Map Work

Introduction and Precautions in Map Reading
Landforms - Dissected and Rolling Relief
Hilly/Mountainous Relief, Valleys and Slope Types

By the end of the lesson, the learner should be able to:
Identify and describe physical features on topographical maps
Identify and describe human activities on topographical maps
Outline precautions observed when describing physical features and human activities
Use appropriate phrases when reading maps
Identify hilly or mountainous relief characteristics
Recognize V-shaped valleys and U-shaped contours
Determine nature of slope using contour patterns, spacing and height
Distinguish between even, convex and concave slopes

Q/A session reviewing maps and mapwork from Forms 1 and 2; Exposition of precautions when describing physical and human features; Discussion on appropriate and inappropriate phrases; Practice using correct directional terms instead of "left", "right", "top", "bottom"
Detailed discussion on hilly/mountainous relief using Figure 2.3(a); Study of valley formation using Figure 2.3(b); Explanation of slope types using Figures 2.4, 2.5, and 2.6; Practice identifying slope characteristics and intervisibility

Topographical maps, Sample phrases worksheet, Compass directions chart
Topographical maps showing different relief types, Figure 2.1 and 2.2 from textbook, Tracing paper
Figures 2.3(a), (b), 2.4, 2.5, 2.6, Examples from Kisii Highlands, Sample topographical maps with various slopes

Secondary Geography Form 3 Student's Book, Pages 11-13
Secondary Geography Form 3 Student's Book, Pages 14-17

Map Work

Spurs, Passes, Saddles, Ridges and Major Landforms
Vegetation and Natural Hydrographic Features

By the end of the lesson, the learner should be able to:
Identify interlocking and truncated spurs using contour patterns
Distinguish between passes and saddles using transport lines
Recognize ridges, escarpments and plateaus
Identify water-related features like peninsulas, bays and watersheds

Exposition of spurs using Figures 2.7(a), (b); Analysis of passes and saddles using Figure 2.8; Study of ridges, escarpments and plateaus using Figures 2.9, 2.10, 2.11; Explanation of water features and watersheds using Figure 2.12

Figures 2.7-2.12, Examples of Marich Pass, Kikuyu Plateau, Uyoma Peninsula, Topographical maps showing landforms
Figure 2.13 vegetation key, Figures 2.14(a)-(c), Maps showing vegetation and rivers, Symbol identification charts

Secondary Geography Form 3 Student's Book, Pages 17-22

Map Work

Drainage Patterns and Other Water Features

By the end of the lesson, the learner should be able to:
Identify all drainage patterns: dendritic, trellis, rectangular, radial, annular, centripetal and parallel
Suggest geological conditions for each drainage pattern
Recognize lakes, swamps, waterfalls and artificial hydrographic features
Use water features to interpret climate and geological conditions

Detailed discussion of all drainage patterns using Figures 2.15-2.21; Analysis of tributary junction angles and geological implications; Study of Figure 2.22 showing artificial features; Practice identifying patterns and making geological interpretations

Figures 2.15-2.22, Sample maps with different drainage patterns, Pattern identification worksheets, Artificial features examples

Secondary Geography Form 3 Student's Book, Pages 22-25

Map Work

Climate Interpretation and Economic Activities

By the end of the lesson, the learner should be able to:
Use drainage, vegetation and human activities evidence to interpret climate
Identify agricultural activities through plantation symbols and processing facilities
Recognize mining, forestry and fishing activities using appropriate evidence
Distinguish between small scale and large scale farming indicators

Discussion of climate interpretation using map evidence; Analysis of plantation farming symbols and estate names; Study of mining evidence: symbols, processing plants; Identification of forestry through saw-mills and forest reserves; Recognition of fishing through facilities and co-operatives

Climate interpretation guidelines, Maps showing agricultural and mining areas, Processing facility examples, Economic activity symbols chart

Secondary Geography Form 3 Student's Book, Pages 25-28

Map Work

Manufacturing, Services, Transport and Settlement Factors
Settlement Patterns and Map Enlargement/Reduction
Drawing Cross-Sections and Profiles

By the end of the lesson, the learner should be able to:
Identify manufacturing through processing plants and factories
Recognize service activities and tourism facilities
Identify transport modes: land, air and water transport
Analyze factors influencing settlement: water, defence, health, soils, drainage, transport, relief
Draw cross-sections using proper steps and procedures
Calculate amplitude of relief and determine vertical scales
Plot heights accurately and draw smooth curves
Annotate cross-sections with appropriate labels using downward facing arrows

Study of manufacturing indicators: mills, ginneries, factories; Analysis of service evidence: shops, markets, communication facilities; Recognition of transport evidence: roads, railways, airstrips; Detailed discussion of settlement factors using Figures 2.23(a), (b) and 2.24
Step-by-step demonstration of cross-section construction using Figure 2.29; Practice calculating amplitude and selecting appropriate scales; Guided construction of cross-sections with proper plotting techniques; Training on annotation methods with downward arrows only

Manufacturing symbols, Service facility examples, Transport mode indicators, Figures 2.23(a), (b), 2.24, Settlement factor analysis worksheets
Figures 2.25(b)-(d), Table 2.1, Figures 2.26(a), (b), Graph paper, Rulers, Sample maps for enlargement practice
Figure 2.29 cross-section example, Graph paper, Strip paper for plotting, Rulers and pencils, Sample topographical maps for practice

Secondary Geography Form 3 Student's Book, Pages 28-31
Secondary Geography Form 3 Student's Book, Pages 34-36

Map Work
OCEANS, SEAS AND THEIR COASTS
OCEANS, SEAS AND THEIR COASTS

Vertical Exaggeration, Gradient and Intervisibility
Distinction Between Oceans and Seas
Nature of Ocean Water - Salinity and Temperature

By the end of the lesson, the learner should be able to:
Calculate vertical exaggeration as ratio of horizontal to vertical scale
Determine appropriate exaggeration using relief amplitude guidelines
Calculate gradient using normal and trigonometric ratios
Determine intervisibility by drawing cross-sections and calculating gradients

Exposition of vertical exaggeration calculation using Table 2.2 guidelines; Demonstration of gradient calculation using Figure 2.30 with both methods; Analysis of intervisibility using Figure 2.31; Practice calculating line of sight and identifying dead ground areas

Table 2.2 interpretation guide, Figure 2.30 gradient example, Figure 2.31 intervisibility, Calculators, Logarithm tables
Chalkboard, world map, atlas, exercise books
Chalkboard, chalk, exercise books, thermometer for demonstration

Secondary Geography Form 3 Student's Book, Pages 36-39

OCEANS, SEAS AND THEIR COASTS

Nature of Ocean Water - Ocean Life and Topography

By the end of the lesson, the learner should be able to:
Describe ocean life including plankton, nekton, and benthos. Explain ocean topography features: continental shelf, slope, abyssal plain, ridges, and trenches.

Discussion of marine organisms and their habitats. Drawing ocean floor profile on chalkboard showing topographical features. Students sketch ocean life zones.

Chalkboard, chalk, exercise books, textbooks

KLB Secondary Geography Form 3, Pages 117-119

OCEANS, SEAS AND THEIR COASTS

Islands and Ocean Pollution

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

KLB Secondary Geography Form 3, Pages 119-120

OCEANS, SEAS AND THEIR COASTS

Islands and Ocean Pollution

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

KLB Secondary Geography Form 3, Pages 119-120

OCEANS, SEAS AND THEIR COASTS

Islands and Ocean Pollution

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

KLB Secondary Geography Form 3, Pages 119-120

OCEANS, SEAS AND THEIR COASTS

Water Movement - Vertical Movement

By the end of the lesson, the learner should be able to:
Explain vertical water movement through upwelling and downwelling. Describe causes: density differences and converging currents. Analyze significance for marine life and fishing.

Discussion of density differences in ocean water. Simple demonstration using warm and cold water in containers. Analysis of upwelling areas and fishing grounds.

Containers, warm and cold water, chalkboard, atlas

KLB Secondary Geography Form 3, Pages 120-122

OCEANS, SEAS AND THEIR COASTS

Water Movement - Ocean Currents
Major Ocean Currents
Tides - Formation and Causes
Types of Tides

By the end of the lesson, the learner should be able to:
Explain ocean current formation by winds, earth's rotation, land masses, and temperature. Describe Coriolis effect and its impact on current direction. Distinguish between warm and cold currents.
Distinguish between perigean, apogean, spring, and neap tides. Explain semi-diurnal, mixed, and diurnal tide patterns. Describe tidal significance for coastal activities.

Drawing ocean current formation diagrams on chalkboard. Discussion of Coriolis effect using globe demonstration. Students identify current types on world map.
Drawing different tide type diagrams on chalkboard. Discussion of tidal patterns with examples. Students create tidal cycle charts in notebooks.

Chalkboard, chalk, globe, world map, exercise books
World map, atlas, chalkboard, exercise books
Chalkboard, chalk, exercise books, stones for demonstration
Chalkboard, chalk, exercise books, textbooks

KLB Secondary Geography Form 3, Pages 122-124
KLB Secondary Geography Form 3, Pages 127-128

OCEANS, SEAS AND THEIR COASTS

Wave Formation and Types
Wave Erosion Processes and Features

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.

Water basin, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, pictures from textbook

KLB Secondary Geography Form 3, Pages 128-130

OCEANS, SEAS AND THEIR COASTS

Wave Transportation and Deposition

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

KLB Secondary Geography Form 3, Pages 134-135

OCEANS, SEAS AND THEIR COASTS

Coastal Depositional Features - Beaches and Spits
Coastal Depositional Features - Bars and Other Features

By the end of the lesson, the learner should be able to:
Describe beach formation and characteristics. Explain spit formation at coastline direction changes. Identify beach features: ridges, cusps, berms, beach rock.

Discussion of beach formation conditions and processes. Drawing spit formation diagrams showing longshore drift effects. Students identify local beach examples.

Chalkboard, chalk, exercise books, sand for demonstration
Chalkboard, chalk, exercise books, textbooks

KLB Secondary Geography Form 3, Pages 135-137

OCEANS, SEAS AND THEIR COASTS

Types of Coasts - Concordant and Discordant
Submerged Coasts - Highland and Lowland
Emerged Coasts

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.
Explain submerged coast formation through base level changes. Describe rias, fjords, and Dalmatian coasts in highland areas. Identify fjards in lowland submergence.

Discussion of coast types with Kenya examples (Malindi-Lamu vs Mombasa). Analysis of factors affecting coastal development. Students identify coast types on maps.
Drawing submerged coast formation diagrams on chalkboard. Discussion of East African rias (Kilindini, Lamu). Students analyze submergence causes.

Atlas, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, maps of Kenya coast
Chalkboard, chalk, exercise books, local examples

KLB Secondary Geography Form 3, Pages 139-140
KLB Secondary Geography Form 3, Pages 140-142

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

OCEANS, SEAS AND THEIR COASTS

Types of Coral Reefs

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

KLB Secondary Geography Form 3, Pages 144-146

OCEANS, SEAS AND THEIR COASTS

Coral Reef Formation Theories
Significance of Oceans - Economic Importance

By the end of the lesson, the learner should be able to:
Explain Darwin's, Daly's, and Murray's theories of coral reef formation. Compare different explanations for barrier reef and atoll development.

Discussion of different coral formation theories with diagrams. Comparison of theory strengths and limitations. Students create theory comparison charts.

Chalkboard, chalk, exercise books, textbooks
Chalkboard, chalk, exercise books, world map

KLB Secondary Geography Form 3, Pages 146-148

OCEANS, SEAS AND THEIR COASTS
OCEANS, SEAS AND THEIR COASTS
ACTION OF WIND AND WATER IN ARID AREAS
ACTION OF WIND AND WATER IN ARID AREAS

Significance of Coasts and Coastal Features
Unit Assessment
Definition of Terms and Types of Deserts
Wind Erosion Processes

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.
Assess understanding of ocean characteristics, water movements, coastal processes, and significance. Evaluate achievement of all learning objectives.

Discussion of coastal economic activities with Kenya examples. Analysis of port development and coastal tourism. Students evaluate coastal significance.
Written assessment covering all unit topics. Practical identification of coastal features from descriptions. Map work exercises using atlas.

Chalkboard, chalk, exercise books, maps of Kenya
Assessment papers, atlas, exercise books, maps
Chalkboard, world map, atlas, exercise books
Sand, small container, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 149-150
KLB Secondary Geography Form 3, Pages 113-150

ACTION OF WIND AND WATER IN ARID AREAS

Wind Erosion Features - Small Scale
Wind Erosion Features - Large Scale
Wind Transportation and Deposition

By the end of the lesson, the learner should be able to:
Describe formation of "millet seed" sand grains, rock pedestals (gours), and ventifacts. Explain undercutting and abrasion effects up to 2 meters above ground. Include dreinkanter formation.

Drawing formation diagrams of small-scale erosional features on chalkboard. Discussion of differential erosion on hard and soft rocks. Students sketch feature formation stages.

Chalkboard, chalk, exercise books, small stones for demonstration
Chalkboard, chalk, exercise books, atlas
Sand, fan or strong breath, chalkboard, chalk, exercise books

KLB Secondary Geography Form 3, Pages 153-155

ACTION OF WIND AND WATER IN ARID AREAS

Sand Dunes - Barchans and Seif Dunes
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:
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
Chalkboard, chalk, exercise books, pictures from textbook

KLB Secondary Geography Form 3, Pages 157-159

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

ACTION OF WIND AND WATER IN ARID AREAS
Action of Water in Limestone Areas

Significance of Arid Features
Surface and Underground Water

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.
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.

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.
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.

Chalkboard, chalk, exercise books, pictures of solar panels
Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers

KLB Secondary Geography Form 3, Pages 164-165
KLB Secondary Geography Form 3, Pages 166-170

Action of Water in Limestone Areas

Features Resulting from Underground Water
Importance of 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
Photographs of key sites, Maps of Kenya, Case study materials, Charts showing applications

KLB Secondary Geography Form 3, Pages 170-172

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
AGRICULTURE
AGRICULTURE

Significance of Resultant Features
Introduction and Definition of Agriculture
Physical Factors: Climate

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
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 178-179

AGRICULTURE

Physical Factors: Relief and Soil
Biotic and Human Factors
Types of Agriculture: Simple Subsistence and Sedentary Agriculture
Intensive Subsistence Agriculture and Plantation Agriculture
Mediterranean Agriculture, Mixed Farming, and Livestock Farming
Distribution of Major Cash Crops in Kenya

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
Describe intensive subsistence in Monsoon Asia; Explain wet padi cultivation; Define plantation agriculture; Identify plantation crops

Q/A on relief and mechanization; Study lowland advantages in Monsoon Asia; Examine soil formation from rocks; Discuss hygroscopic water and temperature
Study oriental agriculture; Analyze farm sizes and cropping; Study of plantation areas; Discuss foreign ownership

Soil samples, pH testing materials, Maps of Pampas and Prairies, Terraced farming pictures
Pictures of pests, Insect specimens, Wilson Airport maps, Price charts
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
Figure 13.7 map, Cash crop pictures, Colonial agriculture photos

KLB Secondary Geography Form 3, Pages 236-238
KLB Secondary Geography Form 3, Pages 244-248

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

AGRICULTURE

Tea Marketing and Sugar-cane Farming
Maize Growing and Cocoa in Ghana

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
Figure 13.14 map, Maize pictures, Figure 13.15 Ghana map, Processing charts

KLB Secondary Geography Form 3, Pages 257-262

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
Pastoral Farming and Dairy Farming
Beef Farming and Agricultural Fieldwork

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
Compare traditional and commercial beef farming; Describe Argentina's Pampas system; Plan agricultural fieldwork

Study Figure 13.20 wheat areas; Analyze Canadian Prairie advantages; Discuss horticultural companies; Export market analysis
Analyze KMC operations; Study Argentine estancias; Discuss Kaputiei Scheme; Practice fieldwork planning

Figure 13.20 map, Harvester pictures, Figure 13.25 horticulture map, Export charts
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 283-299
KLB Secondary Geography Form 3, Pages 313-327