Resources and Economic Activities

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:
- Identify the industries found in the county and distinguish between traditional and modern industries.
- Classify industries into traditional and modern with relevant examples from the county.
- Show interest in learning about the role of industries in the economic development of the county.

In groups, learners are guided to:
- Read Laban's letter and identify the industries he and his family visited during the holiday.
- Study pictures showing raw materials being processed into finished products and name each.
- Find out from parents or guardians examples of industries in the county and share in class.

What industries are found in our county?

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

- Oral questions - Observation

Resources and Economic Activities

Trade and Industries - Locating industries in the county
Trade and Industries - Benefits of 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
- Super Minds Social Studies pg. 149

- Observation - Written tests

Resources and Economic Activities

Enterprise Project at School - Identifying projects that can be done at school to earn money
Enterprise Project at School - Starting the enterprise project

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

- Oral questions - Observation

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
Citizenship and Governance in Kenya
Citizenship and Governance in Kenya

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

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
- Super Minds Social Studies pg. 160
- Project records
- Super Minds Social Studies pg. 163
- Digital resources
- Super Minds Social Studies pg. 166
- Plain paper or carton boxes
- Marker pens

- Observation - Written tests

Citizenship and Governance in Kenya

Good Citizenship in School - Ways of showing qualities of good citizenship
Peace - Factors that promote peace in school
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:
- Explain how qualities of good citizenship are shown in school through caring, obeying rules and taking responsibility.
- Role-play situations that demonstrate good citizenship qualities in school.
- Develop a personal commitment to showing qualities of good citizenship daily.

In groups, learners are guided to:
- Read and respond to the four school situations that require good citizenship and identify the quality shown in each.
- Role-play good citizenship in scenarios such as class trips, water conservation and care for school property.
- Write a personal promise on how to show good citizenship qualities in school.

How do we show good citizenship qualities in our school?

- Super Minds Social Studies pg. 169
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 172
- Digital devices
- Super Minds Social Studies pg. 177
- Super Minds Social Studies pg. 178
- Manila paper or carton boxes
- Marker pens
- Super Minds Social Studies pg. 180

- Observation - Oral questions

Citizenship and Governance in Kenya

Peace - Living in peace and upholding peace in school
Human Rights - Forms of child abuse in the community
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
- Super Minds Social Studies pg. 189
- Resource person

- 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
Democracy in School - Democratic processes in school

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
- Super Minds Social Studies pg. 195

- Observation - Written tests

Citizenship and Governance in Kenya

Democracy in School - Benefits of democracy in school
Democracy in School - Appreciating and applying democracy in school
Children's Government in School - Composition of the Children's Government

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
- Super Minds Social Studies pg. 205
- Digital resources

- Observation - Oral questions

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
Community Leadership - Leaders in the community
Community Leadership - Duties of community leaders

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
- Super Minds Social Studies pg. 212
- Digital resources
- Resource person
- Super Minds Social Studies pg. 213

- Oral questions - Written tests

Citizenship and Governance in Kenya

Community Leadership - Duties of community leaders
Community Leadership - Qualities of good community leaders

By the end of the lesson, the learner should be able to:
- Describe the specific duties carried out by different community leaders in the county.
- Record and present key duties of community leaders gathered from a resource person's talk.
- Value the service of community leaders and encourage others to respect and support them.

In groups, learners are guided to:
- Engage a resource person to discuss the duties of community leaders and ask questions.
- Write down notes from the resource person's talk and share findings with classmates.
- Make a class presentation matching each community leader type to their key duties.

Why is it important for community leaders to carry out their duties?

- Super Minds Social Studies pg. 214
- Resource person
- Approved textbooks
- Super Minds Social Studies pg. 215
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

Community Leadership - Qualities of good community leaders
County Governments in Kenya - Duties of the County Governor
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
- Super Minds Social Studies pg. 219
- Video clips

- Observation - Oral questions

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:
- 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
- Super Minds Social Studies pg. 221
- Super Minds Social Studies pg. 222
- Super Minds Social Studies pg. 223
- Plain paper or carton boxes
- Marker pens

- Oral questions - Observation