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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Soil
|
Definition and Composition of Soil
|
By the end of the
lesson, the learner
should be able to:
Define soil and its components. Distinguish between soil and land. Explain soil composition percentages and constituent importance. |
Q/A to review weathering concepts. Exposition on soil definition and regolith formation. Discussion on soil composition including organic matter, inorganic matter, water, air percentages. Analysis of humus importance for plant nutrition.
|
Soil samples, Composition diagrams, Constituent charts, Microscopes
|
KLB Secondary Geography Form 3, Pages 198-200
|
|
| 1 | 4 |
Soil
|
Definition and Composition of Soil
|
By the end of the
lesson, the learner
should be able to:
Define soil and its components. Distinguish between soil and land. Explain soil composition percentages and constituent importance. |
Q/A to review weathering concepts. Exposition on soil definition and regolith formation. Discussion on soil composition including organic matter, inorganic matter, water, air percentages. Analysis of humus importance for plant nutrition.
|
Soil samples, Composition diagrams, Constituent charts, Microscopes
|
KLB Secondary Geography Form 3, Pages 198-200
|
|
| 1 | 5 |
Soil
|
Soil Forming Processes
|
By the end of the
lesson, the learner
should be able to:
Explain soil formation through weathering and decomposition. Describe leaching processes including ferralisation, eluviation, podzolisation, calcification. |
Discussion on weathering as primary formation process. Exposition on decomposition stages: mineralisation and humification. Explanation of leaching types with climatic examples. Reference to formation diagrams.
|
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations
|
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 1 | 6 |
Soil
|
Soil Forming Processes
|
By the end of the
lesson, the learner
should be able to:
Explain soil formation through weathering and decomposition. Describe leaching processes including ferralisation, eluviation, podzolisation, calcification. |
Discussion on weathering as primary formation process. Exposition on decomposition stages: mineralisation and humification. Explanation of leaching types with climatic examples. Reference to formation diagrams.
|
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations
|
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 2 | 1 |
Soil
|
Factors Influencing Soil Formation
|
By the end of the
lesson, the learner
should be able to:
Identify five soil formation factors. Explain parent material influence on soil type. Analyze climate and organism effects. Describe topography and time factors. |
Exposition on parent material as key factor determining soil type. Discussion on climate effects including rainfall and temperature variations. Analysis of vegetation and micro-organism roles. Explanation of slope and time influences on soil development.
|
Parent rock samples, Climate charts, Vegetation specimens, Maps, Time examples
|
KLB Secondary Geography Form 3, Pages 203-205
|
|
| 2 | 2 |
Soil
|
Factors Influencing Soil Formation
|
By the end of the
lesson, the learner
should be able to:
Identify five soil formation factors. Explain parent material influence on soil type. Analyze climate and organism effects. Describe topography and time factors. |
Exposition on parent material as key factor determining soil type. Discussion on climate effects including rainfall and temperature variations. Analysis of vegetation and micro-organism roles. Explanation of slope and time influences on soil development.
|
Parent rock samples, Climate charts, Vegetation specimens, Maps, Time examples
|
KLB Secondary Geography Form 3, Pages 203-205
|
|
| 2 | 3 |
Soil
|
Factors Influencing Soil Formation
|
By the end of the
lesson, the learner
should be able to:
Identify five soil formation factors. Explain parent material influence on soil type. Analyze climate and organism effects. Describe topography and time factors. |
Exposition on parent material as key factor determining soil type. Discussion on climate effects including rainfall and temperature variations. Analysis of vegetation and micro-organism roles. Explanation of slope and time influences on soil development.
|
Parent rock samples, Climate charts, Vegetation specimens, Maps, Time examples
|
KLB Secondary Geography Form 3, Pages 203-205
|
|
| 2 | 4 |
Soil
|
Properties and Profile
|
By the end of the
lesson, the learner
should be able to:
Describe soil properties and structure types. Define soil profile and horizons. Explain soil catena formation. |
Discussion on soil structure, texture, acidity, colour, porosity. Explanation of profile as vertical layer arrangement with horizons A-D. Description of catena as slope arrangement and formation processes.
|
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations
|
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 2 | 5 |
Soil
|
Properties and Profile
|
By the end of the
lesson, the learner
should be able to:
Describe soil properties and structure types. Define soil profile and horizons. Explain soil catena formation. |
Discussion on soil structure, texture, acidity, colour, porosity. Explanation of profile as vertical layer arrangement with horizons A-D. Description of catena as slope arrangement and formation processes.
|
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations
|
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 2 | 6 |
Soil
|
Properties and Profile
|
By the end of the
lesson, the learner
should be able to:
Describe soil properties and structure types. Define soil profile and horizons. Explain soil catena formation. |
Discussion on soil structure, texture, acidity, colour, porosity. Explanation of profile as vertical layer arrangement with horizons A-D. Description of catena as slope arrangement and formation processes.
|
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations
|
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 3 | 1 |
Soil
|
Soil Degeneration and Erosion
|
By the end of the
lesson, the learner
should be able to:
Define soil degeneration and classify types. Describe erosion types and processes. Identify conditions favouring soil erosion. |
Exposition on degeneration types: physical, chemical, biological with causes. Discussion on erosion processes from splash to gully formation. Analysis of erosion factors with Kenyan examples.
|
Erosion photographs, Degeneration charts, Local examples, Process diagrams
|
KLB Secondary Geography Form 3, Pages 209-214
|
|
| 3 | 2 |
Soil
|
Soil Degeneration and Erosion
|
By the end of the
lesson, the learner
should be able to:
Define soil degeneration and classify types. Describe erosion types and processes. Identify conditions favouring soil erosion. |
Exposition on degeneration types: physical, chemical, biological with causes. Discussion on erosion processes from splash to gully formation. Analysis of erosion factors with Kenyan examples.
|
Erosion photographs, Degeneration charts, Local examples, Process diagrams
|
KLB Secondary Geography Form 3, Pages 209-214
|
|
| 3 | 3 |
Soil
|
Classification and Management
|
By the end of the
lesson, the learner
should be able to:
Classify soils by order: zonal, intrazonal, azonal. Describe major soil types and their characteristics. Explain soil management and conservation methods. |
Exposition on soil classification based on formation conditions. Discussion on major Kenyan soil types and distribution. Analysis of management techniques and conservation methods. Examples of Kenyan conservation practices.
|
Classification charts, Distribution maps, Conservation photographs, Practice examples
|
KLB Secondary Geography Form 3, Pages 214-228
|
|
| 3 | 4 |
Soil
|
Classification and Management
|
By the end of the
lesson, the learner
should be able to:
Classify soils by order: zonal, intrazonal, azonal. Describe major soil types and their characteristics. Explain soil management and conservation methods. |
Exposition on soil classification based on formation conditions. Discussion on major Kenyan soil types and distribution. Analysis of management techniques and conservation methods. Examples of Kenyan conservation practices.
|
Classification charts, Distribution maps, Conservation photographs, Practice examples
|
KLB Secondary Geography Form 3, Pages 214-228
|
|
| 3 | 5 |
Soil
|
Classification and Management
|
By the end of the
lesson, the learner
should be able to:
Classify soils by order: zonal, intrazonal, azonal. Describe major soil types and their characteristics. Explain soil management and conservation methods. |
Exposition on soil classification based on formation conditions. Discussion on major Kenyan soil types and distribution. Analysis of management techniques and conservation methods. Examples of Kenyan conservation practices.
|
Classification charts, Distribution maps, Conservation photographs, Practice examples
|
KLB Secondary Geography Form 3, Pages 214-228
|
|
| 3 | 6 |
AGRICULTURE
|
Introduction and Definition of Agriculture
|
By the end of the
lesson, the learner
should be able to:
Define agriculture as growing crops and rearing livestock for human needs; Identify factors influencing agriculture; Explain scope of agricultural activities |
Q/A on local farming; Discussion on agriculture definition; List agricultural activities; Introduction to influencing factors
|
Charts showing agricultural activities, Pictures of crops and livestock, Map of Kenya
|
KLB Secondary Geography Form 3, Pages 232-233
|
|
| 4 | 1 |
AGRICULTURE
|
Physical Factors: Climate
|
By the end of the
lesson, the learner
should be able to:
Explain climate as highest influence factor; Describe temperature effects on crop maturity; Analyze moisture distribution for cotton and tea; Explain wind effects on crops |
Review climatic elements; Discussion on pyrethrum quality and sunshine; Analysis of moisture requirements (750mm cotton); Study of Mediterranean citrus adaptation
|
Maps showing climate zones, Rainfall charts, Pictures of crops, Thermometers
|
KLB Secondary Geography Form 3, Pages 233-236
|
|
| 4 | 2 |
AGRICULTURE
|
Physical Factors: Relief and Soil
|
By the end of the
lesson, the learner
should be able to:
Describe relief types; Explain lowland cultivation advantages; Analyze soil composition and weathering; Evaluate soil properties |
Q/A on relief and mechanization; Study lowland advantages in Monsoon Asia; Examine soil formation from rocks; Discuss hygroscopic water and temperature
|
Soil samples, pH testing materials, Maps of Pampas and Prairies, Terraced farming pictures
|
KLB Secondary Geography Form 3, Pages 236-238
|
|
| 4 | 3 |
AGRICULTURE
|
Biotic and Human Factors
|
By the end of the
lesson, the learner
should be able to:
Identify biotic factors; Distinguish useful and destructive insects; Explain social factors; Analyze economic factors |
Brainstorm local crop organisms; Discuss Desert Locust Control Organisation; Study on religious farming restrictions; Analyze coffee price effects
|
Pictures of pests, Insect specimens, Wilson Airport maps, Price charts
|
KLB Secondary Geography Form 3, Pages 238-242
|
|
| 4 | 4 |
AGRICULTURE
|
Types of Agriculture: Simple Subsistence and Sedentary Agriculture
|
By the end of the
lesson, the learner
should be able to:
Define simple subsistence farming; Identify local names (Milpa, Counco, Roca, Masole, Citemene, Ladang); Describe shifting cultivation characteristics |
Study shifting cultivation practices; Discuss slash-and-burn agriculture; Analyze sedentary agriculture; Compare farming implements
|
Maps of tropical lands, Slash-and-burn pictures, Farming systems diagrams
|
KLB Secondary Geography Form 3, Pages 242-244
|
|
| 4 | 5 |
AGRICULTURE
|
Types of Agriculture: Simple Subsistence and Sedentary Agriculture
|
By the end of the
lesson, the learner
should be able to:
Define simple subsistence farming; Identify local names (Milpa, Counco, Roca, Masole, Citemene, Ladang); Describe shifting cultivation characteristics |
Study shifting cultivation practices; Discuss slash-and-burn agriculture; Analyze sedentary agriculture; Compare farming implements
|
Maps of tropical lands, Slash-and-burn pictures, Farming systems diagrams
|
KLB Secondary Geography Form 3, Pages 242-244
|
|
| 4 | 6 |
AGRICULTURE
|
Intensive Subsistence Agriculture and Plantation Agriculture
|
By the end of the
lesson, the learner
should be able to:
Describe intensive subsistence in Monsoon Asia; Explain wet padi cultivation; Define plantation agriculture; Identify plantation crops |
Study oriental agriculture; Analyze farm sizes and cropping; Study of plantation areas; Discuss foreign ownership
|
Monsoon Asia maps, Rice terraces pictures, Plantation distribution charts
|
KLB Secondary Geography Form 3, Pages 244-248
|
|
| 5 | 1 |
AGRICULTURE
|
Mediterranean Agriculture, Mixed Farming, and Livestock Farming
|
By the end of the
lesson, the learner
should be able to:
Describe Mediterranean agriculture regions; Explain farming aspects; Define mixed farming; Identify livestock farming types |
Study Mediterranean regions; Analyze orchard farming, viticulture; Discuss mixed farming areas; Introduction to livestock types
|
Mediterranean maps, Olive grove pictures, Crop combination charts
|
KLB Secondary Geography Form 3, Pages 248-252
|
|
| 5 | 2 |
AGRICULTURE
|
Distribution of Major Cash Crops in Kenya
|
By the end of the
lesson, the learner
should be able to:
Identify cash crop locations from Figure 13.7; Explain colonial agriculture legacy; Describe government support for small-scale farmers |
Review Kenya's agricultural history; Study Figure 13.7 distribution; Discuss colonial vs post-independence farming; Analyze policy changes
|
Figure 13.7 map, Cash crop pictures, Colonial agriculture photos
|
KLB Secondary Geography Form 3, Pages 252-253
|
|
| 5 | 3 |
AGRICULTURE
|
Tea Farming in Kenya
|
By the end of the
lesson, the learner
should be able to:
Identify tea growing highlands; Explain growing conditions (21°C, 1000-2000mm, 1000-1700m); Describe cultivation and processing |
Study Figure 13.8 tea areas; Discuss tea varieties; Analyze cultivation process; Step-by-step processing at 100°C
|
Figure 13.8 map, Plantation pictures, Processing flow chart, Tea samples
|
KLB Secondary Geography Form 3, Pages 253-257
|
|
| 5 | 4 |
AGRICULTURE
|
Tea Marketing and Sugar-cane Farming
|
By the end of the
lesson, the learner
should be able to:
Explain KTDA role (260,000 farmers); Describe export destinations; Identify sugar-cane belt; Explain growing conditions |
Discuss KTDA achievements; Study Figure 13.10 sugar areas; Analyze out-grower schemes; Sugar processing and uses
|
KTDA charts, Figure 13.10 map, Factory pictures, Processing diagrams
|
KLB Secondary Geography Form 3, Pages 257-262
|
|
| 5 | 5 |
AGRICULTURE
|
Tea Marketing and Sugar-cane Farming
|
By the end of the
lesson, the learner
should be able to:
Explain KTDA role (260,000 farmers); Describe export destinations; Identify sugar-cane belt; Explain growing conditions |
Discuss KTDA achievements; Study Figure 13.10 sugar areas; Analyze out-grower schemes; Sugar processing and uses
|
KTDA charts, Figure 13.10 map, Factory pictures, Processing diagrams
|
KLB Secondary Geography Form 3, Pages 257-262
|
|
| 5 | 6 |
AGRICULTURE
|
Tea Marketing and Sugar-cane Farming
|
By the end of the
lesson, the learner
should be able to:
Explain KTDA role (260,000 farmers); Describe export destinations; Identify sugar-cane belt; Explain growing conditions |
Discuss KTDA achievements; Study Figure 13.10 sugar areas; Analyze out-grower schemes; Sugar processing and uses
|
KTDA charts, Figure 13.10 map, Factory pictures, Processing diagrams
|
KLB Secondary Geography Form 3, Pages 257-262
|
|
| 6 | 1 |
AGRICULTURE
|
Maize Growing and Cocoa in Ghana
|
By the end of the
lesson, the learner
should be able to:
Identify maize areas and Katumani variety; Describe growing conditions; Identify Ghana cocoa triangle; Explain cocoa conditions |
Study Figure 13.14 maize areas; Discuss Portuguese introduction; Analyze Ghana cocoa using Figure 13.15; Cocoa processing to export
|
Figure 13.14 map, Maize pictures, Figure 13.15 Ghana map, Processing charts
|
KLB Secondary Geography Form 3, Pages 262-270
|
|
| 6 | 2 |
AGRICULTURE
|
Maize Growing and Cocoa in Ghana
|
By the end of the
lesson, the learner
should be able to:
Identify maize areas and Katumani variety; Describe growing conditions; Identify Ghana cocoa triangle; Explain cocoa conditions |
Study Figure 13.14 maize areas; Discuss Portuguese introduction; Analyze Ghana cocoa using Figure 13.15; Cocoa processing to export
|
Figure 13.14 map, Maize pictures, Figure 13.15 Ghana map, Processing charts
|
KLB Secondary Geography Form 3, Pages 262-270
|
|
| 6 | 3 |
AGRICULTURE
|
Oil Palm in Nigeria and Coffee Farming
|
By the end of the
lesson, the learner
should be able to:
Describe oil palm areas and conditions; Identify coffee regions in Kenya; Explain growing conditions and processing |
Study oil palm distribution; Analyze tenera variety yields; Coffee processing steps; Compare with Brazil's Fazendas
|
Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials
|
KLB Secondary Geography Form 3, Pages 270-283
|
|
| 6 | 4 |
AGRICULTURE
|
Oil Palm in Nigeria and Coffee Farming
|
By the end of the
lesson, the learner
should be able to:
Describe oil palm areas and conditions; Identify coffee regions in Kenya; Explain growing conditions and processing |
Study oil palm distribution; Analyze tenera variety yields; Coffee processing steps; Compare with Brazil's Fazendas
|
Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials
|
KLB Secondary Geography Form 3, Pages 270-283
|
|
| 6 | 5 |
AGRICULTURE
|
Oil Palm in Nigeria and Coffee Farming
|
By the end of the
lesson, the learner
should be able to:
Describe oil palm areas and conditions; Identify coffee regions in Kenya; Explain growing conditions and processing |
Study oil palm distribution; Analyze tenera variety yields; Coffee processing steps; Compare with Brazil's Fazendas
|
Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials
|
KLB Secondary Geography Form 3, Pages 270-283
|
|
| 6 | 6 |
AGRICULTURE
|
Wheat Growing and Horticulture
|
By the end of the
lesson, the learner
should be able to:
Identify wheat areas and conditions; Compare with Canada's advantages; Define horticulture; Identify horticultural areas |
Study Figure 13.20 wheat areas; Analyze Canadian Prairie advantages; Discuss horticultural companies; Export market analysis
|
Figure 13.20 map, Harvester pictures, Figure 13.25 horticulture map, Export charts
|
KLB Secondary Geography Form 3, Pages 283-299
|
|
| 7 | 1 |
AGRICULTURE
|
Pastoral Farming and Dairy Farming
|
By the end of the
lesson, the learner
should be able to:
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1 |
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds
|
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos
|
KLB Secondary Geography Form 3, Pages 299-313
|
|
| 7 | 2 |
AGRICULTURE
|
Pastoral Farming and Dairy Farming
|
By the end of the
lesson, the learner
should be able to:
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1 |
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds
|
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos
|
KLB Secondary Geography Form 3, Pages 299-313
|
|
| 7 | 3 |
AGRICULTURE
|
Pastoral Farming and Dairy Farming
|
By the end of the
lesson, the learner
should be able to:
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1 |
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds
|
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos
|
KLB Secondary Geography Form 3, Pages 299-313
|
|
| 7 | 4 |
AGRICULTURE
|
Pastoral Farming and Dairy Farming
|
By the end of the
lesson, the learner
should be able to:
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1 |
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds
|
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos
|
KLB Secondary Geography Form 3, Pages 299-313
|
|
| 7 | 5 |
AGRICULTURE
|
Beef Farming and Agricultural Fieldwork
|
By the end of the
lesson, the learner
should be able to:
Compare traditional and commercial beef farming; Describe Argentina's Pampas system; Plan agricultural fieldwork |
Analyze KMC operations; Study Argentine estancias; Discuss Kaputiei Scheme; Practice fieldwork planning
|
Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets
|
KLB Secondary Geography Form 3, Pages 313-327
|
|
| 7 | 5-6 |
AGRICULTURE
|
Beef Farming and Agricultural Fieldwork
|
By the end of the
lesson, the learner
should be able to:
Compare traditional and commercial beef farming; Describe Argentina's Pampas system; Plan agricultural fieldwork |
Analyze KMC operations; Study Argentine estancias; Discuss Kaputiei Scheme; Practice fieldwork planning
|
Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets
|
KLB Secondary Geography Form 3, Pages 313-327
|
|
| 8-9 |
End of term exam |
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