The Hydrological Cycle

Introduction and Definition
Input and Output Processes

By the end of the lesson, the learner should be able to:
Define hydrological cycle as endless circulation of water from oceans to atmosphere to land
Explain role of sun as energy source driving the cycle
Identify components: inputs, outputs, transfers and storages
Describe hydrological cycle as complete balanced system

Q/A session using questions about water disappearance and return; Discussion of water circulation from sky to land to ocean; Exposition of hydrological cycle definition; Analysis of Figure 5.1 showing complete cycle; Study of system components and energy source

Figure 5.1 hydrological cycle diagram, Water circulation demonstrations, System component charts
Precipitation examples, Evaporation demonstration materials, Plant samples showing stomata, Factor analysis charts

Secondary Geography Form 3 Student's Book, Pages 63

The Hydrological Cycle

Internal Transfer Processes
Storage Processes and Significance

By the end of the lesson, the learner should be able to:
Explain interception as first contact of rain with vegetation
Describe runoff as overland flow when ground cannot absorb water
Define infiltration as vertical water absorption through soil pores
Distinguish percolation as movement through underlying rock layers

Study of interception storage and through fall processes; Analysis of surface storage and ground saturation; Discussion of runoff conditions and overland flow; Examination of infiltration capacity and factors; Study of percolation leading to underground water storage

Vegetation interception examples, Runoff demonstration materials, Soil infiltration samples, Percolation process diagrams
Water storage examples, Ground water table diagrams, Ice storage examples, Significance analysis charts

Secondary Geography Form 3 Student's Book, Pages 65-66

ACTION OF RIVERS

Definition of Terms Related to Rivers
River Erosion Processes
River Transportation and Deposition

By the end of the lesson, the learner should be able to:
Define rivers, source, mouth, tributaries, confluence, drainage basin, watershed, interfluves. Identify components of river systems on maps.

Q/A to review hydrological cycle. Explanation of river terminology with Kenyan examples. Drawing and labeling river system diagrams.

Maps of Kenya, river system charts, textbooks
Water containers, sand, rock samples, demonstration materials
Containers, different sized particles, water, magnifying glasses

KLB Secondary Geography Form 3, Pages 68-69

ACTION OF RIVERS

Youthful Stage Features
Mature Stage Features
Old Stage Features - Alluvial Fans and Flood Plains

By the end of the lesson, the learner should be able to:
Identify V-shaped valleys, waterfalls, rapids, gorges, potholes, interlocking spurs. Explain formation through vertical erosion dominance.

Drawing youthful stage features. Discussion of waterfall types with Kenyan examples (Thomson's Falls, Torok Falls). Modeling with clay.

Clay/plasticine, topographical maps, pictures of waterfalls, drawing materials
Comparison charts, cross-section diagrams, colored pencils
Sand, water, modeling trays, maps showing flood plains, diagrams

KLB Secondary Geography Form 3, Pages 74-80

ACTION OF RIVERS

Old Stage Features - Meanders and Ox-bow Lakes
Old Stage Features - Levees, Braided Channels, and Deferred Tributaries
Delta Formation and Types

By the end of the lesson, the learner should be able to:
Explain meander formation through lateral erosion on concave banks. Describe ox-bow lake development from cut-off meanders.

Practical demonstration of meander formation using stream tables. Drawing meander development sequence leading to ox-bow lakes. Discussion of Kenyan examples.

Stream tables, sand, water, sequential diagrams, pictures of ox-bow lakes
Cross-section diagrams, aerial photographs, flood plain maps
Maps of river deltas, diagrams of delta types, aerial photographs

KLB Secondary Geography Form 3, Pages 82-84

ACTION OF RIVERS

River Profile Summary
River Capture

By the end of the lesson, the learner should be able to:
Summarize features along youthful, mature, and old stages. Compare dominant processes and resultant landforms at each stage.

Creating comprehensive river profile diagrams. Consolidation exercise comparing all stages. Tabulation of features by river stage.

Large drawing paper, colored pencils, summary charts, profile diagrams
Maps of Kenya, capture process diagrams, case study materials

KLB Secondary Geography Form 3, Page 89

ACTION OF RIVERS

River Rejuvenation

By the end of the lesson, the learner should be able to:
Define river rejuvenation and distinguish dynamic vs static rejuvenation. Describe resultant features: river terraces, incised meanders, rejuvenation gorges, knick points.

Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.

Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya

KLB Secondary Geography Form 3, Pages 86-89

ACTION OF RIVERS

Drainage Patterns
Drainage Systems

By the end of the lesson, the learner should be able to:
Identify and describe dendritic, radial, centripetal, parallel, fault-guided, and trellis drainage patterns. Explain formation conditions and give Kenyan examples.

Drawing different drainage patterns. Analysis of Mt. Kenya radial drainage and Rift Valley centripetal patterns. Pattern recognition exercises.

Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils
Geological maps, drainage system diagrams, cross-sections

KLB Secondary Geography Form 3, Pages 90-92

ACTION OF RIVERS

Significance of Rivers - Positive Effects
Significance of Rivers - Negative Effects and Water Conservation

By the end of the lesson, the learner should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism.

Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.

Maps of water systems, pictures of dams and ports, economic activity charts
Pictures of floods, case study materials, Water Act summary

KLB Secondary Geography Form 3, Pages 94-96

LAKES

Definition of a Lake
Lakes Formed by Tectonic Movements - Rift Valley Lakes
Lakes Formed by Tectonic Movements - Downwarped Lakes

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.

Chalkboard, textbooks, wall map of Kenya
Chalkboard, chalk, exercise books, wall map of East Africa
Chalkboard, chalk, exercise books, atlas

KLB Secondary Geography Form 3, Pages 99-100

LAKES

Lakes Formed by Volcanic Activity
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 crater lake formation in volcanic craters. Explain lava dammed lake formation when lava blocks river courses. Give examples: crater lakes (Simbi, Paradise, Chala) and lava dammed lakes (Bunyonyi, Kivu, Tana).

Drawing crater lake formation on chalkboard. Discussion of lava dam formation across rivers. Students sketch volcanic lake types in exercise books.

Chalkboard, chalk, exercise books, textbooks
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 103-106

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

LAKES

Significance of Lakes - Economic Importance
Significance of Lakes - Social and Environmental Benefits

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

LAKES
OCEANS, SEAS AND THEIR COASTS
OCEANS, SEAS AND THEIR COASTS

Negative Effects of Lakes
Distinction Between Oceans and Seas
Nature of Ocean Water - Salinity and Temperature

By the end of the lesson, the learner should be able to:
Identify disease vectors (mosquitoes, snails) around lakes causing malaria and bilharzia. Describe dangerous wildlife habitats (crocodiles, hippos). Explain displacement issues from human-made lakes.

Discussion of health challenges in lake regions. Analysis of human-wildlife conflict around lakes. Case study of resettlement during dam construction projects using textbook examples.

Chalkboard, chalk, textbooks, exercise books
Chalkboard, world map, atlas, exercise books
Chalkboard, chalk, exercise books, thermometer for demonstration

KLB Secondary Geography Form 3, Page 111

OCEANS, SEAS AND THEIR COASTS

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:
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
Chalkboard, chalk, exercise books, atlas
Containers, warm and cold water, chalkboard, atlas

KLB Secondary Geography Form 3, Pages 117-119

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

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

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

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

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

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

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
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

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

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

Unit Assessment
Definition of Terms and Types of Deserts

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

KLB Secondary Geography Form 3, Pages 113-150

ACTION OF WIND AND WATER IN ARID AREAS

Wind Erosion Processes
Wind Erosion Features - Small Scale
Wind Erosion Features - Large Scale

By the end of the lesson, the learner should be able to:
Explain wind erosion processes: abrasion, attrition, and deflation. Describe factors favoring wind action in hot deserts: unconsolidated particles, scanty vegetation, tropical storms.

Discussion of wind erosion mechanisms with practical examples. Simple demonstration using sand and breath/fan to show wind effect. Students draw erosion process diagrams.

Sand, small container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, small stones for demonstration
Chalkboard, chalk, exercise books, atlas

KLB Secondary Geography Form 3, Pages 152-153

ACTION OF WIND AND WATER IN ARID AREAS

Wind Transportation and Deposition
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:
Explain wind transportation methods: suspension, saltation, surface creep. Describe factors influencing transportation: wind speed, load nature, obstacles, particle state. Explain deposition conditions.

Demonstration of particle movement using sand and fan/breath. Discussion of transportation distances for different particle sizes. Students create transportation process diagrams.

Sand, fan or strong breath, chalkboard, chalk, exercise books
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 156-157

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

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

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

Action of Water in Limestone Areas

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:
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
Limestone samples, Weak acids, Sequential diagrams, Clay for modeling, Salt solution setup, Cave photographs, Safety equipment

KLB Secondary Geography Form 3, Pages 172-173

Action of Water in Limestone Areas

Significance of Resultant Features

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

KLB Secondary Geography Form 3, Pages 178-179

Glaciation

Definition of Terms
Types of Glaciers and Ice Masses

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
Glacier example tables, World maps, Photographs of mountain glaciers, Distribution charts

KLB Secondary Geography Form 3, Pages 180-182

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

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

Soil

Definition and Composition of Soil
Soil Forming Processes

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
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations

KLB Secondary Geography Form 3, Pages 198-200

Soil

Factors Influencing Soil Formation
Properties and Profile

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
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations

KLB Secondary Geography Form 3, Pages 203-205

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

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

AGRICULTURE

Physical Factors: Relief and Soil
Biotic and Human Factors
Types of Agriculture: Simple Subsistence and Sedentary Agriculture
Intensive Subsistence Agriculture and Plantation 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
Monsoon Asia maps, Rice terraces pictures, Plantation distribution charts

KLB Secondary Geography Form 3, Pages 236-238

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:
Describe Mediterranean agriculture regions; Explain farming aspects; Define mixed farming; Identify livestock farming types

Study Mediterranean regions; Analyze orchard farming, viticulture; Discuss mixed farming areas; Introduction to livestock types

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 248-252

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

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

AGRICULTURE

Wheat Growing and Horticulture
Pastoral Farming and Dairy Farming

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

KLB Secondary Geography Form 3, Pages 283-299

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