able to:

Identify ways in which people depend on each other.
Role play how people depend on each other in the community.
Appreciate interdependence of people in the county.

Learners are guided to identify ways in which people depend on each other.

In groups, learners are guided to role play how people depend on each other in the community.

How do people in the county depend on each other?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Interdependence of people; Benefits of interdependence

By the end of the lesson, the learner should be able to:

Investigate the benefits of interdependence of people in the county.
Recite a poem about the importance of interdependence of people.
Appreciate the benefits of interdependence.

In groups, learners are guided to investigate the benefits of interdependence of people in the county.

In groups, learners are guided to recite a poem about the importance of interdependence of people.

How should we support each other in the county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution

By the end of the lesson, the learner should be able to:

Define population and population distribution.
Walk around the school neighbourhood and observe areas that have many people and those with few people.
Appreciate population distribution around the county.

Learners are guided to define population and population distribution.

Learners are guided to walk around the school neighbourhood and observe areas that have many people and those with few people.

How are houses spread in the neighbourhood? Which side of the neighbourhood has more houses?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution

By the end of the lesson, the learner should be able to:

Define population and population distribution.
Walk around the school neighbourhood and observe areas that have many people and those with few people.
Appreciate population distribution around the county.

Learners are guided to define population and population distribution.

Learners are guided to walk around the school neighbourhood and observe areas that have many people and those with few people.

How are houses spread in the neighbourhood? Which side of the neighbourhood has more houses?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution; Population distribution in the county

By the end of the lesson, the learner should be able to:

Describe population distribution in the county.
Draw a map of his/her county showing population distribution.
Appreciate population distribution in the county.

Learners are guided to describe population distribution in the county (sparsely, uneven, densely)

Learners are guided to draw a map of his/her county showing population distribution.

How is the population distributed in your county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution; Common patterns of population distribution

By the end of the lesson, the learner should be able to:

Identify a common pattern of population distribution in his/her home area.
Recognize common patterns of population distribution in the county.
Appreciate common patterns of population distribution.

Learners are guided to identify a common pattern of population distribution in his/her home area.

Learners are guided to recognize common patterns of population distribution in the county.

How can you describe the pattern of population distribution in the county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution; Common patterns of population distribution

By the end of the lesson, the learner should be able to:

Identify a common pattern of population distribution in his/her home area.
Recognize common patterns of population distribution in the county.
Appreciate common patterns of population distribution.

Learners are guided to identify a common pattern of population distribution in his/her home area.

Learners are guided to recognize common patterns of population distribution in the county.

How can you describe the pattern of population distribution in the county?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Population Distribution; Patterns of population distribution in our county

By the end of the lesson, the learner should be able to:

Name areas in his/her county with linear, scattered and clustered population patterns.
Use the map of the county to plot patterns of population distribution.
Appreciate patterns of population distribution in the county.

Learners are guided to name areas in his/her county with linear, scattered and clustered population patterns.

In groups, learners are guided to use the map of the county to plot patterns of population distribution and display the map in the appropriate learning corner.

Which areas in your county have linear, scattered and clustered population patterns?

Longhorn; Social Studies Learner

Oral questions Oral Report Observation