If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 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
|
|
| 3 | 4 |
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
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
AGRICULTURE
|
Physical Factors: Climate
Physical Factors: Relief and Soil |
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
Soil samples, pH testing materials, Maps of Pampas and Prairies, Terraced farming pictures |
KLB Secondary Geography Form 3, Pages 233-236
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 5 |
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:
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
Mediterranean maps, Olive grove pictures, Crop combination charts |
KLB Secondary Geography Form 3, Pages 244-248
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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 | 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
|
|
| 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 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
|
Your Name Comes Here