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
Economic Activities in the County - Conserving resources in the county

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
- Super Minds Social Studies pg. 132

- Observation - Oral questions

Resources and Economic Activities

Trade and Industries - Industries in the county
Trade and Industries - Locating industries in the county
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:
- 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
- Super Minds Social Studies pg. 145
- Super Minds Social Studies pg. 147

- Oral questions - Observation

Resources and Economic Activities

Trade and Industries - Benefits of industries in the county
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:
- 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
- Super Minds Social Studies pg. 152

- Observation - Oral questions

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:
- Outline the criteria for selecting a viable enterprise project at school.
- Select an enterprise project through a class voting process.
- Value the importance of democratic participation in choosing a school enterprise project.

In groups, learners are guided to:
- Listen to class presentations of enterprise project ideas from different groups.
- Discuss the pros and cons of each project idea presented.
- Vote on the most suitable enterprise project idea and name the project.

How do we choose the best enterprise project for our school?

- Super Minds Social Studies pg. 153
- Approved textbooks
- Digital resources
- Super Minds Social Studies pg. 154
- Plain paper or carton boxes

- Observation - Oral questions

Resources and Economic Activities

Enterprise Project at School - Starting 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

- Observation - Written tests

Resources and Economic Activities

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

By the end of the lesson, the learner should be able to:
- Describe the steps involved in carrying out an enterprise project at school.
- Participate actively in making, marketing and selling the enterprise project products.
- Uphold ethics and collective effort throughout the process of undertaking the enterprise project.

In groups, learners are guided to:
- Make the enterprise products in groups, store them and take photographs for advertising.
- Create and post marketing posters in the school neighbourhood.
- Sell the products on an appointed day and hand money to the project treasurer.

How do we carry out our enterprise project successfully?

- Super Minds Social Studies pg. 159
- Project materials
- Plain paper
- Marker pens
- Super Minds Social Studies pg. 157
- Sales records sheet
- Approved textbooks

- Observation - Oral questions

Resources and Economic Activities
Citizenship and Governance in Kenya
Citizenship and Governance in Kenya
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
Good Citizenship in School - Qualities of a good citizen in school
Good Citizenship in School - Ways of showing qualities of good citizenship

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
- Super Minds Social Studies pg. 166
- Plain paper or carton boxes
- Marker pens
- Super Minds Social Studies pg. 169

- Observation - Oral questions

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:
- Outline the importance of good citizenship in school and explain how it promotes learning and problem solving.
- Practise positive use of digital devices as part of being a good digital citizen.
- Value good digital citizenship by committing to use digital devices responsibly and positively.

In groups, learners are guided to:
- Listen to Aisha the counselling teacher on the importance of good citizenship in school.
- Read what Shilah, Adrian and Karen say about positive use of digital devices.
- Write a composition on how to use digital devices in a positive way and read it in class.

Why is it important to be a good citizen in our school and online?

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

- Oral questions - Written tests

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

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

- Observation - Written tests

Citizenship and Governance in Kenya

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:
- Describe ways of protecting children from abuse such as education, reporting abuse and establishing rescue centres.
- Participate in a community campaign to promote child rights and responsibilities.
- Commit to reporting and speaking out against child abuse to protect self and others.

In groups, learners are guided to:
- Search for ways of protecting children from abuse using approved textbooks and digital devices.
- Recite the "I am a child" poem and discuss what the poem says about children's needs and rights.
- Plan a community campaign with parents or guardians to promote child rights and responsibilities.

How can we protect ourselves and others from child abuse in the community?

- Super Minds Social Studies pg. 192
- Approved textbooks
- Digital resources
- Resource person
- Super Minds Social Studies pg. 195

- 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
- Super Minds Social Studies pg. 206

- Oral questions - Observation

Citizenship and Governance in Kenya

Children's Government in School - Functions of the Children's Government
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:
- Explain the functions of the Children's Government such as decision making, assisting teachers and representing learners.
- Distinguish between true and false statements about the functions of the Children's Government.
- Value the role of the Children's Government in making school a fair and organised place for all learners.

- Read and act out the discussion between Mr Kanyondu and Grade 4 learners on the functions of the Children's Government.
- Tick true and false statements about the functions of the Children's Government in the table.
- Role-play the function of the Children's Government assisting a teacher to collect assignments.

What are the functions of the Children's Government in our school?

- Super Minds Social Studies pg. 208
- Approved textbooks
- Super Minds Social Studies pg. 210

- Oral questions - Observation

Citizenship and Governance in Kenya

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

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
- Super Minds Social Studies pg. 213

- Oral questions - Observation

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

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

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
- Super Minds Social Studies pg. 220

- Observation - Written tests

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