SCORING RUBRIC
The grid below is to be filled by the teacher after marking the learner's work

QUESTIONS

Read the following conversation and then answer questions 1 to 5.
John: Joan! Joan! Can't you hear me? Where did you take your cars? (Smiling broadly) 
Joan: Oh no! I'm sorry John. The wind is blowing so hard that I cannot hear you. How have you been?
John: I have been doing well, infact, very well, I must say, and I thank God for that. You? 
Joan: (Sadly) Mmh not so much John. Before we crossed into this new year, my guardian had a bad accident and hurt his legs. He is in hospital right now.
John: Oh my! I am really sorry Joan. How did this happen to Mr. Shani?
Joan: The old man was coming from the shop when a motobike rider hit him hard and rode away. I wish he would have stopped and helped him.
John: Don't worry Joan. I shall help you whenever I can because you are my friend. (shortly after words) About school?
Joan: (Happy) Wow! I'm happy now that we are joining Grade four. I had been longing for this grade.
John: Same to me (both are very happy now) Joan, please let us go and see your guardian (they leave)

1. According to Joan, why couldn't she hear John calling him?
   1. It was very sunny.
   2. John did not shout.
   3. The wind was blowing hard.
   4. Joan was too sorrowful to hear John.
2. Joan was not all that well at home because
   1. she was involved in an accident.
   2. her guardian was involved in an accident.
   3. her parent was sick.
   4. John was involved in an accident.
3. According to this conversation, Mr. Shani was
   1. Joan's guardian.
   2. John's parent.
   3. John's guardian.
   4. Joan's parent.
4. How did Mr. Shani get involved in the accident? When he was
   1. going to school.
   2. coming from the market.
   3. coming from the shop.
   4. at the shop.
5. What made John and Joan very happy finally?
   1. The accident.
   2. The riding away of the rider.
   3. Joining Grade three.
   4. The two of them joining Grade four.

Read the passage and then answer questions 6 to 9.
In the farthest end on Nyamangumu forest, there lived the hare, the hyena and the dog. The three animals were great friends who loved each other deadily. Other animals wondered how the three were friends yet they were very different from one another. One day, hyena was invited for a party by her in-laws, that is, his wife's parents. Like good friends, hare and dog offered him company to the party. They were warmly received. After that, they ate and drank to their satisfaction.

6. How many animals have been mentioned in the story?
   1. Three
   2. Four
   3. Two
   4. Five
7. Why did other animals wonder about the hare, the hyena and the dog? They were
   1. friends yet very alike.
   2. enemies and hated each other.
   3. very different yet good friends.
   4. enemies who loved one another.
8. How were the visitors received? They were given
   1. foods and drinks.
   2. a good place to sleep.
   3. cold water to quench their thirst.
   4. warm water to take a comfortable shower.
9. Where did the party take place? in
   1. hyenas home.
   2. hyena's in-laws home.
   3. dog's in-laws' home.
   4. hare's in-laws' home. 

Read the passage and then answer questions 10 to 12.
There was once a family that lived at the edge of the village. The man was called Timo. He had a beautiful wife called Patricia and two children. Their daughter was called Maria and the son was called Tom. The family was very poor and did not have enough food to eat. They planted maize, beans and potatoes on a small farm.
On market days, they went to sell their farm produce and with the little money they got, they bought few needs which they needed in their house. Timo loved his family very much.

10. According to this story, where did Timo's family live?
    1. In the middle of the forest.
    2. At the edge of the forest.
    3. At the edge of the village.
    4. In the middle of the village.
11. How many people were in Timo's family?
    1. 5
    2. 2.
    3. 3
    4. 4
12. Which one of the following was not planted in Timo's farm?
    1. sugarcane
    2. beans
    3. potatoes
    4. maize

Read the passage and then answer questions 13 to 15.
Long time ago in Pevuka village, there lived a girl called Chausiku. She was a Grade four girl in Ubora primary school and the only child of Mr and Mrs Maunda. They lived near a forest called Pori. Pori forest had dangerous animals like lions. However, the are: residents did not fear because there was an electric fence around the forest. Every Saturday, Mr Maunda would take Chausiku to the safer sides of Pori forest and teach her how to hunt small animals like hares and squirrels. Chausiku enjoyed hunting with her father.

13. Which one of the following statements is not true according to this passage?
    1. Pevuka villagers did not fear the lions.
    2. Mr. Maunda's family had two children.
    3. Chausiku enjoyed hunting.
    4. The animals hunted were hares and squirrels.
14. When did Maunda take her daughter hunting? On
    1. Saturdays and Sundays.
    2. weekends.
    3. Sundays
    4. Saturdays.
15. Pevuka villagers did not fear the lions because
    1. there was an electric fence around the forest.
    2. the lions were not very dangerous.
    3. they were very courageous.
    4. the lions were tamed 

Read the passage below. It contains blank spaces numbered 16 to 20. For each blank space, select the best alternative from the choices given.
Alex had been ......16......for almost twenty ......17...... He realized he must be lost. None of the buildings looked familiar. There were ......18......all around him. His phone battery had run out of power. He had lost the directions his mother had drawn for him on a piece of ......19...... He wondered whether he should ask for direction from the ......20.......passing by or not.

16.                            
    1. walking
    2. sleeping
    3. flying
    4. seated
17.                
    1. days
    2. minutes
    3. years
    4. weeks
18.                    
    1. friends
    2. teachers
    3. neighbours
    4. strangers
19.                      
    1. map
    2. cake
    3. paper
    4. hand
20.                
    1. people
    2. animals
    3. vehicles
    4. buildings

For questions 21 to 24 select the best alternative from the given choices

21. Was there ......................... in the field?
    1. everybody
    2. anybody
    3. somebody
    4. nobody
22. .........................can touch the sky.
    1. Anybody
    2. Somebody
    3. Nobody
    4. Everybody
23. The teacher said that ......................... must be present before we start the journey.
    1. everybody
    2. somebody
    3. nobody
    4. anybody
24. I hear footsteps, ......................... must be coming.
    1. anybody 
    2. somebosy 
    3. no one
    4. nobody

In question 25 -27, choose the plural of the underlined words.

25. Mrs. Masumbuko had a tooth ache
    1. teeths
    2. tooths
    3. tooth
    4. teeth
26. Wanjala has the strongest ox in this village.
    1. ox
    2. oxens
    3. oxen
    4. oxes
27. The mouse hid in a deep pit.
    1. mice
    2. mouse
    3. mouses
    4. mices

For questions 28 to 30. use the correct wh words to complete the statements.

28.  ......................... is your classteacher's name?
    1. When
    2. Who
    3. Why
    4. What
29.  ......................... did she buy her lunchbox?
    1. Who
    2. Where
    3. Whose
    4. What
30.  ......................... bicycle was lost?
    1. Whose
    2. Where
    3. Who
    4. What

Marking Scheme

QUESTIONS

1. A teacher drew some pictures on the board as shown below.
   
   The picture in the third position is that
   of a
   1. leaf.
   2. cup
   3. tree
   4. fish
2. In the number 4 690, what is the place value of the underlined digit?
   1. Thousands
   2. Hundreds
   3. Tens
   4. Ones
3. What is 896 in words?
   1. Nine hundred and eighty six.
   2. Eight hundred and ninety six.
   3. Eight hundred and sixty nine.
   4. Nine hundred and sixty nine.
4. Study the number sequence below:
   450, 500, 550, 600, ..........., 700.
   Which of the following numbers can be used to fill the blank box?
   1. 800
   2. 660
   3. 850
   4. 650
5. Which one of the following fractions shows ¹/₈ ?
   
6. Samido had 136 cows in his shed. His father added him 94 more cows. How many cows did he have altogether?
   1. 330
   2. 42
   3. 230
   4. 142
7. Three children had fruits as follows:
   Omondi: 6 oranges
   Kanyi: 5 avocadoes
   Chege: 9 bananas
   How many fruits did they have altogether?
   1. 20
   2. 29
   3. 19
   4. 18
8. Work out: 6x8
   1. 84
   2. 48
   3. 14
   4. 2
9. In a school there were 497 pupils. If 265 were boys, how many girls were there?
   1. 323
   2. 231
   3. 762
   4. 232
10. How many times can I subtract 2 from 20 to get 0?
    1. 40
    2. 18
    3. 10
    4. 22
11. One sack weighs 15kg and another one weighs.18kg. What is the total mass of the two sacks?
    1. 23kg
    2. 33kg
    3. 3kg
    4. 32kg
12. Maingi's thread is 3m long and Kaingi's thread is 8m long. What is the total length of the two threads?
    1. 11m
    2. 10m
    3. 5m
    4. 15m
13. Take away 29kg from 42kg.
    1. 13kg
    2. 14kg
    3. 23kg
    4. 24kg
14. Work out: 23 litres - 18 litres
    1. 41 litres
    2. 5 litres
    3. 15 litres
    4. 42 litres
15. A man carried a 15 litre container and his wife carried a 10 litre container. How many more litres did the man carry than his wife?
    1. 5 litres
    2. 25 litres
    3. 35 litres
    4. 15 litres
16. Study the time shown in the digital clock below:
    
    What is the time?
    1. One past thirty.
    2. A half past one.
    3. A half to one.
    4. A half to two.
17.  Work out:
    Hrs  Minutes
    23       45
    -13      15
                    
    
    1. 36 hours   60 minutes
    2. 37 hours  00 minutes 
    3. 10 hours  30 minutes
    4. 9 hours  30 minutes
18. Add:
    Hours  Minutes
     18        28
    +4        31
                     
    1. 22 hours 59 minutes
    2. 23 hours 00 minutes
    3. 22 hours  00 minutes
    4. 23 hours  59 minutes
19. What is the time according to the clockface below.
    
    
    1. A quarter past one o'clock.
    2. Ten minutes past one o'clock.
    3. Two o'clock.
    4. Ten minutes past twelve o'clock.
20. Which one of the following is an example of wants?
    1. Banana.
    2. Computer game.
    3. Trouser.
    4. Cabbage. 

Study the picture below.

21. Muthoni is facing the market. What will she face when she moves straight ahead along a straight line?
    1. School
    2. Home
    3. Market
    4. Tree
22. For Muthoni to face the tree, she should turn to her
    1. right two times.
    2. left once.
    3. right once.
    4. turn to her left twice.
23. What will Muthoni face if she turns to her right once?
    1. School
    2. Tree
    3. Market
    4. Home
24. Katana had two square cards. He later attached them at the sides to make a different shape. Which of the following shapes did he get?
    
25. The shape of an egg can be said to be
    1. square.
    2. rectangle.
    3. oval.
    4. triangle.
26. Which one of the following shows the next shape in the pattern below?
    

The table below shows the number of animals in Bwana Mkulima's farm. Use it to answer the following questions.

27. Which animals were nine?
    1. Pigs
    2. Cows
    3. Goats
    4. Cameis
28. How many sheep were there?
    1. 23
    2. 13
    3. 31
    4. 20
29. Which animals were 13?
    1. Sheep
    2. Pigs
    3. Cows
    4. Camels
30. Which animals were the fewest?
    1. Camels
    2. Pigs
    3. Goats
    4. Sheep

MARKING SCHEME

• Elements of Music

Elements of Music

• Music has a purpose.
• It is composed of elements that makes it recognizable
• These are components or composition of music. They include:
  1. Message
  2. Type of Song
  3. Rythm
  4. Melody
  5. Pitch
  6. Tempo
  7. Dynamics

1. Type of songs 
   • Its a song gospel, patriotic, folk topical
2. Message 
   • Depends with what the song is saying. Education, Corona, Sickness, Aids
3. Rythm 
   • pattern of the music
4. Pitch 
   • Tones might be high or low.

When singing, we use solfa notes

D     R      M       F       S        L        T          D

• Composing/ Creating Music
  • Sol-fas ladder
  • Notes
  • Descant Recorder

Composing/ Creating Music

• Before creating music we need to know how to create rythm and beat
• You can use claps, sounds and taps
• These rythms are cretaed using our mouths, hands and our legs

Composing Music

Sol-fas ladder

• Music is combined of tunes. The tunes can be ascending or descending
• The rising and falling of tunes are organized in sol-fas Notation
• They are from low to high

d, r, m, f, s, l, t, d
doh, rey, me, fah, soh, lah, te, doh

Ascending  

• When the pitch goes from low to high
  

Descending    

• When the pitch goes from high to low
  

Notes

• From the solfa notes we get the category of sounds.

1. Bass - Men
2. Tenor - Boys
3. Alto - Women and girls
4. Soprano - Women and girls
5. Barrytone - Unisex

Solfa Signs

• They are signs or symbols used to denote or show a solfa note.
  Doh Re Me
  
  
  

Descant Recorder

• It is a wind instrument played by blowing
• Its a type of flute

Care and Maintenance  

1. Keep away from heat or sun.
2. Avoid sharing
3. Clean after use
4. If you want to share, clean it first.

• Singing With Expressions
  • Dynamics
  • Articulation
  • English National Anthem
• Music Costumes
  • Examples of Costumes

Singing With Expressions

• Expressions is someone's feelings. Someone can be sad, serious, happy, laughing, Angry, wondering, wow

Dynamics

• When we sing loudly or softly. We are always singing with dynamics. Song can be sang loudly or smoothly

Articulation

• Singing smoothly or in a detached manner which is called articulation
• Is the speed of the song or beat. it can be low or fast.

The Main Voices in a Choir

1. Bass - Men
2. Tenor - Boys
3. Alto - Women
4. Soprano - Girls
5. Barrytone - All

English National Anthem

Stanza 1

O God of all creation
Bless this our land and nation
Justice be our shield and defender
May we dwell in unity
Peace and liberty
Plenty be found within our borders.

Stanza 2

Let one and all arise
With hearts both strong and true
Service be our earnest endeavour
And our homeland of Kenya
Heritage and splendour
Firm may we stand to defend.

Stanza 3 

Let all with one accord
In common bond united
Build this our nation together
And the glory of Kenya
The fruit of our labour
Fill every heart with thanksgiving.

Music Costumes

Costumes are dresses and clothes we wear in a certain function. During music, costumes are put on to match tthe song, season, dance or message

Examples of Costumes

1. Sisal skirts
2. Lesos or Kitenges
3. Hide and skin clothes
4. Animal's skin(hat)
5. Jingles
6. Colours
7. Beads and necklaces
8. Leafs clothes

• Resources
  • Main resources in our county
• Economic Activites
  • Economic activities in the county
• Trade
  • Trade in the county
• Industries
  • Industries In Our County

Resources 

• Resources are things that we use to create wealth.
• Resources can be man-made things or natural.

Main resources in our county

Examples

• Land
• Minerals
• Animals
• Forests
• Water
• Soil
• Manpower

PUPIL’S ACTIVITY
PAGE 69-71

Ways in which resources are conserved in the county

• We should make good use of our resources.
• The protection of resources is known as conservation.
• This can be done through
  
  1. Building gabions
  2. Conserving wild animals
  3. Fencing
  4. Planting trees
  5. Protecting animals
  6. Conserving water
  7. Avoid overgrazing
  8. Avoid poaching

Economic Activities

Economic activities in the county

• Economic activities helps to earn a living
• We use resources to carry economic activities.
• Economic activities are things that people do in order to create wealth
• Refers to the use of resources available in order to create wealth or earn a living

Main economic activities in the county

Examples

• Mining
• Fishing
• Saw milling
• Agriculture
• Transport
• Communication
• Pottery
• Basketry
• Trading

Importance of economic activities

• People in the county earn money from various economic activities.
• This improves their standard of living
• Economic activities like farming have led to development of other industries.
• These industries have led to development of roads, hospitals and schools.

PUPIL’S ACTIVITY
PAGE 77-80

Trade

Trade in the county

• Trade is the buying and selling of goods and services.
• It Is also the exchange of goods and services for money
• People sell goods that they have and buy what they do not have.

Methods of trade in the county

1. Barter trade – it is a method of trade where communities exchanged goods for other goods.
   For example: exchanging a bag of potatoes for two goats.
2. Currency trade – is the use of money to pay for goods and services For example: people use money to buy food or clothes

PUPIL’S ACTIVITY
PAGE 81-83

Benefits of trade in the county

1. Creation of employment
2. Improvement of transport and transport
3. Earns foreign exchange
4. Promotes cooperation and understanding
5. Promotes growth of town (urbanization)
6. Promotes agricultural sector
7. Source of revenue for the government
8. Promotes interaction and exchange of ideas

PUPIL’S ACTIVITY
PAGE 83-85

Lawful trading activities in the county

• Lawful trading activities are business that are accepted in the county.
• These activities involve selling goods and services that have been approved by the county government.
• One needs a license from the county government before engaging in trading activities
• This makes the trading activity lawful.
• Engaging in a trading activity without a license is unlawful.
• If you do not pay tax, your trading activities will be considered unlawful.
• Traders pay taxes to county government
• We should encourage all people to engage in lawful trading activities.

PUPIL’S ACTIVITY
PAGE85-87

Industries

Industries In Our County

• An industry is a place where raw materials are made into useful products.
• Industries are the processes and activities to produce final goods from raw materials
• A factory is a place where raw materials are turned into new and useful products

Types of industries

1. Processing
   
   • Also called primary industries
   • The produce goods used in other industries
   • Mostly deals with agricultural products
   • Examples of processing industries
   • Coffee and tea processing industries
2. Manufacturing
   • Manufacturing industries
   • Also called secondary industries
   • Relies on some goods from primary industries
   • Some uses raw materials directly
   • Examples of manufacturing industries
     • Cement making
     • Oil refineries
     • Glass making industries
     • Paper making industries
     • Medicine making industries
3. Assembly
   • To assemble is to put together
   • It involves putting together items to get a complete item
   • Examples of assembling industries
     1. Motor vehicle assembly
     2. Bicycle assembly
     3. Radio assembly
     4. Television assembly
4. Service
   • They provide services
   • Examples of service industries
     1. Banking
     2. Hotels
     3. Printing and publishing
     4. Transport and communication
     5. Insurance
     6. Tourism
5. Jua kali
   • Uses the locally available materials
   • Operates in open air
   • Requires little capital to start

PRODUCTS FROM INDUSTIRES IN THE COUNTY

PUPIL’S ACTIVITY
PAGE 90-92

Benefits of industries in the county

• Creates employment
• Promotes trade
• Source of revenue to the government through taxes
• Leads to development of infrastructure
• Leads to urbanization
• It is a form of income to Farmers when they sell their produce to the industries and get money
• Promotes agriculture
• Improves the peoples living standards
• Industries provide goods that we need in our lives

• Culture
  • Aspects Of Traditional Culture In The County
• The School
  • Practising School Motto And Core Values In School

Culture

• Culture is people’s way of life.
• Each community has its own way of doing things.
• Communities have different types of foods, dressing, songs, dances, ceremonies and festivals.
• Culture is passed from one generation to another.

Aspects Of Traditional Culture In The County

Importance of aspects of traditional culture    

1. Culture promotes unity among the members of the society through sports and games, festivals and ceremonies.
2. Through culture, young people are able to learn good morals and values.
3. Culture makes us unique through language, types of food we eat and the dressing styles.
4. Tourists pay some money to see our culture. This money helps the government to develop our country.
5. Promote love and kindness
6. Promote responsible people in the society
7. Promote honesty
8. They develop good habits

The school   

• A school is a place where pupils go to be taught or to learn
• Is an educational institution designed to provide learning to learners with the support of teachers
• A school mainly equips learners with knowledge and skills
• A school trains individuals to be responsible or useful members of the society
• We have government and private schools

History of the school

• Every school has a history.
• The history tells us when and how the school started.
• It also tells us about the achievement of the school.
• This history gives the school an opportunity to focus on future plans.

PUPIL’S ACTIVITY
PAGE 59-61

School motto and core values

• A school motto is a short statement of what a school believes in.
• School core values are important believes that guide the members of the school.

PUPIL’S ACTIVITY
PAGE 62-64

Practising School Motto And Core Values In School

PUPIL’S ACTIVITY
PAGE 62-65

School routine

• A daily school routine is a list of activities that the school does every day.
• Is the programme of activities that have been planned to take place every day in the school
• Day schools and boarding schools have different routines
• A school routine is prepared by the school administration
• School routine should be as per the guidelines of the ministry of education.
• A school routine is clearly indicated on the school timetable

Importance of a school routine

• It helps the school to run smoothly
• It ensures order and harmony in the school
• Helps in bringing up all round pupils
• Helps to train pupils to be responsible
• Helps in proper time management
• Helps to strengthen discipline among pupils
• Ensures that all activities in the school are allocated times

• Interdependence Of People
  • Benefits of Interdependence
• Population Distribution
  • Population Distribution In The County

Interdependence Of People

• Interdependence means depending on each other.
• In our county people depend on each other
• For example we go to the market to buy what we do not have. Other people go to the market to sell what they have in excess.
• We all need each other.
• Life becomes easier and enjoyable when we depend on each other.

PUPIL’S ACTIVITY
PAGE 33-34

Ways in which people depend on each other

• People also depend on each other through various means. They include:
  
  1. Food
  2. Treatment
  3. Education
  4. Market

PUPIL’S ACTIVITY
PAGE 35-37

Benefits of Interdependence

• It promotes love and unity among people
• It brings development e.g. the development of roads which connect different communities.
• It discourages tribalism, racism and corruption
• It leads to the exchange of culture, goods and services.
• Through interdependence people are able to
  
  1. Live in unity
  2. Get assistance or support
  3. Appreciate each other’s culture
  4. Do what they cannot do on their own
  5. Get what they do not have
  6. Get new ideas and knowledge

Population Distribution

• Population refers to the number of people living in a given/particular place
• Population distribution refers to how people are spread over in an area

PUPIL’S ACTIVITY
PAGE 41-43

Population Distribution In The County

• Population of our county is not evenly distributed
• Some areas are;
  
  1. Sparsely populated
  2. Medium/moderately populated
  3. Densely populated
• Areas with many houses are densely populated.
• Areas with few houses are sparsely populated.
• Areas with few houses far away from each other are unevenly distributed.

PUPIL’S ACTIVITY
PAGE 43-46

Common patterns of population distribution   

1. Linear pattern – this is where the houses are arranged in a line.
2. Clustered pattern – this is where houses are close to each other.
3. Scattered pattern – this is where the houses are spread out.

PUPIL’S ACTIVITY
PAGE 47-49

Patterns of population distribution in our county

PUPIL’S ACTIVITY
PAGE 49-51

• Natural Environment 
  • Compass Direction
  • Physical Features In The County
• Built Environment
  • Historic built environments

Natural environment

• Natural environment refers to all living and non-living things that occur naturally

Compass Direction

• A compass is used to tell direction of one place from another
• The compass has four points namely:
  
  1. North
  2. South
  3. East
  4. West
• The points of a compass are called cardinal points.
• A compass is used to show direction on a map
• The arrow of the compass always points to the north
• East shows the direction from which the sun rises.
• West shows the direction to which the sun sets.

Using cardinal points to give direction
PUPILS ACTIVITY
PAGE 4-9

Eight compass points

• There are four other points of a compass that are found between four cardinal points.

PUPILS ACTIVITY
PAGE 8-11

Location and size of the county

• Our country is made up of several counties
• There are 47 counties in Kenya
• Our school is located in Nakuru County

Sub counties that make up our county Nakuru are

• Naivasha
• Gilgil
• Nakuru central
• Rongai
• Kuresoi
• Molo
• Njoro
• Nakuru north
• Subukia
• Bahati

Location and size of the county in relation to the neighboring counties   

• Our country is made up of several counties
• There are 47 counties in Kenya
• Our school is located in Nakuru County

Counties that neighbor our county Nakuru

• Baringo county to the north
• Laikipia county to the north east
• Nyandarua county to the east
• Kiambu county to the south east
• Kajiado county to the south
• Narok county to the south west
• Bomet county to the west
• Kericho county to the west

Physical Features In The County

• Physical features are natural things we see on the surface of the earth
• They show how the land looks like
• Examples of physical features
  
  1. Rivers
  2. Lakes
  3. Mountains
  4. Plains
  5. Valleys
  6. Swamps
  7. Plateaus
  8. Springs
  9. Hills
  10. Oceans

RIVERS

• A river is a natural flow of water in a valley
• Rivers flow throughout the year are called permanent rivers
• Rivers flowing only during wet season are called seasonal rivers
• An area where the river starts is called a source
• Small streams that join the main river are called Tributaries
• A point where two or more rivers meet is called a confluence
• Where the river drains forms its mouth

Examples of rivers in our county

1. River Subukia
2. River Amalo in Olenguruone
3. River Molo
4. River Chawai in Mau forest
5. River Chinga in Subukia
6. River Kabazi
7. River Chania in Bahati
8. Shrine stream

Some seasonal rivers

1. River Nyarugu in Njoro
2. River Bagaria
3. River Lolderi
4. River Kirimu

WATER FALLS

• It is the flow of a river over a very high place to the ground

Some examples of water falls in our county

1. Bagaria water falls along R.Bagaria
2. Songongo water falls along R.Chewai
3. Glory and along the Subukia escarpment

LAKES

• It is a large depression on the surface of the earth that is filled with water
• Examples
  
  1. Lake Nakuru
  2. Lake Elementaita
  3. Lake Naivasha
  4. Lake Oloidien

HILLS

• It is an area that is higher than the surrounding land
• Hills are smaller than mountains
• Examples
  
  1. Hyrax hills
  2. Lions hills
  3. Man hills
  4. Eburu hills
  5. Kerugue hills
  6. Gilgil hills
  7. Jogoo hills
  8. Lesirwa hills
  9. Jumatatu hills
  10. Kasambara hills
  11. Kianjoya hills at miti mingi
  12. Elge wood hills
  13. Arashi hills
  14. Kerima Ndege hills in mbogoini
  15. Gitunga hills
  16. Mwiteithia hills in Mbogoini lower subukia
  17. Honeymoon hill in Nakuru National park

MOUNTAINS

• It is a large part of the earth surface that is much higher than its surrounding
• Examples
  1. MT. Menengai
  2. MT, Longonot
  3. MT. Suswa

The highest mountain in Nakuru County is MT. Longonot near Maai – Mahiu, Naivasha Sub County

PLAINS

• It is a large low land that is generally flat
  
  1. Elementaita plains
  2. Kigio plains
  3. Rongai- boror – ngata plains

VALLEYS

• It is a depression between two areas that are high or raised
• Valleys that rivers flow through them are called Valley Rivers
• Examples
  
  1. Great rift valley
  2. Nyatoru valley in Kiambogo
  3. Subukia valley

SWAMPS

• Are lowlands filled with water and covered by swamps Examples
  
  1. Kiptungar swampsnear Mau forest
  2. Sasumua swamp near Muchorwe moto
  3. Wila swamp in kuresoi
  4. Silbwet swamp in keringet in kuresoi

SPRINGS

• It forms where water flows out of the ground from an underground source
• Examples
  
  1. Lake Elementaita springs
  2. Lake Nakuru springs
  3. Labere springs
  4. Oljorai springs
  5. Kariandusi springs
  6. Chamuka springs

PLATEAUS

• It is a raised piece of land that is flat at the top
• Examples
  
  1. Metha plateau
  2. Kiambogo – Ndabibi area near Nyatoru valley

OCEANS

• Are very large areas of water where water from different rivers collect.
  Examples
  Indian Ocean

Importance of physical features

1. Water for domestic and industrial use
2. Home for wildlife
3. Used for irrigation
4. Tourist attraction
5. Used for transport
6. Clay collected at the river banks is used for modeling
7. Rivers act as boundaries
8. Plains are good grazing grounds
9. Valleys are good for farming

Conserving physical features

• Physical features can be conserved by
  
  1. Plating more trees
  2. Not cutting down trees
  3. Prevent overuse and deforestation of forest.
  4. Avoid pollution of water bodies.
  5. Educate people on importance of physical features.

Seasons in the county  

• There are 4 seasons in a year
• These are:
  
  1. Hot
  2. Cold
  3. Dry
  4. Rainy

PUPIL’S ACTIVITY

PAGE21-23

Activities in different seasons   

• People carry out different activities each season.
• People wear different types of clothes during different seasons.
  

  Season	Activity
  Hot	1. Harvesting crops   2.
  Dry	1. Preparing land  2.
  Cold	1. Weeding crops  2.
  Rainy	1. Planting crops  2.

PUPIL’S ACTIVITY
PAGE 24-26

Built Environment

• Built environments refer to the human made environment.
• For example schools
• Some of the buildings we see today were built long time ago. They are part of built environment.

Historic built environment in the county   

• These are structures/environments that remind us of our history or where we have come from
• Historic built environment refers to features made by people
• These features have a historic value
• They include
  
  1. Museums
  2. Monuments
  3. Historical buildings
  4. Cultural centers
  5. Historical sites

Historic built environments

Importance of the historic built environment

• They create a sense of belonging
• They serve as resources learning centres
• Attracts tourist and earn as foreign exchange in our county
• They enable social interactions with friends, family and community when we visit them
• Many people are employed to work in historical buildings, museums, and take care of monuments
• They remind us and teach us about our culture
• They are sources of information for learning
• They are used as recreational areas for relaxation

Ways of caring for historic built environments.

• Repair the destroyed parts of historic built environments
• Handle items in the historic environments with care
• Develop conservation messages and place them at historic built environments
• Educate other people on the importance of historic built environments
• We can also repair broken parts, guard and dust them.
• We can clean, clear bushes, paint or fence the area.
• We should take care of our historic built environments.

Participating in caring for historic environments

PUPIL’S ACTIVITY
PAGE 31-32

• Basketry
  • Basketry: traditional twine technique
  • Weaving a circular mat using the twinning technique
• Leatherwork
  • Leatherwork: thronging technique
• Pottery
  • Modelling – Pinch technique
  • Methods of decorating clay items

Basketry

Basketry: traditional twine technique

• Basketry is the making of baskets by weaving or braiding long slender pieces of material (as reed or sisals).
• Basketry is a traditional craft practised by many communities.
• It involves
  
  1. Weaving
  2. Twining
  3. Plaiting or sewing flexible fibres

Identifying basketry traditional items

• There are many items made using basketry technique
• They include
  
  1. Containers for storing grains and food
  2. Items for decorative purpose
  3. Household goods such as baskets, trays, furniture and baby cots.
• In some communities, basketry technique is used to make houses, barns, granaries, chicken coops, fish traps and winnowing trays.

Materials needed for basketry

• Materials can be natural or synthetic
• Natural materials include
  
  1. Thin flexible sticks
  2. Plant roots
  3. Vines
  4. Variety of grass such as elephant grass
  5. Banana fibres
  6. Cane
  7. Bamboo
  8. Stem
  9. Raffia
  10. Sisal
  11. Palm leaves
  12. Osier
  13. Reeds
  14. Rattan
  15. Wattle sticks

Weaving a circular mat using the twinning technique

• In twinning technique the wrap and two sets of wefts are used
• Warp are the threads that form the framework of a woven item
• The wefts are the threads which go over and under the wrap.
• The wefts are twinned around the warp.

How to weave a circular mat using the twining technique

• Collect the necessary materials need from your local environment e.g. banana fibres, knives, reeds, sisal fibre, palm leaves
• Prepare the fibres for weaving
• Set up the warp in order to start weaving.
  Done by arranging several fibres into a star shape
• Tie the fibres at the centre

Pupil’s activity
Page49-50

Weaving a circular mat

1. Cut the warp to the required size.
2. Set the warp in a tar shapes
3. Pick the weft and start twinning around the warp
4. Continue weaving until you achieve the size you required.

Finishing and neatening the edges of a woven circular mat

• To make the mat neat and prevent the weft and warp from coming off, you need to finish the edges neatly.
• This is done either by stitching or binding.
• First cut off the lose fibres and tuck in the warp then stitch or bind.
• Stitching is done by using a thread and needle to stitch along the edges.
• Binding is done by stitching a cloth around the edges of the circular mat.
• You can also tuck in the warp in place and use other fibres to warp the edges

Displaying circular woven items 
Pupil’s activity
Page 50

Leatherwork

Leatherwork: thronging technique

• Leather is obtained from hides and skins of animals.
• Large animals like cattle and others with hair give hides.
• Smaller animals like young one of calves, goats give us skins.
• Leather is used to make traditional items like musical instruments (drum), bags, hats, furniture, jewellery, sheaths.

Sources of leather

1. Skins e.g from goat
2. Hides e.g from cow

Leather items   

1. Drums
2. Shields
3. Hats
4. Bags
5. Masks

Collecting traditional leather items   
You can collect hides or skin from the local environment.

Thronging technique

• Before making an article from leather, a design should be laid out and the different pieces cut out carefully.
• The various pieces are then joined together either by gluing or sewing.
• Articles can also be stitched together using strips of leather called thongs.
• The technique of joining two or more pieces of leather using thongs for lacing when making an article is referred to as thonging

Making drums using thronging technique
Pupil’s activity
Page 53-57

Materials need to make a simple drum

1. Leather material
2. Cutting tools such as a pair of scissors, knives or blades
3. Old containers such as buckets, tins or hollow wood
4. Marking tools
5. Mallets
6. Hammer
7. Rulers.

Identifying thongs on drums

• Every community has their own unique way of constructing the drum.
• Some drums are covered with a membrane on the top side and others on both top and bottom.
• The membrane on top or bottom of the drum can be attached by lacing using thongs.
• The internal shape of every drum is what gives it the quality of sound produced.
• Drum produce sound by beating.

How to cut thongs

• Thongs should be stretchable as possible
• The best way to cut thongs is either diagonally or in a circular way if the piece of lather available can allow.
• By cutting this way the thong will not be cut easily when stretched during lacing.
  
  1. Look for old leather item
  2. Cut out a big piece from the item
  3. Lay your piece of leather on a flat surface
  4. Measure the size of the thong needed and mark using a pen
  5. Using a pair of scissors, cut the strips as accurate as possible.

Process of making a drum

1. Cut out leather pieces so that they are slightly wider than the container for making the resonator of the drum.
2. Make similar number of holes on the cut out leather for the top and bottom pieces
3. Cut out the thongs for joining the top and bottom pieces of leather.
4. Place the cut out leather at the top and bottom
5. Use the thongs to lace the pieces of leather firmly in place.

Pupil’s activity
Page 57

Pottery

• Pottery is the art of making containers or articles such as cups, plates, flower vases and pots out of clay.
• Pinch method is one of the technique of modelling pots and containers.

Modelling – Pinch technique

• The pinch method involves shaping containers of various sizes and shapes by pressing on the walls using thumb and forefingers.
• The process can be used to model simple containers such as cups and sugar dishes.
• Containers made using pinch technique are referred to as pinch pots.
• Another name for pinch pots is thumb pots

Identifying pinch pots

• Cups
• Pots
• Sugar dishes
• Plates
• Flower vases

Materials need to model a pinch pot

1. Clay
2. Sticks or incising tool
3. A container with water
4. Papers or leaves for placing the clay and modelled articles

How to model a container using the pinch technique

Clay preparation  

• Collect clay from the local environment.
• Remove impurities such as stones, roots

Preparing clay

• After collecting the clay and removing impurities, mix the clay thoroughly by pressing it over and over again until the moisture is evenly distributed.
  • This processing is known as kneading
  • The process is important because it removes air bubbles from the clay, making it uniform and easier to work with.

Modelling a pinch pot

1. Take a lump of clay and roll it into a ball then hold it on the palm of one hand.
2. Make a hole in the ball by pushing the thumb of the other hand into the lump of clay
3. Rotate the clay while pinching against the wall of the container using thumb and fingers to widen the hole and shape the pinch pot. Ensure the wall of the container is of even thickness.
4. Place your thumbs inside the pinch pot then press it gently on a flat surface to give it a stable base. Shape the lid as well. This can be done using fingers or by pressing it gently on a flat surface.
5. Use a stick, a scraper or your hand to smoothen the pitch pot. you may wet your hands with water as you smoothen the article. Do not pour water on the container as you smoothen as this may cause it to become soggy and crumble or crack.
6. Leave the container to dry slowly under a shade. Cover the pinch pot si that it dries slowly.

Modelling pinch pots of varying sizes and shapes  

• Pinch pots are used for different purposes.
• That is why they can be modelled in different sizes and shapes depending on their purpose.
• They can be small, wide or thin

Pinch of different sizes and shapes
Pupil’s activity
Page 61-62

Methods of decorating clay items

• Modelled clay are decorated to make them more attractive.
• Methods of decorating include
  
  1. Stamping
  2. Scratching
  3. Incising
• Stamping involves pressing an object on wet clay articles before they are completely dry.
• Scratching technique, shallow marks are made on the walls of wet clay using sharp tools such as nails, sharp stick or wire
• Incising technique is done by cutting out patterns on the walls of the wet clay article.
• A sharp object such as wire can be used to decorate the articles using incising technique.

Materials need to decorate a pinch pot

1. Clay for modelling
2. A textured item such as maize cob, aloe vera leaves or comb
3. Incising tools such as sticks, wire, thorn or blade
4. A container with water
5. Hollow objects such as a hollow stick, straw, biro pen or biro lid
6. Papers or leaves for placing the clay and modelled articles.

Making and decorating a pinch pot by stamping
Pupil’s activity
Page 63-64

Making and decorating a pinch pot by incising
Pupil’s activity
Page 63-64