Resources and Economic Activities

Economic Activities in the County - Main resources found in the county

By the end of the lesson, the learner should be able to:
- Identify the main resources found in the county such as land, water, minerals, forests and wildlife.
- Classify the resources into natural and human-made categories with examples.
- Appreciate the value of resources in supporting livelihoods in the county.

In groups, learners are guided to:
- Brainstorm the main resources available in the county and list them.
- Use approved textbooks or digital devices to find out more about resources in the county.
- Discuss how resources support the economic activities of people in the county.

What are the main resources found in your county?

- Super Minds Social Studies pg. 126
- Approved textbooks
- Digital resources
- Photographs

- Oral questions - Observation

Resources and Economic Activities

Economic Activities in the County - Main resources found in the county
Economic Activities in the County - Main economic activities in the county
Economic Activities in the County - Importance of economic activities

By the end of the lesson, the learner should be able to:
- Describe how the main resources in the county are used by people.
- Make a poster showing the main resources found in the county.
- Value the resources in the county as assets that must be used responsibly.

In groups, learners are guided to:
- Study pictures of resources and match each to its use in the county.
- Make a poster on the main resources found in the county using locally available materials.
- Display posters in class, move around to observe and give feedback.

How do the resources in our county benefit the people?

- Super Minds Social Studies pg. 126
- Plain papers or cardboard
- Marker pens
- Approved textbooks
- Super Minds Social Studies pg. 129
- Digital resources
- Super Minds Social Studies pg. 130

- Observation - Oral questions

Resources and Economic Activities

Economic Activities in the County - Conserving resources in the county
Trade and Industries - Industries in the county
Trade and Industries - Locating industries in the county

By the end of the lesson, the learner should be able to:
- Describe ways of conserving resources in the county such as turning off taps, planting trees and campaigning against poaching.
- Demonstrate commitment to resource conservation by writing personal promises to protect resources.
- Value the need to conserve resources for sustainable use by current and future generations.

In groups, learners are guided to:
- Discuss pictures showing conservation activities such as reporting water leaks and campaigning against poaching.
- List ways of conserving resources in the county.
- Write personal promises to conserve resources and share them with classmates.

How can we conserve the resources found in our county?

- Super Minds Social Studies pg. 132
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 140
- Photographs
- Super Minds Social Studies pg. 144
- Maps of the county

- Observation - Oral questions - Written tests

Resources and Economic Activities

Trade and Industries - Locating industries in the county
Trade and Industries - Benefits of industries in the county

By the end of the lesson, the learner should be able to:
- Describe the location of specific industries in the county using examples such as pottery near rivers and tea factories near tea farms.
- Record the location of industries in the county in a table.
- Value the relationship between resource availability and industrial location in the county.

In groups, learners are guided to:
- Discuss what Joseph and Juliet say about industries in their counties and where they are located.
- Complete a table recording the names of industries and their locations in the county.
- Visit industries in the county with teacher guidance and write short notes about their location.

How does the location of an industry relate to the resources available in the area?

- Super Minds Social Studies pg. 145
- Maps of the county
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 147
- Photographs

- Observation - Written tests

Resources and Economic Activities

Trade and Industries - Benefits of industries in the county

By the end of the lesson, the learner should be able to:
- State the benefits of industries by completing sentences with correct examples.
- Create and recite a poem on the benefits of industries in the county.
- Value the industries in the county as contributors to the well-being of the community.

In groups, learners are guided to:
- Complete sentences on benefits of industries by choosing correct answers from brackets.
- Compose a poem on the benefits of industries in the county.
- Recite and display poems in class, giving feedback on each other's work.

Why should we value the industries in our county?

- Super Minds Social Studies pg. 149
- Approved textbooks
- Digital resources

- Observation - Oral questions

Resources and Economic Activities

Enterprise Project at School - Identifying projects that can be done at school to earn money

By the end of the lesson, the learner should be able to:
- Identify enterprise projects that can be initiated at school to earn money.
- Brainstorm and present project ideas that use available school resources.
- Show enthusiasm and creativity in thinking about viable enterprise projects for the school.

In groups, learners are guided to:
- Read the story of Mrs Mukeka's Grade 4 class and discuss how they identified their enterprise project idea.
- Look around the school environment and identify resources that can be used to start a project.
- Brainstorm and write down different enterprise project ideas from group discussions.

What projects can we start at school to earn money?

- Super Minds Social Studies pg. 152
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 153

- Oral questions - Observation

Resources and Economic Activities

Enterprise Project at School - Starting the enterprise project

By the end of the lesson, the learner should be able to:
- Explain the steps involved in starting an enterprise project at school.
- Participate in initiating the enterprise project by choosing leaders and sharing duties.
- Collaborate responsibly with group members in taking up assigned roles in the project.

In groups, learners are guided to:
- Choose project leaders through a class voting process and assign roles.
- Create a table showing activities, responsible persons and timelines for the project.
- Set rules that will guide the project and record them in a poster.

How do we plan and start an enterprise project at school?

- Super Minds Social Studies pg. 154
- Approved textbooks
- Plain paper or carton boxes

- Observation - Oral questions

Resources and Economic Activities

Enterprise Project at School - Starting the enterprise project
Enterprise Project at School - Undertaking the enterprise project

By the end of the lesson, the learner should be able to:
- Outline the materials needed, the budget and the marketing plan for the enterprise project.
- Create a budget table listing materials, quantities and costs for the enterprise project.
- Value careful planning as essential to the success of an enterprise project.

In groups, learners are guided to:
- List materials needed for the project and research their costs.
- Create a budget table showing materials, quantities and total cost.
- Discuss where and how to market the products and write permission letters to relevant authorities.

Why is planning important before starting an enterprise project?

- Super Minds Social Studies pg. 155
- Approved textbooks
- Plain paper
- Super Minds Social Studies pg. 159
- Project materials
- Marker pens

- Observation - Written tests

Resources and Economic Activities

Enterprise Project at School - Ethics in managing money from the enterprise project

By the end of the lesson, the learner should be able to:
- Explain the importance of ethical record keeping and responsible management of money from the enterprise project.
- Record sales accurately using a records sheet created by the project treasurer.
- Develop accountability and honesty in handling money earned from the enterprise project.

In groups, learners are guided to:
- Discuss how to price products and keep records of sales using a records sheet.
- Fill in a sales records table showing dates, customers, quantities and totals.
- Discuss how the money earned will be used and agree on a responsible way to spend it.

How should we manage the money earned from our enterprise project?

- Super Minds Social Studies pg. 157
- Sales records sheet
- Approved textbooks

- Observation - Written tests

Resources and Economic Activities
Citizenship and Governance in Kenya

Enterprise Project at School - Appreciating collective efforts in the enterprise project
Good Citizenship in School - Qualities of a good citizen in school

By the end of the lesson, the learner should be able to:
- Evaluate the success of the enterprise project by reviewing what went well and what needs improvement.
- Present findings from the enterprise project to parents, guardians and classmates.
- Acknowledge the value of collective effort, teamwork and responsibility in running a successful school enterprise project.

In groups, learners are guided to:
- Discuss as a class how the project was carried out and whether it followed the original plan.
- Identify what went right, what went wrong and what can be improved next time.
- Share lessons learnt from the enterprise project with parents and guardians.

What did we learn from working together on our enterprise project?

- Super Minds Social Studies pg. 160
- Project records
- Approved textbooks
- Super Minds Social Studies pg. 163
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

Good Citizenship in School - Qualities of a good citizen in school
Good Citizenship in School - Ways of showing qualities of good citizenship
Good Citizenship in School - Ways of showing qualities of good citizenship

By the end of the lesson, the learner should be able to:
- Describe how one can become a good citizen in school by following rules, being honest and caring for the environment.
- Design a poster showing qualities of a good citizen using locally available materials.
- Value the importance of good citizenship in creating a friendly and safe school environment.

In groups, learners are guided to:
- Discuss other ways of becoming a good citizen in school from Mr Mark's talk.
- Make a poster showing qualities of a good citizen using plain paper, charcoal or pens.
- Display posters in class, walk around and comment on each other's work.

How can we become good citizens in our school?

- Super Minds Social Studies pg. 166
- Plain paper or carton boxes
- Marker pens
- Approved textbooks
- Super Minds Social Studies pg. 169
- Digital resources
- Super Minds Social Studies pg. 172
- Digital devices

- Observation - Oral questions

Citizenship and Governance in Kenya

Peace - Factors that promote peace in school
Peace - Living in peace and upholding peace in school

By the end of the lesson, the learner should be able to:
- Identify the factors that promote peace in school such as respect, friendship, obeying rules and democracy.
- Distinguish between situations that promote peace and those that cause conflict using given statements.
- Appreciate that peace in school creates a positive and safe learning environment.

- Brainstorm the meaning of peace and discuss pictures showing peaceful activities.
- Read the three statements about James and Paul, Grade 4 learners and Ziwani Primary School and identify peace-promoting factors.
- Discuss factors that promote peace and share findings in class.

What makes our school a peaceful place?

- Super Minds Social Studies pg. 177
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 178
- Manila paper or carton boxes
- Marker pens
- Super Minds Social Studies pg. 180

- Oral questions - Observation

Citizenship and Governance in Kenya

Peace - Living in peace and upholding peace in school
Human Rights - Forms of child abuse in the community

By the end of the lesson, the learner should be able to:
- Outline peace activities that can be undertaken in school such as peace gardens, peace corners and peace essay competitions.
- Participate in a peace-building activity such as a peace essay competition.
- Desire to uphold peace in school by actively taking part in peace-building activities.

- Identify and discuss the peace activities shown in pictures such as peace gardens and competitions.
- Organise a peace essay competition in class, assigning roles to groups for seeking permission, inviting learners and judges.
- Recite Miranda's essay on peace and discuss lessons learnt from the competition.

Why is it important to participate in peace-building activities in school?

- Super Minds Social Studies pg. 183
- Manila paper
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 187

- Observation - Oral questions

Citizenship and Governance in Kenya

Human Rights - Forms of child abuse in the community

By the end of the lesson, the learner should be able to:
- Describe cultural practices in the community that violate child rights such as FGM, early marriages and physical punishment.
- Investigate cultural practices that violate child rights using approved textbooks and a resource person.
- Acknowledge that harmful cultural practices must be challenged to protect the rights of children.

In groups, learners are guided to:
- Search for cultural practices that violate child rights using approved textbooks or digital devices.
- Listen to a resource person talk on cultural practices that violate child rights and ask questions.
- Make a chart on the cultural practices that violate child rights and display it in class.

How do harmful cultural practices violate child rights in our community?

- Super Minds Social Studies pg. 189
- Resource person
- Approved textbooks
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

Human Rights - Effects of child abuse in the community
Human Rights - Protecting ourselves and others from child abuse

By the end of the lesson, the learner should be able to:
- Explain the effects of child abuse on the health, education and emotional well-being of children.
- Analyse the effects of child abuse from the story of Alex and create a chart showing these effects.
- Develop a desire to protect children from abuse and promote child rights in the community.

In groups, learners are guided to:
- Read the story of Alex and identify the effects of child abuse he experienced at home and school.
- Discuss the effects of child abuse including poor performance, health problems, injury and death.
- Use plain carton boxes to create a chart on the effects of child abuse and display it in class.

What are the effects of child abuse on children in the community?

- Super Minds Social Studies pg. 191
- Plain carton boxes
- Manila paper
- Approved textbooks
- Super Minds Social Studies pg. 192
- Digital resources
- Resource person

- Observation - Written tests

Citizenship and Governance in Kenya

Democracy in School - Democratic processes in school

By the end of the lesson, the learner should be able to:
- Identify democratic processes practised in school such as voting, making class rules and participating in debates.
- Distinguish between democratic and undemocratic actions using a democracy journal.
- Show interest in participating in democratic processes in school.

In groups, learners are guided to:
- Read the story of Mr Job's class choosing a trip destination through voting and discuss the meaning of democracy.
- Study pictures of democratic processes in school and identify each one.
- Complete a democracy journal by ticking the democratic processes participated in at school.

How do we practise democracy in our school?

- Super Minds Social Studies pg. 195
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Democracy in School - Benefits of democracy in school
Democracy in School - Appreciating and applying democracy in school

By the end of the lesson, the learner should be able to:
- Explain the benefits of democracy in school including participation, equality, respect and preparation for citizenship.
- Create a poster showing the benefits of democracy in school.
- Value democracy as a practice that promotes fairness and equal opportunity for all learners.

- Read and discuss the classroom conversation between Mr Smith and Grade 4 learners on the benefits of democracy.
- List the benefits of democracy in school from the discussion.
- Create and display a poster on the benefits of democracy in school using a plain carton box or manila paper.

How does democracy benefit learners in school?

- Super Minds Social Studies pg. 199
- Manila paper or carton boxes
- Marker pens
- Approved textbooks
- Super Minds Social Studies pg. 201
- Ballot sheets
- Resource person

- Observation - Oral questions

Citizenship and Governance in Kenya

Children's Government in School - Composition of the Children's Government

By the end of the lesson, the learner should be able to:
- Identify the positions that make up the Children's Government in school.
- Draw and label the composition of the Children's Government using a diagram.
- Show respect for the Children's Government and the roles of its members in school.

In groups, learners are guided to:
- Study the campaign posters for Harmony Primary School Children's Government and name the positions being vied for.
- Study the diagram of the Children's Government at Upendo Primary School and fill in names for each position.
- Write down the composition of the Children's Government in own school.

Who makes up the Children's Government in our school?

- Super Minds Social Studies pg. 205
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Children's Government in School - Composition of the Children's Government
Children's Government in School - Functions of the Children's Government

By the end of the lesson, the learner should be able to:
- Describe the role of each position in the Children's Government structure.
- Write the structure of the Children's Government in the school and compare it to the example from the course book.
- Appreciate the importance of having a Children's Government that represents all learners in school.

In groups, learners are guided to:
- Discuss the composition of the Children's Government and what each position does.
- Write the structure of the Children's Government in own school and share in class.
- Role-play the positions in the Children's Government and discuss what each member does.

Why is it important for all learners to be represented in the Children's Government?

- Super Minds Social Studies pg. 206
- Approved textbooks
- Super Minds Social Studies pg. 208

- Observation - Oral questions

Citizenship and Governance in Kenya

Children's Government in School - Participating in and supporting the Children's Government

By the end of the lesson, the learner should be able to:
- Outline ways of supporting the Children's Government such as listening, obeying rules and keeping the classroom clean.
- Demonstrate support for the Children's Government by writing a composition on ways learners can support it.
- Commit to being a loyal supporter of the Children's Government by pledging responsible behaviour.

- Read the story of Moto Moto Primary School and identify ways learners support their Children's Government.
- Write a composition on ways of supporting the Children's Government in own school.
- Recite the loyalty pledge and share personal commitments to supporting the Children's Government.

How can we support the Children's Government in our school?

- Super Minds Social Studies pg. 210
- Approved textbooks

- Oral questions - Written tests

Citizenship and Governance in Kenya

Community Leadership - Leaders in the community

By the end of the lesson, the learner should be able to:
- Identify the different leaders found in the community such as religious leaders, clan leaders and village leaders.
- Classify community leaders by the type of leadership role they play.
- Show respect for the leaders in the community and appreciate their role in maintaining order.

- Brainstorm the names of leaders found in the community.
- Use approved textbooks or digital devices to find out more about community leaders.
- Share with classmates examples of leaders found in the learner's own community.

Who are the leaders in our community?

- Super Minds Social Studies pg. 212
- Approved textbooks
- Digital resources
- Resource person

- Oral questions - Observation

Citizenship and Governance in Kenya

Community Leadership - Duties of community leaders

By the end of the lesson, the learner should be able to:
- Identify the duties of community leaders such as maintaining peace, solving disputes and representing the community.
- Classify the duties of leaders according to the type of community leader who carries them out.
- Appreciate that community leaders play a vital role in the development and well-being of the community.

In groups, learners are guided to:
- Discuss the duties of community leaders and make class presentations on each leader's duties.
- Match community leaders to their specific duties using a table.
- Find out from parents or guardians the duties of leaders in their community and report back.

What duties do community leaders perform in our community?

- Super Minds Social Studies pg. 213
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 214
- Resource person

- Oral questions - Written tests

Citizenship and Governance in Kenya

Community Leadership - Qualities of good community leaders

By the end of the lesson, the learner should be able to:
- Identify the qualities of a good community leader such as honesty, fairness and respect.
- Classify leadership qualities into personal and community-serving attributes.
- Show a desire to develop qualities of good leadership in school and community life.

In groups, learners are guided to:
- Engage a resource person to discuss the qualities of a good community leader.
- List and discuss the qualities of a good community leader from the resource person's talk.
- Role-play situations that demonstrate qualities of good leadership in the community.

What qualities make a good community leader?

- Super Minds Social Studies pg. 215
- Resource person
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Community Leadership - Qualities of good community leaders
County Governments in Kenya - Duties of the County Governor

By the end of the lesson, the learner should be able to:
- Describe the qualities of a good community leader using examples from the community.
- Design and display a poster showing qualities of good leadership in the community.
- Appreciate the importance of good leadership qualities in promoting development and unity in the community.

In groups, learners are guided to:
- Design a poster with qualities of good community leadership using locally available materials.
- Display posters in class, walk around and give feedback on each other's work.
- Compose and recite a song on good leadership qualities in the community.

How can we promote good leadership qualities in our community?

- Super Minds Social Studies pg. 216
- Plain paper or carton boxes
- Marker pens
- Approved textbooks
- Super Minds Social Studies pg. 218
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

County Governments in Kenya - Duties of the County Governor

By the end of the lesson, the learner should be able to:
- Describe the specific duties of the County Governor using examples from the county.
- Draw the structure of the county government and label its key positions.
- Value the County Governor's role in ensuring service delivery and development in the county.

In groups, learners are guided to:
- Watch a video clip or visit county government offices to learn about the County Governor's duties.
- Draw and label the structure of the county government in the exercise book.
- Discuss how the County Governor coordinates development and service delivery in the county.

How does the County Governor serve the people of the county?

- Super Minds Social Studies pg. 219
- Approved textbooks
- Digital resources
- Video clips

- Observation - Written tests

Citizenship and Governance in Kenya

County Governments in Kenya - Roles of a Member of County Assembly

By the end of the lesson, the learner should be able to:
- Identify the roles of a Member of County Assembly in Kenya.
- Classify the roles of the MCA into legislative, oversight and representation functions.
- Show interest in understanding the roles of county assembly members in promoting good governance.

In groups, learners are guided to:
- Brainstorm the roles of a Member of County Assembly and share in class.
- Use approved textbooks or digital devices to research the roles of an MCA.
- Discuss how the MCA represents the people of the ward in the county assembly.

What are the roles of a Member of County Assembly in Kenya?

- Super Minds Social Studies pg. 220
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya - Roles of a Member of County Assembly
County Governments in Kenya - Appreciating the County Government in Kenya
County Governments in Kenya - Appreciating the County Government in Kenya

By the end of the lesson, the learner should be able to:
- Describe the specific roles of an MCA in supporting development and governance in the county.
- Conduct a mock county assembly debate where learners role-play the MCA's function in passing laws.
- Appreciate the role of the MCA in ensuring the county government is accountable to the people.

- Role-play the functions of the county assembly with learners acting as MCAs debating a school issue.
- Discuss how MCAs hold the county government accountable through oversight.
- Find out from parents or guardians about the MCA in their ward and what they do for the community.

How does the MCA ensure the county government serves the people?

- Super Minds Social Studies pg. 221
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 222
- Super Minds Social Studies pg. 223
- Plain paper or carton boxes
- Marker pens

- Observation - Oral questions