MUNAKA CHRISTIAN SCHOOL LESSON PLAN

GRADE 4
SUBJECT Social Sciences (geography )
DATE
CONTENT AREA People and places
TOPIC Places to Live - Farm, Village, Town, City
RESOURCES
Pictures or drawings of a farm, village, town, and city
Chalkboard/whiteboard and markers
Worksheets for written activities
Map or globe (optional)
OBJECTIVES
By the end of the lesson, learners will:
1. Identify and describe the key features of farms, villages, towns, and cities.
2. Compare the similarities and differences between these places.
3. Draw and label examples of these places in their books.

INTRODUCTION
tart by asking learners:
• “Where do you live? Is it a farm, a village, a town, or a city?”
Write their answers on the board and briefly discuss them.
Show pictures (or draw) of a farm, village, town, and city on the board.
Tell learners:
• “Today, we are going to learn about different places where people live:
farms, villages, towns, and cities. Each of these places has its own
features.”

LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

• Write the four types of

places on the board: Learners observe pictures and
o Farm listen to the teacher’s explanation of
o Village each place.
o Town Learners contribute answers to the
o City class discussion by sharing what they
a) Farm: know about farms, villages, towns,
• Explain: “A farm is a large and cities.
area of land where people Learners copy the table of features
grow crops and keep into their books.
animals.”
 • Features: Few people, large
open spaces, animals,
crops. Instructions: Complete the following
• Example: Show a picture of a tasks in your book:
farm. 1. Match the Places to the
b) Village: Features:
• Explain: “A village is a small o Example: A place with
community of people living crops and animals →
close together, often in rural Farm.
areas.” o Farm, Village, Town, City
• Features: Small houses, few a) A place with tall buildings and busy
shops, fewer people. roads → ____.
• Example: Show a picture of a b) A place with small houses and few
village. shops → ____.
c) Town: c) A place where people grow crops
• Explain: “A town is larger and keep animals → ____.
than a village and has more d) A place with schools, shops, and
people, shops, and schools.” more people → ____.
• Features: Houses, shops, 2. Draw and Label:
schools, and some public o Draw one picture of each
transport. place:
• Example: Show a picture of a ▪ Farm, Village,
town. Town, and City.
d) City: o Label at least two
• Explain: “A city is the largest features for each.
place to live, with many
people, tall buildings, roads,
and cars.”
• Features: Skyscrapers,
offices, busy roads, large
schools, many jobs.
• Example: Show a picture of a
city.
Class Discussion:
• Draw a table on the board
with four columns: Farm,
Village, Town, City.
• As you explain each place,
ask learners to give
examples of what they might
see in each place. Write
their responses on the
board.

Place Features
Farm Animals, crops, few houses
Village Small houses, few shops
 Schools, shops, more
Town
people
City Tall buildings, busy roads
ASSESSMENT
Informal assessment: Observe learners’ participation in the class discussion.
Formal assessment: Check learners’ written activities and drawings for accuracy and
understanding.

CONCLUSION Recap the lesson by asking:

• “What is a farm? What do you find in a village?”
• “How is a city different from a town?”
Allow learners to share where they would like to
live and why.
Tell learners that in the next lesson, they will learn
about why people choose to live in these different
places (e.g., jobs, schools, and resources).
REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Places where people live

RESOURCES
Globe or map of the world.
Pictures of different places where people live (rural,
urban, coastal, desert areas).
Chalkboard/whiteboard and markers.
Worksheets for assessment overview (optional).
OBJECTIVES
Learners will understand what Social Sciences (Geography) is about in
Grade 4.
Learners will be introduced to the assessment programme (formal and
informal).
Learners will transition smoothly from Foundation Phase to Intermediate
Phase.
Learners will be introduced to the topic “Places Where People Live.”
INTRODUCTION

Welcome learners warmly to Grade 4 Social Sciences.

• Say: “Social Sciences is a fun and exciting subject where we learn
about the world around us, people, and places.”
Share a brief overview of Geography:
• “Geography teaches us about different places, people, and the
environment. We will learn about where people live, why they live
there, and how they interact with their environment.”
Explain the expectations and transition to Grade 4:
• Emphasize that learners are now in the Intermediate Phase, where
subjects are more detailed, and they will need to work more
independently.
Explain the programme of assessment:
• Formal Assessments: Tests, projects, and classwork.
• Informal Assessments: Class discussions, group work, and
homework.
• Use examples like: “For a project, we might look at maps or draw
where we live.”
Encourage learners to ask questions about Social Sciences to ensure
they feel comfortable.

LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES
Teacher Activities
1. Transition to the Topic: Places
Where People Live
o Start a discussion by
asking: “Where do you live?
Do you live in a big city, a
small town, or the
countryside?” Learners respond to the
o Write learners' responses teacher’s questions about where
on the board to highlight they live and places they know.
their different living Learners observe and
environments. describe the pictures of urban,
2. Show Pictures and Explain rural, coastal, and desert areas.
Different Types of Places: Learners point to places on the
o Display pictures of various map/globe that they recognize.
places: Learners discuss the
▪ Urban areas differences between the places
(cities/towns) shown.
▪ Rural areas
(farms/countryside)
▪ Coastal areas (places
near the sea)
▪ Desert areas (places
with very little water).
o Explain briefly how each
place looks and what
people do there.
▪ Example: “In cities,
people live close
together and work in
offices, schools, and
shops.”
3. Use a Globe or Map to Locate
Examples:
o Point to examples of places
on the globe/map:
▪ Show a city (e.g.,
Johannesburg),
countryside (e.g.,
Free State), and
coastal areas (e.g.,
Durban).
o Ask learners to find familiar
places they know or have
visited.
4. Interactive Discussion:
o Ask learners:
▪ “What are some
places you have
 visited outside of
your home?”
▪ “How are those
places different from
where you live?”

ASSESSMENT

Informal observation during class discussions:

• Did learners engage in discussions about where they live?
• Were learners able to identify and describe differences between places?
Quick written activity:
• Draw a place where you live and write one sentence about it (e.g., “I live in a small town.”).

CONCLUSION Recap key points: “Today, we learned about

Social Sciences and how we will study places
where people live.”
Ask a reflective question: “Can you think of a
place you would like to visit and why?”
Encourage excitement about learning
Geography in Grade 4.
REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………

Worksheet Activity:
 1. Fill in the blanks with the correct past tense form of the verb:

o I ___ (watch) a movie yesterday.

o She ___ (write) a letter to her friend.

o They ___ (run) in the park last evening.

2. Underline the past tense verbs in the sentences below:

o He climbed the tree.

o We ate lunch at school.

o She saw a rainbow.

3. Rewrite the sentences in the past tense:

o She dances beautifully. → She danced beautifully.

o They play soccer. → They played soccer.

Oral Activity:

• Ask learners: “What did you do yesterday? Share one sentence in the past tense.”

• Each learner takes turns sharing their answers.

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences (geography )
DATE
CONTENT AREA People and places
TOPIC Reasons for living in different places
RESOURCES
Pictures of jobs, schools, resources (e.g., hospitals,
transport, shops)
Chalkboard/whiteboard and markers
Worksheets for written activities
OBJECTIVES
Identify reasons why people choose to live in farms, villages,
towns, or cities.
Discuss factors such as jobs, schools, and resources as reasons
for living in specific places.
Compare the benefits of living in farms, villages, towns, or cities.
INTRODUCTION
Start with a question:
• “If you could choose to live in a farm, village, town, or city, where
would you live and why?”
Write a few responses on the board and encourage learners to share their
reasons.
Explain:
• “Today, we are going to learn about why people choose to live in
different places like farms, villages, towns, and cities. We will talk
about jobs, schools, and resources like hospitals, shops, and
transport.”

LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES
Teacher Activities
1. Explain Reasons for Living in Different Places:
o Write the three main reasons on the board:
▪ Jobs
▪ Schools
▪ Resources
o Discuss each reason using simple explanations and examples:
a) Jobs:
o “People choose to live where they can find work. In cities, there are many jobs in
offices, factories, and shops. On farms, people work with animals or crops.”
o Example: “If someone wants to work in a big office, they will likely live in a city.”
b) Schools:
o “Parents choose to live near good schools for their children. In cities and towns, there
are many schools. In villages and farms, there are fewer schools.”
 o Example: “If a family wants their children to go to a big school, they may move to a
town or city.”
c) Resources:
o “People need resources like hospitals, shops, and transport. Cities and towns have big
hospitals, lots of shops, and buses or trains. Farms and villages have fewer resources.”
o Example: “If someone wants to be near a hospital, they may live in a town or city.”
2. Class Discussion:
o Draw a table on the board:
Resourc
Place Jobs Schools
es
Few
Farming Small
Farm resource
jobs schools
s
Farming,
Villag small Few Some
e business schools shops
es
Shops, Shops,
Many
Town offices, small
schools
schools hospitals
Big
Factories, Hospitals
schools,
City offices, ,
universiti
shops transport
es

• Discuss the table with learners.

3. Questioning:
o Ask learners:
▪ “Why do you think some people prefer to live on a farm even if there are fewer
schools and hospitals?”
▪ “Why do cities have more jobs and resources than villages?”

Learner Activities
1. Learners listen and observe as the teacher explains the reasons people live in different places.
2. Learners participate in the discussion and contribute examples for jobs, schools, and
resources.
3. Learners copy the table from the board into their books.

ACTIVITY (In Their Books):

Instructions: Answer the following questions:
1. Why do people move to cities for jobs?
2. Write two reasons why families might choose to live in a village.
3. Name one resource you can find in a city but not in a farm.
4. Draw and label a picture of a place you would like to live in (farm, village, town, or city) and
write one reason why.
 Informal Assessment: Observe learners’ participation during the class discussion.
Formal Assessment: Check learners’ written responses and drawings to ensure
understanding.

CONCLUSION Recap the lesson by asking:

• “What are the three main reasons why people
choose to live in certain places?”
• “How are farms different from cities when it
comes to schools and resources?”
Tell learners:
• “In our next lesson, we will learn about the types
of work people do in farms, villages, towns, and
cities.”

REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Work , jobs , people do

RESOURCES
pictures of different jobs
Chalkboard/whiteboard
Social sciences text book
OBJECTIVES
Learners will identify the types of jobs done in farms, villages, towns, and
cities.
Learners will categorize jobs based on where they are found
INTRODUCTION
Begin with a question: “What job would you like to do when you grow up?
Where would you work?”
Explain: “Different jobs are found in different places. Today we will learn about
jobs in farms, villages, towns, and cities.”

LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

ACTIVITY (In Their Books):

Teacher Activities: 1. Write three jobs you can find in
1. Show pictures/flashcards of a city.
people doing different jobs: 2. Draw and label one job you
farmer, shopkeeper, doctor, might see on a farm.
factory worker, mechanic, 3. List two jobs people do in a
teacher, etc. village.
2. Ask learners to match the
jobs to where they are found:
o Farms → Farmers,
animal caretakers
o Villages → Small
shopkeepers, builders,
teachers
o Towns → Office
workers, teachers,
nurses, shopkeepers
o Cities → Doctors,
factory workers,
bankers, engineers
 Places Jobs
Farm Farmers,
animal
caretakers
Village Shopkeepers,
teachers
Town Office workers,
nurses
City Doctors,
factory workers

ASSESSMENT

Monitor learner participation and check their written work.

CONCLUSION Recap: “Jobs depend on where people live. For

example, farmers work on farms, and factory
workers work in cities.”
REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Buildings in different places and their uses

RESOURCES
Pictures of buildings (houses, schools, factories, shops,
etc.)
Chalkboard/whiteboard
OBJECTIVES
Learners will identify types of buildings in farms, villages, towns, and cities.
Learners will explain the uses of different buildings.
INTRODUCTION
Ask: “Can you name different buildings you see in your community?”
Introduce the topic: “Buildings have different purposes. Some are houses,
some are schools, and some are for businesses.”
LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

Teacher Activities:
1. Show pictures of buildings
and ask learners to identify Learners name a building and
them. Examples: describe its use.
o House → Place to live Learners complete an activity:
o School → Place to • Match the building to its use.
learn
o Factory → Place to
work
o Shop → Place to buy
things ACTIVITY (In Their Books):
Building Use 1. Draw and label three buildings.
House For people to 2. Write one sentence explaining
live what each building is used for.
School For learning
Shop For buying and
selling
Factory For making
products
Hospitals For sick people
 ASSESSMENT

Oral responses and written activity.

CONCLUSION Recap: “Buildings have different uses, like living,

learning, or working.”

REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Houses and Shelters, Shops, and Schools

RESOURCES
Pictures or drawings of houses, animal shelters, shops,
and schools.
Chalkboard/whiteboard.
Paper for drawing.
OBJECTIVES
By the end of the lesson, learners will:
1. Identify different types of buildings: houses, animal shelters, shops, and
schools.
2. Explain the uses of these buildings.
3. Discuss why these buildings are important in people’s lives

INTRODUCTION
Begin with a question:
“Where do you live? Where do animals live? Where do you go to buy food?
Where do you go to learn?”
Explain: “Today we will learn about buildings like houses, animal shelters,
shops, and schools and why they are important.”
LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

Teacher Activities: Learner Activities:

1. Houses and Animal Shelters 1. Learners discuss in pairs: “Why
(10 minutes): are houses, animal shelters,
o Show pictures of shops, and schools important
houses and animal for people and animals?”
shelters (e.g., barn, 2. Learners share their ideas with
stable, chicken coop). the class.
o Discuss their uses:
▪ Houses → 1. Matching Activity:
People live here Match the buildings in Column A
to sleep, eat, with their correct uses in
and be safe. Column B.
▪ Animal shelters Column A
→ Animals live Column B (Use)
(Building)
here to stay safe House Place to buy things
and protected.
2. Shops and Schools (10 Animal Shelter Place to live
minutes): Shop Place to learn
 o Show pictures of Place to keep
shops and schools. School
animals safe
o Explain their uses: 2. Writing Activity:
▪ Shops → Places Complete the sentences:
where people o A house is a place where
buy things like ________________.
food, clothes, o An animal shelter is a
and tools. place where
▪ Schools → ________________.
Places where o A shop is a place where
learners go to ________________.
learn from o A school is a place where
teachers. ________________.
3. Draw a table on the board:
Building Use
Place for people to
House
live
Animal Place for animals to
Shelter stay safe
Shop Place to buy things
School Place to learn

ASSESSMENT

Check learners’ drawings and sentences for understanding.

Observe learners’ participation during the discussion.

CONCLUSION Recap the lesson:

“Today we learned that houses and shelters give
people and animals a place to stay safe, shops help
us buy what we need, and schools are places where
we learn new things.”
End with a question for reflection:
“What would happen if there were no schools, shops,
or houses?”

REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Houses and Shelters, Shops, and Schools

RESOURCES
Pictures or drawings of houses, animal shelters, shops,
and schools.
Chalkboard/whiteboard.
Paper for drawing.
OBJECTIVES
By the end of the lesson, learners will:
1. Identify different types of buildings: houses, animal shelters, shops, and
schools.
2. Explain the uses of these buildings.
3. Discuss why these buildings are important in people’s lives

INTRODUCTION
Begin with a question:
“Where do you live? Where do animals live? Where do you go to buy food?
Where do you go to learn?”
Explain: “Today we will learn about buildings like houses, animal shelters,
shops, and schools and why they are important.”
LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

Teacher Activities: Learner Activities:

1. Houses and Animal Shelters 1. Learners discuss in pairs: “Why
(10 minutes): are houses, animal shelters,
o Show pictures of shops, and schools important
houses and animal for people and animals?”
shelters (e.g., barn, 2. Learners share their ideas with
stable, chicken coop). the class.
o Discuss their uses:
▪ Houses → 1. Matching Activity:
People live here Match the buildings in Column A
to sleep, eat, with their correct uses in
and be safe. Column B.
▪ Animal shelters Column A
→ Animals live Column B (Use)
(Building)
here to stay safe House Place to buy things
and protected.
2. Shops and Schools (10 Animal Shelter Place to live
minutes): Shop Place to learn
 o Show pictures of Place to keep
shops and schools. School
animals safe
o Explain their uses: 2. Writing Activity:
▪ Shops → Places Complete the sentences:
where people o A house is a place where
buy things like ________________.
food, clothes, o An animal shelter is a
and tools. place where
▪ Schools → ________________.
Places where o A shop is a place where
learners go to ________________.
learn from o A school is a place where
teachers. ________________.
3. Draw a table on the board:
Building Use
Place for people to
House
live
Animal Place for animals to
Shelter stay safe
Shop Place to buy things
School Place to learn

ASSESSMENT

Check learners’ drawings and sentences for understanding.

Observe learners’ participation during the discussion.

CONCLUSION Recap the lesson:

“Today we learned that houses and shelters give
people and animals a place to stay safe, shops help
us buy what we need, and schools are places where
we learn new things.”
End with a question for reflection:
“What would happen if there were no schools, shops,
or houses?”

REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………

MUNAKA CHRISTIAN SCHOOL LESSON PLAN
GRADE 4
SUBJECT Social Sciences
DATE
CONTENT AREA People and places

TOPIC Roads and footpaths

RESOURCES
Platinum Social Sciences Grade 4 textbook (pages 8 and
9 and 10 ).
Chalkboard and chalks .
Pictures of road and footpath
OBJECTIVES
Identify different types of roads and footpaths (tar, gravel, dirt road,
footpath).
Explain how roads and footpaths are used within settlements.
Analyze the importance of roads and footpaths in daily life.
INTRODUCTION
Interactive Start: Ask learners to close their eyes and imagine how they come
to school each day. Then ask:
“Do you walk on a footpath or drive on a road? What does the road or path look
like?”
Write key words on the board: tar road, gravel road, dirt road, footpath.
Explain that today’s lesson will focus on these types of roads and footpaths and
how they are used.
LESSON PRESENTATION
TEACHER ACTIVITIES LEARNER ACTIVITIES

Explanation and Discussion (10

minutes):
• Write and explain keywords: Look at the picture on page 8 and
o Tar roads: Smooth identify the different roads and
roads used by many footpaths.
cars, found in towns Answer the questions on page 9 of
and cities. the Platinum book.
o Tar : a sticky black Complete Activity 6 in their
mixture used to make workbooks.
roads
o Gravel roads: Made of
small stones, often
found in villages.
o Gravel : small loose
stones
 o Dirt roads: Made of
soil, common in rural
areas.
o Footpaths: Narrow
paths for walking,
found in many places.
• Discuss how each type of
road or footpath is used
(e.g., for transport, walking,
or farming).

Visual Learning (5 minutes):

• Guide learners to look at the
picture on page 8 of the
Platinum book.
• Ask them:
o “What types of roads
and footpaths do you
see?”
o “What vehicles or
people are using
them?”
Questioning (5 minutes):
• Discuss how roads and
footpaths connect people
and places.
• Ask:
o “What happens if there
are no roads or
footpaths?”
o “Which type of road do
you think is safest?”

ASSESSMENT

• . Observe learners’ responses to questions during the discussion.

• Check answers to Activity 6 for accuracy and understanding.

CONCLUSION Recap the key points:

• “We learned about tar, gravel, and dirt roads, as well
as footpaths. These are important because they
connect people and places.”
End with a reflective question:
“Which type of road or footpath do you use the most,
and why?”
 . Learners draw a road or footpath they use in their
community and write one sentence describing it.
Homework
REFLECTION/
EVALUATION

TEACHER’S SIGNATURE ……………………………PRINCIPAL’S SIGNSTURE…………………………………………