ACTION OF WIND AND WATER IN ARID AREAS

Definition of Terms and Types of Deserts

By the end of the lesson, the learner should be able to:
Define arid lands and aridity as areas receiving less than 250mm annual rainfall. Classify deserts: hot continental interior, coastal, mid-latitude, and ice/snow deserts. Identify examples globally and in Kenya (ASAL areas, Chalbi, Kaisut, Karoli).

Q/A to review climate and aridity concepts from Form 2. Discussion of world desert distribution using atlas. Students list desert types and examples in exercise books.

Chalkboard, world map, atlas, exercise books

KLB Secondary Geography Form 3, Pages 151-152

ACTION OF WIND AND WATER IN ARID AREAS

Wind Erosion Processes
Wind Erosion Features - Small Scale

By the end of the lesson, the learner should be able to:
Explain wind erosion processes: abrasion, attrition, and deflation. Describe factors favoring wind action in hot deserts: unconsolidated particles, scanty vegetation, tropical storms.

Discussion of wind erosion mechanisms with practical examples. Simple demonstration using sand and breath/fan to show wind effect. Students draw erosion process diagrams.

Sand, small container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, small stones for demonstration

KLB Secondary Geography Form 3, Pages 152-153

ACTION OF WIND AND WATER IN ARID AREAS

Wind Erosion Features - Large Scale
Wind Transportation and Deposition

By the end of the lesson, the learner should be able to:
Explain formation of mushroom blocks, zeugens, yardangs, and deflation hollows. Describe large-scale erosional features with examples like Mukarob rock in Namibia and Qattara Depression in Egypt.

Drawing large-scale erosional feature formation on chalkboard. Discussion of vertical vs horizontal rock structures. Analysis of feature distribution in world deserts.

Chalkboard, chalk, exercise books, atlas
Sand, fan or strong breath, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 155-157

ACTION OF WIND AND WATER IN ARID AREAS

Sand Dunes - Barchans and Seif Dunes
Other Dune Types, Draas, and Loess

By the end of the lesson, the learner should be able to:
Describe barchan formation around obstacles creating crescent shapes. Explain seif dune development as parallel ridges aligned with prevailing winds. Give examples from Sahara, Arabian deserts, and Kenya (Lamu, Chalbi).

Drawing detailed barchan and seif dune formation diagrams on chalkboard. Discussion of wind direction effects on dune shapes. Students model dune formation with sand.

Sand, small obstacles, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, world map

KLB Secondary Geography Form 3, Pages 157-159

ACTION OF WIND AND WATER IN ARID AREAS

Water Action in Arid Areas - Wadis and Inselbergs
Pediments, Pediplains, and Plateau Features

By the end of the lesson, the learner should be able to:
Explain wadi formation through flash floods creating steep dry valleys. Describe inselberg development as residual rock masses through slope retreat. Give examples from Algeria, Egypt, Saudi Arabia, and Kenya (Nzambani Rock).

Discussion of flash flood processes and erosional effects. Drawing wadi and inselberg formation diagrams on chalkboard. Analysis of water action despite aridity.

Chalkboard, chalk, exercise books, pictures from textbook
Chalkboard, chalk, exercise books, textbooks

KLB Secondary Geography Form 3, Pages 160-161

ACTION OF WIND AND WATER IN ARID AREAS

Water Deposition Features and Dry Valleys

By the end of the lesson, the learner should be able to:
Describe alluvial fan and bajada formation at upland feet. Explain playa and salina development in basins. Identify dry river valleys (laghs/lagas) common in northern Kenya counties.

Discussion of seasonal water flow and deposition patterns. Analysis of Kenya's northern dry valleys with county examples. Students map regional examples of water features.

Maps of Kenya, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 163-164

ACTION OF WIND AND WATER IN ARID AREAS

Significance of Arid Features

By the end of the lesson, the learner should be able to:
Explain positive significance: solar energy potential, mineral resources, tourism attractions, unique ecosystems. Describe negative impacts: sand dune migration, agricultural threats, water scarcity challenges, settlement difficulties.

Discussion of arid area opportunities and challenges with global and local examples. Analysis of Kenya's ASAL development potential and problems. Students evaluate significance balance.

Chalkboard, chalk, exercise books, pictures of solar panels

KLB Secondary Geography Form 3, Pages 164-165

Action of Water in Limestone Areas

Importance of Underground Water

By the end of the lesson, the learner should be able to:
Explain ways underground water is important to humankind and countries. Give specific examples of underground water significance including settlement, irrigation, domestic/industrial supply, geothermal energy, mineral deposits.

Brain storming on underground water uses. Detailed discussion on importance aspects including settlement sites like spring-line settlements, irrigation in dry areas like Sahara oases, domestic/industrial water like Mzima Springs supplying Mombasa, river sources in Kenyan Highlands, geothermal power like Olkaria near Naivasha, mineral deposits like salt at Homa Hills, underground streams keeping lakes fresh like Lake Naivasha.

Photographs of key sites, Maps of Kenya, Case study materials, Charts showing applications

KLB Secondary Geography Form 3, Pages 172-173

Action of Water in Limestone Areas

Action of Water in Limestone Areas and Resultant Features

By the end of the lesson, the learner should be able to:
Define karst as area with limestone, chalk or dolomite. Explain chemical processes forming carbonic acid and calcium bicarbonate. Identify conditions for karst development. Describe surface features: grikes/clints, swallow holes, dolines, uvalas, poljes, gorges. Describe underground features: caves, underground rivers, stalactites, stalagmites, limestone pillars.

Q/A to review limestone characteristics from Form 1. Exposition on karst origin and chemical equations. Discussion on development conditions including jointed rocks, humid climate, deep water table. Progressive explanation of surface features using textbook diagrams and formation table. Exposition on underground features with stalactite/stalagmite formation processes. Examples from various countries including Kenya's Marafa Cave.

Limestone samples, Weak acids, Sequential diagrams, Clay for modeling, Salt solution setup, Cave photographs, Safety equipment

KLB Secondary Geography Form 3, Pages 172-178

Action of Water in Limestone Areas

Significance of Resultant Features

By the end of the lesson, the learner should be able to:
Explain significance of karst landscape features to humankind and countries. Analyze positive and negative impacts of karst features. Evaluate economic importance of limestone areas including tourism, water supply challenges, industrial uses, grazing potential.

Probing questions on karst landscape significance. Detailed discussion on significance aspects including tourism attractions like caves and gorges, solution lakes providing water sources, water scarcity due to intermittent streams, infrastructure development challenges, limestone use in iron/steel industry, grazing suitability for sheep, cement production like Bamburi and Athi River factories, environmental management challenges. Q/A on sustainable use of limestone resources. Topic assessment.

Economic charts, Photographs of industries, Tourism materials, Infrastructure maps, Assessment worksheets

KLB Secondary Geography Form 3, Pages 178-179

Glaciation

Definition of Terms

By the end of the lesson, the learner should be able to:
Define glaciation, ice, snow, snowline, firn, neve fields. Distinguish between permanent and temporary snowlines. Explain glacier formation conditions.

Q/A to review ice formation concepts. Exposition on glaciation definition and related terminology. Discussion on snowline variations with latitude and altitude. Explanation of firn formation through compaction processes. Discussion on glacier formation conditions and avalanche effects.

Charts showing snowline variations, Diagrams of ice formation, Maps showing ice distribution, Safety materials

KLB Secondary Geography Form 3, Pages 180-182

Glaciation

Types of Glaciers and Ice Masses

By the end of the lesson, the learner should be able to:
Distinguish between valley and piedmont glaciers. Define ice sheets and ice caps. Identify African glacier examples. Describe nunataks.

Exposition on glacier types with African examples. Discussion on ice sheet characteristics and global distribution. Explanation of ice cap types and locations. Reference to textbook glacier table showing major examples worldwide. Group work identifying glacier locations on maps.

Glacier example tables, World maps, Photographs of mountain glaciers, Distribution charts

KLB Secondary Geography Form 3, Pages 182-183

Glaciation

Icebergs and Ice Movement

By the end of the lesson, the learner should be able to:
Define icebergs and explain their formation. Describe iceberg distribution. Explain three ways ice moves. Analyze factors affecting ice movement speed.

Exposition on iceberg formation and distribution. Discussion on iceberg movement by ocean currents. Explanation of ice movement mechanisms including freeze-thaw action, basal slip, and extrusion flow. Analysis of movement speed factors and rates. Comparison of different glacier movement speeds.

World maps showing icebergs, Ocean current charts, Movement mechanism diagrams, Speed comparison data

KLB Secondary Geography Form 3, Pages 183-184

Glaciation

Processes of Glaciation

By the end of the lesson, the learner should be able to:
Explain glacial erosion through plucking and abrasion. Identify factors influencing erosion. Describe glacial transportation and moraine types.

Discussion on glacial erosion processes of plucking and abrasion. Analysis of factors affecting erosion effectiveness. Explanation of glacial transportation and moraine classification. Reference to textbook diagrams showing moraine types. Q/A on glacial processes and debris movement.

Rock samples, Process diagrams, Moraine type charts, Glacial debris photographs

KLB Secondary Geography Form 3, Pages 184-186

Glaciation

Glacial Features and Significance

By the end of the lesson, the learner should be able to:
Describe highland and lowland glacial features. Analyze positive and negative significance of glaciation.

Discussion on highland feature formation processes and characteristics. Description of lowland glacial features and formation. Analysis of glaciation significance including economic benefits and challenges. Examples from East African mountains and world locations. Group work on significance evaluation and local applications.

Formation diagrams, Feature photographs, Economic impact charts, Maps showing benefits, East African examples

KLB Secondary Geography Form 3, Pages 186-194

Soil

Definition and Composition of Soil
Soil Forming Processes

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
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations

KLB Secondary Geography Form 3, Pages 198-200

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

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

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

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

AGRICULTURE

Introduction and Definition of Agriculture
Physical Factors: Climate

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
Maps showing climate zones, Rainfall charts, Pictures of crops, Thermometers

KLB Secondary Geography Form 3, Pages 232-233

AGRICULTURE

Physical Factors: Relief and Soil
Biotic and Human Factors

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
Pictures of pests, Insect specimens, Wilson Airport maps, Price charts

KLB Secondary Geography Form 3, Pages 236-238

AGRICULTURE

Types of Agriculture: Simple Subsistence and Sedentary Agriculture
Intensive Subsistence Agriculture and Plantation Agriculture
Mediterranean Agriculture, Mixed Farming, and Livestock Farming

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
Monsoon Asia maps, Rice terraces pictures, Plantation distribution charts
Mediterranean maps, Olive grove pictures, Crop combination charts

KLB Secondary Geography Form 3, Pages 242-244

AGRICULTURE

Distribution of Major Cash Crops in Kenya
Tea Farming 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
Figure 13.8 map, Plantation pictures, Processing flow chart, Tea samples

KLB Secondary Geography Form 3, Pages 252-253

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

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

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

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

AGRICULTURE

Pastoral Farming and Dairy Farming
Beef Farming and Agricultural Fieldwork

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
Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets

KLB Secondary Geography Form 3, Pages 299-313