SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 1: LESSON 1
Strand: Natural and Built Environments
Sub Strand: Natural Environment - Elements of a Map

Specific Learning Outcomes:

- By the end of this lesson, students should be able to:
1.Explain what a map is.
2.Identify elements of a map using samples.
3. Enjoy studying maps through engaging activities.

Key Inquiry Question:

- What is a map?

Learning Resources:
- Maps of various regions (local and extended environments)
- Sketch maps
- Atlases
- Photographs, pictures, and paintings
- Internet resources
- Social Studies textbooks (pages 1-5)

Organization of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson to connect learning.
- Introduce the topic of maps, guiding learners to read and discuss from the provided resources
to grasp the key concept of maps.

Lesson Development (25 minutes):

Step 1: Define a Map

- Students discuss in pairs what they think a map is.
- Teacher provides a clear definition and examples of different types of maps (e.g., political,
physical, road maps).

Step 2: Identifying Elements of a Map

- In small groups, students receive different maps (sketch map, wall map, atlas).
- Each group identifies and labels key elements:
- Title
- Frame
- Key/Legend
- Scale
- Compass Rose
- Groups will present their findings briefly to the class.

Step 3: Create Your Own Map

- Each group will create a simple map of a local place, drawing in the identified elements: title,
key, and compass rose.

Step 4: Share and Discuss

- Groups display their maps, and the class discusses what elements they included and how they
used them to convey information.
 Conclusion (5 minutes):
- Recap the lesson by highlighting key points: definitions of maps and their elements.
- Engage students in a quick interactive quiz: “Can you point out the title on your map?” or
“What does the compass rose help us do?”
- Preview the next lesson, hinting at exploring different kinds of maps and their uses in history.

Extended Activities:
- Map Scavenger Hunt: Students search for different types of maps (physical, digital) in
magazines or online and present one map to the class.
- Field Trip Mapping: Plan a virtual or local field trip and ask students to create a map for their
chosen destination, including a legend for important landmarks.
- Family History Map: Ask students to map out a significant place in their family’s history using
sister maps elements and present these maps to the class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SOCIAL STUDIES

WEEK 1: LESSON 2
Strand: Natural and Built Environments
Sub Strand: Natural Environment - Elements of a Map

Specific Learning Outcomes:

- By the end of the sub strand, the learner should be able to:
1. Identify the key elements of a map
2.Read and interpret maps using the key elements
3.Appreciate the use of maps in daily life

Key Inquiry Question:

- How do we use maps in our daily lives?

Learning Resources:
- Local and extended environment
- Real objects (maps, globes)
- Photographs, pictures, and paintings
- Internet sources
- "Our Lives Today" social studies textbook, pages 6-9

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson, discussing what students remember about maps.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
key map concepts.
Lesson Development (25 minutes):

Step 1: Introduction to Map Elements

- Display a map on the board or screen.
- In pairs, have students identify and discuss the key elements of the map, such as the title,
legend (key), scale, compass rose, and labels.

Step 2: Exploring Map Elements Online

- Use digital resources (like educational websites or virtual maps) for students to explore
different types of maps.
- Ask students to take notes on the various elements they find in each map.

Step 3: Sketching a Simple Map

- Each student will draw a simple sketch map of their local area, incorporating at least three
elements learned (e.g., compass rose, a legend, and a title).

Step 4: Map Interpretation Activity

- Distribute a printed map and give students scenarios or questions that require them to read
and interpret the map.
- Encourage them to use the key elements identified earlier to find their answers.

Conclusion (5 minutes):
- Summarize key points by asking guiding questions about what makes a good map.
- Conduct a brief interactive activity (e.g., "Map Charades" where students act out map-related
activities).
- Prepare learners for the next session by previewing topics like types of maps (political,
physical, etc.) and asking them to think of maps they encounter in real life.
 Extended Activities:
- Map Scavenger Hunt: Create a classroom scavenger hunt requiring students to find maps in
textbooks, magazines, or online.
- Map Creation Project: Have students create a thematic map (e.g., a treasure map)
incorporating all the key elements and then present it to the class.
- Field Trip: Organize a walk in the community where students can use a map to navigate from
one destination to another.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 1: LESSON 3
Strand: Natural and Built Environments
Sub Strand: Natural Environment - Elements of a Map

Specific Learning Outcomes:

- By the end of this lesson, students should be able to:
1. Discuss the importance of the title in a map.
2.Draw symbols for a river, forest, or house.
3.Enjoy using maps in our daily lives.

Key Inquiry Questions:

- What elements do maps have?

Learning Resources:
- Local and extended environment objects
- Existing maps
- Photographs, pictures, and paintings
- Internet sources (e.g., Our Lives Today Social Studies, pages 8-9)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, asking students what they remember about
maps.
- Invite students to look at different types of maps (like city maps, treasure maps, etc.) and
discuss what they see in pairs. Encourage them to think about what makes a map useful.

Lesson Development (25 minutes):

Step 1: Understanding the Title

- Discuss why a title is important on a map.
- Ask students what information a title provides and how it helps the user understand what the
map represents.
- Activity: Have students share examples of map titles they remember from their learning
resources.

Step 2: Exploring Map Symbols

- Explain what map symbols are and why they are used (to simplify and represent real-world
features).
- Show examples of symbols for a river, forest, and house using a map on the board.
- Activity: Provide students with paper and colored crayons to practice drawing their own
symbols for a river, forest, and house.

Step 3: Creating Their Own Maps

- Discuss how students can create their own simple maps of their neighborhood or a favorite
place.
- Guide them in sketching a basic layout on paper, using the symbols they’ve drawn.
- Activity: Students will share their maps with a partner and explain what features are included.

Step 4: Real-Life Connection

- Discuss how maps are used in everyday life—finding directions, traveling, planning routes, etc.
- Activity: Have students explore real-life examples of maps they might encounter (e.g., GPS
applications, local business maps) and encourage them to think about what they rely on maps
for.
Conclusion (5 minutes):
- Summarize the key points of the lesson: Importance of titles, understanding symbols, and the
joy of using maps.
- Conduct a fun interactive quiz (e.g., Kahoot or thumbs up/down) on the elements discussed in
class to reinforce learning.
 - Encourage students to think about their own experiences with maps as they prepare for the
next session on how to read and interpret different types of maps.

Extended Activities:
- Create a "Map Exploration Day," where students bring in various maps from home and present
their favorite one to their peers.
- Assign students a project to draw a treasure map with clues that lead to different locations in
their local community. They can share their maps with the class.
- Consider a field trip to a local park where students can physically map out paths and points of
interest, reinforcing their newfound skills in a real-world context.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 2: LESSON 1
Strand: Natural and Built Environments
Sub Strand: Location, position, and size of Kenya
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the location of Kenya on Africa’s map.
2. Draw a map of Kenya and indicate her neighboring countries.
3. Appreciate Kenya and her neighboring countries.

Key Inquiry Question(s):

- How would you give the location and position of Kenya?

Learning Resources:
- Local and extended environment
- Real objects (e.g., globes, national flags)
- Maps (physical and political maps of Africa)
- Photographs, pictures, and paintings of Kenya
- Internet sources
- “Our Lives Today” social studies textbook, pages 9-10

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the geography of Africa.
- Read and discuss content from the textbook about Kenya’s location, emphasizing key terms
such as "neighbors," "location," and "position."

Lesson Development (25 minutes):

Step 1: Group Identification
- Organize students into small groups and provide them with atlases and maps of Africa.
- Each group will use these resources to locate Kenya and discuss its position relative to
surrounding countries (Tanzania, Uganda, Ethiopia, South Sudan, Somalia).

Step 2: Mapping Kenya

- Students will individually draw a simple map of Kenya.
- They should label Kenya and its neighboring countries, emphasizing direction (e.g., "south of
Kenya: Tanzania," "east of Kenya: Somalia"). Encourage creativity in their maps using colors and
symbols.

Step 3: Sharing and Comparing

- Each group will present their map to the class, explaining how they found Kenya's location and
the unique features they included.
- Encourage classmates to ask questions or share additional information they may know about
Kenya or its borders.

Step 4: Reflection and Discussion

- Conduct a class discussion on why understanding Kenya's location and neighbors is important.
- Introduce basic facts about each neighboring country, such as capital cities, languages spoken,
and any cultural highlights they may have learned.

Conclusion (5 minutes):
- Summarize the key points covered in the lesson: Kenya's location, the identification of
neighboring countries, and the importance of these geographical concepts.
- Engage students in a quick interactive activity, such as a map quiz or a "Find the Country" game
to reinforce what they learned.
- Preview the next session, which will explore Kenya's geography's influence on its culture and
economy, and ask students to think about any fun facts they might find.
 Extended Activities:
- Imaginary Trip: Have students write a short story or journal entry imagining they are traveling
to one of Kenya's neighboring countries. They should include what they would see, who they
might meet, and any activities they would do.
- Cultural Research Project: Assign each student a neighboring country to research. They could
present their findings in a digital poster or a brief oral presentation.
- Create a Family Map: Encourage students to create maps of their own neighborhoods or
towns, marking key locations like homes, parks, and schools, and comparing it with the
geographic features of Kenya.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 2: LESSON 2
Strand: Natural and Built Environments
Sub Strand: Location, Position, and Size of Kenya
Specific Learning Outcomes:
- By the end of this lesson, learners should be able to:
1. Locate the position of Kenya in relation to her neighbors.
2.Describe the position and size of Kenya relative to neighboring countries.
3. Appreciate the size of Kenya in square kilometers.

Key Inquiry Question:

- How do you locate a given place?

Learning Resources:
- Maps of Africa and Kenya
- Photographs and paintings of Kenyan landscapes
- Flash cards showing Kenya's neighbors
- Internet sources (for digital research)
- "Our Lives Today" social studies page 10-11

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson about the different countries in East Africa.
- Guide learners to read and discuss relevant content from the “Our Lives Today” resource,
focusing on Kenya’s geography and size. Pose the inquiry question to stimulate thinking: “How
do you locate a given place?”

Lesson Development (25 minutes):

Step 1: Location Discovery

- Using digital resources, learners research the geographical location of Kenya.
- They share their findings about neighboring countries (Uganda, Tanzania, Somalia, South
Sudan, Ethiopia).

Step 2: Size Comparison

- Have learners work in pairs to find out and write down the size of Kenya in square kilometers
(approximately 580,367 km²).
- Discuss how Kenya compares in size with its neighbors and why understanding the size is
important.

Step 3: Mapping Activity

- Each learner draws a simple map of Kenya, labeling its borders and neighboring countries.
- They should indicate the total size of Kenya on their maps.

Step 4: Presentation
- Invite a few learners to present their maps and findings to the class, reinforcing learning
through sharing.

Conclusion (5 minutes):
- Summarize the key points: Kenya's position, size, and neighboring countries.
- Lead a brief interactive activity: Ask students to name one thing they learned about Kenya’s
geography and one that surprised them.
- Preview the next session: “Next week, we will explore the cultural diversity of Kenya and how
geography affects the lifestyles of its people.”

Extended Activities:
- Research Project: Assign learners to choose a neighboring country of Kenya and prepare a
short presentation about its size, location, and any unique geographical features.
- Map Challenge: Create a large classroom map of East Africa, with students contributing by
adding their drawn maps of Kenya and its neighboring countries.
 - Field Trip: Plan a visit to a local museum or cultural center to learn more about East African
geography and culture.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 2: LESSON 3
Strand: Natural and Built Environments
Sub Strand: Location, Position, and Size of Kenya

Specific Learning Outcomes

- By the end of the sub-strand, learners should be able to:
1. Discuss the importance of having good relations with neighboring countries.
2. Write an essay about Kenya and her neighbors.
3. Appreciate the use of maps in daily life.

Key Inquiry Question(s):

- What is the importance of having good relations with neighboring countries?

Learning Resources:
- Local and extended environment
- Real objects
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- Internet sources
- "Our Lives Today" social studies (Pages 12-13)

Organization of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on Kenya's geography.
- Ask students to share what they know about Kenya and its neighbors.
- Introduce the key inquiry question: "What is the importance of having good relations?"

Lesson Development (25 minutes):

Step 1: Group Discussion

- Divide the class into pairs.
- Provide pairs with maps and visual aids showing Kenya and its neighboring countries.
- Instruct them to discuss and list reasons why good relations with neighboring countries are
important (e.g., trade, security, cultural exchange).

Step 2: Research Activity

- Have each pair use available resources (books, internet) to gather more information about
Kenya and its neighbors.
- Encourage them to pay attention to historical events or agreements that have influenced
relationships.

Step 3: Essay Writing

- Guide the students to draft an outline for their essay about Kenya and its neighbors, focusing
on key points identified earlier (important facts, benefits of good relations, etc.).
- Encourage them to start their essays in class, aiming for at least a rough draft by the end of the
lesson.

Step 4: Sharing and Feedback

- Allow a few pairs to share their findings and outline with the class.
- Encourage constructive feedback from peers about their ideas and essay outlines.

Conclusion (5 minutes):
- Summarize the key points discussed about the importance of good relations with neighboring
countries and the role of maps in understanding geography.
- Conduct a brief interactive activity: Have each student share one fact they learned today about
Kenya or its neighbors.
- Preview the next lesson’s topic, which will focus on trade and cooperation with neighboring
countries. Pose a question for them to think about: "How do trade agreements improve
relations?"

Extended Activities:
 - Create a Map Project: Students can create a detailed map of Kenya and its neighboring
countries, including important cities, rivers, and borderlines, labeling key features and
discussing their significance.
- Neighborhood Relations Poster: Have students create a poster that illustrates the benefits of
good relations, using images and text, which can be displayed in the classroom.
- Class Debate: Organize a debate on the significance of one neighboring country to Kenya,
evaluating economic, cultural, and political aspects.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 3: LESSON 1
Strand: Natural and Built Environments
Sub Strand: Main Physical Features in Kenya - Relief and Drainage Features

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1. Give examples of relief and drainage features in Kenya.
2. Study given maps and identify relief and drainage features.
3. Appreciate relief features in Kenya.

Key Inquiry Question(s):

- What are examples of relief features in Kenya?

Learning Resources:
- Local and extended environment
- Real objects (e.g., rocks, water samples)
- Maps of Kenya
- Photographs, pictures, and paintings of Kenyan landscapes
- Flashcards and posters
- Internet sources (for additional information)
- Textbook: "Our Lives Today" Social Studies, Pages 14-17

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on natural environments.
- Guide learners to skim through the relevant content in the textbook (Pages 14-17).
- Engage students in a brief discussion about what they remember and understand about
Kenya’s physical features.

Lesson Development (25 minutes):

Step 1: Exploration of Physical Features

- Divide learners into small groups and provide them with maps of Kenya.
- Instruct each group to explore and discuss map elements depicting relief features (such as
mountains, hills, plains) and drainage features (such as rivers, lakes).

Step 2: Brainstorming Session

- Prompt each group to brainstorm a list of relief and drainage features found in Kenya.
- Encourage them to think about well-known features such as Mount Kenya, the Great Rift
Valley, and Lake Victoria.
- Have groups elect a spokesperson to share their findings with the class.

Step 3: Class Discussion

- Facilitate a whole-class discussion, where each group presents their list.
- As they share, capture key points on the board, ensuring that each feature is categorized as
either relief or drainage.

Step 4: Interactive Mapping Activity

- Using a large map of Kenya (either a physical map or a projected one), guide learners to mark
the relief and drainage features discussed.
- Allow students to use stickers or markers to add features as they are mentioned, reinforcing
visual recognition.

Conclusion (5 minutes):
- Summarize the key points covered during the lesson, highlighting examples of both relief and
drainage features in Kenya.
- Conduct a brief interactive quiz where students can answer questions like “Name a major river
in Kenya” or “Which mountain is the highest in Kenya?”
- Prepare students for the next lesson by previewing the upcoming topic of the importance of
these features to Kenyan culture and economy.

Extended Activities:
 - Mapping Project: Have students create a simple physical map of Kenya using art supplies. They
can label features and include a legend.
- Field Trip: If feasible, organise a visit to a local geographic feature, like a hill or stream, where
students can observe and learn about physical features firsthand.
- Research Assignment: Each student chooses one relief or drainage feature in Kenya to research
and presents it in class. This can include its significance to the local community, wildlife, and
environment.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 3: LESSON 2
Strand: Natural and Built Environments
Sub Strand: Main Physical Features in Kenya

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the main physical features in Kenya.
2. Locate the main physical features in Kenya on a map.
3. Appreciate the significance of the physical features found in Kenya.

Key Inquiry Question:

- Where are the main physical features found in our country?

Learning Resources:
- Maps (sketch maps, atlases)
- Photographs, pictures, and paintings of physical features in Kenya
- Flash cards and posters showcasing key features
- Internet sources (with guided access)
- “Our Lives Today” Social Studies Pages 18-20

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, asking students to recall what they learned.
- Introduce today’s topic: the main physical features in Kenya.
- Guide students in reading and discussing the learning resources to build understanding of key
concepts related to physical features.

Lesson Development (30 minutes):

Step 1: Brainstorming Activity

- Activity: Divide learners into small groups and ask them to brainstorm a list of physical features
found in Kenya, focusing on relief and drainage (e.g., mountains, rivers, lakes).
- Outcome: Each group shares their ideas with the class.
Step 2: Locating Features on a Map
- Activity: Provide learners with a sketch map of Kenya. In groups, they will identify and mark
the physical features they discussed in Step 1 on their maps using different colors for each
feature type (e.g., blue for water bodies, green for forests).
- Outcome: Each group presents their map to the class, explaining their choices.

Step 3: Drawing a Detailed Map

- Activity: Individually, students will draw their version of a map of Kenya, including the physical
features identified earlier and labeling them clearly.
- Outcome: Students share their maps with a partner and provide feedback on accuracy and
detail.

Step 4: Appreciating Physical Features

- Activity: Facilitate a class discussion about why these features are important, considering
aspects such as environmental impact, tourism, and daily life. Use photographs and flashcards
to illustrate each feature.
- Outcome: Students articulate one reason why a specific physical feature is important to life in
Kenya.

Conclusion (5 minutes):
- Summarize the key points learned about the main physical features in Kenya.
- Conduct a brief interactive activity where students can shout out one physical feature and its
importance to reinforce concepts learned.
- Preview the next lesson: "How do physical features affect human activities in Kenya?"
Encourage students to think about this question at home.

Extended Activities:
- Field Study: Organize a local trip to a nearby park or feature that can illustrate the physical
environments discussed.
- Creative Project: Students can create a scrapbook featuring pictures, facts, and stories about a
chosen physical feature in Kenya.
 - Research Assignment: Encourage students to research a specific physical feature and present
their findings in a creative way (e.g., poster, slide show).

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 3: LESSON 3
Strand: Natural and Built Environments
Sub Strand: Main Physical Features in Kenya

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Explain the importance of some physical features in Kenya.
2. Draw a map of Kenya and accurately locate the physical features.
3. Have fun visiting and learning about Kenya’s features.
Key Inquiry Question:
- What is the importance of physical features in Kenya?

Learning Resources:
- Local and extended environment
- Real objects (e.g., rocks, soil samples)
- Maps of Kenya
- Photographs, pictures, and paintings of features
- Flash cards and posters
- Internet sources
- Textbook: "Our Lives Today" (Social Studies), pages 18-20

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson.
- Engage students in a brief discussion by asking questions about what they learned previously.
- Introduce the topic of physical features in Kenya and highlight the key inquiry question.

Lesson Development (25 minutes):

Step 1: Introduction to Physical Features

- Present various physical features of Kenya (e.g., Mount Kenya, the Great Rift Valley, Lake
Victoria).
- Use pictures and flashcards to visually engage students.
- Discuss the significance of these features in terms of geography, economy (like tourism and
fishing), and culture.
Step 2: Map Drawing Activity
- Provide students with blank maps of Kenya.
- Instruct them to label the main physical features discussed in class, such as major mountains,
lakes, and valleys.
- Circulate and offer assistance as needed, ensuring students correctly place and name the
features.

Step 3: Group Discussion and Display

- In groups, have students share their maps and discuss the location and importance of the
physical features they've drawn.
- Encourage creativity by inviting them to decorate their maps with relevant symbols or images
(like animals found in those areas).

Step 4: Interactive Learning

- Conduct a fun interactive quiz where students can identify physical features on a projected
map.
- Use responses to reinforce learning by asking follow-up questions about the importance of
each feature discussed.

Conclusion (5 minutes):
- Summarize key points from the lesson, highlighting both the physical features of Kenya and
their importance.
- Conduct a brief interactive activity, such as a "feature matching" game, where students match
pictures of features with their names or facts.
- Prepare learners for the next lesson by previewing upcoming topics, encouraging them to
think about how these features impact their daily lives.

Extended Activities:
 - Physical Feature Poster Project: Assign students to create informative posters about a specific
physical feature in Kenya, including its location, importance, and interesting facts. Students can
present their posters to the class.
- Field Trip to Nearby Natural Features: Plan a visit to a local park or feature to observe physical
traits and discuss their relevance firsthand.
- Research Project: Encourage students to use the internet to research a lesser-known physical
feature in Kenya and present their findings to the class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 4: LESSON 1
Strand: Natural and Built Environments
Sub Strand: Weather and Climate in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1.Define weather and climate.
2.Think, pair and share on elements of weather in the environment.
3. Appreciate the different weather patterns in Kenya.
Key Inquiry Question(s):
- What is climate?

Learning Resources:
- Local and extended environment
- Real objects (e.g., weather instruments)
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- Internet sources
- Our Lives Today Social Studies pages 21-24

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Start with a brief review of what was discussed in the last lesson,
highlighting any key points related to the environment.
- Engagement: Guide learners to read and discuss relevant content from the provided resources.
Encourage them to express their thoughts about weather and climate to prepare for the lesson.

Lesson Development (25 minutes):

Step 1: Define Weather and Climate

- Activity: Provide learners with definitions of weather ("the day-to-day state of the
atmosphere") and climate ("the average weather conditions in a place over a long period").
- Discussion: Ask students to think about their favorite weather conditions and how they might
vary from place to place.
Step 2: Explore the Elements of Weather
- Oral Phrases Activity: In small groups, learners will create phrases describing different weather
elements (temperature, precipitation, wind, etc.) while referring back to their resources.
- Share Out: Each group can present their phrases to the class, fostering a shared understanding.

Step 3: Difference Between Weather and Climate

- Think-Pair-Share: Students will individually think about and then discuss in pairs the
differences between weather and climate.
- Whole Class Share: Ask some pairs to share their insights with the class, emphasizing key
differences.

Step 4: Appreciate Weather Patterns in Kenya

- Group Brainstorm: Learners will share what they know about different weather patterns in
Kenya, such as rainy seasons, droughts, and temperature variations across regions.
- Interactive Discussion: Use maps and photographs to illustrate different climates in various
parts of Kenya.

Conclusion (5 minutes):
- Summarize Key Points: Briefly recap the definitions of weather and climate, the importance of
understanding weather elements, and the unique weather patterns in Kenya.
- Interactive Activity: Conduct a quick quiz game (e.g., Kahoot) focused on the main topics
covered to reinforce learning.
- Preview Next Session: Introduce what will be discussed in the next class, such as how climate
affects life in Kenya.

Extended Activities:
- Weather Diary: Encourage learners to keep a weather diary for a week, noting daily weather
conditions, and reflecting on how it compares to the climate of their area.
 - Create a Weather Poster: Students can create posters about a specific weather pattern in
Kenya, including images, data, and descriptions to present to their peers.

- Research Project: Assign learners to research and present on different regions of Kenya and
their specific weather and climate characteristics.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 4: LESSON 2
Strand: Natural and Built Environments
Sub Strand: Weather and Climate in Kenya

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1. Describe the different climatic conditions in different regions of Kenya.
2. Locate the main climatic regions in Kenya using appropriate media/a map of Kenya.
3.Appreciate the main climatic regions in Kenya.
Key Inquiry Question(s):
- What weather conditions do we experience in our environment?

Learning Resources:
- Local environment references
- Maps of Kenya
- Photographs, pictures, and paintings of different climates
- Flash cards and posters
- Internet sources
- Our Lives Today social studies pages 26-28

Organisation of Learning:

Introduction (5 minutes):
- Quickly review the previous lesson about the importance of weather and climate.
- Guide learners to read aloud and discuss the relevant sections from "Our Lives Today," focusing
on what they already know about weather.

Lesson Development (25 minutes):

Step 1: Identify Elements of Weather

- In pairs, learners will explore different sources (books, internet, flash cards) to identify key
elements of weather (temperature, rainfall, humidity, wind).
- Each pair will write down their findings on a sheet of paper.

Step 2: Explore Locations of Climatic Regions

- Using a map of Kenya, pairs will locate where different climatic regions are situated (e.g.,
coastal, central highlands, arid regions).
- They should mark these regions on their map and share their findings with another pair.

Step 3: Discuss Climate Characteristics

- Facilitate a whole class discussion where learners share their findings on the characteristics of
each climatic region.
- Discuss how these climates affect the lifestyle of people living in those regions (e.g., farming
practices, clothing).

Step 4: Create Climatic Region Posters

- Each pair will create a simple poster that illustrates a specific climatic region in Kenya,
including key features of that climate, using drawings, labels, and short descriptions.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson about Kenya’s climatic regions and their
importance.
- Conduct a brief interactive quiz where students can answer questions about what they
learned.
- Prepare students for the next class by posing a question about how climate change might
affect these regions in the future.

Extended Activities:
- Climate Diary: Encourage learners to keep a climate diary for one week, recording daily
weather conditions in their area and discussing how it compares to the climates they studied.
- Research Project: Assign learners to choose one climatic region of Kenya and prepare a short
presentation for the next lesson, including information on its climate, geography, and the
impact on local communities.
- Guest Speaker: Invite a speaker from a local environmental group to discuss the climate of
Kenya and its impact on wildlife and agriculture.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 4: LESSON 3
Strand: Natural and Built Environments
Sub Strand: Weather and Climate in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1. Discuss the characteristics of the main climatic regions in Kenya.
2. Play age-appropriate games related to the main climatic regions in Kenya.
3. Appreciate the characteristics of different climatic regions in Kenya.

Key Inquiry Question:

- What are the characteristics of the main climatic regions in Kenya?

Learning Resources:
- Local and extended environment
- Real objects (e.g., weather instruments)
- Maps
- Photographs, pictures, and paintings of different climatic regions
- Flash cards and posters
- Internet sources
- "Our Lives Today" social studies pages 29-31

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson about Kenya’s geography.
- Ask students to share what they remember about different climate types and to briefly discuss
how climate affects daily life.
- Introduce the focus for today: understanding the different climatic regions in Kenya.

Lesson Development (25 minutes):

Step 1: Group Discussion

- Divide the class into small groups.
- Each group will be assigned one of the main climatic regions (e.g., tropical, arid, temperate).
- Groups will discuss the key characteristics of their assigned region, using maps and visual aids
as references.

Step 2: Presentation
- After discussions, each group presents their findings to the class.
- Encourage students to include information about temperature, rainfall, and vegetation typical
of their region.
- As presentations are made, other students should take notes and ask questions for
clarification.

Step 3: Game Activity

- Play a quick interactive game where students match images or characteristics to the correct
climatic regions using flashcards.
- For example, show a flashcard of a landscape or animal, and students must identify where it
belongs in Kenya.

Step 4: Reflection
- Ask students to reflect individually on what they learned from group discussions and
presentations.
- Prompt them with questions such as, “How does the climate in your region impact the way
people live?”

Conclusion (5 minutes):
- Summarize key points discussed in class, emphasizing the characteristics of Kenya's climates.
- Conduct a brief interactive activity where students can raise their hands to share one
important fact they learned.
- Provide a preview of the next lesson, which will delve deeper into how climate affects
agriculture and lifestyle in various regions of Kenya.

Extended Activities:
- Climate Map Project: Students create a climate map of Kenya labeling the different regions and
their characteristics. They can use colors and symbols to represent different climates.
- Weather Journal: Over the course of a week, students will keep a weather journal, noting daily
weather conditions (if applicable) and comparing them with the characteristics of their assigned
climatic region.
 - Research Assignment: Students can choose one climatic region and conduct further research
to create a presentation or poster, showcasing elements like flora, fauna, and human activities
influenced by the climate.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 5: LESSON 1
Strand: Natural and Built Environments
Sub Strand: Weather and Climate in Kenya

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1. Outline the different climatic regions on a map of Kenya.
2. Model a map of Kenya showing the main climatic regions and display it in class.
3. Have fun while modelling a map of climatic regions in Kenya.

Key Inquiry Question(s):

- What weather conditions do we experience in our environment?

Learning Resources:
- Local and extended environment
- Real objects
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- Internet sources
- "Our Lives Today" social studies pages 29-31

Organisation of Learning:

Introduction (5 minutes):
- Review: Begin by quickly reviewing the previous lesson on climate and weather. Ask students
what they remember about weather patterns in Kenya.
- Discussion: Guiding learners, read and discuss the relevant content from the learning
resources, focusing on understanding climatic regions.

Lesson Development (25 minutes):

Step 1: Introduction to Climatic Regions

- Start by explaining what a climatic region is. Discuss the three main types of climates found in
Kenya: tropical, temperate, and arid.
- Ask students questions like, “Which climate do we live in?” to engage them.

Step 2: Research and Outline

- Divide students into small groups. Provide maps and other resources. In their groups, have
learners identify and outline the different climatic regions on their maps.
- Encourage students to discuss within their groups the characteristics of each climatic region.
Step 3: Create the Climate Map
- Supply each group with materials (colored markers, large paper, etc.) to model a detailed map
of Kenya indicating the different climatic regions.
- Instruct them to use colors or symbols to represent different climates (e.g., blue for tropical,
yellow for arid, green for temperate).

Step 4: Display and Share

- Have each group briefly present their map to the class, explaining the regions they
represented and why they chose their specific colors/symbols.
- Display the maps around the classroom for further reference.

Conclusion (5 minutes):
- Summarize: Recap the key concepts learned about climatic regions in Kenya.
- Interactive Activity: Play a quick game of “Climate Charades” where students act out different
weather conditions and the class guesses which climatic region it represents.
- Preparation for Next Session: Preview the next topic about the impact of climate on people
and activities in Kenya. Pose a question for students to think about: “How do the climatic
regions affect the lives of people in Kenya?”

Extended Activities:
- Weather Journal: Have students keep a week-long weather journal where they track the
temperature and weather conditions each day, categorizing it into climatic regions.
- Research Project: Assign students to select a specific climatic region and create a poster that
includes its features, the type of vegetation, animals, and how people adapt to living there.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 5: LESSON 2
Strand: Natural and Built Environments
Sub Strand: The Built Environments

Specific Learning Outcomes:

- By the end of the sub-strand, students should be able to:
1.Identify the main historic built environments in Kenya
2. Locate the main historic built environments in Kenya on a map
3. Appreciate the importance of museums

Key Inquiry Question:

- What is the importance of historic built environments?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides/Internet sources
- Artifacts
- Museum, monuments, cultural, and historical sites
- Our Lives Today Social Studies pages 32-35

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students what they remember about built environments.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
the significance of historic built environments.

Lesson Development (25 minutes):

Step 1:
- Introduction to Historic Built Environments
- Begin by defining what built environments are (structures made by people).
- Discuss examples of built environments in Kenya like museums, monuments, cultural centers,
and historical buildings.
- Use flashcards for visual support, displaying images of each type.

Step 2:
- Think-Pair-Share Activity
- Ask students to think individually about a historic built environment they know.
- Allow them to share their thoughts in pairs.
- After sharing, each pair presents one built environment to the class and explains why it is
important.

Step 3:
- Group Mapping Activity
- Divide students into small groups and provide them with a map of Kenya.
- Instruct each group to locate at least three historic built environments based on previous
discussions and learning resources.
- Each group will mark their locations on the map and be prepared to share with the class.

Step 4:
- Class Presentation
- Each group presents their marked map, explaining the historic built environments they chose.
- Discuss as a class why these locations are essential for Kenya’s cultural heritage and history.

Conclusion (5 minutes):
- Summarize key points discussed about historic built environments and their importance.
- Conduct a brief interactive quiz using questions such as, "What is one reason museums are
important?" to reinforce learning.
- Preview upcoming lessons by asking, "Next time, we will learn how these environments
influence our lives today. What buildings do you think will be important?"

Extended Activities:
- Visit a Local Museum: Students can take a trip to a nearby museum to explore local history and
culture firsthand.
- Create a Poster: Students can create a poster about one historic built environment of their
choice and present it to the class.
- Build a Model: Encourage students to create a simple 3D model of a historic building using
everyday materials at home.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 5: LESSON 3
Strand: Natural and Built Environments
Sub Strand: The Built Environments

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1. Explain the importance of caring for historic built environments.
2. Write down ways of caring for historic built environments.
3.Appreciate the importance of taking care of historic built environments.

Key Inquiry Question(s):

- Which historic built environments do you know?

Learning Resources:
- Local and extended environment maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Artefacts
- Museum, Monuments, and Cultural and Historical Sites
- Our Lives Today social studies pages 35-38

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by briefly reviewing the previous lesson on the definition of built
environments.
- Ask students to share a few historical built environments they know, encouraging them to
think about their significance.
- Display a few images of local historic sites to pique interest.

Lesson Development (25 minutes):

Step 1: Group Discussion

- Facilitate a group discussion about why historic built environments are important. Ask guiding
questions:
- What do these places tell us about our history?
- Why should we care about them?

Step 2: Explain the Importance

- Present information on the significance of historic built environments, covering topics such as
culture, education, tourism, and community identity.
- Emphasize how caring for these environments helps preserve history for future generations.

Step 3: Ways to Care for Historic Built Environments

- Brainstorm with the students ways in which they can help care for these sites. Write down
their ideas on the board. Topics to consider:
- Visiting and supporting local historical sites
- Participating in clean-up days
- Advocating for preservation efforts

Step 4: Activity: Create a Care Plan

- In pairs, students will create a simple plan on how they can contribute to caring for a historic
site in their community. They will present their ideas to the class.
Conclusion (5 minutes):
- Summarize the key points discussed: the importance of historic built environments and the
ways we can care for them.
- Conduct a brief interactive quiz using flashcards to reinforce the main topics.
- Preview the next lesson by posing the question: “How do modern buildings and structures
differ from historic ones?”

Extended Activities:
- Field Trip: Organize a visit to a local historic site or museum where students can learn firsthand
about preservation efforts.
- Project: Have students create a poster featuring a historic site they care about, including
reasons for its importance and how to care for it.
- Research Assignment: Ask students to research an important historic built environment in
Kenya and present their findings to the class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 7: LESSON 1
Strand: Natural and Built Environments
Sub Strand: The Built Environments

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1.Care for the historic built environment.
2. Find out how they can help in taking care of the historic built environment.
3.Enjoy taking care of the historic built environment.

Key Inquiry Question:

- Why should we take care of historic built environments?

Learning Resources:
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides/Internet sources
- Artefacts
- Museum, Monuments, Cultural and historical sites
- Our Lives Today Social Studies, pages 35-38

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on built environments.
- Ask students to share one thing they remember about historic buildings or places from
previous discussions.
- Introduce the key inquiry question: "Why should we take care of historic built environments?"
and encourage a quick think-pair-share among students.

Lesson Development (25 minutes):

Step 1: Understand Historic Built Environments

- Show photographs and paintings of various historic built environments.
- Discuss what makes a building or place historic.
- Ask students to identify local historic sites they know of and discuss their significance.

Step 2: Why Care for Them?

- Introduce the reasons why it's important to take care of these environments (e.g., preserving
culture and history, educational value).
- Have students read a short passage from "Our Lives Today" (pages 35-36) and highlight the
importance of maintaining these sites.
- Discuss as a class: What could happen if we don't take care of historic buildings?

Step 3: How Can We Help?

- Brainstorm as a class ways students can help care for these environments, such as visiting
museums responsibly, being part of clean-up days, or spreading awareness about historic sites.
- Create a list on the board and categorize them into actions students can take at home, school,
and the community.

Step 4: Enjoying the Process

- Engage students in a quick drawing activity where they illustrate a historic site they love or one
they would like to visit.
- Encourage them to share their drawings and explain why that site is meaningful to them.
Conclusion (5 minutes):
- Summarize key points discussed: the importance of historic built environments, why we care
for them, ways we can help, and enjoying the process.
- Conduct a brief interactive quiz, using flashcards, to reinforce the main points learned in the
lesson.
- Provide a peek into the next session, mentioning upcoming topics about famous local historic
sites and their stories.

Extended Activities:
- Field Trip: Organize a visit to a local historic site or museum for a hands-on experience.
- Poster Project: Have students create posters that promote the importance of caring for historic
built environments and display them in the school.
- Story Writing: Ask students to write a short story or personal narrative featuring a visit to a
historic site, emphasizing the lessons they learned about care and preservation.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 7: LESSON 2
Strand: Natural and Built Environments
Sub Strand: The Built Environments

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1. Visit a nearby historic built environment and write a report.
2. Visit a museum to learn about the past and write a report.
3. Participate in caring for historic built environments within the locality.
4. Appreciate the importance of taking care of historic built environments.

Key Inquiry Question(s):

- How could we care for the historic built environments in our country?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides
- Internet sources
- Resource persons
- Artefacts
- Museum, Monuments, Cultural and Historical Sites
- Our Lives Today (Social Studies textbook, pages 35-38)
Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students what they remember about historic buildings or
sites.
- Guide learners to read and discuss relevant content from the learning resources provided,
particularly focusing on the importance of historic environments.

Lesson Development (25 minutes):

Step 1: Understanding Historic Built Environments

- Begin with a discussion on what a historic built environment is, using photos and maps for
illustration.
- Ask students to name any local historic sites they are aware of.

Step 2: Planning a Visit

- Explain the process of planning a visit to a local historic site or museum.
- Discuss the types of information students should look for, such as age, significance, and stories
related to the site.
- Allow students to brainstorm what questions they might want to answer during their visit.

Step 3: Field Visit (On a scheduled date)

- Take students on a field trip to the chosen local historic built environment.
- Instruct them to take notes on facilities, historical information, and any other observations
they find interesting.
- Encourage them to take pictures (if permitted) for their reports.

Step 4: Writing Report and Caring for Environments

- After the visit, guide students on how to compile their notes into a structured report.
- Discuss as a class the importance of caring for these historic sites and brainstorm ways they
can contribute to their preservation, such as participating in clean-up events or community
programs.

Conclusion (5 minutes):
- Summarize the key points discussed and the learning objectives achieved during the lesson.
- Conduct a brief interactive activity such as a quiz or group discussion to reinforce the main
topics.
- Prepare learners for the next session by previewing upcoming topics or questions regarding
the importance of local heritage.

Extended Activities:
- Create a poster or digital presentation on a specific historic built environment, highlighting its
importance and how to protect it.
- Organize a community project where students can participate in caring for a local site, perhaps
by planting flowers or picking up litter.
- Write a letter to local government officials advocating for the preservation of an important
historical site in their community.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 7: LESSON 3
Strand: People and Population
Sub Strand: Language Groups in Kenya

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the main language groups in Kenya.
2. Draw a table with the name of a house from different language groups.
3.Appreciate the different language groups found in Kenya.

Key Inquiry Question(s):

- How many language groups are there in Kenya?

Learning Resources:
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides
- Internet sources
- Approved textbooks (e.g., Our Lives Today, pages 39-40)
- Resource persons (e.g., a community elder or language expert)

Organisation of Learning:

Introduction (5 minutes):
- Quickly review the previous lesson. Start with a question: “What do you remember about the
different peoples of Kenya?”
- Encourage learners to share their responses.
- Introduce the topic of language groups in Kenya, explaining why they are important in
understanding the country’s diversity.

Lesson Development (25 minutes):

Step 1: Identifying Language Groups

- Show maps and pictures of Kenya and discuss the major language groups (e.g., Kikuyu, Luo,
Luhya, Kalenjin, Maasai).
- Ask students to name any languages or language groups they know.
- Engage learners by asking them to think about which language group they belong to or have
encountered.

Step 2: Discussing Houses in Different Groups

- Introduce the concept of traditional houses from various language groups (e.g., the Kikuyu's
"manyatta," the Maasai's "enkaji").
- Together as a class, create a chart on the board listing the language groups alongside their
respective traditional houses.
- Use pictures to illustrate what these houses look like.

Step 3: Drawing the Table

- Provide each student with a worksheet to draw a simple table with two columns: one for
language groups and another for traditional houses.
- Instruct students to fill in the table using the information discussed in class.

Step 4: Group Discussion

- Allow students to share their tables in small groups. Encourage them to discuss the
importance of these houses and how they relate to the culture of each language group.
- Ask questions to facilitate a deeper understanding, such as “What do these houses tell us
about the people who live in them?”

Conclusion (5 minutes):
- Summarize the key points discussed about language groups and their traditional houses.
- Ask a volunteer to share one interesting fact they learned during the lesson.
- Conduct a brief interactive activity where students can quiz each other on language groups
and traditional houses.
- Preview the next lesson by asking learners to think about how language influences culture and
identity.

Extended Activities:
- Language Posters: Assign each student a language group to research further. They will create a
poster that includes basic information, pictures, and a few commonly used words or phrases in
that language.
- Cultural Exchange Day: Plan a day where students can bring in items, foods, or music
representing a particular language group they are interested in.
- Interview a Family Member: Encourage students to interview a family member about their
language group and any cultural traditions they follow related to that language.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 8: LESSON 1
Strand: People and Population
Sub Strand: Language Groups in Kenya

Specific Learning Outcomes:

- By the end of the sub strand, learners should be able to:
1. Identify the language groups in Kenya.
2. List the communities that make up those language groups.
3. Appreciate the various communities in Kenya.

Key Inquiry Question:

- How do you call a cow in your community?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Approved textbooks (e.g., Our Lives Today, pages 40-42)
Organisation of Learning:

Introduction (5 minutes):
- Start with a brief review of the previous lesson on communities in Kenya and their significance.
- Engage learners in a short discussion: "What languages do you hear in your community?" This
will help activate their prior knowledge.
- Introduce the topic of language groups in Kenya and the key inquiry question about how a cow
is called in different languages.

Lesson Development (25 minutes):

Step 1: Explore Language Groups

- Show video clips or images that introduce the major language groups in Kenya (e.g., Bantu,
Nilotic, Cushitic).
- Discuss their characteristics and importance to Kenyan culture. Ask students to take notes.

Step 2: Identify Communities

- In pairs, have learners look up in textbooks or utilize media to write down communities that
belong to each language group identified in Step 1.
- Create a chart on the board or a poster showing language groups with their corresponding
communities, completed by input from students.

Step 3: Discuss Cultural Appreciation

- Facilitate a discussion about how each language group contributes to Kenya’s diversity.
- Encourage students to share personal stories or experiences from their communities related to
language, tradition, or culture.

Step 4: Quick Review

- Use flashcards or a quiz game (e.g., Kahoot) to quickly assess understanding of language
groups and communities.
- Reinforce vocabulary related to the topic.

Conclusion (5 minutes):
- Summarize the key points from the lesson, highlighting the diversity of language groups and
communities in Kenya.
- Ask students to share one new thing they learned today.
- Prepare students for the next session by previewing exploration of one specific community and
its culture.

Extended Activities:
- Community Exploration Project: Assign students to interview family members about their
communities and record the languages spoken and cultural practices.
- Language Culture Day: Plan a day where students can bring in items, stories, or even food from
different communities to share with the class.
- Creative Artwork: Encourage students to create artwork that celebrates their language or their
community, which can be displayed in the classroom.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 8: LESSON 2
Strand: People and Population
Sub Strand: Language groups in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1.Identify ways in which language groups in Kenya depend on each other.
2.Write down ways in which language groups in Kenya depend on each other.
3.Appreciate ways in which language groups in Kenya depend on each other.

Key Inquiry Question(s):

- How do communities in Kenya depend on one another?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Resource persons
- "Our Lives Today" social studies (pages 43-44)
Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson and connect it to today’s topic.
- Introduce the key concepts by displaying language group maps and visually engaging
resources.
- Engage learners in a discussion about what they already know regarding language groups in
Kenya.

Lesson Development (25 minutes):

Step 1: Identifying Language Groups

- Begin with a brief overview of the main language groups in Kenya.
- Use maps and visuals to show where different language groups are located.
- Prompt learners to discuss in small groups how these groups may interact in daily life (trade,
community events, etc.).

Step 2: Discussing Dependency

- Facilitate a class discussion on how these language groups depend on each other.
- Questions to guide discussion:
- What resources do different groups share?
- How do communities work together during events or challenges?
- Are there any particular cultural celebrations that bring different groups together?

Step 3: Writing Activity

- Have students write down at least three ways language groups in Kenya depend on each other.
- Encourage them to use clear examples from the discussion.
Step 4: Sharing and Reflecting
- Invite a few students to share their written points with the class.
- Discuss similarities and differences in their responses.
- Highlight key themes of collaboration, respect, and mutual dependence.

Conclusion (5 minutes):
- Summarize key points from the lesson, emphasizing the importance of language group
interdependence.
- Conduct a quick interactive activity: have students form pairs and share one new thing they
learned today with each other.
- Provide a preview of the next lesson topic, which will delve deeper into cultural exchanges
among these language groups.

Extended Activities:
- Cultural Day Project: Students can organize a cultural day where they present different
language groups and their unique traditions or foods. They can invite family members to share
their experiences and stories.
- Pen Pal Program: Set up a pen pal program with a classroom from a different language group,
allowing students to exchange letters and learn about each other's culture and language.
- Create a Language Group Map: Students can create a detailed map showing the locations of
various language groups, including information about what each group offers to the community.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 8: LESSON 3
Strand: People and Population
Sub Strand: Language groups in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, the learner should be able to:
1. Identify the benefits of interdependence of language groups.
2.Make a poster with a message on the benefits of interdependence among Kenyan
communities.
3.Appreciate interdependency among communities in Kenya.

Key Inquiry Question:

- What are the benefits of interdependence?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Resource persons
- "Our Lives Today" Social Studies pages 44-47
Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking learners about the different language groups in Kenya.
- Guide learners to read and discuss relevant content from the provided learning resources,
emphasizing understanding of the key concepts related to interdependence.

Lesson Development (25 minutes):

Step 1: Group Discussion

- Divide learners into small groups and ask them to brainstorm the benefits of different
language groups working together in Kenya. Encourage them to think about aspects like culture,
trade, and cooperation.

Step 2: Research and Note-taking

- Using the learning resources, learners will research their assigned language group and find
specific examples of how communities depend on one another. Each group should take notes
on their findings.

Step 3: Poster Creation

- With their notes, each group will create a poster that visually represents the benefits of
interdependence among Kenyan communities. They should include images, words, and symbols
that convey their message.

Step 4: Presentation and Display

- Groups will present their posters to the class, explaining their key messages. After the
presentations, all posters will be displayed on the school notice board for others to see.

Conclusion (5 minutes):
- Summarize the key points and the learning objectives achieved during the lesson, reinforcing
the benefits of interdependence.
- Conduct a brief interactive activity, such as a quick quiz or a "thumbs up/thumbs down"
session, to reinforce understanding of interdependence.
- Prepare learners for the next session by previewing upcoming topics or posing questions to
consider, such as "How do language differences affect communication in our community?"

Extended Activities:
- Language Exchange Project: Pair students with different language backgrounds to share stories
or traditions from their culture. They can prepare a short presentation to share with the class.
- Field Trip: Organize a visit to a local community center or cultural festival that showcases
various language groups. Students can reflect on their experiences afterward.
- Creative Writing: Have students write a short story or a poem about a character who benefits
from interdependence among different language groups in Kenya.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 9: LESSON 1
Strand: People and Population
Sub-Strand: Population Distribution in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1. Describe population distribution in Kenya.
2. List places and areas in Kenya that are densely or sparsely populated.
3.Appreciate the significance of densely or sparsely populated areas in Kenya.

Key Inquiry Question:

- How is Kenya’s population distributed?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/Video/Films/Slides/Internet sources
- Live Radio Broadcasts
- Vetted digital resources, educational computer games
- Approved textbooks and other printed resources
- Resource persons
- "Our Lives Today" Social Studies (pages 47-50)
Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students questions related to population and its
importance.
- Discuss the meaning of "population distribution" briefly and guide learners to read and discuss
relevant content from the provided resources.

Lesson Development (25 minutes):

Step 1: Understanding Population Distribution

- Explain what population distribution means (how people are spread across the country).
- Utilize a map of Kenya to visually show areas of high and low population density.

Step 2: Group Activity - Identifying Densely Populated Areas

- Divide students into small groups.
- Provide each group with a list of counties and major cities in Kenya.
- Have them identify which are densely populated based on the resources and create a simple
chart to present their findings.

Step 3: Group Activity - Identifying Sparsely Populated Areas

- In the same groups, ask students to identify and list sparsely populated areas in Kenya.
- Encourage them to use maps and photographs for reference.

Step 4: Class Discussion

- Bring the groups back together and have each group share their findings.
- Facilitate a discussion on why some areas are densely populated while others are not (consider
geography, economy, availability of resources, etc.).
 Conclusion (5 minutes):
- Summarize key points:
- What population distribution means.
- Examples of densely and sparsely populated areas in Kenya.
- Conduct a brief interactive game (e.g., quiz or flashcard activity) to reinforce key concepts
learned.
- Preview the next lesson topic which may include migration patterns or urbanization in Kenya.

Extended Activities:
- Research Project: Ask students to research a specific densely or sparsely populated area in
Kenya, including its characteristics and reasons for its population density. They can present their
findings in a creative manner (poster, presentation, etc.).
- Field Trip: If possible, plan a field trip to observe local areas that are densely or sparsely
populated. Have students collect data or take photographs to share with the class.
- Population Density Simulation: Use a game or simulation activity where students can create a
simple model of population distribution based on resources available in different areas.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SOCIAL STUDIES

WEEK 9: LESSON 2
Strand: People and Population
Sub Strand: Population distribution in Kenya

Specific Learning Outcomes:

- By the end of this sub-strand, learners should be able to:
1.Discuss factors that affect population distribution.
2. Locate areas of high and low population density in Kenya.
3. Enjoy using maps to identify population density in Kenya.

Key Inquiry Question(s):

- What is population distribution?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides/internet
- Approved textbooks (e.g., 'Our Lives Today' - pages 50-54)

Organisation of Learning:

Introduction (5 minutes):
1. Review the Previous Lesson:
- Engage students by asking questions about the previous topic related to population. This could
include asking them to name a few factors that influence how many people live in a certain
area.

2. Discussion on Key Concepts:

- Guide learners to read and discuss content from the textbook (pages 50-54), emphasizing
understanding of population distribution.

Lesson Development (25 minutes):

Step 1: Defining Population Distribution

- Discuss the meaning of population distribution with the class.
- Ask students to share what they think could cause some areas to have more people than
others.
- Example Questions: "Why do you think cities have more people than rural areas?" “What do
you think are some reasons that people move?”

Step 2: Factors Affecting Population Distribution

- Guide students in a group discussion about factors that affect population distribution (e.g.,
climate, resources, jobs, transportation).
- Use the whiteboard to list these factors and encourage students to provide examples from
Kenya.

Step 3: Using Maps to Locate Population Density

- Introduce the maps of Kenya and explain symbols, colors, and legends used to show
population density.
- Have students practice locating areas of high and low population density by using labeled
maps or atlases.

Step 4: Interactive Mapping Activity

- In pairs, instruct students to pick a specific region of Kenya and discuss why they believe it has
a high or low population density. They can refer to physical features, climate, or other factors
discussed earlier. Each pair should share their findings with the class.

Conclusion (5 minutes):
- Summarize Key Points:
- Review what population distribution is and the factors that affect it.
- Highlight areas of high and low population density in Kenya discussed during the lesson.

- Interactive Activity:
- Conduct a quick game where students must identify a region based on clues related to
population distribution.

- Preview Next Session:

- Inform students of the next lesson's topic, which may delve deeper into the implications of
population density or demographics in Kenya.

Extended Activities:
- Map Creation Project:
Students can create a colorful poster map of Kenya illustrating population density, marking
regions with varying colors to indicate density levels.

- Local Population Survey:

Conduct a simple survey in their own neighborhoods (with adult supervision) to see how
population differs from urban to rural areas and report back in class.

- Research Assignment:
Research and present a short report on a specific Kenyan region, including its population density
and factors affecting it.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SOCIAL STUDIES

WEEK 9: LESSON 3
Strand: People and Population
Sub-Strand: Culture and Social Organizations – African Traditional Education

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify methods of instruction used in African traditional education.
2. Dramatize imitating elders.
3. Appreciate the different methods of instruction used in African traditional education.

Key Inquiry Questions:

- What methods of instruction were used in African tradition?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Social studies pages 55-59

Organization of Learning:

Introduction (5 minutes):
- Start with a brief review of the previous lesson, discussing what students learned about their
own culture and educational practices.
- Ask students to read aloud from the provided learning resources and discuss key points about
African traditional education.

Lesson Development (25 minutes):

Step 1: Exploring Language Groups

- Divide the class into small groups.
- Assign each group a specific language group in Kenya (Nilotic, Cushitic, Bantu, Asians, and
Europeans).
- Using digital resources (tablets, computers) or printed materials, groups will research their
assigned group, focusing on their educational practices.

Step 2: Sharing Findings

- Each group shares their findings with the class. Encourage them to explain how the education
of elders influenced their cultural practices and methods of instruction.

Step 3: Dramatization Activity

- In their groups, students will select a traditional educational method (storytelling,
apprenticeship, ceremonies) to dramatize.
- They will prepare a short skit that highlights how elders would educate younger community
members using their chosen method.

Step 4: Presentation and Reflection

- Groups present their dramatizations to the class.
- After each presentation, hold a brief discussion on what they observed, encouraging students
to reflect on the importance of these methods in their communities.

Conclusion (5 minutes):
 - Summarize the key points covered during the lesson, emphasizing the various methods of
instruction in African traditional education.
- Conduct a brief interactive quiz where students can raise their hands to answer questions
based on what they learned today.
- Preview the next session and ask students to think about questions such as, "How do these
methods compare to modern education?"

Extended Activities:
- Research Project: Students can choose one African cultural group and create a poster or digital
presentation about their traditional education methods, to be shared in a future class.
- Guest Speaker: Invite an elder from the community to share personal experiences regarding
education in their youth and the influence of traditional methods.
- Storytelling Night: Organize an evening where students can share traditional stories or lessons
learned from elders, promoting cultural heritage.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SOCIAL STUDIES

WEEK 10: LESSON 1

Strand: People and Population
Sub Strand: Importance of African Traditional Education in Promoting Values

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1.Discuss the importance of African traditional education in promoting values.
2. Recite a poem from their learners’ book.
3. Appreciate the importance of African traditional education.

Key Inquiry Question:

- What is the importance of African traditional education?

Learning Resources:
- Local and extended environment
- Maps and photographs
- Flash cards and posters
- TV/video/films/slides
- Approved textbooks and other printed resources
- Resource persons
- "Our Lives Today" Social Studies (pages 60-61)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson to connect ideas.
- Engage learners in reading and discussing relevant content from the provided resources,
guiding them towards understanding the key concepts of African traditional education.

Lesson Development (25 minutes):

Step 1: Brainstorming Session

- Divide the class into small groups.
- Ask each group to brainstorm and list out the various values promoted by African traditional
education, such as respect, community, and responsibility.
- Groups will write their ideas on a poster paper to share later.

Step 2: Group Presentation

- Each group will present their list of values to the class while explaining how these are
important in their communities.
- Encourage classmates to ask questions after each presentation to foster discussion.

Step 3: Poem Recital

- Have learners recite a poem from their learners' book that reflects the values learned.
- Discuss the poem's themes and how they tie back to traditional education.

Step 4: Reflection and Discussion

- Facilitate a class discussion reflecting on how African traditional education has shaped their
own values.
- Ask guiding questions, such as, "How do these values help us in our daily lives?" and "Can we
identify examples of these values in our school or community?"

Conclusion (5 minutes):
- Summarize the key points discussed in today's lesson, focusing on the importance of
traditional education in promoting values.
 - Conduct a brief interactive quiz or activity to reinforce the main topics covered.
- Preview the next session by introducing upcoming topics, such as the role of elders in
traditional education and its influence on modern education systems.

Extended Activities:
- Reflective Journal: Have students write a short paragraph in their journals reflecting on a value
they learned from African traditional education and how it applies to their lives.
- Value Poster Creation: Encourage learners to create a poster representing one of the values
discussed in class, which they can present to the class in the next session.
- Interview Project: Assign students to interview a family member or community elder about
their experiences with traditional education and the values they learned. Students can present
their findings in class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 10: LESSON 2

Strand: People and Population
Sub Strand: School Administration

Specific Learning Outcomes:

- By the end of this lesson, students will be able to:
1. Discuss administrative leaders in the school.
2. Write down the titles of administrative leaders in the school.
3. Appreciate the roles of administrative leaders in the school.

Key Inquiry Question:

- Who is an administrative leader?

Learning Resources:
- "Our Lives Today" Social Studies Pages 63-64
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides/internet sources
- Live Radio Broadcasts
- Vetted digital resources
- Educational computer games
- Resource persons

Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson on community roles.
- Introduce today's topic by displaying images of key school administrative leaders.
- Prompt students to share any previous knowledge about administrative leaders and their roles
in schools.

Lesson Development (25 minutes):

Step 1: Identifying Administrative Leaders

- Lead a discussion about who the administrative leaders in a school are (e.g., principal, vice-
principal, school secretary).
- Students will brainstorm and share any other titles they might know.
- Write their answers on the board and confirm the correct titles.

Step 2: Understanding the Roles

- Break students into small groups and assign each group one administrative leader.
- Ask them to discuss and list what they think that leader does (e.g., the principal oversees the
school, the secretary manages records).
- Groups will share their findings with the class.

Step 3: Appreciation Activity

- Conduct a quick “Thank You” note writing session. Each student will write a short note to
appreciate the hard work of an administrative leader they know.
- Students can either physically deliver these notes if possible or collect them to hand over later.

Step 4: Class Discussion

- Bring the class together to discuss why these leaders are important. Encourage students to
think about how the school would function without them.
- Ask guiding questions to facilitate discussion, e.g., “How do administrative leaders impact your
learning experience?”

Conclusion (5 minutes):
 - Summarize key points discussed about school administrative leaders and their roles.
- Conduct a brief interactive quiz using flashcards to reinforce the titles and roles.
- Tell students to think about which administrative leader they might want to learn more about
for the next session.

Extended Activities:
- Interview an Administrative Leader: Students could arrange to interview a school
administrator, creating a list of questions about their roles and responsibilities.
- Role Play: Assign students the roles of different administrative leaders and create a scenario
where they have to solve a school-related problem together.
- Poster Project: Each student creates a poster illustrating one administrative leader’s role,
which can be displayed in the classroom or hallways.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 10: LESSON 3

Strand: People and Population
Sub Strand: The Administrative Structure in School
Specific Learning Outcomes:
- By the end of this sub-strand, learners should be able to:
1. Discuss the order of administrative structure in school.
2.Draw a representation of the school leadership structure.
3. Appreciate the administrative structure in school.

Key Inquiry Question:

- What is an administrative structure?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Resource persons
- "Our Lives Today" Social Studies Page 65

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson about community roles.
- Guide learners to read and discuss relevant content about school administrative structures
from provided learning resources. Highlight the importance of understanding this structure.
Lesson Development (25 minutes):

Step 1: Identify Administrative Leaders

- Discussion: Ask students who they think the main leaders are in their school (e.g., Principal,
Vice Principal, teachers, etc.).
- Write these down and discuss their roles briefly.

Step 2: Order of Leaders

- Guide learners to understand the hierarchy of the school.
- Create a chart with the students listing leaders in the order of authority – for example,
Principal at the top, followed by Vice Principal, etc.

Step 3: Draw the Leadership Structure

- Have students draw their own representation of the school leadership structure based on the
discussion.
- Remind them to include titles and how they interact with each other.

Step 4: Appreciate the Structure

- Lead a discussion asking students why each role is important in a school.
- Discuss what might happen if one of these leaders was not present or what challenges they
might face.

Conclusion (5 minutes):
- Summarize the key points: the administrative roles, the order of leadership, and the
importance of each role.
- Conduct a brief interactive activity: Ask them to volunteer their thoughts on who is most
important and why, reinforcing their understanding of the hierarchy and appreciation of these
roles.
- Preview next session's focus: "How decisions made by school leaders affect students’
learning."
 Extended Activities:
- Role Play: Organize a role-playing activity where students must act out scenarios related to
school administration, discussing how they would handle certain situations as different leaders.
- Create a Poster: Have students create an informative poster on one administrative role in their
school, presenting it to their classmates.
- Field Trip: Arrange a visit with a school administrator to learn about their daily tasks and
challenges.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 11: LESSON 1

Strand: People and Population
Sub Strand: Duties of Administrative Leaders in School
Specific Learning Outcomes:
- By the end of the sub-strand, learners will be able to:
1. Identify the duties of administrative leaders in school.
2. Role play duties of administrative leaders in school.
3. Appreciate the role of administrative leaders in school.

Key Inquiry Question:

- What is the duty of administrative leaders in school?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Resource persons
- "Our Lives Today" social studies pages 66-67

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students what they remember about community leaders
and their roles.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts related to school administrative leaders.

Lesson Development (25 minutes):

Step 1: Introduction to Administrative Leaders
- Present a brief overview of what administrative leaders are in a school setting (e.g., principals,
assistant principals, department heads).
- Show photographs or videos of school administrators in action.
- Discuss the primary responsibilities they hold, such as managing staff, communicating with
parents, and ensuring students' safety.

Step 2: Role-Playing Activities

- Divide students into small groups.
- Assign each group a specific role (e.g., principal, assistant principal, counselor)
- Provide them with scenarios that administrative leaders might face (e.g., dealing with a
bullying situation, planning a school event).
- Have groups act out their scenarios, showcasing how they would handle their duties.

Step 3: Sharing Responsibilities with Parents

- Ask students to think about how the roles of school leaders can be communicated with their
families.
- In pairs, have students create a brief summary about one duty of an administrative leader to
share at home. This could include writing a short script or a one-page letter.

Step 4: Discussion and Reflection

- Gather students together to discuss what they learned about administrative leaders from their
role plays.
- Encourage them to share their thoughts on why these roles are important in a school
environment.

Conclusion (5 minutes):
- Summarize the key points discussed: the various roles of administrative leaders and their
significance in school.
 - Conduct a brief interactive activity, such as a quick quiz or a group reflection, to reinforce the
main topics learned during the lesson.
- Prepare learners for the next session by giving them questions to consider, such as “What
changes would you make if you were the principal for a day?”

Extended Activities:
- Interview Project: Have students interview school administrators or teachers about their roles
and responsibilities and present their findings to the class.
- Creative Poster: Invite students to create a poster that highlights the duties of an
administrative leader, including visuals and key points.
- Class Constitution: As a class project, students can draft a ‘class constitution’ outlining specific
roles and responsibilities for anyone in charge, mirroring how schools operate.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 11: LESSON 2

Strand: People and Population
Sub Strand: Duties of Administrative Leaders in School

Specific Learning Outcomes:

- By the end of the lesson, students will be able to:
1. Mention ways to support the administrative leaders in their school.
2. Compose and sing a song about the duties of administrative leaders.
3. Appreciate the importance of supporting school administrative leaders.

Key Inquiry Question:

- How can you support the school administrative leaders?

Learning Resources:
- Local and extended environment resources
- Maps, photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live radio broadcasts
- Resource persons
- Our Lives Today - Social Studies pages 66-67

Organisation of Learning:

Introduction (5 minutes):
- Briefly review key points from the previous lesson about school organization and roles.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the duties of administrative leaders.

Lesson Development (25 minutes):

Step 1: Identify Roles

- Discuss the roles of administrative leaders (e.g., principal, vice-principal).
- Ask students to contribute what they know about these roles.
Step 2: Supporting Actions
- Have students brainstorm ways they can support these leaders.
- Examples may include being punctual, caring for school facilities, and following school rules.
- Write students’ ideas on the board.

Step 3: Song Composition

- As a class, compose a simple song about supporting school administrative leaders.
- Use a familiar tune (e.g., "Twinkle, Twinkle, Little Star") to make it engaging.

Step 4: Student Appreciation

- Discuss why supporting school leaders is important.
- Invite students to share how they appreciate the work that these leaders do.

Conclusion (5 minutes):
- Summarize key points discussed:
- The roles of school administrative leaders.
- Different ways to support them.
- The significance of appreciation.
- Conduct an interactive activity where students can either act out a supportive gesture or sing
the newly created song.
- Preview the next session: "The importance of teamwork in school governance."

Extended Activities:
- Organize a School Clean-Up Day: Have students participate in cleaning their classroom or
school yard to show support for administrative leaders’ efforts to maintain a clean school
environment.
 - Create Appreciation Cards: Have students design and write thank-you cards to their school
leaders, expressing their appreciation for the work they do.
- Class Discussion: Initiate a class discussion about what qualities make a good school leader and
how students can demonstrate those qualities in their own behavior.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 11: LESSON 3

Strand: Resources and Economic Activities
Sub Strand: Resources in Kenya

Specific Learning Outcomes:

- By the end of this sub-strand, learners should be able to:
1.Take a walk around the school neighborhood and identify the natural resources in the area.
2. Take pictures of the resources observed from the neighborhood.
3. Appreciate the resources found in their school neighborhood.

Key Inquiry Question:

- What resources are found in your neighborhood?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Resource persons
- "Our Lives Today" Social Studies (pages 69-71)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on economic activities and the importance of resources.
- Engage learners in a discussion about what they remember from the last class. Ask guiding
questions to stimulate interest in today's topic.

Lesson Development (25 minutes):

Step 1: Introduction to Natural Resources

- Discuss the concept of natural resources and examples found in Kenya. Use maps and pictures
to identify various resources such as water, minerals, forests, and wildlife.
- Activity: Have students share any resources they know or have seen before.
Step 2: Preparation for the Walk
- Explain the plan for the walk around the school neighborhood. Discuss safety rules and what
specific resources to look for (e.g., trees, water sources, plants).
- Provide students with cameras or phones (if available) to take pictures of resources they
observe.

Step 3: Identifying Resources in the Neighborhood

- Take the students on a guided walk. Encourage them to actively observe and discuss different
natural resources.
- Remind them to take notes and pictures of what they find, pointing out how these resources
benefit their community.

Step 4: Presentation and Discussion

- Return to the classroom and allow students to present the pictures and notes they took.
Facilitate a discussion about their findings—what surprised them, what was common, and how
these resources are used locally.

Conclusion (5 minutes):
- Summarize the key points discussed: the definition of natural resources and their importance
in our lives.
- Conduct a quick interactive activity, such as a quiz or a "thumbs up/thumbs down" game, to
reinforce learning.
- Preview the next lesson on how these resources contribute to economic activities in Kenya.

Extended Activities:
- Resource Poster Project: Students can create posters about a specific resource they found in
their neighborhood, detailing its uses, benefits, and any conservation efforts.
- Community Resource Survey: Have students conduct a survey in their community to find out
what resources different people use and appreciate. They can compile their findings in a report.
 - Interview a Resource Person: Encourage students to interview a family member or community
member who knows about local resources, and present findings to the class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 12: LESSON 1

Strand: Resources and Economic Activities
Sub-Strand: Resources in Kenya

Specific Learning Outcomes:

- By the end of the sub-strand, learners should be able to:
1. Discuss ways of taking care of resources in the environment.
2. Write down ways of taking care of resources in the environment.
3. Appreciate the importance of taking care of resources in the environment.
Key Inquiry Question:
- How do we care for resources?

Learning Resources:
- Local and extended environment materials
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Resource persons
- “Our Lives Today” Social Studies pages 71-74

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to recap what they learned about natural
resources in Kenya.
- Guide learners to read pages 71-74 from the “Our Lives Today” textbook, focusing on
discussing one or two key concepts regarding resources.

Lesson Development (25 minutes):

Step 1: Identifying Resources

- Begin by asking students to name some of the natural resources in Kenya.
- Write the responses on the board.
- Discuss how these resources can be used and their importance to the community.
Step 2: Discussing Care for Resources
- Split the students into small groups and assign each group a specific resource (e.g., water,
forests, wildlife).
- Ask them to brainstorm and list ways to take care of their assigned resource on chart paper.

Step 3: Sharing Ideas

- Allow each group to present their findings to the class.
- Encourage questions and further discussion about each resource and its care.

Step 4: Individually Writing Down Care Strategies (5 minutes)

- Ask students to write down three ways they can take care of resources in their own
environment.
- Encourage them to illustrate their ideas with drawings or symbols.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson: what resources were identified, how to
care for them, and the importance of conservation.
- Conduct a brief interactive activity where students can share one new thing they learned
about caring for a resource.
- Prepare students for the next session by posing questions for them to consider at home, such
as: "What resource in your environment do you think needs the most care?"

Extended Activities:
- Resource Journal: Students create a "Resource Journal" where they document observations of
local resources and write about ways they can help conserve them.
- Field Trip: Organize a field trip to a local nature reserve or conservation area to see resource
management in action.
- Art Project: Have students create posters illustrating the importance of conserving resources
and showcase them in the classroom or school hall.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 12: LESSON 2

Strand: Resources and Economic Activities
Sub Strand: Resources in Kenya

Specific Learning Outcomes:

- By the end of this lesson, learners should be able to:
1.Mention reasons why we should take care of the resources in the environment.
2. Take care of the resources in the environment.
3.Enjoy taking care of the resources in the environment.

Key Inquiry Question(s):

- Which resources give us timber for building houses?

Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flash cards and posters
- TV/video/films/slides/Internet sources
- Live Radio Broadcasts
- Resource persons
- "Our Lives Today" Social Studies pages 71-74

Organization of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson about natural resources.
- Guide learners to explore and discuss the relevant content from the provided learning
resources. Confirm their understanding of key concepts related to resource management.

Lesson Development (25 minutes):

Step 1: Introduction to Resources

- Discuss what resources are and introduce examples of natural resources found in Kenya,
focusing on timber.
- Engage students with a question: "How does timber help us in our daily lives?" Document
responses on the board.

Step 2: Importance of Resources

- Facilitate a group discussion on why it is important to take care of these resources.
- Ask students to work in pairs to list at least three reasons why protecting resources is
necessary.

Step 3: Ways to Care for Resources

- Transition into a brainstorming session on concrete actions students can take to care for the
environment (e.g., recycling paper, planting trees).
- Create a visual chart with contributions from the students for them to reference later.

Step 4: Enjoying Care for Resources

- Discuss how caring for the environment can be enjoyable (e.g., community clean-up activities,
nature walks).
- Encourage students to think about an enjoyable way they can contribute to environmental
care within their community.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, focusing on the importance of caring
for natural resources.
- Conduct a brief interactive quiz where students can shout out one way they will commit to
caring for the environment.
- Provide a preview of the upcoming lesson, which will dive deeper into sustainable practices in
Kenya.

Extended Activities:
1. Create a Resource Map:
- Have students create a simple map of their local area, indicating resources like trees for timber,
rivers, and other natural resources.

2. Resource Diary:
 - Ask students to keep a diary for one week, noting instances where they see resources being
used and how they are being cared for or misused.

3. Community Project:
- Organize a small community service project where students participate in planting a tree or
cleaning up a local park.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SOCIAL STUDIES

WEEK 12: LESSON 3

Strand: Resources and Economic Activities
Sub Strand: Economic Activities in Kenya - Farming

Specific Learning Outcomes:

- By the end of the sub-strand, the learner should be able to:
1.Identify the characteristics of subsistence farming.
2.Write down the types of crops and animals kept in subsistence farming.
3.Appreciate the characteristics of subsistence farming.

Key Inquiry Question(s):

- Which type of crops do you grow at home?
Learning Resources:
- Local and extended environment
- Maps
- Photographs, pictures, and paintings
- Flashcards and posters
- TV/video/films/slides/Internet sources
- Live radio broadcasts
- Resource persons
- “Our Lives Today” Social Studies pages 75-77

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students questions about what they remember regarding
economic activities in Kenya, focusing on farming.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
concepts related to subsistence farming.

Lesson Development (25 minutes):

Step 1: Characteristics of Subsistence Farming

- Discuss the key features of subsistence farming.
- Ask students to think-pair-share on what they believe subsistence farming involves.
- List the characteristics on the board, such as: small-scale, food for family consumption, and use
of traditional farming methods.

Step 2: Types of Crops

- Introduce common crops grown in subsistence farming, such as maize, beans, and vegetables.
- Provide learners with flashcards featuring different crops and have them match the crop
names to pictures.
- Group discussion: How many of these crops do they see in their own homes or communities?

Step 3: Types of Animals

- Present the types of animals commonly kept in subsistence farming, like chickens, goats, and
cows.
- Invite students to share any experiences they have with these animals.
- Create a T-chart on the board, categorizing animals into those kept for food and those for
other purposes (e.g., milk or labor).

Step 4: Appreciation of Subsistence Farming

- Facilitate a conversation about the importance of subsistence farming in Kenya.
- Highlight points such as providing food security for families and contributing to local
economies.
- Encourage students to reflect on why they think this farming method is still relevant today.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson by recapping the
characteristics, types of crops, and animals discussed.
- Conduct a brief interactive activity: perhaps a "Guess the Crop/Animal" game using images or
flashcards.
- Prepare learners for the next session by previewing the topic of commercial farming and
prompting them to think about how it differs from subsistence farming.

Extended Activities:
- Plant a Seed Project: Encourage students to plant a small seed at home or in class and
document its growth, discussing the farming process along the way.
- Field Trip: Organize a visit to a local farm or a community garden to observe subsistence
farming practices firsthand.
- Research Assignment: Have students create a poster presentation on a specific type of crop or
animal raised in their community, including its benefits and uses.

Teacher Self-Evaluation: