If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening of school and revision |
|||||||
| 2 | 1 |
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
|
|
| 2 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Islands and Ocean Pollution
Water Movement - Vertical Movement 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:
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 World map, atlas, chalkboard, exercise books Chalkboard, chalk, exercise books, stones for demonstration Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 119-120
|
|
| 2 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Formation and Types
Wave Erosion Processes and Features Wave Transportation and Deposition Coastal Depositional Features - Beaches and Spits |
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 Sand, water container, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, sand for demonstration |
KLB Secondary Geography Form 3, Pages 128-130
|
|
| 2 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Bars and Other Features
Types of Coasts - Concordant and Discordant Submerged Coasts - Highland and Lowland |
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
Atlas, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, maps of Kenya coast |
KLB Secondary Geography Form 3, Pages 137-139
|
|
| 2 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Emerged Coasts
Coral Coasts and Reef Formation Types of Coral Reefs |
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.
|
Chalkboard, chalk, exercise books, local examples
Chalkboard, chalk, exercise books, world map Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Pages 142-143
|
|
| 3 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Reef Formation Theories
Significance of Oceans - Economic Importance Significance of Coasts and Coastal Features Unit Assessment |
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 Chalkboard, chalk, exercise books, maps of Kenya Assessment papers, atlas, exercise books, maps |
KLB Secondary Geography Form 3, Pages 146-148
|
|
| 3 | 2 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Definition of Terms and Types of Deserts
Wind Erosion Processes Wind Erosion Features - Small Scale Wind Erosion Features - Large Scale Wind Transportation and Deposition Sand Dunes - Barchans and Seif Dunes Other Dune Types, Draas, and Loess |
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 Chalkboard, chalk, exercise books, atlas Sand, fan or strong breath, chalkboard, chalk, exercise books Sand, small obstacles, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, world map |
KLB Secondary Geography Form 3, Pages 151-152
|
|
| 3 | 3 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Water Action in Arid Areas - Wadis and Inselbergs
Pediments, Pediplains, and Plateau Features Water Deposition Features and Dry Valleys Significance of Arid Features |
By the end of the
lesson, the learner
should be able to:
Explain wadi formation through flash floods creating steep dry valleys. Describe inselberg development as residual rock masses through slope retreat. Give examples from Algeria, Egypt, Saudi Arabia, and Kenya (Nzambani Rock). |
Discussion of flash flood processes and erosional effects. Drawing wadi and inselberg formation diagrams on chalkboard. Analysis of water action despite aridity.
|
Chalkboard, chalk, exercise books, pictures from textbook
Chalkboard, chalk, exercise books, textbooks Maps of Kenya, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, pictures of solar panels |
KLB Secondary Geography Form 3, Pages 160-161
|
|
| 3 | 4 |
Action of Water in Limestone Areas
|
Surface and Underground Water
Features Resulting from Underground Water Importance of Underground Water Action of Water in Limestone Areas and Resultant Features |
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 Photographs of key sites, Maps of Kenya, Case study materials, Charts showing applications Limestone samples, Weak acids, Sequential diagrams, Clay for modeling, Salt solution setup, Cave photographs, Safety equipment |
KLB Secondary Geography Form 3, Pages 166-170
|
|
| 3 | 5 |
Action of Water in Limestone Areas
Glaciation Glaciation |
Significance of Resultant Features
Definition of Terms Types of Glaciers and Ice Masses |
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 snowline variations, Diagrams of ice formation, Maps showing ice distribution, Safety materials Glacier example tables, World maps, Photographs of mountain glaciers, Distribution charts |
KLB Secondary Geography Form 3, Pages 178-179
|
|
| 4 | 1 |
Glaciation
Soil |
Icebergs and Ice Movement
Processes of Glaciation Glacial Features and Significance Definition and Composition of Soil |
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 Formation diagrams, Feature photographs, Economic impact charts, Maps showing benefits, East African examples Soil samples, Composition diagrams, Constituent charts, Microscopes |
KLB Secondary Geography Form 3, Pages 183-184
|
|
| 4 | 2 |
Soil
|
Soil Forming Processes
Factors Influencing Soil Formation Properties and Profile |
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
Parent rock samples, Climate charts, Vegetation specimens, Maps, Time examples Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations |
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 4 | 3 |
Soil
AGRICULTURE AGRICULTURE AGRICULTURE |
Soil Degeneration and Erosion
Classification and Management Introduction and Definition of Agriculture Physical Factors: Climate Physical Factors: Relief and Soil |
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
Classification charts, Distribution maps, Conservation photographs, Practice examples Charts showing agricultural activities, Pictures of crops and livestock, Map of Kenya 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 209-214
|
|
| 4 | 4 |
AGRICULTURE
|
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 Tea Farming in Kenya |
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 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 Figure 13.8 map, Plantation pictures, Processing flow chart, Tea samples |
KLB Secondary Geography Form 3, Pages 238-242
|
|
| 4 | 5 |
AGRICULTURE
|
Tea Marketing and Sugar-cane Farming
Maize Growing and Cocoa in Ghana Oil Palm in Nigeria and Coffee Farming Wheat Growing and Horticulture |
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 Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials Figure 13.20 map, Harvester pictures, Figure 13.25 horticulture map, Export charts |
KLB Secondary Geography Form 3, Pages 257-262
|
|
| 5 | 1 |
AGRICULTURE
|
Pastoral Farming and Dairy Farming
Beef Farming and Agricultural Fieldwork |
By the end of the
lesson, the learner
should be able to:
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1 |
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds
|
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos
Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets |
KLB Secondary Geography Form 3, Pages 299-313
|
|
| 7-9 |
Endterm exams and closing of school |
|||||||
Your Name Comes Here