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School
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Teacher’s Name
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Term
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Year
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Three
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2023
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Wk
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Lsn
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Strand/Theme
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Sub strand
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Specific learning outcomes
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Key inquiry Questions
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Learning experiences
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Learning Resources
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Assessment methods
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Reflection
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1
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1
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RESOURCES AND ECONOMIC ACTIVITIES
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Mining in Kenya: Major minerals
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By the end of the sub-strand, the learner should be able to:
- Identify major minerals found in the Country
- draw a map of Kenya
- and locate major minerals
- appreciate the importance of minerals found in our country
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How do we benefit from the minerals found in our country?
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Learners are guided to:
- Brainstorm in pairs and list the minerals found in Kenya
- (Soda ash, Diatomite , limestone, Salt, petroleum)
- Identify in groups, minerals found in Kenya using appropriate media
- Draw a map of Kenya and locate major minerals.
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- Maps
- Photographs and pictures
- Flash cards and posters
- Vetted digital resources, educational computer games
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- Oral Questions
- Teacher made tests
- Observation
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2
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Mining in Kenya: importance of minerals
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By the end of the sub-strand, the learner should be able to:
- examine the importance of minerals in our country
- discuss problems facing mining in Kenya
- appreciate the importance of minerals found in our country
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How do we benefit from the minerals found in our country?
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- Engage with a resource person on the importance of minerals.
- Discuss in groups, problems facing mining in Kenya and do class presentations
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- Maps
- Photographs and pictures
- Flash cards and posters
- Vetted digital resources, educational computer games
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- Oral Questions
- Teacher made tests
- Observation
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3
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Mining in Kenya: importance of minerals
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By the end of the sub-strand, the learner should be able to:
- examine the importance of minerals in our country
- discuss problems facing mining in Kenya
- appreciate the importance of minerals found in our country
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How do we benefit from the minerals found in our country?
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- Visit a mining site in the locality/use internet to learn more about importance of mining in our country
- Prepare a report on the
- visit/internet search and present in class
- Create posters on importance of mining in Kenya
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- Maps
- Photographs and pictures
- Flash cards and posters
- Vetted digital
- resources, educational computer games
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- Oral Questions
- Teacher made tests
- Observation
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2
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1
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POLITICAL SYSTEMS AND GOVERNAN CE
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Leadership and Political Change: Traditional leaders in Kenya
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By the end of the sub strand, the learner should be able to;
- describe the contributions of selected traditional leaders in the country
- state the roles of traditional leaders
- appreciate the role of traditional leaders in the community
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Why are traditional leaders important in our community?
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Learners are guided to:
- Brainstorm, in groups on who is a traditional leader
- Find out from parents/guardians the role of traditional leaders in the community and share in class
- Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Leadership and Political Change: Traditional leaders in Kenya
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By the end of the sub strand, the learner should be able to
- illustrate the differences and similarities between the selected traditional leaders in Kenya
- Name some traditional leaders appreciate the role of traditional leaders in the community
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Why are traditional leaders important in our community?
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- Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya
- Present their findings in class
- Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Leadership and Political Change: Traditional leaders in Kenya
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By the end of the sub strand, the learner should be able to
- illustrate the differences and similarities between the selected traditional leaders in Kenya
- Name some traditional leaders
- appreciate the role of traditional leaders in the community
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Why are traditional leaders important in our community?
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- Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya
- Draw, colour and display in class pictures of selected traditional leaders
- Share with parents/guardians the contributions of traditional leaders in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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1
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Early forms of Government
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By the end of the sub strand, the learner should be able to;
- describe early forms of government among selected communities in Kenya
- state the source of early forms of government among the Maasai and Ameru
- appreciate the importance of early forms of governance in our country
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How was your community ruled in the past?
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Learners are guided to:
- Brainstorm in pairs on forms of leadership in their community and share in class
- Use appropriate media to describe early forms of government among the Maasai and Ameru
- Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
- Present their findings in class
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Early forms of Government
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By the end of the sub strand, the learner should be able to;
- describe early forms of government among selected communities in Kenya
- state the source of early forms of government among the Maasai and Ameru
- appreciate the importance of early forms of governance in our country
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How was your community ruled in the past?
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Learners are guided to:
- Brainstorm in pairs on forms of leadership in their community and share in class
- Use appropriate media to describe early forms of government among the Maasai and Ameru
- Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
- Present their findings in class
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Similarities and differences in early forms of Government between the Maasai and Ameru
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By the end of the sub strand, the learner should be able to;
- illustrate the differences and similarities in early forms of government between the Maasai and Ameru
- role play early forms of government among the Maasai and Ameru
- appreciate the importance of early forms of governance in our country
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How was your community ruled in the past?
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- Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
- Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
- Role play early forms of government among the Maasai or the Ameru
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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4
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1
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Similarities and differences in early forms of Government between the Maasai and Ameru
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By the end of the sub strand, the learner should be able to;
- illustrate the differences and similarities in early forms of government between the Maasai and Ameru
- role play early forms of government among the Maasai and Ameru
- appreciate the importance of early forms of governance in our country
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How was your community ruled in the past?
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- Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
- Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
- Role play early forms of government among the Maasai or the Ameru
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Similarities and differences in early forms of Government between the Maasai and Ameru
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By the end of the sub strand, the learner should be able to;
- illustrate the differences and similarities in early forms of government between the Maasai and Ameru
- role play early forms of government among the Maasai and Ameru
- appreciate the importance of early forms of governance in our country
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How was your community ruled in the past?
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- Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
- Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
- Role play early forms of government among the Maasai or the Ameru
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Citizenship in Kenya: Good citizenship
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By the end of the sub strand, the learner should be able to:
- state how one becomes a Kenyan citizen
- explain ways in which one may lose Kenyan citizenship
- citizenship in our country
- demonstrate good citizenship in Kenya
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Who is a Kenyan Citizen?
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Learners are guided to;-
- Find out ways of becoming a Kenyan citizen using digital resources
- Brainstorm in groups, ways of becoming a Kenyan citizen and share in class.
- Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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5
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1
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Citizenship in Kenya: Good citizenship
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By the end of the sub strand, the learner should be able to:
- discuss the requirements for dual citizenship in Kenya
- develop communication messages on good citizenship in our country
- demonstrate good citizenship in Kenya
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Who is a Kenyan Citizen?
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- Discuss in groups, ways in which one may lose Kenyan citizenship and present in class.
- Write an essay on what may happen if one lost Kenyan citizenship
- Create and recite poems on Kenyan citizenship.
- Sing songs on good Kenyan Citizenship
- Develop communication messages on good citizenship and share with others in school
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Symbols of Nationals Unity
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By the end of the sub strand, the learner should be able to;
- identify national symbols in Kenya
- draw and colour the national symbols using locally available materials
- desire to promote national unity in the country
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How can we promote National unity in our country?
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Learner are guided to;-
- Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal)
- Use appropriate media to identify the national symbols in Kenya and share with others in class.
- Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project
- Work
- Checklist
- Portfolio
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3
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Factors that promote National Unity
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By the end of the sub strand, the learner should be able to;
- discuss factors which promote national unity in the country
- sing and write the three stanzas of the National anthem
- desire to promote national unity in the country
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How can we promote National unity in our country?
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- Sing and write down in groups, the three stanzas of the National anthem of Kenya
- Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages)
- Use appropriate media to establish factors which promote national unity in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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6
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1
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Factors that promote National Unity
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By the end of the sub strand, the learner should be able to;
- discuss factors which promote national unity in the country
- sing and write the three stanzas of the National anthem
- desire to promote national unity in the country
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How can we promote National unity in our country?
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- Find out from parents/ guardians or elders about the National days in Kenya
- Write a report and share in class about national days in Kenya
- Share experiences on national days in Kenya
- Sing songs on national unity
- Participate in celebration of national days in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Human rights
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By the end of the sub-strand, the learner should be able to;
- Identify the basic human rights in Kenya
- explain the importance of human rights in society
- desire to promote respect for human rights in society
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Why is it important to respect human rights?
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Learners are guided to:
- Brainstorm in groups on the meaning of Human Rights and share in class
- Identify the basic human rights in Kenya using appropriate media and share in class
- Discuss in groups the importance of human rights in society and do class presentations.
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Human rights
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By the end of the sub-strand, the learner should be able to;
- explain the importance of human rights in society
- create awareness on the importance of respecting human rights in society
- desire to promote respect for human rights in society
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Why is it important to respect human rights?
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- Engage with a resource person on the importance of human rights and write a report
- Recite poems and sing songs on importance of human rights in society.
- Develop posters to create awareness on the importance of respecting human rights in society
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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7
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1
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Governance
in Kenya
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Democracy in society: Types of Democracy
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By the end of the sub strand the learner should be able to;
- identify types of democracy in Kenya
- define the term democracy
- desire to promote democracy in society
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How can we
practice democracy in our society?
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Learners are guided to:
- Brainstorm, in pairs to understand the meaning of democracy.
- Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral
- Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Benefits of Democracy
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By the end of the sub strand the learner should be able to;
- discuss benefits of democracy in society
- develop posters on benefits of democracy in society
- desire to promote democracy in society
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How can we practice
democracy in our society?
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- Discuss in groups and list the benefits of democracy in society
- Engage with a resource person on the benefits of democracy in society
- Find out more about benefits of democracy in society using digital resources/appropriate media
- Recite poems /sing songs on the importance of democracy in society
- Participate in democratic processes in society
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher
- made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Electoral Process In Kenya
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By the end of the sub strand, the learner should be able to;
- explain the importance of voting in Kenya
- identify the elective political positions in Kenya
- desire to participate in free and fair elections
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Why should we vote?
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Learners are guided to:
- Think pair and share on the meaning of voting
- Brainstorm in pairs, the importance of voting and share in class.
- Use digital resources to identify elective political positions in Kenya
- Engage with a resource person on the voting steps in Kenya and write a report
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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8
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1
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Electoral Process In Kenya
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By the end of the sub strand, the learner should be able to;
- explain the importance of voting in Kenya
- identify the elective political positions in Kenya
- desire to participate in free and fair elections
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Why should we vote?
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Learners are guided to:
- Think pair and share on the meaning of voting
- Brainstorm in pairs, the importance of voting and share in class.
- Use digital resources to identify elective political positions in Kenya
- Engage with a resource person on the voting steps in Kenya and write a report
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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Electoral Process In Kenya
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By the end of the sub strand, the learner should be able to;
- illustrate the steps of voting in the country
- identify the elective political positions in Kenya desire to participate in free and fair elections
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Why should we vote?
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Discuss in groups the voting steps in Kenya
- Develop a poster on voting steps in Kenya and display in school
- Role play the voting process in Kenya/elected leaders in Kenya
- Share with members of the community the voting steps in Kenya
- Share experiences in class on the elections in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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Electoral Process In Kenya
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By the end of the sub strand, the learner should be able to;
- illustrate the steps of voting in the country
- identify the elective political positions in Kenya
- desire to participate in free and fair elections
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Why should we vote?
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- Discuss in groups the voting steps in Kenya
- Develop a poster on voting steps in Kenya and display in school
- Role play the voting process in Kenya/elected leaders in Kenya
- Share with members of the community the voting steps in Kenya
- Share experiences in class on the elections in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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9
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1
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The National Government In Kenya: composition of the three arms of National government
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By the end of the sub strand the learner should be able to;
- Describe the composition of the three arms of National Government in Kenya
- Identify the three arms of Government
- desire to participate in national governance in the country
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What is the work of Government in our country?
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Learners are guided to:
- Brain storm in groups the three arms of National Government in Kenya and share in
- class (The Executive, The Legislature and The Judiciary)
- Identify the three arms of government using appropriate media and list them down.
- Brainstorm in pairs the composition of the National Government in Kenya and share in class
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2
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The National Government In Kenya: composition of the three arms of National government
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By the end of the sub strand the learner should be able to;
- Describe the composition of the three arms of National Government in Kenya
- Identify the three arms of Government
- desire to participate in national governance in the country
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What is the work of Government in our country?
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Learners are guided to:
- Brain storm in groups the three arms of National Government in Kenya and share in
- class (The Executive, The Legislature and The Judiciary)
- Identify the three arms of government using appropriate media and list them down.
- Brainstorm in pairs the composition of the National Government in Kenya and share in class
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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3
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The National Government In Kenya: functions of the three arms of national Government
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By the end of the sub strand the learner should be able to;
- illustrate the composition of the three arms of National Government in Kenya
- explain the functions of the three arms of National Government in Kenya
- desire to participate in national governance in the country
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What is the work of Government in our country?
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- Find out in groups, the composition of the three arms of government in Kenya using relevant sources
- Illustrate and display in class the composition of the three arms of National Government in Kenya
- Discuss, in groups functions of the three arms of National Government in Kenya
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
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- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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10
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1
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The National Government In Kenya: functions of the three arms of national Government
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By the end of the sub strand the learner should be able to;
- illustrate the composition of the three arms of National Government in Kenya
- explain the functions of the three arms of National Government in Kenya
- desire to participate in national governance in the country
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What is the work of Government in our country?
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- Engage with a resource person on the functions of the three arms of National Government
- Respond to a worksheet on the functions of the
- three arms of National Government and share experiences.
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- Photographs , pictures and paintings
- TV/video/films /slides/ Internet sources
- Live Radio Broadcasts
|
- Oral Questions
- Teacher made tests
- Observation
- Project Work
- Checklist
- Portfolio
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2-3
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ASSESMENT
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