GRADE 4 LONGHORN SOCIAL STUDIES SCHEMES OF WORK TERM 2

Wee Ls Strand/Theme Sub strand Re

Specific learning Key inquiry Learning Assessment
k n Learning experiences fl
outcomes Questions Resources methods
1 1 CULTURE Culture: By the end of the sub- 1. What are the Learners are guided to: Local and
AND SOCIAL Aspects of strand, the learner should aspects of • Brainstorm in pairs to identify extended
ORGANIZAT traditional be able to: traditional aspects of traditional culture in environment,
IONS culture in the the County. (dressing , food, Oral
a) identify aspects of culture? mas, realia,
county housing, artefacts, sports and questions,
traditional culture in the 2. Why is culture photographs,
games, festivals and Teacher
County important artefacts,
ceremonies) made test,
b) describe aspects of to us? • Work in groups to describe newspapers,
observation,
traditional culture in the aspects of traditional culture in approved
project work,
County the County. textbooks
checklist,
d) appreciate aspects of • Discuss in groups the Longhorn SST
portfolio
traditional culture in the importance of aspects of Learners Bk Grd.
County traditional culture in the 4 Pg. 52-59
County.
2 Culture: By the end of the sub-strand, 1. What are the Learners are guided to: Local and
Aspects of the learner should be able to: aspects of • Brainstorm in pairs to identify extended
traditional a) identify aspects of traditional aspects of traditional culture in environment,
culture in the the County. (dressing , food, Oral
traditional culture in the culture? mas, realia,
county housing, artefacts, sports and questions,
County 2. Why is culture photographs,
games, festivals and Teacher
b) describe aspects of important artefacts,
ceremonies) made test,
traditional culture in the to us? • Work in groups to describe newspapers,
observation,
County aspects of traditional culture in approved
project work,
d) appreciate aspects of the County. textbooks
checklist,
traditional culture in the • Discuss in groups the Longhorn SST
portfolio
County importance of aspects of Learners Bk Grd.
traditional culture in the 4 Pg. 52-59
County.
3 Importance of By the end of the sub-strand, 1. What are the • Discuss in groups the Local and
Oral
traditional the learner should be able to: aspects of importance of aspects of extended
culture questions,
a) examine the importance traditional traditional culture in the environment,
Teacher
of culture? County. mas, realia,
made test,
aspects of traditional 2. Why is culture • Collect and record aspects photographs,
observation,
culture in the County important of traditional culture in the artefacts,
project work,
b) appreciate aspects of to us? community.( pictures ,songs, newspapers,
checklist,
traditional culture in the artefacts, dress, food, approved
portfolio
County textbooks
 paintings) Longhorn SST
• Display different aspects of Learners Bk Grd.
traditional culture in class 4 Pg. 52-59
• Conduct peer assessment of
the displays.

2 1 Importance of By the end of the sub-strand, 1. What are the • Discuss in groups the Local and
traditional the learner should be able to: aspects of importance of aspects of extended
culture a) examine the importance traditional traditional culture in the environment,
County. Oral
of culture? mas, realia,
aspects of traditional 2. Why is culture • Collect and record aspects photographs,
questions,
culture in the County important of artefacts,
Teacher
traditional culture in the made test,
b) appreciate aspects of to us? newspapers,
community.( pictures ,songs, observation,
traditional culture in the artefacts, dress, food,
approved
project work,
County paintings) textbooks
checklist,
• Display different aspects of Longhorn SST
portfolio
traditional culture in class Learners Bk Grd.
• Conduct peer assessment of 4 Pg. 52-59
the displays.
2 The school – By the end of the sub- How was our Learners are guided to: Local and
History of the strand, the learner should school started? • Carry out a research on extended
school be able to: “The environment, Oral
a) narrate the history of the history of the school” mas, realia, questions,
school • Share the history of the photographs, Teacher
b) uphold the core values of school artefacts, made test,
the school with others in class newspapers, observation,
• Create a journal on the approved project work,
history textbooks checklist,
of the school Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 59-68
3 School motto By the end of the sub- In which ways • Use digital devices to Local and
and core strand, the learner should can we exhibit develop a extended
values Oral
be able to: core values of our poster on the school motto environment,
questions,
a) interpret the school school? and mas, realia,
Teacher
motto and core values core values and display it photographs,
made test,
of the school in artefacts,
observation,
b) uphold the core values of class newspapers,
project work,
the school • Peer assess the best approved
checklist,
poster textbooks
portfolio
Longhorn SST
Learners Bk Grd.
 4 Pg. 59-68

3 1 The school By the end of the sub- How is our • Create a school daily Local and
routine strand, the learner should school daily routine extended
be able to:
routine? chart environment, Oral
a) describe the daily • Sing songs on the school mas, realia, questions,
routine of the school achievements photographs, Teacher
b) uphold the core values of artefacts, made test,
the school newspapers, observation,
approved project work,
textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 59-68
2 RESOURCES Resources in By the end of the sub- How could we Learners are guided to: Local and
AND the County- strand, the learner should • Use appropriate media to extended
ECONOMIC main
conserve identify the main resources
be able to: environment,
ACTIVITIES resources in resources found in the county Oral
a) identify the main mas, realia,
the county resources found in the • Write a report on the photographs, questions,
county? identified main resources found Teacher
found in the county artefacts,
in the
b) develop desire to newspapers, made test,
county
conserve • Collect and display samples approved observation,
resources in the county of resources in learning textbooks project work,
corners.(observe safety) Longhorn SST checklist,
• Brainstorm in groups on how Learners Bk Grd. portfolio
to 4 Pg. 69-74
conserve the resources found in
the county.
3 Resources in By the end of the sub- How could we Learners are guided to: Local and
the County- strand, the learner should • Use appropriate media to extended
main
conserve identify the main resources
be able to: environment,
resources in resources found in the county Oral
a) identify the main mas, realia,
the county found in the • Write a report on the questions,
resources photographs,
county identified main resources found Teacher
found in the county artefacts,
in the made test,
b) develop desire to county newspapers,
observation,
conserve • Collect and display samples approved
project work,
resources in the county of resources in learning textbooks
checklist,
corners.(observe safety) Longhorn SST
portfolio
• Brainstorm in groups on how Learners Bk Grd.
to 4 Pg. 69-74
conserve the resources found in
 the county.

4 1 Economic By the end of the sub- How important Learners are guided to: Local and
activities in strand, the learner should are the • Use appropriate media to extended
the county- be able to: economic identify the main economic environment,
main a) identify the main activities in the activities in the county mas, realia,
economic • Explore the local environment Oral
economic county? photographs,
activities in and use other sources to questions,
activities carried out in the artefacts,
the county identify the main economic Teacher
county activities carried out newspapers,
made test,
b) explain the importance • Write a report on the approved
observation,
of identified main economic textbooks
project work,
main economic activities activities Longhorn SST
checklist,
carried out in the county • Play relevant educational Learners Bk Grd.
portfolio
c) develop desire to computer games on economic 4 Pg. 75-80
participate in economic activities carried out in the
activities in the county county

2 Economic By the end of the sub- How important Local and

activities in strand, the learner should are the • Discuss in groups the extended
the county- be able to: economic importance of main environment,
main a) identify the main activities in the economic mas, realia,
economic Oral
economic county? activities in the county. photographs,
activities in questions,
activities carried out in the artefacts,
the county Teacher
county newspapers,
made test,
b) explain the importance approved
observation,
of textbooks
project work,
main economic activities Longhorn SST
checklist,
carried out in the county Learners Bk Grd.
portfolio
c) develop desire to 4 Pg. 75-80
participate in economic
activities in the county

3 Trade in the By the end of the sub- What are the Learners are guided to: Local and
County – strand the learner should be benefits of • Brainstorm in groups on extended Oral
methods of able to; trade in the methods of trade in the County environment, questions,
trade in the a) identify methods of trade County? ( Barter & Currency) mas, realia, Teacher
county in • Discuss in pairs the benefits photographs, made test,
of trade in the County observation,
the county artefacts,
• Visit a trading centre to learn project work,
b) explore the benefits of more about trading activities
newspapers,
trade in the County approved checklist,
and report back portfolio
• Role-play trading activities. textbooks
 Longhorn SST
Learners Bk Grd.
4 Pg. 81-87
5 1 Trade in the By the end of the sub- What are the Learners are guided to: Local and
County - strand the learner should be benefits of • Brainstorm in groups on extended
methods of able to; trade in the methods of trade in the County environment, Oral
trade in the a) identify methods of trade County? ( Barter & Currency) mas, realia, questions,
county in • Discuss in pairs the benefits photographs, Teacher
of trade in the County
the county artefacts, made test,
• Visit a trading centre to learn
b) explore the benefits of more about trading activities
newspapers, observation,
trade in the County and report back approved project work,
• Role-play trading activities. textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 81-87
2 Trade in the By the end of the sub- What are the Learners are guided to: Local and
County- strand the learner should be benefits of • Brainstorm in groups on extended
lawful able to; trade in the methods of trade in the County environment, Oral
trading a) explore the benefits of County? ( Barter & Currency) mas, realia, questions,
activities in trade in the County • Discuss in pairs the benefits photographs, Teacher
the county of trade in the County
b) appreciate lawful trading artefacts, made test,
• Visit a trading centre to learn
activities in the County more about trading activities
newspapers, observation,
and report back approved project work,
• Role-play trading activities. textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 81-87
3 Industries in By the end of the sub- How could we Learners are guided to:- Local and
the county strand, the learner should benefit from • Brainstorm in pairs and extended
be able to: industries in the identify industries in the environment,
a) identify industries in the County? County. mas, realia, Oral
County • Discuss in groups the benefits photographs, questions,
of industries in the County. Teacher
b) explain the benefits of artefacts,
• Visit and take photos or video
industries in the County newspapers, made test,
clips of industries found in the
County approved observation,
• Create a journal of industries textbooks project work,
visited and share with others in Longhorn SST checklist,
class and school. Learners Bk Grd. portfolio
• Collect and display sample 4 Pg. 88-94
products from industries in the
classroom.
6 1 Industries in By the end of the sub- How could we Learners are guided to:- Local and
the county strand, the learner should benefit from • Brainstorm in pairs and extended
be able to: industries in the identify industries in the environment,
a) identify industries in the County? County. mas, realia, Oral
County • Discuss in groups the benefits photographs, questions,
of industries in the County. Teacher
b) explain the benefits of artefacts,
• Visit and take photos or video
industries in the County newspapers, made test,
clips of industries found in the
County approved observation,
• Create a journal of industries textbooks project work,
visited and share with others in Longhorn SST checklist,
class and school. Learners Bk Grd. portfolio
• Collect and display sample 4 Pg. 88-94
products from industries in the
classroom.
2 Industries in By the end of the sub- How could we Learners are guided to:- Local and
the county – strand, the learner should benefit from • Brainstorm in pairs and extended
products be able to: industries in the identify industries in the environment,
from a) explain the benefits of County? County. mas, realia, Oral
industries in industries in the County • Discuss in groups the benefits photographs, questions,
the county of industries in the County. Teacher
b) appreciate products from artefacts,
• Visit and take photos or video
industries in the county newspapers, made test,
clips of industries found in the
County approved observation,
• Create a journal of industries textbooks project work,
visited and share with others in Longhorn SST checklist,
class and school. Learners Bk Grd. portfolio
• Collect and display sample 4 Pg. 88-94
products from industries in the
classroom.
3 Enterprise By the end of the sub- How could we Learners are guided to: Local and
project at strand, the learner should start an enterprise • Brainstorm in groups and extended
school – be able to: project at school? identify enterprise project environment, Oral
identifying a) actively participate in that can be undertaken at mas, realia, questions,
and initiating an enterprise photographs, Teacher
school.
enterprise
project
project at school • Search in the Internet and artefacts, made test,
b) actively participate in an other sources to find out newspapers, observation,
enterprise project at the examples of enterprise approved project work,
school projects undertaken textbooks checklist,
in schools. Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
7 1 Enterprise By the end of the sub- Learners are guided to: Local and
project at strand, the learner should How could we • Brainstorm in groups and extended
school - be able to: start an enterprise identify enterprise project environment, Oral
identifying a) actively participate in project at school? that can be undertaken at mas, realia, questions,
and initiating an enterprise photographs, Teacher
school.
enterprise
project
project at school • Search in the Internet and artefacts, made test,
b) actively participate in an other sources to find out newspapers, observation,
enterprise project at the examples of enterprise approved project work,
school projects undertaken textbooks checklist,
in schools. Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
2 Planning and By the end of the sub- How could we • Plan for a viable Local and
enterprise strand, the learner should start an enterprise extended
project at be able to: project at school. environment, Oral
school enterprise
a) actively participate in mas, realia, questions,
initiating an enterprise project at photographs, Teacher
project at school school? artefacts, made test,
b) actively participate in an newspapers, observation,
enterprise project at the approved project work,
school textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
3 Planning and By the end of the sub- How could we • Plan for a viable Local and
enterprise strand, the learner should start an enterprise extended
project at be able to: project at school. environment, Oral
school enterprise
a) actively participate in mas, realia, questions,
initiating an enterprise project at photographs, Teacher
project at school school? artefacts, made test,
b) actively participate in an newspapers, observation,
enterprise project at the approved project work,
school textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
8 HALF TERM
9 1 Sharing By the end of the sub- How can we • Share responsibilities on Local and Oral
responsibility strand, the learner should share the extended questions,
for an be able to: responsibilities in planned enterprise project. environment, Teacher
enterprise a) actively participate in an an enterprise mas, realia, made test,
 project enterprise project at the project at school? photographs, observation,
school artefacts, project work,
newspapers, checklist,
approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
2 Managing By the end of the sub- How could we • Discuss in groups ethical Local and
and strand, the learner should manage an practices to be observed in extended
enterprise be able to: enterprise project managing the enterprise environment, Oral
projects a) uphold ethics in in an honest way? project mas, realia, questions,
managing money. photographs, Teacher
the enterprise project artefacts, made test,
money newspapers, observation,
at the school approved project work,
b) appreciate collective textbooks checklist,
efforts Longhorn SST portfolio
in the success of enterprise Learners Bk Grd.
project at school 4 Pg. 96-106
3 Upholding By the end of the sub-strand, How can we • Discuss in groups ethical Local and
ethics in the learner should be able to: manage an practices to be observed in extended
managing the a) uphold ethics in managing managing the enterprise environment, Oral
enterprise enterprise
the enterprise project project mas, realia, questions,
project
money at the school project in an money. photographs, Teacher
money at honest way?
b) appreciate collective artefacts, made test,
school
efforts newspapers, observation,
in the success of approved project work,
enterprise textbooks checklist,
project at school Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
10 1 Evaluating By the end of the sub-strand, How can we • Undertake the enterprise Local and
Oral
the success of the learner should be able to: evaluate the project extended
an enterprise a) uphold ethics in managing questions,
success of an at school and evaluate its environment,
Teacher
project at the enterprise project enterprise success. mas, realia,
school made test,
money at the school project? • Participate in the school photographs,
observation,
b) appreciate collective entrepreneurship week artefacts,
project work,
efforts newspapers,
checklist,
in the success of enterprise approved
portfolio
project at school textbooks
 Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
2 Evaluating By the end of the sub-strand, How can we • Undertake the enterprise Local and
the success of the learner should be able to: evaluate the project extended
an enterprise a) uphold ethics in managing success of an at school and evaluate its environment, Oral
project at the enterprise project enterprise success. mas, realia, questions,
school
money at the school project? • Participate in the school photographs, Teacher
b) appreciate collective entrepreneurship week artefacts, made test,
efforts newspapers, observation,
in the success of enterprise approved project work,
project at school textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 96-106
3 POLITICAL Community By the end of the sub- Who is a Learners are guided to: Local and
SYSTEMS leadership: strand, the learner should community • Brainstorm in groups and extended
AND Community be able to: leader? identify leaders in the environment, Oral
CHANGE leaders a) identify community community( Council of mas, realia, questions,
leaders in the County Elders, Religious and photographs, Teacher
b) desire to support good Cultural Leaders) artefacts, made test,
community leadership in newspapers, observation,
the approved project work,
County. textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 107-118
11 1 Community By the end of the sub- Who is a Learners are guided to: Local and
leadership: strand, the learner should community • Brainstorm in groups and extended
Community be able to: leader? identify leaders in the environment, Oral
leaders a) identify community community( Council of mas, realia, questions,
leaders in the County Elders, Religious and photographs, Teacher
b) desire to support good Cultural Leaders) artefacts, made test,
community leadership in newspapers, observation,
the approved project work,
County. textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 107-118
2 Community By the end of the sub- What are the Learners are guided to: Local and Oral
leadership: strand, the learner should duties of a good • Discuss in groups duties extended questions,
Duties of
 community be able to: leader in the of environment, Teacher
leaders a) state the duties of community? community leaders and do mas, realia, made test,
community leaders in the class presentation photographs, observation,
County artefacts, project work,
b) desire to support good newspapers, checklist,
community leadership in approved portfolio
the textbooks
County. Longhorn SST
Learners Bk Grd.
4 Pg. 107-118
3 Community By the end of the sub- What are the • Find out qualities of a Local and
leadership: strand, the learner should qualities of a good leader extended
Qualities of a be able to: good leader in the from the community and environment, Oral
good leader in a) state qualities of a good community? other sources mas, realia, questions,
the
community
leader in the community • Discuss in groups and photographs, Teacher
b) desire to support good identify artefacts, made test,
community leadership in qualities of a good leader in newspapers, observation,
the the approved project work,
County. community textbooks checklist,
Longhorn SST portfolio
Learners Bk Grd.
4 Pg. 107-118
12 1 Community By the end of the sub- What are the • Role - play good Local and
leadership: strand, the learner should qualities of a leadership in the extended
Qualities of a be able to: good leader in the community environment, Oral
good leader in a) state qualities of a good community? • Design and display a mas, realia, questions,
the
community
leader in the community poster on qualities of good photographs, Teacher
b) desire to support good leadership in the artefacts, made test,
community leadership in community newspapers, observation,
the • Find out more about good approved project work,
County. leadership textbooks checklist,
in the community from Longhorn SST portfolio
parents or guardians and Learners Bk Grd.
report. 4 Pg. 107-118
2 CITIZENSHI Good By the end of the sub- How could you learners are guided to: Local and Oral
P citizenship in strand, the learner should demonstrate • Brainstorm in groups and extended questions,
school be able to: good citizenship identify qualities of good environment, Teacher
a) identify qualities of good in school? citizenship in school mas, realia, made test,
citizenship in school • Discuss in groups how to photographs, observation,
b) demonstrate qualities of become a good citizen in artefacts, project work,
good citizenship in school school newspapers, checklist,
 c) appreciate qualities of • Write an essay on a good approved portfolio
good digital citizen (using textbooks
citizenship in school. technology in a positive way) Longhorn SST
and share the essays in class. Learners Bk Grd.
4 Pg. 119-125
3 Good By the end of the sub- How could you Local and Oral
citizenship in strand, the learner should demonstrate learners are guided to: extended questions,
school be able to: good citizenship • Brainstorm in groups and environment, Teacher
a) identify qualities of good in school? identify qualities of good mas, realia, made test,
citizenship in school citizenship in school photographs, observation,
b) demonstrate qualities of • Discuss in groups how to artefacts, project work,
good citizenship in school become a good citizen in newspapers, checklist,
c) appreciate qualities of school approved portfolio
good • Write an essay on a good textbooks
citizenship in school. digital citizen (using Longhorn SST
technology in a positive way) Learners Bk Grd.
and share the essays in class. 4 Pg. 119-125
13- ASSESSMENT
14