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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Erosion Features - Large Scale
|
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
|
KLB Secondary Geography Form 3, Pages 155-157
|
|
| 3 | 2 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Transportation and Deposition
|
By the end of the
lesson, the learner
should be able to:
Explain wind transportation methods: suspension, saltation, surface creep. Describe factors influencing transportation: wind speed, load nature, obstacles, particle state. Explain deposition conditions. |
Demonstration of particle movement using sand and fan/breath. Discussion of transportation distances for different particle sizes. Students create transportation process diagrams.
|
Sand, fan or strong breath, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 156-157
|
|
| 3 | 3 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Sand Dunes - Barchans and Seif Dunes
|
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
|
KLB Secondary Geography Form 3, Pages 157-159
|
|
| 3 | 4 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Other Dune Types, Draas, and Loess
Water Action in Arid Areas - Wadis and Inselbergs |
By the end of the
lesson, the learner
should be able to:
Explain transverse and wake dune formation. Describe draas as large dune features up to 200m high. Define loess as fine-grained wind-deposited soil with examples from Europe, China, and Americas. |
Discussion of various dune types and their wind conditions. Analysis of global loess distribution and agricultural importance. Students compare different depositional features.
|
Chalkboard, chalk, exercise books, world map
Chalkboard, chalk, exercise books, pictures from textbook |
KLB Secondary Geography Form 3, Pages 159-160
|
|
| 3 | 5 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Pediments, Pediplains, and Plateau Features
|
By the end of the
lesson, the learner
should be able to:
Explain pediment formation as gently sloping rock surfaces through lateral planation or slope retreat. Describe pediplain development through coalescence of pediments. Explain mesa and butte formation from resistant-capped plateaus. |
Drawing pediment and pediplain formation sequences on chalkboard. Discussion of differential erosion on sedimentary rocks. Students analyze plateau evolution stages.
|
Chalkboard, chalk, exercise books, textbooks
|
KLB Secondary Geography Form 3, Pages 161-163
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Action of Water in Limestone Areas
|
Surface and Underground Water
|
By the end of the
lesson, the learner
should be able to:
Describe processes leading to surface and underground water. Distinguish between surface and underground water types. Identify sources of underground water including rain, snow melt, lake/sea water, and magmatic water. Define water table, aquifer and aquifuge. Explain factors affecting occurrence of underground water. |
Q/A to review hydrological cycle processes. Exposition on underground water as "body of water derived from percolation and contained in soil, sub-soil and underlying rocks above impermeable layer". Discussion on surface water types and saltiness from weathering. Detailed explanation of water infiltration through permeable rocks and joints/faults. Discussion on factors affecting occurrence including precipitation, evaporation, porosity, permeability, slope, vegetation, saturation levels, evapotranspiration.
|
Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers
|
KLB Secondary Geography Form 3, Pages 166-170
|
|
| 4 | 5 |
Action of Water in Limestone Areas
|
Surface and Underground Water
|
By the end of the
lesson, the learner
should be able to:
Describe processes leading to surface and underground water. Distinguish between surface and underground water types. Identify sources of underground water including rain, snow melt, lake/sea water, and magmatic water. Define water table, aquifer and aquifuge. Explain factors affecting occurrence of underground water. |
Q/A to review hydrological cycle processes. Exposition on underground water as "body of water derived from percolation and contained in soil, sub-soil and underlying rocks above impermeable layer". Discussion on surface water types and saltiness from weathering. Detailed explanation of water infiltration through permeable rocks and joints/faults. Discussion on factors affecting occurrence including precipitation, evaporation, porosity, permeability, slope, vegetation, saturation levels, evapotranspiration.
|
Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers
|
KLB Secondary Geography Form 3, Pages 166-170
|
|
| 5 | 1 |
Action of Water in Limestone Areas
|
Features Resulting from Underground Water
|
By the end of the
lesson, the learner
should be able to:
Identify features resulting from underground water: springs, wells, artesian basins and wells. Describe spring formation in well-jointed limestone, at scarp slopes, and spring-lines. Explain well construction and distinguish permanent, intermittent and dry wells. Define artesian basin structure and conditions for artesian well location. |
Exposition on springs as "natural outflow of water from rocks" with formation methods in limestone areas. Discussion on bournes as intermittent streams in chalk areas. Explanation of wells as "holes sunk into permeable rock to reach water table" using textbook diagrams. Detailed discussion on artesian basin structure and examples including London Basin, Great Australian Basin, Sahara, Kalahari.
|
Topographical maps, Geological cross-sections, Textbook diagrams, 3D models, World maps
|
KLB Secondary Geography Form 3, Pages 170-172
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 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
|
|
| 8 | 4 |
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
|
|
| 8 | 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
|
|
| 9 | 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
|
|
| 9 | 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
|
|
| 9 | 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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
AGRICULTURE
|
Biotic and Human Factors
Types of Agriculture: Simple Subsistence and Sedentary Agriculture |
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
Maps of tropical lands, Slash-and-burn pictures, Farming systems diagrams |
KLB Secondary Geography Form 3, Pages 238-242
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 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
|
|
| 12 | 4 |
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
|
|
| 12 | 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
|
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