Natural and Built Environments

Location and Size of the County – Sub-counties in the county
Location and Size of the County – Locating the county in relation to neighbouring counties

By the end of the lesson, the learner should be able to:
- Identify and name the sub-counties in 's county
- Draw a map of the county showing sub-counties
- Show pride in knowing the sub-counties of their county

In groups, learners are guided to:
- Brainstorm and list sub-counties found in the county
- Read what Halima says about her county and identify sub-counties
- Draw and colour a map of the county showing sub-counties and display in class

What sub-counties make up our county?

- KLB Visionary Social Studies pg. 12
- County maps
- Approved textbooks
- KLB Visionary Social Studies pg. 14
- Atlas/county maps
- Digital devices

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Locating the county in relation to neighbouring counties

By the end of the lesson, the learner should be able to:
- Use digital or print resources to identify the location of the county
- Draw and colour a map of the county and its neighbours
- Appreciate the importance of knowing the location of the county

In groups, learners are guided to:
- Use digital devices/internet to find the location of the county in relation to neighbouring counties
- Draw and colour map of county and neighbours
- Trace the map of the county and neighbouring counties using tracing paper

How do we use maps and digital resources to locate our county?

- KLB Visionary Social Studies pg. 16
- Digital devices/internet
- Tracing paper

- Observation - Written assignments

Natural and Built Environments

Location and Size of the County – Estimating the size of the county in relation to neighbouring counties

By the end of the lesson, the learner should be able to:
- Compare the size of the county with its neighbouring counties
- Identify the largest and smallest neighbouring counties
- Show objectivity when comparing county sizes

In groups, learners are guided to:
- Study a map showing Marsabit County and neighbours and compare sizes
- Identify the largest and smallest neighbouring county
- Use atlas map or internet to find the actual size of the county

How does our county's size compare to its neighbours?

- KLB Visionary Social Studies pg. 17
- Atlas/wall maps
- Approved textbooks

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Acknowledging the location and size of the county
Location and Size of the County – Assessment and review of location and size of the county

By the end of the lesson, the learner should be able to:
- Recite and compose a poem about the location and size of the county
- Sketch and colour a map of the county showing neighbours
- Show pride and patriotism about their county

In groups, learners are guided to:
- Recite the poem "Our county our neighbours, East, West, North and South"
- Compose original poems about the location and size of their county and recite during assembly
- Sketch and colour map of county and display in Social Studies corner

How can we express pride in our county's location and size?

- KLB Visionary Social Studies pg. 17
- Approved textbooks
- Tracing paper, markers
- KLB Visionary Social Studies pg. 20
- Assessment worksheets
- County maps

- Oral questions - Observation

Natural and Built Environments

Location and Size of the County – Acknowledging the location and size of the county

By the end of the lesson, the learner should be able to:
- Present a poster on the location and size of the county to the class
- Peer-assess maps and posters of the county
- Show responsibility in sharing knowledge about the county

In groups, learners are guided to:
- Display and present posters on the location and size of the county
- Conduct peer assessment of maps and posters using a checklist
- Find out more from parents or guardians about the county's location and size and report back

Why is it important to know and share information about our county?

- KLB Visionary Social Studies pg. 20
- Manila paper, markers
- Peer assessment checklists

- Observation - Oral questions

Citizenship and Governance in Kenya

Good Citizenship in School – Meaning of citizenship and qualities of a good citizen
Good Citizenship in School – Qualities of a good citizen in school

By the end of the lesson, the learner should be able to:
- Define the terms citizen and citizenship
- Identify at least five qualities of a good citizen in school
- Show interest in being a good citizen in school

In groups, learners are guided to:
- Brainstorm and discuss the meaning of citizenship and the qualities of a good citizen in school
- Use digital or print resources to find out qualities of a good citizen
- Share findings with peers in class

What does it mean to be a good citizen in school?

- KLB Visionary Social Studies Grade 4 pg. 110
- Approved textbooks
- Digital resources
- KLB Visionary Social Studies Grade 4 pg. 111
- Digital resources
- Resource person

- Oral questions - Observation

Citizenship and Governance in Kenya

Good Citizenship in School – Developing qualities of good citizenship

By the end of the lesson, the learner should be able to:
- Demonstrate qualities of good citizenship through actions in school
- Design a poster showing qualities of a good citizen
- Value consistent display of good citizenship qualities in school

- Read and discuss a case study on learners who display good citizenship (Mike and Mary)
- Design a poster on qualities of a good citizen in school
- Display poster in the class and discuss observations

Why is it important to consistently display qualities of good citizenship in school?

- KLB Visionary Social Studies Grade 4 pg. 114
- Manila paper, markers
- Approved textbooks

- Observation - Written tests

Citizenship and Governance in Kenya

Good Citizenship in School – Appreciating qualities of good citizenship
Good Citizenship in School – Community engagement and good citizenship

By the end of the lesson, the learner should be able to:
- Explain the importance of good citizenship in school
- Recite a poem about good citizenship
- Appreciate the role of good citizenship in creating a harmonious school environment

In groups, learners are guided to:
- Read and discuss Nikita's speech on the importance of good citizenship
- Recite the poem "We love our school" and discuss its message
- Write an essay on how a good citizen can use digital technology positively

How does good citizenship contribute to a better school community?

- KLB Visionary Social Studies Grade 4 pg. 117
- Digital resources
- Approved textbooks
- KLB Visionary Social Studies Grade 4 pg. 118
- Resource person
- Internet

- Written tests - Oral questions

Citizenship and Governance in Kenya

Good Citizenship in School – Review and assessment

By the end of the lesson, the learner should be able to:
- Summarise the qualities and importance of good citizenship in school
- Complete assessment tasks on good citizenship
- Reflect on personal progress in demonstrating good citizenship

In groups, learners are guided to:
- Answer oral and written questions on the qualities and importance of good citizenship
- Peer assess each other's citizenship posters and essays
- Reflect on ways to improve personal citizenship in school

In what ways can you become a better citizen in your school?

- KLB Visionary Social Studies Grade 4 pg. 119
- Approved textbooks
- Learner portfolios

- Written tests - Oral questions

Citizenship and Governance in Kenya

Peace – Meaning of peace and factors that promote peace in school

By the end of the lesson, the learner should be able to:
- Define the term peace
- Identify at least four factors that promote peace in school
- Show interest in promoting peace in the school environment

In groups, learners are guided to:
- Discuss the meaning of peace and brainstorm factors that promote peace in school
- Study pictures showing peace activities and describe what is happening
- Talk with parents/guardians about factors that promote peace and share findings

What factors help us to maintain peace in our school?

- KLB Visionary Social Studies Grade 4 pg. 120
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Peace – Strategies of living in peace with others in school
Peace – Peace-building activities in school

By the end of the lesson, the learner should be able to:
- Explain strategies of living in peace with others in school
- Create messages on strategies for living peacefully with others
- Appreciate peaceful coexistence with fellow learners

In groups, learners are guided to:
- Read Maria's peace resolution and discuss strategies of living in peace
- Read Robert's assembly speech and identify strategies for peaceful living
- Role-play a peaceful situation in school and share lessons learnt

How can we use everyday actions to live peacefully with others in school?

- KLB Visionary Social Studies Grade 4 pg. 122
- Approved textbooks
- Digital resources
- KLB Visionary Social Studies Grade 4 pg. 125
- Manila paper, markers, colours
- Approved textbooks

- Observation - Oral questions

Citizenship and Governance in Kenya

Peace – Desire to uphold peace in school

By the end of the lesson, the learner should be able to:
- Recite a poem about the importance of peace
- Make personal pledges to uphold peace in school
- Show a genuine desire to maintain peace in the school and community

In groups, learners are guided to:
- Recite the poem "Peace, peace, peace" and discuss its message
- Read messages of peace by Hassan and Viola and discuss their significance
- Make personal peace pledges and create messages using print or digital resources

How can a personal commitment to peace help to improve our school community?

- KLB Visionary Social Studies Grade 4 pg. 128
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Peace – Benefits of peace and assessment
Child Rights – Child rights and forms of child abuse in the community

By the end of the lesson, the learner should be able to:
- Explain the benefits of peace in society
- Complete assessment tasks on peace
- Appreciate the value of peace for individual and national wellbeing

In groups, learners are guided to:
- Discuss and summarise the benefits of peace in society
- Write an essay titled "The Benefits of Living Together Peacefully in School"
- Answer assessment exercise questions on factors, strategies, and benefits of peace

How does peace benefit individuals and the wider community?

- KLB Visionary Social Studies Grade 4 pg. 130
- Approved textbooks
- Learner portfolios
- KLB Visionary Social Studies Grade 4 pg. 132
- Digital resources

- Written tests - Oral questions

Citizenship and Governance in Kenya

Child Rights – Causes of child abuse in the community

By the end of the lesson, the learner should be able to:
- Explain the causes of child abuse in the community
- Identify harmful cultural practices that violate child rights
- Appreciate the need to challenge practices that cause child abuse

- Read the conversation between Madam Anastacia and Grade 4 learners and identify causes of child abuse
- Study a chart on causes of child abuse and discuss
- Use digital or print resources to find out further causes of child abuse in the community

How do harmful cultural practices contribute to child abuse in the community?

- KLB Visionary Social Studies Grade 4 pg. 137
- Approved textbooks
- Digital resources

- Oral questions - Written tests

Citizenship and Governance in Kenya

Child Rights – Effects of child abuse in the community
Child Rights – Protecting self and others from child abuse

By the end of the lesson, the learner should be able to:
- Explain at least five effects of child abuse in the community
- Design a poster on the effects of child abuse
- Show empathy towards children who have experienced abuse

In groups, learners are guided to:
- Recite the poem "I am broken" and discuss the effects of child abuse portrayed
- Look at pictures showing effects of child abuse and discuss
- Design and display a poster on the effects of child abuse in the community

How does child abuse affect the physical and emotional wellbeing of children?

- KLB Visionary Social Studies Grade 4 pg. 139
- Manila paper, markers
- Approved textbooks
- KLB Visionary Social Studies Grade 4 pg. 141
- Approved textbooks
- Digital resources

- Observation - Written tests

Citizenship and Governance in Kenya

Child Rights – Promoting child rights and responsibilities in school

By the end of the lesson, the learner should be able to:
- Explain the rights and responsibilities of children in school
- Organise a campaign to promote child rights in the school community
- Value the promotion of child rights and responsibilities in the school

In groups, learners are guided to:
- Study pictures showing child rights and responsibilities and discuss
- Write a letter to a community leader about the importance of promoting child rights
- Organise and rehearse a campaign on child rights within and around the school

What role can you play in promoting child rights and responsibilities in your school?

- KLB Visionary Social Studies Grade 4 pg. 145
- Approved textbooks
- Manila paper, markers

- Observation - Written tests

Citizenship and Governance in Kenya

Child Rights – Assessment and review

By the end of the lesson, the learner should be able to:
- Summarise forms, causes and effects of child abuse
- Answer assessment tasks on child rights and child abuse
- Reflect on personal responsibility to uphold child rights

In groups, learners are guided to:
- Answer assessment exercise questions on child abuse and child rights
- Discuss scenario-based questions (e.g., what to do when a friend is being abused)
- Reflect on and share ways to continue protecting child rights in the community

How can you take personal responsibility to protect child rights in your community?

- KLB Visionary Social Studies Grade 4 pg. 147
- Approved textbooks
- Learner portfolios

- Written tests - Oral questions

Citizenship and Governance in Kenya

Democracy in School – Meaning of democracy and democratic processes in school
Democracy in School – Benefits of democracy in school

By the end of the lesson, the learner should be able to:
- Define the term democracy
- Identify democratic processes practised in school
- Show interest in participating in democratic processes in school

In groups, learners are guided to:
- Brainstorm and discuss the meaning of democracy and democratic processes
- Read Amina's story about democratic processes in her school and identify examples
- Prepare a chart showing democratic processes in the school and share

What does democracy mean, and how is it practised in our school?

- KLB Visionary Social Studies Grade 4 pg. 148
- Approved textbooks
- Digital resources
- KLB Visionary Social Studies Grade 4 pg. 151
- Manila paper, markers
- Approved textbooks

- Oral questions - Observation

Citizenship and Governance in Kenya

Democracy in School – Practising and appreciating democratic elements in school

By the end of the lesson, the learner should be able to:
- Carry out a mock election demonstrating democratic elements
- Role-play a democratic process of choice in school
- Value democratic practices as a basis for fair and harmonious school life

- Organise and carry out a mock election of class leaders, ensuring full participation
- Role-play a democratic process (e.g., a debate or club election)
- Read and discuss the conversation between Mr Mokua and learners on the importance of democracy

How can participating in a mock election help us understand and appreciate democracy?

- KLB Visionary Social Studies Grade 4 pg. 153
- Resource person
- Approved textbooks

- Observation - Oral questions

Citizenship and Governance in Kenya

Democracy in School – Assessment and review
Children's Government in School – Meaning and composition of the Children's Government

By the end of the lesson, the learner should be able to:
- Summarise democratic processes and their benefits in school
- Complete assessment tasks on democracy in school
- Reflect on the importance of embracing democratic values in daily school life

In groups, learners are guided to:
- Answer assessment exercise questions on the meaning, processes and benefits of democracy
- Discuss scenario-based questions (e.g., Jane and Pamela's disagreement) and suggest democratic solutions
- Write a short story on personal participation in a democratic process in school

How do the democratic values you have learnt apply to real situations in your school?

- KLB Visionary Social Studies Grade 4 pg. 156
- Approved textbooks
- Learner portfolios
- KLB Visionary Social Studies Grade 4 pg. 157
- Digital resources

- Written tests - Oral questions

Citizenship and Governance in Kenya

Children's Government in School – Functions of the Children's Government

By the end of the lesson, the learner should be able to:
- Describe at least five functions of the Children's Government in school
- Role-play the functions of the Children's Government
- Appreciate how the Children's Government supports the running of the school

- Study pictures showing functions of the Children's Government and discuss
- Read and discuss the functions listed in the learner's book
- Role-play functions of the Children's Government assigning specific roles to each learner

How does the Children's Government help in the running of our school?

- KLB Visionary Social Studies Grade 4 pg. 160
- Approved textbooks
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

Children's Government in School – Participating in the Children's Government
Children's Government in School – Respecting the Children's Government

By the end of the lesson, the learner should be able to:
- Identify ways of participating in the Children's Government in school
- Conduct a mock election of class leaders
- Value active participation in the activities of the Children's Government

- Read what Haji and Aisha say about how they participate in the Children's Government
- Conduct a mock election of leaders in class with learners taking up various roles
- Write a composition on ways of supporting the Children's Government in school

How can you actively participate in the activities of the Children's Government in your school?

- KLB Visionary Social Studies Grade 4 pg. 163
- Approved textbooks
- Manila paper
- KLB Visionary Social Studies Grade 4 pg. 165
- Manila paper, markers

- Observation - Written tests

Citizenship and Governance in Kenya

Children's Government in School – Assessment and review

By the end of the lesson, the learner should be able to:
- Summarise the composition, functions and importance of the Children's Government
- Complete assessment tasks on the Children's Government
- Reflect on their own role in supporting and respecting the Children's Government

In groups, learners are guided to:
- Answer assessment exercise questions on the composition, functions and participation in the Children's Government
- Draw a diagram showing the members of the Children's Government
- Discuss why members of the school community should respect the Children's Government

How can you contribute to a more effective Children's Government in your school?

- KLB Visionary Social Studies Grade 4 pg. 167
- Approved textbooks
- Learner portfolios

- Written tests - Oral questions

Citizenship and Governance in Kenya

Community Leadership – Meaning of community leadership and leaders in the community

By the end of the lesson, the learner should be able to:
- Define the terms leader, community and community leadership
- Identify types of leaders found in the community
- Show awareness of the role of various leaders in the community

In groups, learners are guided to:
- Find out and discuss the meaning of the terms leader, community and community leadership
- Study pictures of religious leaders and community leaders and identify them
- Find out from parents/guardians about community leaders in the county and share

Who are the leaders in our community, and what makes someone a leader?

- KLB Visionary Social Studies Grade 4 pg. 168
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

Community Leadership – Duties of leaders in the community
Community Leadership – Qualities of good leadership in the community

By the end of the lesson, the learner should be able to:
- Explain the duties of at least three types of community leaders
- Match community leaders with their correct duties
- Appreciate the contribution of community leaders to the wellbeing of the community

In groups, learners are guided to:
- Study pictures of community leaders and discuss their duties
- Read speech bubbles from the chief and the ward administrator and identify their duties
- Copy and match community leaders with their correct duties in a table

What duties do community leaders perform to improve the lives of people in the community?

- KLB Visionary Social Studies Grade 4 pg. 170
- Approved textbooks
- Digital resources
- KLB Visionary Social Studies Grade 4 pg. 173

- Written tests - Oral questions

Citizenship and Governance in Kenya

Community Leadership – Demonstrating and appreciating good leadership qualities

By the end of the lesson, the learner should be able to:
- Role-play qualities of good leadership in the community
- Design and display a poster with qualities of good leadership
- Appreciate that good leadership benefits the entire community

- Role-play good leadership qualities in the community assigning roles to learners
- Read the poster message "Leadership without respect to the members of the community is a waste of time" and discuss
- Sing the song "Good leadership, Good leadership" and discuss why good leadership is important

How can you apply the qualities of good leadership in your school and community?

- KLB Visionary Social Studies Grade 4 pg. 174
- Manila paper, markers
- Approved textbooks

- Observation - Oral questions

Citizenship and Governance in Kenya

Community Leadership – Supporting good community leadership in the county
Community Leadership – Assessment and review

By the end of the lesson, the learner should be able to:
- Explain ways of supporting good community leadership
- Compose songs on good leadership in the community
- Show appreciation for the role of good leadership in community development

- Discuss how learners can support good community leadership in their county
- Compose songs on good leadership and share with the school community
- Engage a resource person to discuss good community leadership and prepare questions in advance

Why is it important for community members to actively support good leadership?

- KLB Visionary Social Studies Grade 4 pg. 175
- Resource person
- Approved textbooks
- KLB Visionary Social Studies Grade 4 pg. 177
- Approved textbooks
- Learner portfolios

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya – Meaning and structure of county government

By the end of the lesson, the learner should be able to:
- Define the terms government and county government
- Outline the structure of county government in Kenya
- Show awareness of the importance of county government in Kenya

In groups, learners are guided to:
- Brainstorm the meaning of government and county government using digital or print resources
- Discuss that Kenya is divided into 47 counties each headed by a governor
- Draw the structure of the county government and display in class

Why is county government important for the people of Kenya?

- KLB Visionary Social Studies Grade 4 pg. 178
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya – Leaders of county government in Kenya
County Governments in Kenya – Duties of the county governor

By the end of the lesson, the learner should be able to:
- Identify the leaders of county government in Kenya
- Describe the roles of the governor and deputy governor
- Appreciate the leadership structure of the county government

In groups, learners are guided to:
- Brainstorm and discuss the leaders of county government in Kenya
- Identify the county governor and county headquarters for their own county
- Use digital or print resources to find out about county government leadership and share

Who are the leaders of county government in Kenya, and what roles do they play?

- KLB Visionary Social Studies Grade 4 pg. 179
- Approved textbooks
- Digital resources
- Internet
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya – Roles of Members of County Assembly (MCAs)

By the end of the lesson, the learner should be able to:
- Explain the roles of Members of County Assembly (MCAs)
- Distinguish between the duties of a governor and those of an MCA
- Value the work of MCAs in representing the community at the county level

In groups, learners are guided to:
- Read what Leah says about the duties of an MCA and discuss
- Complete a table by ticking or crossing statements on roles of MCAs
- Use digital resources or video clips to study how MCAs carry out their duties

How do Members of County Assembly represent and serve the people of their ward?

- KLB Visionary Social Studies Grade 4 pg. 181
- Approved textbooks
- Digital resources
- Internet

- Written tests - Oral questions

Citizenship and Governance in Kenya

County Governments in Kenya – Importance of county governments in Kenya

By the end of the lesson, the learner should be able to:
- Explain the importance of county governments to the people of Kenya
- Identify development projects undertaken by the county government
- Appreciate the role of county governments in improving livelihoods

In groups, learners are guided to:
- Study pictures showing the role of county governments and discuss
- Discuss what the county government has done for the people in their county
- Prepare for a debate on the motion "County Governments have done nothing for the people of Kenya"

How have county governments improved the lives of people in your county?

- KLB Visionary Social Studies Grade 4 pg. 183
- Approved textbooks
- Digital resources

- Oral questions - Observation

Citizenship and Governance in Kenya

County Governments in Kenya – Debate on county government and community engagement
County Governments in Kenya – Writing and research on county government

By the end of the lesson, the learner should be able to:
- Participate in a debate to appreciate the role of county governments
- Compose songs and dances to appreciate county governments
- Show appreciation for the contribution of county governments to national development

- Conduct the debate on the motion "County Governments have done nothing for the people of Kenya"
- Organise songs and dances to appreciate the role of county governments for presentation on parents' day
- Complete the fill-in-the-blanks statements on county government in the learner's book

Why should citizens appreciate and actively engage with their county government?

- KLB Visionary Social Studies Grade 4 pg. 184
- Approved textbooks
- Resource person
- Internet
- Digital resources

- Observation - Oral questions

Citizenship and Governance in Kenya

County Governments in Kenya – Assessment and review

By the end of the lesson, the learner should be able to:
- Summarise the structure, duties and importance of county governments
- Complete assessment tasks on county governments in Kenya
- Reflect on the significance of county governance for personal and community development

In groups, learners are guided to:
- Answer assessment exercise questions on county government structure, duties of governor and MCAs
- Draw the structure of the county assembly in Kenya
- Discuss the duties of ward and village administrators as an extension activity

How does understanding county government help you to become a more informed and active citizen?

- KLB Visionary Social Studies Grade 4 pg. 185
- Approved textbooks
- Learner portfolios

- Written tests - Oral questions