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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Distinction Between Oceans and Seas
|
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
|
KLB Secondary Geography Form 3, Pages 113-114
|
|
| 2 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Nature of Ocean Water - Salinity and Temperature
Nature of Ocean Water - Ocean Life and Topography Islands and Ocean Pollution Water Movement - Vertical Movement |
By the end of the
lesson, the learner
should be able to:
Explain ocean water salinity and factors affecting it. Describe temperature variations in ocean water with depth and latitude. Identify salt content composition in oceans. |
Discussion of ocean water composition and salinity measurement. Drawing temperature variation diagrams on chalkboard. Students copy salt content percentages in notebooks.
|
Chalkboard, chalk, exercise books, thermometer for demonstration
Chalkboard, chalk, exercise books, textbooks Chalkboard, chalk, exercise books, atlas Containers, warm and cold water, chalkboard, atlas |
KLB Secondary Geography Form 3, Pages 114-117
|
|
| 2 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Water Movement - Ocean Currents
Major Ocean Currents Tides - Formation and Causes |
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. |
Drawing ocean current formation diagrams on chalkboard. Discussion of Coriolis effect using globe demonstration. Students identify current types on world map.
|
Chalkboard, chalk, globe, world map, exercise books
World map, atlas, chalkboard, exercise books Chalkboard, chalk, exercise books, stones for demonstration |
KLB Secondary Geography Form 3, Pages 122-124
|
|
| 2 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Tides
Wave Formation and Types |
By the end of the
lesson, the learner
should be able to:
Distinguish between perigean, apogean, spring, and neap tides. Explain semi-diurnal, mixed, and diurnal tide patterns. Describe tidal significance for coastal activities. |
Drawing different tide type diagrams on chalkboard. Discussion of tidal patterns with examples. Students create tidal cycle charts in notebooks.
|
Chalkboard, chalk, exercise books, textbooks
Water basin, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 127-128
|
|
| 2 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Erosion Processes and Features
Wave Transportation and Deposition |
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.
|
Chalkboard, chalk, exercise books, pictures from textbook
Sand, water container, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 130-134
|
|
| 3 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Beaches and Spits
|
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
|
KLB Secondary Geography Form 3, Pages 135-137
|
|
| 3 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Bars and Other Features
Types of Coasts - Concordant and Discordant |
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 |
KLB Secondary Geography Form 3, Pages 137-139
|
|
| 3 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Submerged Coasts - Highland and Lowland
Emerged Coasts |
By the end of the
lesson, the learner
should be able to:
Explain submerged coast formation through base level changes. Describe rias, fjords, and Dalmatian coasts in highland areas. Identify fjards in lowland submergence. |
Drawing submerged coast formation diagrams on chalkboard. Discussion of East African rias (Kilindini, Lamu). Students analyze submergence causes.
|
Chalkboard, chalk, exercise books, maps of Kenya coast
Chalkboard, chalk, exercise books, local examples |
KLB Secondary Geography Form 3, Pages 140-142
|
|
| 3 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Coasts and Reef Formation
Types of Coral Reefs |
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
Chalkboard, chalk, exercise books, atlas |
KLB Secondary Geography Form 3, Pages 143-144
|
|
| 3 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Coral Reef Formation Theories
|
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
|
KLB Secondary Geography Form 3, Pages 146-148
|
|
| 4 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Significance of Oceans - Economic Importance
Significance of Coasts and Coastal Features |
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
Chalkboard, chalk, exercise books, maps of Kenya |
KLB Secondary Geography Form 3, Pages 148-149
|
|
| 4 | 2 |
OCEANS, SEAS AND THEIR COASTS
ACTION OF WIND AND WATER IN ARID AREAS ACTION OF WIND AND WATER IN ARID AREAS |
Unit Assessment
Definition of Terms and Types of Deserts Wind Erosion Processes |
By the end of the
lesson, the learner
should be able to:
Assess understanding of ocean characteristics, water movements, coastal processes, and significance. Evaluate achievement of all learning objectives. |
Written assessment covering all unit topics. Practical identification of coastal features from descriptions. Map work exercises using atlas.
|
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 113-150
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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 Pediments, Pediplains, and Plateau Features |
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 Chalkboard, chalk, exercise books, textbooks |
KLB Secondary Geography Form 3, Pages 157-159
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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. |
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
Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers |
KLB Secondary Geography Form 3, Pages 164-165
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
Glaciation
|
Types of Glaciers and Ice Masses
Icebergs and Ice Movement |
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
World maps showing icebergs, Ocean current charts, Movement mechanism diagrams, Speed comparison data |
KLB Secondary Geography Form 3, Pages 182-183
|
|
| 6 | 1 |
Glaciation
|
Processes of Glaciation
Glacial Features and Significance |
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
Formation diagrams, Feature photographs, Economic impact charts, Maps showing benefits, East African examples |
KLB Secondary Geography Form 3, Pages 184-186
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Soil
|
Soil Forming Processes
Factors Influencing Soil Formation |
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 |
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 6 | 4 |
Soil
|
Properties and Profile
Soil Degeneration and Erosion |
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
Erosion photographs, Degeneration charts, Local examples, Process diagrams |
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 6 | 5 |
Soil
AGRICULTURE AGRICULTURE |
Classification and Management
Introduction and Definition of Agriculture Physical Factors: Climate |
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
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 214-228
|
|
| 7 | 1 |
AGRICULTURE
|
Physical Factors: Relief and Soil
Biotic and Human Factors Types of Agriculture: Simple Subsistence and Sedentary Agriculture |
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
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 236-238
|
|
| 7 | 2 |
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 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 Figure 13.7 map, Cash crop pictures, Colonial agriculture photos |
KLB Secondary Geography Form 3, Pages 244-248
|
|
| 7 | 3 |
AGRICULTURE
|
Tea Farming in Kenya
Tea Marketing and Sugar-cane Farming |
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
KTDA charts, Figure 13.10 map, Factory pictures, Processing diagrams |
KLB Secondary Geography Form 3, Pages 253-257
|
|
| 7 | 4 |
AGRICULTURE
|
Maize Growing and Cocoa in Ghana
Oil Palm in Nigeria and Coffee Farming |
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
Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials |
KLB Secondary Geography Form 3, Pages 262-270
|
|
| 7 | 5 |
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 |
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
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
|
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