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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND REVISION OF END OF TERM TWO EXAMINATION |
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| 2 | 1 |
LAKES
|
Definition of a Lake
|
By the end of the
lesson, the learner
should be able to:
Define a lake as a large mass of water occupying a depression. Distinguish between fresh water and salt water lakes. Explain reasons for lake salinity including lack of outlets, high evaporation, and underground salt sources. |
Q/A to review hydrological cycle and water bodies. Discussion of lake characteristics with examples from Kenya. Listing fresh vs salt water lakes on chalkboard.
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Chalkboard, textbooks, wall map of Kenya
|
KLB Secondary Geography Form 3, Pages 99-100
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| 2 | 2 |
LAKES
|
Lakes Formed by Tectonic Movements - Rift Valley Lakes
Lakes Formed by Tectonic Movements - Downwarped Lakes Lakes Formed by Volcanic Activity |
By the end of the
lesson, the learner
should be able to:
Describe formation of faulted/rift valley lakes through earth movements. Explain characteristics: narrow, steep-sided, alkaline, long, deep. Give examples from Kenya (Turkana, Baringo, Nakuru, Naivasha) and other African rift valleys. |
Drawing rift valley formation diagrams on chalkboard. Discussion of Kenyan Rift Valley lakes with their characteristics. Students copy diagrams in exercise books.
|
Chalkboard, chalk, exercise books, wall map of East Africa
Chalkboard, chalk, exercise books, atlas Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 100-102
|
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| 2 | 3 |
LAKES
|
Lakes Formed by Glaciation
Lakes Formed by River and Wave Deposition Other Lake Types - Wind Erosion, Solution, and Human-made |
By the end of the
lesson, the learner
should be able to:
Describe cirque/tarn lake formation through glacial erosion. Explain moraine dammed lakes from glacial debris. Identify ribbon lakes in glacial valleys and kettle lakes from melted ice blocks. |
Drawing glacial lake formation processes on chalkboard. Discussion of Mt. Kenya tarns (Teleki, Hidden, Nanyuki). Students copy diagrams and list examples.
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Chalkboard, chalk, exercise books, atlas
Basin, clay/soil, water, chalkboard, chalk, exercise books Pieces of chalk, water container, chalkboard, atlas |
KLB Secondary Geography Form 3, Pages 106-107
|
|
| 2 | 4 |
LAKES
|
Landslide and Meteorite Lakes
Lake Classification Summary and Regional Examples |
By the end of the
lesson, the learner
should be able to:
Describe temporary lakes from landslide debris blocking rivers. Explain meteorite crater lakes from space impacts. Give examples including Lake Bosumtwi in Ghana. |
Discussion of landslide lake formation and temporary nature. Simple demonstration of crater formation using sand and dropping stones. Brief IT integration: internet search for Lake Bosumtwi images if available.
|
Sand tray, small stones, chalkboard, internet access (if available)
Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Page 109
|
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| 2 | 5 |
LAKES
|
Significance of Lakes - Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain lakes as sources of fish, water supply, and irrigation. Describe hydroelectric power generation from lakes. Analyze transport and navigation benefits. Discuss mineral extraction (soda ash, salt) from lakes. |
Discussion of Lake Victoria fisheries and water supply to cities. Analysis of Owen Falls and Seven Forks power generation. Case study of Lake Magadi salt and soda ash mining using textbook examples.
|
Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Pages 109-111
|
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| 3 | 1 |
LAKES
|
Significance of Lakes - Social and Environmental Benefits
Negative Effects of Lakes |
By the end of the
lesson, the learner
should be able to:
Describe lakes as tourist attractions and recreational facilities. Explain climate modification effects of large water bodies. Analyze lakes as sources of rivers and building materials. |
Discussion of Lake Nakuru National Park and flamingo tourism. Analysis of Lake Victoria's influence on regional climate. Review of recreational activities (boating, sport fishing).
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Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Page 111
|
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| 3 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Distinction Between Oceans and Seas
Nature of Ocean Water - Salinity and Temperature Nature of Ocean Water - Ocean Life and Topography |
By the end of the
lesson, the learner
should be able to:
Distinguish between oceans and seas based on size, location, and connection. Identify the four major oceans and their characteristics. Compare similarities and differences between oceans and seas. |
Q/A to review water bodies from previous chapters. Discussion of ocean vs sea characteristics using world map. Students list major oceans and seas in exercise books.
|
Chalkboard, world map, atlas, exercise books
Chalkboard, chalk, exercise books, thermometer for demonstration Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 113-114
|
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| 3 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Islands and Ocean Pollution
Water Movement - Vertical Movement Water Movement - Ocean Currents |
By the end of the
lesson, the learner
should be able to:
Classify islands as continental, oceanic, and coral islands. Give examples from East Africa and globally. Explain ocean pollution sources and effects. |
Discussion of island formation types with examples. Analysis of pollution sources from industries and human activities. Students list local pollution examples.
|
Chalkboard, chalk, exercise books, atlas
Containers, warm and cold water, chalkboard, atlas Chalkboard, chalk, globe, world map, exercise books |
KLB Secondary Geography Form 3, Pages 119-120
|
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| 3 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Major Ocean Currents
Tides - Formation and Causes Types of Tides |
By the end of the
lesson, the learner
should be able to:
Identify characteristics and distribution of major world ocean currents. Give examples: Gulf Stream, Labrador, Kuroshio, California currents. Analyze current patterns in different ocean basins. |
Discussion of major ocean currents with world map reference. Students create table of warm and cold currents. Analysis of current circulation patterns.
|
World map, atlas, chalkboard, exercise books
Chalkboard, chalk, exercise books, stones for demonstration Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 124-125
|
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| 3 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Formation and Types
|
By the end of the
lesson, the learner
should be able to:
Explain wave formation through wind friction on water surface. Describe wave components: crest, trough, wavelength, height. Distinguish between constructive and destructive waves. |
Simple demonstration of wave formation using water basin and fan/breath. Drawing wave diagrams showing crest and trough. Discussion of wave breaking processes.
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Water basin, chalkboard, chalk, exercise books
|
KLB Secondary Geography Form 3, Pages 128-130
|
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| 4 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Erosion Processes and Features
|
By the end of the
lesson, the learner
should be able to:
Describe wave erosion processes: corrasion, hydraulic action, attrition, solution. Identify erosional features: cliffs, wave-cut platforms, caves, arches, stacks, stumps. |
Discussion of erosion processes with practical examples. Drawing formation sequence of coastal erosional features on chalkboard. Students sketch feature formation stages.
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Chalkboard, chalk, exercise books, pictures from textbook
|
KLB Secondary Geography Form 3, Pages 130-134
|
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| 4 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Transportation and Deposition
Coastal Depositional Features - Beaches and Spits |
By the end of the
lesson, the learner
should be able to:
Explain longshore drift process and material transportation. Describe factors influencing coastal deposition. Identify transportation mechanisms along coasts. |
Simple demonstration of longshore drift using sand and water. Discussion of sediment sorting and deposition patterns. Students draw longshore drift diagrams.
|
Sand, water container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, sand for demonstration |
KLB Secondary Geography Form 3, Pages 134-135
|
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| 4 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Bars and Other Features
|
By the end of the
lesson, the learner
should be able to:
Explain bar formation: bay bars and offshore bars. Describe tombolo, cuspate foreland, mudflats, salt marshes, and dune belts formation. |
Drawing different bar formation types on chalkboard. Discussion of lagoon formation behind bars. Students sketch various depositional features.
|
Chalkboard, chalk, exercise books, textbooks
|
KLB Secondary Geography Form 3, Pages 137-139
|
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| 4 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Coasts - Concordant and Discordant
Submerged Coasts - Highland and Lowland |
By the end of the
lesson, the learner
should be able to:
Distinguish between concordant and discordant coasts. Explain factors determining coast types: wave action, tidal currents, rock nature, alignment. |
Discussion of coast types with Kenya examples (Malindi-Lamu vs Mombasa). Analysis of factors affecting coastal development. Students identify coast types on maps.
|
Atlas, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, maps of Kenya coast |
KLB Secondary Geography Form 3, Pages 139-140
|
|
| 4 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Emerged Coasts
|
By the end of the
lesson, the learner
should be able to:
Describe emerged coast formation through sea level fall. Identify upland features: raised beaches, notches, wave-cut platforms. Explain lowland features: fall-lines, gentle coastal plains. |
Discussion of emergence processes and resultant features. Analysis of Kenya coast examples (Mama Ngina Drive, Oceanic Hotel). Students draw emerged coast profiles.
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Chalkboard, chalk, exercise books, local examples
|
KLB Secondary Geography Form 3, Pages 142-143
|
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| 5 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Coasts and Reef Formation
|
By the end of the
lesson, the learner
should be able to:
Explain coral polyp requirements for growth: temperature, clean water, shallow depth, salinity. Describe conditions favoring coral development. |
Discussion of coral growth conditions and requirements. Analysis of tropical coral distribution patterns. Students list coral growth requirements.
|
Chalkboard, chalk, exercise books, world map
|
KLB Secondary Geography Form 3, Pages 143-144
|
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| 5 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Coral Reefs
Coral Reef Formation Theories |
By the end of the
lesson, the learner
should be able to:
Distinguish between fringing reefs, barrier reefs, and atolls. Explain formation processes and characteristics of each reef type. Give examples from East Africa and globally. |
Drawing coral reef formation diagrams on chalkboard. Discussion of Great Barrier Reef and local examples. Students sketch reef formation sequences.
|
Chalkboard, chalk, exercise books, atlas
Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 144-146
|
|
| 5 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Significance of Oceans - Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain ocean significance for climate modification, fishing, transport, and mineral extraction. Describe HEP generation from tides and tourism benefits. |
Discussion of ocean economic activities and benefits. Analysis of global fishing grounds and shipping routes. Students list ocean economic uses.
|
Chalkboard, chalk, exercise books, world map
|
KLB Secondary Geography Form 3, Pages 148-149
|
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| 5 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Significance of Coasts and Coastal Features
Unit Assessment |
By the end of the
lesson, the learner
should be able to:
Describe coastal benefits: ports, harbours, fishing grounds, tourism, building materials. Explain marine life habitats and transport challenges. |
Discussion of coastal economic activities with Kenya examples. Analysis of port development and coastal tourism. Students evaluate coastal significance.
|
Chalkboard, chalk, exercise books, maps of Kenya
Assessment papers, atlas, exercise books, maps |
KLB Secondary Geography Form 3, Pages 149-150
|
|
| 5 | 5 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Definition of Terms and Types of Deserts
Wind Erosion Processes Wind Erosion Features - Small Scale |
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
Sand, small container, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, small stones for demonstration |
KLB Secondary Geography Form 3, Pages 151-152
|
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| 6 | 1 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Erosion Features - Large Scale
Wind Transportation and Deposition Sand Dunes - Barchans and Seif Dunes |
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 Sand, small obstacles, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 155-157
|
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| 6 | 2 |
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
|
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| 6 | 3 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Pediments, Pediplains, and Plateau Features
Water Deposition Features and Dry Valleys |
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
Maps of Kenya, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 161-163
|
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| 6 | 4 |
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
|
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| 6 | 5 |
Action of Water in Limestone Areas
|
Surface and Underground Water
Features Resulting from 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
Topographical maps, Geological cross-sections, Textbook diagrams, 3D models, World maps |
KLB Secondary Geography Form 3, Pages 166-170
|
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| 7 | 1 |
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
|
|
| 7 | 2 |
Action of Water in Limestone Areas
|
Action of Water in Limestone Areas and Resultant Features
Significance of 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
Economic charts, Photographs of industries, Tourism materials, Infrastructure maps, Assessment worksheets |
KLB Secondary Geography Form 3, Pages 172-178
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 5 |
Glaciation
|
Icebergs and Ice Movement
Processes of Glaciation |
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
Rock samples, Process diagrams, Moraine type charts, Glacial debris photographs |
KLB Secondary Geography Form 3, Pages 183-184
|
|
| 8 | 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
|
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| 9-10 |
END OF YEAR EXAMINATION AND CLOSING |
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